Professional Documents
Culture Documents
Table of Contents
PART ONE...........................................................................................................................4 CHOICE OF SPECIALISM...............................................................................................................4 CONSEQUENCES FOR YOUNG LEARNERS..........................................................................................4 MOTIVATION IN THE YOUNG LEARNER CLASSROOM............................................................................4 CONTENT IN THE YOUNG LEARNER CLASSROOM................................................................................5 IMPLICATIONS FOR YL TEACHERS AND LEARNERS..............................................................................6
PART TWO..........................................................................................................................7 GROUP PROFILE........................................................................................................................7 SELECTION AND ANALYSIS OF NEEDS ANALYSIS................................................................................7 QUESTIONNAIRE IN SPANISH FOR PARENTS.......................................................................................8 LEARNER STYLE QUESTIONNAIRE...................................................................................................8 MI VISUAL SURVEY, TOPIC SURVEY AND TEACHER DESCRIPTION.........................................................8 SELECTION AND ANALYSIS OF DIAGNOSTIC TESTS.............................................................................9 PRIORITIES FOR COURSE DESIGN...................................................................................................9
PART THREE....................................................................................................................11 FORMULATION OF COURSE OBJECTIVES.........................................................................................11 SYLLABUS DESIGN CHOICE........................................................................................................11 COURSE ORGANISING PRINCIPLES................................................................................................12 TEACHING APPROACH...............................................................................................................12 LEARNER STRATEGY TRAINING....................................................................................................12 MATERIALS.............................................................................................................................13 CONSTRAINTS..........................................................................................................................13
PART FOUR......................................................................................................................14
PART FIVE........................................................................................................................17 APPLICATION OF COURSE PRINCIPLES...........................................................................................17 THE BENEFITS OF THE COURSE PROPOSAL....................................................................................17 LIMITATIONS ...........................................................................................................................17
BIBLIOGRAPHY................................................................................................................18
APPENDIX 2......................................................................................................................34
APPENDIX 3......................................................................................................................36
APPENDIX 4......................................................................................................................37
APPENDIX 5......................................................................................................................38
APPENDIX 6......................................................................................................................39
PART ONE
Choice of Specialism
Teaching Young Learners is a challenging yet rewarding career. I have found that in recent years, stakeholders, be they parents or the institutions which pupils attend, have increasingly become avid for some kind of status symbol with regard to the students performance in English. This situation has clearly been identified by experts in the field (Cameron 2001, McKay 2006). I would like to devise a course which motivates students to continue learning English, encourages them to participate more in classroom tasks and helps them become aware of the richness of language through a more content-focused syllabus rather than having them attend class with the sole purpose of passing an exam. .
PART TWO
Group Profile
The False Beginner group chosen consists of 11 children aged 8; 9 boys and two girls. These children attend the local school in which extra-curricular activities take place. The proposed course falls within the extra-curricular activities held for one hour twice a week. The learners are in 3rd Grade Primary in the Spanish school system and have 2 hours of English within the school timetable. Their English teacher, who is Catalan, uses English for activities in the course book but not for classroom management or instruction. Thus, the students exposure to varied target language input is limited. However, the students hear a certain amount of target language within their social setting as they have native English speaking peers. The advantage of this has been a surge in integrative motivation in both students and parents. (Williams and Burden 1997; Dubin and Oshtain 1986; Dornyei 2001)
I.
I concur with Yalden (1987) in that questionnaires are an economical way to gather information. Parents are the principal stakeholders within the societal context of the course and can give valuable insights into their childrens needs and preferred learning styles. (Ioannou and Pavlou 2003) The use of questionnaires with graded answers, although subjective, (Richards 1990) provides informative data regarding the parents wants. All parents marked Speaking as a priority activity in the classroom. This also collates with the 70% who marked Communicative Activities as important, 50% #5 and 20% #4 and a total of 70% for # 4 and #5 in Pronunciation. However, it seems that parents are also keen on activities which mirror regular class content (40% for #5 and 30% for #3) as well as a grammar focus in the extra-curricular class (20% marked #4 and #5 respectively). Only 20% marked #5 for self- assessment.(App:2)
II.
