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ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

TOPIC 1

The Teaching and A

ing !" #$i%ing S&i''

SYNOPSIS(
This topic focuses on the teaching and assessing of writing skills.

LEARNING OUTCOMES(
i. ii. iii. Interpret curriculum content on the principles of teaching writing. Explain writing readiness by using First Steps Reading resources. Apply arious methods to assess writing.

FRAME#OR)(
i. ii. iii. i . . !rinciples of teaching "riting "riting Readiness Strategies in teaching writing Integrated acti ities Assessing writing

CONTENT(
i. P$inci*'e !" %eaching #$i%ing A!!R#A$%ES T# TEA$%I&' "RITI&'( Attempts to teach writing ) since the time when students were merely gi en a topic of some kind and asked to produce a *composition+ without further help ) ha e usually focused on some particular problematical aspect of the writing situation. Some key approaches are examined below. 1

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

F#$,S #& A$$,RA$-( .istakes show up in written work and not unnaturally come to be regarded as a ma/or problem. It was assumed that students made mistakes because they were allowed to write what they wanted0 and accuracy1oriented approaches ha e therefore stressed the importance of control in order to eliminate them from written work. Students are taught how to write and combine arious sentence types and manipulation exercises like the one below are used to gi e them the experience of writing connected sentences. A 234 man254 walked 264 down the street. A 274 girl 284 was waiting for him outside a 294 shop. As he approached0 she smiled 2:4 and said0*hello0 how are you;+ 34 54 64 74 84 94 tall young well1dressed with a beard0 in a black hat0 with sunglasses rapidly0hurriedly0 impatiently pretty0 fair1haired0 dark1skinned in high1heeled shoes0 with an umbrella0 in a pink hat chemist<s0 grocer<s bicycle plesantly0 attracti ely0 in a friend manner 'radually the amount of control is reduced and the students are asked to exercise meaningful choice 2in the example abo e they do not ha e to think and they cannot make mistakes4. At still later stage0 they may be gi en a good deal of guidance with language content0 but allowed some opportunities for self expressions. This controlled1to1free approach emphasi=es step1by1step learning and formal correctness. .any such schemes were carefully thought out and although no longer fashionable0 they produced many useful ideas on how to guide writing. 2

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

F#$,S #& F>,E&$-( This approach encourages students to write as much as possible and as ?uickly as possible ) without worrying about making mistakes. The important thing is to get one<s ideas down to paper. In this way the students think that they really writing0 not merely doing exercises of some kind@ they write what they want to write and conse?uently writing is an en/oyable experience. This approach draws attention to certain points we need to keep in mind. .any students write badly because they do not write enough and for the same reason they feel inhabited when they pick up a pen. .ost of us write less well if we are obliged to write about something. A fluency approach0 perhaps channeled into something like keeping a diary0 can be useful antidote. F#$,S #& TEAT( This approach stresses the importance of the paragraph as the basic unit of written expression and is therefore mainly concerned to teach students hoe to construct and organi=e paragraphs. It uses a ariety of techni?ues0 singly and in combination0 such as 1 1 1 Forming paragraphs from /umbled sentences. "ritten parallel paragraphs@ Be eloping paragraphs from topic sentences 2with or without cues.4 This approach identifies and tries to o ercome one of the central problems in writing@ getting students to express themsel es effecti ely at a le el beyond the sentence.

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

F#$,S #& !,R!#SE( In real life we normally ha e a reason for writing and we write to and for somebody. These factors which ha e often been neglected in teaching and practicing writing. -et it is easy to de ise situations0 which allow students to write purposefully( for example0 they can write to another in the classroom or use writing in role1play situations. Although this approach does not sol e specific problems which students ha e when handling the written language0 it does moti ate them to write and shows how writing is a form of communication. The $!'e !" g+idance( The fundamental principle of guiding students in arious ways towards a mastery of writing skills0 and sometimes controlling what they write0 is not one we can lightly dismiss0 e en if the principle has to some extent been misapplied 2for example0 in trying to eliminate the mistakes.4. rather we should consider mare carefully what kind of guidance we should gi e them0 particularly in relation to the arious problems they ha e when writing. #n a linguistic le el0 since our aim is to de elop0 their ability to write a text0 one way of helping the students is by using the texts as our basic format for practice0 e en in the early stages. "hile this does not rule out some sort of sentence practice0 which may be necessary for the mastery of certain types of complex and compound sentence structure0 best practiced through writing because they most commonly used in writing0 we do not need to build into the writing program a step1by1step approach which will take the learners in easy stages from sentence practice to the production of text. "ith the text as our basic format for practice0 we can teach within its framework all the other rhetorical de ices1logical0 grammatical0 and lexical1 which the 4

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

learners need to master. Cy using texts 2letters and reports0 for example ) e en dialogues in early stages4 as our basic practice format0 rather than some other unit such as the sentence or e en paragraph0 we can make writing acti ities much more meaningful for the students and thereby increase their moti ation to write well. The text pro ides a setting within which they can practice for example sentence completion0 sentence combination0 paragraph construction0 etc. in relation to longer stretches of discourse. In this way they can see not only why they are writing but also write in a manner appropriate to the communicati e goal of the text. In order to make writing more meaningful0 we can integrate it effecti ely with other classroom acti ities in ol ing not only reading but also speaking and listening f.eg. we see an ad ertisement for a /ob which in ol es *reading+. "e talk about it and perhaps phone up about it0 which in ol es speaking and listening. "e then decide to apply for the /ob ) which in ol es reading. $onse?uently we can use writing in the lesson as we normally do in our daily life. "e need a whole range of techni?ues0 each appropriate to specific goals and needs. Dariety is important. This is essential for the sake of interest( the learners get bored if they are constantly asked to perform the same type of task. Cut another significant factor is that certain techni?ues are effecti e for de eloping particular writing skills. For example0 texts 2read or heard4 pro ide the right sort of context for note taking( they not only read expected. Disual material0 on the other hand0 properly used pro ides a more open1ended framework for writing acti ities of different kinds at different le els0 but it is less suited for elementary writing acti ities than is often assumed. !articular kinds of isual material0 such as diagrams and tables0 are 5

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

aluable for de eloping organi=ational skills. $learly then our approach should be as eclectic as possible0 using those forms of guidance which are appropriate to different kinds of different le els of attainment. Imply tight control o er what the learners write. If0 for example0 we accept that errors in speech are not only ine itable but are also a natural part of learning a language0 then we should accept that they will occur0 and to some extend should be allowed to occur0 in writing too. ,nless the learners are gi en opportunities to write what they want to write0 they will ne er learn this skill. As in speech when we pro ide opportunities for free expression0 errors will occur0 but this is a situation0 which we must accept. !erhaps it is largely our attitude towards these errors that is wrong( because they occur in writing0 we feel that they must be corrected0 whereas in speech0 perhaps because it is more transient0 we are inclined to be more tolerant. This is far from suggesting that free expression is the solution to learning to write( on the contrary0 the learners need guidance0 as they do with oral work. They must be encouraged to look critically at what they write and taught to draft0 correct and rewrite. Cut since no approach to teaching writing has yet been de ised which will take them smoothly from writing under control to free expression0 it seems reasonable to pro ide some opportunities for writing freely0 e en in the early stages. This will not only enable us to see whether the students are making any real process@ it will also ensure that they become learners rather than leaners. The need !" %he 'ea$ne$ ( a, %each %he 'ea$ne$ h!- %! -$i%e( since the spoken and the written forms of language are not the same and since writing is a 6

