Developing Language Skills in the Classroom

Topics: Language education, Learning, Teaching English as a foreign language Pages: 14 (3870 words) Published: January 27, 2015

ASSIGNMENT
Take the unit from the course book Bachillerato Made Easy, Richmond Publishing, available in the Assignment materials section (at the same place where you can find this paper): Materials 1, and the unit ‘Botellón!’ from an English textbook published in the Basque Country (2010) for teenagers: Materials 2. Compare and contrast the way the two units deal with the four skills. You should refer to the following matters: The learning theories implicit in the way the units are presented and developed. The extent to which the skills are integrated.

The product-process aspects of the two units.
The ‘authentic/genuine’ aspects.
The issue of simplification of text
The relationship between the skills work and the learning/practice of grammar. The opportunities for production (oral and written) the units provide. The types of production required.
The variety (or otherwise) of the activity types.
Which unit do you prefer? Why?
Of course, add any other aspects that you consider relevant or important. The above list is simply a suggestion of the sort of considerations you will need to make in order to analyse the two books critically, and to arrive at a conclusion as to which of the two units you prefer, if indeed you have a preference.

Students: Abad, Tania; Morales, Vivian
Group: 2013_10
Subject: Developing Language Skills in the Classroom
2013_10MoralesVAbadT_DLS

Index

Introduction
The Learning Theories
The integration of the Skills
The Product-Process Aspects
The Product-Process Aspects
Authenticity and Genuineness
The Issue of Simplification of Text
The relationship between the skills work and the learning/practice of grammar The opportunities for production (oral and written) the units provide The types of production required.
The variety (or otherwise) of the activity types.
Which unit do you prefer? Why?

Contrasting and Comparing Materials

Introduction
For the ESL learners, the textbook becomes the major source of contact they have with the language additionally to the input the teacher gives. Before selecting a textbook or elaborating material, we should examine the program and the goals we are required to fulfill. As educators who have the priority to learn continually about the best tools for our students, the activities of analyzing, comparing and contrasting materials are the best way to discover and assimilate new and useful information to our main goal as teachers. Through “Botellón” as well as “Bachillerato  made easy” we notice differences, similarities and analyze the learning theories, the role of the four skills and the relation among them in both cases and also their similar elements. We will also contrast both materials to analyze their differences and how the skills are managed. Furthermore, we will also comment about the opportunities of production, the authentic and genuine aspects and other important items which lead us in developing the skills our students’ need in an effective way.

The Learning Theories
The first point we may solve is about the learning theories implicit in the units which were carefully observed and we can say that in both units we can find two different conceptual frameworks describing the way students acquire the language. While in Botellón this learning theory is more Communicative in Bachillerato Made Easy is Cognitivist. The CLIL that Botellón applies is guided by principles for planning which use the 4Cs: Content, Communication, Cognition and Culture. The content is the basis of the unit and it presents two different topics related to teenager’s problems, alcohol and   drugs. The starting point of the planning process is alcohol abuse which is the content and the source for vocabulary and concepts related which will be the medium for the students’ first activities. Moreover, the language used is a subject based vocabulary,...


Bibliography: 1. “Botellón”. (2010).English Textbook for teenagers. Basque Country.
2
3.Oxford, R. (2001,September).“Integrated Skills in the ESL/EFL Classroom”. Eric
Digest.Pp.1-2.Retrieved from: http://www.cal.org/resources/digest/0105oxford.htm [Read: May 3, 2014]
6.“Teaching Speaking” (1998). NCLRC The Essentials of Language Teaching. Retrieved from: http://www.nclrc.org/essentials/speaking/spindex.htm. [Read: April 27,2014]
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