English Teaching Handbook Bontila

8/12/2019 English Teaching Handbook Bontila

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Reflecting pretexts and exercises

Ruxanda Bontil

2002


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CONTENTS

1. Towards Teacher Proficiency.!

2. "ang#age $ethods and Techni%#es...........................................................................!

The Direct Method

The Audio-Lingual Method

Suggestopedia

The Community Language Learning Method

The Communicative Approach

Communicative Syllabi towards a Communicative Methodology

!. Class $anage&ent........................................................................................................'

Classroom Observation: Class Management

e!lection as "#ercise

(. "esson Planning..........................................................................................................10

Layout

"#ample

). Teaching *oca+#lary.................................................................................................12 Classroom Observation: Le#is


,. Teaching -ra&&ar....................................................................................................1(

Classroom Observation: $rammar


. Teaching Pron#nciation..............................................................................................1,

Classroom Observation: %honology


/. Teaching Reading........................................................................................................1/

Classroom Observation: eading e!lection as "#ercise

'. Teaching "istening......................................................................................................21

Classroom Observation : Listening


10. Teaching writing..........................................................................................................2(

Classroom Observation: &riting


11. Teaching Speaing......................................................................................................2/

Classroom Observation: Spea'ing

e!lection as "#ercise12. Teaching "iterary Sills.............................................................................................!2


1!. Correction....................................................................................................................!!

Classroom Observation: "rror Correction


1(. Testing..........................................................................................................................!)


1). $aterials Eal#ation Criteria....................................................................................!,

1,. -lossary of So&e Co&&on $odes of Teaching and "earning...............................!

1. i+liography.................................................................................................................!/

2


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() TOWARDS TEACHER PROFICIENCY

*t+s good to remember that the more success!ul "nglish teacher is li'ely to be better endowed than

many o! his colleagues with:

- energy

- acting talent

-artistic imagination and s'ill

- patience and 'indness

- organising ability

- powers o! re!lection and sel!-criticism, etc)

ST*LL, the indispensable constituents which will always ma'e a success!ul teacher are connected with

three crucially important components o! the !oreign language teacher behaviour:

() 'nowledge o! language use

) 'nowledge o! language analysis

.) 'nowledge o! language teaching.

To these three, an overarching concept should be added: reflectie !ractice.

Reflection as Exercise

*! there are /ualities which distinguish the outstanding teacher !rom the competent one 0congruence,

pri1ing, empathy2, to what e#tent can these /ualities be trained or developed3

2. "AN#$A#E %ETHODS AND TECHNI&$ES

THE DIRECT %ETHOD

() $OALS: to communicate in target language 0TL24 to thin' in TL)

) OL"S: Teacher 0T2 directs class activities4 T 5 Ss are partners)

.) T"AC6*7$ 8 L"A7*7$ %OC"SS: Ss associate meaning 5 the TL through realia, pictures,

pantomime) Ss spea' as i! in real situations) $rammar is taught inductively)

9) *7T"ACT*O7: Teacher-directed 5 Student-directed

) D"AL*7$ &*T6 ;""L*7$S: no principles that relate to the area)

LT>": Language is primarily spo'en) Ss study everyday

speech in the TL) Aspects o! !oreign culture are taught)-

?) LA7$>A$" A"AS 5 S@*LLS T6" A%%OAC6 "M%6AS*"S: =ocabulary over $rammar)

Oral Communication over eading and &riting) %ronunciation is primordial)

B) OL" O; Ss+ 7AT*=" LA7$>A$": Not #sed.

) M"A7S O; "=AL>AT*O7: Through actual use as in oral interviews) They may also be assigned

written paragraphs)

() "S%O7S" TO Ss+ "OS: Sel!-correction encouraged)

!


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L"T $O *D"AS:

() Consider the !ollowing dialogue) &hat structure is it trying to teach3

%A>L: Lou+s going to go to college ne#t summer)

H"TTE: &hat is he going to study3

%A>L: 6e+s going to study architecture) 6e+s going to be an architect)

H"TTE: &here is he going to study3

%A>L: 6e+s going to study at "dinburgh >niversity)

%repare a series o! drills 0bac'ward build-up, repetition, chain, single-slot substitution,

multiple-slot substitution, trans!ormation, and I-A2 designed to give beginning level ";L students

some practice with this structure)

) %repare your own dialogue to introduce your Ss to the Fbe going toG structure)

%O7D" A7D 6E%OT6"S*S"

.) "M*7*SC" about your past learning e#periences and say how o!ten this method was used

by your teacher and how success!ul it proved)

9) Are there techni/ues o! the A>D*O-L*7$>AL Method which you would consider

adopting3 &hich ones3

S$##ESTOPEDIA

O*$*7ATO: -eorgi "o3ano

%>%OS": to help Ss eliminate the !eeling that they cannot be success!ul and, thus, to help them

overcome the barriers to learning)

() $OALS: to accelerate learning !or everyday communication by des#ggesting the psychologicalbarriers learners bring along to the language situation)

) OL"S: T is the authority Ss must wholly trust and respect) *n!antili1ation is the conse/uence o!

this unconditional relationship)

.) T"AC6*7$8 L"A7*7$ %OC"SS: *t ta'es place in a rela#ing atmosphere 0music, com!ortable

chairs, pleasant lighting2) %eripheral learning ensured 0posters display2) Ss adopt new identities)