This may indicate that the students need activities which challenge them. As well as expecting entertaining classes they appear to want activities consistent with a more traditional teaching approach. (App: 6)
I.
Activity types and methodology used in the groups school class were checked to verify that the skills test mirrors the activity types that the students are used to. (Cameron: 2001;Georgiou and Pavlou: 2003; McKay 2006; Nunan 2004) The Diagnostic Skills Test provides scaffolding for YLs in the form of lexis and visuals. (40% of students are visual according to parents). An important factor in maintaining some lexical support in Section 7 Writing is that students of this age still struggle with spelling in L1. (Cameron 2001) However, support in two writing tasks (App: B3) was withdrawn to create more of a challenge (William and Burden: 1997, Rixon 2011). In the Writing section, the average mark was 50%. Students interviewed after the test mentioned faulty recall of lexis and a lack of confidence in spelling. (App:4) As Speaking is a priority, a direct oral test with the use of a scene card was used. (Pierce and OMalley cited in Shabban 2001; Hughes 2003). The results of this integrative test highlight that the majority of students cannot go beyond one word utterances. (Hughes 2003) For example; almost 50% of students needed a lot of help to understand questions and more importantly, 9 out of 11 students could give only 1 word answers. It appears the students are not accustomed to oral interactions.( App:5) A quantitative mark was given for the skills-based test and a criterion-referenced mark for the performance-based test. This provides a wider sample of data. (Hughes 2003)
II.
III.
IV.
Improvement of speaking and writing sub-skills to go beyond one word utterances. Encourage enjoyment of and participation in stories. Introduce alternative summative assessment throughout the course.
PART THREE
Formulation of Course Objectives
There are many frameworks for setting goals, (Munby; Stern; Genesse and Upshar; Saphier and Gower), however, Nunan (1988) posits that goals should be formulated with the learners needs in mind. Based on this, the goals prioritised in this course are derived from learner data and incorporate needs from different perspectives: Linguistic, learner and learning. (Nunan 2000) These goals have been narrowed down to specific objectives which will help to differentiate the content, skills and strategies focused on within the units of the course (Graves 2000).
GOAL 1: Inclusion Richer Content of GOAL 2: Learning Strategy Use to improve recall of lexis 2A: SS will be better able to record new lexis + structures. 2B: Show receptive + confident attitude in own ability to learn + gain autonomy. 2C: Use repetition, word association + chunking to improve recall of target lexis+ structures GOAL 3: Improve Speaking and Writing Skills to go beyond 1 word. 3A: Learn to use linking devices; and, but and because. 3B: Express opinions and interact using oral expression in situations using verbal and non-verbal procedures. 3C: Demonstrate better writing skills through use of linking devices.
1A: Implement reading subskills to help decode texts 1B: Listen to + understand messages/lexis in various oral interactions 1C: Give SS access to semiauthentic material.
3D: Encourage care and interest in presentation of written texts, including spelling of target lexis.
Teaching Approach
The teaching approach proposed is founded on Principled Eclecticism. Bearing in mind the age of the students, a variety of activities have been implemented. By using different methods a more flexible course is developed. Drawing from different methods in this way will help meet objectives as well as learner needs. (Larsen- Freeman 2000)
imperative to maintain the students interest and promote recall of lexis and spelling which posed a problem for the learners in the Diagnostic Test. (App:4 Writing)
Materials
Materials chosen reflect the main learner styles within the group. They are child-friendly with the use of visual scaffolding to aid in activating the childrens schemata and appropriate in their cognitive challenge. The stories are from the Oxford Reading Tree Series. Although authentic, the language content is appropriate for language learners of this age. Each story caters for students by making use of high frequency words and repetition. They contribute to the unity of the course by presenting the same characters within the stories (Hedge 2000).
