Module 1 INTRODUCTION TO ELT METHODOLOGY

Topic 1 : Common assumptions of language learning: Facts and opinions Task 1 and Task 2: open Topic 2 : Common assumptions of language teaching Task 1 and Task 2: Open Topic 3: The nature of approaches and methods in language teaching Task 1: REFLECTION Term Approach Definition What does it involve?

Theories underlying the 1. The view of the nature of principles and practice of L2 language. teaching. 2. The belief about the nature of language learning. 3. The idea of how these views should be applied to the practice of L2 teaching. Practical plan for teaching a L2 1. Syllabus to be used based on a selected approach. 2. Teaching & learning objectives 3. Teaching & learning activities 4. Teacher and learner roles Procedure employed to A variety of classroom activities to achieve a particular teaching present and practise new language objective. and tactics to provide feedback to Ss.

Method

Technique

Task 2: open Task 3: REFLECTION 1. Students repeat teacher's model as quickly and accurately as possible. T 2. There is little or no grammatical explanation. Grammar is taught by inductive analogy rather than deductive explanation. M 3. Classes are taught in the mother tongue, with little active use of the target language. M 4. An emphasis on learning to communicate through interaction in the target language. A 5. The only way to overcome the habits of learners mother tongue is to reinforce the habits of the target language. A 6. Teacher uses hands to indicate that something is incorrect or needs changing e.g. using fingers as words then touching the finger/word that is in need of correction. T 7. Language is viewed primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals. A 8. Teacher assumes a role of complete authority and control in the classroom. M 1

9. Teacher reads passage aloud various amounts of times at various tempos, students writing down what they hear. T 10. Students memorise vocabulary lists, grammatical rules, and grammatical paradigms. M 11. New teaching points are taught through modelling and practice. M 12. Students find information in a passage, making inferences, and relate to personal experience. T 13. Much vocabulary is taught in the form of lists of isolated words. M 14. Students are not required to speak until they feel naturally ready or confident enough to do so. M 15. New material is presented in dialogue form. M 16. Listening and physical response skills are emphasised over oral production. M 17. Students create sentences to illustrate they know the meaning and use of new words. T 18. Making errors is a natural part of the learning process and a key learning device, as it is a sign that students are testing out their hypotheses and arriving at various conclusions about the target language through a trial and error style. A 19. Classroom instruction is conducted exclusively in the target language. M 20. Language learning is about learning to initiate and maintain conversations with other people. A 21. An attempt to link classroom language learning with language use outside the classroom. A

Module 2 HISTORY OF L2 TEACHING TRADITIONS

Topic 1: Grammar translation Task 1: Key features: Reading and writing, translation, grammar-based, structure and form, written exercise for practice. Task 2: open Task 3: suggested answer M The Grammar-Translation ethods Method Categories Theory of 1.1 Language Language is a system of rules. Literary Language is superior to spoken Lg. Languages can be compared and contrasted. Theory of Learning 1.2 Language learning is primarily memorising rules and facts in order to understand and manipulate structures of Lg. Translation is used as a means of language learning. Learning is facilitated through attention to similarities between TL and NL. Objectives 1.3 Reading literature and doing translations in both directions. The goal of foreign lg study is to appreciate literature and 2

Syllabus

Learner Roles

Teacher Roles

Language Skills

Activities

Error Handling

Materials

increase mental capacity. 1.4 Structural. From simple to more complex. Systematic presentation. 1.5 Tries to learn grammatical rules. Read and write. Translate. Memorise rules. 1.6 Authority in the classroom. The medium of instruction is NL. Grammar taught deductively. 1.7 Reading and writing in the target 1g. Translation. 1.8 Grammatical exercises and translation. Vocabulary lists to memorise. 1.9 Mistakes are corrected immediately. Self-correction facilitates language learning, so the teacher encourages the students to correct their mistakes. 1.10 Provides samples of literature. Grammar taught deductively.