Lengthy dialogues in TL are practiced at varying speed rhythms so as not to stress Ss 0translation

provided2) Learning activities: dramati1ations, games, songs, and I 5 A)

9) *7T"ACT*O7: T is the initiator o! all relationships 0T - class, T - S, S-S2)

) D"AL*7$ &*T6 ;""L*7$S: Huilding up student-con!idence) 7ew identities are considered

carriers o! sel!-con!idence and security)

LT>": The two-plane process o! communication is considered

0linguistic and non-linguistic2) Culture is seen as everyday li!e o! native spea'ers) ;ine arts become

instrumental)

?) LA7$>A$" A"AS A7D S@*LLS T6" A%%OAC6 "M%6AS*"S: =ocabulary is very

important) $rammar is e#plicitly but minimally taught) Spea'ing communicatively becomes the main

concern) eading and writing are subse/uent)

B) OL" O; Ss+ 7AT*=" LA7$>A$": !or clari!ying meaning whenever necessary)

)


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) M"A7S O; "=AL>AT*O7: conducted on Ss+ in-class per!ormance and not through !ormal tests)

() "S%O7S" TO Ss+ "OS: Correction is postponed until it is harmless)

JL"T $O *D"AS

() Thin' o! ways o! ensuring an environment designed to reduce psychological barriers in a

school classroom you are !amiliar with)

) Choose a thematic dialogue, select some music, and plan a visuali1ation e#ercise).) Ma'e a list o! !ive grammatical points about the TL that you would want to display on

posters to encourage beginning Ss+ peripheral learning)


.) "M*7*SC" about your past learning e#periences and say how o!ten this method was used


9) Are there techni/ues o! S>$$"STO%"D*A which you would consider adopting3 &hich

ones3

CO%%$NITY "AN#$A#E "EARNIN# %ETHOD

The method was inspired !rom CO>7S"L*7$-L"A7*7$ A%%OAC6, developed by Charles 4)

C#rran 0a priest2)

AT*O7AL": %remises o! discussions: 0(2 Ss are Fwhole personsG) 02 Ts must be Flanguage

counselorsGK a Fs'ill!ul understander o! the struggle Ss !ace as they attempt to internali1e another

languageG)

%*7C*%L"S behind learning: 0(2 Flearning is personsGK both T and Ss must ma'e a

commitment o! trust to one another and the learning process) 02 FLearning is dynamic and creativeG K

learning is a living and developmental process)

() $OALS: to use TL communicatively while becoming responsively aware o! their own learning in a

nonde!ensive, nonthreatening atmosphere)

) OALS: TK Counselor in as much s8he supports Ss master TL) S initially a FclientG and !inally an

independent learner)

.) T"AC6*7$ 8 L"A7*7$ %OC"SS: Ss are helped to generate language 0T provides TL

translations in chun's2 which will later become te#t !or !urther e#plorations) 0e)g) e#amination o! a

grammar point, pronunciation wor', etc)2

9) *7T"ACT*O7: T K !acilitatorS-S4 T K director S-S 5 T-S centered 0both e/ually important

in decision-ma'ing2)

) D""L*7$ &*T6 ;""L*7$S: T shows Ss he understands how they !eel which will help them

overcome negative !eelings that might otherwise bloc' their learning)

LT>": Language is !or communication and developing creative

thin'ing) Culture is integrated with language)

?) LA7$>A$" A"AS A7D S@*LLS T6" A%%OAC6 "M%6AS*"S: $rammar, pronunciation,

and vocabulary are practised on the language generated by Ss) Listening and spea'ing come !irst)

B) OL" O; Ss+ 7AT*=" LA7$>A$": 7L is used !or Ss+ security 0both when generating their own

corpus o! te#ts and when e#pressing their !eelings2) TL eventually replaces 7L)

,


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) M"A7S O; "=AL>AT*O7: *ntegrative tests are better valued than discrete-point ones) Sel!-

evaluation is also encouraged)

() "S%O7S" TO Ss+ "OS: *n a nonthreatening way: T repeats correctly what the S has said

incorrectly)

L"T $O *D"AS

() Design a lesson plan on a transcript o! a conversation Ss may have led in omanian)

%rovide !ive separate activities you could use to teach them the TL version)


) Are there techni/ues o! COMM>7*TE LA7$>A$" L"A7*7$ M"T6OD which you

would consider adopting3 &hich ones3

THE CO%%$NICATI(E APPROACH

AT*O7AL": 0(2 Communication means use o! !unctional language in social conte#t)

02 Communication also presupposes negotiating-meaning s'ill 0through the interaction between

spea'er8reader and listener8writer2

() $OALS: To ma'e Ss become communicatively co&petent 0K being able to use the language

appropriate to a given social conte#t2) To manage the process o! negotiating meaning with their

interlocutors)

) OL"S: TK;acilitator 0(2 manager o! classroom activities 0i)e) setting situations !or

communication advisor2 02 Fco-communicatorG 0Littlewood, (B(- engaging in the communicative

activity along with Ss2) Ss are both communicators and managers responsible o! their own learning)

.) T"AC6*7$8L"A7*7$ %OC"SS: Language in use through communicative activities such as

games, role-plays, problem-solving tas's 0Morrow, (B( identi!ies three !eatures o! genuinely

communicative activities: information gap, choice, and feedback2) Authentic material is a must)

