Have a look at the cartoon and spell out the problems of learning and teaching English at the beginner level. Find similarities and differences between the situation in the cartoon and your most enjoyable and successful experience of learning English. Could your experience serve as a model for learning and teaching English? BOOK PAGE 60 Problems of learning: Need to authentically communicate surpasses the English skills of beginners Huge amount of vocabulary and grammatical structures needed Different motivations for learning a language (parents attitudes, personal interests, etc.) Problems of teaching: Lack of time and resources on the part of teachers Individual interests and questions vs. hierarchy and order provided by teaching materials Too many different mistakes and obstacles to deal with and correct at the same time Reflect on your own experiences! Space for notes:
Pick a very short passage from a literary or cultural text as a translation exercise [ ] Find comprehension questions. Elaborate the cultural and educational value of the passage. Identify a few words or phrases you would single out for exercise on rules of word formation and grammar and provide these rules four yourself. BOOK PAGE 62 As this is an application study question that heavily depends upon the selection of the respective text, no sample answer will be provided at this point. Space for notes:
Identify the kind of drills and explain their functions in this lesson for early beginners: After an introduction to animals on a farm, the teacher (T) plays the song The Farmer Takes a Wife to the students. BOOK PAGE 64 T sings the song line by line and all the S repeat the lines. T sings the song line by line and individual S repeat the line one-by-one. repetition drills teacher is seen as the language model, learners imitate the structures in question in order to form habits, resulting in a correct habitual use of the L2 T sings the song line by line but leaves out the object of the first line and later the subject of the following line and has the class fill in the words. single-slot substitution drill not only repetition, but also retrieval from memory, practice and ultimately rote learning of the words that are left out chain drill not only repetition and rote learning, but independent and habitual use of L2 T says: I like horses. I don t like rats. T asks an individual S which animals he/she likes and dislikes. S responds and asks the same question of the S beside him or her.
Compare and evaluate the units on a topic of your choice in two textbooks for grade 5 from different publishers: how do they address the learners interests? Is the input appropriate or inappropriate, didactic or authentic? Which vocabulary, speech functions, and communicative competences would you need to express yourself in the situated tasks? Do the tasks promote both the practice of relevant speech functions and authentic communication at the same time? Which of the material and activities would you select if you were to teach the unit? Would you adapt material and tasks or add others? BOOK PAGE 68 As this is an application study question that heavily depends upon the selection of the respective textbooks, no sample answer will be provided at this point. Space for notes:
What are the benefits and problems of group work? Consider the potential effects on cognitive, social, and language learning. [ ] What is necessary to improve the cognitive, social, and linguistic effects of group work? BOOK PAGE 72 Benefits Opportunity and time for actual L2 production: more speaking time Small groups (without a teacher involved) can serve to decrease anxiety compared to bigger groups/ the whole class Team work is focused on in an education system that otherwise heavily relies on individual competition Problems Some students prefer to work on their own as their anxiety increases in groups Time-consuming Teacher can only support one group at a time Interference of L1 in groups as students tend to use their mother tongue when the teacher is not present Process and outcome are less predictable Effects Cognitive: learners need to come up with solutions themselves Social: learners learn to take responsibility for their own learning and their group, need to cooperate (turn taking, mediating, active listening, interaction strategies) Language: more actual speaking time promotes language learning and use How? Teacher has to offer clear orientation, specify the product, monitor and scaffold the process, appeal to individual responsibility, practice and foster collaborative skills, etc.
Research British online newspapers, British and German historical sources on the Great War (Erster Weltkrieg), and watch the satiric episode Blackadder Goes Forth in order to come up with arguments for and against the British commemoration of the beginning (!) of the Great War in 2014. Select and critically reflect on material that highlights different perspectives within Great Britain and between British and German views of the Great War. Reflect on the difference between this comparative approach and the idea of a modular concept that teaches one topic in one language and from one cultural point of view. With regard to the principles mentioned above, suggest tasks and materials for working on the topic in grades 11 or 12. BOOK PAGE 77 Comparative approach Students learn the concepts and the subject-specific discourse in both their native and the target language, a process that raises awareness of different conceptual mappings and cultural points of view in different languages and speech communities Modular concept: Instruction mainly takes place in L2 to avoid L1 interference Loss of the other perspective by focusing on only one point of view But: benefits second language learning by focusing on one language only
Compare the example of TPR at the beginning of this chapter and a spot the difference task from a current primary school text book with the goals, principles, and expectations of early language learning. Total Physical Response (1) The teacher plays or sings the song Head, Shoulders, Knees and Toes. (2) He/she touches the parts of his/her body when he/she mentions them. (3) He/she encourages the students to touch their own bodies while he/she repeats the song. (4) The teacher repeatedly sings the song with those who are ready in the class. BOOK PAGE 81 Goals TPR: Singing and dancing stimulates a positive attitude towards language learning TPR serves as an example of language learning strategies Singing along with the teacher and other students strengthens students confidence Principles: Comprehensible input is provided by the dance that performs the new words Students are made aware of the German translation (names of body parts) addressing their prior knowledge without the teacher actually translating the words Positive atmosphere lowers the affective filter, increases motivation Goals of 'spot the difference': Motivating visual pictures and familiar task of spotting differences Weaker language learners can successfully complete the task and gain confidence Principles: Vocab is connected to visual images: enhances memorizing and models learner strategy Comparison: TPR is more holistic and probably appeals to most learners 'Spot the difference' addresses visual and cognitive skills It is useful to employ both methods
Recall particularly motivating and demotivating learning experiences. Reflect on individual and contextual factors of influence. Establish a list of recommendations of what to do and what to avoid as a learner and a teacher to stimulate and maintain motivation. BOOK PAGE 83 Motivating: Positive reinforcement/ praise Being able to understand a longer text/ video clip etc. without the help of a teacher Demotivating: Being ignored by the teacher in a discussion Learning vocabulary or grammatical structures that seem to be of no importance Dos: Teacher: Creating a positive atmosphere Considering individual differences of your students Offering a mixture of different tasks to cater to students interests Learner: Respecting and listening to your classmates and the teacher Working in teams and helping each other Do your homework! Don ts: Teacher: Don t create anxiety or too much pressure! Do not overestimate, nor underestimate your students! Learner: Never laugh at others for their mistakes! Never give up!
Imagine your ideal self as a teacher of English in detail. What do you look like? How do you feel? What motivates you? What do you think and do? What can you achieve? How do you work with and relate to learners, colleagues, and parents? How would you motivate your students? Imagine a movie or write a story that takes you step by step from your present self to your ideal self as an English teacher. Include what the emotional and motivational consequences of failing your ideal self as a teacher are in the form of a nightmare. BOOK PAGE 84 (1) Sample student answers As this is very creative task, there is no correct answer or one solution. Space for notes: