Теория и методика обучения иностранному языку (стр. 5 )

Activity.

What phrases make a feedback discussion positive, human and useful? Choose between A, B or C.

A. I decided to do..., You did..., I had to choose..., It was one option..., I chose to..., The (dis)advantage of it was..., What do you feel was the disadvantage of taking that option? Another time I could..., Another option available then was..., And if I did, the good things would be..., The advantage there might be..., But a disadvantage would be..., Another time you could choose another option..., I'll have to weigh it up…

B. You/I should have..., You/I shouldn't have..., Why didn't you...?, You/I could have ..., Where you/I went wrong was..., I wouldn't have/would have..., It was terrible...,
Everything was OK until you..., It wasn't terrible but you...

C. Just a minute, let me see if I've got this right..., OK, what I hear you're saying is this..., Can I just check something with you properly..., Right, so it looks like this...

GUIDELINES FOR GIVING FEEDBACK

1.  Keep the time short between the student writing and the feedback

2.  Where possible give instantaneous feedback

3.  He in the grade with the comment (i. e. not ‘An excellent piece of work: D’)

4.  Summarize the comments and flag the fact that it's a summary

5.  Balance positive with negative

6.  Flag what is positive and what is negative

7.  Negative points should be constructive

8. Indicate how the student can improve

9. Follow up with oral feedback

10.  Aim for a dialogue

11.  Encourage students to evaluate themselves

12.  Encourage students to ask for feedback elsewhere (e. g. from other students or other members of staff)

13.  Ask students what kind of feedback they want

14.  Make the criteria clear when setting the work and relate the feedback to the criteria

15.  Distinguish between different skills (e. g. the student may have lots of good ideas but be poor at spelling)

16.  Offer help (e. g. "Would you like a refresher course on the use of the apostrophe?")

17.  Give affective feedback (e. g. “It's really frustrating reading your essay because it could have been good but...” or “I enjoyed reading this...”)

18.  Make further suggestions (e. g. for further reading or developing ideas)

19.  Distinguish between formative and summative assessments

20.  Give periodic oral feedback on rough drafts

Assignment on Classroom management

1.  Seating arrangement In your favourite group you want your students to brainstorm the uses of a paper clip on a desert island. What seating arrangement would you offer? What language would you use? 2.  Blackboard use How would you use your blackboard in your classroom for explanation of degrees of comparison? If you draw pictures feel free. 3.  Classroom climate How do you praise a child during lesson routine? Note ten ways of praising. 4.  Errors and correction a.  She be a good pupil. b.  How you feeling, Jim? c.  Happy burthday! d.  Can you make me a favour? 5. Choosing the appropriate technique for classroom interaction. Decide how you would get your students involved in the topic ‘Making money’. 6.  Giving instructions Simplify the instructions using less confusing language or gesture. e.  Now actually I would really like you if you could now stand up Yes everyone please. f.  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. g.  If I were to ask you for your opinion on smoking what do you think you might say to me in your reply? h.  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. i.  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?

Test on Communicative Approach

Task 1

Read the definition and name the competence:

1)  The desire and self-confidence to interact with others as well as ‘empathy and the ability to handle social situations’.

2)  Knowledge of vocabulary items and mastery of certain structural rules through which they are processed into meaningful utterances.

3)  A certain degree of familiarity with the socio-cultural context in which the language is used.

4)  The ability to use and interpret language forms with situational appropriacy.

5)  The ability to use verbal and non-verbal strategies to compensate for gaps in the user’s knowledge of the code.

6)  The ability to perceive and achieve coherence of separate utterances in meaningful communication patterns.

Task 2

Match a term to its notion:

municative teaching	A. Information that is given to learners about their spoken or written performance, or to trainees or teachers about their teaching. Verbal and non-verbal commentary showing the level of the success of the done task (for example, the mark) or the level of understanding.
2. Method	B. Mechanically training exercise for practising separated vocabulary or grammar structures; it is an accuracy technique.
3. Activity	C. the goal of this teaching method is communication, both in the classroom and in real life. It generally encourages more learner talk for real communicative purposes and a facilitative role for the teacher.
4. Feedback	D. An activity, in which a learner knows something that another learner does not know, so has to communicate. It is used a lot in communicative language teaching (e. g. two learners have two different pictures and have to find the differences between them without showing their pictures to each other).
5. Drill	E. Method of doing something, it can be presentation, practice, accuracy, fluency, testing, …
6. Information gap	F. a short task, which is part of a lesson, perhaps lasting 15 –20 minutes. Synonymous here with ‘task’.
7. Technique	G. the procedures and techniques characteristic of teaching.