7egotiation o! meaning can best occur in small groups)

9) *7T"ACT*O7: T is initiator o! communication activities co-communicator and prompter o! S-

S communication) All types o! S-S *nteraction 0pair, triads, small groups, whole group2)

) D"AL*7$ &*T6 ;""L*7$S: Ss are more motivated since they !eel they learn to do things with

words+ and they can share their opinions on a regular basis)

LT>": Communicative competence is based on linguistic

competence 0'nowledge o! !orms and meanings2 !unctional language social conte#t nonverbalbehaviour) Culture is everyday li!estyle o! native people)

?) LA7$>A$" A"AS A7D S@*LLS T6" A%%OAC6 "M%6AS*"S: Language !unctions over

!orms 0!unctional syllabus2) $radation o! degree o! di!!iculty) Discourse is envisaged 0cohesion,

coherence2) All !our s'ills are practised in a communicative perspective 0purpose, audience2)

B) OL" O; Ss+ 7AT*=" LA7$>A$": not used) TL should be used almost e#clusively 0in

classroom management e#changes as well2 so as to ac/uire the value o! an authentic vehicle o!

communication)

) M"A7S O; "=AL>AT*O7: Accuracy !luency in integrative tests)

() "S%O7S" TO Ss+ "OS: "rrors o! !orm are tolerated and seen as a natural outcome o! the

development o! communication s'ills)


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JL"T $O *D"AS

() &hy is communication a process3 And, what does negotiation o! meaning represent3

0Consider communicative competence in all its aspects2

) List linguistic !orms you can use !or the function of complaining) &hich would you teach to

beginners8 intermediates8 advanced students and how3

.) Design a communicative game or problem-solving tas' or role-play in which the timetable isused to give your Ss practice in requesting information.


9) "M*7*SC" about your past learning e#periences and say how o!ten this method was used


) Are there techni/ues o! T6" COMM>7*CAT*=" A%%OAC6 which you would consider

adopting3 &hich ones3


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. C"ASS %ANA#E%ENT

LOC@ST"%: the class grouping where all the students are wor'ing with the teacher, where all the

students are loc'ed into+ the same rhythm and pace, the same activity)

%A*&O@: the class grouping where activities are carried out in twos)

$O>%&O@: the class organi1ation where activities are carried out in groups)

C"4SSROO$ OSER*4T9ON: C"4SS $4N4-E$ENT

() Did the teacher maintain good eye contact3 0always8sometimes8not enough8never2

) Did the teacher change position appropriately with action3

.) Did the students wor' well together3

9) The teacher rearranged the seating when necessary)

) The instructions were clear)


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) Organi1ing the class 0e#plaining the tas'4 seating arrangements4 getting the timing right2 is very

important !or the success o! the group wor') Devise a scenario o! a lesson in which you use group

and pair wor') %ay attention to how clearly you state obPectives, and organi1e activities) Mention

level, age, and number)

() ;inally, don+t be a!raid o! students using their mother tongue) A lot depends on your attitude,

although it+s worth remembering that i! you are doing group wor' as an alternative to whole-class

wor' then even i! only two people are using "nglish simultaneously you have doubled the amount

o! student tal' !or that timeQ

/. "ESSON P"ANNIN#

"4;O*D"D C"AT*=*TE

0$2 ASS*$7M"7T

N: Class &anage&ent0types o! interaction2 and ti&inghave to be mentioned ne#t to each

stage activity)

LESSON PLAN

() Level: >pper intermediate

) 7umber o! students: .9

.) Time: min)

9) Topic: The !unction o!#ersuasion!rom a video lesson on Communicative Language "eaching

) Timetable !it: part o! a series o! lessons introducing !unctional language


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?) Assumptions: Students must be !amiliar with discourse mar'ers initiating, incrementing and

concluding e#changes4 must have some appetite !or negotiating meaning in advancing and

de!ending an argument4 must have a good grasp o! language)

B) Anticipated problems: >se o! mother tongue in wor'group4 some cultural inter!erence e)g)

body8sign language)

) Aids: %osters4 map4 cued-cards4 w8b)

Activity Timing Class

organisation

%urpose

A) Orientation

Discussion

Set up general situation

.-

min

plenary To create the basis o!

discussion

To introduce the !unction

o! %"S>AS*O7 !or ma'ing a

case

To ma'e students aware o!

the importance o! negotiating

meaningH) $uide to meaning

Set up particular situation

S%"A@*7$

.-

min

plenary To practice the !unction o!

persuasion on a given topic

To rein!orce the idea o!

