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Cooperative learning exercises can be as simple as a five minute in class exercise or as complex as a project which crosses class periods. These can be described more generally in terms of low, medium, and high faculty/student time investment.
Cooperative learning can be used across a wide range of classroom settings ranging from small to large lecture, as well as in online classes.
No matter what the setting is, properly designing and implementing cooperative learning involves five key steps. Following these steps is critical to ensuring that the five key elements that differentiate cooperative learning from simply putting students into groups are met.
46. Express your opinion on the theme: The notion of Intercultural Communicative Competence and its role in FLT process.
Culture as an “integrated pattern of human behavior that includes thoughts, communications, languages, practices, beliefs, values, customs, courtesies, rituals, manners of interacting and roles, relationships and expected behaviors of a racial, ethnic, religious or social group; and the ability to transmit the above to succeeding generations”.
Through the study of other languages, students gain a knowledge and understanding of the cultures that use that language; in fact, students cannot truly master the language until they have also mastered the cultural contexts in which the language occurs. Language learners need to be aware, for example, of the culturally appropriate ways to address people, express gratitude, make requests, and agree or disagree with someone. They should know that behaviors and intonation patterns that are appropriate in their own speech community may be perceived differently by members of the target language speech community. They have to understand that, in order for communication to be successful, language use must be associated with other culturally appropriate behavior. In many regards, culture is taught implicitly, imbedded in the linguistic forms that students are learning. To make students aware of the cultural features reflected in the language, teachers can make those cultural features an explicit topic of discussion in relation to the linguistic forms being studied. For example, when teaching subject pronouns and verbal inflections in French, a teacher could help students understand when in French it is appropriate to use an informal form of address (tu) rather than a formal form of address (vous)—a distinction that English does not have. An English as a second language teacher could help students understand socially appropriate communication, such as making requests that show respect; for example, “Hey you, come here” may be a linguistically correct request, but it is not a culturally appropriate way for a student to address a teacher. Students will master a language only when they learn both its linguistic and cultural norms.Foreign language teaching in the present day strives to promote an intercultural approach to language teaching in order to create an awareness of the interplay between language and culture. Among the most sought after languages are Japanese, Hindi, French and German followed by Chinese, Korean, Spanish, Italian and Russian. Albeit the teaching methodology adopted by each language may vary, the aim of all learners is to acquire competency in the target language in the shortest possible time. I think it is very effective way learning.
47. Express your opinion on the theme: Independent Work and its role in FLT process.
As is the case with many terms commonly used in higher education learning, such as ‘critical thinking’, ‘independent learning’ can mean different things to different people, in different disciplines and in different cultures. Therefore, it is important that this pivotal concept is explained to students so that they know what is required of them within their new context and discipline.
Philip Candy, in the now classic text ‘Self-direction for lifelong learning’ (1991, p 13), quotes Forster (1972, p ii) to define independent learning/study:
1. ‘Independent study is a process, a method and a philosophy of education:
in which a student acquires knowledge by his or her own efforts and develops the ability for inquiry and critical evaluation;
2. it includes freedom of choice in determining those objectives, within the limits of a given project or program and with the aid of a faculty adviser;
3. it requires freedom of process to carry out the objectives;
4. it places increased educational responsibility on the student for the achieving of objectives and for the value of the goals’.
This definition clearly places the responsibility for learning in higher education on students, aided by teaching staff and defined by the limits and objectives of the programme.
Skills required for independent learning
The skills required for independent learning can be divided into cognitive skills, metacognitive skills and affective skills.
Cognitive skills include memory, attention and problem-solving. Pupils need to have reached a certain level in their cognitive development, such as being able to decode basic information before they can embark on independent learning. Teachers are able to promote this cognitive development to encourage independent learning.
Metacognitive skills are skills associated with an understanding of how learning occurs, such as pupils being able to state how they learn and pupils being able to identify other people who help them with their learning. Metacognitive skills are necessary for pupils to self-assess their learning.
Affective skills are skills that are related to feelings and emotions, such as developing a value system, then internalising and acting on these values. Motivation is considered the most important affective skill and is directly associated with increased independent learning and can also be an outcome of independent learning.