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

different way of communication from speech0 it follows that writing that writing skills re?uire special teaching. ., P$!/ide ade0+a%e and $e'e/an% e1*e$ience !" -$i%%en 'ang+age( writing has to be preceded and accompanied by wide exposure dialogues in their textbooks and narrati e prose in their readers0 they cannot be expected to produceother c, arieties of the written language appropriate0 for example to letters or reports. Sh!- %he 'ea$ne$ h!- %he -$i%%en 'ang+age "+nc%i!n a a 2 %e3 !" a c!33+nica%i!n( exposure to the written form of the language by itself it is not sufficient. The learners also ha e to be made aware of how we communicate through the written medium and how this differs from speech. In particular they need to be shown that any piece of writing0 whether or not it is addressed to a specific reader0 has a communicati e purpose. They need to understand how the resources of the written language are used to fulfill this purpose0 by establishing and maintaining contact with/ the reader in order to get one<s message across. d, e, Teach %he 'ea$ne$ h!- %! -$i%e %e1% ( writing in ol es the ability to organi=e sentences to a coherent whole or text. Teach %he 'ea$ne$ h!- %! -$i%e di""e$en% &ind !" %e1% ( it is not enough to try to r1teach them a kind of neutral general1purpose form of written expression. They ha e to some extend at least to be able to select an appropriate style0 formal or informal0 depending on what they are writing about and whom they are addressing0 and to able to present this to the reader in an appropriate form. .any of the difficulties0 which the learners ha e in this area0 arise because of the nature of the writing tasks. Also this kind of task does not encourage them to think of writing as communication. >ikewise it might be noted0 our goal should not be to teach different kinds of writing. Cut rather to see that these are practiced within the wider context of a text. ", Ma&e -$i%ing %a & $e'e/an% and $ea'i %ic( all too often writing 7

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

tasks lack reality for the learners because they do not gi e them the feeling that they are writing to or for somebody. They are done solely as a form of exercise for the benefit of the teacher0 who reacts to them more like /udge than a genuine reader. The use of the text as the basic format for the practice is only part of the solution. "e must also attempt to identify those forms of writing which are most likely to rele ant to the learners< needs0 such as arious types of personal communication and institutional communication and to establish classroom contexts for practicing them. This does not rule out the possibility of other kinds of writing0 pro ided the moti ation for this kind of work can be established. g, In%eg$a%e -$i%ing -i%h !%he$ &i'' ( writing tends to be the *cinderella+ of the four skills and is often relegated to the end of the teaching unit and used mainly for framework. This is unlikely to make the learners want to write. "here possible0 we should introduce writing acti ities that lead naturally onto or from the use of other skills0 so that learners see writing as a real acti ity. h, U e a /a$ie%2 !" %echni0+e and *$ac%ice "!$3a% ( this is important because the learners get bored with the same type of acti ity. Also some techni?ues and formats are appropriate to certain le els. For example letter writing is especially suitable for use in the early stages because it permits the learners to make some use of the spoken forms of the language within a new framework. "e must also recogni=e that0 in terms of de eloping writing skills0 we cannot make sure how effecti e any single techni?ue is. i, P$!/ide a**$!*$ia%e +**!$%( it has been argued that guidance should be tempered with opportunities for free expression. "e should remember that writing tasks are generally imposed that the learners may not ha e either the rele ant ideas0 when this in ol es some contribution on their part0 or be sufficiently stimulated by the tasks to think of them. The problem is further compounded by their 8

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

ha ing to work on their own. $learly there are many solutions to this problem and they need to be explored in a flexible way. In particular0 the use of techni?ues and procedures which ha e pro ed aluable for the oral work need to be examined within the context of the writing program. There seems no reason why0 in the classroom at least0 writing need be a solitary acti ity. 4, 5e 23*a%he%ic( with the help of a program which takes the learners< problems into account0 we can hope to make writing a more rewarding acti ity for them0 both in terms of attainment and satisfaction. Cut we need surrender our role as */udges+0 except when writing is being tested or examined0 and iew what the learners write as attempts0 howe er0 inade?uate0 to communicate. There is always a great temptation0 perhaps a natural inclination0 to concentrate on what is wrong in a piece of writing0 mainly because0 it is there for us to read and reread. Cut we are to be truly readers rather than /udges0 we should perhaps look not so much at what the learners ha e failed to achie e but rather at what they ha e actually succeeded in doing. ii. "riting Readiness Se$/e %he a$%ic'e !n %he in%e$ne% "!$ n!%e ( h%%*(66---7 *$ing 7&187n27+ 6%eache$ 6*$e&6"!$ 980 %+den% 6#$i%ing980Readine 7h%3

iii

Stages in a writing lesson Se$/e %he a$%ic'e !n %he in%e$ne% "!$ n!%e ( h%%*(66---7%eachingeng'i h7!$g7+&6a$%ic'e 6*'anning:a: -$i%ing 'e !n *'n

h%%*(66---87h!n!'+'+7ha-aii7ed+6"acde/6g+ide.&6%each%i*6'e 17h%3 i Strategies in teaching writing 9

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

5a ic #$i%ing S&i'' "hen we write a composition0 it is not enough to ha e good ideas or persuasi e arguments. It is important to express them correctly. #!$d !$de$( Sub/ect E Derb E #b/ect E $omplements 2manner place time4 I found the book easily at the library yesterday N!%e ( 3. Time expressions can come at the beginning or at the end of a sentence. 5. BonFt separate the erb from its ob/ect. 6. Fre?uency ad erbs 2often0 always0 ne er4 often come before the main erb. 7. If a sentence has a direct ob/ect and an indirect ob/ect0 we often place the indirect ob/ect first( GShe wrote him a letterG 2 GShe wrote a letter to himG0 is possible4. 8. Ad/ecti es come before the noun and they ha e no plural form. S+.4ec%:/e$. ag$ee3en%( The sub/ect and the erb must agree in number. For example0 when the sub/ect is singular0 the erb must also be singular( GShe sings wellG Some nouns are always followed by a singular erb 2e erything0 news0 furniture0 information ...4 Some nouns are followed by a plural erb 2people0 children0 police0 trousers ...4 10

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

#$i%ing A C!3*! i%i!n A g!!d c!3*! i%i!n ha %h$ee e'e3en% ( an introduction0 a body and a conclusion. It should also flow from sentence to sentence and connect the ideas in a clear and logical way. There are se eral ways to achie e this( Repeat key nouns throughout the composition. ,se pronouns to refer back to key nouns Arrange the sentences in a logical order and use linking words to indicate the order 2 first0 second0 then0 later0 next0 since0 then0 finally4 A good composition should ha e a %$!ng !*ening which attracts the readersF attention and makes them to read more. A few good ways of opening your composition include( H A ?uestion H A surprising statistic or fact H A personal address to the reader H A pro ocati e statement 2not too pro ocati eI4 $ertain words or expressions are often used to indicate the conclusion of a piece of writing( In conclusion0 lastly0 finally0 to sum up0 in short ... C!nnec%!$ Celow is a chart of words and expressions commonly used to connect ideas or show relationships. 3. $ontrast or opposing ideas( although0 while0 in spite of0 but0 11

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

howe er. 5. $omparison( like0 similarly0 both0 /ust0 as E ad/ecti e E as. 6. Reason0 cause and effect( because0 since0 as0 so that0 in order that. 7. Time and se?uence( when0 while0 first of all0 secondly0 finally. 8. Result and conse?uences( therefore0 thus0 as a result of. 9. Addition and example( moreo er0 in addition0 for instance0 such as.