Constraints
There is no access to IT facilities during class time and therefore any interactive activities via internet which could have added to student engagement are unavailable.
PART FOUR
Assessment
Formative assessment is used to assess learners progress throughout a course. The information collected feeds back into the course and is used to adapt activities and methodology where necessary. (Harris and McCann 1984) Formative assessment should be carried out in a way that is familiar to the learners and also take into account their needs and cognitive level. (McKay 2006, Cameron 2001, Hughes1989) No single assessment tool provides all the information needed to monitor learners development of the language (Hughes1989, Harris and McCann 1994, Hedge 2000). The assessment programme proposed is multi-faceted (Hedge 2000) which will give a comprehensive picture of how the learners are progressing and highlight any changes that need to be made. Taking into account the main goals prioritised for this course (See Part 3 pg. 9) the following assessment programme has been developed.
The indirect tests provide multiple fresh starts thus students who may not be good test takers have various opportunities to perform better. (Hughes 1989). Test 1(App: B7) has face validity as it contains structures and vocabulary that learners have already seen ( Unit 1 Lesson. 5). The students can see that they are being tested on what has been presented in the class. Content validity is also high as it strives to test what it sets out to i.e. reading and recall of the written form of vocabulary (Goal 1). According to Cameron (2001: 220), assessment activities should provide a helpful model of language use. The test does this by the provision of an example written text. The use of discrete item tests provides an element of practicality and this type of test can be incorporated into lessons with minimum fuss. (Hughes 1989). Parents required a more traditional form of assessment and felt that Portfolio Assessment was not a valid option for their children. (App: 2). Combining different methods may allow them to appreciate alternative assessment types. II. Direct Speaking Tests Integrative Speaking Tasks will be incorporated into the course. The first test mirrors the diagnostic speaking test carried out in Part 2. (App: B2) The test will be carried out within class time. Individual students will be asked to come out to the teachers desk and will take the test as their peers are finishing their dictionaries, surveys etc. Test administration should not pose a problem as each test is designed to take between 3-4 minutes. (Goal 3) The second test (App.B/C.Plan Less:24) will take the form of a peer activity in which the learners interact with their partners in comparing two different pictures. The teacher will focus on individual pairs while the other students are working on their posters. The use of open ended speaking tasks helps in determining how the learners will communicate in more authentic situations. (McKay 2006) The learners will be assessed using an analytical scale which provides a subjective mark on their performance.
III. Portfolio The students, together with the teacher, will compile a dossier of work which they feel demonstrates the effort and progress they have made. This may include the book made by students, their personalised dictionary (Goal 2), illustrations, self- assessment forms etc. This aspect of the summative programme fosters a dynamic element in the course in which the interaction between the learners and teacher develops a two-way dynamic assessment process (Feurestein cited in Williams and Burden 1997) .
Course Evaluation
I. Student Evaluation Included in the Assessment Programme is a student questionnaire (App: B4) to be completed on different activity types. This provides valuable data on tasks the children feel are most useful and what aspects of the course they are not happy with. II. Teacher Evaluation The teacher will complete a monthly unit assessment form (App: B9). Reflection on the course on a monthly basis will help in defining the effectiveness of the course as well as highlight any changes which need to be made for its future use.
Constraints
As there is no formal examination to be taken at the end of the course it may be difficult, for learners and the main stakeholders, their parents, to visualise what they are working towards. However, with the incorporation of continuous assessment for summative purposes the learners will see their developing knowledge of the target language.
PART FIVE
Application of Course Principles
In Part one I mentioned several important aspects in the teaching of Young Learners aged 8-13. The first of these was the need to avoid teaching to the test. Secondly, maintaining student motivation through the use of richer content and meaningful activities and lastly, but no less important, was the provision of support in helping young learners gain a better knowledge of the target language. The course proposal attempts to implement these principles through the inclusion of theme based units supplemented by authentic stories. This focus on content as well as providing more meaningful vocabulary provides a framework for work on grammatical structures without recurring to traditional transmission methods of teaching. The activities in the course are made up of an eclectic mix of learning centred activities which allow each student to bring to the class his or her own learner style.
