CATEGORIES:
BiologyChemistryConstructionCultureEcologyEconomyElectronicsFinanceGeographyHistoryInformaticsLawMathematicsMechanicsMedicineOtherPedagogyPhilosophyPhysicsPolicyPsychologySociologySportTourism
A. Language Competencies
Analyzing the Priorities of Language Skills for the Primary Classrooms
Learning Objectives:
· Relevant implementation of each language skill in the primary EFL classroom
· The appropriate sequence of teaching language skills
· Using real-life situations in teaching young learners
· Basic vocabulary and simple grammar input in the primary EFL classroom
· Using topics that relevant to young learners’ age
· Using language aids (easy rhymes, stories, scenic texts, short plays and songs) in the primary EFL classroom
· Total Physical Response (TPR)
Learning Outcomes:
· Students will be able to arrange an appropriate distribution of the four language skills according to the age groups
· Students will be able to integrate their teaching appropriately according to primary stage
· Students will be aware of teaching methods, materials and language aids (rhymes, stories, and songs) that relevant to young learners’ language abilities
· Students will be able to shape young learners’ basic language skills according to their language needs
· Students will be aware of Total Physical Response (TPR) in LT
| Spark | Do you remember when you were first taught a foreign language in your nursery or primary school? What lesson activities did you like most? What language skill or skills were boring to you?. Share your experiences with your group mates. |
| Spark Reading for the gist | Make a quick look through the following pieces of notes. Sort them into two large logic groups. The distribution of the ideas in the logic groups may not be equal in number. Identify the main idea and discus it in the group. Try to give your own opinion. There is a chunk of notes presented by a student’s mother. Point it out. |
| Task Two | Look at the table (Handout 1) and score (P) the language skills from 0 to 5which you think it/they should be emphasized in the primary EFL classroom. Discuss it within groups of three or four. Support your answers with clear explanations. Show your reasons with a few words in the Handout 2.and compare them with the answers of other groups. |
Handout 1
| Language Skills | The least relevant>>>>> the most relevant | |||||
| Speaking | ||||||
| Listening | ||||||
| Reading | ||||||
| Writing |
Handout 2
Which language skill or skills Preferable (P) or notpreferable (NP) in the primary EFL classroom (According to the Handout 1)? Why? Show reasons in short.
| Language Skills | Preferable or not preferable | Why? |
| Listening | 1. | |
| 2. | ||
| 3. | ||
| … | ||
| Speaking | 1. | |
| 2. | ||
| 3. | ||
| … | ||
| Reading | 1. | |
| 2. | ||
| 3. | ||
| … | ||
| Writing | 1. | |
| 2. | ||
| 3. | ||
| … |
| Task Four Article discussion | Read the article (briefed) by Lynne Cameron titled ‘Teaching Language to Young Learners’. (15-19 pages) · How does the author characterize younger learners’ language competencies? · What ideas does she give about dividing the language into four language skills in teaching? Give your own reflection to the article. Search for the full content of the article at: http://www.tpdl.ac.nz/site/tpdl/files/Resources%20-%20documents/General/Reading/Cameron%20Teaching%20lgs%20to%20children%20chap%201.pdf |
Date: 2016-04-22; view: 1006
| <== previous page | | | next page ==> |
| | | The foreign language: describing the indivisible |