!amily as strong community

To build on 'nown

vocabularyC) 6ighlight structure

S%"A@*7$8"AD*7$

.-

min

plenary To draw attention to

linguistic structure: discourse

mar'ers 0initiating, incrementing,concluding2

D) *nitial %ractice S%"A@*7$ .-

min

T-S

plenary To elicit meaning!ul

response to stimulus") Trans!erring concepts $iving

*nstructions "AD*7$

S%"A@*7$

( min ole-play in

groups o! 9

0individual

cards2

To give students an

opportunity to wor' on

negotiating meaning when

advancing and de!ending an

argument;) ;eed-bac' Session

S%"A@*7$

( min plenary To ma'e students report

bac' on their choice$) 6OM" ASS*$7M"7T

&*T*7$

( min To ma'e students !urther

practice the linguistic !unction o!

persuasion

11


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0. Teaching (OCA)$"ARY

A*MS:

0(2 to empower Students)

02 to ma'e Ss distinguish between passie=receptie > actie= prod#ctie vocabulary)

0.2 to encourage Ss read widely outside the classroom)

092 to encourage Ss to invest in a good monolingual dictionary)

@7O&L"D$" 4OLAE

() De!inition: The potentially in!inite number o! words in a language)

()( word 8 morpheme 8 derivatives

) Classi!ication: 0A2 active8use4 0H2 passive8recognition

)( Core vocabulary: ,-., words R B o! a te#t)

@7O&L"D$" O; E"T

() Students+ needs)

()( Comprehension% understand 8 store 8 recognise)

()#roduction%retrieve 8 use them in conte#tually ade/uate situations

) To deal with a cline 8 continuum o! approaches:

.) Staging and grading learning and teaching.

.)( Spo'en !orm !irst)

.) *ntroduce new words in conte#t)

.). evise)

9) &ays o! teaching meaning

9)( +stensie0realia4 visual representation4 demonstration4 mime)2

/.1 translati+n

9). e2!lanati+n0de!inition4 e#amples4 semantic !ields)2

) Approaches to teaching vocabulary

)( syste3'+riente-

) t+!ic'+riente-

). strategic'+riente- 4 c+!ing strategies.

).)( using conte#tual clues 0!ormal and semantic2

).) using 'nowledge o! related !orms

).). analysing internal structure

).)9 using 'nowledge o! cognates

)9 -isc+urse'+riente-


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C"4SSROO$ OSER*4T9ON: "E?9S

The !ollowing are a number o! areas you could consider when observing a class)

They will not all be relevant)

"esson o+@ecties

() 6ow !ar does the lesson appear to have speci!ic le#ical obPectives3) *! it does have le#ical obPectives, how would you e#press them3

Reading="istening 4ctiities

() 6ow does the teacher prepare !or anticipated le#ical di!!iculties3

) During while+ and post+ listening8reading phases, what le#ical issues arise and how does the

teacher handle these 3

.) &hat techni/ues does the teacher use to e#plain8clari!y8e#tend le#is 0e)g) e#planation,

de!inition, synonym, paraphrase, e#ample, etc)23

St#dentsA role

() &hat instances are there o! students+ misuse o! le#is3

) 6ow are these handled by the teacher8students3

.) &hat systems o! storing le#is do students appear to be operating3 Do these systems appear to

be teacher guided8student initiated3

9) *s there evidence o! use o! re!erence materials 0dictionaries, etc)23 &hat is used3 6ow is it

used3 Does this use seem to be teacher guided8student initiated3

Post7lesson reflection

&as the approach to le#is di!!erent !rom the way you normally deal with it with your own learners3 *!

so, what were the di!!erences3

Reflection as Exercise:

() Try to identi!y learners+ problems in coping with vocabulary in te#t)) eview the arguments !or and against teaching vocabulary in8with: Semantic sets8bilingual

word lists, conte#t8sense relations and collocations)

.) Loo' at Lesson5) Te#tboo'54Y46.Comment on the way vocabulary is taught) e!er to

Teacher+s Hoo' and see how it helps)

Choose the most important words, which you would !ocus on as active vocabulary and decide

how you would teach them)

9) Discuss the guiding principles any teacher and teaching materials should submit to when

dealing with vocabulary wor')

Organi1ation o! vocabulary around topics

Distinction between vocabulary !or productive+ use and vocabulary !or receptive+

recognition) ;ocus on !orm8spelling, meaning and pronunciation

$uessing8in!erring meaning !rom conte#t

1!


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>se o! tas's o! graded di!!iculty 0e)g) matching words with their de!initions, &ord

charts, etc)2

Systemic attention to word !ormation

evision and chec'ing activities

"ncouragement o! students+ sel! study s'ills

Distinction between !ormal and in!ormal language registers)

) ;ormulate the basic criteria !or an e!!icient policy concerning vocabulary learning and

teaching)


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) "*o *ays leading to the understanding of rammar:

)( 9nd#ction: !rom particular to general truth

) Ded#ction: !rom general truth to particular situations

). 9nd#ction-ded#ction Ded#ction7ind#ction.

C"4SSROO$ OSER*4T9ON: -R4$$4R

() *! the teacher presents a new grammatical item: 6ow was the meaning got across to the

students3 6ow much e#plicit attention to !orm was there3 &as the approach inductive or deductive3

) &as there a progression !rom controlled to !ree practice3 &hat types o! activities were used3

6ow much variety was there3

.) 6ow much interaction was there between students3 6ow early in the lesson did it !irst occur3

9) &hat evidence was there by the end o! the lesson that the students had learned something3

) Any other interesting !eatures3


() Thin' o! ways to ma'e grammar practice activities less o! a chore and more o! an enPoyable

challenge)

) Lessons based on the %%% Approach !it within the category o! logical line+ lessons) So, what is your

opinion on the ratio o!#resentation and elf-directed discovery approaches in the language

class3

.) Most lessons involving wor' on grammar are built !rom three basic components: 0(2 Clari!ication

and !ocus, 02 Restricted use activities and 0.2 4uthentic use) Thin' o! e#ample activities

and tools and techni/ues enabling the 4RCperspective on the grammar class)

