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Encouraging Learning in the Classroom

Since this is a tasked-based lesson, we didn't want it to involve only drill exercises which would send the message that learning English is all about completing a series of short, controlled exercises which don't require any personal creativity, expression and interpretation. When preparing the materials, we also tried to avoid endorsing certain gender-related behaviors which would reinforce stereotypes which we .
             would not desire in a language classroom. Our students are 8th graders so we thought learning from content might still be as effective as referential learning at this age. .
             Furthermore, we limited the drill exercises only to one step because we wanted to offer our students the chance to use their own words which would require high level cognitive processes. Therefore, we included a range of activities differing from structural exercises to tasks that required learner initiation and creativity like our decision making activity that needed example answers rather than an answer key and peer feedback through discussion. .
             Altan (1995) says that ''what might be thought as international culture (human rights) or general knowledge should be used as the content for practice in the receptive skills of listening and speaking but that practice in the productive skills should relate to the learner's own socio-cultural context.'' Based on this suggestion, our listening activities are in the category of ordering food which can be labeled as ''international culture'' but our decision-making activity is based on the learners themselves which make it culturally and personally relevant to the learners. .
             Since we wanted to address all types of learner preferences, we designed a range of activities; listening activities for auditory learners, transcripts for visual learners and role plays for kinesthetic learners. .
             The tasks we designed mostly focus on meaning since all of them except the focus on linguistic features step target a meaning-related outcome like our decision-making activity in which they have to decide on a restaurant to celebrate their teacher's birthday at.


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