english language teaching methodology review of part 1

English Language Teaching

Methodology Review of Part 1

English Language Teaching

Methodology Review of Part 1

Presented By: Jia Lin (Dana)

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Review ObjectivesReview 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.

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Course OverviewCourse Overview

Teaching Methodology

1 Introduction 2 The Com m unicativeApproach

3 Focus onReading

4 Focus onListening

5 Focus onSpeaking

PART 1

P1,40,99,155,207

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Unit 1 IntroductionUnit 1 Introduction

P1

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Key Concepts in Unit 1Key Concepts in Unit 1

Activity 1 Consider why students are learning English and how the subject was taught in the past.

Activity 2 Look at developments in ELT and several methods and approaches that evolved historically. Value of using an eclectic or mixed approach.

Activity 3 How to do a needs analysis and design a course in stages.

Activity 4 Know yourself and what you need to do to improve.

U1 P3-37

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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

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Put these steps in order (1-7).

Put these steps in order (1-7).

U1 A3 T4 P33-34

_?_ Decide that assessment will consist of mid-term and final exams with vocabulary, grammar and function questions.

_?_ Determine the three main types of content: lexical items (vocabulary), structures and functions.

_?_ Select specific texts and dialogues. Design activities and exercises, such as role-plays.

_?_ Organize the general contents of the course.

_?_ Organize the specific contents of the course.

_?_ Set the objectives to include a certain proficiency level that should be obtained by the end of the course.

_?_ Figure out what the students need to learn in the course.

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Did you get the order right?Did you get the order right?

U1 A3 T4 P33-34

_7_ Decide that assessment will consist of mid-term and final exams with vocabulary, grammar and function questions.

_3_ Determine the three main types of content: lexical items (vocabulary), structures and functions.

_5_ Select specific texts and dialogues. Design activities and exercises, such as role-plays.

_4_ Organize the general contents of the course.

_6_ Organize the specific contents of the course.

_2_ Set the objectives to include a certain proficiency level that should be obtained by the end of the course.

_1_ Figure out what the students need to learn in the course.

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Unit 2 The Communicative Approach

Unit 2 The Communicative Approach

P40

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Key Concepts in Unit 2Key Concepts in Unit 2Activity 1 Communicative competence

involves expressing functional meaning in an appropriate way.

Activity 2 During language processing, background knowledge and a variety of skills come into play. Interpreting oral and written forms requires different skills.

Activity 3 A communicative language syllabus emphasizes functional and social meanings of language. Authenticity and realism are important. Teacher’s roles.

Activity 4 Types of activities: information gap, role-play and discussion.

U2 P40-98

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• 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

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Use an information gap.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

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Create a cued dialogue.Create a cued dialogue.

• Travel agent’s cues:1. ?2. ?3. ?

• Tourist’s cues :1. ?2. ?3. ?

U2 A4 T5 P94

What are the advantages of giving the students cues over leaving them completely on their own? When would you use these cues?

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Role-play discussion.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

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Unit 3 Focus on ReadingUnit 3 Focus on Reading

P99

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Activity 1 Bottom-up, top-down and interactive approaches to reading. Consider schema and purpose.

Activity 2 Reading strategies and skills: skimming, scanning and inferring. Teaching students to recognize and make sense of rhetorical structures (chronological, comparison and contrast, cause and effect, etc.) and cohesive devices.

Activity 3 How to teach reading in three stages: pre-reading stage, while-reading stage and post-reading stage. Sample exercises and lesson plans.

U3 P100-153

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• 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

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Match structures with exercises.

Match structures with exercises.

U3 A2 T3 P120-127

Rhetorical structure

Type of exercise

chronological reorder sentences/paragraphs

fill in tablefill in diagram

summary (write, correct)select topic sentence

match

cause & effect

comparison & contrast

classification

process

definitionDiscuss reasons for your choices in groups. There may be multiple correct answers.

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Selecting suitable exercises.


U3 A3 T3 P146-153

Lesson stage

Type of exercise

pre-reading reorder events of the storytalk about wine shops

infer thinking of shop assistantstalk about shopping experiences

talk about journalistsrole-play student doing consumer

reportshow example of a consumer

reportwork out the meaning of phrases

while-reading

post-reading

Read the text on page 146 and select some exercises to be used at each of the three stages in a reading lesson.

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U3 A3 T3 P146-153

Lesson stage

Type of exercise

pre-reading reorder events of the storytalk about wine shops

infer thinking of shop assistantstalk about shopping experiences

talk about journalistsrole-play student doing consumer

reportshow example of a consumer

reportwork out the meaning of phrases

while-reading

post-reading

Read the text on page 146 and select some exercises to be used at each of the three stages in a reading lesson.

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Unit 4 Focus on ListeningUnit 4 Focus on Listening

P155

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Key Concepts in Unit 4Key Concepts in Unit 4Activity 1 Listening is the most basic of

communicative skills. Bottom-up/top-down approaches, segmenting speech.

