Chapter 2 Assignment

docx

School

Toronto Metropolitan University *

*We aren’t endorsed by this school

Course

ENG4U

Subject

Chemistry

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by MinisterFlower12827

Ch 2 Template: Materials Analysis 👨👨 Textbook Materials Analysis Overview: In this task, you will critically review a sample unit from an authentic ESL/EFL student textbook (the samples come from Pearson ). In your response, be sure to address all of the bullets for each question. Part I. Review and select one of the student book samples from the following list: ● Level I Student Book: Sample Unit from Toch Notch Series ● Level II Student Book: Sample Unit from Top Notch Series ● Level III Student Book: Sample Unit from Top Notch Series Part II: Using the one student textbook sample you selected, answer all five questions below. 1. Identify which student book you are reviewing. Copy and paste the name from Part I. ● Level I Student Book: Sample Unit from Toch Notch Series 2. Identify 1 activity from the book where you would use pair or group work. In your response: ● Clearly identify the name of the specific activity you are referencing ● Briefly explain how you would scaffold and run the activity ● Describe the physical classroom set-up (e.g., technology, desks, board work) ● Reference the chapter reading as support for your choice ● Write between 100-300 words The name of the specific activity that I am referencing is on Page 2, Section A: Pair Work that asks “Why are you learning English? Compare reasons with a partner. The reason I chose this activity is because I referenced a similar activity to this in last week’s Peer Collaboration discussion topic, when I responded to another classmate’s post. They had asked what type of ice-breakers could be used that aren’t generic or awkward, and I responded by saying that in my opinion, in order to create a more communal atmosphere in the classroom, it would be great to dig deeper into the common denominator as to why the students have decided to learn English. Of course, that is the main thing that everybody has in common, however, I suggested that perhaps it would be beneficial to ask the students what their end goal is when it comes to learning English and what they are planning to use this new skill for, seeing as this would diversify the responses, albeit give the opportunity for students to relate to each other if they have the same common goal (or even give students an idea for a goal that they had not thought of themselves). For example, to get a job that requires speaking English, to relocate to a

majority English speaking country, etc.. The classroom setup that I would take for this (seeing as it is in pairs) would be to have the paired students face their desks toward each other (thereby creating small clusters), and to learn more about their partners reasons for learning English. I would then have the pair of students stand up from where they are sitting and present their partner’s responses, seeing as this strategy would actually help them to learn more about their partner on a personal level and, referencing Chapter 2.6 “Creating Scaffolded Activities”, it would help the students to “digest that information” – regarding the information that the partners have relayed to one another in the English language, since they are essentially interviewing one another. The way I would scaffold this assignment, after pairing the students together and getting the classroom setup in order, would first be to provide the students with a few simple questions to get to know one another before asking the main question of why they are learning English, such as what their names are, what their favourite food is, and what their hobbies are. These preliminary questions set a more personal tone to get to know one another’s partners better, while taking Step 1 in creating scaffolding activities where the use of the students’ existing English language skills can be used (as favourite foods, colours, hobbies, can be simply relayed in English). To pre-teach any new language for the task completion, this would involve incorporating the question into the answer. For example, the students would say “X’s favourite food is pizza. X’s favourite colour is blue. X likes to play the piano. X is learning English because…”. I believe I’ve already answered Step 2 which includes having the students work in pairs to complete the task, and the way that they present it is by writing down each other’s answers and then reading it aloud for the rest of the classroom. Step 3 would include reviewing the diverse and various English words that would come about as a result of this exercise (different types of food, different colours, and different hobbies), and then a recall to some of these English words amongst the entire class could be a could sequel to the exercise. This transitions into the next activity B: Class Survey which asks how many students in my class are studying English. Here, after each pair has presented their partner’s answers, we can now include the entire classroom and have everybody raise their hand to see how many students share the same favourite food out of the options that were presented, how many students have the same favourite colour (another great way of doing Step 3 in reviewing new English words), but most charitable to the assignment, to see how many students share the same common goal in learning English, establishing common interests. 3. Identify 1 activity in the sample materials where you would use individual work . In your response: ● Clearly identify the name of the specific activity you are referencing ● Briefly explain how you would scaffold and run the activity ● Describe the physical classroom set-up (e.g., technology, desks, board work) ● Reference the chapter reading as support for your choices ● Write between 100-300 words Unlike the previous assignment, when it comes to individual work, I would most likely go with something along the lines of Lesson 3, seeing as this relies more on providing personal information. During this exercise, I would provide each student with an individual digital flash card that they would have to listen to a conversation between two people and write down the