9) Language ac/uisition research 0@rashen, "llis2 and recent methodological studies 0Lewis2

ac'nowledge the place o! thin'ing about and tal'ing about language in the language process)

Does this cohere with what type o! approach3) &hat approach do you appreciate the tradition o! grammar teaching in omanian "LT used to align

with3

ncover the principles underlying the layered+ ac/uisition o! new language or the spiral+ approach)

?) ;ind e#amples, !rom the te#tboo' in use, o! concept /uestions used to help students observe+ or

notice+ a new grammar point or chec' whether the concept is internali1ed 0consciousness-

raising /uestions2)

B) Language ;ocus bo#es in the series#ath*ay to +nglisho!!er support with language-e#perimenting

activities) Discuss the use!ulness o! such prompts in the economy o! a language class)

) Devise a grammar scenario !or introducing !uture per!ect 0level: intermediate4 grade: B4 7o: 2)

() Discuss the e!!iciency o! such language-e#perimenting activities such as multiple choice, gap

!illing, error correction, rephrasing)

1)


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?) Teaching PRON$NCIATION

Aims: 0(2 to encode and decode messages correctly)

02 to give variety, li!e to repetition)

/no*ledge a*+ut#ronunciation

() Sciences dealing with %ronunciation

'.' Hasic elements o! %ronunciation

()()( word stress: variable: main8secondary8unstressed

()() sounds: how sounds are !ormed: "nglish Sound System vs) omanian Sound System

()(). phonemic alphabet

()()9 word lin'ing

()() sentence stress8 voice range8 intonation patterns

()())( two basic intonation tunes: !all8rise

()()) !unctions o! intonation: accentual8syntactic8attitudinal)

()()< !luency

()()


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.) %honological awareness 0especially o! wea' !orms etc)2 is important !or listening as well as

spea'ing) Thin' o! ways to e!!iciently train students in this strategy)

9) Approve or disapprove o! the idea that intonation is always a matter o! tendencies not rules)

) Add to the list o! compensation strategies: rephrasing4 repetition and redundancy4 slower8louder

speech4 spelling out4 miming4 use o! visuals4 0translation24 chec'ing with listeners4NNN )


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B) Teaching READIN#

3!e are not trying to put something in his head,

but instead *e are trying to get him to take it in himself.4

56uttall

Aims: 0(2 to help learners to independencein their private reading)02 to achievefunctional literacy i)e) to show our learners that being literate is part o! day-to-

day li!e in a personal and social sense)

@7O&L"D$" OB "AD*7$

() De!inition: 0a2 the process by which an actual reader and writer engage in a discourse in a conte#t

where the onus is on the reader to appro#imate to the intended meanings o! the writer) 0b2 what the

reader does in order to integrate the te#t into their real world and ma'e sense o! it within their own

'nowledge, interests and needs)

) Applying L( higher-order strategies 'nowledge to the new language involves admitting andencouraging ris'-ta'ing strategies as "AD*7$ *S COMM>7*CAT*O7)

.) C7M#$+8+6976 K what the reader does in order to integrate the te#t into their real world and

ma'e sense o! it within their own 'nowledge, interests and needs)

.) The TO%-DO&7 model o! eading trying to show the psycholinguistic processes involved in

reading and the comple# relationships between eader and Te#t as a bac'ward and !orward process

that may re/uire many reversals and revisions be!ore the !inal message is e#tracted and committed

to the long-term memory)

writer

te#t

initial te#t interim te#t 0tas' environment: reader+s

purpose2

graphological processing

linguistic processing0reader+s short-term memory2

semantic processing

dra!t te#t !inal te#t

'nowledge o! topic and world 'nowledge o! te#t plans

'nowledge o! writer

Stanovich0(B2 proposes an interactie'c+3!ensat+ry model: readers process te#ts by utili1ing

in!ormation provided simultaneously !rom several di!!erent sources and that they can compensate !or

de!iciencies at one level by drawing on 'nowledge at other 0either higher or lower2 levels0i)e)

phonological, le#ical, syntactic, semantic and discoursal 'nowledge2)

@7O&L"D$" 4O


19/39

) &hat can be taught3

)( S@*LLS: lower-order approaches i)e) enable readers to use the strategies)

) STAT"$*"S: higher-order approaches: give the reader independence)

"#amples o! S'ills and Strategies: &ord-attac'8 use o! grammatical conte#t8 understanding

signi!icance o! cohesion devicesconte#t-deduction strategy4

Distinguishing main ideas !rom supporting detail, identi!ying topic sentences s'imming

.) 6ow can eading be taught3

7H) As eading is communicationthe eading lesson must be very active and !ull o! discussion andcooperation through a *ide variety and grading of%

.)( te#ts 0authentic whenever possible2

.) topics

.) tas's

9) Training8helping Ss with #redictionK giving a springboard+ to their understanding 0in point o!

content, direction o! story, mood, vocabulary, grammar2

) Comprehension and %rediction *deas


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) &hat in your opinion, were

a2 the good !eatures o! the lesson3

b2 the wea' !eatures o! the lesson3

Post7lesson reflection

&as this reading lesson di!!erent !rom the way you approach reading in your own classes3

*! so, what were the di!!erences3


() Ma'e a list o! prediction ideas that may give students a springboard+ to their understanding o! a

te#t)

