광진ECC

Interoffice Memo

Date:       December 7

To:            Native Teachers

From:            Sue

Thank you for taking the time to meet and discuss the Practice Workbooks for Englishworld, Playground, Carnival, and *Odyssey classes. I enjoyed our discussion and appreciated every ones input.  Your efforts and creativity in this discussion was obvious and very gratifying to see.

 

As mentioned during the workshop, in order for these written and structured tasks to be fully exploited for the learning opportunity they offer, our students themselves need to be actively engaged in identifying and managing the learning opportunities. Furthermore, these learning opportunities need to be modeled for learners in order to encourage them to manage their learning independently. Once they are engaged in managing learning opportunities in these classroom tasks, they will be better equipped to manage learning opportunities outside the classroom.

 

The more our students use the target language, the more they will achieve competence. Active use of language is central to the learning process. Therefore, our students must be involved in generating utterances for themselves. They learn by doing, by practicing language, and by modifying it to serve communicative needs. Our students need strategies that allow them to compensate for language, which they have not yet mastered.

 

From our discussion, it seems that many of you are attempting to accomplish this. I would suggest at a minimal level that teachers use the following methodology:

 

METHODOLOGY

Instruments

·         Writing tasks reinforce key vocabulary, grammar structure, reading comprehension, and interactive speaking skills.

 

·         Speaking tasks are used so students can practice the lessons outside the classroom with a family member or friend anywhere and anytime. The modified print using different fonts, styles, sizes, and effects will help to emphasize the important aspects of the grammar structure.

 

Procedure

·         Teacher should use the questions on the written tasks as prompts during class to teach the text.  Students are then instructed to write out the answers to the questions in full sentences for homework. One-word answers are not allowed. The writing activity is checked as a class activity the following class. Teachers can then check the student’s work to make sure the students have corrected any mistakes.

 

·         Teacher should use the modified-print structured task sheets to teach the lesson. Students are instructed to practice the dialogues and be prepared to produce the language without their task sheets at the next class. The speaking activity is checked at the beginning of the following class. The teacher tests each student individually, in order to evaluate his or her competency at managing a spoken dialogue using the lesson learned. The teacher asks the questions in random order to avoid students just memorizing the text.