Topic 2 : The audio-lingual method Task 1: 1. open

2. This lesson relies on drills (habits-forming drill). Through a continuous process of positive reinforcement, this way of teaching a language can engender good habits on language learners. This kind of pattern drilling has some drawbacks. E.g. the language is de-contextualised and carries little communicative functions. Task 2: 1. Suggested answer: Statements Yes 1.Foreign language learning is a process of X mechanical habit formation. 2.Good habits are formed by giving correct X response rather than by making mistakes 3.Language skills are learned more effectively X if the spoken form is learned before the written form 4.Dialogue and drills are the basis of classroom X practices 5.Reading and writing are major tenets of this method 3

No

Reasons( if possible)

Speaking listening

and

6.The learners are not encouraged to initiate interaction 7. students are not taught the communication skills 8.Use of the target language discouraged in the classroom is highly

X X

This may lead to mistakes Because they did not understand what they were saying and therefore could not use the language in real-life situation X The teacher controls learning , monitors and correct the learners performance, and keeps the learners attentive by varying drills and choosing practice patterns Too much emphasis on mechanical repetition

9. the teacher is central in the classroom

10. the objective of this method is generally the mastery of sentence patterns rather than creative or real communicative use of language 2. Open Task 3: Repetition

Inflection Replacement Restatement Completion Transposition Expansion Transformation Integration

Restoration

1 The student repeats the model as quickly and accurately as possible. He/he does it without looking at a printed text. The utterance must be brief enough to be retained by the ear. Sound is as important as form and order. 3 One word in an utterance appears in another form when appeared. 4 10 7 5 6 8 2 9

A B F C D G H I k

Module 3 COMMUNICATIVE LANGUAGE TEACHING

Topic 1: CLT: An introduction Task 1: Statements 1. People learn a language best when using it to do things rather than through studying and practising rules. 2. There is no place for grammar in CLT. 3. CLT is only concerned with speaking and listening. 4. Classroom activities should be meaningful and involve real-life communication. 5. The knowledge of the rules of a language does not imply the ability to use the language. 6. Instructional materials authentic language. should contain only X X X X It depend s

Agree X

Neutra l

Disagree

X X

7. The teacher should play the role of a facilitator rather than a controller. 8. Tasks and activities should be negotiated and adapted to suit the students need rather than imposed on them. 9. Pair work and group work have little use since they are very difficult for the teacher to monitor the students performance. 10. Error should be corrected immediately.

X X

Now listen to the lecture on CLT, fill the table and discuss the questions that follow. Me Communicative Language Teaching thods Categories Theory of Language .1 Language is a system for the expression of meaning. The primary function of lg is interaction and communication. The structure of language reflects its functional and communicative uses. The primary units of lg are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse. Theory of Learning .2 Activities involving real communication. Carrying out meaningful tasks. Using meaningful 1g promotes learning. Language learning comes about through using 1g communicatively, rather than through practising 1g skills. Objectives .3 Objectives will reflect the needs of the learner, they will include functional skills as well as linguistic objectives. Syllabus .4 Will include some/all of the following: functions, notions, themes, tasks. Ordering will be guided by learner needs. Learner Roles 5 Learners as negotiator, interactor, giving messages as well as taking them. Teacher Roles .6 Facilitator of the communication process, participant tasks and texts, need analyst, counsellor, process manager. Language Skills 7 Communication skill. Activities 8 Engage learners in communication, involve processes such as information sharing, negotiation of meaning and interaction. Error Handling .9 Mistakes are tolerated, the emphasis being on the message and not on the form. Materials .10 Primary role of promoting communicative language use.. Task-based materials. Authentic. Reflection: open

Task 2 1. strategic competence 2. socio-cultural competence 3. linguistic competence Topic 2: Classroom activities in CLT Task 1: Activity 1 focuses on accuracy. Activity 2 focuses on fluency Activities focusing on fluency Reflect natural use of language Focus on achieving communication Require meaningful use of language Require the use of communication strategies Produce language that may not be predictable Seek to link language use to context Activities focusing on accuracy Reflect classroom use of language examples of language Focus on the formation of correct Practise language out of context Practise small sample of language Do not require meaningful communication Choice of language is controlled

