Assignment MODULE 1

 Benjamin Condon
 benjamincondon53@outlook.com
 Registration number: TD1234/0511

1.

“Bonjour madame, Je m'appelle Benjamin, como sa va?" Sooner or later this simple phrase would forever be a
constant reminder of my Primary school days for these were the first foreign language words we learned and had to
recite upon entering the classroom.

For most of us it was the first time learning a new language at any level. However, I was exposed to Afrikaans whilst
living in South Africa for one year which was a particularly difficult transition for any 9-year-old to adjust to but I
adapted to the environment adequately. So, being the well-travelled student in our primary school in England, the
journey continued into the realms of another foreign language: French and having to familiarize and
acclimatize myself with a new type of culture establishment.

Mrs Gascoigne, our very well presented French teacher, would always address the class even before we had already
taken our seats, single handily selecting a random student, formulating a simple greeting anything from -"Salut
Anna" -"Salut Mrs Gascoigne" to -"Salut Ben, comment vas-tu aujourd'hui?" (How are you today?) - " Tres bon merci
Mrs Gascoigne" and so forth. Although this was a repeated process, the students understood the words and could
reply in context.

The class itself was constructed in a single lay out form, each student had their own desk and chair facing towards
the white board and of course our main vocal point, Mrs Gascoigne would start the lesson with a group activity
which was always the case either in pairs or individually and very often the activities would culminate in positive
results.

Normally the students were encouraged on a day to day basis starting off the lesson through communication
patterns, this would involve reading, writing and speaking skills, the latter being predominately the main focus. The
students were given pictures usually based on real life situations such as food shopping, hobbies, travel, etc. speech
bubbles were included as part of the task in order for the student to complete. Consisting of questions, statements,
invitations, appointments and so on. Considering there were two classes a week, the teacher always gave the
students the same situations for that week ahead to restore and understand the topic. This method was usually used
to practice both writing and speaking sometimes together in a lesson or separate from each other.

Audio tapes covered a large majority of our lessons, pair work was usually encouraged although the individual
learning was also desired when necessary.

The content of the tapes would consist of a wide range of tasks such as music, dictation of simple sentences and
listening comprehension exercises. Pair work was preferred for this activity, the teacher's approach was to make use
of the correct grammatical structure within the task, aurally was the main preference, practised regularly and
maintained the use of pair work as this was the method preferred to communicate and imitate the selected
conversational dialogue that were used on the tapes, even though the teacher requirements was to learn, imitate
and to practice the topic. The emphasis regarding the language from the Teachers point of view was there were no
mass of rules relating to the learning, instead the learner could relate or add their own personal incentive if required,
the door was always open in that respect. The type of exercises adjusted according to the age, the dialogue was
always very simple and clear therefore the students listened back on the audio tapes twice each week regardless of
the exercise, for example the first question would be in the native and then followed in the language subject: French
''Salut. Comment tu t'appelles? translating to Hi. What is your name? sometimes as a reminder Mrs Gascoigne used
to write a word up on the whiteboard for instance the word ''apple'' so some of the students could associate the two

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words '' appelles and apple'' even though they have two different meanings this type of method did help the
students to remember new words. Naturally this is just one example of the way in which the chosen language
(French) was translated or compared to the native (English). The teachers approach to all the lessons was to make
sure the class followed and understood the material and most importantly practiced both written and aural
comprehensive tasks. As mentioned before the teacher always gave the students guidelines, a certain approach that
gave the group direction so everybody would follow in the same sync. The core of the lesson was broken down
in activities, as a class, discussions were imperative so no student was left behind, these guidelines outlined the
importance that everybody followed suit in the right accordance. Mrs Gascoigne took control of the class when she
had to, there was no A student who thought they were better than any other and as a leaner this is very important
as you feel like you belong just as much as the next person sitting next to you, there were no gold stars for certain
individuals instead a wall chart was created for the students and each week there was a new target to achieve and it
was down to the group, not the student to reach it. The students encouraged each other by the end of the tasks, a
clear indication that indeed this was reflective of the teacher but also for the learner.

One of the other important reasons I do recall which made learning French memorable was the simple fact we were
allowed within the group to create our very own interaction and ideas by expressing ourselves which helped form a
good enjoyable atmosphere. Group activities were a common theme the students usually divided into small groups
of four or five given the size of the task or role play, the students were given a topic/subject for each group who then
had to perform on the chosen situation, anything from eating a meal with a family to going to your local shop to buy
food. The idea was to involve the whole group, discuss the scenarios or any other relative points to the subject bring
it all together so everybody would have their input.

