Task-Based Language Teaching Approach, Listening, and Writing Skills - Speech or Presentation Example

Lesson # 1 Vocabulary Searching for a job (Theme Element) Task Based Language Teaching Approach Listening and Speaking (SKILL) Time 40 minutes Goal : To introduce students to new vocabulary and dialogues related to the lesson’s theme “Searching for a job” by using Task Based Language Teaching Approach (TBLT) which involves, interviews, role plays, pair works, teaching drills, games and classroom surveys. This approach aims at enhancing language teaching and learning through the assignment of various tasks that are to be completed by students by using the language being taught. Objectives: 1- Students will be able to express themselves in English while searching for jobs. 2- Students will be more confident while communicating to their potential employers or when searching for their respective jobs and when communicating with native speakers of English. 3- Students will have basic knowledge of vocabulary related to job searches and interviews. 4- Students will be able to enter into a conversation/ dialogue whereby they can listen and speak to their partners. Methods: The reason for selecting Task Based Language Teaching Approach is due to the fact that it is student centered such that it allows the student to actively take part in the learning process through practical experimentation and performance of assigned tasks. The student is also able to interact, engage in dialogues and therefore communicate with partners thus developing other linguistic and effective communicate skills. The approach allows a student to use vocabularies and grammar constructs of their choice hence enabling them to make use of learnt as well as known language. Involvement of students in undertaking the various designated tasks that are related to the lesson motivates them thus making the lesson enjoyable and much more interesting (Harmer, 2001). Materials: 1- List of vocabulary related to the lesson will be used for all procedures (Appendix) 2-A white board for procedure 1 3- Vocabulary worksheets for procedure 2 (Appendix). 4- A conversation worksheet for procedure 5 and 6 (Appendix). 5- A video for procedure 2(Appendix) Procedures: 1- The teacher asks the students to brainstorm on the various types of job positions that include those of a nurse, secretary, messenger, matron, banker, teacher among others that they may be looking for. The teacher lists these jobs on the white board. 2- The teacher presents a list of related vocabularies to the students. This is given in form of work sheets that are distributed to each student. The vocabularies have been obtained from a video that the teacher shows the students. 3- The teacher gives a definition for each vocabulary that includes interview, application, resume, position, qualifications, experience and salary. Relevant examples were given in each case. 4- The teacher provides an advertisement for a certain job and one that the students might take interest in. 5- The teacher then asks the students to pair up with one student acting as the job seeker while the other is the employer. The two partner students are required to create a dialogue whereby the job seeker is asking for the advertised and the employer is interviewing him or her. The teacher should at this point monitor the conversations and provide the students with relevant vocabularies to use. 6- Have the student partners exchange roles such that the employer now becomes the job seeker. Assessment of students 1- Students will be allowed to ask questions 2- Every student will be asked to read out the vocabularies listed on the worksheets. 3- The teacher will ask each student to give meaning to various vocabularies 4- The teacher will assess the played out job seeker- employer roles with focus on pronunciations and understanding of meaning of the vocabularies as well as confidence and communication skills. Evaluation of Lesson: The assessment findings will be analyzed in reference to the set goals and objectives for the lesson plan. The teacher then uses the findings of the analysis to create a new lesson plan and make decisions on the next action. Lesson # 2 Vocabulary Searching for a job Task Based Language Teaching Approach Listening and Writing Skills Time 40 minutes Goal: To teach new vocabularies that will help students in searching for jobs and to ensure that students gain basic to listening and writing skills for the taught vocabularies. This will be done through the use of Task Based Language Teaching Approach which involves undertaking various activities that allows students to learn through practice. Objectives: 1- Ensure that each student is able to write dictated vocabularies by the teacher and that are related to job searching 2- Each student will be able to give meaning to each taught vocabulary 3- Each student will be able to fill out an application, write an application letter as well as a resume to be used in looking for a job. Methods: The method used is the Task Based Language Teaching Approach The main reason for selecting this approach is for the fact that it is more communicative as it involves the use of different practical activities to teach. The approach ensures that students are able to learn through contents that apply to their day to day lives hence making them enjoy the learning process and enhance greater language understanding (Richards, et al.1992). Materials: 1- Small manila cards with written out vocabularies for procedure 1(Appendix) 2- Student work books (Appendix). 3- Tape recorder and tape for procedure 4. (Appendix) 4- Projector for procedure 3 (Appendix). Procedures: 1- The teacher reads out various job searching related vocabularies as written out in a card and asks the student to individually write each vocabulary as it is read out. The words are written in their work books 2- The teacher divides students in groups of four and asks the students to exchange their written work books for spell checks. 3- Using a projector, the teacher shows the correct meaning for each vocabulary and reads out each of them out as the student check if their partners got the spellings right. 