English Language English Language Teaching Teaching

Methodology:Methodology:A Curricular ApproachA Curricular Approach

Course objectivesBy the end of the course, teacher trainees

will be able to:

• a) understand and use correctly concepts and terminology for describing language (grammar, lexis, phonology and functions) and for describing language skills and sub-skills, e.g. reading for gist, scanning;

• b) understand and critically analyse the process of language learning;

• c) understand and critically analyse the process of language teaching;

• d) plan and prepare their lessons appropriately;

• e) select, adapt and use materials, resources and aids necessary in the process of teaching/learning English;

• f) use and teach students to use appropriate language in the classroom;

• g) manage their classes effectively.

English Language Teaching Methodology. Course

syllabus

• 1 Describing language and language skills – 1.1 Grammar (parts of speech; the forms and

use of grammatical structures), – 1.2 Lexis (types of meaning, word formation –

prefixes, suffixes, compounds –; word groupings – synonyms, antonyms, lexical sets, homophones, collocation –; register),

– 1.3 Phonology (symbols from the International Phonetic Alphabet – IPA); phonemes, word stress, sentence stress, intonation and connected speech)

• 1 Describing language and language skills– 1.4 Functions (context; levels of

formality; appropriacy; a range of functions and their typical exponents)

– 1.5. Language skills and their subskills (reading, listening, speaking, writing; features of spoken and written texts, e.g. layout, organisation, accuracy, fluency, authenticity)

• 2. Background to language learning– 2.1 Motivation (influences on

motivation; the importance of motivation; measures that can increase motivation),

– 2.2 Exposure to language and focus on form (acquisition; silent period; L2 learners’ need for interaction and focus on form as complements of exposure),

– 2.3 The role of error (errors and slips; interference and developmental errors; interlanguage),

• 2. Background to language learning– 2.4 Differences between L1 and L2

learning (differences in age; differences in the context of learning; differences in ways of learning),

– 2.5 Learner characteristics (common learning styles and preferences; common learning strategies; maturity; past language learning experiences; how learner characteristics affect learning),

– 2.6 Learner needs (the personal, learning and (future) professional needs of learners)

• 3 Background to language teaching – 3.1 Presentation techniques and introductory

activities: (introductory activities such as warmers, lead-ins; common ways of presenting language);

– 3.2 Practice activities and tasks for language and skills development (the design and purpose of a range of common comprehension and production tasks and activities; teaching terms, e.g. prompting, eliciting, drilling; frameworks for activities and tasks:– Presentation, Practice and Production (PPP); – Task-based Learning (TBL); – Total Physical Response (TPR); – The Lexical Approach; – Grammar-Translation; – test-teach-test; – guided discovery);

• 3 Background to language teaching – 3.3 Assessment types and tasks

(purposes for assessment – diagnostic, placement, achievement, formative, progress, proficiency -; methods of assessment – self, peer, portfolio, informal and formal –; the design and purpose of a range of assessment tasks and activities)

• 4 Planning and preparing a lesson or sequence of lessons – 4.1 Identifying and selecting aims

appropriate to learners (main, subsidiary and personal aims; specification of aims; factors influencing the choice of aims),

– 4.2 Identifying the different components of a lesson plan (the standard components of a lesson plan: aims, procedures, stages, timing, aids, anticipated problems, assumptions, interaction patterns, timetable fit);

• 4 Planning and preparing a lesson or sequence of lessons– 4.3 Planning an individual lesson (or a

sequence of lessons) by choosing and sequencing activities appropriate to learners and aims (common sequences, e.g. structures, skills, topic, project);

– 4.4 Choosing assessment activities appropriate to learners, aims and stages of learning (informal or formal assessment and related tasks and activities).

• 5 Selection and use of resources – 5.1 Consulting reference resources to

help in lesson preparation (the range of resources available and teachers’ reasons for consulting them)

– 5.2 Selecting and using coursebook materials (criteria for selection; ways of adapting materials)

• 5 Selection and use of resources – 5.3. Creating, selecting and using

supplementary materials and activities (types of supplementary materials and activities; reasons for use; how to select and adapt them)

– 5.4 Selecting and using teaching aids; types of aids and their teaching functions)

• 6 Teachers’ and learners’ language in the classroom – 6.1 Using language appropriately for a

range of classroom functions, (identification of a range of classroom functions and typical exponents; appropriacy of use, e.g. degrees of simplicity of language, appropriateness of sequencing, degrees of formality, use of L1)

– 6.2 Identifying the functions of language used by learners in the classroom (identification of common functions and typical exponents; identification of communicative purpose; appropriacy of use)

– 6.3 Categorising learners’ mistakes (categorising types of mistakes, e.g. spelling, wrong verb form, subject-verb agreement)

• 7 Classroom management – 7.1 The roles of the teacher (common

teacher roles, e.g. manager, diagnostician, planner -; functions of teacher roles, e.g. managing the teaching space, establishing systems for praise and reward, establishing rules, routines and procedures; analysing learners’ needs; building variety into lessons, planning lessons to meet learners’ needs)

• 7 Classroom management– 7.2. Grouping learners (common classroom

interaction patterns and their uses; grouping of learners and reasons for this)

– 7.3 Correcting learners (methods of oral and written correction, and their appropriacy of use)

– 7.4 Giving feedback (the focus and purpose of feedback; ways of giving feedback)

The Common European Framework for Languages• The Common European Framework

provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe.

