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English Language Teaching Methodology Review of Part 1

English Language Teaching Methodology Review of Part 1

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English Language Teaching Methodology Review of Part 1

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

  2. Review Objectives • The aim of this course is to help you to understand the foundation of the Communicative Approach to ELT. • You should learn both the theory behind this approach and also some teaching strategies to use when implementing it. • You should know how to construct lesson plans for reading, listening and speaking classes using a wide variety of activities. vi BeiwaiOnline

  3. Course Overview P1,40,99,155,207 BeiwaiOnline

  4. Unit 1 Introduction P1 BeiwaiOnline

  5. Key Concepts in Unit 1 U1 P3-37 BeiwaiOnline

  6. Unit 1 Review Questions • What are some reasons for learning English? • Explain the difference between the Grammar-Translation Method and the Functional-Notional Approach. • Why is learning the social aspects of language so important? • List some developments that resulted from the Humanist Approach. U1 P3-37 BeiwaiOnline

  7. Put these steps in order (1-7). U1 A3 T4 P33-34 BeiwaiOnline

  8. Did you get the order right? U1 A3 T4 P33-34 BeiwaiOnline

  9. Unit 2 The Communicative Approach P40 BeiwaiOnline

  10. Key Concepts in Unit 2 U2 P40-98 BeiwaiOnline

  11. Unit 2 Review Questions • What is the difference between the functional meaning of a statement and its appropriateness/appropriacy? • How is background knowledge important to reading comprehension? • List some differences between oral and written communication? • How can materials written specifically for ELT still be considered authentic? U2 P40-98 BeiwaiOnline

  12. Use an information gap. • How could you use a picture such as this one in an information gap activity? • What is a common feature of such activities? • What are the benefits of using this type of activity? U2 A4 T4 P88 BeiwaiOnline

  13. Travel agent’s cues: ? ? ? Tourist’s cues : ? ? ? Create a cued dialogue. What are the advantages of giving the students cues over leaving them completely on their own? When would you use these cues? U2 A4 T5 P94 BeiwaiOnline

  14. Role-play discussion. • What would you need to do to prepare students for a discussion involving role-play? • What are the advantages of conducting discussions in this way? U2 A4 T5 P94-96 BeiwaiOnline

  15. Unit 3 Focus on Reading P99 BeiwaiOnline

  16. Key Concepts in Unit 3 U3 P100-153 BeiwaiOnline

  17. Unit 3 Review Questions • Why is an interactive approach that combines bottom-up and top-down approaches the best? • What is the difference between skimming and scanning? • What kinds of questions train students’ inference skills? U3 P100-153 BeiwaiOnline

  18. Match structures with exercises. Discuss reasons for your choices in groups. There may be multiple correct answers. U3 A2 T3 P120-127 BeiwaiOnline

  19. Selecting suitable exercises. Read the text on page 146 and select some exercises to be used at each of the three stages in a reading lesson. U3 A3 T3 P146-153 BeiwaiOnline

  20. Selecting suitable exercises. Read the text on page 146 and select some exercises to be used at each of the three stages in a reading lesson. U3 A3 T3 P146-153 BeiwaiOnline

  21. Unit 4 Focus on Listening P155 BeiwaiOnline

  22. Key Concepts in Unit 4 U4 P156-201 BeiwaiOnline

  23. Unit 4 Review Questions • What sorts of material do people regularly listen to? • When do people listen for gist? for specific information? for detailed information? infer? take notes? • What factors might influence your decision to use a live presentation or to use recorded material? • What are some ways to use songs? U4 P156-201 BeiwaiOnline

  24. Choose the right stage. U4 A3 T3 P185-196 BeiwaiOnline

  25. Unit 5 Focus on Speaking P207 BeiwaiOnline

  26. Key Concepts in Unit 5 U5 P207-256 BeiwaiOnline

  27. Unit 5 Review Questions • How is teaching speaking quite different from teaching reading or listening? • Why is it so important to teach conversation techniques such as starting/ending conversations, checking/showing understanding and asking for clarification? • What are some things teachers should consider when designing speaking activities? U5 P207-256 BeiwaiOnline

  28. Order the steps in a role-play. • (?), allow them time to do the role-play. • (?), commend them and provide suggestions for improvement. • (?), organize the students into groups and roles. • (?), introduce the new language item and how it should be used. How would you design a role-play using this picture and the structure “This/that one is better than...”? U5 A3 T6 P248-250 BeiwaiOnline

  29. How to use an error sheet. What are some other ways of tracking errors? U5 A4 T2 P251-252 BeiwaiOnline

  30. Appendix: Focus on Pronunciation P259 BeiwaiOnline

  31. Key Concepts in the Appendix AP P207-256 BeiwaiOnline

  32. Appendix Review Questions • What is the difference between intelligibility and a near-native accent? Is near-native pronunciation always attainable? • Name 3 aspects of pronunciation which should be taught. • List some ways to help students to better discriminate between sounds and to improve the clarity of their articulation? AP P207-256 BeiwaiOnline

