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English Language Teaching Methodology Review of Part 2

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.

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English Language Teaching Methodology Review of Part 2

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  1. English Language Teaching Methodology Review of Part 2 Presented By: Jia Lin (Dana)

  2. 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. BeiwaiOnline

  3. Course Overview v BeiwaiOnline

  4. Unit 6 Focus on Writing P1 BeiwaiOnline

  5. Key Concepts in Unit 6 U6 P1-53 BeiwaiOnline

  6. 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. U6 P1-53 BeiwaiOnline

  7. 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? A5 T5 P52 BeiwaiOnline

  8. Design exercises for each stage. A5 T5 P52 BeiwaiOnline

  9. I like it. Thanks! A5 T5 P52 BeiwaiOnline

  10. Unit 7 Focus on Grammar P54 BeiwaiOnline

  11. Key Concepts in Unit 7 U7 P54-105 BeiwaiOnline

  12. 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? U7 P54-105 BeiwaiOnline

  13. Can you teach inductively? Practice the inductive method of teaching for the use of “that”, “which” and “what” using the above examples. A1 T1 60-63 BeiwaiOnline

  14. 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? How was attention drawn to the verb form? Using discussion and analysis. Questions 1-4 show that with this form, the doer of the action is not important. By requiring students to fill in a table with verb forms. A3 T2 P74-79 BeiwaiOnline

  15. Role-play: giving advice. • Students can practice their grammar under interesting circumstances through a role-play. • 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. Can you think of a role-play using the future perfect tense (e.g. will have)? A5 T3 P97-9 BeiwaiOnline

  16. Unit 8 Focus on Vocabulary P106 BeiwaiOnline

  17. Key Concepts in Unit 8 U8 P106-161 BeiwaiOnline

  18. 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. U8 P106-161 BeiwaiOnline

  19. This is an example of making up a story that can be used as a ...? P107-110 BeiwaiOnline

  20. Match techniques and word types. A2 T1 P122-4 BeiwaiOnline

  21. Match techniques and word types. These are sample answers only. A2 T1 P122-4 BeiwaiOnline

  22. Unit 9 Lesson Planning P162 BeiwaiOnline

  23. Key Concepts in Unit 9 U9 P162-215 BeiwaiOnline

  24. 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? U9 P162-215 BeiwaiOnline

  25. The text and exercises are too difficult and students run out of time. Students are not paying attention to the lesson. Teaching aids are missing (e.g. no chalk) or not working (e.g. broken tape player). Use time carefully and plan to omit a task if needed. Plan at least one fun and motivating task. Bring a backup (e.g. spare chalk) or be prepared to improvise (e.g. read text). How would you deal with these problems? A2 T5 P188-90 BeiwaiOnline

  26. 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. A4 T1 P209-10 BeiwaiOnline

  27. Design a lesson plan (step 2). Fill in the teaching context and objectives. Only 1 stage of the PPP model needs to be filled in! A4 T1 P211-2 BeiwaiOnline

  28. Design a lesson plan (step 3). Fill in the procedure for the activity. A4 T1 P211-2 BeiwaiOnline

  29. Design a lesson plan (step 4). Fill in the rest of the table, except for predicted problems and solutions. A4 T1 P212-3 BeiwaiOnline

  30. Design a lesson plan (step 5). Consider your overall plan, then fill in predicted problems and solutions. A4 T1 P213-4 BeiwaiOnline

  31. Unit 10 Classroom Management (Part 1) P216 BeiwaiOnline

  32. Key Concepts in Unit 10 U10 P216-277 BeiwaiOnline

  33. 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. U10 P216-277 BeiwaiOnline

  34. Examples of differentiating. Some suggestions are provided on pages 229-30. A1 T1 P229-30 BeiwaiOnline

  35. Examples of differentiating. A1 T1 P229-30 BeiwaiOnline

  36. 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 BeiwaiOnline

  37. 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. A2 T2 P259-61 BeiwaiOnline

  38. Unit 11 Classroom Management (Part 2) P278 BeiwaiOnline

  39. Key Concepts in Unit 11 U11 P278-329 BeiwaiOnline

  40. 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? U11 P278-329 BeiwaiOnline

  41. 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. A4 T2 P308-10 BeiwaiOnline

  42. 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. A4 T2 P308-10 BeiwaiOnline

  43. Always having students work alone. Always having whole-class discussions. Always correcting student work by yourself. Always having a serious atmosphere. 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. Instead of... Try... A4 T3 P313-6 BeiwaiOnline

  44. 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. A5 T2 P323-4 BeiwaiOnline

  45. 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. A5 P329 BeiwaiOnline

  46. 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, summary-writing, role-plays, discussion etc.). A5 P329 BeiwaiOnline

  47. 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. P329 BeiwaiOnline

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