Page 90 - Special Issue Modern Trends in Scientific Research and Development, Case of Asia

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METHOD AND MATERIALS: She also points out that pair work or small group work can
According to be having a sense of direction and a common be modified to contribute more to the sense of group
purpose is essential for a group to work successfully. achievement as well instead of just finishing open-ended as
However, it is one of the most difficult tasks to set and agree it often does. By making pairs come back to the whole group
on common goals as a class with each student having and share their reflections and receive feedback from others
different priorities, different learning style and strategies or brings the pair or small group work to a definite conclusion.
prefers different approaches to learning languages. While This can be done by for example various pyramid
defining and agreeing with students on common aims a discussions or presentations. A macro view of the social
teacher has to respect these individual aims and needs for context of teaching and learning requires that we look at
everyone to feel satisfied with the way they learn and be how the classroom relates to the world outside. Indeed,
motivated. It is good for students to realize and clarify their there are many ways in which what happens within the
own goals and the fact that learning inside a group can help classroom reflects this world outside. As Bowers suggests,
them achieve them even though it will require certain the classroom is a microcosm which for all its universal
compromises. He recommends using a variety of activities magisterial conventions, reflects in fundamental social terms
that would help students to think about their individual as the world that lies outside the window. This realization from
well as group aims within English language education is supported by
discussions already taking place elsewhere, which place the
Confidence classroom, as a culture, within a wider complex of cultures,
The feeling of trust and confidence in an English lesson is between which there are many complex channels of
essential for students to be able to learn and practice influence.
speaking the language. I agree with this as according to my
experience if there is a lack of trust and much insecurity in The way in which the classroom mirrors the world outside
the group students will be afraid to express their opinions, can also be seen in the interest taken in it by a variety of
open-up and use English in front of others simply out of fear disciplines: sociology, anthropology social psychology,
of being laughed at or judged for their views or mistakes. If communicative ethnography suggests that the classroom
this kind of atmosphere is present in a classroom it will be possesses special features which crystallize the social world,
very difficult for a teacher to work with such group as well as such a routines and scripts, which occur in a controlled
for the learners to learn. It is very important to remind again context, and which make it particularly attractive to
that the attitude of a teacher is vital in terms of establishing researchers. I shall deal with the question of the classroom
trust and helping students to feel confident using the as a culture in Chapters 2 and 3, and with its relationship
language by being reassuring, encouraging and comforting with cultures outside the classroom in Part B. Here, by way
however it is perhaps even more important to feel of introduction, I shall describe briefly how the complex
acceptance and support from the group as a whole. interconnection between the classroom and the world
According to who wrote an introduction to The Confidence outside looks on the surface.
Book, a teacher should incorporate activities which would
help build up students language confidence leading them to a RESULT AND DISCUSSION:
greater awareness of just how much they can achieve, even In American English is it usual to use the structure "He/She
when they think they know very little and allowing them to has (long hair)" when describing, however in British English
enjoy and draw on their own strength, feelings and the most common structure is "He/She has got (long hair)"
experience his Teaching Foreign Languages in Classs reflects which is usually contracted to "He/She's got (long hair)". In
on this topic saying that: “Every student knows more than this lesson plan we provide American English structures
they think they know. Every student knows much more than first, followed by the British English version, shown as (GB:
the teacher thinks they know. ...). The worksheets, song and reader accompanying this
lesson plan come in both American and British English
However even with individually motivated learners the versions.
classroom atmosphere may be lacking the feeling of group
achievement which may lead to a rise of tension among Lesson Overview:
learners not feeling motivated to work together and to Warm Up and Maintenance:
cooperate because they may not be aware of the benefits 1. See our "Warm up & Wrap Up" lesson sheet.
learning from each other can bring them. For students to
realize these incorporating group product-oriented activities New Learning and Practice:
into English lessons on regular bases, which provide the 1. Introduce the descriptions of the vocabulary
group with common purpose leading to a recognizable, 2. Do "Funny Body" drawings
tangible achievement. She further explains that these group 3. Play the "Describe Your Friend" song and do the active
activities do not have to end with a written product; students listening worksheets
may for example make a video film together, create a 4. Do the "Describe Your Friend Class Survey"
dramatic play, a magazine, a short book or complete some 5. Read classroom reader "The Clever Prince"
short term tasks which can fit into one lesson as creating for 6. Play “Guess Who?”
example a group song, a poem, a poster, a scrapbook or
writing a letter together. The commonality of purpose Wrap Up:
demands support from group members for each other, and 1. Set Homework: "Describe Your Family" worksheet
the fact that there is an end-product gives the group a feeling 2. See our "Warm up & Wrap Up" lesson sheet.
of satisfaction and a sense of pride in them as a group.

ID: IJTSRD37939 | Special Issue on Modern Trends in Scientific Research and Development, Case of Asia Page 85