Integrated acti ities The use of integrated acti ities within the curriculum emphasi=es the de elopment of a complete and well1rounded human being0 where e ery part of the indi idual ) mind0 body0 emotions0 and spirit ) is de eloped at the same time to be integrated into the whole person through a broad education. This means that by pro iding students with lessons that encompass a wide range of skills and sub/ect matter0 they will get a much richer educational experience. Integrated acti ities aim to focus on more than one skill or sub/ect matter through one exercise or acti ity. For instance0 in a writing exercise0 the sub/ect matter may be integrated from the history curriculum. This type of integration shows students that sub/ect matter and skills are not compartmentali=ed0 but rather can be applied in many different situations and contexts. It also ser es to reinforce concepts that ha e been taught in other sub/ect areas for better retention and comprehension. In a classroom0 a teacher wolud like to focus on the de elopment of her students< social skills by integrating acti ities that utili=e group work and cooperation. This shows that integrated acti ities apply to the de elopment of all areas of the child 12

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

learner0 not /ust toward cogniti e de elopment.

i. Assessing writing "riting assessment refers not only to e aluating a studentJs final paper and assigning it a grade0 but also to measuring a studentJs knowledge of the elements of writing we ha e taught him. Assessment is a crucial part of the instructional process and of a studentJs growth as a writer0 but it also demands much of the teacher. "e might re ise an old writerJs saying to read that Gwe lo e e erything about teaching writing except the paper work.G -et it is not true that we must assess e erything students write@ if we did so0 our students would not write nearly as much as they must if they are to impro e. Such purposeful writing re?uires a constructi e response0 feedback that helps students re ise a specific paper and impro e their future performance. Students themsel es0 howe er0 must also reflect on their own writing and the strategies they use throughout the writing process0 for if students do not internali=e the writing strategies discussed throughout this book0 they will not achie e the independence re?uired to apply this knowledge in college or the workplace. Re *!nd %! -$i%e$ acc!$ding %! %hei$ indi/id+a' need 7 Responding to papers encompasses so many of the challenges of teaching writing successfully0 all of which can be summed up by asking0 G%ow can we respond to studentsJ writing in ways that are fast but effecti e;G $orrecting e ery error0 writing detailed comments in the margin0 offering encouraging and helpful summary remarks when we finish1these are noble goals0 but if you ha e 3:K 2or moreI4 students0 as many of us do0 itJs not possible. "ell0 thatJs not true@ one 13

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

of my colleagues worked with a teacher who kept an army cot in her classroom and0 when she collected papers0 spent the night in her room so she could return the papers to her students the next day. As a happily married man and father of three kids who stri es for some measure of lifework balance0 this is not a iable option for me. #ur response to studentsJ writing ser es three main purposes( It pro ides guidance for re ision of the current paper0 it gi es feedback students can use to impro e their future performance0 and it accounts for the grade you assign the paper. %ere then are some ways to respond to papers when they are finished 2as opposed to while they are in draft form4. A oid o erfocusing on surface errors. Instead0 narrow your remarks to emphasi=e the two or three most important errors0 particularly those errors you ha e been addressing most recently through instruction. >ook also for patterns of error0 as these offer targeted opportunities for ?uick impro ement.

Show students alternati es to flawed usage or sentence construction. ItJs useless to tell them something is wrong if they ha e no idea how to do it right. For example0 if a student writes0 G"orld "ar Two was a ery important war because it lasted a long time0G when they were supposed to come up with a thesis about how the war changed American culture0 you might scribble in the margin0 GLane0 explain how it changed American culture. Ex( "" II gal ani=ed Americans0 uniting them in a common cause to defeat Lapan and 'ermany.G !raise what they do well0 making specific comments about their good work. Studies find that students make an effort to repeat what earned them praise. Thus0 if you say0 GThe strong0 acti e focus on using strong erbs in future papers. erbs in this paragraph really gi e your ideas powerIG they will be more likely to

14

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

A oid ague0 general comments0 as they are not useful. "hen you say that a sentence is G agueG or a paragraph Glacks focus0G students tend to see this as your sub/ecti e opinion and dismiss it. Specific comments with explanation or illustration clarify what you are saying and help students see not only what to change but how to change it. Instead of saying a sentence is Gawkward0G for example0 you might underline a part of the sentence and write0 G%ow else to say this0 !at; IJm not sure what you mean here.G In some cases0 when it is ?uick and comes easy to you0 you might write an example of how they might re ise it to illustrate your point. Respond like a reader 2not like a /udge40 gi ing students your honest0 supporti e feedback as you read. "hen responding in this manner0 your comments are more descripti e. I often write such notes as G'ood idea but you lost me halfway through0 .ariaG or GIJm not sure how this relates to the pre ious paragraph0 Bion.G #n some assignments0 I might write at the bottom of the first page something like GAfter a whole page you still ha e not mentioned the book you are supposed to be analy=ing. $onsider re ising to make the book the center of your paper.G Such comments are best0 of course0 if students can then use them to re ise.

Enc!+$age %+den% %! $e"'ec% !n %he *$!ce %he *e$"!$3ance7

; %he *$!d+c%; and

As students use new strategies and learn new aspects of writing0 they need the opportunity to examine the difference these strategies make. Each writer must study his or her own writing process0 learning what works when0 for example0 they generate ideas. I ha e students who ha e learned that they need to talk their ideas through0 so they 15

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

schedule conferences with me during lunch to ha e a sit1down and hash out what they are thinking. #thers need to /ust write0 getting something down on paper no matter how bad. "hen the paper is finished and ready to be turned in0 ask students to do some thinking about not only the final product but also their process and their performance. If they do not reflect0 they will lack insight about how they reached the final result and will be unable to repeat what they did well due to a lack of awareness. Their success on a paper becomes an accident0 something they cannot reclaim on future performances. Lust as athletes watch ideotapes of pre ious games0 students should reread past essays. %ere are some easy but effecti e ways to incorporate reflection into the writing process. Cefore they begin to write0 students reflect on where they are in their de elopment as writers0 identifying those specific areas they need to focus on and the ways in which such an effort will impro e their paper. Buring the writing process0 ha e students pause to reflect0 for example0 on the ?uestions they asked to help them generate ideas or write a particular section of a paper. They might also stop to reflect on what is not working and then brainstorm some possible strategies to help them sol e that problem. After the writing process is complete and the paper is due0 ask students to reflect on any of the following( The %$a%egie %he2 + ed %! -$i%e %he *a*e$7 I tell students that I often donJt know what I am trying to say until I write my conclusion0 which then ends up working well as an introduction0 at which point I cut and paste it to the front of the essay0 tossing out the original introduction. Another strategy I often suggest0 16

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

or e en re?uire0 is to read each sentence and ask of it0 GSo what;G which has the effect of forcing students to explain the importance of their ideas. Thei$ *e$"!$3ance !n %hi *a*e$ in c!n%$a % %! %hei$ *$e/i!+

*a*e$ ; "!c+ ing !n %hei$ g$!-%h and need 7 An alternati e is to ha e them reflect on their performance on this paper based on the criteria outlined on the rubric. Thei$ need a a -$i%e$; $eade$; !$ %hin&e$ !n "+%+$e a ign3en% 7

The most useful ?uestion is G"hat was hard and what went well;G Each assignment is a step in the yearJs long /ourney toward becoming a better writer0 so it is important to keep asking where they are and what they need to learn to get where they want to be.

In groups of four( i. discuss the following principles of teaching writing( a. b. ii. iii. purposes of writing types of writing

explain writing readiness identify stages in a writing lesson and strategies in teaching writing.

i . .

analyse ways of assessing writing. de ise !ne writing acti ity to assess writing skills.

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ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

Take down notes during the discussion using graphic organisers and then email it to your lecturer. -ou are to keep one copy of the notes in your learning portfolio.

