Materials to take in the Resource Centre
Планы и описание практических занятий по дисциплине
«Теория и методика обучения английскому языку»
Специальность 050303 «Иностранный язык (английский)»
6 семестр
Seminar 1. Aims of language teaching. Communicative language teaching. Communicative competence and its levels. Aids of language teaching
Key terminology
aims of language teaching
EAP – English for academic purposes
ESP – English for specific purposes
communicative competence
levels of communicative competence
target language – изучаемый язык, target culture – культура страны изучаемого языка
L1, L2, FL
skill(s): productive, receptive
attitudes
teaching aids
coursebook – student’s book, teachers’ book, activity book, CD
technology in language teaching
flipchart
overhead projector
LCD projector
transparency
handout
Issues to discuss
What is communicative competence?
Why is it necessary to single out its levels? Who can use these levels?
What are the basic skills in language teaching/learning?
How to choose a coursebook?
What’s the role of technology in language teaching?
What’s the balance between technology and ‘non-technology’ in the classroom?
Reading
Цели обучения:
Соловова Е.Н. Методика обучения иностранным языкам. Базовый курс лекций. – М.: Просвещение, 2002, 2007. – С.3-15
Щукин А.Н. Обучение иностранным языкам: Теория и практика.- М.: Филоматис, 2007. С. 106-120.
Средства обучения:
Соловова Е.Н. Методика обучения иностранным языкам. Базовый курс лекций. – М.: Просвещение, 2002, 2007. – С.34-38
Щукин А.Н. Обучение иностранным языкам: Теория и практика.- М.: Филоматис, 2007. С. 225-241.
Seminar 2. History of language teaching
Key terminology
method
technique
outcome
Grammar-translation method
Direct method
Audiolingual method
Communicative approach
language awareness
Issues to discuss
How are language teaching aims connected with the context of teaching (learning)?
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How did priorities change within years?
Why has communicative method survived through so many years?
How can teaching priorities change in the near future?
Reading
Соловова Е.Н. Методика обучения иностранным языкам. Базовый курс лекций. – М.: Просвещение, 2002, 2007.
Щукин А.Н. Обучение иностранным языкам: Теория и практика.- М.: Филоматис, 2007. С. 175-206, 317-343..
Seminar 3. Teaching vocabulary
Key terminology
vocabulary skill
meaning
spelling
pronunciation
Presentation
Practice
Production
brainstorm
crossword puzzle
flashcard
ways of presenting/illustrating meaning – способы семантизации
controlled :: free practice
lexical set
Issues to discuss
What does it mean – ‘to know a word’?
How can you say you ‘know the word/phrase’?
What information about a word should be presented to the learners?
Should all the meanings (if there are several ones) of one word be presented at once?
What tasks can be used for practicing new words?
What is the difference between the Practice and Production stages?
Reading
Соловова Е.Н. Методика обучения иностранным языкам. Базовый курс лекций. – М.: Просвещение, 2002, 2007. – С.80-93
Щукин А.Н. Обучение иностранным языкам: Теория и практика.- М.: Филоматис, 2007. С.142-145, 123-124..
Assignment 1
This assignment can be done individually or in pairs. Choose one problem situation and suggest your ways of solving (improving) it.
Situation 1
You presented 10 new words at the previous lesson. Today you discovered that your students do not remember them at all. Why might it happen?
Situation 2
You used a lot of visuals for presenting meaning of the new words. At the end of the presentation stage you see that the meaning is still unclear and you have to translate all these words. Why did it happen? You wanted to avoid translation!
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Situation 3
Your students always want a new word to be translated, even if they can easily guess the meaning. How can you change the situation without ‘shocking measures’?
Situation 4
What does the number of practice tasks depend on? Give your reasons and examples.
Situation 5
You want your students to use the words in speaking tasks but they usually fail. They do gap-filling OK, they do matching but when time comes to speak they either use ‘old’ words or use ‘new’ words in a wrong way. Why?
Situation 6
You had 5 extra minutes at the end of the class and decided to introduce new words. Next time you had to explain everything again as if there had been no presentation. Why did it happen? How can you avoid it next time?
Situation 7
At the beginning of the class you wanted to revise words and gave students two pictures to compare. They immediately started asking ‘What’s the English for this?’ and ‘What’s the English for that?’ You felt puzzled – they were expected to know those words! What’s the problem?
