Materials to take in the Resource Centre




Планы и описание практических занятий по дисциплине

«Технологии и методики обучения иностранному языку»

 

Тематическое планирование (6-й семестр)

 

№ п/п   Тема и содержание   Форма изучения Кол-во часов
1. Методика как наука. Цели обучения ИЯ в России л/з; п/з 2; 4
2. История развития методов обучения ИЯ л/з; п/з 2; 2
  Обучение лексике иностранного языка л/з; п/з 2; 4
  Обучение иноязычному произношению л/з; п/з 2; 4
5-6 Обучение грамматике иностранного языка л/з; п/з 4; 4
  Обучение аудированию л/з; п/з 2; 4
8-9 Обучение чтению на иностранному языке л/з; п/з 4; 4
10-11 Обучение устной речи на иностранном языке л/з; п/з 4; 4
  Обучение иноязычной письменной речи л/з; п/з 2; 4
  Итого 6 семестр: л/з 24 часа; п/з 34 часов    

 

Система выведения оценки

Посещение лекций и работа во время лекций:

1 max за 90 мин х 12 = 12 баллов (при опоздании на 45 мин вычитается 0,5 балла)

 

Выполнение индивидуальных письменных заданий (assignments):

8 max x 5 = 40 баллов

 

Выполнение тестов:

3 max x 5 = 15 баллов

 

Выполнение проекта:

20 max = 20 баллов

 

Ответы на семинарах:

17 max = 17 баллов

Итого: 100 (104) баллов

Зачет выставляется при наличии 41 балла на момент проведения всех практических занятий. К зачетным заданиям относятся выполнение индивидуальных письменных заданий (assignments).

NB! На4 курсе (7 семестр) вы сдаёте экзамен по дисциплине «Технологии и методики обучения иностранному языку». Оценка за экзамен рассчитывается по следующей схеме:

Экзамен = ответ на экзамене (max 40 баллов) + половина баллов, набранных в 7 семестре + половина баллов, набранных в 6 семестре без учета зачетных заданий

 

Уважаемые студенты!

Ниже вы найдёте планы проведения практических занятий в 6-м семестре.

Для вашего удобства составлен календарь промежуточной аттестации, где вы должны только вписать дату выполнения теста и индивидуального задания по каждому модулю.

Календарь промежуточной аттестации (даты проставляются студентом!)

 

Для студентов специальности Иностранный язык (6-й семестр)

 

  Тема практического занятия Дата проведения / сдачи задания Баллы
1. Aims of language teaching    
2. History of ELT methods    
  Teaching vocabulary    
  Assignment 1    
  Test (1) on teaching vocabulary    
4. Teaching pronunciation    
5-6 Teaching grammar    
  Assignment 2    
  Test (2) on teaching pronunciation and grammar    
  Teaching listening    
  Assignment 3    
8-9 Teaching reading    
  Assignment 3    
  Test (3) on receptive skills    
10-11 Teaching speaking    
  Assignment 4    
  Teaching writing    
  Assignment 5    
  Test (4) on productive skills    

 

 

Tutorial 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

Средства обучения:

Соловова Е.Н. Методика обучения иностранным языкам. Базовый курс лекций. – М.: Просвещение, 2002, 2007. – С.34-38

 

Tutorial 2. History of language teaching

Key terminology

method

technique

outcome

Grammar-translation method

Direct method

Audio-lingual method

Communicative approach

language awareness

 

Issues to discuss

How are language teaching aims connected with the context of teaching (learning)?

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

 

 

Tutorial 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

 

What you need to bring to the classroom:

colour pens /felt pens/ flipchart markers

paper

An English-English dictionary

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!

 

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 (2) Average (1) Below average (0,5) 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

 

 

Tutorial 4. Teaching pronunciation

Key terminology

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

 

 

Tutorial 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

 

Tutorial 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

 
 
Terminology for Tutorial 3-7 error correction - peer correction, self correction eliciting consolidation collocation personalization reference materials / resources supplementary materials chant chart visual labelling matching multiple choice mind mapping open-ended, close-ended tasks  


On-line resources for skills development 8 go to the CD

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!

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 (2) Average (1) Below average (0,5) 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.

Tutorial 7. Teaching listening

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.

 

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.

Assessment criteria

 

  Very good (2) Average (1) Below average (0,5) 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

 

Tutorial 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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