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This EAP activity is designed particularly for advanced level students. The activity intends to enhance students’ listening and speaking abilities using the tune, “Imagine” by John Lennon. Making use of genuine product such as this tune will promote capability of trainees to examine relevance of media to real-life situations, assess the singer/composer’s world views based on their own viewpoints, and use the views of the author to their everyday life as trainees. The tune, “Think of” reveals Lennon’s view about the world during the time of war.
He imagines a world that does not offer significance to cultural, political, religious differences. Rather, he proposes that individuals unify and recognize that they are created equivalent, thus they should deal with equivalent rights and chances, no matter where they are coming from. The style of the tune is really relevant in our time as it will make trainees understand the importance of equality regardless of gender, racial, spiritual, and cultural distinctions.
Using the tune is very perfect considering the multicultural background of the students using up the course.
The message of the tune will encourage trainees to express their views about the world, while promoting their capability and confidence to use the target language throughout group work and class presentation. Techniques: – Group Work Method. The activity will need trainees to operate in groups. This will provide trainees a chance to interact with others using English as their medium. As trainees use the language, the activity will enhance their capability to speak and listen to others throughout preparation and presentation.
– 6 Thinking Hats. The core of the activity is using “Six Thinking Hats,” a method introduced by Edward de Bono, which needs students to “extend their way of considering a subject” while wearing different colors of hats to suggest various thinking viewpoints. This technique requires trainees to translate the tune, express their viewpoint, synthesize the song’s significance, use the theme of the song to real-life scenarios, and evaluate their own knowing based on the activity.
As it requires students to think, react, and discuss, the strategy will allow the teacher to gauge students’ ability to express themselves in English, while promoting camaraderie at the same time. • Authentic Instruction. The use of a popular song helps students relate more to the lesson. The language used in the song makes it easy for students to understand the context and the message of the composer. Moreover, by using popular songs for instruction, the teacher provides a guide to students as to what kind of literature or media materials they should subscribe to.
• Brainstorming. As the groups process the ideas they will present, they conduct brainstorming, where all ideas are accepted and recorded for synthesis and valuing before presentation. • Panel Discussion. The discussion part of the task requires students to present their ideas on a given topic in a panel discussion. In this activity, each of the students is given time to express their ideas in relation to the topic assigend to them. While they do this, it is important to emphasize agreement of their thoughts on the given issue/topic. • Forum.
While the panel presents, the audience makes notes on issues they want to discuss with the panel. Therefore, after the panel discussion, members of the audience are encouraged to ask questions to be addressed by the panel. • Active Learning. Basically, the use of different strategies such as groupwork, Six Thinking Hats, authentic material, brainstorming, panel discussion and forum promote active learning among students. The activity does not only require them to think, but also make them move about in groups, take note of their classmates’ thoughts, and present their views orally.
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