Limitations
The course is designed to make language learning a more holistic experience. However, should the stakeholders feel that the students progress would be better evaluated by means of formal certification, exam focussed activities would need to be implemented in the course as no provision for the practice of exam techniques is made. The learners would therefore be at a disadvantage compared to students more accustomed to practising for exams.
BIBLIOGRAPHY
Cameron, L 2001. Teaching English to Young Learners. Cambridge University Press.
Dornyei, Z. 2001. Motivational Strategies in the Language Classroom. Cambridge University Press.
Dubin, F and E, Oshtain. 1986. Course Design. Cambridge. Cambridge University Press
Garton, S. Copland, F. Burns, A. 2011. Investigating Global Practices in Teaching English to Young Learners. British Council/Aston University.
Hedge. T. 2000. Teaching and Learning in the Language Classroom. Oxford University Press
Hughes, A 2003 . Testing for Language Teachers. 2nd edition. Cambridge University Press.
Hutchison T, and Waters, A .1987. English for Specific Purposes. Cambridge University Press
Ioannou- Georgiou, S and Pavlou, P. 2003. Assessing Young Learners. Oxford University Press.
Johnson, K and Johnson, H. 2006. Encyclopedic Dictionary of Applied Linguistics. Blackwell Publishing.
Katz, L. 1997. Child Development Knowledge and Teachers of Young Children. ERIC Clearing House on Elementary and Early Childhood Education
Larsen- Freeman, D. 2000. Techniques and Principles in Language Teaching. Oxford University Press
Lightbown, P and Spada, N. 2006. How Languages Are Learned. 3rd Edition. Oxford University Press
Read, C. 2007. 500 Activities for the Primary Classroom. Macmillan Publishers Ltd.
Rixon, S. Assessment of Young Language Learners. Keeping Track without Turning Them Off. Pearson Longman. Retrieved from Internet 31/07/2011
Shabban, K. 2001. The Assessment of Young Language Learners. English Teaching Forum. Volume 43, English Teaching Forum. Accessed September 2011.
Vale, D with Feunteun, A. 1995. Teaching Children English. Cambridge. Cambridge University Press.
Williams, M and Burden, R 1997. Psychology for Language Teachers. Cambridge University Press
Yalden, J. 1987. Principles of Course Design for Language Teaching. Cambridge University Press.
Pink Objectives refer to Goal 1 (Richer Input) Green Objectives refer to Goal 2 (Learning Strategies) Blue Objectives refer to Goal 3 (Speaking and Reading Skills)
21
TO LESSON CONTENT
MATERIALS
LESSON
1. 1. Aim:
SS will read SEMI-AUTHENTIC profile of child with basic information: AGE/ NAME/ NATIONALITY/ LIKES+DISLIKES (5-10m) ELICITATION OF QUESTION FORMS (5m) DRILL PRONUNCIATION OF QUESTIONS IN CHUNKS:CHANT(10m) PROFILE CARDS FOR ROLE-PLAY FIND OUT WHO YOUR PARTNER IS (10m) MAKE + START MINI BOOK TO RECORD INFORMATION ALL ABOUT ME( 15M)
1.To read simple text: (Profile) including target lexis Sub. Aims: Notice questions forms in chunks and reproduce in controlled activity.