Learning a new language may always seem like a daunting task and as the learner we often try to relate it to our own
native tongue but in truth there are many factors to consider. One of these type of factors is you, the student
whether you are in school, college, university or exposed to the language in some way application and practice
through communication, theory will get you over the finishing line. Primary school for example, given my situation
you are young questioning yourself why must you learn a new language!? I am not going to this country and start
having a conversation with the locals, this mentality may also continue as you get older through the years which
leads us to another important point, the tutor.

There are of course many types of teachers and certain methods that the learners are exposed to in everyday life
situations, for example you are not going to have a teacher be the same as another. They combine their own ideas
which is a quality they should possess. Fortunately for me I had many inspiring memorable tutors throughout the
years but when you get older you realise the ones who made the difference in that respect. Everybody has their own
interpretation on what setting the standards to teach a classroom whom is firm but fair whilst demonstrating to
the students, the energy, passion and drive to enjoy learning and to succeed.

Personally, I learned and really started to enjoy language learning when the group would communicate rather than
writing down your own expressions, this would only occur later once discussions had taken place, ideas and such
forth. The student wanted to learn because they enjoyed the subject, sure a lot of this is down to the teacher but
also your own personal response as the learner, finding the subject interesting and willingness to succeed like
anything in life is a characteristic only you the student should always thrive on, and no teacher can teach you that,
only yourself. (1358 words)

2. Teaching Past Perfect (the explanation in blue is what I would write on the board and the oral explanation is
shown in italics)

Step 1

 To begin, I would draw a time line on the board where the Past Perfect is shown and would slightly explain
when we use it.

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 “It is used to mention something
that happened before another
Past perfect Simple Past Simple present action in the past”

Step 2

 After presenting the time line, the next step would be to explain how to use grammatically and give an
example. First, I would show the students the structure explaining the auxiliary HAD and the verb in
participle (which in some cases they should know from the previous verb tense Present Perfect)

Subject Auxiliary Verb in participle e.g: go – went – gone

“To use Past Perfect we
be – was/were - been need to follow this
structure”
He they leave – left – left

I she you + HAD + PARTICIPLE

It we

“HAD indicates the first action that

By the time he GOT to the cinema, the movie HAD already BEGUN.
happened in time, Simple Past may also be
found in these sentences”

Simple past Past Perfect

(2 nd) (1 st)

Step 3

 Explain in detail the meaning of Past Perfect in the previous sentence.

“You may find two actions in this type of

sentences, one in Simple Past and the
By the time he GOT to the cinema, the movie HAD already BEGUN.
other one in Past Perfect. As I mentioned
before you would use HAD + VERB IN
PARTICIPLE (past perfect) to indicate the
Simple Past Past Perfect
first action that happened in time”
(2nd action) (1 st action)

Past Perfect Simple Past Simple Present “In this time line, you clearly see
what happened first in time”

The movie began he got to the cinema

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1st action in time PAST PERFECT the movie began

2nd action in time SIMPLE PAST he got to the cinema

Step 4

 I would practice with them on the board some sentences completing with the missing verb tense (I will give
only two examples but depending on how easy or difficult is for the students I would make more if it is
needed.)

a) *First: Mom made dinner “I will show you the

*Then: I got home first and second
action and we will
I worked until late so by the time I _____(get) home mom _______(make) dinner. try together to
complete with the
b) *First: the plane took off missing verb tense,
*Then: I arrived at the airport one part is in Simple
Past and the other
I overslept so by the time I ____ (arrive) to the airport, the plane ______ (take off) one in Past perfect”

Step 5

 I would teach them now how to make questions and negative sentences

- We failed the test because we hadn’t studied enough. “To make a negative statement, you just need
to use HADN’T and the verb in PARTICIPLE”

? Question word (optional) + HAD + Subject + PARTICIPLE “To make questions,

the structure is a bit
different but we still
WHAT HAD YOU BOUGHT before you went to the use HAD and the
party? verb in PARTICIPLE”

3.

a. Elicitation

Elicitation is a technique by which the teacher presents the classroom with an activity, topic or situation rather than
giving out the information it is the learner to give their own feedback, this can be suggestions relating to the type of
activity or whichever.

