Transcript Document 7134373

English Language
Teaching Methodology
Review of Part 1
Presented By: Jia Lin (Dana)
Review Objectives
• The aim of this course is to help you to
understand the foundation of the
Communicative Approach to ELT.
• You should learn both the theory behind this
approach and also some teaching
strategies to use when implementing it.
• You should know how to construct lesson
plans for reading, listening and speaking
classes using a wide variety of activities.
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Course Overview
Teaching Methodology
PART 1
1 Introduction
P1,40,99,155,207
2 The Communicative
Approach
3 Focus on
Reading
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4 Focus on
Listening
5 Focus on
Speaking
3
Unit 1 Introduction
P1
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Key Concepts in Unit 1
Activity 1
Consider why students are learning
subject was taught in the past.
Activity 2
Activity 3
Look at developments in ELT and several
approaches that evolved historically. Value
or mixed approach.
How to do a needs analysis and design a
Activity 4
Know yourself and what you need to do to
U1 P3-37
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Unit 1 Review Questions
• What are some reasons for learning
English?
• Explain the difference between the
Grammar-Translation Method and the
Functional-Notional Approach.
• Why is learning the social aspects of
language so important?
• List some developments that resulted from
the Humanist Approach.
U1 P3-37
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Put these steps in order (1-7).
_?_ Decide that assessment will consist of mid-term and final
and function questions.
_?_ Determine the three main types of content: lexical items
functions.
_?_ Select specific texts and dialogues. Design activities and
_?_ Organize the general contents of the course.
_?_ Organize the specific contents of the course.
_?_ Set the objectives to include a certain proficiency level that
the course.
_?_ Figure out what the students need to learn in the course.
U1 A3 T4 P33-34
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Did you get the order right?
_7_ Decide that assessment will consist of mid-term and final
and function questions.
_3_ Determine the three main types of content: lexical items
functions.
_5_ Select specific texts and dialogues. Design activities and
_4_ Organize the general contents of the course.
_6_ Organize the specific contents of the course.
_2_ Set the objectives to include a certain proficiency level that
the course.
_1_ Figure out what the students need to learn in the course.
U1 A3 T4 P33-34
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Unit 2 The Communicative
Approach
P40
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Key Concepts in Unit 2
Activity 1
Communicative competence involves
meaning in an appropriate way.
Activity 2
During language processing, background
variety of skills come into play.
forms requires different skills.
A communicative language syllabus
social meanings of language. Authenticity
important. Teacher’s roles.
Types of activities: information gap, role-
Activity 3
Activity 4
U2 P40-98
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Unit 2 Review Questions
• What is the difference between the
functional meaning of a statement and its
appropriateness/appropriacy?
• How is background knowledge important to
reading comprehension?
• List some differences between oral and
written communication?
• How can materials written specifically for
ELT still be considered authentic?
U2 P40-98
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Use an information gap.
• How could you use a
picture such as this one
in an information gap
activity?
• What is a common
feature of such
activities?
• What are the benefits of
using this type of
activity?
U2 A4 T4 P88
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Create a cued dialogue.
•
Travel agent’s cues: •
Tourist’s cues :
1. ?
2. ?
3. ?
1. ?
2. ?
3. ?
What are the advantages of giving the students cues over leaving them
completely on their own? When would you use these cues?
U2 A4 T5 P94
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Role-play discussion.
• What would you need
to do to prepare
students for a
discussion involving
role-play?
• What are the
advantages of
conducting
discussions in this
way?
U2 A4 T5 P94-96
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Unit 3 Focus on Reading
P99
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Key Concepts in Unit 3
Activity 1
Bottom-up, top-down and interactive
Consider schema and purpose.
Activity 2
Reading strategies and skills: skimming,
inferring. Teaching students to recognize
rhetorical structures (chronological,
cause and effect, etc.) and cohesive
Activity 3
How to teach reading in three stages: prereading stage and post-reading stage.
lesson plans.
U3 P100-153
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Unit 3 Review Questions
• Why is an interactive approach that
combines bottom-up and top-down
approaches the best?
• What is the difference between skimming
and scanning?
• What kinds of questions train students’
inference skills?
