The class takes place in a 6th grade at a Allgemeinbildendes Gymnasium (Grammar School). The lively, smart and vivid class involves 16 girls and 10 boys. The topic of the lesson is a role-play concerning a car crash. The advantage of this topic is that the students don’t need a lot of pre-knowledge in order to fulfill the task. Furthermore, the lesson can be placed freely within the curriculum. The teacher should consider at least three 45-minute lessons for this topic. Our task cycle already takes up 90 minutes, so there will be one 45-minute lesson for practicing. In the class, the students ought to practice their speaking as well as the use of the wh-questions. The lesson takes 90 minutes
Table of Contents
1. Task Cycle
1.1 Theoretical Background
1.2 Preconditions
1.3 Task Cycle
2. Reflection of the Course
3. Works Cited
Objectives and Topics
The primary objective of this portfolio is to analyze the practical application of a task cycle in an English language classroom focused on teaching speaking skills through role-play activities and the practice of wh-questions. The work explores how theoretical frameworks translate into classroom instruction and reflects on the pedagogical process.
- Task-based learning and the Samuda cycle
- Teaching speaking and L2 production
- Grammatical focus on wh-questions
- Practical role-play implementation in secondary education
- Reflective practice in teacher education
Excerpt from the Book
1. Task Cycle
Regarding the topic of Teaching Speaking, we first need to differ between L1 and L2 speaking. L2 speaking is of course more difficult for the students, since they usually lack a great amount of vocabulary and also grammar. Moreover, they have less practice than in their L1 language. This leads to a fear of speaking and a tendency to translate from L1 to L2, which does not help at all (cf. Thornbury 2013). Regarding the topic which methods should be used in order to teach speaking, one can differentiate conventional approaches and recent changes in that area. The conventional approaches involve looking at and describing pictures, the teacher asking questions which are answered by the students, correction of the students’ pronunciation by the teacher and also very little exchange of information. The recent changes, however, include small-group interaction, interesting and familiar topics and, above all, the speaking of the students (cf. Benati 2013, ch. 4). The recent research also supports the use of authentic material, the focus on spontaneity and the selection of different aspects of spoken language to focus on (cf. McCarthy & O’Keeffe 2004). The mostly used method hereby is the role-play to practice conversational competences (cf. Long, Adams, McLean and Castanos 1976). Disadvantages of role-plays, however, include them being too artificial and the lack of proper feedback (cf. Richards 1985). Another important factor in teaching speaking is the correction of pronunciation and how effective it is. Does correction even lead to a long-term improvement? The question is raised whether one ought to focus on larger segments of words rather than on single sounds (cf. Kendrick 1997).
Summary of Chapters
1. Task Cycle: This chapter introduces the theoretical framework for teaching speaking, details the lesson context for 6th-grade students, and presents a 90-minute structured role-play lesson plan.
2. Reflection of the Course: This section offers a personal evaluation of the academic seminar, discussing the utility of task cycles and the value of collaborative peer discussions.
3. Works Cited: A compilation of the academic literature and curriculum standards referenced throughout the portfolio.
Keywords
Task cycle, Teaching speaking, Role-play, Wh-questions, L2 learning, Teacher training, Communicative competence, Classroom interaction, Secondary education, Pedagogical reflection, Grammar instruction, Language focus.
Frequently Asked Questions
What is the core focus of this portfolio?
The portfolio focuses on the design and reflection of a teaching unit centered on "Teaching Speaking" using a specific task cycle approach to practice wh-questions.
What are the central themes addressed in the work?
The themes include L2 speaking challenges, the implementation of role-play as a communicative tool, and the structural planning of lessons based on the Samuda cycle.
What is the primary objective of the lesson described?
The goal is to provide students with a meaningful opportunity to practice speaking skills and revise wh-question structures in a controlled but interactive environment.
Which methodology is applied in the lesson plan?
The lesson utilizes the "Task Cycle" methodology, specifically following the model proposed by Samuda, which integrates language focus in the middle of the lesson.
What does the main part of the document cover?
It covers theoretical background, the specific classroom preconditions, a detailed breakdown of lesson phases, and a critical post-presentation reflection.
Which keywords best characterize this work?
Key terms include Task Cycle, Teaching Speaking, Communicative Competence, and Pedagogical Reflection.
How does the Samuda task cycle differ from the Willis model?
The primary difference is the placement of the language focus; in the Samuda cycle, this is positioned in the middle of the lesson to allow for student revision and immediate teacher feedback.
What role do "props" play in the proposed lesson?
Props are used to increase the authenticity of the role-play, making the dialogue more engaging and helping to motivate students during their presentation.
Why was the topic of a "car crash" selected for the role-play?
It was chosen because it does not require extensive prior knowledge from the students and allows for straightforward, interactive role-playing tasks.
- Citar trabajo
- Larissa Pöltl (Autor), 2015, Teaching Speaking. Wh-questions (Englisch 6. Klasse Gymnasium), Múnich, GRIN Verlag, https://www.grin.com/document/339566
