chap 2 learning language through task and activiti

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Information about chap 2 learning language through task and activiti
Education

Published on April 2, 2008

Author: ai22av

Source: authorstream.com

Chapter 2 – Teaching Language to Young learners :  Chapter 2 – Teaching Language to Young learners Learning language through task and activities We will look at the framework for analysing task from a learning perspective that takes accunt of young learners social and cognitive development. By the end of this presentation you will have an understanding of…:  By the end of this presentation you will have an understanding of… What task demands and support are How to balance task demands and support How to construct a task Chapter 2 – Teaching Language to Young learners Presentation:  Presentation The task as an environment of learning. Task demands Types of demand Task support Balancing demands and support The importance of language learning goals. Defining “task” for young learners classroom. Stages in a classroom task Hani’s weekend (Angelica’s weekend): possible preparation and follow up. Task-as-plan and task-as-action The task as an environment of learning. :  The task as an environment of learning. Task are used as a tool for checking how much pupils are understanding Children are active learners that urge to find meaning and purpose. Warning: because the children are anxious to please the teacher they may act as if they understand and complete the task, but may not understand or learn from it. Task demands:  Task demands Activities should be carefully thought-out and structure for a target audience. task should have both structure and demands. Types of demand:  Types of demand Cognitive demand (related to concept and understanding of the world and other people) Understanding the way the grid works to show times of action. Work left to right across columns and top to bottom from the row to next. Understand that Angelica appears in every picture. Understand that picture show past tense. Recognize the key issue in each picture. Language demand (related to using the foreign language and to uses of mother tongue in connection with learning the foreign language) Find he vocabulary to describe each action. Find the past tense ending for each verb. Put the word together in the right order. Pronounce the words. Give correct stress and intonation to words and sentence. Understand teacher’s instruction and explanation, and feedback. Types of demand:  Types of demand Interactional Activities in pairs, each pupil needs to listen to his or her partner. Question and answer. Involvement The demand on the child to keep engaged with the task as long as it takes to complete it. Metalinguistics Require pupils to understand or use English to talk about the language. Physical demands Is about sitting still as long enough to do the task and or using the fine-motor skills require to manipulate a pencil to write, draw or tick boxes. Task support:  Task support Picture The grid Explanation and modelling Balancing demands and support:  Balancing demands and support Zone of proximal + space for growth = what children need for their language and cognitive development. Balancing demands and support:  Balancing demands and support To strike a balance Goldilocks principle: A task that is going to help the learner learn more language is one that is demanding but not too demanding, that provides support, but not too much support. The importance of language learning goals. :  The importance of language learning goals. The teacher, in planning, must set clear and appropriate language learning goals. Subgoals make children feel successful. Defining “task” for young learners classroom.:  Defining “task” for young learners classroom. Demand and support Task will have a clear beginning and end. Clear purpose and meaning to the child Have clear language learning goals. Involves the learners activities. Stages in a classroom task:  Stages in a classroom task Three stages in reading Preparation Core activity Follow up Angelica’s weekend: possible preparation and follow up. :  Angelica’s weekend: possible preparation and follow up. Core goals – pupil saying sentences about each picture in the grid. Preparation – activate the vocabulary that will be needed (actions, names of object in pictures). Help pupils understand the grammar (teacher speak about past tense). Let pupils do exercises in pair. Follow up – the pupils write the sentence they have constructed before. Task-as-plan and task-as-action:  Task-as-plan and task-as-action Task- as-plan We do not know what will happen when the activity is used. The task is in plan. Task-as-action When a class use the task. In this presentation, we have studied…:  In this presentation, we have studied… That task are used as a tool for checking how much pupils are understanding. That Activities shall be carefully thought-out and structure for a target audience. That task shall have both structure and demands. Different types of demand like language, interactional, involvement, physical demands, metalinguistics and cognitive. What task support is. How to balancing demands and support (Goldilocks principle) The importance of language learning goals. Stages in a classroom task (preparation, core activity and follow up) Hani’s weekend (Angelica’s weekend): possible preparation and follow up. Task-as-plan and task-as-action

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