An important skill linking motivation to independent learning may be ‘delay of gratification’, which refers to someone’s ability to wait in order to obtain something that they want. Since motivation includes persistence in the face of difficulties and being willing to try again following initial difficulties, ‘delay of gratification’ may be important in order for motivation to be used for independent learning. There is lack of agreement in the literature concerning whether the skills necessary for independent learning are domain-specific or can be readily transferred across different subjects.
48. Express your opinion on the theme: The main stages of work with video.
Video is a valuable and possibly underused classroom tool. There is always the temptation to simply put a video on at the end of term and let our students watch a film without even challenging them to be actively involved.
Video as a listening tool can enhance the listening experience for our students. We very rarely hear a disembodied voice in real life but as teachers we constantly ask our students to work with recorded conversations of people they never see. This is often necessary in the limited confines of the language school and sometimes justifiable, for example, when we give students telephone practice. However, we can add a whole new dimension to aural practice in the classroom by using video. The setting, action, emotions, gestures, etc, that our students can observe in a video clip, provide an important visual stimulus for language production and practice.
There are many things we can do with these clips. Here I would like to demonstrate a wide variety of them. These lesson plans refer to specific films which have been released recently, however, they could be adapted for use with a similar scene in a different film depending on availability. In the following lessons I have tried not to concentrate too much on specific dialogue that students may not be able to pick up, this allows lower level students to be creative in the classroom using video as a stepping stone to fun and communicative activities.
The activities involve pre-viewing, while-viewing and post-viewing tasks.
Split viewing
Some students see and hear a sequence; others only hear it. A variety of activities can then follow based on an information-gap procedure. In this particular lesson those students who see and hear the clip from Pearl Harbour are eyewitnesses to the dramatic event, the others are journalists working for a radio station who have to conduct a live interview. Students are not asked to pay attention to any specific dialogue but relay their experience of the scene they have just witnessed to a horrified public. This is particularly good for past tenses and intermediate levels.
Vision on/ Sound off
Students view a scene with the sound turned off. They then predict the content of the scene, write their own script and perform it while standing next to the television. After the performances students watch the scene with the sound on and decide which group was the funniest or the nearest to the original. This is a good fun exercise. In this particular emotionally charged scene from High Fidelity, three people who work in a record shop have an argument. It is very graphic with plenty of gestures to stimulate the imagination. Good for intermediate levels.
Observe and write
Students view a scene (this always works better if there is a lot happening) then write a newspaper article on what they have witnessed. This lesson is based on the fight scene from Bridget Jones’s Diary, students work for a local newspaper and have to write an article on a fight between two men over a beautiful, young girl. Pre-viewing and while-viewing tasks allow them to work on new vocabulary, while the post-viewing task gives them plenty of practice on past tenses. Good for intermediate levels.
Video dictogloss
This follows the dictogloss method of dictation and can easily be adapted to video. Students watch the scene a few times and write the main words and short phrases that a particular character says. Each group is given a character and is encouraged to listen and exchange information, this usually works better if there are two characters in the scene. Working with someone from a different group, they then write the script for the scene, incorporating both characters. As they will not have managed to write down the whole script from the listening exercises they will have to use their imagination and fill in the gaps. This gives them an excellent opportunity to work on grammar. This lesson is based on the hilarious restaurant scene from As Good As It Gets and is best suited to higher levels. The pre-viewing and while-viewing tasks give plenty of practice with food vocabulary.
Watch and observe
This is a good lesson for lower levels because students only have to focus on a minimum of spoken dialogue. Students watch a scene from a film which has lots of things that they can see and therefore write in their vocabulary books. You can teach and test your students’ vocabulary by asking a series of true/ false questions and asking them to put a series of events in order. This lesson is based on the kitchen scene from Unbreakable where David Dunn (Bruce Willis) is held at gunpoint by his son.
Video as a listening tool - pronunciation
In some listening exercises we must concentrate on specific dialogue to enable our students to learn. It is necessary to challenge them to listen when dealing with features of pronunciation. I find movies provide a good source of authentic listening material for the practice of pronunciation and I use them accordingly. This particular movie exercise deals with connected speech, in particular prominence (or sentence stress). Without going into too much detail here, English is a stressed-timed language, meaning that certain syllables in a sentence have prominence therefore create a beat, other syllables tend to be said quickly making it difficult for our students to hear. Prominence, which is the speaker’s choice, is used to convey meaning. This is exactly what I want to exploit here. The movie is Family Man and uses the scene where Jack returns home after abandoning his family on Christmas morning and has to take the resulting tongue-lashing from his wife Kate. It involves a recognition exercise which helps students hear that some parts of the sentences are prominent and they are Kate’s choice. It also has an argument role-play allowing students to practice sentence stress in context. The use of video is an advantage here as it is an emotional scene with lots of gestures, adding weight to the situation.
