Teaching Language Skills Class Mid-Term Assignment [TASK 2]

 

TASK 2

 

2.Use the following listening script titled “Island Beauty vs City Fun” and make detailed a lesson plan that includes pre-listening and while-listening parts. In your classroom there will 20 high-intermediate level adult learners. Your learners are highly motivated, and, in your classroom, you have full access to technological devices. You can also arrange and rearrange seating easily as the classroom does not have fixed chairs. (80 points)

 

Metin Uysal

 

-2-

LISTENING SKILL LESSON PLAN

BACKGROUND ELEMENTS

Date: 11.12.2020

Teacher’s name: Metin Uysal

Classroom profile: 20 high-intermediate level learners and learners are highly motivated.

Subject: Comparing living in a city and on an island

Lexical Focus: Adjectives city life and people

Language focus and skills: Listening & Vocabulary

Age level: 20

Linguistic level: B2

Overall objectives: I will improve my students’ listening ability about daily life through listening a recording.

Behavioral objectives:

By the end of the lesson, learners will be better able to:

ü  Compare city and island life

ü  Find specific information from listening context

Personal aims:

·          To make sure that my students can understand the recordings context

·          To monitor my students actively

·          I tend to elicit a lot, no native language use

Seating: Horseshoe

Assumptions:
Students are familiar with vocabulary about seasons
Students know all simple tenses and present perfect tense.
Students are familiar with all if types except type 3.

Methods & Techniques: Communicative Language Teaching

Potential problems and solutions:
Grammatical problems while speaking àRecast

Timetable: 50

Materials:

ü  Board

ü  Board marker

ü  Projector

ü  Computer

ü  Wireless Presentation Remote Control

WARM UP

The teacher enters to class and greets the students:” Good morning! How are you today?” After students’ answering, the teacher walks towards windows and goes on “These days are really cold, and I feel upset when it’s raining. I really miss summer. Do you like summer?” He gets answers to his question. Upon an answer about holiday, he asks “Where do you generally go on holidays?”  He gets answers from his students. Then, he switches slide from a black screen to the slide full of full of pictures of touristic places.

PRE-LISTENING

 

He asks, “From this picture, where would you go if you were rich?” He gets answers with reasons such as “I would go number three because I like calm places and I wonder island life.” Then, he asks, “Imagine you were stuck all the summer and had no chance to travel. You only had one day holiday each month. What would you do as an activity in your city?” And student respond with things like “I would go to the cinema”, “I would read a book”, “I would play a computer game.”.   He gets answers from students and replies with recast in case of mistake.

Aims: To create a conversation similar to the one in the recording and discussion leading to similar vocabulary use.

 

He switches to next slide for vocabulary practice activity. Words from listening activity are reflected on the board for students to find synonyms.

He says, “Now we are going to match words with similar meanings. You have three minutes to think about.” Upon answers he matches words with board marker. So that learners can see words during listening activity.

WHILE-LISTENING

 

[First Listening] He initiates the activity: “Now, we are going to listen a recording. I will want you to tell me about recording. You can write down small notes during your listening if you want.”

After the recording he asks one of the students: “John/Jane can you tell what they talk about in the recording?”

Aim: To understand the gist

 

[Second Listening] After listening for general idea, the teacher reflects some questions about the record on the board.

Students read these questions and think about them around two minutes. The teacher plays the recording for the second time and students seek for answers to the questions using their listening skills. After the listening teacher asks, “Have you completed all, or you need extra time for listening?” Depending on class’ receptive skill competence, this can reoccur.

Aim: To listen for specific information

Teaching Language Skills Class Mid-Term Assignment [TASK 1]

Teaching Language Skills Class Mid-Term Assignment  

 

TASK 1

 

 

Assume that one of your students said, “Is your mother play the piano” and you want to correct him as his teacher. Use all the error correction techniques to fix his error. Give examples for each technique. (20 points).

Multi Line Text.

 

-1- FEEDBACK TYPES

Student: Is your mother play the piano?

Explicit Correction: Does your mother play the piano?  [Immediately, no self-correction]

Recast: Yes, does her mother play the piano? [As in a conversation] Metalinguistic feedback: Remember simple present tense. We use something else for verbs. Not “is”! [Self-correction]

Clarification Request: Pardon me! Can you say that again? [Selfcorrection if possible]

Elicitation: So, you say,” … your mother play the piano?”  [Gap filling activity in the sentence for self-correction] 

Body Language: Teacher knits his eyebrows. He shows that there is a problem in the sentence. [Asking for self-correction]

Giving Options: Is or does? [Self-correction]

Explicit correction with Metalinguistic Feedback: You should say “Does your mother play the piano?” Because when we use verb, we use “does” not “is”.