$hitra elu0 &.0 Sithamparam0 S. M Teh S.$. 25KK84.


.

ELT Methodolgy :

Principles and Practice 25nd ed.4. Shah Alam( Fa/ar Cakti.

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ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

TOPIC 8

The Teaching and A and Dic%a%i!n

ing !" <!ca.+'a$2; S*e''ing

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ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

SYNOPSIS(
This topic focuses on the teaching and assessing of ocabulary0 spelling and dictation.

LEARNING OUTCOMES(
i. ii. Identify purpose of teaching ocabulary0 spelling and dictation Biscuss techni?ues and acti ities for teaching ocabulary0 spelling and dictation. iii. Analyse ways of assessing ocabulary0 spelling and dictation

FRAME#OR)(
i. ii. iii. !urpose of teaching ocabulary0 spelling and dictation Techni?ues and acti ities for teaching ocabulary0 spelling and dictation. Assessing ocabulary0 spelling and dictation

CONTENT(
i. P+$*! e !" %eaching /!ca.+'a$2; *e''ing and dic%a%i!n P$inci*'e "!$ Teaching <!ca.+'a$2 Focus on the most useful ocabulary first Focus on the ocabulary in the most appropriate way >ook at what words to teach and learn 'i e attention to the high fre?uency words across the four strands of a course Encourage learners to reflect on and take responsibility for learning. The more ocabulary words students know0 the better they are to comprehend 20

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

A large ocabulary opens students up to a wider range of reading materials A rich ocabulary also impro es studentsJ ability to communicate through speaking0 listening0 and writing To increase the number of words that students know and can use in a ariety of educational0 social0 and e entually work1 related areas.

ii.

Techni0+e and ac%i/i%ie "!$ %eaching /!ca.+'a$2; *e''ing and dic%a%i!n7 ,se *instructional+ read1aloud e ents. !ro ide direct instruction in the meanings of clusters of words and indi idual words. Systematically teach students the meaning of prefixes0 suffixes0 and root words. >ink spelling instruction to reading and ocabulary instruction. Teach the effecti e0 efficient0 realistic use of dictionaries0 thesauruses0 and other reference works. Teach0 model0 and encourage the application of a word1 learning strategy. and words Encourage wide reading. $reate a keen awareness of and a deep interest in language

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ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

<e$.a' Techni0+e ,se of synonyms and definitions ,se of antonyms and contrasts ,se of context "ord of part clues Docabulary groups

Example of acti ities(

The ,se #f Bictionary Some pointers for the effecti e use of dictionary(

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ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

Translation Effecti ely con ey meaning Sa e time by ?uickly dispensing with the explanation of the word

iii7

ing /!ca.+'a$2; *e''ing and dic%a%i!n

iii.

A e ing /!ca.+'a$2; *e''ing and dic%a%i!n .ultiple $hoice $ompletion (write the missing word) E.g( At last the climbers reached the NNNN of the mountain Translation (give the L1 of the underlined word) E.g( They worked at the mill. .atching (match each word with its meaning) Reading $omprehension and Docabulary Ouestions@

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ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

E.g( 34 In fact0 there are folk songs for many occupations ) railroading0 (following/ mustering/ concentrating/ herding) cattle0 and so on. 54 Nknown as the >ost Sea. It is listed in the 'uinnes Cook for "orld Records as th world<s largest underground (water !ody la"e cave). The Docabulary >e els Ouestions E.g( a4The picture looks nice@ the colours blNNNN really well. b4 &uts and egetables are considered whoNNNN food c4 .any companies were manufacNNNNN computers &on1words Ouestions E.g( 34 drink 54 modest 64 sweathing 74 receipt 84 impatient Synonyms Fill in the Clanks True P False Ouestions Sentence "riting Ouestions Association Ouestions E.g( "rite three words that can fit in the blank

24

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

$lo=e Test E.g( #ne afternoon0 in the QQQQQ 234 of America0 Amy disco ered beautiful QQQQQ 254 in a ase and a box of delicious QQQQQ 264 on her doorstep

In groups of four( i. identify purpose of teaching ocabulary0 spelling and dictation. .ake a list for the purpose. ii. discuss %-! techni?ues and %-! acti ities for teaching ocabulary0 spelling and dictation. !ro ide a !ower!ointP slideshow. iii. analyse ways of assessing ocabulary0 spelling and dictation. !ro ide %-! samples from any test papers.

Email your work to your lecturer. -ou are to keep one copy of the notes in your learning portfolio.

$hitra elu0 &.0 Sithamparam0 S. M Teh S.$. 25KK84.

ELT Methodolgy :

Principles and Practice 25nd. ed.4. Shah Alam( Fa/ar Cakti.

25

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

TOPIC 3

The Teaching and A P$i3a$2 Sch!!'

ing !" Li%e$a%+$e "!$

SYNOPSIS(
This topic focuses on the teaching and assessing of literature for primary schools.

LEARNING OUTCOMES(
i. ii. Explain purpose of using literature in the language classroom Biscuss acti ities to teach and assessing literature

FRAME#OR)(
i. ii. iii. !urpose of using literature in the language classroom. Besigning acti ities based on literary texts. Assessing literature.

CONTENT(

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ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

i.

P+$*! e !" + ing 'i%e$a%+$e in %he 'ang+age c'a M!%i/a%ing 3a%e$ia'( >iterature exposes students to complex

$!!3 and fresh0

themes

unexpected uses of language. A good no el or short story can take the students to foreign countries and fantastic worlds. A play or a poem can bring up certain dilemmas and powerful emotional responses. All this can be transposed to their real li es. Acce %! c+'%+$a' .ac&g$!+nd(

>iterature can pro ide students with access to the culture of the people whose language they are studying. Enc!+$aging 'ang+age ac0+i i%i!n( #b iously0 at lower le els0 students may be unable to cope on their own with an authentic no el or short story in English. Any extensi e reading we encourage them to do outside the classroom would probably need to be of graded material0 such as graded readers. Cut at higher le els0 students may be so absorbed in the plot and characters of an authentic no el or short story0 that they ac?uire a great deal of new language almost in passing. RIf recorded literary material is a ailable 2audio1books40 then students can practice their listening skills. E1*anding %+den% = 'ang+age a-a$ene (

#ne of the debates centred around literature teaching in the language classroom is whether literature language is somehow different from other forms of discourse in that it breaks the more usual rules of syntax0 collocation and e en cohesion. ,sing literature with students can help them to become more sensiti e to some of the o erall features of English. De/e'!*ing %+den% = in%e$*$e%a%i/e a.i'i%ie ( >iterary texts are often rich in multiple le els of meaning0 and demand that the readerPlearner is acti ely in ol ed in Steasing out< the unstated 27

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

implications and assumptions of the text. Thus0 by encouraging our students to grapple with the multiple ambiguities of the literary text0 we are helping to de elop their o erall capacity to infer the meaning0 and this can be applied in real life. Ed+ca%ing %he -h!'e *e$ !n( Apart from all the linguistic benefits0 we cannot forget the wider educational function of literature. It can help to stimulate the imagination of our students0 to de elop their critical abilities and to increase their emotional awareness. If we ask the students to respond personally to the texts we gi e them0 they will become increasingly confident about expressing their own ideas and emotions in English. ii. De igning ac%i/i%ie .a ed !n 'i%e$a$2 %e1% $onsider se eral possibilities of exploiting literary texts for the benefit of the language learner. A 'ang+age:.a ed a**$!ach( Studying the language of the literary text will help to integrate the language and literature syllabuses more closely. Students are encouraged to draw on their knowledge of familiar grammatical0 lexical or discoursal categories to make aesthetic /udgement of the text.