OBJ 3B
OBJ 2C 2. 2. Aim: Main OBJ 1B LISTEN TO RECORDING: IDENTIFY TOPIC. (3-5m) FOCUS ON TARGET LEXIS (5m) OBJ 1D 2ND LISTENTING: RAISE HAND ON HEARING TARGET LEXIS (5m) T DESCRIBES OWN FAMILY PHOTO WITH: THIS ISMY .. (5m) OBJ 3E SUBSTITUTION DRILL: THIS IS MY(5m) 1 STUDENT VOLUNTEERS TO PRACTISE/DEMONSTRATE (5m) OBJ 3C SS CHOOSE PARTNER AND TELL FRIENDS ABOUT OWN PHOTO.(10 m) ADD INFO + HANDDRAWN PICS TO MINI BOOK: GUIDED WRITING (FOLLOWING EXAMPLE) (15m) !!! (See lesson 5) Family Photos/ Cut outs of families from mags. Recording of child describing family photo.
3. To practise focused listening for specific information. 4. To practises writing short phrases about family. This is my..
5. Sub. Aims:
To transfer spoken info to written
22
OBJ 1A
with
OBJ 1E
4. Main Aim: To personalise vocabulary and structures. Sub. Aim: To recall lexis and phrases from previous 4 lessons
OBJ 3A
GROUP SPELLING BEE: FAMILY LEXIS.(15m) RE- READ LETTER FROM FRIEND- QUESTION TIME(10m) WRITE UP LETTER DESCRIBING SELF AND FAMILY (WITHOUT SIGNING) GUIDED WRITING- (15m) ADDITION OF ANY INTERESTING WORDS OR PHRASES TO UNIT SECTION OF STUDENT DICTIONARY (10m)
Envelopes /Stamps. CARD AND PAPER TO MAKE dictionary. (Students letters will be sent to friends within the class and on receiving, students will try to guess who the sender is).
OBJ 2A
23
LESSON
5. Main Aim: To give physical descriptions of family members using is+adj and has got Sub.
To motivate enjoyment in reading and writing
REF. OBJECTIVES
TO LESSON CONTENT
MATERIALS
SS LISTEN TO RECORDING FROM L. 2. AND IDENTIFY FAMILY MEMBERS. (5-7m) T MIMES ADJECTIVES E.G. TALL/SHORT/THIN/ - TO BE (5m) VISUALS ARE SHOWN TO TEACH LONG/SHORT BLUE/BROWN EYES ETC. HAS GOT (10m) HAIR,
RECORDING FROM L. 2
VISUALS OF FAMILY.
Aim:
OBJ 3C
SS WRITE SHORT DESCRIPTIONS OF THEMSELVES IN BOOK FOLLOWING MODEL (10-15m) READ TO PARTNER WHO GUESSES WHO IS WHO. (10m)
6.
Main Aim: To present and practise question form: Pres. Simple To ask/answer questions about family members. Sub. Aim: To cater to
diff. MI/Learner Styles within the lesson
SS MATCH JOB PICS TO WRITTEN FORM IN GROUPS (5-8m) SS CATEGORISE JOBS SEDENTARY/PHYSICAL. (5m) T + SS MIME JOBS (10m) FOCUS ON PRONUNCIATION OF QUESTION FORM AND ANSWER. WHAT DOES YOUR ..DO? SHE/HE IS A ..(15m) SS DO SURVEY OF CLASSMATES- FAMILY JOBS. (CLASS MINGLE) (20m)
VISUALS OF JOBS
OBJ 2C
OBJ 3B OBJ 3A
OF
24
UNIT ONE ALL ABOUT ME (WEEKS 1-4) REF. OBJECTIVES TO LESSON CONTENT MATERIALS
LESSON 7.
