Teaching GBA's Spoken Cycle with Authentic Context and Language
Task 2 Language Teaching Methods
Design learning activities for GBA’s spoken cycle (listening-speaking)
in which you use:
- a principle of teaching listening (i.e., using authentic context
and language, see page 6.25)
- a principle of teaching speaking (i.e., encourage the use of authentic
language in meaningful contexts, see p. 5.33)
- To give you an idea of how the design of the learning activities
looks like, check the example of teaching scenario on page 3.38-3.41.
Answer:
1.
Teaching Scenario of Listening
|
Description |
: |
The students are going to listen and
comprehend the contents and find some information about the narrative text
that is heard. |
|
Model text |
: |
Narrative Text. |
|
Issue |
: |
Narrative Text about the story of a
bear and a rabbit. |
|
Goal |
: |
At the end of the lesson students can: - Comprehend the contents of the
narrative text that is heard - Identify some information about the
topic or title of the story heard the characters from the stories, events in
the text, and identify the sequence of events in the narrative text. |
The Teaching Scenario of Listening
|
Stage |
Purpose |
Activities |
Time |
|
Stage
1 Modelling
and Building
knowledge of the field (Mot and BKoF) |
Learn
the social function of the text, vocabulary, generic structure (orientation, complications,
resolution), language features of the narrative text, some information from
the narrative text (title, characters, events etc), and the others relevant. |
1. Tell
the students about the narrative text. 2. Tell
and interact with the students to provide vocabulary related to the narrative
that will be heard, and to find the meaning of words. 3. Tell
the student about social function and generic structure of the narrative
text. 4. Listening
to an oral narrative text as a model. 5. Identify
the topic or title, characters, and events of the story heard. 6. Identify
the sequence of events in the narrative text 7. Ask
the students to answer questions about the narrative oral monologue text. 8. Listing
some important information from the text heard. |
15’ |
|
Stage
2 Joint
Construction of the Text (JCoT) |
Apply
their knowledge to listen and comprehend
some information of the narrative text that is heard, and do the task collaboratively
with fellow learners and teacher. |
1. Teacher
divides the students into several groups. 2. Guide
the students to listen and imitate the pronunciation of words heard in groups. 3. In
groups, students are asked to discuss the contents of the text they have
heard in pairs 4. Asked
the students to discuss the form of spoken language based on the text heard
in groups 5. Each
group presents the results of their group discussion. 6. Give
feedback from the teacher about their task. |
25’ |
|
Stage
3 Independent
Construction |
To
identify the individual students’ comprehension of listening to some
information of the narrative text and rewrite it. If some of them found the
problem, we need another practice. |
1. Ask
the students to retell the narrative story they heard. 2. Ask
the students to answer some questions based on the story they heard. 3. Check
the students’ comprehension and correct the task. 4. Asking
and review about students' difficulties 5. Give
them feedback. |
20’ |
2.
Teaching Scenario of Speaking
|
Description |
: |
The students are going to learn to use
simple past tense sentences in delivering narrative texts and do a monologue
in the form of a narrative. |
|
Model text |
: |
Narrative text |
|
Issue |
: |
Simple past and Narrative Text about
hidden treasure. |
|
Goal |
: |
The students are able to use simple
past tense sentences in delivering narrative texts and doing a monologue in
the form of a narrative. |
The Teaching Scenario of Speaking
|
Stage |
Purpose |
Activities |
Time |
|
Stage
1 Modelling
and Building
knowledge of the field (Mot and BKoF) |
Learn
the social function of the text, vocabulary, generic structure (orientation, complications,
resolution), language features of the narrative text, some information from
the narrative text (title, characters, events etc), grammar (simple past), practicing
monologue, and the others relevant. |
1. Tell
the students about the narrative text. 2. Interact
with students to provide vocabulary related to the narrative to be delivered,
and to find the meaning of the word 3. Give
an example of narrative text as a model to find some information. 4. Tell
the students about the social function of narrative text, generic structure,
and the use of simple past tense. 5. Ask
the students to practice narrative text monologue individually with guidance
from the teacher. 6. Listing
some vocabulary and some information relevant. |
15’ |
|
Stage
2 Joint
Construction of the Text (JCoT) |
Apply
their knowledge to practice monologue of narrative text, the use of simple
past collaboratively with fellow learners and teacher. |
1. In
groups, students are asked to discuss the use of the Past Tense in narrative
texts. 2. Class
discussion by teacher focusing on suitable verb tenses, vocabulary, and other
relevant. 3. Ask
the students to do a monologue in the form of a narrative in turn. 4. Students
ask their classmates to swap jobs to check sentences. 5. Students
practice the monologues of each group and are commented on by other groups to
be checked. 6. Give
feedback from the teacher about their task. |
25’ |
|
Stage
3 Independent
Construction |
To
identify the individual students’ ability to use simple past and do monologue
narrative text and practice again if some of them found the problem. |
1. Assigning
students to look for narrative texts and practice them in monologue form. 2. Revising
and re-practice 3. Give
feedback |
20’ |