Classroom English

Good afternoon, everybody!

Sit down, please.

Take your places.

Get ready for the lesson.

Don’t be so noisy!

Come to order.

Where do you usually sit?

Which is your desk?

Sit in your own place.

Will you change places with N.?

Let’s call the register!

We’ll spend today’s lesson preparing for a test.

Let’s revise the material we’ve done so far.

Will you come (out) to the front?

Can you say it like that?

What do you think?

Why don’t you answer?

Don’t tell him the answer.

That isn’t quite right! or: You’ve got it wrong.

You’ve said it without thinking.

I’ll give you a lower mark.

I’ll give you a five.

Let’s go on to the reading of the text.

Will you take out your books?

Read page 19.

Read the text up to page 20.

Follow in your books while he is reading.

Look at your books.

Turn over the page.

Listen carefully.

Pay attention, will you?

Could you read a little faster?

You must read aloud every day.

Put your books away.

Will you come to the blackboard? (If a teacher stands at the blackboard)

Will you go and get some chalk?

Will you step to one side, please?

Do you see your mistake?

Who knows the answer?

Put up your hands!

Don’t all answer at once!

One at a time

Open your exercise-books, please!

Have you left your exercise-book at home?

Who has a spare exercise-book?

Number your sentences.

Don’t forget the word order.

No copying! No cheating!

Will you collect the exercise-books, please?

Can you give out the exercise-books, please?

Let’s go over your mistakes!

That was a bad (serious) mistake.

Can you give this story a little?

Keep as close to the original as you can.

Let’s act (out) the dialogue.

Will you take / act / play / read the part … of …?

And now change roles!

Who wants to recite a poem (by heart)?

Read the title first.

Put some expression into it!

Louder, please. I can’t hear.

And now all together.

What makes you think so?

Pleas put the chair back in its place.

Let’s play our game.

Form a row (a line).

Split into pairs.

Divide into pairs.

Hold hands.

I want you to write down your homework.

Read the passage on page 3 right to the end.

Ask 10 questions on / about the text.

Write answers to the questions.

Do exercise 3 in writing.

Do exercise 8 on page 87.

Write out the new words.

Collect your things.

See you tomorrow / next week / on Thursday!

Good – morning!

Good – afternoon.

* * *

I’m your new English teacher.

I’d better introduce myself. My name is …

From today I’m taking your group for English.

I’m a teacher trainee.

We’ll be using “Happy English”.

I’ve got 5 lessons with you.

Now I’d like you to give me your names.

Let’s make a start.

It’s time to start now.

What did you have to do for today?

What was your homework?

Did you find it difficult?

Who hasn’t done the homework?

That’s a poor excuse.

You were to read the passage on page 36, is that right.

You were supposed to practice the dialogues on p.21 for homework.

And you also had to do Exercise 6, Numbers 1-6 in writing.

Let’s go through this exercise together.

Let’s go on to number 2.

And the next question, please.

What about the last one?

Read the sentence again.

Please give your exercise-books in at the end of the lesson.

I’ll mark them and give them back next lesson.

I didn’t manage to do my homework.

All right, hand it in to me with next week’s homework.

In our last lesson we began reading chapter 9.

I think we read as far as Paragraph 2.

So let’s continue from there.

Open your books on page 64.

Let’s read the text aloud.

Listen carefully while I read the first paragraph.

I’ll read sentence by sentence.

I want you to repeat each sentence after me.

Listen and repeat.

All together!

Whose turn is it?

You are next, N.

Who’s left?

Be careful with your intonation.

That wasn’t pronounced correctly.

Speak up.

Please read more softly.

Ask each other questions.

I want you to ask questions in turn.

Another question, N.

Let’s ask some questions on the topic.

I’ve got a question.

Give us the full answer.

Try to answer the next question, will you?

What is the answer to this?

Be prepared to answer questions on

Can you add a few details?

What exactly do you mean?

I’m not really with you.

I didn’t catch the last part.

What’s your opinion of …?

How do you see it, then?

Who agrees (disagrees) with …?

Does anybody share N’s opinion?

Give your reasons.

Well done!

That sounds a goods idea!

Sorry to interrupt, but …

Let’s read through the vocabulary first!

Don’t rub the date off.