) State the main di!!erence between the !ollowing strategies o! ensuring comprehension:

Ordering a se/uence o! pictures vs) reordering events

Mapping it out vs) completing a document

Matching vs) summari1ing

.) Throughout most teaching materials reading is viewed as a process involving three stages)

Mention the stages and the corresponding reading strategies to be employed)

9) 6ow do you e#plain the two-!old role o! the reading s'ill 0integrating and integrated2 in theprocess o! teaching3

) Devise your own list o! criteria !or selecting te#t-types !or both intensive and e#tensive reading)


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7H Anderson 5 Lynch 0(BB2 contrast the otto&7


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.) Types o! listening tas's

9) Criteria !or evaluating activities and e#ercises:

9)( Content validity: Does the activity practice listening or something else3

9) Listening comprehension or memory3

9). %urpose!ulness and trans!erability: Does the activity re!lect a purpose !or listening and

appro#imates authentic real-li!e listening3

9)9 Testing or teaching3

9) Authenticity: To what degree does the input resemble natural discourse3) ;our clusters o! !actors which can a!!ect the di!!iculty o! oral language tas's as discussed by Hrown

5 Eule 0(B.2: 0(2 related to the spea'er 02 related to the listener 0.2 related to the content 092 related

to the support

C"4SSROO$ OSER*4T9ON: PRESENT4T9ON OB "4N-


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) Staging the writing lesson

ideas+ stage

composing+ stage

editing+ stage


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0b2 display o! visuals 0!lashcards8drawings2

0c2 prompts !or practice

0d2 preparation 0e)g) giving in!ormation !or an activity2


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88. Teaching SPEA=IN#

@nowledge on spoen lang#age

() *denti!ying di!!erent types o! spea'ing according to the !unctional analysis o! spea'ing per!ormed

by Hygate 0(B?2 - see ;ig)()

"#pository: description, instruction, comparison

*n!ormation routines

"valuative: e#planation, Pusti!ication, prediction, decision

outines

Service: Pob interview

*nteraction routines

Social: dinner party

7egotiation o! meaning

7egotiations

Management o! interaction

;ig)( Characteri1ing oral interaction

) D) 7unan+s three-dimensional grid as a planning device !or designing a syllabus !or spea'ing and

oral interaction - see ;ig)

*n!ormation 7egotiation o!

meaning

Management

o! interaction

"#pository "valuative

narrate describe instruct

comparee#plain Pusti!y predict

*nteraction

ervice:

Pob interview boo'ing a

restaurant

etc)

ocial%

dinner party

co!!ee brea'

theatre /ueue

etc)

;ig) A planning grid !or spea'ing and oral interaction

2/


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.) %redictability and unpredictability: Communication involves the reduction o! uncertainty through a

process o! negotiation)

.)( Transactional encounters contain highly predictable patterns

.) *nterpersonal encounters 0the !ocus being on the maintenance o! social relationships2 will be

unpredictable or less predictable

9) Strategies !or accomplishing the vertical e


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&e choose our own language &e !ocus on message

?) Consider how these !eatures o! real-li!e communication can be replicated in the classroom)

B) *nteraction activities: see %enny >r 0(B(2

")g) *n!ormation $ap Activities: describe and draw

describe and arrange

describe and per!orm

describe and identi!ypicture se/uencing

picture di!!erences

Opinion $ap Activities: open-ended discussions

priority discussions

problem-solving tas's

picture8te#t interpretation

CLASSROOM OBSERVATION: SKILLS LESSON: SPEAKING

7H:() *t may be an integrated s'ills lesson e)g) listening leading to spea'ing)

) Try to ascertain i! the s'ills lesson is being used to rein!orce language that has recently been

introduced)

.) Eou may !ind it help!ul to note down the stages o! the lesson and appro#imate time length o! each

stage)

S%"A@*7$ S@*LL

0a2 &hat type o! spea'ing s'ill e)g) dialogue building, role-play, discussion, narrative building3 &hat

was the degree o! control, i)e) controlled8less controlled8!reer3

0b2 6ow was the lesson set up3

0c2 &hat instructions were given and were they clear3

0d2 &as the tas' realistic8appropriate8challenging etcN30e2 6ow did the teacher deal with correction e)g) did the teacher correct during the activity or at the

end3

0!2 Comment on how success!ul you !eel the lesson was3 &hat !actors contributed to this3

C"4SSROO$ OSER*4T9ON: TE4C8ER T4"9N- T9$E 5TTT6

Answer the /uestions by ma'ing notes o! your thoughts and with any speci!ic e#amples)

() Did the T) tal' more than necessary to e#plain a point V or not enough3

) Did the T) tal' when the students could have been doing the tal'ing3

.) Did the T) spea' too /uic'ly8slowly3

9) &as the level o! language about right3

) Did the language sound authentic and natural3


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) This is how Carroll and &est 0(B2 appreciate as highest spea'ing per!ormance:

6andles all general speech situations, as well as those in own specialist areas, with con!idence and

competence similar to those in mother tongue) An e#ceptional level o! spea'ing) Message re/uired

is completely conveyed with total relevance and interest) Message !ully adPusted to listener+s

'nowledge o! topic and language) Spo'en te#t is coherently organi1ed with suitable use o!

se/uencing and cohesion) Total control o! !luency in interaction without undue hesitations) Style

e!!ectively matched to conte#t) Language control complete, allowing !or high-level interaction)

