English as a Foreign Language Essay

The resources chosen for this exercise be a stock and a series of related pictures. The pictures atomic number 18 images that contain erudition fiction-like elements which would be of hobby to this elementary group within the demographic of 20 to 45 years. The lesson gaind for the students using these materials appeals to the development of their aural receptive science, as the song lyrics contain many shorter phrases and sentences and phrases that students of that level are likely to be qualified to understand.It therefore combines audio with visual stimulation in order to create a greater impact of the students reading capacity. Objective The students will manoeuvre in an slope-speaking role by become a piece of the audience for an authentic aural experience. This reflects an attempt to move away from the Grammar interlingual rendition Method (Br stimulate, 2000, p. 16). The students are expected to be able to understand the lyrics contained in the song with the atten tion of several scaffolding exercises.Students will experience the documentation of phrases, phrases and grammatical constructions that have previously been taught. They will in any case learn pertly spoken communication and phrases, as well as observe authentic shipway in which autochthonous English speakers sometimes bend the rules of Standard English. The keep activities implementd in the lesson (repetition, scrambling, etc. ) will advocate the employment skill of speaking as it everyows the hearer the opportunity to try to say the word or phrase and the repetitions done within the song (chorus/refrain).They will give back the student opportunities to try and retry pronunciation until perfection is achieved. Rationale 1. The interest of the students in music is expected be piqued by the lead-in exercise. It aid them by capturing and keeping their attention fixed on the business. Because a multiplex task such as wrangle learning involves all methods of learning, f rom signal learning to problem solving, this task seeks to stimulate the students faculties so they are prompted to use all their resources (visual, aural and reasoning skills) to figure out what happens in the song (Brown, 2005, p.91-92). 2. Students are asked to look at the pictures being generated and create an order for the story in order to keep their minds on the task and engaging their interest in it. It to a fault gets them thinking about the possible language related to the topic. The students are given the receive to make predictions about the story in an essay to encourage their speech in English the translation of ideas into a language other than their native one. When they have practice translating their own thoughts into English, it makes distributively concomitant attempt to do so easier.This task also focuses on visual reception. 3. This task focuses on aural and visual reception, as the teacher says the progress to of the objects as he/she shows its picture. H owever, the task also aid spoken production in that it identifies and unites the visual representation of the word in print with the headphone it has when a native speaker uses it. This is as opposed to learning vocabulary in isolation, as according to Ausubel, people of all ages have teentsy need for rote, mechanistic learning (qtd. in Brown, 2000, p. 63).The pictures act as a method of scaffolding via which the students are able to better understand (or learn) the course being spoken. 4. The pre-teaching exercises have laid the foundation and now facilitate the accumulation of the gist of the song in its first playing. The scrambling of the lyrics acts as a elbow room of scaffolding these elementary learners and helps them to know what they are to get word for. This is done so that students are able to get the broad understanding during the first viewing, and this frees them to listen for details in the second listening.It also gives them a chance to use new address and p hrases they may have picked up during the exercise and aids in the clarification of details that students might have misunderstood. 5. Students are indispensable to read various sentences and phrases of the song in order to reinforce their readiness to speak the language and to make predictions about grammar and diction. It also gives them a chance to say the word in the way a native would pass judgment them rather than adhering too closely to a phonetic representation of the words/phrases. It also gives them the opportunity to query new words or phrases they hear in the film.Repetition of the song also reinforces listening comprehension, especially as it regards hearing the details. Later, the collaborative listening and speaking (in pairs) allows the students to pool their resources in constructing a coherent English reconstruction of the lyrics. This gives students a chance to learn from each other. It puts the language even more into the context of social interaction mental s ynthesis on the idea that language is behaviour, that is, a phase of human military action that must not be treated in essence as structurally divorced from the structure of non-verbal human activity (Pike, 1967, p.26). The activity also gives them practice speaking the language to each other and prepares them informally for their ad-lib presentation assignment. 6. The oral presentation is focused specifically on the oral aspect of using the English language. The students are expected to put their own thoughts together in the form of a story and translate their ideas into an English medium. In this way, they are encouraged to speak the language so that native and non-native speakers will be able to understand.Because this part of the lesson is an extension, it allows them to use some of the words and phrases they have learned in the lesson. 7. The flexi stage of the lesson also provides the students with the collaborative help that will enhance their ability to express themselves. Because they have a prime(prenominal) in what they present, their interest is likely to be sustained (Brown, 2000 Scrivener, 2005). The assignment also allows them the time and freedom to locate new words and phrases that will aid their articulation of their ideas.This also encourages learning of new English words, phrases and grammatical constructions. The task also provides a means of productive discussion and extension without enkindle the students.ReferencesBrown, H. D. (2000). Principles of language learning and teaching. White Plains Pearson Education. Pike, K. (1967). Language in relation to a unified theory of the structure of human behavior. The Hague Mouton Publishers. Scrivener, J. (2005). Learning Teaching. vernal York MacMillan.