Теория и методика обучения иностранному языку (стр. 3 )

Engage: this is the point in a teaching sequence where teachers try to arouse the students’ interest, thus involving their emotions.

Most people can remember lessons at school which were uninvolving and where they ‘switch off’ from what was being taught them. Frequently, this was because they were bored, because they were not emotionally engaged with what was going on. Such lessons can be contrasted with lessons where they were amused, moved, stimulated or challenged. It seems quite clear that those lessons involved not only more ‘fun’, but also better learning.

Activities and materials which frequently Engage students include: games (depending on age and type), music, discussions (when handled challengingly), stimulating pictures, dramatic stories, amusing anecdotes etc. But even where such activities and materials are not used, teachers will want to ensure that their students Engage with the topic, exercise or language they are going to be dealing with. They will ask students what they think of a topic before asking them to read about it, for example. They will look at the picture of a person and be asked to guess what their occupation is before they listen to that person on tape, they will have been stimulated by the fact that the teacher (who normally dresses very formally and always stays in the same place in class) suddenly arrives in class dressed casually and moves around the room with unaccustomed ease, and so on.

When students are Engaged, they learn better than when they are partly or wholly disengaged!

Study: Study activities are those where the students are asked to focus in on language (or information) and how it is constructed. They range from the study and practice of a single sound to an investigation of how a writer achieves a particular effect The two procedures we’ve shown so far demonstrate two different approaches to language teaching. In straight arrows sequences the teacher knows what the students need and takes them logically to the point where they can Activate the knowledge which he or she has helped them to acquire. For the boomerang sequence, however, the teacher selects the task the students need to perform, but then waits for the boomerang to come back before deciding what they need to Study.

Many lessons aren't quite as clear-cut as this, however. Instead, they are a mixture of procedures and mini-procedures, a variety of short episodes building up to a whole.

Activity. Read about the three sequences which are very effective with students of different levels at any language lesson. Fill in the chart:

Type of sequence	Recommended level of the students	Advantages of the sequence	Disadvantages of the sequence

Activity. Look at the example of “Patchwork” lesson. Define each stage: Engage, Study or Activate.

1. Students look at a picture of sunbathers and respond to it by commenting on the people and the activity they are taking part in. Maybe they look at each other's holiday photos etc.

2. Students act out a dialogue between a doctor and a sunburn victim after a day at the beach.

3. Students look at a text describing different people and the effects the sun has on their skin. They say how they feel about it. (The text is on page 75 in this book.)

4. the teacher does vocabulary work on words such as pale, fair-skinned, freckles, tan' etc., ensuring that students understand the meaning, the hyphened compound nature of some of them, and that they are able to say them with the correct pronunciation in appropriate contexts.

5. Students describe themselves or people they know in the same kind of ways as the reading text.

6. The teacher focuses the students' attention on the relative clause construction used in the text (e. g. ‘I’m the type of person who always burns', ‘I’m the type of person who burns easily'). The use of the 'who' clause is discussed and students practice sentences saying things like ‘They're the kind of people who enjoy movies’ etc.

7. The teacher discusses advertisements with the students. What are they for? What different ways do they try to achieve their effect? What are the most effective ads the students can think of? Perhaps the teacher plays some radio commercials or puts some striking visual ads on an overhead projector.

8. The students write a radio commercial for a sunscreen. The teacher lets them record it using sound effects and music.

Activity. Read the description of the first lesson; define the end of each stage.

'Well, first we talked a bit about deserts, and what it's like to travel across a desert. Then we read a text about an explorer who's crossed every desert in the world and the students answered questions on if in the text, there were several examples of the present perfect tense; I wrote some of these on the board, and I gave a few more examples orally. Then we did a grammar exercise in the textbook. After that, I asked students to make up their own questions using Have you ever...? to ask each other.

1. Engage 2. Activate 3. Study 4. Study 5.Study

Activity. Read the description of the second lesson; define the stages of the lesson and where each stage ends.

'First we reviewed words for clothes, which the students had learnt last week and then I taught them adjectives to describe materials (wool, cotton, leather, etc.), and wrote them on the board. Then we looked at some pictures of people in the textbook, and they made sentences about them ("She's wearing a green cotton dress"). Then I asked them to write a few sentences about themselves, beginning "Last weekend I was wearing...'. After that we read a text in the book about clothes people wear in different countries.'

1. 2. 3. 4. 5.

Activity: (see the supplement).

a) look through the Engage activities and give each of the activities a ‘like it’ score from 0 (= I don’t like it at all) to 5 (=I love it);

b) tick the boxes which are similar to Study activities you have experienced as a learner;

c) tick the boxes for the activities you would enjoy doing if you were learning a language.

Activity: How would you describe the following lesson sequences in terms of ESA?

(see the supplement)

Activity: Use any materials you have at your disposal, design a set of activities for an ESA model of a lesson.

Activity:

Question Page

1.  Complete the scheme:

SKILLS

 

PERCEPTIVE PRODUCTIVE

________________ _________________

__________________ __________________

2.  What are the stages of work at each of the skills?

READING

 

LISTENING

 

SPEAKING

 

WRITING

 

3.  Circle the stage(s) where you think integration of skills is possible / necessary.

Activity. Match the lesson types with their outcomes of effective and lazy use:

Lesson Type	Nature of Link between Activities	Some outcomes of effective use	Some outcomes of inept or lazy use
Logical Line	Straight line Programmed growth	A.  Person-centred Responsive to immediate needs Powerful personal insights	a. limited response to individual needs Atomistic; hard to see the overview
A   Topic Umbrella	Topic	B. Variety Framework for learning	b. Confused Aimless An escape from planning and preparation Easily becomes odd mixture of things
Jungle Path	Evolutionary (gradual development)	C. Clearly visible progress Focuses towards an aim	c. Weak links to boring topics Easily becomes odd mixture of things
Rag-bag C   B   A   E   D	None	D. Variety Surprise Entertainment	d. Going nowhere Students wait for teacher’s next surprise

Module: Effective Lesson

Giving instructions and evaluating lesson effectiveness.

