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.)
Соловова Е.Н.. Солокова И.Е. State Exam Maximiser. – Longman, 2006.
Tutorial 9. Teaching reading
Key terminology
mechanics of reading – техника чтения
approaches to reaching reading: phonics, whole word
letter
sound
transcription
word image
Issues to discuss
What is phonics?
What is whole word reading? Imagine you are explaining it:
- to a friend of yours
- to your colleague
- to your pupils’ parent
What approaches are used in coursebooks? How do you know?
What should and shouldn’t you do if you use:
- phonics
- whole word reading?
Reading
Соловова Е.Н. Методика обучения иностранным языкам. Базовый курс лекций. – М.: Просвещение, 2002, 2007. – С.144-148
Materials to take in the Resource Centre
Millie 2-4; Enjoy English 1-2, English II-IV (Верещагина И.Н., Афанасьева О.В.), Stepping Stones 1-4 (new edition)
What to bring to the classroom:
paper, flipchart markers
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 Reading. The other half did the Listening assignment.
Situation 1
You are planning to have Home Reading classes once a month. There’s a choice for you – to use the coursebook reader or specially designed books for reading (Penguin, Longman, etc.) What would you choose? Why? What are the objectives of Home Reading classes? What tasks will you include in the lesson structure?
Situation 2
Rewrite the following statement so that it reflects your own point of view:
Students should always give detailed feedback on books which they have read for pleasure (e.g. readers)
Support your point of view with facts and quotations.
Situation 3
What’s the difference between skimming, scanning and intensive reading? What tasks can be used for each strategy? How to select texts for reading?
Situation 4
From your CD take the text for detailed understanding (National Exam samples). Design pre- and post-text tasks for it. Comment on your choice of tasks and analyze the difficulties students might face dealing with the text. How can you avoid these difficulties?
Situation 5
Study the following situation:
My students (the 9th formers) never do skimming tasks in the way I want them. They just do not understand what I want them to do! What they are ready for is reading and translating and they do it even if the task is to look through the text and say what it is about. The same is with scanning – they would never fill in the table until they translate every single word! I have been trying hard to teach them but it seems I am not a success. What shall I do?
Why do the students find skimming and scanning difficult? How can these strategies be introduced? What steps should the teacher take? Write an action plan.
Situation 6
Think of all possible ways of cooperation with parents ‘for the sake of’ home reading. How can parents be helpful? What can you as a teacher ask them about? Give examples and support your ideas with theoretical statements
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 10. Teaching speaking
Key terminology
accuracy
fluency
feedback
error correction
icebreaker
cue
pattern
top-down teaching (speaking)
bottom-up teaching
Issues to discuss
What’s the difference between top-down and bottom-up teaching speaking?
What is a communication activity?
How can you help your students to speak?
What is necessary for successful speaking?
How should you correct mistakes in a speaking activity?
Reading
Соловова Е.Н. Методика обучения иностранным языкам. Базовый курс лекций. – М.: Просвещение, 2002, 2007. – С.174-183
What to bring to the classroom:
paper, flipchart markers
Tutorial 11. Teaching speaking
Key terminology
interview
role play
dialogue
(prepared) monologue
jigsaw activity
project work
Issues to discuss
How is speaking presented in the National Examination?
What is difficult about assessment in speaking?
How can you make sure the speaking activity is a success?
Reading
Соловова Е.Н. Методика обучения иностранным языкам. Базовый курс лекций. – М.: Просвещение, 2002, 2007. – С.164-173
What you need to bring to the classroom: print out the files from the CD