Teaching Special Groups - Coursework Example

? | Word Limit 1500 20/06 Assignment Topic: WORKSHEET – UNIT 19 Candi number: Candi ment I hereby declare that this assignment is my own work and any use of materials from other sources has been referenced accordingly. Candidate Signature: Date: Tutor Statement I hereby confirm that this assignment, to the best of my knowledge, is the candidates own work and they have not collaborated in the production of this assignment with any other person. I also confirm that I have a record of this candidate’s progress tutorial/s. Tutor Signature: Date: Table of Contents Table of Contents 3 Task 1 4 Task 2 5 Task 3 6 Task 4 7 Task 5 8 Task 6 9 Task 7 11 References 12 Task 1 List the different categories of beginner students, giving a brief explanation of each: Answer 1: There are different categories of beginners students, this includes: The absolute beginner’s students are those who do not have any knowledge of English language. This may include the small children’s, students from abroad or people speaking language other than English (Davison and Dowson 2003). The false beginners are those who have a little knowledge of the English language as they were previously thought English, but do not have proper knowledge. As they are only able to make few simple structures in English language. The adult beginners are those who can have made their own decision related to learning English language and are highly motivated for learning it (Davison and Dowson 2003). The young beginners are those who are unaware of the benefits of learning English and also lack motivation as they just have made the choice to learn the subject. These learners are fast and grab the language more easily than the adult beginners. Beginners devoid of Roman alphabet: These students need a lot of personal attention and also need a lot of initial working on their basic skills related to the literacy. They also require a lot of reading and writing exercises for making them learn the language (Davison and Dowson 2003). Task 2 How would you as a teacher adapt your approach to beginner students? Answer 2: As a teacher for the beginner students the needs of students will be initially identified as why the learning of the language is important for them and make clear and realistic aims for them. I will adopt the methodology to that will suit the situation the most for the students. The classroom will be arranged in a manner that will highly benefit them in learning English language using many visual which will aid them in learning (Davison and Dowson 2003). I will also take care of the board work which includes the justification of simple and clear instructions. The lessons to be given to them will be of appropriate pace in order to make them comfortable in learning. The practices provided will also be repeated in appropriate interval in order to make them learn the practices. Lots of questions will be asked to them in order to clear all their doubts and also to make them remember the learning’s (Osborne 2005). The students will also be encouraged to speak English in class in order to make them familiar with the language and make them revise the lessons in a proper interval. The students will also be assigned with appropriate homework’s which will assist them in learning the language on a continuous basis and make them learn the language perfectly. Task 3 How can teaching individual students differ from teaching groups? Answer 3: There is a large difference in between teaching individual students and teaching students in groups. Teaching individual students have a number of advantages and disadvantages as compared to group teachings. As in the individual teaching the students are highly motivated as compared to students in groups, and the needs of individual students can also be easily defined as compared to the groups. In individual learning the teacher builds up a close relationship with the student as compared to the group’s teachings (Osborne 2005). There are several drawbacks of individual teachings, as some activities that can be performed in groups cannot be done with individual students. During individual teaching the teachers are also less formal as compared to group teachings and the teacher also acts as the partner of the student in individual teaching and the teacher also helps, promotes and works with the student in an excessive helping manner as compared to the group teachings. In individual teaching different activities needs to be used as compared to the group teachings (Davison and Dowson 2003). The teachers also have to focus on different students in group teaching while in individual teaching the teacher can only concentrate on single student and can perform and use techniques which is highly effective as per that individual student. In groups the teacher has to use the technique which will assist all the students in learning as compared to individual teaching. Task 4 What information would you want to obtain in a needs analysis for a group of Business English students you will be teaching in their office? How could you use this information when planning the program? Answer 4: There are large information and data that needs to be collected for teaching the group of business English students in their office. The information may include the name of the company, their names and their work profiles in which they are working, the technical processes and the work they are supposed to