Li%e$a%+$e a c!n%en%( In this case literature itself is the content of the course0 which concentrates on areas such as the history and characteristic of literary mo ements@ the social0 political and historical backgrounds to a text@ literary genres and rhetorical de ices0 etc Li%e$a%+$e "!$ *e$ !na' en$ich3en%( >iterature encourages students to reflect on their own personal 28

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

experiences0 feelings and opinions. At the same time of learning English0 they become more acti e0 both intellectually and emotionally. This method is also an excellent stimulus for groupwork. S%2'i %ic in %he c'a $!!3 Stylistics has two main ob/ecti es( firstly0 to enable student<s to make meaningful interpretations of the text itself@ secondly0 to expand students< knowledge and awareness of the language in general. 3 C$i%e$ia "!$ e'ec%ing %he %e1% 5 The %+den%= c+'%+$a' .ac&g$!+nd( "hen considering this factor0 think about how far the students< cultural background and their social and political expectations will help or delay their understanding of the text. #n the other hand0 it is also true that remote texts may arise the students< interest. >iterature0 particularly in a foreign language0 is often seen as something remote and far remo ed from Sordinary< language. #ne of the aims of this acti ity is to show that literature is not necessarily a language apart. E en poetry0 if we do not know it is poetry0 can be mistaken for plain prose. And plain prose may ha e its own poetry. 6 The %+den% = 'ing+i %ic *$!"icienc2( -ou might need to ask yourself ?uestions like( Are students sufficiently familiar with the usual norms of language use to recognise when these are sub erted; %ow much of the language in the text will students be able to infer; "ill students find it useful and en/oyable to study the text0 or will they feel demoti ated by the difficulties of the language; E en if the language is difficult0 will students be moti ated by other factors to 29

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

study the text; The %+den% = 'i%e$a$2 .ac&g$!+nd( If the students ha e some kind of literary competence in their mother tongue0 they may already know similar con entions for reading and interpreting literature in English. A ailability of texts. >ength of the text. Exploitability of the text. Fit with syllabus. #h2 + e *!e%$2 -i%h %he 'ang+age 'ea$ne$> In order to make sense of what is a new0 original use of language 2new ocabularyPin ented words0 mixed registers0 metaphors0 rhythm and rhyme4. To show students that language may not be ?uite as rigidly go erned by rules as we think. !oems often enhance students to make confident interpretations0 as their personal opinion is ital. "e can also encourage students to make use of certain interpretati e strategies while reading0 for example speculating about the symbolic meaning of certain words rather than focusing on their literal meaning. 3 U e"+' %echni0+e %! a**'2 'i%e$a%+$e in %he 'ang+age c'a 5 Ana'2?ing( the centre of attention is the language of the text. C!3*a$i !n and c!n%$a %( students ha e to find similarities andPor differences between two topic1related texts. In this case0 the meaning 30 $!!37

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

is more rele ant. E1*an i!n( students ha e to add certain elements to the text0 for instance0 what happens after the story finishes; Ma%ching( students are gi en two groups of items0 which they must link taking into account both syntax and meaning. 6 Media %$an "e$( a text is transformed from one medium to another0 for example from poetry to prose or from written to oral. Rec!n %$+c%i!n( students ha e to re1establish certain elements in a text which ha e been omitted0 or /umbled. Red+c%i!n( contrary to Sexpansion<0 students ha e to remo e certain elements from a text so as to make it shorter0 though still meaning the same. Re*'ace3en%( some elements of a text must be replaced with others of the same kind.

iii. A e ing 'i%e$a%+$e7 >iterature is a powerful ehicle for helping children understand their homes0 communities and the world. E en before young children can read0 family members0 childcare pro iders and teachers read them stories about people in far away places0 sometimes from the distant past and sometimes about people whose li es are similar to their own. The impressions and messages contained in these stories can last a lifetime. Cooks0 at their best0 in ite children to use their imaginations0 expand their ocabularies and gain a better understanding of themsel es and others. If the books reflect the di erse groups of people in the world around them0 children can learn to de elop respect for self and others. >iterature should be both a mirror in which children can see 31

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

themsel es reflected0 and also a window through which children can explore the world around them@ books can illustrate the concept that people from di erse groups can play and work together0 sol e problems0 and o ercome obstacles. At its best0 multicultural childrenJs literature helps children understand that despite our many differences0 all people ha e feelings and aspirations. Those feelings can include lo e0 sadness and fear and the desire for fairness and /ustice. Selecting good multicultural books in ol es an anti1bias approach0 an acti e commitment to challenging pre/udice0 stereotyping0 and all forms of discrimination@ good multicultural childrenJs books challenge stereotypes0 pro ide a realistic glimpse into the li es of di erse groups of people0 help children learn to recogni=e unfairness0 and pro ide models for challenging ine?uity. ,nfortunately0 not all childrenJs literature con eys the messages that we want young people to learn. Cooks often contain the same stereotypes and biases of other media0 and because children are interested in a storyJs plot and characters0 it is unlikely that they will know or consider whether a book includes racist0 sexist or other stereotypical messages. If young children are repeatedly exposed to biased representations through words and pictures0 there is a danger that such distortions will become a part of their thinking0 especially if reinforced by societal biases. It is0 therefore0 the responsibility of adults to select literature that is entertaining0 age appropriate0 and that pro ides children with accurate representations of all people. For example0 instead of choosing #inderella which perpetuates the stereotype of the lead female character as passi e0 dependent and naT e0 adults could instead chose Robert .unschJs The Paper $ag Princess in which the lead female character is portrayed as bra e and independent. Additionally0 because there are such a relati ely small number of childrenJs books about people of color0 people who are gay 32

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

and lesbian or people with physical and mental disabilities0 it is extremely important that adults make e ery effort to ensure that high1 ?uality childrenJs literature by and about these groups is made a ailable to children. Selecting good multicultural childrenJs books begins with the same criteria that apply to selecting good childrenJs books in general1the literary elements of plot0 characteri=ation0 setting0 style0 theme and point of iew must be interwo en to create a compelling story in an age appropriate manner. "hen deciding whether or not to include a particular title in a collection of childrenJs books0 it is important to re iew the illustrations or pictures that accompany the text0 in addition to the content. Chec&'i % F!$ A e ing Chi'd$en@ Li%e$a%+$e

%ere are some things to think about when choosing early childhood childrenJs literature. Some of these ?uestions can be used to e aluate a single book@ howe er0 the ?uestions are most effecti e when used to re iew a complete collection. %tory: Are the stories interesting to children; Are there arious conflicts for children to explore; %ow are the conflicts resol ed;

#haracters: Bo characters represent people from a ariety of cultural groups;

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ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

Bo GgoodG characters reflect a ariety of backgrounds; Are females as well as males depicted in leadership roles;

Themes: Boes the story offer children a ariety of things to think about0 to ?uestion0 and to consider; Are alues being explored instead of preached; Are there lessons to be learned; %ettings: Bo the stories reflect a ariety of settings; Are urban0 suburban0 and rural settings represented realistically; Are cultural settings represented realistically;

&llustrations( Are di erse populations represented; Is there di ersity represented within cultural groups; Are characters realistically and genuinely represented; Bo the illustrations a oid reinforcing societal stereotypes;

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ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

'ther #onsiderations: "ill the stories encourage discussions; Are children exposed to multiple perspecti es and alues; Bo the stories promote understanding of our di erse society; Are the stories age appropriate to ensure children can understand what is presented;

"hile e ery childrenJs book cannot possibly meet each and e ery standard of excellence0 in many instances0 the alue of a particular book will outweigh those aspects that might be ?uestionable or problematic. Teacherr should examine childrenJs books for such things as historical accuracy0 realistic life styles0 belie able characters0 authentic language and ensure the book is age appropriate. The books chosen should also represent a ariety of settings0 problem1sol ing approaches and themes0 and should pro ide opportunities for children to consider multiple perspecti es and alues. .ulticultural childrenJs books should not speak to a limited group of children@ they should speak to all children.

