Sample 2
American English File 3. Oxford University Press
Sample 1: Elementary (Present Progressive)
Sample 3: Upper Intermediate (Past tenses and Past Perfect)
Look at the following textbook sample. As you look at the activities, think about the ECRIF questions. What seems to be the aim of each activity? What gaps do you notice? What would you keep, reject, add or change?
Note: We encourage you to do this activity yourself and then compare it to our commentary/analysis, which is below.
American English File 3. Oxford University Press
Sample 1: Elementary (Present Progressive)
Sample 3: Upper Intermediate (Past tenses and Past Perfect)
Look at the following textbook sample. As you look at the activities, think about the ECRIF questions. What seems to be the aim of each activity? What gaps do you notice? What would you keep, reject, add or change?
- How will students encounter the target language? In what context? How can I provide them with opportunities to activate their prior knowledge and fluency?
- How will student clarify the form, meaning, and use of the target language?
- How will students remember/internalize the target language?
- What communicative tasks will provide students opportunities to fluently use the target language?
Note: We encourage you to do this activity yourself and then compare it to our commentary/analysis, which is below.
Our commentary is below.
Job Swap: Vocabulary for getting, having, and losing a job)
(American English File 3: Oxford University Press)
To further establish a more personalized context and give the students an opportunity for fluency at the beginning of the lesson, I might have them talk about jobs they or have had and discuss what they liked and disliked about those jobs. If students hadn’t worked before, they could talk about jobs that their friends’ or family have had. This initial fluency activity would also allow me to assess what type of job-related language they already have. The initial activity in which students match the picture and sentences establishes the context of jobs and could help students begin to encounter and clarify the meanings of the vocabulary items in bold. However, to further help them clarify the meaning, I would also want to have some additional activities with verbal definitions, examples and concept questions (Ex. If you get promoted do you get more or less money? à more).
The activity in which students cover sentences and retell the story from pictures could really help student remember and possiblyinternalize the new vocabulary, but I would do the pronunciation activity before that, so that they could also beclarifying/remembering the correct word stress while retelling the story.
The final activity with ‘Do you know anybody who…?’ could help students internalize and become more fluent with the new vocabulary words as it provides a chance to personalize the language. I would probably have them change partners several times so as to get more time to work on fluency. I would also monitor for mistakes and do have students correct mistakes on the board so as to focus them again on accuracy. I also feel that students might need more opportunities to internalize and fluently use the new language. I might do additional activities such as having them create their own success/failure stories about people and then retell those stories. I could hand out pictures of people for students to profile. I could also have students interview somebody outside of class or do research on somebody and report to their classmates in the next lesson.
Job Swap: Vocabulary for getting, having, and losing a job)
(American English File 3: Oxford University Press)
To further establish a more personalized context and give the students an opportunity for fluency at the beginning of the lesson, I might have them talk about jobs they or have had and discuss what they liked and disliked about those jobs. If students hadn’t worked before, they could talk about jobs that their friends’ or family have had. This initial fluency activity would also allow me to assess what type of job-related language they already have. The initial activity in which students match the picture and sentences establishes the context of jobs and could help students begin to encounter and clarify the meanings of the vocabulary items in bold. However, to further help them clarify the meaning, I would also want to have some additional activities with verbal definitions, examples and concept questions (Ex. If you get promoted do you get more or less money? à more).
The activity in which students cover sentences and retell the story from pictures could really help student remember and possiblyinternalize the new vocabulary, but I would do the pronunciation activity before that, so that they could also beclarifying/remembering the correct word stress while retelling the story.
The final activity with ‘Do you know anybody who…?’ could help students internalize and become more fluent with the new vocabulary words as it provides a chance to personalize the language. I would probably have them change partners several times so as to get more time to work on fluency. I would also monitor for mistakes and do have students correct mistakes on the board so as to focus them again on accuracy. I also feel that students might need more opportunities to internalize and fluently use the new language. I might do additional activities such as having them create their own success/failure stories about people and then retell those stories. I could hand out pictures of people for students to profile. I could also have students interview somebody outside of class or do research on somebody and report to their classmates in the next lesson.
