ELT Foundation Activities in Google Maps
Sep 3, 2017 English Language Teaching (ELT) 4072 Views
ELT Foundation Activities in Google Maps: A Contemporary Content-Based Language Teaching
"The essence of strategy is that you must set limits on what you're trying to accomplish."
A popular means of integrating instructions is the engagement of themes and content- based instructions. The overlying objective of this instruction is to promote students' academic awareness and skills while they prepare and learn the intended language targets employed in the activities. Teachers dealing with second language learners must be specific in the conduct of these three lesson-planning components to attain output/s within a given time frame. The first is vocabulary contents which needs systematic activities for easy comprehension since second language learners often lack the basic and specialized vocabulary used in the academic passages. The second is prioritizing materials for the teacher to decide the key concept that should receive most attention since it is not always possible to cover all the materials within a particular time given for the conduct of lessons. It is also suggested that teachers integrate language focus at this stage. The third is the provision of schema -building activities. Any schema is represented by graphic organizers to establish relationships of assumed knowledge or ideas. Concept mapping, word clustering, fact and opinion, flow chart, column chart, inverted pyramid, ladder, sequence chart, spider map, spider gram, tree diagram and Venn diagram among many other forms of structuring ideas appropriate to lessons conducted are considered graphic organizers. Creative manipulation of these organizers facilitates students' language and content comprehension which are conveyed in writing or in speaking.
Varied techniques should be employed to help students develop a frame of reference for difficult content materials. Review of previously covered materials which are relating ideas to students' own experiences and using brainstorming or semantic mapping activities guide students to see relationships in order to form ideas about new materials. Vocabulary studies, prioritizing materials and schema building for content based language teaching limit the extent of instructions to attain teaching objectives. Here are some suggested activities on geographical themes for English language instructions. As a springboard to design tasks, the globe is perceived as an authentic material. The employment of a globe as a material for content-based instructions requires satisfactory knowledge regarding basic geography on the part of the teacher. In the absence of a globe, the teacher may Google a world map link from the learning institution's Website which can be minimized or maximized to point locations as they are flashed onscreen not to mention the relevant integration of simple technology in the classroom which provides the idea of instructional technology unconsciously exposing contemporary students to a new style in language learning. It is a must that the instructor who is going to administer this type of methodology technically prepares pertinent materials.
The Suggested Lessons
These designed activities revolve in a globe or a goggled map as a springboard. Below are suggested series of activities that integrate the three principles in content-based lesson design, namely: vocabulary instructions, prioritizing materials and schema -building activities.
To introduce the activities regarding the earth through the globe or world map, it is recommended to motivate students by relating the earth with a solar system. Elucidating lessons using deductive method is essential to explicate the relationship of a specific theme from a broader theme. Thus, the teacher prepares a video of the solar system. From this point, he will be able to relate the main theme of the lessons -the earth. A presentation which provide a general knowledge among students that the earth is a part of the universe through the solar system.
General Theme: The Earth
A. Vocabulary Studies
• The students will understand the meanings of some vocabularies- the Earth, continents including the (7) seven continents (Asia, Europe, Australia, Africa, North America, South America and Antarctica; country, city, province or state through demonstrating locations and providing features to differentiate these words, respectively.
• Introduce plural and singular forms of these vocabularies and expound more on rules of the plural forms of singular nouns ending in Y.
Earth, continents, countries, cities, provinces or states, cities
B. Prioritized Lessons: continents, countries, provinces or states
• The teacher concentrates on continents, countries, provinces or states and cities.
• Introduces language focus such as the use of this is and these are so they can demonstrate locations.
Expected Responses for Demonstrating Locations
• This is the continent of South America.
• These are the seven continents of the earth.
• This is Argentina.
• This is a country.
• This is Tokyo.
• This is a city.
• These are the cities of Japan.
• These are five countries in Asia.
• These are the states/provinces of the United States of America.