In groups of four( i. identify purpose of using literature in the language classroom . !ro ide a graphic organiser. ii. design !ne acti ity on teaching a literary text and another acti ity on assessing the children<s comprehension of the literary text. -ou may pro ide a task1sheet in assesing 35

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

the literary text.

Email your work to your lecturer. -ou are to keep one copy of the notes in your learning portfolio.

$hitra elu0 &.0 Sithamparam0 S. M Teh S.$. 25KK84.

ELT Methodolgy :

Principles and Practice 25nd. ed.4. Shah Alam( Fa/ar Cakti.

36

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

TOPIC 4

The Teaching !" G$a33a$

SYNOPSIS(
This topic focuses on the teaching and assessing of grammar

LEARNING OUTCOMES(
i. ii. iii. i . Biscuss approaches to teach grammar 2o ert and co ert4. Explain purpose of teaching grammar. Identify techni?ues and acti ities for teaching grammar. Analyse ways of assessing grammar.

FRAME#OR)(
i. ii. iii. i . Approaches in teaching grammar 2o ert and co ert4 !urpose of teaching grammar Techni?ues and acti ities for teaching grammar Assessing grammar

CONTENT(
i. A**$!ache in %eaching g$a33a$ A!/e$% and c!/e$%, *The Longman (ictionary of #ontemporary English defines grammar as the rules by which words change their forms and are combined into sentences. There are two basic elements in this definition( the rules of grammar@ and the study and practice of the rules. The rules of 37

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

grammar are about how words change and how they are put together into sentences. The knowledge of grammar also tells the learner what to do if he wants to put the some phrase into the sentence. 'rammar should be called the way in which words change themsel es and group together to make sentences.+ 2Leremy %armer0 3UU30 p. 34 Each teacher should think about these facts and try to answer these ?uestions before teaching grammar( 34 $hildren do not learn grammar rules when they ac?uire their first language0 so do they need to learn the rules of grammar when they ac?uire the second language; 54 !upils need or need not to be gi en details of grammar rules to study English successfully. 64 Should pupils get enough chance to practice using a language or should they learn grammar; 74 Should students be aware of grammatical information about the language; A good teacher has se eral possibilities how to teach grammar. There is a number of techni?ues for presenting and practicing grammar. According to L.%armer the grammatical information can be gi en to students in two ma/or ways. The first one could be extremely co ert and the second will be made extremely o ert. $o ert grammar teaching means that grammatical facts are hidden from the students1 e en though they are learning the language. Students may be asked to do any acti ity where a new grammar is presented or introduced0 but their attention will be drawn to this acti ity not to the grammar. # ert grammar teaching means that the teacher actually pro ides the students grammatical rules and explanations1the information is openly presented. "ith o ert teaching grammatical rules are explicitly gi en to students0 but with co ert teaching students are simply asked to 38

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

work with new language to absorb grammatical information which will help them to ac?uire the language as a whole. It is expected to do a lot of structures in teaching and practicing0 and less really free communicati e acti ity at the beginner le el. The teaching of grammar is likely to be fairly co ert since the main aim is to get students to use language as much as possible. #n the other hand students at intermediate le els should be in ol ed in more communicati e acti ities and should ha e less grammar teaching. The teaching grammar would probably be more o ert. Then ad anced students can acti ely study grammar in more o ert ways. ii. P+$*! e !" %eaching g$a33a$ The goal of grammar instruction is to enable students to carry out their communication purposes. This goal has three implications( Students need o ert instruction that connects grammar points with larger communication contexts. Students do not need to master e ery aspect of each grammar point0 only those that are rele ant to the immediate communication task. Error correction is not always the instructorJs first responsibility.

O/e$% G$a33a$ In %$+c%i!n Adult students appreciate and benefit from direct instruction that allows them to apply critical thinking skills to language learning. Instructors can take ad antage of this by pro iding explanations that gi e students a descripti e understanding 2declarati e knowledge4 of each point of grammar. Teach the grammar point in the target language or the studentsJ first language or both. The goal is to facilitate 39

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

understanding. >imit the time you de ote to grammar explanations to 3K minutes0 especially for lower le el students whose ability to sustain attention can be limited. !resent grammar points in written and oral ways to address the needs of students with different learning styles. An important part of grammar instruction is pro iding examples. Teachers need to plan their examples carefully around two basic principles( Ce sure the examples are accurate and appropriate. They must present the language appropriately0 be culturally appropriate for the setting in which they are used0 and be to the point of the lesson. ,se the examples as teaching tools. Focus examples on a particular theme or topic so that students ha e more contact with specific information and ocabulary. Re'e/ance !" G$a33a$ In %$+c%i!n In the communicati e competence model0 the purpose of learning grammar is to learn the language of which the grammar is a part. Instructors therefore teach grammar forms and structures in relation to meaning and use for the specific communication tasks that students need to complete. $ompare the traditional model and the communicati e competence model for teaching the English past tense( Traditional( teaching for the sake of grammar Teach the regular )ed form with its two pronunciation ariants 40

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

Teach the doubling rule for erbs that end in d 2for example0 wed)wedded4 %and out a list of irregular erbs that students must memori=e Bo pattern practice drills for )ed Bo substitution drills for irregular erbs

$ommunicati e competence( grammar for the sake of communication Bistribute two short narrati es about recent experiences or e ents0 each one to half of the class Teach the regular )ed form0 using erbs that occur in the texts as examples. Teach the pronunciation and doubling rules if those forms occur in the texts. Teach the irregular erbs that occur in the texts. Students read the narrati es0 ask ?uestions about points they donJt understand. Students work in pairs in which one member has read Story A and the other Story C. Students inter iew one another@ using the information from the inter iew0 they then write up or orally repeat the story they ha e not read. E$$!$ C!$$ec%i!n At all proficiency le els0 learners produce language that is not exactly the language used by nati e speakers. Some of the differences are grammatical0 while others in ol e ocabulary selection and mistakes in the selection of language appropriate for different contexts. In responding to student communication0 teachers need to be careful not to focus on error correction to the detriment of communication and confidence building. Teachers need to let students know when they are making errors so that they can work on impro ing. Teachers also 41

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

need to build studentsJ confidence in their ability to use the language by focusing on the content of their communication rather than the grammatical form. Teachers can use error correction to support language ac?uisition0 and a oid using it in ways that undermine studentsJ desire to communicate in the language0 by taking cues from context. "hen students are doing structured output acti ities that focus on de elopment of new language skills0 use error correction to guide them. Example( Student (in class)( I buy a new car yesterday. Teacher( -ou !ought a new car yesterday. Remember0 the past tense of buy is bought. "hen students are engaged in communicati e acti ities0 correct errors only if they interfere with comprehensibility. Respond using correct forms0 but without stressing them. Example( Student (greeting teacher) ( I buy a new car yesterdayI Teacher( -ou bought a new car; ThatJs excitingI "hat kind;

iii. Techni0+e and ac%i/i%ie "!$ %eaching g$a33a$ >anguage teachers and language learners are often frustrated by the disconnect between knowing the rules of grammar and being able to apply those rules automatically in listening0 speaking0 reading0 and writing. This disconnect reflects a separation between declarati e

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ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

knowledge and procedural knowledge. Beclarati e knowledge is knowledge a!out something.