U3 P100-153
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Match structures with exercises.
Rhetorical structure
Type of exercise
chronological
reorder sentences/paragraphs
fill in table
fill in diagram
summary (write, correct)
select topic sentence
match
cause & effect
comparison & contrast
classification
process
definition
Discuss reasons for your choices in groups.
There may be multiple correct answers.
U3 A2 T3 P120-127
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Selecting suitable exercises.
Lesson stage
pre-reading
while-reading
post-reading
Type of exercise
reorder events of the story
talk about wine shops
infer thinking of shop assistants
talk about shopping experiences
talk about journalists
role-play student doing consumer report
show example of a consumer report
work out the meaning of phrases
Read the text on page 146 and select some exercises to be
used at each of the three stages in a reading lesson.
U3 A3 T3 P146-153
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Selecting suitable exercises.
Lesson stage
pre-reading
while-reading
post-reading
Type of exercise
reorder events of the story
talk about wine shops
infer thinking of shop assistants
talk about shopping experiences
talk about journalists
role-play student doing consumer report
show example of a consumer report
work out the meaning of phrases
Read the text on page 146 and select some exercises to be
used at each of the three stages in a reading lesson.
U3 A3 T3 P146-153
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Unit 4 Focus on Listening
P155
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Key Concepts in Unit 4
Activity 1
Listening is the most basic of
up/top-down approaches, segmenting
Activity 2
Skills such as listening for gist, specific
information, inferring and note-taking.
Designing tasks of appropriate difficulty for
skills.
Activity 3
Activity 4
How to select suitable listening materials.
authenticity.
Activity 5
Designing exercises for the pre-listening,
post-listening stages.
U4 P156-201
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Unit 4 Review Questions
• What sorts of material do people regularly
listen to?
• When do people listen for gist? for specific
information? for detailed information? infer?
take notes?
• What factors might influence your decision
to use a live presentation or to use recorded
material?
• What are some ways to use songs?
U4 P156-201
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Choose the right stage.
Pre-, while- or postlistening?
•discussion or role-play
•summary or retelling of
points,
•responding to the text by
problems or deciding
next,
•writing a story or a set of
that parallel what they
U4 A3 T3 P185-196
Pre-, while- or postlistening?
•visual aids (diagrams,
props),
•questions (what they
what they would like to
•providing background
•presenting new words or
•discussion (opinions about
predictions of what will be
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Pre-, while- or postlistening?
•exercises that train listening
gist/specific information/detail,
inferring,
•tables, diagrams, forms in
note down what they have
correct errors,
•checking off items on a list,
pictures, arranging events in
identifying meanings of words
performing actions based on
hear.
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Unit 5 Focus on Speaking
P207
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Key Concepts in Unit 5
Activity 1
Features of spoken language. Techniques
(initiating, encouraging and ending
Activity 2
Include topics, grammar/vocabulary points,
functions, conversation techniques, noncultural information in the syllabus.
The “PPP” model stands for Presentation,
Production. Moving from control and
communication and fluency.
Deductive and inductive approaches. How
activities.
Activity 3
Activity 4
U5 P207-256
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Unit 5 Review Questions
• How is teaching speaking quite different
from teaching reading or listening?
• Why is it so important to teach conversation
techniques such as starting/ending
conversations, checking/showing
understanding and asking for clarification?
• What are some things teachers should
consider when designing speaking
activities?
U5 P207-256
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Order the steps in a role-play.
• (?), allow them time to
do the role-play.
• (?), commend them and
provide suggestions for
improvement.
• (?), organize the
students into groups
and roles.
How would you design a roleplay using this picture and the • (?), introduce the new
language item and how
structure “This/that one is
it should be used.
better than...”?
U5 A3 T6 P248-250
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How to use an error sheet.
Pronunciation dog
Grammar
OK
Appropriacy
he/she
Fluency
GOOD!
Non-verbal
communication
What are some other ways of tracking errors?
U5 A4 T2 P251-252
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Appendix: Focus on
Pronunciation
P259
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Key Concepts in the Appendix
Activity 1
Activity 2
Activity 3
AP P207-256
Learning to speak intelligibly is the main
favor accuracy of pronunciation.