Main Aim: To present can to talk about abilities. To present like+ ing to talk about hobbies. Sub. Aim: To practise writing skills: transfer info and put into sentence form
HOBBIES: T DEMONSTRATES JUGGLING AND TELLS CLASS WHICH HOBBIES/ACTIVITIES I CAN JUGGLE, PAINT ETC. (5m) T DRAWS A MIND MAP ON BOARD(5m) SS BRAINSTORM HOBBIES/ACTIVITIES THEY HAVE/CAN DODRAW OWN MIND MAP POSTER. (10-15m) GUIDED WRITING- THINGS I CAN DO/ THINGS I LIKE DOING (15m) TRANSFER INFO TO MINI BOOK- ALL ABOUT ME (10m)
*MIND MAP
OBJ 2C/
OBJ 3A/3C
8. Main Aim: To evaluate course so far. SS evaluate performance Sub. Aim: possible activities. discuss future
OBJ 1E OBJ 2E
REVIEW AND EDIT BOOK (10m) READING CIRCLE: READ STORY TO PEERS (20m) COMPLETION OF CAN DO STATEMENTS (10m)
CAN DO FORM
25
UNIT TWO:THE OLYMPICS (WEEKS 5-9) REF-TO OBJECTIVES LESSON CONTENT MATERIALS
VISUALS USED TO ANTICATE/PREDICT STORY CONTENT: FLOPPY AT THE OLYMPICS (10m) SS LISTEN TO STORY (10m) SS ORDER VISUAL EVENTS IN STORY (5-8m) SS JOIN SENTENCE HALVES (10-15m) KWL CHART-SS FILL IN WHAT THEY KNOW ABOUT THE OLYMPICS
PHOTOCOPY OF MIXED UP PHRASES. *CUT OUT PHRASES FROM STORY TO JOIN KWL CHARTS PICS OF SPORTS PERSONALITIES.
ADD NEW WORDS TO DICTIONARY SS ARE SHOWN PICS OF FAMOUS SPANISH SPORTS PERSONALITIES AND TRY TO GUESS THE SPORT. (5m) T ELICITS OTHER SPORTS. (5m) FOCUS ON STRENGTHS NEEDED TO PRACTISE SPORT: E.G. YOU NEED STRONG ARMS TO PLAY TENNIS ,Rafa Nadal has got strong arms ec. (10-15m) SS ADD POST ITS /LABELS WITH PHRASES EG. LONG LEGS TO PICS. (10m) VISUALS ARE PUT UP ON WALL SS DRAW PIC OF THEMSELVES AND ADD LABELS/PHRASES
OBJ 3D
REF-TO
LESSON CONTENT
MATERIALS
26
SS READ DESCRIPTION OF FAMOUS SPORTS PERSON AND UNDERLINE KEY PHRASES. E.g. He has got strong arms, He is tall. (20m) SS WRITE A PROFILE DESCRIBING SPORTS PESONALITY. (10m) SS EXCHANGE WITH PARTNER AND GUESS WHO (10m) SS GUESS DIFFERENT ITEMS HIDDEN IN BAG (15m) SS DIVIDE FOOD ITEMS INTO HEALTHY/UNHEALTHY (5m) DISCUSSION ON WHAT TYPES OF FOOD SPORTS PEOPLE EAT. Nadal eats bananas because they give him energy We eat vegetables because they give us vitamins (10m) T SHOWS PYRAMIDE CHART OF HEALTHY EATING HABITS SS LIST ALL FOOD EATEN THAT DAY: NUMBER AND CLASSIFY ACCORDING TO CHART. (10m) SS WRITE SENTENCES WITH BECAUSE (10m)
OBJ 3A OBJ 1A
12.
Main Aim: To review food vocabulary and to provide context for talking about healthy eating. To practise use of because in sentences. Sub. Aim: To introduce new lexis: vitamins, energy, good for+ noun
OBJ 3B
REALIA: Mixed fruit/veg and packets of crisps, chocolate bars, packets of sweets etc. POSTER: PYRAMIDE FOOD CHART.
OBJ 3A
LESSON
REF. OBJECTIVES
TO LESSON CONTENT
MATERIALS
27
ADD VOCABULARY FROM PREVIOUS LESSON TO DICTIONARY (10m) CLASS DISCUSSION: PURPOSE OF RECORDING OF NEW VOCABULARY.(15m) INFO GAP: COMPLETE DICTIONARY. (10m) DICTIONARY ON AND
SS DICTIONARIES QUESTIONNAIRE FORMS. STORYBOOK/VIDEO: TORTOISE AND HARE OLYMPIC MEDALS WORKSHEET TO EVALUATE THE HARE AND TORTOISE.
