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English-speaking country

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    The few things that everyone has in common is that most learners are learning English to be able to live in an English-speaking country and to seek employment. This is often called extrinsic motivation. “Extrinsic motivation is the result of any number of outside factors, for example the need to pass an exam, the hope of financial reward or the possibility of future travel”(Harmer. J,2007:pop) This lesson will prove useful if the learners try to gain access to employment in future.

    Almost any type of newspaper advertisement can be used to deduce acts about daily life and to get information about the values of the target culture (English culture). In this way, learners arrive at a deeper understanding of both English-speaking cultures and their own, and are better prepared to communicate with native speakers and handle the everyday situations they are likely to encounter in English-speaking countries. [pick] 2: A quote from Scrivener, Riddle, or Harmer, which evidences my understanding of reading and the associated sub-skills (as the choice of text develops into reading lesson).

    Credit the source of my quote at the end of the quote and then include the title, author, publisher and edition in the bibliography Scrivener(2011) states that in order to make students better readers, we need first of all to raise their awareness that it’s not always essential to understand every word, and that practicing some different reading techniques in English may be useful to them. Many activities designed to increase reading speed are variation on the following two ideas : Skimming – read quickly to get the gist of the passage Scanning – move eyes quickly over the text to locate a specific piece of information

    One of the ways of designing a useful scanning task is to ask students to find factual information which reflect real-life uses of the text. [pick 3: Explain why I designed the two tasks and clearly specify which sub-skill each develops. Tasks attached as Appendix 2. As Iredell states (2003), any receptive skills require an understanding of the text but also some language related or other productive tasks before or after the text. Before handing out the text Task 1: The purpose of this task is to check understanding of ‘essential’ vocabulary needed to complete the task.

    Vocabulary based task which will be guessing meaning from the text, possibly using similar extracts of information. Harmer(2007) points out that this activity provides a perfect lead-in since students will be engaged, will activate their schemata, and will, finally, end up with a good reason to read. Students will also practice their predicting skills in this task. After handing out the text Task 2: The purpose of this task is for students to have practice in scan reading skills. This task obviously need more time, and students should be allowed to work together and help each other.

    After the groups have completed the task, sky for volunteers to report on their group’s entries in each of the categories on the task sheet. 4: A quote from Scrivener, Riddle, or Harmer, which evidences my understanding of speaking and the associated sub-skills (as the choice of task will be developing their reading skills). Credit the source of my quote at the end of the quote and then include the title, author, publisher and edition in the bibliography analyses the resources by comparing and contrasting the explanation on reading as a productive skill.

    Iredell(2007) states that in a lesson, speaking is one of two things. Speaking activity designed to promote accuracy – the right grammar, the right vocabulary and speaking designed to promote fluency – the ability to talk freely, without too much stopping or hesitating. The choice of my final task is not ‘teaching’ or ‘learning’. We are focusing here on speaking for fluency, rather than practice of specific language. 5: Provide a rationale for the choice of the final task and describe how it will be exploited (set up, monitored, feedback on etc) to develop the given skill. Task attached as Appendix 3. You now have a ‘sandwich effect’ – the main part of the lesson (Reading skills) is unwatched between other activities (generating interest/vocabulary, developing reading sub-skills and Speaking). This makes the ‘heavy’ part of the lesson more digestible and far less 04) would like to finish this lesson with a class speaking activity(discussion)- one of the types of speaking activities. Follow up with a whole-class discussion on the following questions which are attached as Appendix 3. The aim of this task is for students to discuss their own job searching experience via media e. Newspaper in a free-speaking activity. A. What did you learn about jobs in the I-J? . Do you have job advertisements in your country? C. Have you tried looking for a job using the newspaper? The students will be monitored to ensure everyone has understood, is speaking, is using English, and doesn’t have any problem. I will try to help the quiet students and guide them back to join in the discussion. Will allow enough time to get some feedback using either of this method One group could tell another group what they have discussed Select certain students to give some feedback.

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