Materials to take in the Resource Centre
“Survival lessons” by Nelson publishing house, “Grammar games”, “Grammar activities 1-3”
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On-line resources for skills development 8
www.oupelt.com www.oup.com/elt/students
www.onestopenglish.com
Assignment 2
This assignment can be done individually or in pairs. Choose one problem situation and suggest your ways of solving (improving) it.
Situation 1
When you practice separate sounds you students demonstrate acceptable pronunciation. As soon as you ask them to do more complex tasks (e.g. express their opinion on the issue given, describe a picture, etc.) you notice a lot of pronunciation mistakes. You start correcting their mistakes – they stop speaking. Why does that happen and how can you improve the situation?
Situation 2
What are the objectives of pronunciation teaching at school? What difficulties might Russian students have in mastering English pronunciation? How can you deal with those difficulties? What tasks can be used for pronunciation teaching? Divide them into 3 groups – presentation, practice and production.
Situation 3
You plan to introduce the Present Perfect in the 5th form. The topic is “Travelling”. Plan the Presentation stage. What strategy will you employ? Why? What practice task will follow it?
Situation 4
When you practice grammar with your students they do a lot of tasks in writing and don’t make many mistakes. As soon as you start speaking activities with them there are so many mistakes that you find it difficult to understand your students sometimes. Why does it happen? What can you do to improve the situation?
Situation 5
You explained modal verbs to your students 10 times – not less! They learnt the rules by heart but when they do oral tasks the mistakes are numerous. Why might it happen and how can you deal with the situation?
Situation 6
Study the following situation:
I explain grammar material to my students, they read rules and write them down in their notebooks. Then I give them a communicative task and they immediately start asking ‘How can I say this?’ and ‘How can I say that?’ I do not understand why that happens – I have just explained the rule to them!
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What is missing in this sequence? Why do learners find it difficult to speak? How can you improve the situation?
Situation 7
How should you organize the activity (for example, a role play or a dialogue) if it includes several grammar phenomena – one which was the last to learn and several previously learnt? What difficulties might you face and how can you avoid them? Choose an example and show how you will organize classroom work.
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 (additional) tasks based on literature analysis or designed by the student | 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. The 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. 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 | Extremely inaccurate work - no rubrics; tasks and commentaries are not separated. The assignment is handwritten with a lot of words unreadable. |
Seminar 7. Teaching listening
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Key terminology
receptive skill
listening for gist
listening for specific information
listening for detailed understanding
listening strategy
extensive listening
pre-listening
while-listening
post-listening
tapescript
Issues to discuss
What are the key features of listening strategies?
What strategies are most common in the mother-tongue? FL?
Is there any link between listening types and task types?
How is listening presented in the modern English coursebooks?
How is listening presented in National Examination (ЕГЭ)?
Reading
Соловова Е.Н. Методика обучения иностранным языкам. Базовый курс лекций. – М.: Просвещение, 2002, 2007. – С.124-139
Try some sites for teaching Listening:
· English Language Listening Lab Online
www.elllo.org
· BBC for students learning English
www.bbc.co.uk/worldservice/learnenglish
· National Geographic
www.cgi.nationalgeographic.com
· National Public Radio
www.npr.org
· Randall’s ESL Cyber Listening Lab
www.esl-lab.com
· Voice of America Special English web site
www.voanews.com/specialenglish
Assignment 3
This assignment can be done individually or in pairs. Choose one problem situation and suggest your ways of solving (improving) it. Mind that only half of the group is responsible for Listening. The other half is going to do the Reading assignment.
Situation 1
Support or argue with the statement below:
Modern information technologies give students a great chance to develop their listening skills. Without them, all work is useless.
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Situation 2
Choose one of the sites from the list (see Tutorial 8) and analyze its potential in teaching listening in terms of:
- variety of texts presented
- variety of tasks used
- target levels
- user friendliness
- suitability for class work and self-access
Situation 3
You came to the classroom (the 6th form) for the first time and discovered that your students had never had any listening practice before. You know you need to include listening tasks in the lesson plan but these cannot be the tasks from the coursebook (as they had been usually omitted). What can you do? Write an action plan.
Situation 4
Support or argue with the statement below:
It is not 100% necessary to use tapes for teaching listening. Technology and this stuff is OK if you have plenty of time. If you have 3 hours a week reading done by the teacher is quite enough. This is how we mastered listening 20 years ago and we are all right! Technical aids can only bring extra trouble –- a power cut, for example, and what are you going to do with your tape recorder?
Give facts /examples to support what you say.
Situation 5
Study the following situation:
I choose texts for listening very carefully - think of the topic, as it must be interesting for my students, and the length of the text - it cannot be too short, I guess, as we rarely listen to something very short in real life. Then I think where to put it in the lesson - the end of the class is quite suitable. The paradox is that my students do not appreciate it at all –- they either start fidgeting or raise their hands saying they do not understand. I cannot understand why that happens – the texts are so interesting! If I were in their place I would be all ears! What shall I do?
What is missing in this sequence? Why doesn’t the students’ reaction meet the teacher’s expectations? Is it possible to improve the situation?
Situation 6
Listen to the text given on your CD and design pre-text, text and post-text activities for it. Comment on your choice of tasks.
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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 (additional) tasks based on literature analysis or designed by the student | 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. The 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 (presented 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 | Extremely 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 |
Seminar 8. Teaching reading
Key terminology
receptive skill
reading for gist
reading for specific information
reading for detailed understanding
reading strategy
extensive reading
skimming
scanning
pre-reading
while-reading
post-reading
Issues to discuss
What, do you think, reading has in common with milk? Why is the picture here?
What are the key features of reading strategies?
Is there any link between reading strategies and task types?
How is reading presented in the modern English coursebooks?
How is reading presented in National Examination (ЕГЭ)?
What is the place of home reading in teaching English?
Reading
Соловова Е.Н. Методика обучения иностранным языкам. Базовый курс лекций. – М.: Просвещение, 2002, 2007. – С.140-141; 149-163
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