Choose one of the following classes:
A. A mixed nationality class of sixteen pre-intermediate 13 and 14-year-olds on a short holiday course in an English country. (CEFR Level A2)
B. A mixed nationality group of twelve new adult immigrants with very little English living in an English country. (CEFR Level A1)
C. A class of seven intermediate adult male professionals in Saudi Arabia who need English for business purposes. (CEFR Level B1)
D. An upper-intermediate class of 20 teenagers (male and female) in Spain
Select a suitable authentic listening or reading text or passage from any source. If you choose a listening text provide a link, but please also write out the text in full.
1. Write an essay in which you
i) say which group you have selected and why this material is suitable for them.
ii) identify vocabulary that you would need to teach and say how would you teach it.
iii) describe how you would exploit the text in a lesson or series of lesson with your chosen class
2. Design and submit three pieces of teaching material you would use when using this text in class (e.g a vocabulary practice activity). Each item should focus on a different skill or aspect of language (they should not, for example, all be pronunciation activities). All the materials should be clearly linked to the text in some way.
i) Explain the aims of your three activities. Outline the procedure and say how long it would take.
ii)Provide all the materials that you would hand out to or show to students.
CEFR Level A1 students are learners having a basic understanding of English (Eur.nl 2015). They can construct simple sentences besides understanding simple everyday expressions. Students in this level can read plain texts, construct easy sentences, and demonstrate limited vocabulary (Gostudylink.net 2015). In view of this, there are frameworks for ensuring that students in this grade benefit from learning (Coe.int 2015). Accordingly, teachers are to abide by those guidelines in order to maximize the learning outcomes of their students.
My selected class consists of twelve new immigrant adults, hailing from different countries, demonstrating a basic understanding of English, and presently living in the United Kingdom. The selected piece for teaching them English is a patient form (Advocatehealth.com 2015). The piece is a top-down form that covers various common life issues. Apart from being very trivial in structure, the form catalogues aspects of great interest to learners. Accordingly, I believe that it will be an interesting piece for the students. By studying the form, my students will understand various lexis, functions, grammatical rules, and every day aspects.
Vocabulary to Use
Vocabularies to teach center on aspects such as personal information, use of articles, pronouns, tenses, time, and verbs. My first method of teaching these terminologies would be extensive use of questions. This methodology will help them to be able to distinguish various aspects (Cappellini 2005). Secondly, I will dwell on the phonological aspect of the terminologies, which entails making sure that they correctly pronounce each word (Rogerson 2011). Lastly, I will concentrate on the orthographic aspect of each lexis, ensuring that they understand the spelling of each vocabulary.
Reading and Comprehension
This lesson will mark my introduction and the first interaction with the learners. For an educator, it is vital to determine each learner’s level. The lesson will expose the students’ pronunciation, vocabulary, fluency, and comprehension abilities. Each student will be required to read short text, sentence, which will add to paragraphs, and passages, depending on the student’s level of competency.
I will require each student to read the selected portion. The purpose of this is to determine their reading fluency, vocabulary scope, grammatical accuracy, phonological power, and orthographic strength. I will subsequently ask them to note down words they can recall in the passage – this will be for testing vocabulary retention power. By this stage, I will have known the strengths and weaknesses of each learner. In consequence, I will select words that aim to address their identified frailties.
Based on the lesson outcome, I will identify three key areas of intervention. The most common areas of concern among adult learners include problems with vocabulary, pronunciation, and comprehension.
The learners can enhance their vocabularies by identifying the new words that they come across. In this lesson, learners will read a six-sentence comprehension and identify the vocabularies. The material will be projected on the board, and the learners will read aloud on turn. After reading, the students will come up with a word box of vocabularies and the context learned. Each learner will be expected to produce at least five vocabularies, which we will use to construct word cloud (wordle). We will manually construct worldly on the board.
Wordle are effective in stimulating learners thinking about the study topic, relationship of words, importance, and meaning. Wordle evokes both meaning and visual display of words. It present themes, and key areas addressed in the text. Wordle will enable learners understand the unique application of words based on the study area. The diagram below shows a wordle for environmental pollution topic.
The student will be able to identify the most common themes in based on the visual highlights. Learning with wordle, will not only make the learners strongly recall the words, but also be able to remember how to use them.
English pronunciation is a problematic area to most none native speakers. During the reading lesson, I will write on the wall pronunciation problems noticed during reading. I will use charts to reinforce the pronunciation. Each learner will be presented with charts, example shown below. They will use the chart both during the lessons and at home.
Comprehension will be taught by two methods. In the first lesson, the learners will be subjected to passage reading and filling blank spaces. They are to fill the missing texts, preferably with the original words. However, it will not be an offense to replace them with synonyms. The exact number of missing texts in each section will be three. In this phase, my main concern will be their aptitude to recall words as well as their meaning. By being able to read a sentence and afterward insert in the correct word, the students will have demonstrated an understanding of English. Furthermore, it will be effortless for me to appreciate their orthographic proficiencies. In another section, I will delete characters from the text and subsequently require them to insert them. Still, I will develop a simple crossword that features certain selected texts and similarly demand that they attempt filling them. These tests, which will consume a maximum of six days, will enhance their vocabulary range, word identification, and orthographic skills.
The second part of comprehension will involve description of items. Learners will be presented with pictures, as shown below. They will be required to write a short essay on the picture in simple sentences. This will test their ability to link words and construct sentences.
Learners will be required to describe the picture in their own words.
In conclusion, teaching a foreign language is challenging (Field 2004). Unlike teaching children, teaching adults may be somewhat complicated in the sense that they are more likely to demonstrate the unwillingness to learn. As a result, one has to be smart, espousing teaching methods that make learning interesting (Xing 2006). By using technology coupled with music, I believe that students are capable of learning quickly.
Advocatehealth.com 2015, Patient Forms, [online] Available at: http://www.advocatehealth.com/luth-patientforms [Accessed 21 Dec. 2015].Cappellini, M 2005, Balancing reading & language learning, Portland, Me.: Stenhouse Publishers.
Coe.int 2015, [online], Available at: https://www.coe.int/t/dg4/education/elp/elp-reg/cefr_scale_EN.asp [Accessed 1 Dec. 2015].
Eur.nl 2015, CEFR level A1 (Beginners): EUR.nl. [online], Available at: http://www.eur.nl/english/ltc/alumni/cefr/a1/ [Accessed 1 Dec. 2015].
Field, K 2004, Issues in modern foreign languages teaching, New York: Routledge/Falmer.
Gostudylink.net 2015, CEFR language learning levels explained and compared | Support | gostudylink. [online], Available at: http://gostudylink.net/en/support/levels [Accessed 1 Dec. 2015].
Rogerson , P 2011, English phonology and pronunciation teaching, London: Continuum.
Xing, J 2006, Teaching and learning Chinese as a foreign language, Hong Kong: Hong Kong University Press.