Careful!

Work in threes.

Work in groups of four.

Join another group.

Work in pairs.

Divide into pairs.

We are going to practice role play.

The main characters are …

I’ll give each group a set of cards.

a cue card

Now we shall act out this dialogue.

Are you listening to me, N?

That’s enough of that!

Make up 2 dialogues of your own.

Make up a similar dialogue.

We have 5 minutes to spare (over).

Would you sit next to Ann?

You do it first / next.

Has the bell gone?

We’ll finish for today.

It’s time to stop.

Have a break.

That’s all for today.

Module 2.Teaching language aspects

Teaching Grammar

Aims: The students will be able to have a clear idea of the organization of teaching grammar,

inductive and deductive approach, and presentation and practice techniques.

??? What is your idea of what grammar is?

Grammar is sometimes defined as “the way the words are put together to make correct

sentences”

Another possible definition might be:

“Grammar is a set of rules that define how words (or pats of words) are combined or changed to form acceptable units of meaning within a language”.

??? What is a grammar structure?

“A specific instance of grammar is usually called a grammar structure”

??? Can you give examples of grammar structures?

# Noun plurals, the Past Simple, comparison of adjectives etc.

Grammar meaning

Grammar does not only affect how units of the language are combined in order to “look right”; it also affects their meaning. The meaning of a grammatical structure may be difficult to teach. It is fairly simple to explain that the addition of a plural –s to the noun in English indicates that you are talking about more than one item. But how would you explain when to use the present perfect and when the past simple? In this case a very important question turns up: a question of grammatical terms.

Grammatical terms

Activity

Match the terms with their definitions. Put the terms in order beginning with the largest, finishing with the smallest one.

1.  the phrase 2.  the discourse (the text) 3.  the clause 4.  the word 5.  the morpheme 6.  the sentence

a.  the largest unit of language b.  a bit of word which can be perceived as a distinct component: within the word “passed” are the 2 morphemes: “pass” and “-ed”. c.  A shorter unit within the clause, of one or more words, but fulfilling the same sort of functions as a single word. d.  A kind of mini-sentence: a set of words which make a sense unit, but may no be concluded by a fool stop. e.  A set of words standing on their own as a sense unit, its conclusion marked by a full stop or equivalent(question mar, exclamation mark) f.  The minimum normally separable form: in writing, it appears as a stretch of letters with a space either side.

Let us analyze the sentence in terms of the relationship between its components.

??? What are they called?

Parts of the sentence.

??? What are the most common parts of the sentence?

Subject, predicate, object, complement, adverbial

Different parts o the sentence may be realized by various kinds of words; these are called parts of speech.

??? What are the parts of speech in the English language?

Noun, verb, adjective adverb, pronoun, auxiliary verb, modal verb determiner, preposition, conjunction

Now, let us look at grammar from the point of view of teaching it.

??? Is grammar the main learning objective or the means of acquiring through mastery of the language?

One learns one’s mother tongue without studying grammar. The important question is not whether teaching and learning grammar is necessary for language learning, but whether it helps or not.

Activity

Read the following statements about learning and teaching grammar and decide to what extent you agree or disagree with each one. Opinoin1. Pupils should be taught grammar rules before they even begin the unit. The teacher explains the rules that are going to come up then do some exercises with the class. That really helps them be clear about what unit is about and they can do the activities in the unit better. They learn better that way. Opinion 2. You don’t really need to teach grammar explicitly, saying things like, “This is the past perfect tense and you form it like this”. That’s unnecessary. Learners will pick it up for themselves. If hey want grammar, the teacher can give them exercises to do outside class, but don’t waste precious class time teaching i. Its better to each learner to communicate, to practice, as much English as possible in class with real language. Grammar will look after itself.

The organization of teaching grammar

??? What do these abbreviations stand for?

ESA PPP P (I AND E) PT

Presentation

Isolation

Explanation

Practice

Test

Activity

Read P. Ur`s definitions of stages P (I&E) PT and define the aim of each stage.

a.  presentation

b.  isolation and explanation

c.  practice

d.  test

a). Presentation

We usually begin by presenting the class with a text in which the grammatical structure appears. The aim of the presentation is to get the learners to perceive the structure - its form and meaning0 in both speech and writing and to take it into short-term memory. Often a story or short dialogue is used which appears in written form in the textbook and is also read aloud by the teacher and/or state. As a follow-up, students may be asked to read aloud, repeat, and reproduce from memory, r copy out instances of the use of the structure within the text. Where the structure is a very simple, easily perceived one, the presentation “text” may be no more than a sample sentence or two, which serves as a model for immediate practice.

b). Isolation and Explanation

At this stage we move away from the context, and focus, temporarily, on the grammatical items themselves: what they sound and look like, what they mean, how they function-in short, what rules govern them. The objective is that the learners should understand these various aspects of the structure. In some classes we may need to make extensive use of the students` native language to explain, translate, and make generalizations and so on.

