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Teaching and Learning- English Literacy - Assignment Example

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Grammar Lessons for Maldivian Classroom Trends in education have paved ways to restructuring the curriculum to address students' needs for active learning environment. Gone are the days of teacher-centered instruction where teachers served as mentors or the main sources of information in the classroom…
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Teaching and Learning- English Literacy
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"Teaching and Learning- English Literacy"

Download file to see previous pages Sadly, it follows that in this kind of instruction, the teacher has a tendency to manipulate the discussion—calling students to answer questions addressed to the class. Opposed to the teacher-centered instruction is an active learning environment in which students' response, creativity, and participation are necessary to achieve learning. In this situation, the learners take an active role in the activities and discussions that will transpire. While students serve as listeners and receivers of information in the teacher-centered instruction, active learning environment encourages students to share information, express feelings/ideas, and take participatory roles in group dynamics. In addition, active learning environment involves the commitment of students and the teacher to “a dynamic partnership in which both share a vision and responsibility for instruction” (Fern, Anstrom, and Silcox 1994). In such an environment, the students have the role of discovering, constructing and creating something new” while the teacher takes the role of a facilitator and guide. Moreover, the students become the focus of instruction in that the content and activities are designed according to their needs, interests, and experiences. Importantly, the background of the students is considered as early as the design phase of the curriculum. The teacher, in response to this environment, guides the students towards the accomplishment of goals which include learning concepts and mastery of skills. In the suggested activities, students will be the focus of instruction. They will play an active part in the learning process as they report, demonstrate, and discuss information with others. The use of interesting activities and worksheets will also benefit learning and assessment of individual progress. Teaching Speaking Target Level: Grades 2-3 Number of students: 20-25   Time durations: 45 min – 1 hour Materials: Picture of a man with thought bubbles Pens/markers In this lesson, the students should be able to: 1. Enrich vocabulary with the use of different/alternative terms to express a thought 2. Develop socio-linguistic competence by constructing relevant sentences to describe a picture 3. Express themselves freely Procedure: Motivation/Initial Activity The teacher starts by asking students what they want to be when they grow up. Each student briefly says “I want to be a _________.” Main Activity The teacher relates the activity to the lesson by explaining that each person has dreams or wishes. She shows students the picture of a man dreaming (See Appendix A). The teacher writes on the board the sentences using the words ‘dreams’, ‘wishes’, ‘wants’, ‘needs’, ‘longs’ and other related terms. The students will identify what the man is doing/thinking of and recite a sentence about the picture. Next, they will determine the difference between sentences expressing desires that are impossible or difficult to attain and sentences expressing things that are possible or easily attainable. This activity helps them to learn the difference between hopes and wishes, and the terms that they can use to express their thoughts appropriately. Examples are as follows: Difficult/Impossible Easy/Possible The man dreams of finding a treasure. The man plans to finish his studies. Class discussion on expressing plans and wishes will follow. The teacher ...Download file to see next pagesRead More
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