Lesson 1 Language Arts PDF

1 LESSON 1 LANGUAGE ARTS OBJECTIVES At the end of this lesson, you should be ab...

1 LESSON 1 LANGUAGE ARTS OBJECTIVES At the end of this lesson, you should be able to: ❖ classify Language Arts according to the task; ❖ define Language; ❖ give importance of Language; ❖ identify the function and nature of language. WHAT ARE LANGUAGE ARTS? Language arts are commonly classified according to the tasks involved such as: listening, speaking, reading and writing. These tasks may in turn be classified as receptive (listening and reading) and expressive/productive (speaking and writing). Another way of classifying them would be as oral activities (listening and speaking) and written activities (reading and writing). 1. Listening ✓ Getting meaning from oral language. ✓ Hearing is only part of listening ✓ Listen differently depending on purpose ✓ Goal is to understand what you are hearing. 2. Speaking Communicating through the use of oral language. 3. Reading ✓ Getting meaning from the print ✓ Decoding words and understanding what you read 4. Writing ✓ Communicating through the use of written words or symbols ✓ Spelling and handwriting are the tools for writing. Additional for the language arts skills 5. Viewing ✓ Getting meaning from visual media. ✓ Goal is getting meaning from what is seen. TEACHING ENGLISH IN THE ELEMENTARY GRADES | Language Arts  2 6. Visually Representing ✓ Communicating through the use of visual media ✓ Need to consider audience, purpose and form. Definition of language Linguists define language as a system of arbitrary vocal symbols through which members of group communicate. Language Functions DeStafano (1978) gives seven universal functions of language originally identified by Halliday (1975): Instrumental language- language is used to satisfy needs or desires. It often takes the form of a request. Regulatory language- language is used for controlling others. Interactional language- language used for establishing relationships, defining them and maintaining them. Personal language- language is used for expressing individuality, to give personal opinions and feelings. Imaginative language- language is used to create a world of one’s own. Heuristic language- language is used for exploring the world, for finding things out. Informative language- language is used for conveying message. Nature of Language Language is systematic- language is consistent and predictable. There are rules or patterns to be followed. Language is arbitrary- the elements of language system are arbitrarily determined. Individuals cannot utter any string of sounds in any order and expect others to understand them. Language is vocal- language is based on a set of speech sounds produced by the vocal organs of the body. Language is symbolic- word stand for objects and things and they allow us to talk about them when they are not present. TEACHING ENGLISH IN THE ELEMENTARY GRADES | Language Arts  3 The purpose of language is group communication- the need for communication among members of a group gives rise to language. The Importance of Language Language is the key to all human activities. It is the vehicle through which the world can be understood and appreciated; without language, people are isolated and helpless (Gertrude Boyd, 1976.) Language is a conscious or unconscious part of nearly everything we do, It is a personal matrix for receiving, processing, and sharing ideas and information. The need for language is a basic premise underling language teaching and learning. Language permits functional and creative exploration of the world of meaning by allowing us to communicate with others and with ourselves. Competency in language is a prerequisite for productive and satisfying experience. Activity 1 Directions: Identify what functions of language are the following. _____________1. Will you play with me? _____________2. Get out of here! _____________3. I’ve got something to tell you. ____________4. why do people talk differently? ____________5. let’s pretend to be king and queen. ____________6. lets go for a walk together. ____________7. I am going to be a teacher someday. ____________8. will you play with me? ____________9. I need a cup of red tea. ____________10. Why do birds fly? Activity 2 Answer the following questions. 1. Why is it that language is the key to all human activities? Give an example. 2. Why is it that reading, and listening are classified as receptive? 3. Why is it that writing, and speaking are classified as productive? TEACHING ENGLISH IN THE ELEMENTARY GRADES | Language Arts  4 Four Phases of the Teaching and Learning of English as a Second Language OBJECTIVES At the end of this lesson, you should be able to: ❖ familiarized the Phases of the Teaching and Learning of English as a Second Language; ❖ use current Trends in Teaching of English as a Second Language (TESL). There are certain patterns to be found in organizing and teaching a language class which simplify the job of a teacher and ease the burden of the learner. Phase I- Establishing Meaning There are at least five ways to teach meaning. The first is through the use of tangible objects. Second is through illustrations, paintings, photographs and drawings. The third way is through the development of verbal context- a number of already known elements are recombined so that student can guess the meaning of the new item from the language which surrounds it. A fourth effective way to establish meaning is through actions. The last means is through translation. Phase II- Practice The second phase of the teaching/learning function has three characteristics. Practice must be manipulative, meaningful and communicative. Drills for practice: The first component of practice A. Minimal pair drill- this refers to pair of words, phrases or sentences which sounds alike except for one phonemic difference. B. Substitution drill- consist of a base phrase or sentence in which one element is replaced by another. Examples: