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Teaching Task - PandSMC

Teaching Task - PandSMC

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Published by JoelRiveraMora

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Published by: JoelRiveraMora on Apr 21, 2014
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04/21/2014

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4.
 Aims
:
 To encthey ar  
Materials
 None.
Target exp
 Delta.
 Applicable
 Adults
Input
‘Anticipategoing to r  Appropria First of all, problems: 1. Those commpiece to pred2. Those 3. Generi
numbe
4. Lessobeing Whilst all relevant. I 
 Skills
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 Timing
o
 
ntici
ourage teae better ab
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:
erience lev to learners
at all leveld Problemsolve themy (MPFA) let’s look ayou think antary for yf paperwor ict and catyou think c problems
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-specific planned. re valuabln addition tork: Problems and sub-som manaComplicatics: Odd numb: Falling be
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: . ’ are thing. Typically, f grammar t some imbout and inur lesson k. Some tr for, but tight arise i – things w
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 Prob
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hich could
ork
'. otential isscipated Pr  of target l / listeningor procedu-work, mix getting ah
lems
er range oen they ar ay go wr late these there are ctions whinto your pr xplain youim to do thithe case. n but whichappen in ues which blems andanguage, n texts and res or taskd abilities ad of sch
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roblems in on; ‘Solutiing, Pronuissues. made witese belonecisions; ly, leaving include in uch as ‘
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relevant to heet, num areas yo with spealate arrival
 
ons
the classr ns’ state hnciation, F anticipateg in the ‘ratften this is o other pr your proce
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the specifiers 2 and can consiing / writins, etc. om so thatow you are rm or ionale’ / a separate blems left ure.
an odd
lesson are most er include: tasks
 
 2 of 9
 Technological malfunctions:
o
 Numerous!
 Classroom atmosphere / environment:
o
 Room temperature, time of day; spacing, etc.
 Materials:
o
 Not visually appealing, out-of-date, culturally inappropriate, etc.
 Incidental language:
o
 Items, usually lexical, which are not target items but may cause difficulty in skills work. Once you have thought of the possible problems, you also need to consider how you will solve them, before or during the lesson.
Further reading
Scrivener, J.,
Learning Teaching,
 Macmillan, 2005, pp.118-124. Harmer, J.,
The Practice of English Language Teaching,
 Pearson, 2007, pp.371-4. Harmer, J.,
 How to Teach English,
 Pearson, 2007, pp.176-185.
 
 3 of 9
Task 1
Look at the following range of anticipated problems and decide if they are target language-focused or non-linguistic and then if they are lesson-specific or generic.  Anticipated problem Target language-focused / non-linguistic Lesson-specific or generic Students will have problems with, or be reluctant to use, the contractions or over-stress am/you/is in question forms. There are an inappropriate number of students for tasks noted as PW/GW, particularly in Stage 1. There are an inappropriate number of students for tasks noted as pair-work. Students will think the structure refers to the present because of other uses of the form they have met earlier and because of the use of the present simple form of ‘be’. Students will prefer to use ‘will’ rather than present continuous. Students may arrive back late after the break. The students do not have a bad travel experience to talk / write about (Stages 1 and 11). The data projector does not work or is not available (Stage 2). Students may be of different levels. The students are of a lower level than expected and have trouble answering the reading tasks set (Stages 5-8). The reading tasks take longer than planned (Stages 5-7). Students will omit ‘be’ and say “I meeting”. Some students should be kept apart as they do not work well together. Students will omit the time marker when it is needed to make the future time reference clear. Students will say /In/ or over-stress the /g/ at the end of the –ing form. The students do not like the critical attitude to Polish Rail which the writer displays (Stages 5-7). Students will not be able to read the texts. Students will use the base form of the verb and say “I am meet”.

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