Transcript Document 7313021

English Language
Teaching Methodology
Review of Part 2
Presented By: Jia Lin (Dana)
Review Objectives
• The aim of ELTM2 is to broaden and expand your
understanding and application of the principles of
communicative language teaching to teaching
writing, grammar and vocabulary.
• Another goal of the course is to learn principles of
lesson planning and classroom management.
• This review will cover the more important points
found in Units 6-11 and help to identify areas that
require additional attention.
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Course Overview
Teaching Methodology
PART 2
6 Focus on
Writing
v
7 Focus on
Grammar
8 Focus on
Vocabulary
9 Lesson
Planning
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Management (1) Management (2)
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Unit 6 Focus on Writing
P1
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Key Concepts in Unit 6
Activity 1 Learn to analyze writing to find the features of
writing conventions
Activity 2 How to help students generate ideas and plan
writing stage.
Activity 3 Narrowing topics, drafting and revising, using
editing process.
Activity 4 Examples of controlled and guided writing
completion, paraphrase etc.)
Activity 5 Steps in free writing. Ideas for designing free
U6 P1-53
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Unit 6 Review Questions
• Why is it useful to analyze samples of
writing?
• Why should students learn about
rhetorical devices?
• List some steps in the writing process.
• Give some examples of controlled and
guided writing tasks.
• Give an example of a free writing task.
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The Headmaster needs your help.
• The Headmaster is good
at creating controlled
writing tasks, but now
she must give her
students chances to
practice free writing.
• Can you help her to
design a free writing
lesson plan with some
form of marking criteria?
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Design exercises for each stage.
Writing Lesson Plan
Mark students on their ability to:
Week 1:
Week 2:
Week 3:
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I like it. Thanks!
Writing Lesson Plan
Mark students on their ability to tell a story
100 points (10 spelling + 30 grammar + 60
Week 1: Students brainstorm in
individual outlines.
Week 2: Write first draft and comment
in the group.
Week 3: Correct and improve draft,
of story.
A5 T5 P52
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Unit 7 Focus on Grammar
P54
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Key Concepts in Unit 7
Activity 1 Difference between deductive (teacher explains) and
students figure out) methods of teaching grammar.
Activity 2 PPP model for teaching grammar. Consider learning
talking in target language.
Activity 3 How to present grammatical structures using discussion
Activity 4 How to develop exercises for the practice stage, including
game, pictures and realia.
Activity 5 Suggestions for the production stage, such as using
role-plays.
Activity 6 Suggestions for grammar review and making up games to
exams.
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Unit 7 Review Questions
• What is the difference between deductive and
inductive teaching? Why might a teacher
choose one or the other?
• In a PPP model, what should the goal of the
teacher be at each stage?
• What is one way that a teacher can draw
attention to grammatical forms?
• Why are communicative exercises effective in
grammar teaching and review?
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Can you teach inductively?
1.
2.
3.
4.
5.
The cigarette that I smoked made me feel ill.
My uncle bought the packet of cigarettes that cost
David saw the doctor, who told him to stop
One habit which he can’t give up is smoking.
People who want to smoke will have to smoke
Practice the inductive method of teaching for the use of
“that”, “which” and “what” using the above examples.
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Using discussion and analysis.
• Discussion and analysis
can be used in the
presentation stage.
• First, make sure that
students understand all
the vocabulary, or better
yet, use a passage that
is self-explanatory or
has no new words.
• In the sample lesson on
pages 75-6, how does
the teacher use
questions to help
students reason on the
purpose of the passive
voice?Questions 1-4 show that with
this form, the doer of the
action is not important.
• How was attention
drawn to the verb form?
By requiring students to fill
in a table with verb forms.
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Role-play: giving advice.
Can you think of a
role-play using the
future perfect tense
(e.g. will have)?
A5 T3 P97-9
• Students can practice their
grammar under interesting
circumstances through a roleplay.
• For example, they could give
advice to someone threatened
by a bully using the
subjunctive mood. (“If I were
you, I’d run away... I suggest
that you find a very strong
friend...”)
• A role-play can be managed
by allocating roles and setting
a time limit.
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Unit 8 Focus on Vocabulary
P106
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Key Concepts in Unit 8
Activity 1 Learning words involves different types of knowledge
etc.). Using context and connections to remember
Activity 2 Use different techniques to present different types of
examples, definitions etc.).
Activity 3 Teach students strategies for learning new words, such
to a word’s meaning.
Activity 4 Vocabulary teaching techniques such as clines,
collocation circles.
Activity 5 Value of encouraging students to track information on
using word tables.
Activity 6 Reviewing vocabulary should include techniques that aid
and mnemonics.
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Unit 8 Review Questions
• What is the difference between active and
passive knowledge of a word?
• What is a spider diagram?
• Explain how an information gap can be used
to teach vocabulary.
• How can understanding word morphology
help students to learn new words faster?
