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Teaching and Learning- English Literacy - Assignment Example

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She shows students the picture of a man dreaming (See Appendix C). The teacher writes on the board the sentences using the words ‘dreams’, ‘wishes’, ‘wants’,…
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Teaching and Learning- English Literacy
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"Teaching and Learning- English Literacy"

Download file to see previous pages 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:
To reinforce learning, the class will do the activity, “Agree or Disagree?” This activity entails each student to construct a sentence expressing his hope/dream. As each student recites, another one will stand up to give him an advice on how to attain his dream or goal. The rest of the class agrees or disagrees with the advice by saying ‘agree’ or ‘disagree’. If anyone disagrees, he will stand up and give his advice to the other person. One important rule to follow is to give everybody a chance to express a dream/wish and give an advice.
Thought bubbles will be used to motivate students to formulate sentences. In particular, the picture shows a man who thinks of many things including a luxury car, house and lot, college diploma, healthy body, and delightful dinner. The thoughts in the pictures are very common to allow students to relate easily with the boy, thus construct sentences with ease. The focus of the lesson is to develop discourse competence by making students express themselves freely. In this regard, there is no need to explain further why they want the things they will mention. Checking of students’ pronunciation mistakes will be limited in order to encourage them to speak. As proponents of the Communicative Approach posit, students will learn faster by struggling to use the language than by just knowing or memorising its rules (Richards & Rodgers, 2001).
Discourse and socio-linguistic competence will be enhanced by having each of the students give an advice to one of their classmates. Discourse competence will be challenged as students express their thoughts whilst socio-linguistic competence will be demonstrated as students reply in accordance to the intention of their classmates. According to Tarone & Yule ...Download file to see next pagesRead More
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