In more academic classes, or where the structure is particularly difficult for the students to grasp, this stage may take some time. However, where the structure is very simple, or very close to a parallel in the native language, or when the students tend to learn the language intuitively rather than intellectually, it may take only a minute or so or be entirely omitted.

c). Practice

The practice stage consists of a series of exercise done both in the classroom and for home assignments, whose aim is to cause the learners to absorb the structure thoroughly; or, to put it another way, to transfer what they know from short-term to long-term memory. Obviously, not every grammar practice procedure can “cover” all aspects of the structure as listed in the able on page 6; therefore we shall need to use a series of varied exercises which will complement each other and together provide through coverage.

d). Test

Learners do tests in order to demonstrate –to themselves and to the teacher - how well they have mastered the material they have been learning. The main objective of tests within a taught course is to provide feedback, without which neither teacher nor learner would be able to progress very far. We have to know where we are in order to know where to go next.

Formal examinations, usually preceded by revision on the part of the learners, and followed by written evaluation on the part of the teacher, are only one kind of testing, arguably the least useful for immediate teaching purposes. (I do not give here a list of techniques that can or should be used for formal grammar testing, since the subject is outside my terms of reference). Most testing, however, is done automatically and almost unconsciously by teacher and learners as the course proceeds, the most valuable-though necessarily impressionistic-feedback on learning being supplied by the learners` current performance in class and in home assignments. Often “practice” exercises are used to supply such informal feedback, in which case they may function virtually as tests: but if this aspect is stressed, their effectiveness as practice techniques is usually lessened (see the end of Chapter 2).

(from Penny Ur “Grammar Practice Activities”, CUP)

Activity

Define the stages of these lessons Sample 1. Construction “It is a…” (beginners) In our first example, the teacher is working with complete beginners. She starts by walking into the class, greeting the students in a lively and cheerful way. It is the first time she has seen them, so she tells them her name and, with a combination of mime and expression, gets them to tell her their names. Then, she pantomimes finding an extraordinary object in her bag and holds up a pen as if it was the most interesting thing in the world. She has students repeat the word and then shows other objects which they learn the names of too. Then she demonstrates the sentences “It is a pen/ It is a table and the students practice saving them. If she thinks they can take it, she introduces the question “What is it?” and gets students practising asking and answering questions. As soon as she thinks they are ready, she gets them to the role-play a scene in which two people wake up to find themselves in a darkened room. They have to find out what things in the room are by touch and asking “What is it?” “It is a desk… wait…and a pen…”etc.

Sample paratives(lower intermediate) The teacher asks the students to look back at the article they read and answer the questions. 1.  What is the comparative form of these adjectives? Safe-safer Safe comfortable convenient cheap slow important god bad 2.  What rule can you make about the comparative form of: a.  most short adjectives b.  Long adjectives? Are there any irregular adjectives which do not fit these rules? Then the teacher says “Trains are cheaper than planes: showing through voice and gesture how the rhythm and stress of the sentence work. After that she gets choral and individual repetition of the words “safer”, “more convenient” etc. And then asks students to say the sentence “Trains are slower than planes”. She can then ensure quick practice by saying “faster” to get students to say” Planes are faster than trains, “cheap “ for “Trains are cheaper than planes” etc. To check the students have understood the meaning and the construction of comparative adjectives, she can ask them sentences comparing other things such as bicycles and cars using the adjectives from the lesson.

