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Date Posted: 15:27:24 05/29/07 Tue
Author: Marina
Subject: Peer editing from Marina to Sonia

There has been a great stimuli for change in language education because of the ineffective results obtained by the traditional approach. Instead of receiving the content passively, the students are led to understand that “Language as communication involves the active use of grammar and vocabulary to listen and read effectively and to speak with and write to other people”. Besides it, language needs to be learnt functionally so that learners are able to see that different forms communicate different meanings. Through TPR (Total Physical Response) methodology, the teacher can prepare an interesting activity that is related to what will be taught in class and that, also, promotes interaction, develops students’ awareness, confidence and co-operation.
One good lesson planning could be based on three steps: warm up, application and wrap up. The first one consists of the arrangement of the whole group, sat in circle on their respective chairs, with the teacher in the center , and the activity called “Simon says”. If the teacher (leader) says: “Simon says... stand up!”, everyone must do the action. If the teacher does not say “Simon says”, the whole group must not do the action. It is an excellent way to introduce imperatives for beginners through this methodology which is a “language learning based on coordination of speech and action. It is linked to trace theory of memory which holds that the more often or intensively a memory connection is traced, the stronger the memory will be”. This activity makes the students laugh a lot when they make mistakes. Usually it takes 15 minutes.
In the second step called application, the students do the exercise in their books. They are asked to look at the picture; read the sentences related to them, look at the verbs in the box, some of which can be left out and then, fill in the blanks with a correct verb that corresponds to the imperative. After it, the teacher can elicit from them the rule to form imperatives. . Therefore, they are able to understand how the language works and how imperatives can be related to their lives.
The last step called wrap up relates to production. The students are asked to create four imperatives they use or listen to in their daily routine. The teacher correct some answers from different students, get it and then , if there is enough time, he gives a feedback to all of them in this same class. This time named as production is very important because the students are evaluated if they are using the language properly, and also, if they had an effective learning. It is time to think about the language use.
In summary, if the teacher follows these three steps and makes use of the TPR methodology in some activities, he certainly will succeed in having interesting classes that not only motivates the students to act in the process of learning , but also contributes to their effective learning. Both, the teacher and the students gain with this kind of organization presented in the lesson planning

Hey Sonia!

Your text has all the rules of a process analysis. I have nothing to say about it! If it was a movie, I would put ir on the documentaries section!

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