Activity 2 Skills such as listening for gist, specific information, detailed information, inferring and note-taking.

Activity 3 Designing tasks of appropriate difficulty for each of the above skills.

Activity 4 How to select suitable listening materials. The principle of authenticity.

Activity 5 Designing exercises for the pre-listening, while-listening and post-listening stages.

U4 P156-201

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• 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

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Choose the right stage.Choose the right stage.

U4 A3 T3 P185-196

Pre-, while- or post-listening?



•discussion or role-play exercises,•summary or retelling of the main points,•responding to the text by solving problems or deciding what-happens-next,•writing a story or a set of instructions that parallel what they have heard.

•visual aids (diagrams, maps, photos, props),•questions (what they already know, or what they would like to know),•providing background information,•presenting new words or expressions,•discussion (opinions about the topic or predictions of what will be said).

•exercises that train listening for gist/specific information/detail, or inferring,•tables, diagrams, forms in which students note down what they have heard or correct errors,•checking off items on a list, labeling pictures, arranging events in a sequence, identifying meanings of words and performing actions based on what they hear.

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Unit 5 Focus on SpeakingUnit 5 Focus on Speaking

P207

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Activity 1 Features of spoken language. Techniques for communication (initiating, encouraging and ending conversation).

Activity 2 Include topics, grammar/vocabulary points, pronunciation, functions, conversation techniques, non-verbal cues and cultural information in the syllabus.

Activity 3 The “PPP” model stands for Presentation, Practice and Production. Moving from control and accuracy to communication and fluency.

Activity 4 Deductive and inductive approaches. How to design speaking activities.

U5 P207-256

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• 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

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Order the steps in a role-play.

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.

U5 A3 T6 P248-250

How would you design a role-play using this picture and the structure “This/that one is better than...”?

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How to use an error sheet.

How to use an error sheet.

U5 A4 T2 P251-252

Pronunciation

dog

Grammar OK

Appropriacy he/she

Fluency GOOD!

Non-verbal communicati

on

What are some other ways of tracking errors?

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Appendix: Focus on Pronunciation

Appendix: Focus on Pronunciation

P259

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Key Concepts in the Appendix

Key Concepts in the Appendix

Activity 1 Learning to speak intelligibly is the main goal. Factors that favor accuracy of pronunciation.

Activity 2 Using the International Phonetic Alphabet. Helping students to discriminate between often-confused sounds.

Activity 3 Repeating after the teacher/tape, practicing contrasting pairs, teaching places and manners of articulation.

AP P207-256

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Appendix Review Questions

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

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Course ObjectivesCourse FocusAssessmentFinal ExamHow to ReviewQuestions

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AssessmentAssessment

Type Content Percent

Progress Records

Questions 5%

AssignmentsExercises (2 sets)

15%

Final ExamCourse Material and Application

80%

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Progress Records (5%)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.

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Assignments (15%)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.

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Final Exam (80%)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.

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Assessment GuidelinesAssessment 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.

http://www.beiwaionline.com/



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Final ExamFinal 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.

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Exam Section I Sample 1Exam 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.

Questions 1 – 15 are based on this part. Directions: Choose the best answer for the following questions and write your answers on the answer sheet. 1. Which of the following teaching styles

belongs to the Grammar-translation Method? A. Focus on accuracy B. Focus on fluency C. Focus on appropriateness D. Focus on functions

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CommentsComments

• 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).

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• Let’s discuss another question from the multiple-choice section of the exam.

• This question is worth 2 marks.


Questions 1 – 15 are based on this part. Directions: Choose the best answer for the following questions and write your answers on the answer sheet. 6. Which of the following activities is NOT communicative?

A. Drilling exercise B. Jigsaw listening C. Mini-research D. Questionnaire

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CommentsComments

• 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.

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• Let’s consider a third question from the multiple-choice section of the exam.

• This question is worth 2 marks.


Questions 1 – 15 are based on this part. Directions: Choose the best answer for the following questions and write your answers on the answer sheet. 9. What strategy are you applying if you invite the students to read only the headlines and the first or last sentence of each paragraph?

A. Skimming for gist B. Scanning for details C. Inferring attitude D. Recognizing text structures

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CommentsComments

• 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.

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Exam Section II Sample 1Exam 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.

DIRECTIONS: 5 situations in classroom teaching are provided here. In each situation there are some problems. Firstly, identify the problems. Secondly, provide your own solutions according to the communicative language teaching principles and explain in details. 17. The following sequence of activities is what a teacher adopts in a reading lesson.

A. Invite the students to read the text B. Make sentences using words from the

text C. Recall personal experiences using the

words learned D. Answer multiple-choice questions

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CommentsComments

• 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.”

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Exam Section II Sample 1Exam 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.

DIRECTIONS: 5 situations in classroom teaching are provided here. In each situation there are some problems. Firstly, identify the problems. Secondly, provide your own solutions according to the communicative language teaching principles and explain in details. 19. In an oral class, the teacher invites two students to role-play their self-constructed dialogue in front of the whole class. Due to the student’s nervousness and low language proficiency, they slip here and there. While they are talking, the teacher keeps stopping their talk and offers corrections.

