Date post: | 11-May-2015 |
Category: |
Documents |
Upload: | guesta782e2a |
View: | 2,473 times |
Download: | 2 times |
PENNY UR
Penny Ur was educated at the universities of Oxford and Cambridge. She emigrated to Israel in 1967, where she still lives today. She is married with
four children and five grandchildren. Penny Ur has thirty years' experience as
an English teacher in primary and secondary schools in Israel.
She is interested in all aspects of language-teaching methodology, but in
particular issues of fluency and accuracy in language teaching and
language-learning.
A COURSE IN LANGUAGE TEACHING
This interesting book provides all the task material, reading
and worksheets that you need in order to teach. It also will give you additional guidance
and information to help you use the material effectively.
Strategies, advices and activities to develop the different skills in English
Teaching.
It offers us the opportunity to have critical reflections on the tasks and to share and discuss with other members about the different contents.
“A course in Language Teaching” eases the acquisition of the material that the author recommends to use in English classes.
In this book you will find different activities to work on:
Tests Teaching pronunciation Teaching vocabulary Teaching grammar Topics, situations, notions and
functions. Teaching speaking Teaching reading Teaching writing The syllabus Materials Lesson Planning Classroom interaction Classroom discipline Younger and older learners Large heterogeneous classes
A COURSE IN LANGUAGE TEACHING
REASONS FOR TESTING
Give the teacher information about where the students
are at the moment, to help decide what to teach next.
Give the students information about what they
know. Motivate students to learn or
review specific material. Provide students with a sense of achievement and progress in their learning.
WAYS OF PRESENTING THE MEANING OF NEW ITEMS
Concise definition. Detailed description. Examples. Illustration (picture, object) Demonstration (acting,
mime) Synonyms Opposites Translation
SOME IDEAS FOR PRESENTING NEW TOPICS FOR SITUATION
Write the name of the topics in the middle of the board and invite the class to brainstorm all the associated words they can think of.
Write the name of the topic in the middle of the board and ask the class what they know about it.
Give the title of a text and invite the class to write down sentences or expressions they expect will occur within it.
Present a text and ask for an appropriate
title.
Teach a selection of words and expressions and ask the class what they think the situation or topic is.
TEACHING SPEAKING
Dialogues Plays Simulations Role Play Discussion Debate
TEACHING READING
When we read a text, we need to perceive and decode letters in order to
read words; to understand all the words in order to understand the
meaning of the text. Through reading, we gather meaning from what we read;
our understanding of a text comes from understanding the words of which
it is composed
TEACHING PRONUNCIATION
Imitation of teacher or record model of sounds, words and
sentences. Recording of learner speech, contrasted with native model.
Imitation drills: repetition of sounds, words, and sentences.
Tongue twisters. Self-correction through listening
to recordings of own speech.
SOME TEXBOOK WRITING ACTIVITIES
Write a report of a book you have just read.
Write a narrative based on a picture or a series of pictures.
Describe an occasion when you where disappointed or afraid, surprised…
Look at the window and describe the view you see.
Write an answer to a given letter of complaint.
Imagine your ideal school. Describe it.
Describe someone you know very well.
MATERIALS
A set of computers A set of references books for the
teacher. A number of overhead projector
and slide projectors. Video equipment Several cassette recorders with
accompanying earphones. A wide variety of posters and sets
of colored pictures, plus board and card games for language learning.
A library of simplified readers in the target language.
INTERACTION PATTERNS
Group work Closed-ended teacher
questioning: Individual work: Choral responses Student initiates,
teacher answers: Full-class interaction: Teacher talk: Self-access:
REASONS FOR QUESTIONING
To provide a model for language or thinking.
To check or test understanding, knowledge or skill.
To direct attention to the topic being learned
To get learners to review and practice previously learnt material.
To communicate to learners that the teacher is genuinely interested in what they think.
