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Assignment Practice Task

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by

Lilia Angelova

on 26 September 2017

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Transcript of Assignment Practice Task

New English File Practice Task
Conclusion
Harmer's Model
the interface
=Krashen's comprehensible input
PPP
PRESENT = MFP
- functional lang; pron
= need error correction
= delayed error correction
PRACTICE
1. controlled
2. guided/less-controlled
3. freer practice
personalize TL
Writing
Speaking
= personalization
= activate Ss total language store (schemata)
PRODUCE
= comms output
6
3
= finely-tuned input
MFP?
M
F
P?

= controlled practice output
= error correction task
= gap-fill task
1
5
4
2
= roughly-tuned input
reading for gist (general understanding)
=improve skimming + scanning skills
-reading for specific info (improve scanning skills)
Both
-deducing meaning from context
to eat out (v)
= comms output
-personalization
=deductive approach
=finely-tuned input
- presenting new vocabulary (TL)
- increase STT (competitive energy)
= finely-tuned input
- listening for gist
= roughly-tuned input
= roughly-tuned input
= comms output
=finely-tuned input
=free practice
- increase STT
=free practice output
=> comms output?
=finely-tuned input
butcher
cook
food
fruit
juice
mousse
good
sugar
soup
spoon
-repetition oral drill
=finely-tuned input
= controlled practice output
=finely-tuned input
- Ss
elicit correct pronunciation
of individual vowel sounds (
monophthongs
)
=finely-tuned input
=finely-tuned input
MFP?
MF
P
?
MFP?
J
honey (n)
=giving opinions/agreeing/disagreeing
= giving more information activates Ss language store
(introduces the context for TL)
- listening for specific info
= expansion task
-personalization
-encourages Ss to
practise forming questions with TL
= aim is fluency
=making sure Ss have understood the context
before we present the MFP
of the
TL
= finely-tuned input
-allows Ss to
predict the correct form + use of the TL
- Ss speak in order to check their answers
->minimal pairs
MF
P
?
= controlled practice output
-
lead-in
:
increases Ss interest (+STT)
before quiet reading task
-only 1 correct answer
-repetition drill
=Ss practise
pronouncing target vocab (accuracy of spoken form)
= lead-in task
= comms output
= roughly-tuned input
(we set a task to create a purpose for the listening)
-listening for gist (general understanding)
= roughly-tuned input
-listening for detailed understanding
= comms output
- long discussion activates Ss language store
-personalization
=aim is fluency
= comms output
=aim is fluency
- long discussion activates Ss language store
-personalization
- 'useful language' facilitates the conversation
-Ss need time to think about/write down some ideas to prepare for longer speaking task
- we need to give Ss a variety of activities in order to improve their
receptive skills (reading and listening)
and
productive skills (speaking and writing)

=> comms output
'linguistic competence'
'communicative competence'
- we could argue that asking for more info encourages Ss to
retrieve all the language they know
in order to answer
= Ss practise
written form of TL in a different context
(i.e.
sentences that differ from the examples used during presentation)
- allows Ss to guess/predict the target vocab (
eliciting
)
- a balance between '
language systems
' and '
language skills
'
=> comms output
free practice
-personalization
- likely to lead to longer, more natural, substantial discussions
=
activate Ss total language store
b) = finely-tuned input
=encourages
interaction
+
peer correction

= prep for comms output
Lead-in/Ice-breaker
-> comms output
This is the first lesson so an ice-breaker lets Ss get to know one another; interviewing appeals to kineasthetic Ss -> have to stand up, walk around and mingle
= focus is accuracy
Extra vocab revision from TB
Extra Grammar Revision from TB
= controlled practice output
= controlled practice output
* Harmer's model: free practice, comm output, and roughly-tuned input should predominate
What did you think of this New English File Unit 1A?
a) =comms output
= roughly-tuned input
=comms output
OR
Friday 13 October 2017
- increases STT, Ss interest + energy
- Ss unknowingly/unconsciously guess/predict/activate the TL
New English File Intermediate SB
3
5
6
4
1
2
A
A
J
J
Both
J
Both
portion (n)
to heat up (v)
takeaway
fat
dish
wholemeal (adj)
soup (n)
stew (n)
T monitors; provides scaffolding; preps a delayed error correction task
- secondary aim = improve listening skills
Grammar Bank pg. 130
e.g. What
do
you usually have for breakfast?
MFP?
M
F
P
categories/ lexical sets/ notions
duck

salmon
peaches
beans
=Ss practise using the target vocab (
accuracy)
-Ss check their answers
- modelling and drilling if needed
- Ss check their answers (
conscious learning)
- Ss practise features of
connected speech
: intonation, pitch, linking words, contractions
-Ss use their
total language store
in order to describe/act out the target vocab
e.g. It's a kind of fruit. It's soft and orange. You eat it with cream ...
aim= fluency
Ss are '
learning to listen
'
T facilitates, monitors errors =
delayed error correction task
- only 1 correct answer
- only 1 correct answer
-
prediction task
- giving opinions, agreeing disagreeing =
activates functional lang
=comms output
- Ss
exchange information
to complete the task
= roughly-tuned input
Total = 50
Unit 5: 'On the Move'
Unit 11: Things that changed the world
What is the primary/main category?
Any other texts to be referenced as usual
Example Layouts from 2016
Example Layouts from 2016
Common Errors to Avoid
Full transcript