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Date Posted: 11:27:45 06/12/03 Thu
Author: Maria Isabel de Avila Martins
Subject: 6th. Class - Design

Design
6th. Class


Introduction

A range of communicative activities and procedures need to be defined beforenhand and teacher mus be competent enough to determine a mix and timing of activities that best meet the learner's need.

General Objective

Draw a methodology for teaching a second language from several methods and approaches in order to create an integrated curriculum that will meet the students' needs, considering their cultural factors, age and their proficiency levels.

The teacher's rules

In order to be effective for language teaching, the teacher must:
Read in depth and/or has completed a training program.
Choose activities that must be compatible with the students' age and proficiency levels.
Provide contents that are relevant to the students and their needs.
Present concepts and ensure they will be reinforced along the course, returning to them constantly.
Encourage, motivate and challenge students regularly.
Be supportive and be willing to work hard once it needs a lot of previous preparation.
Respect the students' opinion.
Give a sufficient number of opportunities to enhance the self-image and develop positive attitudes.
Provide plenty opportunity for output.
Give continual feedback.


The learner's rules

To be motivated to learn.
Have positive attitudes towards the language/culture being taught.
To be interested and challenged by the learning task.
Have respect for the teacher.
Not to be afraid of making mistakes.

Objective of the activities

The activities should be designed to promote interaction between students to get them into speaking. Those procedures can be: group activities, language games, role plays, storytelling, chants, etc.

Supporting materials

Besides the book, some extra materials for the classes are very welcome to gain students attention and make them feel interested. Some of suggested materials are:
Films (DVD or VHS)
Tape recorder
Computer programs
Newspapers and magazines from the target language.
Varied pictures, cartoons, etc.
Cardboard paper, drawing pencils, paste, etc.
Maps, catalogues
Books of several kinds
Songs
Little plastic toys like: fruit, animals, garments, etc.

Some examples of activities

The activities below are designed for students who are in an early speech production stage. They are learner's of english as a second language. At this stage, students feel more comfortable to extend their responses. For example, when they are asked "Who is wearing a red t-shirt in class?", they should be able to answer "The teacher is" or "The teacher is wearing a red t-shirt", instead of "The teacher" (expected in an earlier stage).

Activity 1 - Practicing numbers
The teacher divides the class into groups and hands out a local english-language newspaper. They are asked to find, cut out and paste on a cardboard a sample of each of the following statements that the teacher writes on the board:
The price of a drink.
The low temperature in the city.
A number greater than one hundred.
The price of a car.
A movie that starts between 1:00 and 4:00 p.m.
After they finish, students show the class their adds and say the whole sentence outloud: "The price of a coke is $1.00" or "The number greater than 100 is 157", and so forth.

Activity 2 - Writing
Using the same newspaper or a cartoon magazine, the teacher asks students to take cartoons from the magazine or newspaper and cut out the words in the bubbles. Place the cartoon on a blank sheet, providing a place for students to write their own very simple dialogues in the bubbles. They can exchange cartoons and end up with several versions of the action.

Activity 3 - Storytelling
The teacher divides the students into pairs and give them pictures (about 6 for each group) and ask them to put the pictures in an order that makes a story. After a given time, students tell their stories to the others. It would be interesting if the pictures were the same so they can choose different orders and consequently have different stories from the same pictures.

Activity 4 - Game
This is a guesing game focused on verbalization called "Guess what I have". One student goes in front of the class and give students verbal hints as to what object is being described, or students ask questions about the object. The object may be hidden or in full view. Questions like: "What color is it?" or "Is it big?" are expected.

Conclusion

The activities above are some fun and interesting ways to reinforce what is being taught and good for the teacher to check students' retention.

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