• Give an example of a mnemonic.
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This is an example of making up a
story that can be used as a ...?
bedroom
futon
bathroom
camcorder
kitchen
laptop
bus stop
lay-up
classroom lobster
P107-110
Your bed has become a
strange!
There is a camcorder in your
A laptop on the kitchen table
lesson plan.
Some students are
the bus stop.
One of your students gives
lobster!
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Match techniques and word types.
Technique
Word Type
picture
example
mime
object
definition
concrete noun (e.g. necklace)
preposition (e.g. through)
abstract noun (e.g. thriller)
adjective (e.g. soft)
verb (e.g. chew)
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Match techniques and word types.
Technique
Word Type
picture
example
mime
object
definition
concrete noun (e.g. necklace)
preposition (e.g. through)
abstract noun (e.g. thriller)
adjective (e.g. soft)
verb (e.g. chew)
These are sample answers only.
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Unit 9 Lesson Planning
P162
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Key Concepts in Unit 9
Activity 1 Lesson plans must have goals. Planning is
take into account physical, human and
Activity 2 To be effective, objectives and teaching aids
advance.
Activity 3 Supplementary tasks often need to be
students. How to adapt the textbook.
Activity 4 A good lesson plan should include details of
organization, procedure, timing and a way to
the lesson.
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Unit 9 Review Questions
• What impact might human factors have
on lesson planning?
• List some teaching aids that could be
used to make an English lesson with a
historical topic more effective.
• If a lesson in the textbook does not
follow a logical plan, what basic
framework could you fit it into?
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How would you deal with these problems?
1. The text and exercises
are too difficult and
students run out of time.
2. Students are not paying
attention to the lesson.
3. Teaching aids are
missing (e.g. no chalk)
or not working (e.g.
broken tape player).
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a. Use time carefully
and plan to omit a
task if needed.
b. Plan at least one
fun and motivating
task.
c. Bring a backup
(e.g. spare chalk)
or be prepared to
improvise (e.g.
read text).
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Design a lesson plan in 5 steps
• The Junior has gained quite a
bit of experience in lesson
planning, so she will guide you
through the five steps.
• “Right! Your first step is to think
about what aims you hope to
achieve by the end of the
lesson.”
Read the text on page 209, noting the
topic, vocabulary and language
functions.
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Design a lesson plan (step 2).
Teaching context (class, stage,
activity type)
Objective(s)
Classroom organization
Teacher’s role(s)
Students’ role(s)
Teacher working time (min.)
Student working time (min.)
Teaching aid(s)
Predicted problem(s)
Solution(s)
Procedures
1)
2)
3)
Fill in the teaching context and objectives. Only 1
stage of the PPP model needs to be filled in!
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Design a lesson plan (step 3).
Teaching context (class, stage,
activity type)
Objective(s)
Classroom organization
Teacher’s role(s)
Students’ role(s)
Teacher working time (min.)
Student working time (min.)
Teaching aid(s)
Predicted problem(s)
Solution(s)
Procedures
Speaking class, Presentation Stage, Prelistening activity
1. Listening for opinions, 2. Expressing
likes and dislikes
1)
2)
3)
Fill in the procedure for the activity.
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Design a lesson plan (step 4).
Teaching context (class, stage,
activity type)
Objective(s)
Classroom organization
Teacher’s role(s)
Students’ role(s)
Teacher working time (min.)
Student working time (min.)
Teaching aid(s)
Predicted problem(s)
Solution(s)
Procedures
Speaking class, Presentation Stage, Prelistening activity
1. Listening for opinions, 2. Expressing
likes and dislikes
1) Introduce topic of music. Ask students
about the sort of music they enjoy.
2) Play music clips. Students should
write down the type of music and what
their reaction is.
3) Students compare their answers with
classmates and discuss.
Fill in the rest of the table, except for predicted problems
and solutions.
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Design a lesson plan (step 5).
Teaching context (class, stage,
activity type)
Objective(s)
Classroom organization
Teacher’s role(s)
Students’ role(s)
Teacher working time (min.)
Student working time (min.)
Teaching aid(s)
Predicted problem(s)
Solution(s)
Procedures
Speaking class, Presentation Stage, Prelistening activity
1. Listening for opinions, 2. Expressing
likes and dislikes
Plenary, pairs.
Prompter, resource, manager.
Active participant, note-taker.
7 min.
12 min.
Music samples, music player, pictures.
Trouble finding and playing samples.
Note time at which each sample appears
on CD(s).
1) Introduce topic of music. Ask students
about the sort of music they enjoy.
2) Play music clips. Students should
write down the type of music and what
their reaction is.
3) Students compare their answers with
classmates and discuss.
Consider your overall plan, then fill in predicted problems
and solutions.