Task 2 2. Types of practice Mechanical practice Description refers to a controlled practice activity which students can successfully carry out without necessarily understanding the language they are using. Examples of this kind of activity would be repetition drills and substitution drills designed to practice use of particular grammatical or other items. refers to an activity where language control is still provided but where students are required to make meaningful choices when carrying out practice. For example, in order to practice the use of prepositions to describe locations of places, students might be given a street map with various buildings identified in different locations. They are also given a list of prepositions such as across from, on the corner of, near, on, next to. They then have to answer questions such as "Where is the book shop? Where is the cafe?" Etc. The practice is now meaningful because they have to respond according to the location of places on the map. refers to activities where practice in using language within a real communicative context is the focus, where real information is exchanged, and where the language used is not totally predictable. For example students might have to draw a map of their neighborhood and answer questions about the location of different places in their neighborhood, such as the nearest bus 7

Meaningful practice

Communicative practice

stop, the nearest cafe, etc. 3. Answer: 1. mechanical practice 2. mechanical practice 3. communicative practice 4. meaningful practice 5. meaningful practice 6. meaningful practice 7. communicative practice Task 3: Information gap a. no b. no c. no d.yes Task 4 : Answer 1. Jig-saw activities These are also based on the information-gap principle. Typically the class is divided into groups and each group has part of the information needed to complete an activity. The class must fit the pieces together to complete the whole. In so doing they must use their language resources to communicate meaningfully and so take part in meaningful communication practice. Puzzles, games, map-reading and other kinds of classroom tasks in which the focus was on using one's language resources to complete a task. Student conducted surveys, interviews and searches in which students were required to use their linguistic resources to collect information. Activities where students compare values, opinions, beliefs, such as a ranking task in which students list six qualities in order of importance which they might consider in choosing a date or spouse. These require learners to take information that is presented in one form, and represent it in a different form. For example they may read instructions on how to get from A to B, and then draw a map showing the sequence, or they may read information about a subject and then represent it as a graph. These involve deriving some new information from given information through the process of inference, practical reasoning etc. For example, working out a teacher's timetable on the basis of given class timetables. Activities in which students are assigned roles and improvise a scene or exchange based on given information or clues.

2. Task-completion activities 3. Information gathering activities 4. Opinion-sharing activities 5. Informationtransfer activities

6. Reasoning gapactivities 7. Role-plays

Topic 3: The role of grammar in CLT Task 1: Suggeted answer Statements 1. By mastering the rules of grammar, students can communicate with native speaker effectively. 2. Teaching the rules of grammar is essential if students are to learn to communicate effectively. 3. Developing gammatical competence is not the goal of CLT. 4. Grammar rules should not be taught explicitly. 5. The teacher should encourage students to notice the patterns of their new language. 6. Grammar instructions should merely focus on meaning. Reflection: open X Both form and meaning It depend s X X Agre e Neutra l Disagree X

Task 3: Reflection Types of instruction 1. Meaningfocused Learners directed at meaning (understanding conveying content) attention Comments on pros and cons only Advantages: development of and fluency message Disadvantages: failure to develop accuracy.

2. Form-focused: 2 types a. Focus-on-formS b. Focus on form discrete forms counter-effective: forms taught separately from functions focus primarily on meaning learners can see the relationship and attention to forms when between forms and functions the need arises

Task 4: Reading text 9

A PEDAGOGICAL STRATEGY Celce-Murcia, M(1991) grammar pedagogy teaching .Tesol Quarterly, 25(3), 450-480

