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They will ask students what they think of a topic before asking them to read about it, for example." It would be preferable for the teacher to spend two minutes asking the class for any ideas about what has caused the teacher to disappear before allowing the students to make up their own versions of the story in groups.
It is not clear why the students have to take their questions to the teacher for answers. If this is a student centered class, could they not give their questions to another group for answers? However, there could be the underlying reason that at this point the teacher wants to input some new vocabulary.
I presume the teacher checks with the class that they have the correct order for their report before they start writing, otherwise, the first aim of the lesson will not be achieved.
The biggest weakness in my opinion is that the students check each other's work after the initial writing is completed. Firstly, this may be of little value to students, and in particular pre-intermediate students, who have such limited knowledge of the language. Secondly, students may find this approach alien and resent their colleagues correcting their work. Thirdly, if the students are to develop their writing...
Other students may well leave their fellow student's writing covered in correction marks, and open the way for discouragement and a loss of motivation. I would recommend that this lesson be broken into two lessons with time in between for the teacher to correct each student's writing.
Bibliography
Harmer, Jeremy. How to Teach English. Malaysia: Addison Wesley Longman Limited,
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Mora, Jill Kerper. "Second-Language Teaching Methods Principles and Procedures."
Principles of L2 Teaching Methods and Approaches. 24 April. 2010. Web. 2 May.
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Schutz, Ricardo. " a Psycholinguistic Teaching Approach." Web. 2 May. 2010
Simpson, Adam. "Task-Based Learning." Web. 2 May. 2010
Wilson, Reid. "A Summary of Stephen Krashen's "Principles and Practice in Second
Language Acquisition." Language Impact. Web. 2 May. 2010.
Works Cited
Krause, Kerri-Lee, Sandra Bochner and Sue Duchesne. "Cognitive Explanations of Learning." Educational Psychology. Melbourne: Nelson PTY Australia Limited,
Works Cited
Krause, Kerri-Lee, Sandra Bochner and Sue Duchesne. "Cognitive Explanations of Learning." Educational Psychology. Melbourne: Nelson PTY Australia Limited,
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