QUESTIONNAIRE
PEERS
VIDEO/STORY: TORTOISE AND THE HARE- WATCH/LISTEN FOR ENJOYMENT. (15m) PARTICIPATING IS WINNING : SS THINK OF VIDEO FROM PREVIOUS CLASS AND EVALUATE THE HARE AND TORTOISES PERFORMANCE. (15m) SS COMPLETE PERFORMANCE WORKSHEET. SS PARTICIPATE IN MINI CLASS OLYMPICS IN PLAYGROUND: SPORTS E.G RACE, HIGH JUMP AND SHOT PUT. (30m)
OBJ 1A
15.
Main Aim: To personalise and develop lexis from previous lesson. Sub. Aim: To promote rapport/team spirit in class Summ. Assesssment: Indirect Test: Body vocab and written description (Appendix )
SS MAKE GOLD MEDALS FOR PEERS (15m) ADD ENCOURAGING PHRASES: YOURE THE BEST/WELL DONE/ YOURE N 1!!/ YOURE A WINNER/ (10m) SUMMATIVE INDIRECT TEST 1 (30m)
POSTER TAGS
NAME
28
LESSON 16.
Main Aim: To make SS aware of what they have learned. Sub. Aim:
REF. OBJECTIVES
TO LESSON CONTENT
MATERIALS
SUMMATIVE SPEAKING TEST 1 SS COLOUR PICS FROM STORY: FLOPPY AT THE OLYMPICS AND ORDER.
29
LESSON CONTENT
MATERIALS
SS WILL BE SHOWN FLAGS FROM COUNTIRES AND ASKED TO IDENTIFY. (5m) GREECEORIGIN OF OLYMPICS/LONDON OLYMPICS 2012 WEATHER SYMBOLS SHOWN AND SS ASKED TO ADD TO MAPS. (15m) LOOK,SAY AND WRITE ACTIVITY IN SS DICTIONARY (10m) GROUP SPELLING BEE OF WEATHER WORDS (15m)
OBJ 2B/2C
SS LISTEN TO WEATHER REPORT AND ADD SYMBOLS TO MAP (10m) SS READ SHORT ARTICLE: THINGS YOU CAN VISIT IN LONDON (15m) FOCUS ON USEFUL PHRASES: LETS GO TO .. /ITS OPEN/CLOSED (10m) SS DO INFO GAP ON WHICH ACTIVITES ARE OPEN/CLOSED (15m)
OBJ 1A OBJ 3B
PHOTOCOPY: LONDON.
THINGS
TO
SEE
IN
UNIT THREE: COUNTRIES (WEEKS 10 - 14) 19. Main Aim: To practise OBJ 1B
picture descriptions orally and in written form. Sub. Aim: To develop use of I can see, This is Its +weather word.
OBJ 3B
SS LISTEN TO STORY: A DAY IN LONDON. (10m) SS CHOOSE VISUALS OF MONUMENTS IN LONDON AND DESCRIBE PIC TO PARTNER. (10m) SS WRITE A DESCRIPTION OF PIC IN NOTEBOOK(Collaborative writing with partner) (15m) SS WHO HAVE VISITED LONDON MAY BRING PHOTOS TO NEXT CLASS TO SHOW PEERS LISTENING/DICTATION ANIMALS (5m) T ELICITS KIND OF ANIMALS THAT LIVE IN ENGLISH COUNTRYSIDE/FOREST(10m) SS COMPARE TWO PHOTOGRAPHSCITY OF LONDON/ NATURAL LANDSCAPE AND SAY WHAT IS DIFFERENT. (15m) SPOT THE ANIMALS AND LABEL.(5m) ADD NEW LEXIS AND PHRASES TO DICTIONARY(10m)
LONDON
OBJ 3C
OF
OBJ 2C
PRE-READING/LISTENING PRESENTATION OF CHARACTERS FROM ROBIN HOOD STORY. (8m) SS RECEIVE VISUALS FROM STORY AND PREDICT ORDER IN WHICH ACTION OCCURS. (10m) SS LISTEN TO STORY AND REORDER VISUALS IN CORRECT ORDER.(5m) VOLUNTEER SS TO RETELL STORY WITH AID OF VISUALS (15m)
OBJ 1B
OBJ 3B
OBJ 3A
/BAD
REVISION OF STRUCUTRE: WHAT DOES . DO? (15m) LIFE IN THE FOREST: SS CHOOSE 5 ESSENTIAL OBJECTS TO SURVIVE IN THE FOREST. (10m)
To use because to form complex sentences. Sub. Aim: SUMMATIVE INDIRECT TEST 2. TIME ALLOWED 10 MINS. Appendix: B12
24. Main Aim: To review and present lexis and structures used throughout unit. Sub. Aim: To record structure and lexis in fun and memorable way.
