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TEYL PowerPoint Presentation


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  1. YEAR 3 TEYL

  2. WEEK 11 • Textbook analysis • Contextualized Instruction • The Importance of Themes • Planning Thematic Units • Choosing Activities • Organizing Activities

  3. TEXTBOOK ANALYSIS • General organization • Distribution of language skills • Other sections in the book

  4. CONTENT • Is the subject matter presented in a logical, organized manner? • Does the content serve as a window into learning about the target culture (American, British…)? • Are the reading selections authentic pieces of language? • Compared to texts for native speakers, does the content contain real-life issues that challenge the reader to think critically about his/her worldview? • Are the text selections representative of the variety of literary genres, and do they contain multiple sentence structures?

  5. VOCABULARY AND GRAMMAR • Are the grammar rules presented in a logical manner and in increasing order of difficulty? • Are the new vocabulary words presented in a variety of ways? • Are the new vocabulary words presented at an appropriate rate so that the text is understandable and so that students are able to retain new vocabulary? • Are the new vocabulary words repeated in subsequent lessons to reinforce their meaning and use? • Are students taught top-down techniques for learning new vocabulary words?

  6. EXERCISES AND ACTIVITIES • Are there interactive and task-based activities that require students to use new vocabulary in order to communicate? • Do instructions in the textbook tell students to read for comprehension? • Are top-down and bottom-up reading strategies used? • Do the activities facilitate students’ use of grammar rules by creating situations in which these rules are needed? • Does the text make comprehension easier by addressing one new concept at a time instead of multiple new concepts? • Do the exercises promote critical thinking in relation the text?

  7. ATTRACTIVENESS • Is the cover of the book appealing? • Is the visual imagery of high aesthetic quality? • Are the illustrations simple enough and close enough to the text that they add to its meaning rather than detracting from it? • Is the text interesting enough that students will enjoy reading it?

  8. CONTEXTUALISATION • Contextualisation is putting language items into a meaningful and real context rather than being treated as isolated items of language for language manipulation practice only. • Contextualising language tries to give real communicative value to the language that learners meet. • The context can help learners remember the language and recall it at a later date. • Learners can use natural learning strategies to help them understand contextualised language, such as guessing meaning from context.

  9. CONTEXTUALISATION • Example: Teaching the language used to give advice by looking at problem pages from teenage magazines gives the target language context. • In the classroom: Contextualisationcan be as simple as providing an example sentence that uses a new word, or as complex as preparing a telephone role-play to practice functional language.

  10. CONTEXTUALISED INSTRUCTION • Contextual instruction is commonly known as CTL (Contextual Teaching and Learning). • Contextual instruction is a concept of study which helps teachers to correlate the materials and real-life situations (personal context, social context and cultural context) • Contextual instruction helps students apply the knowledge they have acquired in their daily lives.

  11. THEMATIC UNIT LESSONS • In order to teach English as a foreign language effectively, it is important to use a meaningful context. One of the ways to carry it out is by producing a thematic unit lesson. For a specific English teaching situation, a teacher is expected to synthesize whatever they have learned, read from all sources and experiences. Therefore, in the end, she/he can write a thematic unit plan. • In order to produce a good unit plan, teachers have to pay attention to the followingguidelines: • all 3 or 4 lessons are connected by one common theme, • all 3 or 4 lessons follow the appointed Lesson Plan Format • all 3 or 4 language skills are developed (i.e., listening, speaking, reading, writing)

  12. THEMES • Lessons can be built around topics or themes, such as animals, friends, food or family, for very young learners; • For older learners, themes can be drawn from subjects in their other classes and the community, such as transport, country life, travel and famous people. • Theme-based lessons provide continuity across activities and enable English learning to be connected to the children’s lives.

  13. ORGANISATION • Build teaching around activities and physical movement (TPR). • Provide rich language support • Give clear goals, support and feedback • Introduce routines in your classroom (hello, goodbye, noise, story time…) • Build lessons around linked activities (short attention span of Yls!)

  14. ORGANISATION • Build your lessons around tasks • Always have B, C, D option… • Provide scaffolding, use activities which nurture collaboration

  15. ORGANISATION • Create a supporting learning environment in the classroom.

  16. CHOOSING ACTIVITIES • Static/Active • Different skills: listening, speaking, reading, writing. • Individual work / pair work / group work / whole-class activities.

  17. BIBLIOGRAPHY • • • • • • • • • • • • •