Aims: The students will be able to give clearly stated instructions and evaluate lesson effectiveness using criteria. .

Activity Read the passage from J. Harmer’s book “How to teach English” and work out what two general rules for giving instructions he recognizes.

Activity. Put a tick in the boxes if you think the instructions are good.

Activity. Guidelines on giving effective explanations and instructions. Read the guidelines and work out the headlines for each passage.

Activity. Giving instructions

Simplify the instructions using less confusing language or gesture. a.  Now actually I would really like you if you could now stand up Yes everyone please. b.  It’s the unit on er travel somewhere it’s near the middle page 35 and 36, can you find that? Have you got it, no, not that one, the next unit, and take a look at the introduction, read it through quickly and jot down your answers to the questions at the top of the page over there above the illustration. c.  If I were to ask you for your opinion on smoking what do you think you might say to me in your reply? d.  Would you like to tell everyone the answer you were thinking of again because I don’t think they heard it? When you spoke so quietly and I’m sure we’d all be interested in hearing if you could please. Well, that wasn’t really what I was hoping you’d say when I asked that question I was actually looking for the name of the verb tense not an example sentence but what you gave me was fine only does everyone I wonder have the answer I’m looking for?

Activity. Planning includes evaluation and implementation. How can you define evaluation and implementation.

Evaluation is gathering into about a class or an individual in order to form a judgment.

Implementation is carrying out a plan of a lesson.

Activity

Look at the list of criteria and match them with the descriptions:

Criteria for evaluating lesson effectiveness

1. The learners were active	a. All learners were able to cope with the evaluation task according to their level
2. The learners were attentive	b. Learners communicated successfully
3. The learners enjoyed the lesson, were motivated	c. Learners’ responses showed they were attentive
4. The class seemed to be learning the material well	d. Learners used English in the actual process of learning and fully responded to all the time
5. The lesson went according to the plan	e. Learners did everything with pleasure
6. The language was used communicatively	f. Learners were plunged into the learning process
7. The learners were engaged with the foreign language	g. Learning tasks were successfully fulfilled in learning process by all learners
8. The learners’ aim was achieved	h. Learners were willing to tackle the tasks and challenges with interest

Activity. Put the criteria in the order of priority.

Activity. Using the guide evaluate the lesson the description of which you can read in Box 15.5.

Activity. Look through the plan of the given lesson and answer the questions. Present your findings

Activity.

Suggest your order of priority for the following criteria of evaluating the effectiveness of a lesson:

Progression of skills

Materials

Instructions

Reflection

Seating arrangement

Timing and Pace

Tasks and Activities

Aims

Patterns of interaction

Dealing with errors
GUIDE TO USE OF CRITERIA

№	Criteria	Distinction	Satisfactory	Attention Needed
1	The learners seemed to be learning material well	Learning tasks were successfully fulfilled in learning process by all learners	Most of the tasks were fulfilled in learning process by most of the students	Most of the tasks were not fulfilled in the learning process by most of the students
2	The learners’ aim was achieved	All learners were able to cope with the evaluation task according to their level	Most of the learners coped with the evaluation task according to their level	Most of the learners were not able to cope with the evaluation task according to their level
3	The learners were motivated	Students were willing to tackle tasks and challenges with great interest	Learners tackled tasks and challenges with interest	Learners did the tasks without any interest and willingness
4	The learners enjoyed the lesson	Learners do everything with great pleasure	Learners were pleased with their work, looked interested	Learners seemed to be bored
5	The learners were active	Learners are plunged into the learning process	Learners were active. Evidence of learning	Students were passive. No evidence of learning
6	The learners were engaged with the English language	Learners used English in the actual process of learning and fully respond to all the time	Learners used the target language in the actual process of learning and respond to	Learners had language or psychological problems
7	The language was used communicatively	Learners communicated successfully	Learners communicated most of the time	Learners made attempts to communicate
8	The learners were attentive	Learners responses showed they were attentive	Learners responses showed that they were mostly attentive	Lack of learners attention

Practice Session

Aims:

By the end of the lesson the students will be able to define different ways of correction mistakes of the written language and of the oral speech, to identify different patterns of interaction according to the type of activity.

Materials:

P. Ur. “A course in language teaching”. R. Tanner & C. Green Tasks for teacher education.

Task 1

Complete the sentences and be as practical and specific as you can.

1.  Teachers should interrupt learners when they make a mistake or error when………………………………………………………………….

2.  Teachers can give delayed feedback in the following situation………………………………………………………………..

3.  Some errors or mistakes should remain uncorrected by the teacher, for example ……………………………………………………………….

4.  Teachers can correct learners in different ways according to …………………………………………………………………………

For example see Box 17.3. Penny Ur. Module 17. Oral correction techniques.

5.  Teachers can vary their error correction strategies according to the……………………………………………………………………………. by underlining, asking a student to correct.

6.  Teachers can help learners to self-correct or to correct each other’s spoken errors by……………………………………………………………….................