English as a Foreign Language Essay

The resources chosen for this serve be a vociferation and a series of related pictures. The pictures argon images that contain science fiction-like elements which would be of intimacy to this elementary group inwardly the demographic of 20 to 45 years. The lesson created for the bookmans utilize these materials appeals to the discipline of their aural receptive skill, as the shout lyrics contain many shorter phrases and sentences and phrases that students of that level atomic number 18 likely to be adequate to(p) to understand.It wherefore combines audio with visual stimulation in order to create a great impact of the students education capacity. Objective The students resulting function in an face- addressing section by become a phallus of the audience for an authentic aural endure. This reflects an examine to move away from the Grammar Translation manner (Brown, 2000, p. 16). The students are expected to be adequate to(p) to understand the lyrics contained in the var. with the servicing of several scaffolding exercises.Students will experience the reinforcement of spick-and-spanss, phrases and grammatic constructions that view as previously been taught. They will excessively learn innovative vocalizes and phrases, as well as observe authentic ways in which inhering English converseers some fourth dimensions curved shape the rules of Standard English. The reinforcement activities designd in the lesson (repetition, scrambling, etc. ) will aid the drudgery skill of speaking as it allows the auditor the opportunity to try to say the news show or phrase and the repetitions done within the margin call (chorus/refrain).They will give the student opportunities to try and retry pronunciation until matinee idol is achieved. Rationale 1. The interest of the students in medicine is expected be piqued by the jumper lead exercise. It aids them by capturing and keeping their economic aid fixed on the assess. Because a analyzable projection such as phraseology learning involves all methods of learning, from signal learning to bother solving, this task seeks to stimulate the students faculties so they are prompted to use all their resources (visual, aural and logical thinking skills) to figure out what happens in the song (Brown, 2005, p.91-92). 2. Students are asked to look at the pictures creation generated and create an order for the story in order to keep their minds on the task and engaging their interest in it. It withal gets them thinking about the possible vocabulary related to the topic. The students are given the take a chance to make predictions about the story in an effort to encourage their speech in English the translation of ideas into a style other than their native one. When they have normal translating their own thoughts into English, it makes separately successive tone-beginning to do so easier.This task to a fault focuses on visual reception. 3. This task focuses on aural and vis ual reception, as the t individuallyer says the name of the objects as he/she shows its picture. However, the task as well as aids oral action in that it identifies and unites the visual re foundation of the word in print with the sound it has when a native speaker uses it. This is as argue to learning vocabulary in isolation, as according to Ausubel, people of all ages have little need for rote, mechanistic learning (qtd. in Brown, 2000, p. 63).The pictures act as a method of scaffolding via which the students are able to better understand (or learn) the quarrel organism spoken. 4. The pre-teaching exercises have laid the foundation and direct facilitate the gathering of the gist of the song in its first playing. The scrambling of the lyrics acts as a nitty-gritty of scaffolding these elementary learners and helps them to hump what they are to listen for. This is done so that students are able to get the colossal understanding during the first viewing, and this frees them t o listen for elaborate in the second perceive.It alike gives them a chance to use new lyric and phrases they may have picked up during the exercise and aids in the clarification of expatiate that students might have misunderstood. 5. Students are needed to read various sentences and phrases of the song in order to reinforce their force to speak the language and to make predictions about grammar and diction. It also gives them a chance to say the word in the way a native would pronounce them rather than adhering too closely to a phonetic representation of the speech/phrases. It also gives them the opportunity to query new words or phrases they heard in the film.Repetition of the song also reinforces listening comprehension, especially as it regards hearing the details. Later, the collaborative listening and speaking (in pairs) allows the students to pool their resources in constructing a coherent English reconstructive memory of the lyrics. This gives students a chance to le arn from each other. It cats the language even more into the stage setting of social interactionbuilding on the idea that language is behaviour, that is, a point of human activity that must not be treated in eye as structurally divorced from the grammatical construction of non-verbal human activity (Pike, 1967, p.26). The activity also gives them practice speaking the language to each other and prepares them in drawally for their oral presentation assignment. 6. The oral presentation is focused specifically on the oral aspect of using the English language. The students are expected to put their own thoughts together in the form of a story and translate their ideas into an English medium. In this way, they are encouraged to speak the language so that native and non-native speakers will be able to understand.Because this part of the lesson is an extension, it allows them to use some of the words and phrases they have knowing in the lesson. 7. The flexi stage of the lesson also p rovides the students with the collaborative help that will enhance their ability to express themselves. Because they have a plectron in what they present, their interest is likely to be sustained (Brown, 2000 Scrivener, 2005). The assignment also allows them the time and freedom to locate new words and phrases that will aid their articulation of their ideas.This also encourages learning of new English words, phrases and grammatical constructions. The task also provides a means of productive discussion and extension without overwhelm the students.ReferencesBrown, H. D. (2000). Principles of language learning and teaching. White Plains Pearson Education. Pike, K. (1967). lyric poem in relation to a merged theory of the structure of human behavior. The Hague mutton Publishers. Scrivener, J. (2005). Learning Teaching. New York MacMillan.