• It describes in a comprehensive way what language learners have to learn to do in order to use a language for communication and what knowledge and skills they have to develop so as to be able to act effectively.

• It also covers the cultural context in which language is set.

• The Framework also defines levels of proficiency which allow learners’ progress to be measured at each stage of learning and on a life-long basis.

• The Common European Framework is intended to overcome the barriers to communication among professionals working in the field of modern languages arising from the different educational systems in Europe.

• It provides the means for educational administrators, course designers, teachers, teacher trainers, examining bodies, etc., to reflect on their current practice, with a view to situating and co-coordinating their efforts and to ensuring that they meet the real needs of the learners for whom they are responsible.

• By providing a common basis for the explicit description of objectives, content and methods, the Framework will enhance the transparency of courses, syllabuses and qualifications, thus promoting international co-operation in the field of modern languages.

• The provision of objective criteria for describing language proficiency will facilitate the mutual recognition of qualifications gained in different learning contexts, and accordingly will aid European mobility.

Plurilingualism• Multilingualism = the knowledge

of a number of languages, or the co-existence of different languages in a given society.

• Plurilingualism = a communicative competence to which all knowledge and experience of language contributes and in which languages interrelate and interact.

Plurilingualism In different situations, a person can call flexibly upon different parts of this competence to achieve effective communication with a particular interlocutor. For instance, partners may switch from one language or dialect to another, exploiting the ability of each to express themselves in one language and to understand the other; or a person may call upon the knowledge of a number of languages to make sense of a text, written or even spoken, in a previously ‘unknown’ language, recognising words from a common international store in a new guise.

The Common Reference Levels

A B C

Basic User Independent User Proficient User

A1 A2 B1 B2 C1 C2

(Breakthrough) (Waystage) (Threshold) (Vantage) (Effective (Mastery) Operational Proficiency)

Common Reference Levels: Global scale

Basic User - A1Can understand and use familiar everyday

expressions and very basic phrases aimed at the satisfaction of needs of a concrete type.

Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has.

Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

Basic User - A2Can understand sentences and frequently used

expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment).

Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.

Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

Independent User – B1

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.

Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.

Can produce simple connected text on topics which are familiar or of personal interest.

Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Independent User - B2

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialisation.

Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party.

Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Proficient User – C1

Can understand a wide range of demanding, longer texts, and recognize implicit meaning.

Can express him/herself fluently and spontaneously without much obvious searching for expressions.

Can use language flexibly and effectively for social, academic and professional purposes.

Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

Proficient User – C1

Can understand with ease virtually everything heard or read.

Can summarise information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation.

Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

The Self-Assessment Grid – A1

UNDERSTANDING

Listening I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly.

Reading I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues.

SPEAKING

Spoken Interaction

I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics.

Spoken Production

I can use simple phrases and sentences to describe where I live and people I know.

The Self-Assessment Grid – A1

WRITING

Writing

I can write a short, simple postcard, for example sending holiday greetings. I can fill in forms with personal details, for example entering my name, nationality and address on a hotel registration form.

The Self-Assessment Grid – A1

The Self-Assessment Grid – C2UNDERSTANDING

Listening I have no difficulty in understanding any kind of spoken language, whether live or broadcast, even when delivered at fast native speed, provided I have some time to get familiar with the accent.

Reading I can read with ease virtually all forms of the written language, including abstract, structurally or linguistically complex texts such as manuals, specialised articles and literary works.

The Self-Assessment Grid – C2

SPEAKING

Spoken Interaction

I can take part effortlessly in any conversation or discussion and have a good familiarity with idiomatic expressions and colloquialisms. I can express myself fluently and convey finer shades of meaning precisely. If I do have a problem I can backtrack and restructure around the difficulty so smoothly that other people are hardly aware of it.

Spoken Production

I can present a clear, smoothly flowing description or argument in a style appropriate to the context and with an effective logical structure which helps the recipient to notice and remember significant points.

WRITING

Writing

I can write clear, smoothly flowing text in an appropriate style. I can write complex letters, reports or articles which present a case with an effective logical structure which helps the recipient to notice and remember significant points. I can write summaries and reviews of professional or literary works.

The Self-Assessment Grid – C2