Beclarati e knowledge enables a student to describe a rule of grammar and apply it in pattern practice drills. !rocedural knowledge is knowledge of how to do something. !rocedural knowledge enables a student to apply a rule of grammar in communication. !rocedural knowledge does not translate automatically into

declarati e knowledge@ many nati e speakers can use their language clearly and correctly without being able to state the rules of its grammar. >ikewise0 declarati e knowledge does not translate automatically into procedural knowledge@ students may be able to state a grammar rule0 but consistently fail to apply the rule when speaking or writing. To address the declarati e knowledgePprocedural knowledge

dichotomy0 teachers and students can apply se eral strategies. 17 Re'a%e &n!-'edge need %! 'ea$ning g!a' 7 Identify the relationship of declarati e knowledge and procedural knowledge to student goals for learning the language. Students who plan to use the language exclusi ely for reading /ournal articles need to focus more on the declarati e knowledge of grammar and discourse structures that will help them understand those texts. Students who plan to li e in1country need to focus more on the procedural knowledge that will help them manage day to day oral and written interactions. 87 A**'2 highe$ !$de$ %hin&ing &i'' 7

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ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

Recogni=e that de elopment of declarati e knowledge can accelerate de elopment of procedural knowledge. Teaching students how the language works and gi ing them opportunities to compare it with other languages they know allows them to draw on critical thinking and analytical skills. These processes can support the de elopment of the innate understanding that characteri=es procedural knowledge. 37 P$!/ide *'en%i"+'; a**$!*$ia%e 'ang+age in*+%7 ,nderstand that students de elop both procedural and declarati e knowledge on the basis of the input they recei e. This input includes both finely tuned input that re?uires students to pay attention to the relationships among form0 meaning0 and use for a specific grammar rule0 and roughly tuned input that allows students to encounter the grammar rule in a ariety of contexts. 47 U e *$edic%ing &i'' 7 Biscourse analyst Bouglas Ciber has demonstrated that different communication types can be characteri=ed by the clusters of linguistic features that are common to those types. Derb tense and aspect0 sentence length and structure0 and larger discourse patterns all may contribute to the distincti e profile of a gi en communication type. For example0 a history textbook and a newspaper article in English both use past tense erbs almost exclusi ely. %owe er0 the newspaper article will use short sentences and a discourse pattern that alternates between sub/ects or perspecti es. The history textbook will use complex sentences and will follow a timeline in its discourse structure. Awareness of these features allows students to anticipate the forms and structures they will encounter in a gi en communication task.

44

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

B7 Li3i% e1*ec%a%i!n "!$ d$i'' 7 .echanical drills in which students substitute pronouns for nouns or alternate the person0 number0 or tense of erbs can help students memori=e irregular forms and challenging structures. %owe er0 students do not de elop the ability to use grammar correctly in oral and written interactions by doing mechanical drills0 because these drills separate form from meaning and use. The content of the prompt and the response is set in ad ance@ the student only has to supply the correct grammatical form0 and can do that without really needing to understand or communicate anything. The main lesson that students learn from doing these drills is( 'rammar is boring. $ommunicati e drills encourage students to connect form0 meaning0 and use because multiple correct responses are possible. In communicati e drills0 students respond to a prompt using the grammar point under consideration0 but pro iding their own content. For example0 to practice ?uestions and answers in the past tense in English0 teacher and students can ask and answer ?uestions about acti ities the pre ious e ening. The drill is communicati e because none of the content is set in ad ance( Teacher Student 3 ( Bid you go to the library last night; ( &o0 I didn<t. I went to the mo ies.

2to Student 54 ( Bid you read chapter 6; Student 5 ( -es0 I read chapter 60 but I didn<t understand it. 2to Student 64( Bid you understand chapter 6; 45

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

Student 6

( I didn<t read chapter 6. I went to the mo ies with Student 3.

Be eloping 'rammar Acti ities .any courses and textbooks0 especially those designed for lower proficiency le els0 use a specified se?uence of grammatical topics as their organi=ing principle. "hen this is the case0 classroom acti ities need to reflect the grammar point that is being introduced or re iewed. Cy contrast0 when a course curriculum follows a topic se?uence0 grammar points can be addressed as they come up. In both cases0 instructors can use the >arsen1Freeman pie chart as a guide for de eloping acti ities. For curricula that introduce grammatical forms in a specified se?uence0 instructors need to de elop acti ities that relate form to meaning and use. Bescribe the grammar point0 including form0 meaning0 and use0 and gi e examples 2structured input4 Ask students to practice the grammar point in communicati e drills 2structured output4 %a e students do a communicati e task that pro ides opportunities to use the grammar point 2communicati e output4 For curricula that follow a se?uence of topics0 instructors need to de elop acti ities that relate the topical discourse 2use4 to meaning and form. 46

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

!ro ide oral or written input 2audiotape0 reading selection4 that addresses the topic 2structured input4 Re iew the point of grammar0 using examples from the material 2structured input4

Ask students to practice the grammar point in communicati e drills that focus on the topic 2structured output4

%a e students do a communicati e task on the topic 2communicati e output4

"hen instructors ha e the opportunity to de elop part or all of the course curriculum0 they can de elop a series of contexts based on the real world tasks that students will need to perform using the language0 and then teach grammar and ocabulary in relation to those contexts. For example0 students who plan to tra el will need to understand public address announcements in airports and train stations. Instructors can use audiotaped simulations to pro ide input@ teach the grammatical forms that typically occur in such announcements@ and then ha e students practice by asking and answering ?uestions about what was announced.

In groups of four( i. identify purpose of using literature in the language classroom . !ro ide a graphic organiser. ii. design !ne acti ity on teaching a literary text and another acti ity on assessing the children<s comprehension of the literary text. -ou may pro ide a task1sheet in assesing the literary text. 47

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

i . A e ing g$a33a$ A+%hen%ic A e 3en% Lust as mechanical drills do not teach students the language0 mechanical test ?uestions do not assess their ability to use it in authentic ways. In order to pro ide authentic assessment of students< grammar proficiency0 an e aluation must reflect real1life uses of grammar in context. This means that the acti ity must ha e a purpose other than assessment and re?uire students to demonstrate their le el of grammar proficiency by completing some task. To de elop authentic assessment acti ities0 begin with the types of tasks that students will actually need to do using the language. Assessment can then take the form of communicati e drills and communicati e acti ities like those used in the teaching process. For example0 the acti ity based on audiotapes of public address announcements can be con erted into an assessment by ha ing students respond orally or in writing to ?uestions about a similar tape. In this type of assessment0 the instructor uses a checklist or rubric to e aluate the student<s understanding andPor use of grammar in context. Mechanica' Te % .echanical tests do ser e one purpose( They moti ate students to memori=e. They can therefore ser e as prompts to encourage memori=ation of irregular forms and ocabulary items. Cecause they test only memory capacity0 not language ability0 they are best used as ?ui==es and gi en relati ely little weight in e aluating student performance and progress.

