At the end of the first reading time, the student can either put the book into the box to reserve books for that class, or they can return it to the student who chose them. This procedure is repeated as many times as necessary, usually less than four to five days. By that time most will have books, or the few that don't can make their own choices. For the loud complainers over this system and the book choices available, simply tell them that they can bring their own books the next day, and then they can either bring them each day, or put them in that class's reading box with the others being read.
Later, when students get involved with their reading, they will read after tests and other activities when they finish before others. Then others follow their actions and you are not telling students to be quiet until the others finish their tests, etc.. This involvement with reading reduces your stress -and- the students' stress.
Language teaching is teaching language
Language is a system which needs to be understood and internalized. Language is a habit which requires repetition and intensive oral practice. Language is a set of conventions, customs which the students needs to learn as well as the structures. Language is a means of communication which is used to accomplish different tasks and purposes. Language is a means to an end and is not used for its own sake. Language is a natural activity, not an academic exercise.
Language is what, how and why
Knowing a language is muvh more than knowing the structure. Vocabulary and grammar is what is said. Prononciation, stress and intonation are how it is said.
Knowing the language is not eonugh
Classroom activities should be planned so that they have a real, natural communicative purpose. It is better to present the language in a text which is studied for a purpose other than language itself (reading a bus shedule to find out what a bus goes form one place to another). Students need to use languge for a real purpose.
Interesting communicative tasks increase motivation
Teachers need to give students tasks which develop the skills necessary to communicate in the new language. These tasks should be similar to things that native speakersw do with the language. Some examples: a) listening to public announcments (at an airport)
b) drawing a picture from spoken instructions;
c) describing what a person looks like
d) conducting interviews or questionaries
e) reading brochures, menus,or schedules
f) following written instructions;
g) writing a note to a classmate
Used literature:
1. Burt, M,K, and H. C. Dulay (eds.) (1975). New Directions in Second Language Learning, Teaching and Bilingual Education. Washington: TESOL.
2. Chamberlin, A. And A. Wright (1974). What Do You Think? London: Longman
3. Cole,P. (1970). “An adaption of group dynamic techniques to foreign language teaching.”TESOL Quaterly Vol. 4 No. 4, pp. 353 – 360
4. Dobson, J.M. (1974). Effective Techniques for English Conversation Groups. Rowley, Mass.: Newbury House.
5. Dubin, F and M. Margol (1977). It’s Time To Talk: Communication activities for learning English as a new language. Englewood Cliffs, New Jersey: Prentice – Hall.
6. Green K. (1975). “Values clarification theory in ESL and bilingual education.” TESOL Quaterly Vol. 9 No. 2, pp. 155 – 164.
7. Herbert, D. and G. Sturtridge (1979). Simulations. ELT Guide 2. London: The British Council.
8. Heyworth, F. (1978). The Language of Discussion. Role-play exercises for advanced students. London: Hodder & Stoughton.
9. Johnson, K. and K. Morrow (eds.) (1981). Communication in the Classroom. London: Longman.
10. Jones, K. (1982). Simulations in Language Teaching. Cambridge University Press.
11. Littlewood, W. (1981). Communicative Language Teaching. Cambridge University Press.
12. Omaggio, A. (1976). “Real communication: Speaking a living language.” Foreign Language Annals Vol.9. No. 2, pp. 131 – 133.
13. Revell, J. (1979). Teacing Techniques for Communicative English. London: Macmillan.
14. Rogers, J. (1978). Group Activities for Language Learning. SEAMEO Regional Language Centre Occasional Papers, No. 4. Singapore: SEAMEO Regional Language Centre (MS)
15. Scarcella, R.C. (1978). “Socio-drama for social interaction.” TESOL Quarterly Vol.12 No. 1, pp. 41 – 46
16. Thomas, I. (1978). Communication Activities for Language Learning. Wellington: Victoria University, English Language Institute (MS).
17. Wright, A. D. Betteridge and M. Buckby (1979). Games for Language Learning. Cambridge University Press (2nd ed. 1984).
18. Zelson, N.J. (1974). “Skill using activities in the foreign language classroom.” Vol. 4 No. 3, pp. 33 - 35
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