METHODOLOGY AND DIDACTICS 1

ESCUELA:

NOMBRES:

Inglés

Mgs. Orlando V. Lizaldes E.

BIMESTRE: Segundo

Octubre 2011-Febrero 2012

Second Bimester – Generic competences

• Ability to work in an autonomous way• Ability to abstract, analyze, and synthesize• Ability to put into practice all the acquired

knowledge• Ability to search, process, and analyze

information from different sources• Ability to identify and solve problems• Ability to make logical decisions• Ability to value and respect cultural diversity

How to teach Reading?

Teaching Reading Why is Reading so Important?• It is useful for language acquisition.• It has a positive effect on students’

vocabulary knowledge.• Reading and Writing are a single strand…. good reader = good writer• Reading stimulates discussion.• Reading excites imaginative responses and

provide fascinating lessons.

Teaching Reading…what kind of?

• Extensive• Intensive• Personal• Cooperative• For pleasure (joyful reading)• Genre reading• Authentic reading

Reading Principles • Encourage SS to read as often and as much

as possible.• SS need to be engaged with what they are

reading.• Encourage SS to respond to the content of a

text, not just concentrate on its construction. • Prediction is a major factor in reading.• Match the task to the topic when using

intensive reading texts.• Good teachers exploit reading texts to the

full.

Reading suggestions • Reading a text developing reading ability.• Get the general meaning• Silent reading (which words catch your

attention)• Checking comprehension• Discussion questions• Reproducing the text• Gap-filling activities

What really matters is …

How to teach Writing?

Teaching Writing Why is writing so important?

• Writing gives SS more thinking time.• It allows Language Processing, that is

thinking about the language.• It helps to make a distinction between

writing-for-learning and writing-for-writing • There are good real-life reasons for getting

SS to write: emails, letters, etc.• Writing reinforces the perception of new

words and phrases (gram. structures)

Writing styles In order to help SS write successfully and enthusiastically in different styles; we need to consider:• GENRE (type of writing into a discourse

community)• WRITING PROCESS (P-D-R-E) – even if it is

time consuming• BUILDING THE WRITING HABIT (become a

normal part of the classroom)

Writing suggestions

• INSTANT WRITING• NEWSPAPERS AND MAGAZINES• BROCHURES AND GUIDES• POETRY• COLLABORATIVE WRITING• WRITING TO EACH OTHER• WRITING IN OTHER GENRES

How to teach Speaking?

Teaching Speaking REASONS FOR TEACHING SPEAKING

- Rehearsal opportunities - Feedback for teacher and SS- Activate various elements of language

• This means that SS will be able to use words or phrases fluently without very much conscious thought.

• Speaking provides sympathetic and useful feedback.

Speaking • Good speaking activities provide

tremendous satisfaction for both T and SS.• Remember the ESL trilogy (E-A- S)• We as teachers should conceive the idea

of a “speaking-as-skill classroom”• Create as a teacher the “Talking

classroom atmosphere”

TALKING CLASSROOMS

Speaking

• HOW CAN YOU CORRECT SPEAKING?

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Correcting speaking

• GENTLE CORRECTION might take the form of REFORMULATION.

• The best way of correcting speaking activities appropriately is to talk to students about it.

HOW TO TEACH LISTENING ?

Main reasons • Most people want to be able to understand

what the others are saying in English. • Listening is good for SS’s pronunciation.• Listening texts are good pronunciation

models.• One of the main sources of listening for SS

is the voice of their teacher. • SS need to exposed to different

ENGLISHES (regional varieties)

Listening sources • Recorded Extracts ( a lot on CDs)• What about your own listening materials?• Live listening (Real Life Face-to-face

encounters in the classroom)• Teacher talk• Visitors into your class

Listening Principles1. Encourage students to listen as often and

as much as possible.2. Help students prepare to listen.3. Once may not be enough.4. Encourage students to respond to the

content of a listening, not just to the language.

5. Different listening stages demand different listening tasks.

6. Good teachers exploit listening texts to the full.

We need to create

MAGIC MOMENTS WHEN IT COMES TO…

ReadWriteSpeakListen

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Using Coursebooks

• The teacher decides whether or not to use it.

• With a good coursebook, there is a strong possibility that the language, content, and sequencing in the book will be appropriate, and that the topics and treatment of the different language skills will be attractive.

• There’s nothing wrong with omitting lessons from coursebooks.

• PICK AND CHOOSE APPROACH

• Another activity is replacing coursebooks lessons with one of our own.

• Another option is to add what is in the book; to extend the students’ engagement with the language or the topic.

• Finally, teachers adapt what is in the book. That is to say, they need to use the coursebooks units creatively.

• There’s almost no limit to the ways in which we can replace coursebook excerpts.

• ARE YOU USING YOUR COURSEBOOK?

• Teachers have a very poor opinion about them. • People like to rely on their own methodologies.• Coursebooks provide good teaching material.• Coursebooks have appropriate grammar syllabus

and they provide vocabulary exposure and practice.

• It takes less time to prepare a lesson (teachers’ guide).

• The book may become a millstone around the necks of all concerned, endangering the engagement.

REASONS FOR (AND AGAINST)

HOW TO CHOOSE COURSEBOOKS? • We need to consider a few steps:1. Analyse the book (layout and design, methodology,

topics, and so on)2. Write a short description of our ideal coursebook

(turn them into questions)3. Pilot the coursebook4. Assess its strengths and weaknesses 5. Consult colleagues for an opinion6. Finally, let our students take a look of it

Planning lessons • Determine what will be taught (both content and

skills). • Formulate the learning objectives for the lesson (e.g.,

"at the end of the lesson, learners will..."). • Match what will be taught to 1, possibly 2, of the

most applicable benchmarks from the curriculum and identify in the lesson plan. If continuing from a previously taught lesson, the benchmark could be the same as the prior lesson.

Testing

Good tests are those that do the job they are designed to do and which convince the people taking and marking them that they work.

Testing• A good test should comprise :1.Validity2.Practicality3.Reliability

Test types

• Discrete-item test (one thing at a time)• Integrative test (use a variety of language

and skills)• Direct test (to do something with

language)• Indirect test (correct use of structures)

* M-C-I* Fill-in and cloze* Transformation

PROGRAMA: Methodology and Didactics 1 Carrera: InglésFecha: 23 de Enero de 2012Docente: Mgs. Orlando Vicente Lizaldes E.Hora Inicio: 19h15 Hora Final: 20h15

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