1 / 22

TEYL

YEAR 3. TEYL. WEEK 11. Textbook analysis Contextualized Instruction The Importance of Themes Planning Thematic Units Choosing Activities Organizing Activities. TEXTBOOK ANALYSIS. General organization Distribution of language skills Other sections in the book. CONTENT.

edutton
Télécharger la présentation

TEYL

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  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 • https://www.google.rs/search?q=teaching+yl&rlz=1C1CHBF_enRS795RS795&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjI7v_lvZffAhXEhSwKHcGdBekQ_AUIDigB&biw=1280&bih=689#imgrc=YFalTi0npblMhM: • https://www.google.rs/search?q=CONTEXT&rlz=1C1CHBF_enRS795RS795&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjp-dnyxpffAhUEfywKHf-ADVgQ_AUIDigB&biw=1280&bih=640#imgrc=v45HIWXgtucqqM: • https://www.google.rs/search?q=CONTEXT&rlz=1C1CHBF_enRS795RS795&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjp-dnyxpffAhUEfywKHf-ADVgQ_AUIDigB&biw=1280&bih=640#imgrc=gQm2q_Go5nIheM: • https://www.google.com/search?q=collaboration+and+support&rlz=1C1CHBF_enRS795RS795&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj8mcHVrsLfAhUFmYsKHXgEBlAQ_AUIDigB&biw=1280&bih=689#imgrc=p3DSEnnlAWMM5M: • https://www.google.com/search?q=collaboration+and+support&rlz=1C1CHBF_enRS795RS795&source=lnms&tbm=isch&sa=X&ved=0ahUKEwj8mcHVrsLfAhUFmYsKHXgEBlAQ_AUIDigB&biw=1280&bih=689#imgrc=L5FoUXVElqulLM: • https://www.google.com/search?rlz=1C1CHBF_enRS795RS795&biw=1280&bih=640&tbm=isch&sa=1&ei=ZwEmXITgB7CZlwSjorqAAw&q=+support&oq=+support&gs_l=img.3..0i67j0l9.253621.253621..253893...0.0..0.111.111.0j1......0....1..gws-wiz-img.LSJFYa1EFw8#imgrc=-w50NWLSh9JrOM: • https://www.google.com/search?rlz=1C1CHBF_enRS795RS795&biw=1280&bih=640&tbm=isch&sa=1&ei=ZwEmXITgB7CZlwSjorqAAw&q=+support&oq=+support&gs_l=img.3..0i67j0l9.253621.253621..253893...0.0..0.111.111.0j1......0....1..gws-wiz-img.LSJFYa1EFw8#imgrc=oVz7GBofwsiDkM: • https://www.google.com/search?q=CONTEXTUALISATION&rlz=1C1CHBF_enRS795RS795&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjSvYOEscLfAhVJAhAIHXvdAm8Q_AUIDigB&biw=1280&bih=640#imgrc=iSf1krDONc_4tM: • https://www.google.com/search?q=CONTEXTUALISATION&rlz=1C1CHBF_enRS795RS795&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjSvYOEscLfAhVJAhAIHXvdAm8Q_AUIDigB&biw=1280&bih=640#imgdii=kJNYu_Hf89HLJM:&imgrc=iSf1krDONc_4tM: • https://www.google.com/search?q=CONTEXTUALISATION&rlz=1C1CHBF_enRS795RS795&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjSvYOEscLfAhVJAhAIHXvdAm8Q_AUIDigB&biw=1280&bih=640#imgdii=LNBwuDgiHqx75M:&imgrc=B6YbmareqUYepM: • https://www.google.com/search?rlz=1C1CHBF_enRS795RS795&biw=1280&bih=640&tbm=isch&sa=1&ei=6AMmXIzsB4KyapTHrKAF&q=contextualised+instruction&oq=contextualised+instruction&gs_l=img.3...333989.341298..341532...1.0..3.481.6893.11j7j6j8j2......0....1..gws-wiz-img.....0..0j0i19j0i67j0i30.9SFZzVPWwLs#imgrc=WujcInNTbISYHM: • https://www.google.com/search?rlz=1C1CHBF_enRS795RS795&biw=1280&bih=640&tbm=isch&sa=1&ei=aAImXI7CCZGWaKHGn9AO&q=theme&oq=theme&gs_l=img.3..0l10.1083420.1083977..1084318...0.0..0.235.718.2j2j1......0....1..gws-wiz-img.......0i67.EWSZq5i9Q5E#imgdii=oV7hm9HIBniWdM:&imgrc=ph1DDBcxliZlBM: • https://www.google.com/search?rlz=1C1CHBF_enRS795RS795&biw=1280&bih=640&tbm=isch&sa=1&ei=TAcmXPOMFsiYlwT89JXwCQ&q=choice&oq=choice&gs_l=img.3..0i67j0l3j0i7i30l6.8136.8136..8317...0.0..0.125.125.0j1......0....1..gws-wiz-img.H0JXu1Sa8DQ#imgrc=dLtdXel9F1nWwM:

More Related