English%20Language%20Teaching%20Methodology%20Review%20of%20Part%202

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English Language Teaching Methodology Review of
Part 2

• Presented By Jia Lin (Dana)

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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
v
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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 good writing and writing conventions
Activity 2 How to help students generate ideas and plan writing in the pre-writing stage.
Activity 3 Narrowing topics, drafting and revising, using checklists during the editing process.
Activity 4 Examples of controlled and guided writing tasks (reordering, completion, paraphrase etc.)
Activity 5 Steps in free writing. Ideas for designing free writing tasks.
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.

U6 P1-53
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
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Design exercises for each stage.
Writing Lesson Plan Mark students on their ability to
Week 1
Week 2
Week 3
A5 T5 P52
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I like it. Thanks!
Writing Lesson Plan Mark students on their ability to tell a story in the past tense. 100 points (10 spelling 30 grammar 60 story-telling)
Week 1 Students brainstorm in groups, then create individual outlines.
Week 2 Write first draft and comment on drafts of others in the group.
Week 3 Correct and improve draft, hand in final version 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 inductive (teacher guides, students figure out) methods of teaching grammar.
Activity 2 PPP model for teaching grammar. Consider learning styles and value of teacher talking in target language.
Activity 3 How to present grammatical structures using discussion and analysis or songs.
Activity 4 How to develop exercises for the practice stage, including a grammar dictation game, pictures and realia.
Activity 5 Suggestions for the production stage, such as using quizzes, integrated tasks and role-plays.
Activity 6 Suggestions for grammar review and making up games to help students prepare for exams.
U7 P54-105
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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?

U7 P54-105
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Can you teach inductively?
The cigarette that I smoked made me feel ill. My uncle bought the packet of cigarettes that cost 5.20 yuan. David saw the doctor, who told him to stop smoking, at the hospital. One habit which he cant give up is smoking. People who want to smoke will have to smoke outside.
Practice the inductive method of teaching for the
use of that, which and what using the above
examples.
A1 T1 60-63
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Using discussion and analysis.

• 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?

• 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.

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
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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, Id 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
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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 (active, passive, connotations etc.). Using context and connections to remember words.
Activity 2 Use different techniques to present different types of words (pictures, mime, examples, definitions etc.).
Activity 3 Teach students strategies for learning new words, such as analyzing texts for clues to a words meaning.
Activity 4 Vocabulary teaching techniques such as clines, headwords, mind maps and collocation circles.
Activity 5 Value of encouraging students to track information on new words they encounter using word tables.
Activity 6 Reviewing vocabulary should include techniques that aid memory such as grouping and mnemonics.
U8 P106-161
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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.

U8 P106-161
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This is an example of making up a story that can
be used as a ...?
bedroom futon Your bed has become a futonhow strange!
bathroom camcorder There is a camcorder in your bathroom.
kitchen laptop A laptop on the kitchen table has your lesson plan.
bus stop lay-up Some students are practicing lay-ups at the bus stop.
classroom lobster One of your students gives you a live lobster!
P107-110
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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)
A2 T1 P122-4
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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.
A2 T1 P122-4
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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 necessary and should take into account physical, human and pedagogical factors.
Activity 2 To be effective, objectives and teaching aids need to be arranged in advance.
Activity 3 Supplementary tasks often need to be designed to meet the needs of students. How to adapt the textbook.
Activity 4 A good lesson plan should include details of the context, organization, procedure, timing and a way to evaluate the success of the lesson.
U9 P162-215
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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?

U9 P162-215
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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).

1. Use time carefully and plan to omit a task if
   needed.
2. Plan at least one fun and motivating task.
3. Bring a backup (e.g. spare chalk) or be prepared
   to improvise (e.g. read text).

A2 T5 P188-90
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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.
A4 T1 P209-10
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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
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Design a lesson plan (step 3).
Fill in the procedure for the activity.
A4 T1 P211-2
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Design a lesson plan (step 4).
Fill in the rest of the table, except for
predicted problems and solutions.
A4 T1 P212-3
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Design a lesson plan (step 5).
Consider your overall plan, then fill in
predicted problems and solutions.
A4 T1 P213-4
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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 get to know them and differentiate in a way that gives each individual a fair chance of success. How teachers can work at developing beneficial traits.
Activity 2 Expectations and instructions need to be clear and specific. Correction can be made by the students themselves, their peers, or the teacher, and should be constructive. Special qualities of adolescents.
U10 P216-277
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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.

U10 P216-277
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Examples of differentiating.
Class Activity Differentiate by...
Listening listening for specific info. ?
Reading rearranging scrambled text, 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...
Listening listening for specific info. Help students identify correct answers by using pictures, mime, etc.
Reading rearranging scrambled text, info-gap Have additional tasks ready for students who finish early. Create versions that are easier/harder. Assign group work.
Writing free writing Assignment is open-ended and a variety of compositions are acceptable.
Speaking role-play Create roles that can be played by students of varying ability. Encourage students to listen and show respect.
A1 T1 P229-30
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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.
A2 T2 P259-61
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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 enhance learning. How classroom layout can be changed to suit activity types. Position of the teacher and desks and the resulting effects on interaction patterns.
Activity 4 Parts of an effective lesson plan. How to set objectives and maintain control before, during and after a lesson. Ways to add variety to lessons.
Activity 5 Effective use of the textbook and other teaching aids, such as the blackboard and audiovisual aids.
U11 P278-329
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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?

U11 P278-329
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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 whats on this
  weekend. Let me see now... A pop group called
  The Red Roses is giving a performance at the
  Peoples Theatre. Theyre said to be very good.
  Would you be free Saturday at 7 p.m.?
• ZHOU LAN Yes, Ill be free. Id 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
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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.

A4 T2 P308-10
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Instead of... Try...

• 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.

A4 T3 P313-6
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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.
A5 T2 P323-4
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The Rationalist needs your help.

• Situation Students in the Rationalists
  class have been asking him why he doesnt make
  use of the schools new DVD player. To please
  them, he plays an entire movie on Friday
  afternoon and just so it isnt purely
  entertainment, encourages them to learn some new
  words from it.

A5 P329
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Splendid suggestion. Thanks.

• Problem Just showing a movie doesnt 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
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Its 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