ДОМАШНЕЕ ЗАДАНИЕ № 4.
· Read descriptions of classroom scenarios. They are all intended to practise some aspects of language. Study them. Answer the questions.
Scenario 1: Spelling
The teacher writes seven dashes on the board, and invites the students to guess what letter they represent. They start guessing letters:
STUDENT 1: E
TEACHER: No.
STUDENT 2: A
TEACHER: Right.
STUDENT 3: S
TEACHER: No
… And so on. After a minute or so of guessing, the class arrives at the word “JOURNAL”, which is written up in full on the board. It is then erased, and the teacher, or a student, thinks of another word, marks up the corresponding number of dashes, and the guessing process is repeated.
Questions:
- Does this activity activate learners in the skill? Does it serve to rehearse and improve this item to be practiced? Do the Ls engage with the more language during the activity? What might be a better task?
P This activity motivates learners start doing thinking.
P This activity activates learners in vocabulary skills.
Ozone is a gas composed of molecules possessing three oxygen atoms each (as distinct from oxygen, which has two atoms molecule). It exists in large quantities in one of the upper layers of the atmosphere, known as the stratosphere, between 20 and 50 kilometers above the surface of the earth.
The ozone layer filters out a large proportion of the sun’s ultra-violet rays and thus protects us from the harmful effects of excessive exposure to such radiation.
The teacher then tells the students to open their books and answer the multiple-choose questions on a certain page. The multiple-choice questions are:
1. The passage is discussing the topic of
a) Radiation. b) Oxygen. c) Ozone. d) Molecules.
2. Ozone molecules are different from oxygen molecules in that they
a) Have three atoms of oxygen.
b) Exist in large quantities.
c) May have one or two atoms.
d) Have one atom of oxygen.
The stratosphere isa) Above the atmosphere.
b) Below the atmosphere.
c) More than 20 km. above the surface of the earth.
d) More than 50 km. above the surface of the earth.
The ozone layera) Prevents some harmful radiation from reaching the earth.
b) Stops all ultra-violet rays from reaching the earth.
c) Protects us from the light of the sun.
d) Involves excessive exposure to ultra-violet rays.
When the students have finished, the teacher asks volunteers for their answers, accepting or correcting as appropriate.
Questions:
· What is the aim of this activity?
The aim of this activity: to explain the new material. .
· Does this activity activate learners in the skill?
No, because this text is difficult for learners.
· Does it serve to rehearse and improve this item to be practiced?
· On what does this activity rely?
· Is this text difficult for those who don’t know these facts before?
· Do the Ls engage with the more language during the activity?
· What might be a better task?
P It is better to prepare learners for performance of the while task.
P To make the text more simple and accessible to understanding of Learners.
Scenario 3: Grammar exercise
The teacher writes on the board a sentence that describes a present illustration:
Tom is looking in all his pockets, but he cannot find his keys. (Lose)
She asks the students to suggest a sentence in the present perfect that describes what has happened to produce this situation, using the verb in brackets at the end. A student volunteers:
Tom has lost his keys.
The teacher approves this answer and writes up a second, similar sentence:
The Browns live in that house on the corner, but they are not there at the moment.
Another student volunteers the answer; this time it is wrong, and the teacher asks someone else, who produces a correct answer.
The teacher continues the same process with another four similar sentences.
Questions:
- What does this exercise practise? Does this activity activate learners in the skill?
Pre-learning (Is based on the material learners have already learnt)
- What do learners do?
Learners recollect Present Perfect, which they already learnt.
- What does the teacher do?
Teacher helps learners recollect grammatical structure.
- Do the Ls engage with the more language during the activity?
Learners use language function.
- Can you find here a variety of responses?
No.
- What might be a better task?
Scenario 4: Vocabulary
TEACHER: Who knows the meaning of the word disappointment? Yes?
STUDENT 1: Write a point?
TEACHER: No… anyone else? Come on, think everybody, try again!
STUDENT 2: Lose a point?
TEACHER: No, it has nothing to do with points. Try again. It has something to do with feelings.
(After another few guesses, the last of which, after broad hints from the teacher, comes fairly near, the teacher finally gives the correct definition.)
Questions:
Does the teacher allow plenty of time to think?
No, he doesn’t
- Does the teacher give hints and guiding questions?
Yes. (It has something to do with feelings.)
- Does the teacher confirm beginnings of responses?
No.
· What might be a better task?
A task might be a better, if the teacher gives more guiding questions.
Ресурс – Ur Penny, A Course of Language Teaching, CUP, 2008 – 373.
· Сформулируйте собственную позицию в отношении понимания «Эффективная практика материала». Не забудьте указать автора эссе.
· Результаты своего анализа оформите в виде свободного эссе «Моё понимание этапа эффективной практики материала». Разместите эссе в «Личной страничке». Ознакомьтесь с выполненными заданиями других студентов и оцените их, направьте Ваши соображения автору эссе и преподавателю,
Practice activities.
From my point of view, to understand skills learning: verbalization, automatization, autonomy, besides me think practice activity can pass effectively if I know that:
Validity. Activates learners in the skill to be practice. Pre-learning. Activity motivates learners to do. Volume. It activates Ls to use much language doing the activity. Success-orientation. The activity helps learners use correctly. Heterogeneity. The activities provide opportunity of doing the task successfully for each learner. Teacher assistance. The teacher gives clear instruction Interests. The activity motivates learners start thinking)
Practice can be roughly defined as the rehearsal of certain behaviors with the objective of consolidating learning and improving performance.