Activity

Fill in the gaps with the verbs: To reduce, to encourage, to present, to link, to help, to elicit, to give, to check, to provide, to give, to develop

Stage	Purpose	Teacher’s role
Presentation	·  _________ new language in context so that the meaning is clear ·  _________the new form in a natural spoken speech or written text so that students can see its use in discourse ·  _________the new form to what students already know, ·  _________ comprehension ·  _________ the form from students where possible and exploit their existing knowledge	·  instructor ·  corrector
Practice	·  _________ students memorize the form ·  _________ students to produce the word order ·  _________ intensive practice through repetition ·  _________ opportunities for feedback and error correction ·  _________ practice in pronouncing new form ·  _________ confidence	·  manager ·  corrector ·  evaluator
Production	·  _________ control and encourage students to find out what ·  _________ students to use the forms in expressing their own content ·  _________ students see the usefulness of what they have learned ·  _________ what has been learned and diagnose problems	·  monitor ·  resource ·  diagnose

(From Roger Gower, Diana Phillips, Steve Walters Teaching Practice Handbook)

Presentation Stage

There are two main approaches to grammar presentation:

1)  Deductive (rule-driven) which starts with the presentation of a rule and is followed by examples in which the rule is applied

2) Inductive (rule-discovery) which starts with some examples from which a rule is inferred.

Activity

Study these pages from the textbooks and say what approach is used for grammar presentation: Making comparisons 1.  Work in pairs. Are the following statements True or False? Change the false statements to make them true. Example: Men live longer than women. False ‘Men live a shorter time than women’ Remember that are and than are pronounced weakly when they are part of a sentence. Remember also to emphasise the adjective or adverb which is contrasted, e. g. shorter a)  China is bigger than Russia. b)  The moon is nearer to the earth than the sun c)  The North Sea is warmer than the Mediterranean Sea. d)  Prince Charles is older than Princess Diana. e)  The USA have a better football team than Brazil. f)  In Britain it becomes dark earlier in summer than in winter. 2.  Complete the following sentences and then check with Section 3 in the Language reference. ·  In adjectives or adverbs of one syllable the comparative is formed by adding _____ to the end of the adjective or adverb. This is followed by the word than. ·  Some comparatives are irregular: for example good becomes __________. ·  Some adjectives and adverbs of two syllables also form the comparative with –er. For example, early becomes _________. 3.  Discuss the following statements with a partner and then agree or disagree, following the example below. Example: Reading is more relaxing than watching television ‘No, I don’t agree. Watching television is more relaxing’. a)  Parachuting is less dangerous than water-skiing. b)  Austria is more beautiful than Greece. c)  Washing-up is less boring than cooking. d)  Women are more intelligent than men. e)  English grammar is more difficult than English pronunciation.

them   you   us   it   her   me   you   him   Nouns, adjectives and adverbs 1.  Subject and object pronouns   Subject pronouns Object pronouns ·  The subject is the person or thing doing the action: I left early. She went home We said goodbye. ·  The object is the person or thing receiving the action: She telephoned me. I hit him. We saw her. Write the correct pronounce for these sentences: 1.  …. Telephoned yesterday. (she) She telephoned yesterday. 2.  We watched ….. for hours. (he) We watched him for hours. 3.  Hasn’t ….. arrived yet? (she) 4.  …… don’t understand. (I) 5.  Are you talking to …. ? (I) 6.  Don’t ask …. ….. doesn’t know. (she/she) 7.  This is Julia: …. have known …. for years. (we/she) 8.  Nobody told …. the bus was leaving. (they) 9.  Why didn’t …. ask …. to come? (she/they) 10.  Don’t ask … Ask … . (I/he) 11.  ….. think ….. doesn’t like …… . (I/he/I) 12.  ….. asked ….. to invite …… . (they/he/we)

Advantages	Disadvantages
Deductive approach ·  It gets strait to the point and can therefore be time-saving. ·  It respects the intelligence and maturity of many – especially adult - students, and acknowledges the role of cognitive process in language acquisition. ·  It confirms many students’ expectations about classroom learning particularly for those learners who have an analytical learning style. ·  It requires less effort on the part of both the teachers and the students ·  The students are less likely to be exposed to critical remarks on the part of either the teacher or other students and therefore some students may feel secure with this approach
Inductive approach ·  Rules learners discover for themselves are more likely to fit their existing mental structures than rules they have been presented with. This in turn will make the rules more meaningful, memorable, and serviceable. ·  The mental effort involved ensures a greater degree of cognitive depth which again, ensures greater memorability. ·  Students are more actively involved in the learning process, rather than being simply passive recipients: they are therefore likely to be more attentive and more motivated. ·  If the problem solving is one collaboratively and in the target language the learners get the opportunity for extra language practice. ·  Working things out for themselves prepares students for greater self reliance and therefore conductive to learner autonomy.

(from Walker and Elsworth Grammar Practice for Intermediate Students, Longman, 1986)