in

second

and

foreign

language

A strategy proposed by Celce-Murcia (1985) provides guidelines to assist teachers in deciding to what degree they ought to deal with grammar in their own classes. Learner Variables An observant ESL/EFL teacher knows that individuals learn in different ways (Hartnett, 1985). Some learners, consciously or unconsciously, have an analytic style and learn best by formulating and testing hypotheses or "rules." Other learners have a holistic style and learn best by experiencing, gathering, and restructuring relevant data but doing little or no apparent analysis. Young children, for example, are by necessity more holistic in their approach to learning than adults. This suggests that age is an important learner variable in helping ESL/EFL teachers decide the extent to which they should focus on form. If the ESL learners concerned are young children, it is most likely that little explicit grammar instruction is needed. If the students are adolescents or adults, however, their learning may well be facilitated by some explicit focus on form. Proficiency level is also a factor. If the ESL students are beginners (regardless of age), there is little justification in focusing on form, beyond presenting and practicing the obvious form-meaning correspondences in context. This is because when one is beginning to learn something completely new and different, one tends to initially approach the new "object" holistically for a time before feeling ready to do any meaningful analysis. However, if the learners are at the intermediate or advanced level, it may well he necessary for the teacher to provide some form-related feedback and correction in order for the learners to progress. The educational background of the students is another learner variable. If students are preliterate with little formal education, then it is probably not very productive to focus extensively on form. Even this population (i.e., preliterate or semiliterate adults with little formal education) may demand some grammar because of cultural expectations regarding what constitutes language instruction. While they may not benefit linguistically from grammar instruction, the teacher who satisfies their cultural expectations with some grammar may then do other things that will be beneficial and which the students will accept. On the other hand, if the students are literate and well educated, they may become frustrated and annoyed if the teacher does not provide adequate opportunity for them to focus on the formal aspects of the target language, which would, of course, include correction of their errors and answers to their questions. Instructional Variables The need to focus on form also changes according to the educational objectives that the ESL teacher must address. When one is teaching a receptive skill such as listening or reading, it is distracting and irrelevant to emphasize grammar unduly since these receptive skills require competence primarily in the areas of word recognition and semantic processing. (Even listening and reading may involve some focus on form. For example, better understanding and awareness of logical connectors can enhance both reading and listening comprehension.) However, if the teacher is focusing on productive skills (i.e., speaking and, in particular, writing), then 10

formal accuracy can become an important concern because rules of pedagogical grammar are essentially rules of production. Furthermore, for the productive skills, register and medium are additional factors to consider. If the teacher is offering a conversation class, then accuracy of form is much less an issue than it is if the class is dealing with formal expository writing. Finally, what does the learner need to be able to do in the target language? If the learner's immediate goal is survival communication, formal accuracy is of marginal value; on the other hand, if the learner wants to function as an academic, a diplomat, or a business executive, then a high degree of formal accuracy is essential. Judging the Importance of Grammar for a Given Class Given the six variables discussed above, it is somewhat complicated but not impossible for ESL/EFL instructors to decide the degree to which it is appropriate to focus on form with a given group of students. I have found that a grid such as the following is a useful visual aid to help teachers arrive at a sound decision. The more factors the teacher identifies on the left side of the grid, the less important it is to focus on form; the more factors the teacher identifies on the right, the more important the grammatical focus. Such a grid helps the teacher decide, for example. when teaching beginning-level adults who are preliterate and in need of survival communication skills, that focus on form is not a top priority. On the other hand, the grid suggests that when teaching literate young adults who are in college and at the high-intermediate proficiency level, some focus on form is essential if the teacher wants to help the students successfully complete their composition requirement. The importance of a reasonable degree of grammatical accuracy in academic or professional writing cannot be overstated. McGirt (1984), for example, found that 40%of the university-level ESL writers in his study were judged to have produced fully acceptable writing after he corrected their essays for surface-level morphological and syntactic errors. Without McGirt's grammatical corrections, the same essays were rated unacceptable (nonpassing) by experienced composition teachers. Of the remaining ESL writers in McGirt's study, 20%produced essays that were judged acceptable even without the grammatical errors corrected (but this 20% committed only 3.1 errors per 100 words); 40% wrote essays that were rated unacceptable with or without the errors corrected. it should also be noted that the ESL writers in McGirt's study committed an average of 7.2 grammatical errors per 100 words, which one can assume is too many errors for the context described Given that under certain circumstances grammar instruction is absolutely necessary and given that there are classes in which it is imperative that ESL teachers use effective techniques to remediate errors, the next two sections of this paper will deal with grammar instruction and error correction. Topic 4: CLT and the authentic task Open Topic 5: Types of learning associated with CLT Interactive learning: Task 2: Open Task 3: Lecture 11