Video as a listening tool - elementary video class
By the time students get to elementary level they have the level of grammar for more complex communication. It’s motivating for them at this stage to enjoy and understand a real movie clip. There are different ways in which we can help them do this. This exercise involves working with a conversation as a jumbled text first then using the movie to check. Conversations normally have a logical order and movies are a great source. There is a role-play which encourages students to practise conversational English.
Links
The link below is for a site offering free online video clips designed for ESL classrooms. The clips are designed to make everyday English accessible to learners at the elementary level. The speech is authentic, the diversity of American accents and those other English-speaking cultures is extremely rich, but it is broken down into universally recognized structures, from the simplest to the more advanced. The material is authentic, the language is real, but this reality has finally become manageable, i.e., useable for students working alone, and a godsend for teachers.
49. Express your opinion on the theme: The role of controlling in FLT process.
50. Each teacher has his/her own way of making lesson plan, however, in some form or other there are some elements which are necessarily included into all lesson plans. Name these elements and main stages of a lesson plan.
Planning is a thinking skill. Planning is imagining the lesson before it happens. It involves prediction, sequencing, organizing and simplifying.It is essential, very important to prepare your lesson plan before class. An unprepared teacher who thinks that he or she can do quite well without a plan, relying on his personality, quick thinking and conversation is both unprofessional and ineffective. Even quite experienced and professional teachers write plans, not so detailed may be some notes but still they think over beforehand what they will do during the lesson. Before you go into a lesson, it helps to be clear about you want to do. A lot is going to happen in class – you can’t even completely predict how learners will respond to anything – but the better prepared you are, then you will be ready to cope with whatever happens. Of course good teachers are flexible and respond creatively to what happens in the classroom, but they also need to think about what their students are going to reach during the lesson, how they will reach the aims of the lesson. The teacher needs two kinds of plans to work successfully: the plan of a serious of lessons for a unit of a course book or a unit plan and a daily plan for a particular class period or one lesson. The unit plan includes nine columns:1)The number of class-periods;2) The objectives of each period;3)Language material;4)4-7 language skill; 5)Accessories; 6)Homework. A daily or lesson plan goes out from the unit plan and includes:1-What should be achieved during this particular lesson;2-What material is used for achieving the objectives;3-How the objectives should be achieved. It the example of the lesson plan:
THEME: topic being discussed
OBJECTIVES: goals that the teacher has for the students. ‘Students will …..’ The lesson should have an aim, smth you expect your students to be able to do at the end of the lesson that they could not do at the beginning.
MATERIAL NEEDED: things that will be needed for the lesson: markers, CDs, paper, cards, worksheets etc.
RESOURSES: where the material or information was taken from.
TIME: 45 minutes
WARMUP/ICEBREAKERS
· Background knowledge and prior experiences is activated.
· SS’s lives and feelings are used to stimulate language.
· Tongue is warmed up for topic.
· Review of prior material.
· Usually is around the topic of a lesson.
Type of activity: Question, Picture / Photo, Clip from a video, Proverb, Short story, Song
PRE-TASK
· Ss prepare for the topic and for the later discussions.
· Unknown words are defined
· Prediction focuses Ss for the task. As they do the task, they see if their predictions were correct.
Type of activity: Vocabulary – 10-15 new words that will help to understand and be used in further discussion. Make predictions about the topic based upon the vocabulary or the title of the reading, listening, etc.
PRESENTATION
· This is the major part of the lesson plan
· SS are given input, so that they later can communicate. (output)
· A context in which new language is learned naturally is introduced- authentic material is used.
Type of activity: Lecture, Listening activity, Reading activity
FOLLOW UP
· Ss are given opportunity to speak,
· SS reuse their vocabulary,
· SS understanding of what was taught is checked,
· Written or oral fluency is developed.
Speaking activities: Discussion, Debate, Ranking activity, Information gap; Written assignment: Essay, Letter
WRAP UP
· Review of what was covered in the lesson,
· Assign homework
Homework assignment: Written reading
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