  33. Outline BeiwaiOnline

  34. Assessment BeiwaiOnline

  35. Progress Records (5%) • Must be done in order to pass the course. Are marked by computer. • Check whether you have read the material in the unit and monitor the learning process. • Provide regular feedback (every 2 weeks) so that you can identify areas that you need to review. • Check the e-learning platform to confirm your mark before the exam. BeiwaiOnline

  36. Assignments (15%) • Each assignment is worth 100 marks. • Highlight many of the main points from each unit. • Help you prepare for the exam since present the same type of questions. • Each assignment covers multiple units. • Assignment I (Units 1-3) • Assignment II (Units 4-5) • Check online to confirm your score before the exam. BeiwaiOnline

  37. Final Exam (80%) • Worth 100 marks and must be completed within 2 hours. • Tests your knowledge of course concepts, such as ELT methods, approaches and principles. • Analysis and evaluation of teaching materials and techniques. • Application of theory to the development of lesson plans. • To be completed within 2 hours. BeiwaiOnline

  38. Assessment Guidelines • On the e-learning platform at www.beiwaionline.com you can find a copy of the assessment guidelines in Chinese. • There is also a sample final exam to help you prepare. BeiwaiOnline

  39. Outline BeiwaiOnline

  40. Final Exam • The exam has 3 parts: • Section I is worth 30 points • There are 15 multiple choice questions. • Section II is worth 30 points • There are 5 descriptions of classroom settings, materials or methods for which you must describe the problem and propose a solution. • Section III is worth 40 points • There are 2 texts for which you must design a brief lesson plan or class activity. BeiwaiOnline

  41. Exam Section I Sample 1 • There are 15 questions like this one to test your awareness of course-related theory and principles. • Each question is worth 2 marks. • Choose from one of the four options. BeiwaiOnline

  42. The answer is “A”, since the Grammar-translation method generally focuses on accuracy or grammatical correctness of language. To answer this question you would need to be familiar with the various methods (Unit 1). As you review, identify and highlight each method. Know what the method involves and what aspect of language proficiency it emphasizes (fluency, accuracy, or appropriacy). Comments BeiwaiOnline

  43. Exam Section I Sample 2 • Let’s discuss another question from the multiple-choice section of the exam. • This question is worth 2 marks. • Choose from one of the four options. BeiwaiOnline

  44. The answer is “A”, since a drill involves the student mechanically following a pattern provided by the teacher. There is no real expression of meaning or transfer of information in this type of exercise. Learning about communicative methodology, what it is and what it is not, was a basic part of this course. Unit 2 explains what “communicative” means. Make sure that you understand this concept. Comments BeiwaiOnline

  45. Exam Section I Sample 3 • Let’s consider a third question from the multiple-choice section of the exam. • This question is worth 2 marks. • Choose from one of the four options. BeiwaiOnline

  46. The answer is “A” because if you read the headlines and first and last sentences only, then you are simply looking for the overall meaning. This kind of reading is called skimming for gist. Obviously, you are not teaching students to look for details, attitudes or text structures. You would need to be familiar with reading strategies/skills from Unit 3 and what each one involves. Comments BeiwaiOnline

  47. Exam Section II Sample 1 • There are 5 questions like this one to test your application of theories and awareness of principles. • Each question is worth 5 marks. • State the problem and a reasonable solution using about 70 words or less. BeiwaiOnline

  48. The activities for this reading lesson are fine, but the sequence is all wrong. When teaching reading in three stages (Unit 3), first you want to arouse interest (pre-reading stage), then explore the text (while-reading stage) and then relate the text to “other” knowledge (post-reading stage). Here is one possible answer: “Problem: the order of the activities is not appropriate to the 3 stages of teaching reading. There is no activity that introduces the topic and arouses interest during the pre-reading stage.” “Solution: a better order for the activities would be A, D, B, C. In this way, the students move from control to communication. Additionally, for the pre-reading stage, the students could be given words from the text and asked to guess what the text is about.” Comments BeiwaiOnline

  49. Exam Section II Sample 1 • Here is the next question requiring you to identify a problem and propose a reasonable solution. • This question is worth 5 marks and should be answered in about 70 words or less. BeiwaiOnline

  50. In Unit 5 in which the focus was on teaching speaking, you should have learned about appropriate and inappropriate times for correction. This exercise, in the production stage of the PPP model, should promote fluency. The teacher should wait until they finish before offering correction. So, here’s how you might answer this one: “Problem: the teacher interferes with the students too much.” “Solution: The teacher should be a guide or participant instead of a controller . To promote fluency, he should let them finish speaking and then correct them.” Comments BeiwaiOnline