Creating an Interactive Classroom Interactive classrooms require that the teacher and learners engage in activities that create conditions for language use. To this end, the teacher often plays the role of the initiator of interaction. It should be noted, however, that even in this role the teacher in a communicative classroom is not in control of the discourse, such as in the traditional classroom where the teacher initiates, the students respond, and the teacher provides feedback. On the contrary, he or she only provides opportunities for interaction and it is learners who control the topics and discourse during interaction. To create conditions for effective interactions in the classroom, teachers ideally do the following: 1. Plan lessons that are logically sequenced and that provide helpful instructional support so that learners can be successful in their interactions. E.g.: Before asking learners to complete a form, teachers need to supply them with key vocabulary or before asking learners to create a dialogue, teachers need to provide a skeletal dialogue of a similar situation for them to fill in the missing information first. 2. Release control and step out of the role of class leader by letting learners take initiative for interaction, experiment freely and take risk with the language. 3. Facilitate learner-to-learner interactions by monitoring and providing assistance when students request it or when students are unable to repair communication breakdowns on their own. 4. Initiate and sustain interaction by using a variety of questions ranging from knowledge questions (e.g., yes/no; alternative; or who, what, where, and why questions) to evaluation questions (e.g., opinion questions). 5. Understand that interaction does not necessarily mean that student participation is always verbal. Sometimes students learn by listening to others interact. 6. Recognise that regular use of pair and small group work promotes interaction. 7. Effectively implement group work. 8. Teach learners strategies to negotiate meaning (e.g., ask for clarification, paraphrase, and use circumlocution). (Adapted from Moss, 2005) Cooperative learning Tasks 1, 2, 3: Open Task 4: Suggested answer: Name & Description of WA 1. Pair work Students work in pairs Work arrangements Diagram A. to complete 12 an

information gap activity. The advantages of pair work are numerous: -It is non-confrontational: everyone must speak but they dont have to do it in front of the class. -It increases learner participation, thus promotes learning. -It cuts down on teacher-talking time. -It provides a more cooperative working environment. 2. Group work Students work in a group of four or five to share and compare ideas. In sharing activities, each group works on solving a different problem (but with a common topic) and then shares their problem and solution with other groups. In comparing activities, all groups work on solving the same problem and then compare the different solutions they have come up with. Group work shares the same advantages with pair work. Besides, it is also an excellent way of dealing with mixed ability levels in the sense that it reduces strong students control and gives weak students more chance to participate. 3. Cross-grouping (Jigsaw) Students are put into the first grouping, and then regrouped into a second grouping. In the first grouping, the class is split into, say, 6 groups of 5 members each. The 6 groups all work on different aspects of the same topic no two groups are working on the same thing. Everyone in the group takes notes. Then the teacher regroups the students into 5 groups of 6 one member from each of the original 6 groups becomes an ambassador for his/ her group in the new grouping. The advantage of this work arrangement is the reporting from the first group happens in another group. Everyone must speak because everyone has a different piece of the jigsaw puzzle to contribute. In addition, a lot more information can be covered. There are also confidence building aspects to this cooperative work arrangement: each member has something unique to contribute to their new group mates they have a real role to play. 4. Pyramid D. 13 C. B.

Students work individually, then in pairs, then in groups, and finally with the whole class on a given topic. After duplications are crossed off, a single final list of facts or ideas is built up which all students have agreed on. The advantages of this work arrangement are: - One plus one is greater than 2. - Students can learn from each other.

5. Mingling activities (cocktail) All members of the class get up and move around seeking information from the different students they 'meet' as they mingle in a group. This work arrangement has a number of advantages: - It wakes up drowsy and bored students - It provides an opportunity for them to ask the same question again and again of different people without being ashamed of needing the repetition or reinforcement. Learner-centred learning: Open

E.