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ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

P'anning a Le

!n

A key aspect of effecti e teaching is ha ing a plan for what will happen in the classroom each day. $reating such a plan in ol es setting realistic goals0 deciding how to incorporate course textbooks and other re?uired materials0 and de eloping acti ities that will promote learning. This section shows instructors how to carry out each of these steps. Set >esson 'oals >esson goals are most usefully stated in terms of what students will ha e done or accomplished at the end of the lesson. Stating goals in this way allows both teacher and learners to know when the goals ha e been reached. T! e% 'e !n g!a' (

Identify a topic for the lesson. The topic is not a goal0 but it will

help you de elop your goals. The topic may be determined largely by your curriculum and textbook0 and may be part of a larger thematic unit such as Tra el or >eisure Acti ities. If you ha e some flexibility in choice of topic0 consider your students< interests and the a ailability of authentic materials at the appropriate le el. Identify specific linguistic content0 such as ocabulary and points of grammar or language use0 to be introduced or re iewed. These are usually prescribed by the course textbook or course curriculum. If they are not0 select points that are connected in some significant way with the topic of the lesson. Identify specific communication tasks to be completed by

students. To be authentic0 the tasks should allow0 but not re?uire0 49

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

students to use the ocabulary0 grammar0 and strategies presented in the lesson. The focus of the tasks should be topical0 not grammatical. This means that it may be possible for some students to complete the task without using either the grammar point or the strategy presented in the first part of the lesson. Identify specific learning strategies to be introduced or

re iewed in connection with the lesson. $reate goal statements for the linguistic content0

communication tasks0 and learning strategies that state what you will do and what students will do during the lesson. Structure the >esson A language lesson should include a ariety of acti ities that combine different types of language input and output. >earners at all proficiency le els benefit from such ariety@ research has shown that it is more moti ating and is more likely to result in effecti e language learning. An effecti e lesson has fi e parts. The fi e parts of a lesson may all take place in one class session or may extend o er multiple sessions0 depending on the nature of the topic and the acti ities. The lesson plan should outline who will do what in each part of the lesson. The time allotted for preparation0 presentation0 and e aluation acti ities should be no more than V13K minutes each. $ommunication practice acti ities may run a little longer. 17 P$e*a$a%i!n As the class begins0 gi e students a broad outline of the day<s goals and acti ities so they know what to expect. %elp them focus by 50

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

eliciting their existing knowledge of the day<s topics. ,se discussion or homework re iew to elicit knowledge related to the grammar and language use points to be co ered ,se comparison with the nati e language to elicit strategies that students may already be using ,se discussion of what students do andPor like to do to elicit their knowledge of the topic they will address in communication acti ities 87 P$e en%a%i!n6M!de'ing .o e from preparation into presentation of the linguistic and topical content of the lesson and rele ant learning strategies. !resent the strategy first if it will help students absorb the lesson content. !resentation pro ides the language input that gi es students the foundation for their knowledge of the language. Input comes from the instructor and from course textbooks. >anguage textbooks designed for students in ,.S. uni ersities usually pro ide input only in the form of examples@ explanations and instructions are written in English. To increase the amount of input that students recei e in the target language0 instructors should use it as much as possible for all classroom communication purposes. An important part of the presentation is structured output0 in which students practice the form that the instructor has presented. In structured output0 accuracy of performance is important. Structured output is designed to make learners comfortable producing specific language items recently introduced.

51

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

Structured output is a type of communication that is found only in language classrooms. Cecause production is limited to preselected items0 structured output is not truly communicati e. 37 P$ac%ice In this part of the lesson0 the focus shifts from the instructor as presenter to the students as completers of a designated task. Students work in pairs or small groups on a topic1based task with a specific outcome. $ompletion of the task may re?uire the bridging of an information. The instructor obser es the groups an acts as a resource when students ha e ?uestions that they cannot resol e themsel es. In their work together0 students mo e from structured output to communicati e output0 in which the main purpose is to complete the communication task. >anguage becomes a tool0 rather than an end in itself. >earners ha e to use any or all of the language that they know along with aried communication strategies. The criterion of success is whether the learner gets the message across. Accuracy is not a consideration unless the lack of it interferes with the message. Acti ities for the practice segment of the lesson may come from a textbook or be designed by the instructor. 47 E/a'+a%i!n "hen all students ha e completed the communication practice task0 recon ene the class as a group to recap the lesson. Ask students to gi e examples of how they used the linguistic content and learning or communication strategies to carry out the communication task.

52

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

E aluation is useful for four reasons( It reinforces the material that was presented earlier in the lesson It pro ides an opportunity for students to raise ?uestions of usage and style It enables the instructor to monitor indi idual student comprehension and learning It pro ides closure to the lesson

B7 E1*an i!n Expansion acti ities allow students to apply the knowledge they ha e gained in the classroom to situations outside it. Expansion acti ities include out1of1class obser ation assignments0 in which the instructor asks students to find examples of something or to use a strategy and then report back. Identify .aterials and Acti ities The materials for a specific lesson will fall into two categories( those that are re?uired0 such as course textbooks and lab materials0 and authentic materials that the teacher incorporates into classroom acti ities. For re?uired materials0 determine what information must be presented in class and decide which exercise2s4 to use in class and which for out1of1class work. For teacher1pro ided materials0 use materials that are genuinely related to realistic communication acti ities. Bon<t be tempted to try to create a communication task around something /ust because it<s a really cool ideo or a beautiful brochure.

53

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

Truly authentic communication tasks ha e se eral features( They in ol e sol ing a true problem or discussing a topic of interest They re?uire using language to accomplish a goal0 not using language merely to use language They allow students to use all of the language skills they ha e0 rather than specific forms or when they reali=e they need to The criterion of success is clear( completion of a defined task ocabulary0 and to self1correct

In groups of four( i. discuss approaches to teach grammar 2o ert and co ert4. ii. explain purpose of teaching grammar. iii. identify techni?ues and acti ities for teaching grammar. i . analyse ways of assessing grammar.

For more information on how to assess grammar0 download the this article( PPT A e ing G$a33a$ by $hristine0 Alice0 Stacey0 Lenny and Ann0 using the stated url address( http(PPwww.google.com.myPsearch; ?WassessingEgrammarMsourceidWie:MrlsWcom.microsoft(en1 54

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

,SMieWutfVMoeWutfVMrl=W3I:.##IQen.-76V

Email your work to your lecturer. -ou are to keep one copy of the notes in your learning portfolio.

$hitra elu0 &.0 Sithamparam0 S. M Teh S.$. 25KK84.

ELT Methodolgy :

Principles and Practice 25nd. ed.4. Shah Alam( Fa/ar Cakti.

TOPIC B

In%eg$a%i!n !" Lang+age S&i'' and Lang+age C!n%en%

SYNOPSIS(
This topic focuses on the teaching and assessing of the integration of language skills and language content.

LEARNING OUTCOMES(
i. ii. Biscuss purpose of integration. Explain ways of integration.

FRAME#OR)(
i. ii. !urpose of integration "ays of integration

CONTENT(

55

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

i.

P+$*! e !" in%eg$a%i!n

56

ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG LEARNERS ELE 3104

Reasons to integrate other skils in teaching English. To reinforce learning To de elop other language skills apart the focused skill To stimulate authentic situations To create a fun and meaningful classroom en ironment

There are many other reasons why English language teachers need to integrate other skills in teaching English. To ha e a better idea of the reasons0 download the article on the topic( In%eg$a%ed S&i'' in %he ESL6EFL C'a ii. $!!3 using the stated url address( http(PPwww.cal.orgPresourcesPdigestPK3K8oxford.html #a2 !" in%eg$a%i!n There are many ways how to integrate other skills in teaching English. Bownload the article on the topic( In%eg$a%ing S&i'' C A**$!ache %! Lang+age Teaching using the url address below( http(PPexchanges.state.go PmediaPoelpPpdfsPshaping1the1way1we1 teachPmodule6integratingskills.pdf

In groups of four( i. ii. Biscuss purpose of integration. Explain ways of integration.

Take down notes during the discussion using graphic organisers and then email it to your lecturer. -ou are to keep one copy of the notes 57

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