Using the International Phonetic Alphabet.
to discriminate between often-confused
Repeating after the teacher/tape, practicing
teaching places and manners of
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Appendix Review Questions
• What is the difference between intelligibility
and a near-native accent? Is near-native
pronunciation always attainable?
• Name 3 aspects of pronunciation which
should be taught.
• List some ways to help students to better
discriminate between sounds and to
improve the clarity of their articulation?
AP P207-256
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Course Objectives
Course Focus
Assessment
Final Exam
How to Review
Questions
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Assessment
Type
Progress
Content
Percent
Questions
5%
Assignments Exercises (2
15%
Course
Final Exam
Application
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80%
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Progress Records (5%)
• Must be done in order to pass the course.
Are marked by computer.
• Check whether you have read the material
in the unit and monitor the learning process.
• Provide regular feedback (every 2 weeks)
so that you can identify areas that you need
to review.
• Check the e-learning platform to confirm
your mark before the exam.
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Assignments (15%)
• Each assignment is worth 100 marks.
• Highlight many of the main points from each
unit.
• Help you prepare for the exam since
present the same type of questions.
• Each assignment covers multiple units.
• Assignment I (Units 1-3)
• Assignment II (Units 4-5)
• Check online to confirm your score before
the exam.
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Final Exam (80%)
• Worth 100 marks and must be completed
within 2 hours.
• Tests your knowledge of course concepts,
such as ELT methods, approaches and
principles.
• Analysis and evaluation of teaching
materials and techniques.
• Application of theory to the development of
lesson plans.
• To be completed within 2 hours.
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Assessment Guidelines
• On the e-learning
platform at
www.beiwaionline.com
you can find a copy of the
assessment guidelines in
Chinese.
• There is also a sample
final exam to help you
prepare.
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Course Objectives
Course Focus
Assessment
Final Exam
How to Review
Questions
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Final Exam
• The exam has 3 parts:
– Section I is worth 30 points
• There are 15 multiple choice questions.
– Section II is worth 30 points
• There are 5 descriptions of classroom settings,
materials or methods for which you must describe
the problem and propose a solution.
– Section III is worth 40 points
• There are 2 texts for which you must design a brief
lesson plan or class activity.
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Exam Section I Sample 1
• There are 15
questions like this one
to test your awareness
of course-related
theory and principles.
• Each question is worth
2 marks.
• Choose from one of
the four options.
Questions 1 – 15 are based on this part.
Directions: Choose the best answer for
the following questions and write your
answers on the answer sheet.
1. Which of the following teaching styles
belongs to the Grammar-translation
Method?
A.Focus on accuracy
B. Focus on fluency
C. Focus on appropriateness
D.Focus on functions
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Comments
• The answer is “A”, since
the Grammar-translation
method generally focuses
on accuracy or
grammatical correctness
of language.
• To answer this question
you would need to be
familiar with the various
methods (Unit 1).
• As you review, identify
and highlight each
method.
• Know what the
method involves and
what aspect of
language proficiency it
emphasizes (fluency,
accuracy, or
appropriacy).
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Exam Section I Sample 2
• Let’s discuss another
question from the
multiple-choice section
of the exam.
• This question is worth
2 marks.
• Choose from one of
the four options.
Questions 1 – 15 are based on this part.
Directions: Choose the best answer for
the following questions and write your
answers on the answer sheet.
6. Which of the following activities is
NOT communicative?
A.Drilling exercise
B. Jigsaw listening
C. Mini-research
D.Questionnaire
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Comments
• The answer is “A”,
since a drill involves
the student
mechanically following
a pattern provided by
the teacher.
• There is no real
expression of meaning
or transfer of
information in this type
of exercise.
• Learning about
communicative
methodology, what it is
and what it is not, was
a basic part of this
course.
• Unit 2 explains what
“communicative”
means. Make sure
that you understand
this concept.
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Exam Section I Sample 3
• Let’s consider a third
question from the
multiple-choice section
of the exam.
• This question is worth
2 marks.
• Choose from one of
the four options.
Questions 1 – 15 are based on this part.
Directions: Choose the best answer for
the following questions and write your
answers on the answer sheet.
