UNIT 4: FROM METHODS TO PRINCIPLES Unit 4 · Sample Student Answers T T sings the song line by line and all the S repeat the lines. and has the class fill in the T sings the song

UNIT 4: FROM METHODS TO PRINCIPLES

Unit 4

From Methods to Principles

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?

STUDY QUESTION: BOOK PAGE 60

Sample Student Answers

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:


Unit 4


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.



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:


Unit 4


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.



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.


Unit 4


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?



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:


Unit 4


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?



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.


Unit 4


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.



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


Unit 4


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.



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


Unit 4


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.



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!


Unit 4


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.

STUDY QUESTION: BOOK PAGE 84 (1)

Sample student answers

As this is very creative task, there is no correct answer or one solution.

Space for notes:

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UNIT 4: FROM METHODS TO PRINCIPLES Unit 4 · Sample Student Answers T T sings the song line by line and all the S repeat the lines. and has the class fill in the T sings the song