Professional Documents
Culture Documents
ITTO
1
a)
Simply listing vocabulary is dull. It also means that the teacher is doing all
of the work this runs contrary to the principle of the learner centred
method. Instead students should be encouraged to elicit the intended
vocabulary for themselves. Another issue with the given example is that
simply asking students if they understand is unlikely to accurately
gauge the level of comprehension. Instead students should be prompted
to demonstrate their knowledge. It will be much more evident if they
understand the material or not.
A possible solution could be provided through the use of modelling. For
example, gesturing with arms stretched out could indicate the word big.
Students will then need to guess the word requiring thinking and input. If
students cant guess correctly at first, a simple shake of the head and
exaggerating the miming should remedy this. In this way, students will be
providing the teacher with the vocabulary whilst clearly illustrating their
comprehension of the words.
b)
Firstly, in this scenario the teacher is wasting an opportunity for the
students themselves to read the passage of text. Instead, a student
should be invited to read the passage to the class. Deferring the task has
notable benefits the student reading the text will practice their
reading/writing skills, and the other students in the class will generally be
more receptive to their peer (either out of comradery or politeness).
Secondly,
assessing
the
students
comprehension
through
simple
James Kelsey
ITTO
James Kelsey
ITTO
James Kelsey
ITTO