9. What strategy are you applying if you
invite the students to read only the
headlines and the first or last sentence of
each paragraph?
A.Skimming for gist
B. Scanning for details
C. Inferring attitude
D.Recognizing text structures
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Comments
• The answer is “A”
because if you read
the headlines and first
and last sentences
only, then you are
simply looking for the
overall meaning.
• This kind of reading is
called skimming for
gist.
• Obviously, you are not
teaching students to
look for details,
attitudes or text
structures.
• You would need to be
familiar with reading
strategies/skills from
Unit 3 and what each
one involves.
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Exam Section II Sample 1
• There are 5 questions
like this one to test your
application of theories
and awareness of
principles.
• Each question is worth 5
marks.
• State the problem and a
reasonable solution
using about 70 words or
less.
DIRECTIONS: 5 situations in classroom
teaching are provided here. In each situation
there are some problems.
Firstly, identify the problems. Secondly,
provide your own solutions according to the
communicative language teaching principles
and explain in details.
17. The following sequence of activities is what
a teacher adopts in a reading lesson.
A. Invite the students to read the text
B. Make sentences using words from the
text
C. Recall personal experiences using the
words learned
D. Answer multiple-choice questions
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Comments
• The activities for this
• Here is one possible answer:
reading lesson are fine, but – “Problem: the order of the
activities is not appropriate to
the sequence is all wrong.
the 3 stages of teaching
• When teaching reading in
reading. There is no activity
three stages (Unit 3), first
that introduces the topic and
arouses interest during the preyou want to arouse interest
reading stage.”
(pre-reading stage), then
– “Solution: a better order for the
explore the text (whileactivities would be A, D, B, C.
reading stage) and then
In this way, the students move
relate the text to “other”
from control to communication.
knowledge (post-reading
Additionally, for the pre-reading
stage).
stage, the students could be
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given words from the text and
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Exam Section II Sample 1
• Here is the next
question requiring
you to identify a
problem and propose
a reasonable solution.
• This question is
worth 5 marks and
should be answered
in about 70 words or
less.
DIRECTIONS: 5 situations in classroom
teaching are provided here. In each
situation there are some problems.
Firstly, identify the problems. Secondly,
provide your own solutions according to the
communicative
language
teaching
principles and explain in details.
19. In an oral class, the teacher invites two
students to role-play their self-constructed
dialogue in front of the whole class. Due to the
student’s nervousness and low language
proficiency, they slip here and there. While
they are talking, the teacher keeps stopping
their talk and offers corrections.
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Comments
• In Unit 5 in which the focus • So, here’s how you
was on teaching speaking,
might answer this one:
you should have learned
– “Problem: the teacher
about appropriate and
interferes with the
inappropriate times for
students too much.”
correction.
– “Solution: The teacher
• This exercise, in the
should be a guide or
participant instead of a
production stage of the PPP
controller . To promote
model, should promote
fluency, he should let
fluency. The teacher should
them finish speaking and
wait until they finish before
then correct them.”
offering correction.
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Exam Section III
• There are 2 questions like
this one to test your ability
to design a brief lesson
plan or in-class activity.
• By filling in the table
appropriately you will earn
20 marks.
• Some areas of the table
require only one or two
words. Others require
more explanation.
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Name of activity
Objective(s) of activity
Type of activity
Classroom organization
Teacher’s role
Students’ role
Teacher working time
(est. minutes)
Student working time
(est. minutes)
Teaching aid(s)
Predicted problem(s)
Solution(s)
Procedures
1)
2)
3)
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Text for Listening Lesson
22. Text 2 is an abstract from a commonly used high school
English textbook. Please design a post-listening teaching
plan to go with the text.
Text 2
Jack: Hi, Susan. Have you got any plans for the weekend?
Susan: No, not really. Why?
Jack: Well, Bill and I were thinking of giving a party. Would you like to
come?
Susan: I’d love to. What can I bring?
Jack: Nothing. Just bring yourself. Oh, I almost forgot. Could you
tell the girls in your dorm about the party?
Susan: Sure. By the way, what time do you want people to show up?