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Unit 10 Classroom Management
(Part 1)
P216
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Key Concepts in Unit 10
Activity 1 To manage students well, a teacher needs to
differentiate in a way that gives each individual
success. How teachers can work at
Activity 2 Expectations and instructions need to be clear
Correction can be made by the students
the teacher, and should be constructive.
adolescents.
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Unit 10 Review Questions
• List at least one technique that can help you
to remember students’ names.
• How can learner attitudes help or hinder
students when learning English?
• What sorts of things should a teacher think
about before choosing to correct a mistake?
• Give an example of how adolescents should
be treated differently from children.
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Examples of differentiating.
Class
Activity
Differentiate by...
Listening
listening for
info.
?
Reading
rearranging
scrambled
info-gap
?
Writing
free writing
Speaking
role-play
?
?
Some suggestions are provided on pages 229-30.
A1 T1 P229-30
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Examples of differentiating.
Class
Activity
Differentiate by...
Help students identify correct answers
mime, etc.
Have additional tasks ready for
Create versions that are easier/harder.
Writing
listening for
specific
rearranging
scrambled
info-gap
free writing
Speaking
role-play
Listening
Reading
A1 T1 P229-30
Assignment is “open-ended” and a
compositions are acceptable.
Create roles that can be played by
ability. Encourage students to listen
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How could this be clearer?
• “Today, you will practice using
the present continuous tense.
Which one of you remembers
what that is? You in the first row,
please answer.”
Need to connect to what has been
learned before, give a purpose for
study... and using students’ names
would be nice.
A2 T1 P249-54
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Explain the problem with this correction.
• “Before we listen to the dialogue
about traveling, what are some
interesting places you have been to?”
– “Last year, we go Yunnan, very
beautiful...”
• “Not go! Went! We went to Yunnan!”
This conversation is only part of a warm-up
exercise (presentation stage) and not related
to the purpose of the lesson. If it were,
delayed correction could be offered in a more
encouraging way.
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Unit 11 Classroom Management
(Part 2)
P278
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Key Concepts in Unit 11
Activity 3 Ways to adjust the classroom environment to
How classroom layout can be changed to suit
Position of the teacher and desks and the
interaction patterns.
Activity 4 Parts of an effective lesson plan. How to set
control before, during and after a lesson.
lessons.
Activity 5 Effective use of the textbook and other
blackboard and audiovisual aids.
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Unit 11 Review Questions
• What sort of classroom layout encourages
mainly teacher-student interaction? What sorts
of layouts support increased student-student
interaction?
• Give 3 examples of different types of objectives
for an ELT lesson.
• Where can teachers find inspiration for new
language games?
• What should be considered when planning the
effective use of audiovisual aids?
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Practice setting objectives.
• Unit 4 of Senior English for China 2A is all about
newspapers.
• Lesson 13 begins with the following dialogue:
– BETTY: Zhou Lan, can I have a look at your copy of China Daily?
– ZHOU LAN: Sure, go ahead.
– BETTY: I want to have a look at what’s on this weekend. Let me see
now... A pop group called “The Red Roses” is giving a performance at
the People’s Theatre. They’re said to be very good. Would you be
free Saturday at 7 p.m.?
– ZHOU LAN: Yes, I’ll be free. I’d like to go.
• Give an example of an objective that a teacher (like
the Globetrotter) could set for a speaking lesson.
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Those are great ideas. Thanks!
• Here are 3 sample objectives for
that lesson.
– Skill: learn to scan the newspaper
for things to do around town and talk
about social events.
– Function: practice inviting a friend to
do something on the weekend.
– Structure: know how to use the
present progressive tense (“is
giving”) when describing events.
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Instead of...
Try...
• Always having
students work alone.
• Always having wholeclass discussions.
• Always correcting
student work by
yourself.
• Always having a
serious atmosphere.
A4 T3 P313-6
• Plan a task where they can
collaborate in pairs.
• Let students discuss
questions in small groups.
• Arrange time where they
can self-correct or engage
in peer editing.
• Prepare games or jokes that
make learning lively and
humorous.
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Put the blackboard to good use.
• The blackboard can be a valuable teaching
tool... if the students can see it.
• What barriers to visibility may render the
blackboard ineffective as a teaching tool?
If the students are too far away, if
the teacher stands in front of the
board, if the letters are too small, if
the light is too bright etc... then the
blackboard becomes ineffective.
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The Rationalist needs your help.
Situation: Students in the
Rationalist’s class have been
asking him why he doesn’t make
use of the school’s new DVD
player. To please them, he plays
an entire movie on Friday
afternoon and just so it isn’t
purely entertainment, encourages
them to learn some new words
from it.
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Splendid suggestion. Thanks.
Problem: Just showing a movie
doesn’t have much educational value in
itself.
Solution: To use audiovisual tools
effectively, you need to take the same
care as you would planning any other
lesson. Choose a film that relates to a
topic discussed in class, and show it in
stages connected to specific language
activities (e.g. note-taking, summarywriting, role-plays, discussion etc.).
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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.
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