DISCIPLINE
•Plan and organization your lesson carefully
BEFORE PROBLEM ARISES
•Make sure instructions are clear, assertive, brief•Keep in touch with what is going on
•Deal with the problem quickly, prevent escalation
WHEN PROBLEM IS BEGINNING •keep your cool, don`t take things personally•Don`t use threats
•Explode yourself (loud and assertive command)
WHEN PROBLEM HAS EXPLODED •Give in•Make them an offer they can`t refuse.
slogan: prevention is bettern than cure
slogan: Do something
slogan: Act quickly - don´t argue
YOUNGER AND OLDER LEARNERS
Younger children learn languages better than older ones.
Foreign language learning in school should be started at as early an age as possible.
Children and adult learn languages basically in the same way.
Adults have a longer concentration span than children.
It is easier to interest and motivate children than adults.
THREE VARY IMPORATNT SOURCES OF INTEREST FOR CHILDREN IN THE
CLASSROOM ARE: PICTURES, STORIES AND GAMES.
HETEROGENEOUS CLASS
In a heterogeneous class some problems can occur. For
example: Discipline Correcting written
assignments, Interest, Effective learning Materials Individual awareness Participation.
WHAT WE LIKED THE MOST ABOUT THE BOOK
“TEACHING SPEAKING”
It is a very important module that certainly will help us in
English teaching. This module Contains activities that incite
students to speak spontaneously about
situations.At the end of the book there are
short but interesting activities to be implemented
in the classroom.
USEFULNESS
To offer variety to the class. Implementation of new
strategies for English teaching; to make english classes
fascinating. To be critical, responsible and
conscious in our role of teacher. To be creative, resourceful and
autonomous. To reflect on our way of
teaching. This book invites us to give opinions, agreements and
disagreements. Advices to face situations in
English Language Teaching. To value teacher`s labor.
ACTIVITIES
TEACHING VOCABULARY
Which of the prefixes in column A can combine with which of the words in column B. Write out the complete words.
A BOVER HUMANTRANS NATIONALSUPER FLOWDIS FORMINTER INFECT
Choose the letter of the item which is the nearest in meaning to the word in bracket.He was (reluctant) to answerA)Unprepared C) refusingB) unwilling D) slow
Choose the letter of the definition which comes closet in meaning to the word elated
Ready and willing Tense and excited Tending to talk aloud In high spirit
Complete the passage using the words from the list.
Area, century, pirates, government, regularly, South.
In the seventh ________ Spanish ships sailed ________ to Central and ________ America to fetch gold for the Spanish ____________. The ships were often attacked by _______, who infested the Spanish Main (the sea _______ north-east of Central and South America)
TEACHING GRAMMAR
Type 1: Controlled drills: learners produce examples of the structure; these examples are, however, predetermined by the teacher or the textbook and have to conform to very clear, closed-ended cues.
Example: John drinks tea but he doesn’t drink coffee Like: ice cream/cake Speak: Spanish/Italian Enjoy: playing football/playing chess
TEACHING SPEAKING
PICRTURES DIFFERENCES
The students are in pairs; each member of the pairs have a different picture (either A or B).Without showing other their picture they have to find out what the differences are between them. (There are eleven).
TEAHING READING
Criticizing reading materials:In Boxes 10.12.1 are five examples of texts in English for intermediate to advanced readers. The first three are accompanied by tasks; the last two are not. What would be your comments on the first three? And can you design your tasks for others?
TEACHING WRITING
Some textbook writing activities: Write a report of a book you have just
read. Write a narrative based on a picture
or a series of pictures. Describe an occasion when you where
disappointed or afraid, surprised… Look art the window and describe the
view you see. Write an answer to a given letter of
complaint. Imagine your ideal school. Describe it.
Describe someone you know very
well.
As adults we appreciate how great teachers influenced our lives!
(Pearson Longman)
“The most important teacher is the person
who makes you feel like the most important
student”(Marleny Aguirre-Univ. Pedagògica- Bogotà)
“A motivating teacher can count on never being
forgotten”Omar Marín-Centro Combo Americano Pereira
REFERENCES