• To enable the students to enumerate places, the teacher presents enumeration expressions. It is best to introduce two expressions which the students can basically manipulate.
• The use of are the following and are.
Expected Responses for Enumerating
• The following are the continents of the earth: South America, North America, Africa, Australia, Europe and Antarctica.
• Some states of the United States of America are Pennsylvania, Alabama, Nebraska, Minnesota and Massachusetts.
C. Schema Building
• The students will fill-in a column chart of the (7) seven continents with corresponding countries that falls on them.
• The students complete the blanks of a tree diagram about the earth and its continents.
• The students will complete a spider gram regarding the continents with countries.
• The students are going to fill-in a concept map for continents and countries.
• The students matches the countries and continents.
• The students writes the missing states of the USA in a flow chart.
• A speaking or writing activity can be introduced out of the completed organizers.
A. Vocabulary Studies:
• The teacher introduces country as a follow-up vocabulary and capital as a new vocabulary that can be further understood with the association of a country.
• Introduce plural and singular forms- countries and capitals through specific examples. Distinctions between a country and a capital must be elaborated. Expound more on rules of the plural forms of singular nouns ending in Y and some exceptions which may occur.
• As displayed on the board, the teacher zooms a country and highlights the capital city. The teacher mentions some secondary cities in a specific country to give an idea of a capital city to be followed by series of examples from different countries from each continent.
• Allow the students to simulate as travelers and that they are visiting varied countries around the world; a kind of digital tour.
B. Prioritized Lessons: countries and capitals incorporating expressions of possession through apostrophe-s ('s) or of and the expression, is a part of.
• Sufficient exercises on the use of of and 's, will aid understanding regarding the difference and the relationship of a capital city and a secondary city.
• The teacher explains too that a country's capital is a city.
• By introducing the phrase, is a part of, the students will understand that the capital is found in a country.
• The teacher should also elucidate that a capital is the center of a country's government affairs. This idea can be further illustrated by citing important government agencies and their relevant roles existing in a country's capital.
• The capital of Japan is Tokyo.
• Japan's capital is Tokyo.
• Tokyo is a part of Japan.
• Tokyo is a city of Japan.
C. Schema Building
• The students match the countries and the capital cities.
• A specific country's information should be in one graphic organizer. Do not mislead the students by mixing several countries' information in these gap- filling exercises.
• The students are going to deliver talks about these countries by means of the vocabularies and possessive expressions with the aid of maximized maps.
• The students can also write a short composition of a country based from the information contained in the graphic organizers.
A. Vocabulary Studies:
The students will be acquainted with the following vocabularies: border or boundary, North, south, West and East through a particular country as an example.
The teacher draws the four directions labeling it as N-S-E-W and chooses a country to objectively explain. The students locate the places and participate in answering the blanks.
Pakistan's Borders or Boundaries
N- North is_____________.
S- South is_____________.
E- East is ______________.
W-West is _____________.
Singular and plural forms must be highlighted: borders /boundaries.
Expound more on the rules of plural forms of singular nouns ending in Y.
B. Prioritized Lessons: The teacher accentuates on borders or boundaries, North, South, West, East and the application of possessive pronoun, its.
• This is Pakistan.
• The boundary/border of Pakistan in the North is...
• The boundary/border of Pakistan in the south is...
• Its boundary/border in the East is...
• Its boundary /border in the West is...
C. Schema Building
• The students complete the column chart by placing the missing countries or borders then deliver a talk through the displayed soft copies of the activity sheets with a maximized map of the countries they have opted to present.
• Students can also make a spider gram to represent the borders of a specific country.
• The students complete the column chart by affixing the missing directions then deliver a talk through the displayed soft copies of the activity sheets and to be guided by a googled map.
• The students can write a short paragraph about the boarders of a certain country.
Lesson 4: Summary lessons
A. Vocabularies: Revisions of the following vocabularies will take place: earth, continents, provinces or states, countries and capitals, borders or boundaries, North, South, West and East and cities.
