Chapter 3 Assignment

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Toronto Metropolitan University *

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ENG4U

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Chemistry

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Feb 20, 2024

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Ch 3 Template: Activity Analysis 📝Activity Analysis Part I. Read Click and read through activities A, B, and C, and then answer the questions in Part II. ● Activity A: Taking a Trip ● Activity B: Following a Recipe ● Activity C: Learning Nature Vocabulary Part II. Answer Questions 1. Define the terms accuracy and fluency in relation to EFL/ESL. In your response: ● Define both terms clearly ● Reference the chapter reading ● Write between 50-100 words Accuracy, in relation to EFL/ESL, is defined by speaking in sentences using the correct English grammar and vocabulary. It is not about how fast the individual is speaking, but rather that they are using the proper grammatical structures and body of words when speaking in English in trying to express a statement, thought, opinion, etc. Fluency on the other hand, in the context of EFL/ESL, is defined by being able to easily convey such aforementioned statements, thoughts, opinions, ideas, etc. or any other such spoken word in the English language at an appropriate speed. The main difference between these two is that, just because an individual speaks fluently, it does NOT mean that they are speaking accurately. There are many native and fluent English speakers who do not speak with accurate grammar and vocabulary, but they are still able to speak fast and for the most part convey the idea behind what they are trying to express and be understood for the most part. In short, an accurate speaker does not make grammatical errors or errors with vocabulary when speaking English at a slower pace, while a fluent speaker can make errors, but they don’t necessarily hinder the meaning of what they are saying. (Chapter 3, Section 4). 2. Select one of the activities listed in part I (i.e., A, B, or C) and explain whether you feel the plan focuses more on fluency or accuracy . In your response: ● Clearly identify the activity you are analyzing ● Explain if/whether the focus is on fluency or accuracy ● Reference the chapter reading ● Write between 200-400 words I have selected Activity C, called “Learning Nature Vocabulary”. Activity C assumes that students are already have basic knowledge on nature words such as trees, birds, sun, moon, stars, flowers, etc., and the objective of the activity is that they should be able to identify ten

nature words in the environment and pronounce them correctly. Clearly, this activity is not about the students’ ability to be fluent in speaking about nature, but to be accurate when speaking about nature in terms of pronunciation of the vocabulary, and hence the accuracy of it. Another reason why I feel that this activity focuses more on accuracy is because it involves the teacher pairing the student’s together and providing the class with a list of different words (Vocabulary List A and Vocabulary List B) and instructing them to go outside with their partner, take a photo of the nature in relation to the word it defines, and then EXPLAIN the picture to the class. To explain the picture, they must be able to pronounce the word properly and accurately. Of course, there is some level of fluency here seeing as explaining involves more than just accurately pronouncing the word, but rather being able to convey the idea behind the vocabulary, but nonetheless, Activity C is primarily focused on being able to describe nature with accurate pronunciation, and it does not require them to be able to say the word in a fast manner, since this actually negates the purpose in pronouncing vocabulary with accuracy. We want the students to sound out the words properly and accurately, so that they, along with the class, can HEAR how the word sounds and then be able to accurately sound it out themselves. (Chapter 3, Section 4). 3. Explain how Activity A: Taking a Trip is an example of Task-Based Learning (TBL). In your response: ● Reference the activity plan & the chapter reading ● Write between 100-200 words Activity A: Taking a Trip is an example of Task-Based Learning (TBL) because as defined, TBL is an approach requiring teachers to think about and incorporate real-world and daily tasks that they want their students to complete and work backward from. So for example, in this activity, the way TBL would be utilized would be that the students are given the objective of being grouped and reading over travel brochures in order to figure out what the brochures are trying to sell or explain, and whether or not they are doing a good job of doing so. Next, they choose a place in one of the brochures and the school is taken to this place, and during this time the activity involves having the students talk about WHY they want to go to this place. In this way, they are expressing their thoughts and ideas (which references fluency), in order to come to a consensus, which is the last step of listening and voting). Essentially, the pre-task involves providing the brochure, the task involves reading the brochure and explaining what the brochure says, as well as looking at images and being able to identify them, and this would be done on their own after providing them with the instructions and the brochure, as well as a list of vocabulary words and a set of questions. The post-task would be to review what they have learned from this brochure and the experience that the activity provided, which includes all the information in the brochure as a way to reflect upon what they have learned which would typically be in the format of the entire class working all together. (Chapter 3, Section 7.2). 4. Explain how Activity B: Following a Recipe is an example of Total Physical Response (TPR). In your response: ● Reference the activity plan & the chapter reading

● Write between 100-200 words Activity B: Following a Recipe is an example of Total Physical Response (TPR) because as defined, TPR is a method that connects words, actions, and pictures together and is probably the method that has gained the most exposure and has lasted the longest (according to Chapter 3, Section 6.4). Activity B uses physical materials (such as plastic utensils and real or toy food that represents the target vocabulary of the lesson), and the way in which TPR would be utilized during this activity would be that a food item would be named, and the students would have to act out how to prepare the food. For example, if I say “banana”, then the students would reach for the banana and they would peel the banana. If I say, “onion”, the students would reach for the onion, and pretend to chop the onion with a plastic knife. The same would go on for other food-related vocabulary, in order for the students to mimic the motions that are in relation to the food vocabulary, thereby giving them a sort of muscle-memory way of learning English food vocabulary through Total Physical Response (Chapter 3, Section 6.4). 5 . Explain how Activity C: Learning Nature Vocabulary is an example of the Multisensory Approach . In your response: ● Reference the activity plan & the chapter reading ● Write between 100-200 words Activity C: Learning Nature Vocabulary, is an example of Multisensory Approach seeing as by definition, Multisensory Approach involves engaging the senses while teaching through combining the senses such as touch, taste, smell, sight, etc. Now, I have briefly spoken about this in my first response to the first question seeing as that was the task I chose in believing that it expresses accuracy over fluency, however, in this context, we have the students actually go outside into a natural environment, wherein most of their senses are involved during this exercise. One example that I would employ here could be to ask the students to “touch the tree”, which would involve both sight and touch in order to identify this vocabulary. Another could be to “touch the grass”. Here, we have a callback to relia, which is using objects in the classroom that bring the class to life in a way that relate classroom teaching to the real world. However, the twist is, that in this scenario and in this activity, the classroom is OUTSIDE and actually IN the real world, thereby making is an example of using the multisensory approach. (Chapter 3, Section 7.6)

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