 

TYPES OF FEEDBACK FOR ENGLISH TEACHERS TO BE USED FOR LANGUAGE LEARNERS

 

In language learning process, making mistakes or errors are inevitable for students. And, correcting their mistakes or errors is a crucial ability, which the teacher must have. So that the students do not build a faulty schema in their minds with some knowledge they believe to be true. There are a good number of types of feedback that teachers use in their classes. However,  with their typical positive and negative aspects, there are well-known eight feedback types for teachers to correct errors of students: (1)explicit correction, (2)recast, (3)metalinguistic feedback, (4)clarification request, (5)elicitation, (6)repetition, (7)body language, (8)explicit correction with metalinguistic explanation.

Explicit correction

This type of correction is carried out by teacher just as the error or mistake occurs without students’ rectification. For example, the student says “I goed to Paris last summer.”, and the teacher corrects: “I went to Paris last summer.”. As a positive aspect, it can be said that it is time saving feedback, especially for crowded or with-tight-schedule classes. Moreover, it is a good way of correction for enhancing accuracy and announcement the correct form to the whole class. However, because it interrupts the conversation, it is not recommended to use this type of feedback in activities, in which fluency is more important. On the other hand, it may cause students to have low self-esteem because mostly faults are magnified rather than accurate productions of students. By this aspect, it is not far from behavioristic approach to teach language, which is a very traditional way. However, it is undeniable to be useful in individual teaching/learning environment and sometimes is the only option depending on your number or profile of your students.

Recast

In this type of feedback, error is not corrected explicitly but implying. For instance, if the student says “I goed to Paris last summer.”, the teacher corrects responding as if in conversation “So, you went to Paris last summer. How was it?”. Positive aspect of this feedback is that fluency is maintained, and it looks like more natural conversation, which means meaning is more considered than grammatical correctness. It can also be said that self-efficacy is more in this type of feedback than the one explicitly corrected. Because the conversation itself is emphasized rather than the mistakes. On the other hand, by recasting, it is not always possible for students to realize their mistakes. So, in terms of accuracy, it is not fully recommended.  But, for better speaking skills it is crucial.

Metalinguistic Feedback

When self-correction is preferred to the teacher’s correction, metalinguistic feedback is a good option. Teacher simply asks the student to remember the form or the rule itself when mistake occurs and does not provide the correct information as in “explicit correction”. Then, he or she corrects themselves.  For instance, if the student says “I goed to Paris last summer.”, the teacher asks him to remember irregular verbs rule. And the student corrects himself. Another advantage is that the rule or the form in need of correction is reviewed each time someone is mistaken and errors on the knowledge are rectified immediately. However, it can never be said that this feedback is useful for speaking activity because of the mostly interruption of the conversation. However, in grammar-based activities it will be effective. As inferred, this is an accuracy-based feedback and not recommended for fluency.

Clarification Request

Clarification request is a kind of signaling to student that they have made a mistake in their last sentence or phrase. This signal occurs in a conversation seeming way such as “Excuse me!”, “I am sorry. Can you repeat?”, “Pardon me!” etc. and the teacher does not provide the correct answer. He creates chances that students can realize and correct themselves. In terms of speaking skills, this is a favorable fluency-oriented feedback. However, as to accuracy, this feedback cannot be the utmost feedback type because, although the teacher aims to have students correct themself, they may not notice their mistakes. And as a nature of conversation and this feedback type, they could not interrupt to demonstrate the correct form.

Elicitation

Elicitation is another type of self-correction feedback. The teacher creates a gap activity from the sentence the student is mistaken about, and the student corrects himself. For example, the student says “I goed to Paris last summer.”, the teacher says “I …” or the whole sentence without mistaken part ( “I … to Paris last summer.”) and waits for the student to utter the correct form. As a positive aspect, mistaken part of the sentence becomes apparent and no extra emphasis is needed. Apparently, this is an accuracy-based feedback and favorable for grammar practice.

Repetition

Like elicitation, repetition is also a self-correction feedback type. When the student says “I goed to Paris last summer.”, the teacher repeats the incorrect part “goed?”. By this repetition, where problem is demonstrated, and the student is expected to correct himself. As in elicitation, this is an accuracy-based feedback and not favorable speaking skills.

Body Language

In this type of feedback, the teacher does not say incorrect part, but he uses his body language or mimics to demonstrate that student has a problem in his sentence. It can be by a body movement, approaching to speaking student or any other behavior that students can recognize. As students understand the teacher, they build a conditioning, and they can anticipate that they have done something wrong. This is a decent technique that anyone can use in the classroom.

Explicit Correction with Metalinguistic Feedback

When student make a mistake, the teacher provides the correct form and metalinguistic explanation. Or the teacher can ask the student to provide the metalinguistic explanation.

For example:
Student: I goed to Paris last summer.”
Teacher: You should say: I went to Paris last summer.” Why?
Student: Because “go” is a regular verb.

With this feedback, the teacher can examine the student’s knowledge on the topic and correct it immediately. This feedback can be used for individual tutorials.