B. Prioritizing lessons:
As a form of revision, the following vocabularies which are continents, countries, provinces or states, capitals and borders or boundaries, North, South, West and East will be linked with the language expressions presented which are this is, these are, are the following, include, are, s- apostrophe ('s), of and the expression, is a part of, and the possessive pronoun, its in the accomplishment of an activity.
• The earth is a part of the Solar System.
• The continents of the Earth are the following: Asia, Africa,
South America, North America, Europe, Australia and Antarctica.
• This is the continent of South America.
• These are the countries of South America.
• This is Chile, a country in South America.
• Chile's capital is Buenos Aires.
• Its capital is Buenos Aires.
• Buenos Aries is a city.
• Buenos Aires is a part of Chile.
• The boundary/border of Chile in the North is...
• The Boundary/border of Chile in the south is...
• Its Boundary/border in the East is...
• Its Boundary /border in the West is...
C. Schema Building
• The students will fill-in information about a country in any form of graphic organizers appropriately chosen.
• The teacher customizes a column chart for a specific country as an exercise with the following information of a specific country: continents, provinces or states, countries and capitals, North, South, West and East boarders.
• The students create a column chart of a specific country similar to the structure made by the teacher.
• The students can be tasked to speak about their works. Deliver a talk about the completed tasks or write a composition using the column chart that they have personally constructed to manipulate some vocabularies and expressions associated with the knowledge attained in the series of lessons.
As we weigh and consider the stated activities, it is evident that in every lesson presented, the three components of using content-based instruction support each other from vocabulary studies, prioritizing lessons to schema building. It is also clear that these three lessons come in sequence in preparation to the final lesson. In the fourth lesson, the vocabularies have been merged with introduced expressions to produce an overall language learning output.
This proposed strategy in designing language learning tasks for second language speakers does not aim to switch measures in preparing lessons but rather seeks to provide a catalyst which can further initiate more innovative ideas from language mentors.
As a teacher, nobody dictates you on how to administer lessons. Everyone has a method to teach. Every passionate teacher has a creative idea to perform in conveying knowledge to learners. After all, "Innovation comes from the producer - not from the customer," as W. Edwards Deming points out. But educational innovation should not be taken for granted. There are some factors not to be ignored by educators for instructional invention should be focused on the prescribed curriculum of an educational institution. There are some questions to be pondered for safer and productive actions. Are my teaching objectives aligned with the prescribed institutional English language program? Are my teaching objectives synchronized with the course outline, syllabi and delivery plans of the English language programs? Are my lessons appropriate for the application of this innovated technique? Will my students' levels comprehend lessons when employing this strategy? Will it match with the contents of the institutionally prescribed textbooks? Does the administration sanction the use of innovative teaching?
Content-Based Language Teaching (CBLT) incorporates language and knowledge of the content. As students learn academic contents, they learn the language. Using a content based method is fundamentally facilitated by three relevant components and these are vocabulary studies, prioritizing materials and schema-building activities as limiting elements in the teaching process. The basic step to be undertaken by the language teacher is to unlock terminologies used academically since these vocabularies are crucial to content comprehension. The teacher gives emphasis to particular topics to be covered under a given time-frame incorporating content and language targets. As a way of evaluating their levels of understanding, the teacher prepares graphic organizers for them to relate the relationships of knowledge as they manipulate the language targets. The presence of a graphic organizer is essential in accomplishing this teaching strategy. In here, the teacher uses a globe or a Googled map as the main toolkit for language instructions. This map yields geography-related task designs for the students to accomplish.
To stress, many proponents of language acquisition advocate that the use of CBLT provides natural language attainment through the academic contents integrated in the lessons. Students effectively learn the language when it is emphasized in the contents. People engage with the content to use the language as Met (1991) articulates. Through a comprehensible input represented by the Googled maps, students are exposed to geographical knowledge propelling their abilities to manipulate the language.