Module 1 Presentations and explanations
What happens in an effective presentation? Attention: • The learners are alert, focussing their attention on the teacher and/or the material to be learned.
Perception: • The learners see or hear the target material clearly. • The material is clearly visible and / or audible in the first place. • Getting some kind of response from the learners: • Repetition • Writing
Continue… Understanding: • The learners understand the meaning of the material being introduced, and its connection with other things they know. • The teacher needs to illustrate, make links with learned material and explain.
Short term memory:
• The learners need to take the material into short-term memory: To remember it, until later in the lesson. • Some learners remember better if the material is seen, others, if it is heard, others, if it is associated with physical movement: • It means: • Visual • Aural • Kinesthetic input.
Unit 2: Examples of presentation procedures 1. Reading words: The teacher has based this presentation on the student`s own choice of vocabulary, deribed from their own «inner world`s».
• She is thus tapping not only intellectual . • Personal emotional: associations with the vocabulary. • Associations, it has been shown by research, • Main objective: ability to read the material
Continue.. 2. Learning dialogue: The main objective at the befinning is to achieve a good working knowledge of the dialogue in the textbook, so that it can be altered or elaborated afterwards. • Read out the dialogue, utterance by utterance, and ask the students to repeat it in different formations, acting out the roles in the following ways: • Together in chorus; • Half of the class take one role and the other half take the other role; • One student to another student; • One student to the rest of the class.
Accusations: Describe an activity improvised by a resourceful teacher, with a sense of humor and a friendly relationship with with the class , who exploits a specific real-time event to teach a language function.
Dramatic Soliloquy: The classroom event is recalled from the point of view of the student`s attention, getting them to perceive the material and imprinting it very quickly on their short term memory. I Shall never forget Miss Nancy Mccall, and the day she whipped a ruler off my desk, and pointing it towards her ample bosom, declaimed. ÂŤ Is this a dagger which I see before me? And there we sat, eyes a goggle, hearts a thumping, in electrified science.
Unit 3: Explanations and instructions When introducing new material, it needs to give explicit descriptions or definitions of concepts or processes.
The teacher when can or can`t explain such new ideas clearly to our students may make a crucial difference to the success or failure of a lesson.
One particular kind of explanation is instruction: The directions that are given to introduce a learning task which entails some measure of independent student activity.
GUIDELINES ON GIVING EFFECTIVE EXPLANATIONS AND INSTRUCTIONS Prepare:
Experience shows that teachers`s explanations aren`t clear to their students as they are to themselves. The teacher can improvise a clear explanation.
Make sure you have the class`s full attention: When giving instructions for a group-work task is that iit is advisavle to give the instructions before you divide the class into attention.
Presen t the information more than once. Learner`s attention wanders ocassionally and it is important to give them more than one chance to understand what they do.
Be brief Illustrate with examples Get feedback
Unit 1: The function of practice Practice can be defined as the rehearsal of certain behaviours with the objective of consolidating learning and improving performance.
The students have to acquire an intuitive, automatized knowledge which will enable ready and fluent comprehension and self-expression.
Learning a skill
Verbalization
Autonomy
Automatization
Unit 2: Characteristics of a good practice
Practice is usually carried out through procedures called exercises or activities The improvement of listening, speaking, reading or writing fluency or the memorization of vocabulary. Exercises and activities may be the consolidation of the learning of a grammatical structure.
Characteristics of effective language practice Validity
Pre-learning
Volume
Success orientation
Heterogenity
Teacher assistance
Interest