This work deals with the interaction in the English as a Foreign Language classroom with a special focus on different tasks.
For future teachers it is essential to keep in mind that the use of different media in the classroom gives students the opportunity to learn foreign languages in various ways and in a meaningful context. Therefore the use of games, movies and other media is considered to be very important, because they are flexible and the students might show a higher interest in media that they already know. Students learn more easily with games, if they do not have the feeling to be learning actively. Furthermore they might already have heard of a movie or might have read the book and as a result the connection to the classroom will be more successful.
It is outstanding that language in nearly every activity, task and game is used in a meaningful context, very often the intercultural communicative competence in fostered and various skills are needed.
Table of Contents
1. Personal Reflection on my Learning Process
2. Why is the use of games and movies in the foreign language classroom useful?
3. The method-notebook
3.1. The pre-while-post task
3.2. The future workshop
3.3. The fly swat game
3.4. The Think-Pair-Share method
3.5. The hungry shark
4. Bibliography
Objectives and Core Topics
This seminar portfolio documents the author's learning process and personal reflections regarding interactive teaching methods in the EFL classroom. The central aim is to critically evaluate various didactic concepts, such as task-based learning and the integration of media, while compiling a practical repertoire of methods for future teaching practice.
- Personal reflection on professional development and student motivation.
- Pedagogical value of integrating games and films in foreign language education.
- Implementation of task-based learning frameworks (pre-while-post tasks).
- Use of collaborative methods like the "Future Workshop" and "Think-Pair-Share".
- Application of gamification techniques to enhance vocabulary acquisition and engagement.
Excerpt from the Book
3.3. The fly swat game
This is a game that Mrs. E. presented to us during her guest lecture.
Pupils go together in two teams and get fly swats in different colors. On the table they have pictures of vocabulary words. One student gets cards with descriptions or words that match the pictures on the table. This student has to read out his card and the other students will have to hit the right picture card as fast as possible. He or she gets the picture card and the team with the most cards wins.
A very good game to practice new vocabulary playfully. I had the chance to try it out in Mrs. V.-O.’s course, where we had to make some games for pupils and it worked out very well. We added the rule, that the member, who hits another pupil with the fly swat gets one card less.
Summary of Chapters
1. Personal Reflection on my Learning Process: The author reflects on their development during the seminar, highlighting the importance of a welcoming classroom atmosphere and the value of practical, hands-on teaching exercises.
2. Why is the use of games and movies in the foreign language classroom useful?: This chapter discusses the pedagogical advantages of integrating media into the curriculum, noting how it increases student interest, fosters cultural awareness, and provides meaningful contexts for language use.
3. The method-notebook: The author explains the initiative of creating a personal collection of didactic methods and activities to be used as a resource for future lesson planning.
3.1. The pre-while-post task: A breakdown of the three-phase task structure designed to create awareness, provide emotional involvement, and ensure cognitive connection for learners.
3.2. The future workshop: An overview of a complex, creative project-based method aimed at problem-solving, institutional understanding, and activating student participation.
3.3. The fly swat game: A description of a dynamic and competitive vocabulary game that encourages active student participation and fast-paced interaction.
3.4. The Think-Pair-Share method: An exploration of a cooperative learning strategy that supports shy students by allowing them to exchange ideas in small groups before presenting to the class.
3.5. The hungry shark: A summary of an engaging, competition-oriented vocabulary drill that motivates students through a group-based reward system.
4. Bibliography: A list of academic sources and literature consulted for the creation of this portfolio.
Keywords
EFL Classroom, Task-Based Learning, Interactive Teaching, Classroom Games, Language Acquisition, Pre-While-Post Task, Future Workshop, Think-Pair-Share, Vocabulary Learning, Intercultural Competence, Pedagogical Methods, Student Motivation, Didactics, Film in Education, Teacher Training
Frequently Asked Questions
What is the core focus of this seminar portfolio?
The portfolio focuses on the author's personal experiences, reflections, and the practical application of various didactic methods in the English as a Foreign Language (EFL) classroom.
What are the central thematic areas covered in the work?
Key themes include the use of media (films and games), task-based learning frameworks, collaborative classroom methods, and the ongoing development of a teacher's personal method-notebook.
What is the primary objective of the author?
The primary objective is to reflect on learning experiences from the university seminar and to evaluate specific teaching tools that are effective for increasing student engagement and motivation.
Which scientific methodology does the author refer to?
The author discusses established pedagogical concepts such as the "pre-while-post task" framework, Alice C. Omaggio's categorization of games, and strategies for promoting Intercultural Communicative Competence.
What topics are discussed in the main body?
The main body covers theoretical justifications for using media, the importance of classroom atmosphere, and detailed descriptions of practical activities like "fly swat," "future workshop," and "Think-Pair-Share."
Which keywords best characterize this work?
Key terms include EFL Classroom, Task-Based Learning, Interactive Teaching, Pedagogical Methods, and Student Motivation.
How does the author evaluate the "Future Workshop" method?
The author views it as a valuable project-based tool that fosters student creativity, analytical skills, and a deeper understanding of problem-solving within institutional structures.
What is the unique adaptation suggested for "The hungry shark" game?
The author suggests modifying the game to be more "friendly," for example by turning it into a football-themed match, to maintain engagement while keeping the competitive spirit positive.
Why does the author advocate for keeping a "method-notebook"?
The author argues that a collection of methods is essential for future teachers to combat the tendency to forget learned strategies and to serve as a versatile toolkit for lesson planning.
- Citar trabajo
- Nicky Jan (Autor), 2015, Interaction in the English as a Foreign Language Classroom with a Focus on Different Tasks, Múnich, GRIN Verlag, https://www.grin.com/document/488848