Situation 8
What is the Production stage for? Why is it necessary? What should you do to organize it correctly? Your colleagues insist that doing gap-filling tasks is quite enough and if the students do them without the teacher’s help – it’s the production stage. Do you agree? Why? Why not?
Situation 9
‘Information gap’ is a very fashionable term in English teaching community these days. Can you explain what it is? Choose one topic and show how this gap can be created in teaching vocabulary. What stage of vocabulary teaching is it suitable for?
Situation 10
You teach the topic “Food”. You are planning to introduce:
a hamburger
a pizza
spaghetti
orange juice
fish and chips
milk shake
What presentation strategies will you use? Why? What difficulties can you foresee? How to solve them?
Assessment criteria
Very good (4) | Average (3) | Below average (1) | Poor (0) | |
Content and task achievement | The content agrees with the task. The problem is analyzed from different angles. The Student supports the ideas by quoting the resources | The content agrees with the task. The problem is stated; the solution is quite clearly defined | The content in general agrees with the task. The problem is stated but there is no justified description of its solution | The content does not agree with the task. The problem is not stated/stated in a wrong way |
Outcomes | There are clear ways of changing the situation (solving the problem) stated. There is a selection of tasks based on literature analysis or designed by students | The ways of solving the problem are roughly presented; there are task samples to support the author’s point of view | The possible solution is described though no tasks are presented | There is no description of possible solution and, therefore, no tasks are presented |
Resources | The recommended resources are read; the student adds extra resources (1-2). There are references to the resources quoted | The better part of resources is studied with references made. There are no references to the tasks | The major resources from ‘List of Reading’ are read. Resources are quoted without proper thinking. There are 2-3 ’formal’ references | Only 1-2 resources are taken (with no references to them) |
Layout | Accurate and neat work. Rubrics are clearly defined; commentaries to tasks are put clearly. The assignment is printed out (in a digital form). There are no spelling mistakes | Quite accurate work; the parts are clearly indicated; there are 1-3 spelling mistakes in the commentaries | The work is typed (handwritten) with no clear structure. There are no rubrics or any other indicators of the structure. There are 4-5 spelling mistakes in the commentaries | Inaccurate work - no rubrics; tasks and commentaries are not separated. The assignment is handwritten with a lot of words unreadable. There are 6 or more spelling mistakes |
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Seminar 4. Teaching pronunciation
Key terminology
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standard pronunciation
sounds – vowels and consonants
intonation and stress
drill
imitation tasks
communicative tasks
presentation
practice
production
Issues to discuss
What are the three groups of English sounds from the point of view of language teaching?
What are the major difficulties Russian learners face in mastering English pronunciation?
What is the Practice stage in teaching pronunciation?
Is it possible to use communicative tasks in pronunciation teaching?
Give examples of language interference (интерференции родного языка) in pronunciation teaching and learning.
Reading
Соловова Е.Н. Методика обучения иностранным языкам. Базовый курс лекций. – М.: Просвещение, 2002, 2007. – С.64-69; 71-77
Seminar 5. Teaching grammar
Key terminology
deductive learning
inductive learning
discovery techniques
presentation of grammar structures
controlled :: free practice of grammar material
language interference in Grammar teaching
Issues to discuss
What is the major difference between inductive and deductive teaching? Which approach has more advantages?
Which approach is more popular in the coursebooks?
What is a usual sequence of activities in Grammar teaching?
What materials do you need for teaching Grammar?
What is the role of on-line resources in Grammar teaching?
Reading
Соловова Е.Н. Методика обучения иностранным языкам. Базовый курс лекций. – М.: Просвещение, 2002, 2007. – С.101-115
Materials to take in the Resource Centre
New Millennium English 5-9; Enjoy English 3-5 (уровни); English 5-9 (Кузовлев В.П.), English V-VII (Верещагина И.Н., Афанасьева О.В.)
What you need to bring to the classroom:print out the files from the CD
Seminar 6. Teaching grammar
Key terminology
communicative task
error
mistake
Issues to discuss
Why is the Production stage important in Grammar teaching?
What is a communicative grammar activity?
Teaching Grammar at primary and secondary level – is there any difference?
How can you deal with grammar mistakes?
Reading
Соловова Е.Н. Методика обучения иностранным языкам. Базовый курс лекций. – М.: Просвещение, 2002, 2007. – С.115-121
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