Once the knowledge is gathered by the students at the required standards set by the teacher the ideas are written
on the board in the correct format. This is very useful as the information presented will be put forward to the next

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stage of the lesson which can benefit the learner due to linking new and old information whilst producing a dynamic
and stimulating environment. (109 words)

b. Methodology in language learning

The direct method of teaching is done in the target language, there is a focus on speaking and listening which is the
main emphasis. The objective to achieve for the students to learn to develop their oral skills.

Audio lingual teaching method concentrates on the practice of dialogue on every situation so that the learner
eventually understands the patterns that represents the topic.

Grammar translation embraces a wide range of approaches, foreign language study is a mental discipline. The
method is very much based on the written word and texts, phrases etc. The text Is often accompanied by a
vocabulary list consisting of new lexical items used in the text together with the mother tongue translation. The basic
approach is to analyse and study the grammatical rules of the language and then to practise the structures through
the means of translation both into and from the mother tongue. (148 words)

c. Form in language teaching

There are certain tools referring to that of teaching in this case the form either in terms of grammar or vocabulary
with regards to grammar, students will learn to understand the sentence structure of a specific rule, an example of
this would be

Subject/ Had/ Past Participle/ Object

So, whenever students want to use the past perfect tense, they will follow this structure. Vocabulary is the main tool
that is engineered, the words of the language, including single items and phrases which carry a meaning while also
addressing single lexical items. Understanding the Pronunciation of a word, if in a written text or aurally would be
practised and the spelling of a particular word. (114 words)

d. Meaning in language teaching

The essential factor that should be very specific in presenting the language meaning the correct presentation in
terms of its tense form/ structure, sentences with the right context should always be clear. Each set of tenses is
broken down into its own principle, abstracted in its form, the teacher singles out the principles for the learner to
understand.

Another method or useful guideline are the use of concept questions, presentation to the students making use of
grammatical structures and the help of a single item either speaking or written. This helps to demonstrate the
meaning, examples of sentences with clear context in order to present a new language item. (109)

e. Communicative methods

Communicative language teaching main purpose is to solidify the communication aspects identified in the classroom,
tasks such as role play, audio lingual, video, etc. The task is carried out in the correct structure, supplying the
students with clear content which would involve methods such as invitations, suggestions, appointments. The class
are then given the activities corresponding to the subject, for example a newspaper article, audio tape conversation
and so forth. The tasks are broken down into three parts:

 The goal, which is what the teacher wants from his/her students at the end of the task.
 The input, input from the class at a satisfactory level set by the teacher’s requirements.
 The activity, consisting of both the goal and the input, a further understanding of all the activities set.

Content within the task are making lists, comparing, solving problems, discussing opinions and ordering of items just
to name a few. Students practise the material presented to them and later are given the chance to speak freely
otherwise known as the free production stage, presentation/practice/production (PPP) is the correct format in which
the learner is best equipped to understand. (187 word)
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f. Task based learning

The teacher carries out a set of meaningful tasks for the learner to undertake ranging from a wide selection of
communication based topics, focussing on practising the language as much as possible through the form and
meaning, giving the students to analyse and practice the language in the necessary points.

Such tasks can include visiting a doctor, interview, calling somebody for help, etc. pair work or group is required.

Once this process is completed, the student’s roll is to identify the target language and discuss where some of the
points mentioned are correct or incorrect thus creating a clear understanding within the group and then to progress.
(107 words)

g. Function in language teaching

Language functions refer to the purpose in which we use language to communicate, either formal, informal written
or spoken.

Specific grammatical structures are often used with each language function, for example describing, refusing,
inviting, apologising and so on, these are often described as communicative functions, how the language is
perceived.

The target function language is situated around a real-life scenario so it is easier for the students to express
themselves.

The function we use of language is not only set on certain language structure of grammatical rules, it is how to
understand the context and it’s use to fulfil those goals. (101 words)

h. Personalisation

The focus from the teacher’s perspective regarding personalisation is by choosing the right topics according to the
age of the students.

For instance, if we teach toddlers, we would choose nursery songs, games and illustrated books.

When teaching older kids who can now read and write we can mention ideas that should do with cartoons, sports,
free time activities, etc. using aural and written set tasks.

The approach when it comes to teaching teenagers must be more discipline but at the same time the outcome
would have more positive results with no pressure on the students so for that reason it is important to choose the
learners interest carefully such as music, fashion, movies, etc.

Finally, when teaching adults, the princibles become more formal in terms of the language structure and as
mentioned before you can use their interest for the subject material within the class.

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