Teacher: Mary has a book Teacher: Train Student/s: Mary has a train. C. Multiple slot substitution drill- employs some features of single slot substitution. Examples: Teacher: John called his mother Teacher: Mary Student/s: Mary called her mother. TEACHING ENGLISH IN THE ELEMENTARY GRADES | Language Arts  5 Teacher: They Student/s: They called their mother D. Moving slot substitution- more complex because attention is focused on different slots on the frame. Examples: Teacher: The play starts at seven tonight Student/s: The play starts at seven tonight. Teacher: _______________tomorrow. Student/s: The play starts at seven tomorrow. E. Transformation- drills effects a change in sentence type or tense. Examples: John is happy - John isn’t happy John wrote a letter yesterday. - John will wrote a letter tomorrow. F. Integration- two separate statements are combined to one. Example: I saw the dog. The dog has brown spots. I saw the dog that has brown spots. G. Expansion- refers to the use of an additional word/s to an utterance. Example: The dress is pretty. The blue dress is pretty. Four basic question types (the second form of practice is through the question and answer) There are four basic question types. 1. Yes or No – affirmation or negation 2. Choice- two or more alternatives 3. Interrogation word- requires the respondent to supply information. 4. Tag- requires affirmation or negation of a statement which precedes. The tag agrees with the statement part in number, tense and verb type. Examples: He’s not serious, is he? He’s serious, isn’t he? Sharon sings nightly, doesn’t she? Sharon doesn’t sing nightly, does she? TEACHING ENGLISH IN THE ELEMENTARY GRADES | Language Arts  6 Dialogue Completion (Third component of practice) S1: ____________________________? S2: No, I was at the library last night. S1: Did you find the book you wanted? S2: No, ______________________. The practice components in Phase II may be implemented in several ways. 1. Repetition -Choral -Backward build-up -Chain -Songs 2. Recombination of oral/aural drills -Open-ended questions -Descriptions -Games Phase III- Purposeful Student Communication The third phase of the teaching/learning function is one which pushes the student out of the “practice nest”. Selection may be implemented in several ways: A. Role playing B. Gaming simulation C. Problem solving D. Hypothetical recombination E. Directed discourse Phase IV- Review, recombination or reteaching It is important to review and recombine language already covered in the first three phases using any oral of the three phases and activities outlined in each for 1. Establishing meaning 2. Practicing and 3. Purposeful communication. This fourth phase may also mean reteaching the material or the need once again to move the student through each of the first three phases. Current Trends in the Teaching of English as a Second Language (TESL) There are some methods/approaches of teaching English as a second language that are currently used by a lot of English teachers. The choice of methods/strategies to use swings from traditional grammar-translation to the other end which is the communicative approach. Let’s take a look at these approaches. TEACHING ENGLISH IN THE ELEMENTARY GRADES | Language Arts  7 A. The grammar-translation method The principal characteristics of this method are these: 1. Grammar translation is a way of studying a language that approaches the language first through detailed analysis of its grammar rules, followed by application of this knowledge of the task of translating sentences and text into and out of the target language. 2. Reading and writing are the major focuses. 3. Vocabulary selection is based solely on the reading text used, and words are taught through bilingual word lists, dictionary study, and memorization. 4. The sentence is the basic unit of teaching and language practice. 5. Accuracy is emphasized. 6. Grammar is taught deductively. 7. The students’ native language is the medium of instruction. B. The Direct Method In practice it stood for the following principles and procedures: 1. Classroom instruction is conducted exclusively in the target language. 2. Only everyday vocabulary and sentences are taught. 3. Oral communication skills are built up in a carefully graded progression organized around question and answer exchanges between teachers and students in small, intensive classes. 4. Grammar is taught inductively. 5. New teaching points are introduced orally. 6. Concrete vocabulary is taught through demonstration, objects, and pictures; abstract vocabulary is taught by association of ideas. 7. Both speech and listening comprehension are taught. 8. Correct pronunciation and grammar are emphasized. The foregoing principles are seen in the following guidelines for teaching oral language: Never translate: demonstrate Never explain: act Never make a speech: ask questions Never imitate mistakes: correct Never speak with single words: use sentences Never speak too much: make students speak much Never use the book: use your lesson plan Never jump around: follow your plan Never go too fast: keep the pace of the student Never speak too slowly: speak normally Never speak too quickly: speak naturally Never speak too loudly: speak naturally Never be impatient: take it easy TEACHING ENGLISH IN THE ELEMENTARY GRADES | Language Arts  8 C. The Oral Approach and Situational Language Teaching The main characteristics of the approach are the following: 1. Language teaching begins with the spoken language. Material is taught orally before it is represented in written form. 2. The target language is the language of the classroom. 3. New language points are introduced and practiced situationally. 4. Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered. 5. Items of grammar are graded following the principle that the simple forms should be taught before complex (inductive method) 6. Reading and writing are introduced once a sufficient lexical and grammatical basis is established. D. The Audiolingual Method The theory of language underlying Audiolingualism was derived from a view proposed by American linguists in the 1950s- a view that has come to known as structural linguistics. The term structural refers to these characteristics: 1. Elements in language are thought of as being linearly produced in a rule- governed (structured) way. 2. Language samples can be exhaustively described at any structural level of description (phonetic, phonemic, morphological etc.) 3. Linguistic levels are thought of as systems within systems. Out of these various influences emerged a number of learning principles, which have become the psychological foundations of Audiolingualism and have come to shape its methodological practices. Among the more central are the following: Foreign language learning is basically a process of mechanical habit formation. Language skills are learned more effectively if the items to be learned in the target language are presented in spoken form before they are seen in written form. Analogy provides a better foundation for language learning analysis. The meaning that the words of a language have for the native speaker can be learned only in linguistic and cultural context and not in isolation. Various kinds of drills: (Brooks 1964: 156-161) 1. Repetition 2. Inflection 3. Replacement 4. Restatement 5. Completion 6. Transposition TEACHING ENGLISH IN THE ELEMENTARY GRADES | Language Arts  9 7. Expansion 8. Contraction 9. Transformation 10. Integration 11. Rejoinder 12. Restoration E. Communicative Language Teaching (CLT) Communicative approach in language teaching starts from a theory of language as communication. The goal of language teaching is to develop what Hymes (1972) referred to as “communicative competence”. In Hyme Canale and Swain (1980) identified four dimensions of communicative competence: 1. Grammatical competence- the domain of grammatical and lexical capacity. 2. Sociolinguistic competence- refers to an understanding of the social context in which communication takes place, including role relationships, the shared information of the participants, and the communicative purpose for their interaction. 3. Discourse Competence- refers to the interpretation of individual elements in terms of their interconnectedness and how meaning is represented in relation to the entire discourse or text. 4. Strategic Competence- refers to the coping strategies that communicators employ to initiate, terminate, maintain, repair, and redirect communication. F. Total Physical Response (TPR) A Language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. Imperative drills are the major classroom activity in TPR. They are typically used to elicit physical actions and activity on the part of the learners. G. Silent Way H. Suggestopaedia Consist of creating learning conditions that remove the results of previous conditioning and suggestion, permitting the student’s reserves to be reached, his memory to be increased, and his intellectual functions to be activated (Racle 1975:217) I. The Electic Method An electric approach is one which utilizes the best parts of existing methods. The eclectic method is a combination of all the teaching approaches Some Basic Classroom Techniques Here are a few simple techniques which are not difficult to remember, but which few teachers manage to observe all the time. 1. Look at all the students in the class? 2. Vary your techniques for asking questions. 3. Don’t go round the class. TEACHING ENGLISH IN THE ELEMENTARY GRADES | Language Arts  10 4. Include everyone. 5. Make sure the class is seated in the best possible way. 6. Limit teacher talking time. 7. Write clearly. 8. Encourage your students. 9. Be careful with the use of grammatical terms. 10. Encourage your students to practice English ousted the classroom. 11. Take account of different levels within the class. 12. Deal with individual problems. 13. Correct your students systematically. 14. Use their names correctly. Activity 1 In phase II-Practice, there are different drills for the students (The first component of practice) on a bond paper, create 3 examples for each drill. Activity 2 Create 5 dialogue completion activity. TEACHING ENGLISH IN THE ELEMENTARY GRADES | Language Arts  11 What is Lesson Plan? OBJECTIVES At the end of this lesson, you should be able to: ❖ define Lesson Plan; ❖ identify the Parts of Lesson Plan; ❖ evaluate Lesson Plan. A lesson plan is a teacher's daily guide for what students need to learn, how it will be taught, and how learning will be measured. Lesson plans help teachers be more effective in the classroom by providing a detailed outline to follow each class period. Objectives of Lesson Planning? 1. Lesson planning is learning. 2. Helps teachers set learning targets for learners. 3. Helps teachers guarantee that learners reach those targets. 4. Teachers are able to see to it that daily activities inside the classroom lead to learner progress and achievement or the attainment of learning outcomes. PARTS OF LESSON PLAN 1. Objectives A. Cognitive B. Affective C. Psychomotor 2. Subject Matter Topic Reference/s Instructional Materials TEACHING ENGLISH IN THE ELEMENTARY GRADES | Language Arts  12 3. Procedure Preliminary Activities 1. Prayer 2. Greetings 3. Energizer 4. Checking of Attendance 5. Setting of classroom Standards 6. Passing of Assignments Review Motivation A. Activity B. Analysis C. Abstraction D. Application E. Evaluation F. Assignment TEACHING ENGLISH IN THE ELEMENTARY GRADES | Language Arts  13 Activity 1 Kindly research about the two types of lesson plan. Using a Venn Diagram, compare and contrast the two. Activity 2 Answer the following questions: 1. What do you prefer to make, a details or a semi detailed lesson plan? Why? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. What is the importance of having a lesson plan? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ TEACHING ENGLISH IN THE ELEMENTARY GRADES | Language Arts