Reflective tasks Introduction to CLT Kathrin Gotsmy, 4191531 Reflective tasks Kathrin Gotsmy, 41901531 Introduction to Communicative Language Teaching, Univ. -Prof. Ph.D. Elizabeth Erling SS 2020 3rd of June, 2020 Task 1: Communicative Language Teaching Task 2: Planning a Reading Lesson Task 3: Teaching writing Task 4: Teaching listening by using technology Reflective tasks Introduction to CLT Kathrin Gotsmy, 4191531 Reflective task 1: CLT in Textbooks In our opinion, the textbook mostly meets the requirements of a CLT approach as listed above. The content is represented realistically, although it is questionable to which extend the "baby-borrowing thing" is relatable to teenagers. But in general, watching TV is an everyday activity for most kids nowadays, so anyone can easily find something to discuss and to talk about. The instructions for the tasks are given in easy and authentic language, just how it is used in daily reality. There are many tasks of learning by doing on these pages of the textbooks, which concentrate on the learners, their critical thinking and reflecting all views of a topic to find reasonable arguments and also on how to discuss properly. Fluency in speaking can be gained through the different discussions for groups or by expressing your personal opinion and trying to give reasons for whether you are for or against it. In addition, there are tasks to strengthen your skills in meaningful reading or writing. A little contra could be that there is no listening task to practice one's understandability, but we do think that this would expand the time of the actual lesson. Here the student talking time clearly outweighs the teacher's talking time. Helpful advice is given by word banks and inputs on the sides of the pages. (Jakob Leitner, Lisa Nusser, Bettina Aigner, Kathrin Gotsmy) Reflective tasks Introduction to CLT Kathrin Gotsmy, 4191531 Reflective task 2: Reading lesson plan Names: Gotsmy Kathrin, Nusser Lisa Class: 4th form AHS/ level A2/ 20 students Overall lesson aims: improve reading comprehension skills Individual task aims: improve scanning skills (2,4), learn new vocabulary (1,3), improve ability to read a text for a purpose (4,7) Rationale: Task 1: pre-reading activity; stimulates students’ previous knowledge about the topic, builds up interest. Task 2,3,4,5: During reading activities focus on text understanding, gathering information, learning new vocabulary and scanning the text to elicit specific information. Task 6,7: Test the own memory and use the new knowledge about a topic to produce an own text. timing tasks description 10min gathering ideas (prereading) We collect different terms and vocabulary connected with animals on the whiteboard. 5min read the article The students read through the article on their own and underline unknown vocabulary. 5min vocabulary work The students are allowed to use the dictionary to find the words and work in pairs to do so. 10min reading exercise They get a true or false task and need to find the text passage for reference. 10min compare the results (post reading) After they are finished the students compare their results. 10min summary (post reading) The students try to tell their neighbor what they remember from the text, they write down what they can think of on a paper. Then they should rate themselves if they remembered a lot or a little of the text. Reflective tasks homework (post reading) Introduction to CLT Kathrin Gotsmy, 4191531 As a homework the students will write a short text. They should mention which pet would be suitable for their home. ESL Pets Reading Comprehension Passage Many people like to keep pets. Some just have one pet while other people keep many different pets. This often depends on if they live in a big or small house. If a person lives in a small house, or even a flat or apartment, they cannot keep a lot of pets as there is not enough room. If people live in a big house that has a garden, then they will be able to keep more pets and bigger ones. For a person who lives in a small house a small pet is often good. They could keep a bird or two as these are very interesting pets. They have brightly colored feathers and make nice chirping sounds. If you have a parrot it can even learn to talk, but it takes a long time to teach it to say some words. If a bird is too noisy then they could keep some cute animals like mice, gerbils or hamsters. These are all nice and fluffy so you can take them out of their cages and play with them. Fish are also a type of pet for people without much space or time. They just need some food and their bowl or tank cleaning sometimes. People that have more space and time to look after a pet could keep something bigger that needs more care, such as a dog or cat. Cats do not need to be looked after as much as a dog, but they get lonely if there is no one there with them. They often like to have someone to sit with and who strokes them. This makes them happy and they start to purr. If someone has a dog, they need to take it out for walks so that it can get exercise. It is good to take a dog out twice a day. Dogs need exercise so they cannot be kept in the house all the time. There are then pets that need a very large amount of space. These would be animals such as horses or donkeys, it could even be a domestic pig. For these animals a person needs more than a big garden, they need a field, so the animal has space to move and run around, as well as grass to eat. These are types of animals that would generally not come into the house and the owners would only spend part of the day with them. (https://www.excellentesl4u.com/esl-pets-reading.html) Reflective tasks Introduction to CLT Kathrin Gotsmy, 4191531 Reflective task 3: Teaching writing Writing can be described as visualization of guided or individual thoughts. For most of the students it is helpful to demonstrate words visually in order to anchor them in the long-term memory. Also syntactic and comprehensive skills are stimulated at writing. Re-writing can be used as a tool to check if something has been understand correctly. One way to teach writing can be started by making a mind map through brainstorming associations with a particular topic. Another way of teaching creative writing would be to choose a topic almost everybody can somehow personally relate to, e.g. holiday activities or a dream diary. Difficulties in writing could be that the instructions are often not clear enough so that the actual point or theme gets missed. Also the construction and comprehension of words and phrases can be difficult. As a teacher just try to make clear what the purpose of the text is, how the overall structure should look like and maybe give additional help through sample texts. It also can be helpful to prepare some keywords and how they are used in context properly. Reflective tasks Introduction to CLT Kathrin Gotsmy, 4191531 Reflective task 4: Listening lesson plan Names: Lisa Nusser, Kathrin Gotsmy Class: 3nd form BHS/ level B1-B2/ 20 students Overall lesson aim: improving listening comprehension skills Individual task aims: elicit interest (1,4) improve selective listening skills (2,3) improve exercise-based skills (5) Rationale: Task 1: Pre-listening activity; stimulates students’ previous knowledge about the topic and builds up interest. The Moodle-platform provides various different task-types. Task 2: The TED-Talk enables students to listen and watch the speaker at the same time. (Advantages: pause at any time, repeat multiple times, listen to pronunciation of speakers with English as L1) Task 3, 4, 5: Post-listening activities allow students to test their own memory, improve their listening and summarizing skills and enable them to share their experiences. The Kahootplatform provides a joyful possibility to train their listening comprehension skills. timing 10min tasks gathering ideas (prelistening) 20min listening to the TED-Talk (during listening) summarizing (post listening) 15min 5min Personal experience (post listening) 15min homework (post listening) description The students collect different terms and vocabulary connected with the overall topic of the TED-Talk by adapting an alphabetical glossary on the Moodle-platform. They listen carefully to the TED-talk and make notes of the most important statements. They read through their notes and try to write down what the main statement of the TED-Talk was (2-3) sentences and upload it on Moodle. They provide ideas and experiences about the motivation strategies they use and post them in the discussion board. They answer the prepared questions from the Kahoot-quiz in different answer-styles (singlechoice, true-or-false) Reflective tasks Introduction to CLT Kathrin Gotsmy, 4191531 Sources: (https://www.youtube.com/watch?v=TQMbvJNRpLE&feature=youtu.be ; https://moodle.org/?lang=de ; https://kahoot.com)