4- As another activity, the teacher presents a job post advertisement that has been recorded on tape. The students listen to the advertisement 5- In groups of two, one student draws up a relevant application form containing different vocabularies such as work experience, academic qualifications, position, marital status, hobbies, and duties among others for the job position advertised for the other partner to fill out. The student applying for the position also writes out a basic resume for the job position. The teacher is to check the application forms and written resumes to make any necessary corrections. Each group is handled individually. Assessment of students 1- The teacher will use the written and filled out application forms to assess if the students have acquired all the necessary language basics. 2- Each student will be asked to write out a resume for a job position of choice 3- Each student will be required to fill out missing letters for each vocabulary in a given wordlist. Evaluation of Lesson: The assessment will be analyzed to find out if the students can effectively apply for a particular job position, write out a relevant resume and fill out a provided application form for a particular job. The filled out word list will assess if the students have grasped the correct spellings for the various vocabularies. Findings obtained will be used to plan the next action and lesson plan. Lesson # 3 Vocabulary Searching for a job Task Based Language Teaching Approach Reading Skills Time 40 minutes Goal: To ensure that students acquire good study skills that will enable them to learn as well as remember vocabularies to help them search for jobs. This will be done by using Task Based Language Teaching Approach (TBLT) which will involve role plays, pair works, teaching drills, and classroom surveys. Through this approach, the lesson will be able to ensure that effective and desired reading skills are obtained by each student and that all set out objectives for the lessons are successfully achieved. Objectives: 1- Students will be able to effectively learn the spelling and pronunciations of job searching related vocabularies to help them in looking for jobs. 2- Students will be able to understand the meanings for the learned vocabularies 3- Students will effectively remember each learned vocabulary, its spelling, pronunciation and meaning. 4- Students will be able to identify more job search related vocabularies on their own Methods: The method selected is the Task Based Language Teaching Approach. This method is not only motivating and enjoyable for learners but one that allows for a natural learning atmosphere within the classroom (Willis, 1996). Materials: 1- List of vocabulary related to the lesson will be used for all procedures. (Appendix ) 2- For procedures 2, a computer and worksheet (Appendix). 3- For procedure 3, vocabulary and dialogue work sheet. (Appendix ). Procedures: 1- The teacher prepares a printed list of vocabularies to be used in a job search and dialogue. 2- The teacher then distributes the list of vocabularies and dialogue to each student and asks them to read them out. 3-The teacher asks the students to pair up in groups. Here he or she asks them to read out the listed vocabularies and to explain the meanings of these vocabularies to each other. 4- The students, in pairs, then practice the written dialogue for a number of times ensuring that they change roles. 5- The teacher goes around the entire class to help the students in intonation and pronunciation. Assessment of students 1- the teacher provides a written comprehension which each student is asked to read 2- Each student will be asked to pronounce the new vocabulary like or near native speakers’ pronunciation. 3- Students are asked to play role and demonstrate the conversation and check their pronunciations Evaluation of Lesson: On analysis of the assessment findings, the student’s level of ability to memorize, pronounce set out dialogues and learnt vocabularies is identified and results used for planning for required revisions and following activities. References Harmer, J. (2001) The Practice of English Language Teaching. 3rd Ed. Essex: Pearson Education Ltd. Richards, C. John P. and Heidi P.(1992) The Longman Dictionary of Language Teaching and Applied Linguistics. Harlow: Longman Publishers. Willis, J. (1996). A framework for task-based learning. Harlow, Essex: Addison Wesley Longman. Appendix Lesson plan 1 Materials List of vocabulary A white board Vocabulary worksheets A conversation worksheet Video: http://www.youtube.com/watch?v=7KCrGkHjP_M and http://www.youtube.com/watch?v=2qyL5VoTHmg Lesson Plan 2 Materials: Small manila cards Student work books Tape recorder and tape Projector Lesson 3 List of vocabulary A computer Dialogue Worksheets Vocabulary Work sheets List of Vocabularies related to job searching: Vacancy Application Applicant Position Candidate Expected Salary Employer Clerical work Employee Pay Application form Day / night shift Applying for a job Part-time part-time job Resume Job selection Application letter Qualifications Permanent job Interview Professional training Education background Online advertisement Skills Newspaper advertisement Job Search Interview Dialogue: Contained in the dialogue worksheet (Person looking for the job knocks the door) Interviewer: Yes come in please (Interviewee gets in and closes the door then walks towards the interview desk) Interviewee: Good Morning sir Interviewer: Good morning to you, please have a seat Interviewee: Thank you Interviewer: What can I do for you? Interviewee: I recently saw a job advertisement for the post of a messenger in your company and I am willing to take the job Interviewer: Where did you get the advertisement from, online or from a news paper? Interviewee: From a news paper sir Interviewer: Do you have your resume and application letter with you? Interviewee: Yes sir, I do Interviewer: Let me have it please (Receives the resume and application and looks through it) Interviewer: Which shift do you prefer working? Interviewee: Night shift sir (He writes something down on the resume) Interviewer: What was the reason for you leaving the previous job? Interviewee: The salary was very little and it could barely sustain me Interviewer: So how much salary do you expect from us? Interviewee: About $500 (Notes down) Interviewer: Please leave your application letter and resume with me. I will review your academic and professional qualifications as well as your skills and experiences then get back to you in a week. Interviewee: Okay sir, Thank you (Stands and leaves) Read More