Complete accuracy apart !rom occasional slips o! tongue+) Little L( accent and appropriate use o!idiom contribute to overall impression)+ Can you identi!y the three main criteria at the basis o! this

near-per!ect spea'er portrait3

.) eading aloud used to be a common test o! spea'ing) Contrast this with a more recent techni/ue V

problem-solving wor'ing in pairs) Tic' o!! !eatures o! each techni/ue when appropriate)

0purposive4 spontaneous4 interactive4 planned language4 message bearing4 real-world tas'2

9) The oral interview is open to several criticisms) &hat are these3

) Can you predict three obPections to linguistic tests o! spea'ing3


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81. Teaching "ITERARY S=I""S

@nowledge o! literature !rom both diachronic and synchronic perspective o! the history o!

civili1ation) Appropriate critical Pargon and literary theory in!ormation should supplement it) And,

what is more, the !eeling !or literature reading and discussion)

@nowledge o! 6ow to teach Literature to teenagers

() awareness o! comple#ity o! situation 0cultural awareness raising4 in!ormation trans!er4 artistic tastere!inement4 creativity enhancement4 study s'ills improvement4 language s'ills development4 sel!-

'nowledge growth2)

) Adaptation o! reader+s response theory belie!s to the classroom situation: i)e) te#t seen as a !le#ible

structure 0both closed and open24 reader as co-author o! the te#t)

.) $uidelines !or achieving literary s'ills:

0a2 ma'e the study o! literary te#ts stimulating, challenging, enPoyable)

0b2 ma'e students learn how to thin' and not what to thin'4 how to handle concepts o! literary theory

and not parrot ready-made interpretations4

0c2 'eep a right balance between !ocus on in!ormation and !ocus on personal response8creativity)

0d2 ma'e the literary te#t an interesting encounter+ in time by presenting it in the conte#t o! the culture

and civili1ation o! their time)

0e2 ma'e both the achievement and behaviour cultures 0both "nglish8American and omanian2 meet

on the arena o! the literary te#t)

0!2 Observe the spiral principle 0!rom recognition, to guided discovery, to awareness and, !inally, to

response2 !or ensuring success and satis!action in the development o! the critical mind)

9) 6ere are the teaching=assess&ent obPectives o! literaturing+ as presented by the authors o! the

#ath*ay to +nglish series: At the end o! $rade (, students should be able to:

0A2 demonstrate their presentation sillsby planning an oral8written presentation o! the !eatures o! a

literary te#t which should be relevant to the topic, selective and clear, and which should use the

appropriate terminology and language register4

0H2 e#press their personal response, that is to e#plore and e#press their views on a literary te#t byarticulating in!ormed and independent opinions on literary te#ts o! di!!erent types and cultural

epochs4

0C2 ma'e a text analysis, i)e) to show their understanding o! the ways in which writers+choice o! !orm,

structure, and language reveals meanings, their understanding o! the cultural and historical

in!luences on literary te#ts, their awareness o! the relationships between literary te#ts)

) Te#tboo' writers spirally wor' upon the !ollowing conceptswhen aiming at developing literary

s'ills: plot7+#ilding character7+#ilding the&e narratie perspectie setting sy&+ol

discoery range of lang#age5s6 and style5s6.


() Loo' at the te#t !rom ") Hronte+s !uthering 8eightsin Hoo' (,#erspectives on +nglish. Designa scenario !or teaching students the concept o! plot uncovering) Detail: stages, purposes, s'ills,

activities, timing, types o! interaction)

) Loo' at the te#t !rom S) ;it1gerald+s "he reat atsby,in Hoo' ((,6e*s and >ie*s. Design a

scenario !or teaching students the concept o! character building) Detail: stages, purposes, s'ills,

activities, timing, types o! interaction)

.) Loo' at the te#t !rom Lewis Carroll+sAlice in !onderland,in Hoo' ((,6e*s and >ie*s. Design a

scenario !or teaching theme discovery: Detail: stages, purposes, s'ills, activities, timing, types o!

interaction)

9) Loo' at the te#t !rom 6enry ames+s "he #ortrait of a Lady, in Hoo' ((,6e*s and >ie*s.Design a

scenario !or teaching narrative perspective discovery: Detail: stages, purposes, s'ills, activities,

timing, types o! interaction

) Loo' at the te#t !rom "rnest 6emingway+s "he /illers, in Hoo' ((,6e*s and >ie*s.Design a

scenario !or teaching language as style: Detail: stages, purposes, s'ills, activities, timing, types o!

interaction

!2


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9) Did the teacher anticipate any mista'es3 ")g) pronunciation8grammar3

) Did the teacher hear mista'es3


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8/. TESTIN#

Test types:

5a6 Achievement8attainment tests are based on syllabus) Test what was learned8taught in class)

They loo' bac'wards)

5+6 %ro!iciency tests are not based on syllabus) They !ind out language level and loo' !orwards)

5c6 %lacement tests are not based on syllabus and are meant to group students o! similar

competence and per!ormance together in order to better collaborate to improve their language

s'ills)

5d6 Diagnostic tests are 0not2 based on syllabus and are meant to !ind out students+ areas o!

wea'nesses) They are loo'ing bac'wards and !orwards, since re-teaching may be necessary)

