Essay Example on Acing the Government Exam: American & British English Converting Tips

As per the government exam requirements, I will help them to identify different American and British English words. I will then teach them how to rewrite the American English words to British English words and vice versa. Next to that, I will teach them easy hints of converting words from either American English or British English. To further enable them to answer the government exam questions, I will give them questions from previous government exams that are related to the unit am teaching.

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Grammar involves describing language structure to form sentences, and these sentences should be meaningful and functional. Learning grammar involves three processes; noticing, restructuring, and integrating the current structure into use. In noticing stage, students should be aware of English as a second language has different sentence structures compared to their language. Therefore, the teacher has to present his/her grammar very clearly so the students can know the difference. Restructuring stage enables a student to form new structures of their understanding of the language. After restructuring the new language, they need to understand how the restructured language works, and they can be able to use it without problems (Ellis, 2002).

Writing involves expressing meanings, ideas, and range of features with appropriate vocabularies and grammar on paper. It demands a lot of effort for English non-natives to achieve fluency. I will use dictologloss to help me achieve this technique for my students. Dictogloss is a dictation activity that involves multiple skills such as listening, writing and speaking and promotes a focus on form (Jessner, & Cenoz, 2019). According to Harmer (2015), its purpose is for students "to reconstruct a text from memory." In contrast to regular dictations, the learners only start writing once the dictation is finished. They try to remember and recreate the exact wording of what they have heard. The learners will work together in groups and try to recreate the full text. Finally, they compare their recreated text with the original, noticing differences in the process.

References

Ellis, R. (2002). Accuracy and fluency revisited. In Hinkel, E. & Fotos, S. (Eds.), New perspectives on grammar teaching in second language classrooms (pp. 35-50). Mahwah, NJ: Lawrence Erlbaum.

Harmer, J. (2015). The practice of English language teaching. London: Longman.

Jessner, U., & Cenoz, J. (2019). Teaching English as a third language. Second Handbook of English Language Teaching, 1-18.