OBJ 3D/2C SS MAKE GROUP POSTERS FROM CUT UPS OF VISUALS FROM MAIN LESSONS IN UNIT 3. E.G. LONDON/ ROBIN HOOD/ COUNTRYSIDE ETC. EACH GROUP PRESENTS EXPLAINS POSTER. AND
Summ. Speaking
Assessment:
OBJ 3B
Information Gap: SS will be given two pictures. and asked to compare and say differences. Appendix: B13
APPENDIX 2
PARENT QUESTIONNAIRE RESULTS 5 TOPICS
1. Popular culture: songs, festivals, holidays etc
3 ASSESSMENT
3. With a global trimester mark
50%
20%
30%
2. Themes: The Family, Sports etc. ( ) 4. With a mark for reading, writing, speaking and listening every trimester 5. Through self evaluation
40%
20%
40%
3. The same unit topics as school course book ( ) 4. Only grammatical structures etc.
30% 20%
METHODS
1. Working in groups or pairs 2. Studying a text book 3. Using communicative activities
50% 0% 0% 0%
40%
80%
50%
4.Reproducing language modelled by the teacher/CD etc
20%
30%
30% VIS 40% 20% 9.Learner Style 40% AUD 30% KIN 10%
SKILLS
1. Reading 2. Speaking 3. Grammatical level 4. Pronunciation 5. Writing
OUTSIDE CLASS
1. Watch TV and read in English 2. Practice English with his/her friends
20% 40%
30% 20%
90%
10% 40%
ASSESSMENT
1. With a mark for a written exam 2.With a mark for an oral exam
APPENDIX 3
NEEDS ANALYSIS #1 JUNIOR 2 2011
75% 91%
SPEAKING
LISTENING
READING
WORKING IN GROUPS
LISTENING TO
STORIES SINGING
36
APPENDIX 4
Results of Diagnostic Test
LISTENING Range in percentage WRITING READING Global
53%-100% 100% 100% 100% 100% 100% 93% 100% 93% 86% 86% 53%
26%-100% 100% 53% 60% 60% 46% 53% 40% 40% 33% 46% 26%
33%-100% 100% 100% 100% 100% 100% 88% 55% 77% 88% 33% 100%
53%-100% 100% 84% 84% 84% 79% 76% 66% 66% 61% 58% 53%
PUPIL A PUPIL B PUPIL C PUPIL D PUPIL E PUPIL F PUPIL G PUPIL H PUPIL I PUPIL J PUPIL K
37
APPENDIX 5
Results of Direct Speaking Test:
5 3 3
Response
0 9 2
Pronunciation
2 5 4
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APPENDIX 6
Multiple Intelligence Survey results/ Hands-up Topic Survey
TOPIC COUNTRIES ANIMALS SPORTS PEOPLE I ADMIRE LIVING IN THE CITY MY VILLAGE ABOUT ME
N STUDENTS 6 11 9 11 2 2 11
39