In my term paper I will try to investigate a unit of an English course book for German learners of English as their second language. For this aim I will use the “English G2000 B1 for the fifth grade Realschule”. I decided for the “Realschule” version as I’m studying on teaching profession for this type of school.
Considering the extent of this paper I will not be able to investigate this course book completely. Instead of this I will concentrate on a small unit – topic 4 in the end of unit four, which deals with money and shopping. In G2000 every unit closes with such a short topic-unit and it has – just like the larger units – a focus on a language skill. In case of topic 4 it is speaking.
In order not to write too much I will put emphasize on the methodological and theoretical background of the exercises and tasks of this unit: Which methods are used? What about the role of the learner/teacher? Which competences are demanded and supported? Is it sufficient to teach English only with the help of a course book?
Therefore I will give a short glimpse on the historical background of language teaching and learning at first, so that the reader deserves basic information about methods and their theoretical background.
For a better entrance to my topic I will also involve the teacher’s manual. It includes information about new vocabulary, materials and methods. Furthermore it offers the teacher instructions for the exercises in the student’s course book.
Therefore it is in a way essential, because it is in fact a manual for the student’s book.
Topic 4 consists of four main exercises. Some of them are slightly complemented by parallel tasks from the pupil’s workbook, which is also available as additional support to the course book. Furthermore there is a Vocabulary Action Sheet in the end of the teacher’s manual including some vocabulary exercises for each unit.
Table of Contents
1. Introduction
2. Language teaching / Language learning – A glimpse on history
3. Analysis of topic 4 from the course book G2000
I. Stage of language learning
II. Topic 4 - Methods, activities and exercises
4. Conclusion
5. Bibliography
Research Objectives and Topics
The primary objective of this paper is to investigate the pedagogical and methodological framework of a specific unit (topic 4) within the English course book "English G2000 B1" for fifth-grade German Realschule students, evaluating the balance between teacher-centered and learner-centered approaches.
- Historical evolution of language teaching methods (Audio-lingual vs. Communicative Language Teaching).
- Application of Task-Based Language Learning (TBLL) principles in course book materials.
- Assessment of learner-centeredness and student motivation in specific classroom tasks.
- Evaluation of instructional support systems including teacher manuals and auxiliary materials.
- The efficacy of course books as primary tools for teaching English as a second language.
Excerpt from the Book
3.2 Topic 4 - Methods, activities and exercises
In the beginning of topic 4 the students get a glue of what the topic will be about. The teacher gives an impulse by presenting and describing a picture in the course book which shows some pieces of money (Schwarz / Biederstädt 1997: 68). In this rather easy entrance to the topic the student’s role is to listen to the words of the teacher: “Look, this is British money. Here’s a pound. This is a ten pound-note. …”. So it is likely to say that the students get language as well as cognitive support by the teacher, because it would be too difficult for the students to learn how different amounts of money can be expressed and which vocabulary is needed for this purpose. Moreover the students also learn some German amounts of money and how they are built and pronounced in English (Schwarz / Biederstädt 1997: 68).
The entrance to the topic is followed by the first exercise. Now the students become more active, as they have to repeat what the teacher says. Firstly they have to repeat several amounts of money together and afterwards some students repeat them on their own. By doing so the teacher gives instructions about the plural marking of pound and the abbreviation of penny/pence, which is “p” (Schwarz 1997: 142). In this situation the students deserve language support again.
Summary of Chapters
1. Introduction: This chapter outlines the scope of the investigation, focusing on the analysis of topic 4 from the "English G2000 B1" course book intended for fifth-grade students.
2. Language teaching / Language learning – A glimpse on history: This section provides a theoretical overview of language teaching methodologies, contrasting the traditional audio-lingual method with contemporary communicative and task-based approaches.
3. Analysis of topic 4 from the course book G2000: This central chapter evaluates the practical implementation of pedagogical methods within the specific unit, examining the stage of language learning and the design of classroom activities.
4. Conclusion: This chapter summarizes findings regarding the limitations of course books and advocates for a more integrated, learner-centered teaching style in English education.
5. Bibliography: This section lists all academic sources and course materials referenced throughout the research paper.
Keywords
English G2000, Realschule, Language teaching, Communicative Language Teaching, Audio-lingual method, Task-Based Language Learning, Learner-centeredness, Course book analysis, Language acquisition, Pedagogical methodology, Classroom instruction, Topic 4, Student support, Teaching English, Secondary education
Frequently Asked Questions
What is the core focus of this research paper?
The paper examines the pedagogical methods and theoretical foundations used in a specific unit of the "English G2000 B1" course book designed for fifth-grade students in a German Realschule.
What are the primary thematic areas covered?
The key themes include the historical development of language teaching methods, the practical application of task-based activities, and the role of the teacher versus the student in classroom settings.
What is the main objective of the study?
The study aims to evaluate whether the tasks within the selected course book unit effectively facilitate language learning and to what extent they promote learner-centered instruction.
Which scientific methods are employed in the paper?
The author uses a qualitative analysis of the course book materials, comparing the exercises against established theories of Communicative Language Teaching and Task-Based Language Learning (TBLL).
What topics are discussed in the main part of the paper?
The main part analyzes the specific exercises in unit 4, examining how they introduce vocabulary, support student interaction, and incorporate diverse tasks like role plays and memory exercises.
Which keywords best characterize this work?
The work is best defined by terms such as English G2000, Communicative Language Teaching, Learner-centeredness, Task-Based Language Learning, and language acquisition in the Realschule context.
How does the author evaluate the "teacher-centered" versus "learner-centered" balance in the unit?
The author notes that while some tasks remain traditional and teacher-led, there is a clear intention in the G2000 material to transition toward learner-centered activities that encourage student participation and autonomy.
Why does the author suggest that using a course book alone might be insufficient?
The author concludes that reliance solely on a course book lacks the flexibility and variety needed for a truly engaging learning atmosphere, suggesting that supplementary methods and sources are necessary for better outcomes.
- Arbeit zitieren
- Jens Goldschmidt (Autor:in), 2008, Language teaching and language learning - Methods in a course book for German learners of English, München, GRIN Verlag, https://www.hausarbeiten.de/document/200679