Task-based learning: Task 2: Statement Agre e 1. A task involves a primary focus on meaning. 2. A task usually incorporates some kind of gap, e.g. information gap. 3. A task engages learners in some real-world activity. 4. A task does not require the use of specific types of language (grammar, vocabulary, etc.). 5. A task involves only speaking skills. 6. A task brings about authentic communication, i.e. learners have a real purpose to exchange meanings. Task 4: Open Content-based learning: Open Disagree Not sure

Module 4
14

CURRENT DIRECTIONS IN ELT

Topic 1: Redefining teacher and learner roles Task 1: Roles 1. Controller 2. Assessor 3. Organiser Definitions h. In charge of the class and the class activities (e.g. in teacherfronted classrooms). i. Offering feedback and correction. f. Getting students involved in an activity, telling them what they should do first, what they should do next, etc., putting them in pairs/ groups, and closing things down when it is time to stop. c. Asking questions to guide and encourage students to think creatively. g. Taking part in an activity together with students. d. Being available to give due assistance and offering guidance as where to look for information. j. Working with individuals or groups, pointing them in the directions they have not yet thought of taking. a. Watching to give students feedback and to judge the success of the teaching/ learning materials and activities in order to make changes in the future, if necessary. b. Varying behaviour according to activities (e.g. being fair in a team game and supportive in a role play). e. Using mime and gesture to demonstrate meaning, reading aloud to give a language model, and promoting students language exposure and gains by talking to them at just the right level so that even if they do not understand every word, they do understand the meaning of what is being said.

4. Prompter 5. Participant 6. Resource 7. Tutor 8. Observer 9. Performer 10. Teaching aid

Task 2: Open Topic 2: Socio-cultural dimensions Task 2: Suggested answer: Statements Agre e 1. Saying something grammatically correctly does not X necessarily always mean saying it socio-culturally and contextually appropriately. 2. Native speakers tend to find non-native speakers grammatical errors far more acceptable than errors of the socio-cultural rules of speaking. 3. L2 learners may have their own preference for target language variety and are active participants in choosing the target language model they prefer (e.g. they may prefer British English over American English and choose 15 X Neutr al Disagree

to learn it rather than A.E. or vice versa). 4. L2 learners are aware of their own cultural identity and may not always wish to converge totally to the target norms. 5. Many pragmatic errors (i.e. errors of the socio-cultural rules of speaking) may result from learners deliberation to keep to their own cultural ways of speaking. 6. L2 learners should definitely adopt the target culture if he/ she wants to be successful in learning the language. 7. Interest in the target culture is a strong motivation for ones to learn the target language. Task 3: REFLECTION: 1. The responses are unnatural (Yes we shall. Yes, Im free. Yes, I do. Yes, I would) and inappropriate (these are responses to invitations, so they should indicates either an acceptance or a decline), except for the last one (Sure, what time should we meet?). The activity does not provide any metapragmatic information on who we should say this to and in what context we should say this, etc. The lack of such information and of an authentic sample means that learning how to make invitations in English from this activity is almost unlikely. 2. Differences between the learners and the NSs: -the learners did not modify/ mitigate their criticisms as much as the NSs (e.g. the learners said I disagree whereas the NSs said I wouldnt necessarily agree, etc.). - the learners used demand (you must, you need, you have to, etc) and advice (you should) when indicating the need for repair but the NSs used suggestions instead (I would, youve could, etc). Unmitigated criticisms (I dont agree, this is incorrect) could have been considered rude by the NSs. The use of demand and advice could also have given an impression that the speaker wants to dictate the behaviour of the hearer, and thus are also considered inappropriate in the peer-feedback context like this one. How to help learners overcome cross-cultural misunderstanding: explicit explanation of the rules of speaking, use of awareness raising activities, and role play for practice, etc. Topic 3: The individuality of learner: Open Topic 4: The good language learner Task 2: Open Task 3: Strategies to develop Activity 1: cooperating (pair work), making inferences (guessing the meanings of the new words based on the contexts where they occur) Activity 2: cooperating (pair work), planning, grouping (identify the general trends and the differences and organising ideas), note-taking (making notes while analysing), and evaluating (check what you have written) Topic 7: Technology in L2 teaching 16 X X

