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Be able to select the target language appropriate to the linguistic level of the learners
Explain the pedagogical value of recycling language
Recycling is the act of repeating language that students have already encountered. The recycled language will be reintroduced in a new setting or through a new talent. This allows the student to use the new thing in more ways.
Example
The learners were introduced to functional language of greetings and introductions in the previous lesson. They now engage in a fast mix activity in which they recycle the words.
Recycling is a crucial aspect of learning consolidation in the classroom. It is frequently featured in the structures of courses and course books. Through varying the skills work a class meets, teachers might look for opportunities to recycle new language.
The easiest way to incorporate recycling chances into lessons, in our opinion, is to use the same terminology in a variety of tasks. This is simple with the PPP approach (Presentation – Practice – Production), because you present samples of new language by listening or reading, practice them through controlled oral and written activities, and then recycle them in free writing, such as a homework assignment.
In a following class, you can return to the same language, and perhaps a little more, either with similar exercises (because kids value familiarity) or with different ones (because students also enjoy variety). When presenting and practicing the past (preterite) tense, the following tasks could be employed inside a single session or lesson sequence. Each work might be completed in a few of minutes. Even when the specific task changes, you'll notice how the identical wording is recycled numerous times. Every repetition increases the opportunity for pupils' brains to acquire long-term memories of sounds, words, and structures, which can later be used independently.
Many opportunities to recycle language, particularly high frequency language, will be integrated into a well-planned course. Many textbooks follow the so-called spiral curriculum model, in which an area of vocabulary or grammar is repeated at least once a year, if not more frequently. One criticism leveled against this methodology is that the time between each'revisit' is so extensive that many students forget what they learned previously, necessitating a re-teaching of the material. Language professors frequently express their dissatisfaction with this situation.
2.2 Explain ways in which language can be recycled for educational purposes during a language lesson
How can you encourage your kids to study English more? Less is more! It may seem counterintuitive, yet it is correct.
To satisfy parents and administrators, teachers are frequently urged to teach more - more vocabulary, grammar, and content. Completing a coursebook soon becomes a barometer of success. Students make the most progress in classes where professors introduce relatively little new language and actively recycle previously taught language, spending the majority of class time reusing both new and familiar language in different settings.
When encouraging students to work on comprehending the gist of a hearing or reading exercise, for example, there are occasions when you might opt to throw them into the deep end of the language pool. However, rather of the typical way, it should be an option that works toward your instructional goals. Students are unlikely to retain much for the next lesson if you spend the majority of the class with books open, explaining the language on the page. You wind up teaching the same topics over and over without feeling like you're making any progress.
When we recycle language in class, on the other hand, we're teaching students how to use what they already know to find out what they don't know. It's one of the most important skills that a proficient language user has.
We'll never be able to teach our pupils all they'll ever need to know about English, so instead, teach them how to trust their abilities to figure things out for themselves. Introducing new language in the context of something familiar is one of the simplest methods to model this skill. Another way to think about it is to make sure you get the most out of any language your pupils are learning.
This appears to be a deep lesson if you teach without recycling familiar material - eight new vocabulary words and two question and answer patterns. Actively recycling previously taught vocabulary, on the other hand, can help to make the lesson more bearable. Students, for example, are already familiar with the concept of plurals and how to signify several items by adding a –s to the end of a word. They may need to be reminded, but they are not required to re-learn anything.
It's a minor step for children to realize that the new pattern, What are these?, is the same inquiry but for asking about more than one of anything by reusing the old pattern with the singular vocabulary words. Students now have more time to practice the language they've acquired because the amount of new language to be taught has been reduced. They can utilize the questions and responses with terminology from previous classes, or they can apply their plural-making abilities to themes that interest them, or they can personalize the language and develop new skills by writing about things in their own lives (e.g., This is my bedroom). These are the CDs that I have. This is my phone, etc.) before reading what peers have written.
One easy rule is to teach one new thing in each lesson, or in each segment of a lesson for longer classes or older pupils. Reducing the amount of time spent on teaching new language allows students to spend more time using it:
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