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Practical Aspects of English Language Teaching st November 1 , 2011

Juan Manuel Acero 3rd Form, CeRP del Sur

Theoretical Grounds for a Chosen Lesson Format (Interactive Presentation) The scope of Practical Aspects of English Language Teaching , from now on to be referred to as PAELT for the sake of brevity, as stated in the syllabus for the subject, has to do with the intention by our Educational Authorities of marching towards generalization of English Language Teaching in Elementary / Primary education, thus improving the quality of the educational system . Up to now, such good intentions have only been partially put into practice, and unfortunately English as a Foreign Language does not form part of Primary Education curriculum in our Public Schools. Therefore, the lesson in this plan is thought for a class with very little or no previous knowledge of English. Even though Harmer (2007, 81) suggests an existing superiority that older children, a category which he situates about the age of 12, would have as language learners over young children , he eventually has to admit an increasing trend to teach English at younger and younger ages, which according to him might have a positive effect in terms of social values and cultural awareness. Besides, according to Lightbown & Spada , quoted by Harmer ( (2007, 81-82), older children can reach high levels of proficiency in a second language, and acquire cognitively demanding aspects of L2 more rapidly than younger learners (Cummins & Swain, 1986), but on the other hand both authors coincide on a better performance by younger learners in terms of spoken language, especially in pronunciation, if by better we understand more like a Native speakers performance. With the allegedly positive effects of English learning for our younger generations set of values, the lesson will be focused at a stage of Primary Education as early as possible (namely, First or Second Form). Even when we have to bear in mind that their quoted work is based on research performed in bilingual environments, such as minority groups of immigrants within English speaking communities, Cummins & Swain avow for implementation of bilingualism as early as possible. However, following their Principle of First Things First, we have to ensure an adequate development of L1 before worrying about progress in the Second Language, as L1 is instrumental to the emotional and academic well-being of a young learner. (1986, 101). Therefore, even at its most basic level, a totally L2 environment is not desirable, especially at earlier levels in Primary Education. Thinking of the aforementioned benefits of English (or, for that matter, any other foreign language) in deveoping and/or enhancing cultural and social awareness, and having in mind the special characteristics of younger learners as stated by Harmer (2007, 82), the planned lesson shall: Focus on meaning rather than on form; Rely more on elements from the learners immediate environment than in any specific topic, and more on learners interaction with that environment than on explanation of topics ;

Practical Aspects of English Language Teaching st November 1 , 2011 -

Juan Manuel Acero 3rd Form, CeRP del Sur

Make room for students to express themselves and their views, and; Consider learnersneeds in terms both of attention spans, and subsequently of activity timing, and of individual approval and/or encouragement by the teacher/s.

Furthermore, as the syllabus for PAELT makes a special point on teaching Contents by means of a foreign language, and according to the above stated age group and degree of exposure to English of learners, the lesson will try to follow the guidelines of the Content and Language Integrated Learning (CLIL), in its LANTIX variation, as stated in 2001 at the CLIL Compendium by the Directorate-General for Education and Culture of the European Commision, with the combined goals of deepening or arising linguistic awareness, both in mother and target language, and introducing target language to students while specific attention [is] paid to its impact on language development in general, [] communication, thinking skills and social skills. The aims of the lesson will be activating interest, and developing motivation & selfconfidence in learners, through continuous small scale activities, specifically under the format of a language shower for learners of ages 6/7 with little or no previous knowledge of English, using notions of cultural/diversity awareness as an introduction or warm-up.

Bibliographical Sources: Cummins, J., & Swain, M. (1986). Bilingualism in Education. Aspects of theory, research and practice. New York: Longman Group.

European Commision - Directorate-General for Education and Culture. (2011). CLIL Types LANTIX. Retrievedl 25/ 10/2011 from CLIL Compendium: http://www.clilcompendium.com/lantixe1.htm and http://www.clilcompendium.com/lantixc1.htm

Harmer, J. (2007). The Practice of English Language Teaching (4 ed.). Harlow, Essex, United Kingdom: Pearson Longman.

Practical Aspects of English Language Teaching st November 1 , 2011

Juan Manuel Acero 3rd Form, CeRP del Sur

DAILY LESSON PLAN


DATE 01/NOV/2011 LESSON NO. UNIT ---

COURSE 1st Form Primary

TOPIC Introduction to Language, and to English Language

INSTRUCTOR Juan Manuel Acero

SUBJECT OF LESSON

INSTRUCTIONAL AIDS, MATERIALS, OR TOOLS NEEDED Board, chalk-marker, Laptop Computer, Downloaded

REFERENCES

LESSON OUTLINE

ASSIGNMENT

NOTES

Practical Aspects of English Language Teaching st November 1 , 2011

Juan Manuel Acero 3rd Form, CeRP del Sur