Institution: Hastings College of Arts and
Technology
Introduction:
Students take Spanish for one year and have lessons for 1 ½
hours per week. Although the language learning is not
compulsory, it is strongly encouraged by the vocational team. Once
they begin, the students rarely drop out as a strong importance is
placed on their language learning. The Spanish course is funded
using enrichment funding. Although the students are
non-specialist language learners, the whole course is delivered via
the target language using activities relevant to the vocational
context.
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Description of lesson: issuing safety
instructions
Teacher – Silvana Richardson
The video clips below show good practice in the teaching of
non-specialist language learners, following a vocational course.
Despite the learners' minimal exposure to the language, the lesson
is carried out completely in the target language. The teacher uses
it to explain the lesson’s aims and objectives, to explain all
activities and to teach grammar.
The lesson follows a logical sequence which begins with the
explanation of the aims of the lesson, followed by revision then
further learning and practice of key vocabulary using mime, role
play and games. Students then get to use the language spontaneously
as the end of the lesson by carrying out role plays in the mock
aeroplane. Throughout the lesson, the teacher uses materials,
activities and language relevant to the students' main
course.
The lesson:
Using the target language
The teacher uses the target language throughout the
lesson, even to explain the lesson's aims and objectives in
the target language. This is done successfully by giving clues with
body language and facial expression and employing vocabulary
familiar to students from their main vocational course.
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Using games
Learning key vocabulary and phrases for giving safety
instructions by playing snap. Students enjoy the competitive
element of the game and are able to practise quite difficult
phrases in a fun way.
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Using mime
Practising key phrases for giving safety instructions
using mime. The teacher demonstrates first and then students work
in pairs.
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Using rhythm to teach vocabulary
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»
Teaching grammar via the target language
Students practise masculine, feminine and
plural.
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Explaining activities in the target
language
The activity involves learning to understand the
problems passengers may have on an aircraft.
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Producing spontaneous language
Converting language practised in class to spontaneous
role plays in a realistic setting.
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The interviews: the teacher
What is the difference between teaching an applied language course
and a GCSE?
Hear about the need to develop a tailor-made
syllabus, to make the language specific to the vocational area, to
develop specific materials.
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How do you motivate students for whom language is not their main
learning aim?
Hear about the importance of making the tasks
relevant to the main vocational area and even of replicating some
of the tasks carried out in the main course in the language.
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What makes a good applied language
lesson?
Hear about the need for lots of practice in a variety
of different ways including games, the need for fun and for the
learning to culminate in a realistic activity.
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How do you design a tailor-made syllabus for a
vocationally-related language cours
e?
Hear about the importance of working
with the subject specialist team.
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The interviews: the students
How useful
is a language for work?
Listen to
students talking about advantages of language learning for
employment and the motivating influences of contextualisation and
games!
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