Jack: Around seven. And also please tell the girls not to wear
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Comments
• In the post-listening
stage, the teacher
• Although this question
may seem difficult, if you should engage
students in speaking
have paid attention to
Unit 4 and the examples or writing activities that
of lesson plans you
help them to reflect on
should be able to come
or consolidate what
up with a reasonable
plan.
they have learned.
• Remember that listening • Start thinking of
should be taught in three
appropriate activities...
stages.
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Sample mini-lesson plan.
Name of activity
“Invitation role-play” for post-listening stage.
Objective(s) of activity
Encourage students to use the language they
have learned, practice listening to each other.
Work on appropriacy and social skills.
Type of activity
Role-play, practice language function of
inviting
Classroom organization
Groups of 3-4
Teacher’s role
Manager, prompter
Students’ role
Participant in role-play
Teacher working time
(est. minutes)
5
Student working time
15
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Sample mini-lesson plan
(cont’d).
Teaching aid(s)
Blackboard (instructions), pictures (of roles)
Predicted problem(s) Some students may be passive, use Chinese, or not
speak much.
Solution(s)
Teacher can check on each group, prompt and
encourage as necessary.
Procedures
1) Explain situation: Susan is going to invite her
friends to the party as Jack suggested in the
dialogue.
2) Organize students into groups and assign roles:
Susan, sb. who can’t come, sb. who likes to dress up,
shy girl etc.
3) Ask 1 or 2 groups to perform in front of the class.
After they
have finished, give feedback. Include 1
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Know the exam structure
• Now that you know
what sort of
questions you will be
asked, you should be
looking at ways to
prepare for them.
• Next, we will
consider how you
can review material
from the 5 units.
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Course Objectives
Course Focus
Assessment
Final Exam
How to Review
Questions
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How to do your review
1.
2.
3.
4.
Consider the objectives.
Know the purpose.
Pay attention to feedback.
Know why examples were
included.
5. Use other examples.
6. Look for test questions.
7. Use review questions.
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1. Consider the objectives
• Use the objectives at
the start to remind you
of the main points that
you need to learn.
• As you review the unit,
pay special attention
to these points.
• Make your learning
process an active one!
• At the end of the unit,
confirm that you have
learned these points.
• You may find that
checking them off or
making brief notes will
help you to retain the
information longer.
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2. Know the purpose
• Think about why the examples have been
included.
• Don’t just passively read. Think about why
the author proposes particular methods or
exercises.
• Reflect on your own learning and teaching
experiences. Make sure you understand
why these techniques are effective.
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3. Pay attention to feedback
• When you do the exercises, you may be
more clear on certain points or reasons
than on others.
• Check the feedback against your own
answers to see if there is anything you have
missed.
• Remember that the author put the feedback
there to emphasize the major points that
you need to retain! Try to restate it in your
own words.
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4. Know why examples
were included
• Study each of the
sample activities and
fragments of teaching
plans.
• Try to understand how
each relates to the
overall theme of
implementing
communicative
methodology.
• Think of how you would
try this activity yourself.
• Think of variations to
the activity that
could be used with
different types of
materials.
• Anticipate and think
of any solutions that
might arise in a
classroom situation.
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5. Use other examples
• When you see lists of exercises, try to
match them up with the English language
materials that you are currently using with
your students.
• Copy the table from the sample exam and
try filling it in with activities that you design
yourself.
• Remember that after the course you should
be able to apply what you have learned!
Start now...
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6. Look for test questions
• The writers of the
exam read through the
textbook, just like you
did.
• But their eye was on
the points that would
make good questions.
• If you can anticipate
exam questions, you
can concentrate on
the most “testable”
points.
• Then you can
rehearse how you
would solve teaching
problems or design
lesson plans of your
own.
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7. Use review questions
• At the end of each unit, there are review
questions that test how well you understood
the main points.
• Can you answer them? If not, go back and
review. If you can, then go on to the next
unit.
• Use the points that you recorded in your
diary. Keep adding to your collection of
“tips and tricks” for teaching English.
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Course Objectives
Course Focus
Assessment
Final Exam
How to Review
Questions
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It’s time for YOUR questions.
• Are there still any
areas of difficulty?
• Do you have any
questions about course
concepts or their
application?
• Thank you for your
participation.
P281
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