The University of Technology and Applied Sciences - Rustaq

Department of English Language and Literature

Sultanate of Oman
ELT Methods of Teaching/ CURR107
Fall2020 Final Assignment
Total Marks:30

Question One:
1. CLT methodologists recommend that learners learn to see that failed
communication is a joint responsibility and not the fault of speaker or
listener. Similarly, successful communication is an accomplishment jointly
achieved and acknowledged. Compare this with the way errors are treated in
the Audiolingual Method. How is it different? (3 marks)
Answer:

Teaching has been based on the transmission of information by the teacher and
students were seen as quiet members and empty vessels who are just waiting to be
fulfilled. Learners with the communicative method are involved in making choices
about their learning process. Teaching should support communication between
learners, set cognitive challenges, and request for cooperatively developing
knowledge.

2. Some teaching methods are in favor of learner-generated syllabus.

According to them, a learner-generated syllabus gives the learners control
over the learning process and encourages them to take responsibility for
their own learning. Explain your own position towards 'learner-generated
syllabus". How would you respond to some teachers' concerns?
“This would never work with my students; they have no idea what they need.”
“Sounds like a nice idea in theory, but how will I be able to make sure the students are
prepared for exam?” (3 marks)
Answer:

The teacher should be open to the student's ideas and all of them should meet in a
middle ground where they both agree on the syllabus. And it has to be suitable for the
teacher also since he knows if it would work in the class.

3. Cooperative Language Learning (CLL) emphasizes pair and group work and
extensive collaboration and learning through interaction. Do you think that
the benefits of this are age-related? For example, might such an approach
work better with younger learners? Why (not)? (3 marks)
Answer:

Cooperative Language Learning is very important for children because they need to
interact with each other and they need to develop their communication skills.
Cooperative Language Learning is the best method for young learners because of the
benefits that this method provides. Also, it is not just age-related because Cooperative
Language Learning is used not just for children only.

4. The Silent Way makes extensive use of Cuisenaire rods to teach aspects of
the language. Do you see a value in this approach? What kinds of realia
(visuals) did you use in your micro-teaching, and for what purpose? (3
marks)
Answer:

The silent way can help students to be productive and discover rules by themselves,
improve students’ thinking abilities, improve students' confidence towards learning,
and language will last for long. I used Fidel charts and rods because they help learners
to remember the language and they create unforgettable images of language.
 5. A good teacher takes account of students' preferred learning styles.
However, this might go against some students' preferences. In some places
students are used to teachers being in control of the teaching learning
process. In the same place the teacher wants to use a more learner-centered
approach. What would you do in such a situation? (3 marks)
Answer:

The teacher has to make the students agree on the style that he/ she wants because if
the teacher thinks that this style is better for the class then he should talk to the
students about the style that the teacher wants. The teacher has to offer a lot of
activities and attention to the student so they can have a good relationship and they
will result in a good learning environment.
Question Two: Study the following lesson and answer the questions below. (5
marks)
1. Dialog. Listen and practice.
A. What did you do last night?
B. I watched TV for a while and I went online to talk to friends.
A. Did you watch the movie on channel 9?
B. No, I didn’t.
A. What time did you go to bed?
B. At about 10.30.

2. Practice the dialog again. Use these phrases to replace the ones in the dialog.
(a) 1 read for a while
2 watched a DVD
3 watch the football
(b) 1 went for a walk
2 called my sister in Toronto
3 watch the documentary

3.Complete the sentences with the past tense of the verbs.

I --------- (get up) early today.
I ---------- (watch) a good movie on TV last night.
I---------- (meet) my friends on Sunday.
I --------- (go) shopping on the weekend.
I ---------- (buy) a camera last week.
I ----------- (check) my messages this morning.

4. Drills.
a) Ask and answer.
What did you do ... on Friday night?
on Saturday morning?
on Saturday night? on Sunday?

I ... went down town.

slept in.
stayed in.
played basketball.

b) Ask and answer.

What time did you ... go to bed last night?
get up this morning?
have breakfast today?
come to class today?
1. What teaching method is used to teach the previous lesson? What is in the
lesson that informs your answer?
 2. Identify three objectives of the lesson.
Answer:

1- Communicative Language Teaching method, the type of the activates used

in the lesson.

2- Students would be able to use the past tense, improve their communication
skills, and learners will use language as a means of expression.

Question Three: Design a lesson to teach polite request using "Can I, May I,
Could I, Would you" through the Task-based Language Teaching Approach. State the
objectives of the lesson and design one real-world task and another pedagogical task.
You need to provide clear steps as well. (10 Marks)

Answer:

Objectives: By the end of this lesson students will be able to use "Can I, May I, Could I,
would you" in a real-life situation and know the degree of the politeness on when to use
them and for who.

Real-world task:

You are a student in the school and you want to ask the teacher about your marks. Create
a sentence using (May I).

You are in a restaurant and you want to ask the waiter for extra water. Create a sentence
using (Can I).

Pedagogical task:

Complete the sentences using "Can I, May I, Could I, would you".

1- ( ) use the bathroom.

2- ( ) ask you about something.
3- ( ) barro your bag.
4- ( ) take me with you.

The steps:
The students will answer the real-world task by creating a sentence using "Can I, May I,
Could I, would you" in a different real-life situation. After that, the students will answer
the Pedagogical task by completing the gaps using "Can I, May I, Could I, would you".
All the best!