perform after learning the language. The age group of the students and also the category of learner they come under i.e. whether they have any prior English learning experience or not. The number of students in the group whom English has to be taught and the function or purpose for which they have to learn the language (Davison and Dowson 2003). The group of students may vary from 5 – 12. It is also vital to know the main purpose for which the learners are interested in learning and the time period in which they can be taught the language as in the evening most of them were often tired. The information collected can be used to design the training program in the manner which will prove to be most useful for the learners. The information will also help in designing the program which will aid in making the students learn in an easy and effective manner and make them learn the language thoroughly for the purpose assigned. The information will also help to decide the time of the class which will be most fruitful for their learning like morning time when all the students were highly energetic and have their full focus on learning’s (Osborne 2005). Task 5 How does the teaching of young learners differ from the teaching of adults? Answer 5: There is a large difference between teaching the young learners as compared to the adult learners. The young learners often lack motivation as compared to the adult learners. The young learners cannot judge the benefits that will arise from learning the language while the adult learners are more and more focused as they have made the decision to learn the language. But the young learner tends to pick the language more quickly as compared to the adult learners (Osborne 2005). The young learners also pick the learning’s in an easy and efficient manner as they are raw to these learning’s and grab them effectively and easily and does not confuse among the learning’s and lessons. The adult learners have some a little knowledge and have heard some facts about the language among which they confuse themselves and find it difficult to learn the facts of the language (Davison and Dowson 2003). Teaching of young learners are somewhat easy as they quickly grabs the teachings and does not ask many questions related to their buildings while the adults want an explanation for each and every minute details of the learning and teaching given. Thus this shows that there is a large difference in teaching and methods that can be used for teaching the young and adult learners. Task 6 Imagine you are going to teach a class of 7 year olds. The objective is that the learners use basic food vocabulary in English by identifying different foods and expressing their likes and dislikes. Plan a 30 minute ESA lesson using the standard lesson plan form. Answer 6: Teacher: Room: 5d Observer: N/A Expected numbers: 10-15 Date & Time: 20/06/2012 Class level: 7 year olds Context: Academic Teaching aids: White/blackboard, worksheets, pictures and images of vegetables and foods Learner objectives: Students should be able to use basic food vocabulary in English and identify different foods and express their likes and dislikes. Personal aims: To encourage students to learn the names of food and identify them looking at the images. Anticipated problems for students: Understanding the food names and their likes and dislikes Solution: Use of different images and pictures of foods items to make them recognize them easily. Active student’s participation: Use of different pictures and asking students for their likes and dislikes and bring in their attention in the class activity. Interaction: The interaction will begin by asking the students about their favorite food item and whether they recognize and name any food item of their like. Teacher to students: showing the students pictures of different food items and asking individually their names which will make the other student learn about the food item. Teacher to students: The teacher can also hand over to students the different pictures of food items and ask them to name them with their likening and disliking for the same (Davison and Dowson 2003). Teacher to students: the teacher can also provide some food items like fruits to students and ask them to name them. Teacher can also ask students for likings of food items of their class mates in order to remember the names of all the food supplements. Task 7 Would you prefer to teach a monolingual or multilingual class? Give reasons for your choice. Answer 7: I would prefer to teach in a monolingual class because it would be an advantage to teach students from similar community as compared to students from different community can cultures. Students from multinationals often shy from one another and it become difficult to teach them. Also teaching students of monolingual class room makes it easy to use examples which can easily and universally accepted by all the class. Teaching in monolingual class makes it easy to teach the students as they would find similar kind of difficulties, problems and issues which can be resolved with some or few examples but in multilingual class different students have different problems and the teacher have to solve issues of each student by quoting different examples (Davison and Dowson 2003). References Davison, J. and Dowson, J. 2003. Learning to Teach English in the Secondary School. Routledge. Osborne, P. 2005. Teaching English One to One. Modern English Publishing. Read More