X Not adopt but tolerate

Task 2: D. APPROPRIATENESS OF CONTENT

J. LANGUAGE LEVEL E. DEGREE OF VISUAL SUPPORT

B. LENGTH H. SPEECH DELIVERY

I. LANGUAGE CONTENT

A. WATCHABILITY G. DENSITY OF LANGUAGE F. CLARITY OF PICTURE AND SOUND C. AVAILABILITY OF RELATED MATERIALS

1. How has the video been rated; 'Universal', 'Parental Guidance', for ages '13'or '18'? Would the video be suitable for viewing in all cultures? Does it contain offensive language and cultural stereotyping? 2. Is the language too difficult and requires a lot of explanation on the part of the teacher? 3. Is there a balance between speech and visual support? A good idea is to choose scenes that are very visual. The more visual a video is, the easier it is to understand - as long as the pictures illustrate what is being said. 4. Too long videos would cause problems of overload and tiring concentration. 5. Clarity of speech, speech rate and accents are all factors in determining how difficult a video excerpt will be for students to comprehend. 6. In using video to present language, an important factor to consider is the linguistic items (particular grammatical structures, language functions, or colloquial expressions) presented in the scene. Another important factor is the amount of repetition of the language content. Authentic videos for young learners will often contain a lot of repetition. It is also useful to see if the linguistic content in the video can be linked to that of the language curriculum or the course book thus providing a way to integrate video work into the course as a whole. 7. Is the video interesting? Would a young native speaker want to watch this video? 8. This refers to the amount of language spoken in a particular time. Videos where the language is dense are more difficult for learners to comprehend. 9. If the video has been copied from the television it is important to make sure both the picture and sound are clear. 10. Many authentic videos now come with ready made materials that can be used for language teaching. Other videos may have been adapted from books, which could be used in the classroom to support the video. 17

Task 4: 4 A Sequences Group 2: Listen to the advert with picture covered. Note down any information about the video .i.e. what's being advertised. Compare answers in pairs. (If Group 1 are still in the room they should at this stage be comparing answers and therefore not paying attention to the sound). Both groups watch advert with sound and pictures. Group 1: Watch video for a second time trying to imagine what's being said. After the video has finished give learners 10 minutes to try and write a dialogue for the advert in pairs. Discussion about advertising. E.g.: Are there too many adverts on TV? Would you rather pay than watch adverts? What do you do when the adverts come on? Have you ever wanted anything because you saw it on an advert? Any favourite adverts on TV at the moment? Group 2: Listen to the advert for a second time. Try to visualise the images. After the video has finished give learners 10 minutes to note down any images they think would fit what they heard (either writing or drawing) in pairs. Group 1: Watch the video with no sound. Note down ideas what the advert is for. Compare answers in pairs. Identify language point from video - adjectives, superlatives. Learners note down any they hear. Do further work on language point e.g. make posters of positive /negative adjectives. Divide class into 2 groups. One group will watch the video with the sound off and then the second group will listen to the advert with the picture covered. Ideally, the group that is not watching or listening should be sent out of the room. Where this is not possible, however, students not watching or listening should turn their chairs round and face the back of the classroom. Learners make storyboard for an advert. The learners now work in different pairs - one from Group 1 and one from Group 2. They explain what they visualised or the imagined dialogue. Their partner tells them if the ideas were similar to the advert.

8 5 1

B C D

3 9 11 2

F G H I

10 7

J K

Pre-viewing: Step 1 While-viewing: Steps 2-9 Post-viewing: Steps 10 & 11

Module 5 THE CURRENT SITUATION OF ELT IN VIETNAMESE UPPER-SECONDARY SCHOOLS

Tasks 1-2: Open

18