5e6 Aptitude tests !ind out i! students have aptitude !or learning a !oreign language) They are

loo'ing !orwards)

6istorical presentation o! "nglish testing:

0A2 Traditional8pre-scienti!ic, Spols'y 0(B92

$rammatico-literary, Carroll 5 6all 0(B2

$arden o! "den, Morrow 0(?2")g) written composition4 oral interview4 translation passage)

;eatures: non-authentic4 disembodied4 subPective

0H2 Modern8scienti!ic, Spols'y 0(B92

%sycho-linguistic, Carroll 5 6all 0(B2

=ale o! tears, Morrow 0(?2

")g) multiple-choice4 trans!ormations4 clo1e4 dictation)

;eatures: non-authentic4 disembodied4 discrete-point4 obPective4 integrative4 obPective)

0C2 %ost-modern, Spols'y 0(BB92

Socio-communicative, Carroll 5 6all 0(B2

%romised Land, Morrow 0(?2

")g) authentic te#ts 0reading and listening24 authentic tas's 0writing and spea'ing2);eatures: authentic4 conte#tuali1ed4 integrative4 obPective and subPective)

Ma'ing test items more communicative:

- give students some purpose to communicate

- establish audience8reader

- create some in!ormation gap or con!lictual situation

- test enabling s'ills rather than products

- ma'e items integrative rather than discrete-point

- use conte#tuali1ed language rather than disembodied language

- ma'e them both obPective and subPective, e)g) clo1e 8C-clo1e tests

- ma'e them criterion-re!erenced rather than norm-re!erenced

7H: ma'e them both relevant to students+ needs and e#pectations and reliableQ

Reflection as Exercise

Since teachers need to evaluate students+ per!ormance they have to administer either ready-made tests

or their own tests)

%lease, always re!lect twice whether the tas' you give students is meant to teach them something or

Pust test their competence8per!ormance)

$OOD L>C@Q

!)


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80. %ATERIA"S E(A"$ATION CRITERIA

() S#+@ect and content

()( *! it is relevant to learners+ needs)

() *! it is interesting !or the learners)

() *! there is enough variety o! activities)

) 4ctiities

)( *! there is balance o! activities)

) *! there is enough comprehensible input !or the learners)

). *! there is enough practice in varying !orms o! tas's)

)9 *! there is a su!!icient amount o! communication output in the materials)

) *! new vocabulary is introduced in motivating and realistic conte#ts

.) Sills

.)( *! the materials include and practice the s'ills learners o! the respective age need)

.) *! there is an appropriate balance o! s'ills)

.). *! the s'ills are integrated or practiced in isolation)

9) -#idance

9)( *! the teacher+s boo' contains clear guidance !or the teacher about how to present and practice the

materials)

9) *! there are clearly-stated obPectives !or each se/uence o! the lesson)

9). *! there is additional input material to compensate !or lac' o! teacher+s own materials and time)

9)9 *! there are 'ey answers provided to more problematic issues)

) "ang#age type

)( *! the language used in the materials is at the right level !or students+ age8assumed competence and

is real-li!e "nglish)

) *! there is e#plicit re!erence to appropriateness 0the matching o! language to its social conte#t and

!unction2)

). *! there is a cline o! approaches)

)9 *! there is grading and recycling o! language content)


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87. #"OSSARY OF %ETHODS4 TECHNI&$ES OF TEACHIN#4 "EARNIN#

HA*7STOM*7$

A 'ind o! group activity intended to generate a lot o! ideas) "very suggestion is recorded however

unli'ely or !ar-!etched) Decisions about practicality are made later)

CALLComputer assisted language learning)

"L*C*TAT*O78SOCAT*C T"C67*I>"

A !orm o! teaching by /uestion and answer gradually leading to the elicitation o! certain truths)

;""DHAC@ S"SS*O7

A class activity in which various individuals or groups report bac' to the class on what they have been

researching or discussing) *t may also be a session in which the teacher reports bac' to students with

an evaluation o! their wor')

*$SA& L"A7*7$A !orm o! learning8teaching in which di!!erent students cover di!!erent areas o! a topic4 they later pool

their 'nowledge 0e)g) by means o! seminar8class papers2)

%O"CT

A 'ind o! Tas'-based activity which usually involves an e#tended amount o! independent wor', either

by an individual student or by a group o! students)

%EAM*D $O>%

A !orm o! group activity in which the class is divided into groups) A!ter some time, pairs o! groups are

Poined together and continue the discussion) This procedure is repeated until there is only one group,

comprising the whole class) Sometimes called a Snowball group)

OL" %LAE

A !orm o! S*M>LAT*O7 in which the participants adopt certain roles or parts)

TAS@-HAS"D 0L"A7*7$2

>sed to describe any 'ind o! learning which involves the per!ormance o! a speci!ic tas' or piece o!

wor')

&O@S6O%

A 'ind o! TAS@-HAS"D group activity which involves the completion o! a certain speci!ied tas') *t ise#pected that all the members o! the group to contribute something to the completion o! the tas')

!


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Classroo& 9nteraction

&right, T),$oles of "eachers and Learners. O>%) (B?

6ad!ield, ), Classroom 2ynamics. O>%) (

>nderwood, M),+ffective Class Management. C>%) (B?

"dge, ),Mistakes and Correction. Longman) (B

Testing

6eaton, ), Classroom "esting. Longman) (B

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