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Assignment Practice Task

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by

Lilia Angelova

on 10 October 2016

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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 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
- increase STT
= 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
= 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
elicit the correct use of the TL
- Ss speak in order to check their answers
->minimal pairs
MF
P
?
= controlled practice output
-
increases Ss interest (+STT)
before quiet reading task
-only 1 correct answer
-repetition drill
=Ss practise
pronouncing target vocab
= 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
Official Assignment
- 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 elicit the target vocab
- a balance between '
language systems
' and '
language skills
'
-> comms output
free practice
-personalization
- may lead to longer discussions
=
activate Ss total language store
= finely-tuned input
=encourages
peer correction

= prep for comms output
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 and walk around
= focus is accuracy
OR
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?
=comms output
= roughly-tuned input
=comms output
may change...
Let's analyse this lesson:
Full transcript