details of each person in said conversation (such as nationality, birthplace, hometown, occupation, etc.). This type of exercise requires more focus, which is why it is a great exercise to do independently. Step 1 of scaffolding this assignment would include providing the students with a flash-card of multiple choice when it comes to the aforementioned details. By this I mean that, I would provide a list of nationalities, birthplaces, hometowns, occupations, etc., (perhaps 3 for each category), and this would help to pre-teach any new language that is key to completing this task. Giving the students a list of options in order to correctly identify the details would help them as they can use process of elimination to determine the correct answer. Step 2 of scaffolding this assignment, as I’ve already mentioned, would simply be having the students work independently at their desk and I would circulate the classroom and provide any assistance that is needed. Step 3 of scaffolding this assignment, could include having another student go over the assignment and in a sense “mark” it, or for lack of better term, review it. This is similar to a method that teacher’s used in my high school where another student would grade my test and I would grade another students test. However in this case, I would partner the students. The advantage here is that, it gives the student who is, not grading but reviewing the work of another student, the opportunity to also learn the English words that were in a different Digital Flash Card exercise as opposed to the one that they were assigned, which would help broaden their vocabulary as well. Essentially, this independent exercise would then transition into a peer review, which transitions to having Partner A looking at the top of the page and Partner B turning their book and looking at the bottom of the page and asking information questions so that they could either write the missing personal information or make corrections (page 9). This concludes Step 4 of scaffolding. 4. How would you modify an activity (or add a new one) to include experiential learning ? Your activity can be before, during, or after the unit. In your response: ● Clearly describe where in the unit you would place this activity ● Describe if your activity is a modification and/or addition to the existing materials ● Explain how the activity is an example of experiential learning ● Reference the chapter reading as support for your choices ● Write between 100-300 words I believe I’ve answered this question somewhat in my previous answers, seeing as experience leaning refers to using realia, which are everyday objects that can be brough to class and to be used as props. So, for example, I would probably place it in the first unit, Section A (reference found on Page 2) where I would have students partner up and learn about each other, and then they would present what they’ve learned about their partners to the class. So one of the questions that I would present as part of the exercise would ask every student to bring one item that has significant meaning to them, whether it’s a family heirloom, a photograph of a good memory, or any such item that brings them sentimental value. Then, the partner would have to learn why this item carries this value and as they are describing the information they have learned about their partner with regard to this question, they would be showing it to the class visually. I feel that this visual presentation can help connect with the vocabulary that is being used to describe the item and why it carries significant meaning, and this helps to make associations not only with the written or spoken word but also with the physical item itself.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

5 . Review the unit again. Do you feel the sample unit encourages autonomous learning ? If so, how and where? If not, why? In your response: ● Briefly define autonomous learning ● Describe whether/where the unit provides or could provide students with autonomy (e.g., choices on what to complete and/or how to complete an activity, etc.) ● Describe whether/where the unit provides or could provide opportunities for students to set goals or reflect on their learning Simply put, autonomous learning is when students take responsibility for their own learning while still being involved in a student-centered classroom. Even when it comes to learning in pairs or groups, there is always going to be an element of autonomous learning seeing as each group member has their own part to contribute, and this requires them to do the work on their own. So, autonomous learning is already inherent in group learning structures. Again, referencing the “learning about your partner exercise”, a great way to encourage autonomous learning would be to provide the students with a survey that they can complete on their own time, which could include questions that ask them what new words they used, a review of their use of proper grammar, and even just giving them the opportunity to self-reflect on how they felt doing the exercise in various components such as listening, speaking, writing, reading, grammar, pronunciations, etc., and a good reflective opportunity would have them write out what they think they did best on, and what they could improve on for next time. This encourages them by giving them an idea on what areas of the English language that they are strong in, and which areas that they are more weaker in and should probably focus on more.