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CommentsComments

• 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.”

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Exam Section IIIExam Section III

• There are 2 questions like this one to test your ability to design a brief lesson plan or in-class activity.

• By filling in the table appropriately you will earn 20 marks.

• Some areas of the table require only one or two words. Others require more explanation.

Name of activity

Objective(s) of activity

Type of activity

Classroom organization

Teacher’s role

Students’ role

Teacher working time (est. minutes)

Student working time (est. minutes)

Teaching aid(s)

Predicted problem(s)

Solution(s)

Procedures 1) 2) 3)

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Text for Listening LessonText for Listening Lesson

22. Text 2 is an abstract from a commonly used high school English textbook. Please design a post-listening teaching plan to go with the text.

Text 2 Jack: Hi, Susan. Have you got any plans for the weekend? Susan: No, not really. Why? Jack: Well, Bill and I were thinking of giving a party. Would you like to come? Susan: I’d love to. What can I bring? Jack: Nothing. Just bring yourself. Oh, I almost forgot. Could you tell the

girls in your dorm about the party? Susan: Sure. By the way, what time do you want people to show up? Jack: Around seven. And also please tell the girls not to wear anything

formal. It’ll be a casual affair. Susan: Okay.

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CommentsComments

• Although this question may seem difficult, if you have paid attention to Unit 4 and the examples of lesson plans you should be able to come up with a reasonable plan.

• Remember that listening should be taught in three stages.

• In the post-listening stage, the teacher should engage students in speaking or writing activities that help them to reflect on or consolidate what they have learned.

• Start thinking of appropriate activities...

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Sample mini-lesson plan.Sample mini-lesson plan.

Name of activity “Invitation role-play” for post-listening stage.

Objective(s) of activity Encourage students to use the language they have learned, practice listening to each other. Work on appropriacy and social skills.

Type of activity Role-play, practice language function of inviting

Classroom organization Groups of 3-4

Teacher’s role Manager, prompter

Students’ role Participant in role-play

Teacher working time

(est. minutes)

5

Student working time

(est. minutes)

15

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Sample mini-lesson plan (cont’d).

Sample mini-lesson plan (cont’d).

Teaching aid(s) Blackboard (instructions), pictures (of roles)

Predicted problem(s)

Some students may be passive, use Chinese, or not speak much.

Solution(s) Teacher can check on each group, prompt and encourage as necessary.

Procedures 1) Explain situation: Susan is going to invite her friends to the party as Jack suggested in the dialogue.

2) Organize students into groups and assign roles: Susan, sb. who can’t come, sb. who likes to dress up, shy girl etc.

3) Ask 1 or 2 groups to perform in front of the class. After they have finished, give feedback. Include 1 positive point and 1 suggestion for improvement. Correct 1 or 2 errors as needed.

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Know the exam structureKnow the exam structure

• Now that you know what sort of questions you will be asked, you should be looking at ways to prepare for them.

• Next, we will consider how you can review material from the 5 units.

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How to do your reviewHow to do your review

1. Consider the objectives.2. Know the purpose.3. Pay attention to feedback.4. Know why examples were

included.5. Use other examples.6. Look for test questions.7. Use review questions.

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1. Consider the objectives1. Consider the objectives

• Use the objectives at the start to remind you of the main points that you need to learn.

• As you review the unit, pay special attention to these points.

• Make your learning process an active one!

• At the end of the unit, confirm that you have learned these points.

• You may find that checking them off or making brief notes will help you to retain the information longer.

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2. Know the purpose2. Know the purpose

• Think about why the examples have been included.

• Don’t just passively read. Think about why the author proposes particular methods or exercises.

• Reflect on your own learning and teaching experiences. Make sure you understand why these techniques are effective.

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3. Pay attention to feedback

3. Pay attention to feedback

• When you do the exercises, you may be more clear on certain points or reasons than on others.

• Check the feedback against your own answers to see if there is anything you have missed.

• Remember that the author put the feedback there to emphasize the major points that you need to retain! Try to restate it in your own words.

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4. Know why examples were included

4. Know why examples were included

• Study each of the sample activities and fragments of teaching plans.

• Try to understand how each relates to the overall theme of implementing communicative methodology.

• Think of how you would try this activity yourself.

• Think of variations to the activity that could be used with different types of materials.

• Anticipate and think of any solutions that might arise in a classroom situation.

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5. Use other examples5. Use other examples

• When you see lists of exercises, try to match them up with the English language materials that you are currently using with your students.

• Copy the table from the sample exam and try filling it in with activities that you design yourself.

• Remember that after the course you should be able to apply what you have learned! Start now...

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6. Look for test questions6. Look for test questions

• The writers of the exam read through the textbook, just like you did.

• But their eye was on the points that would make good questions.

• If you can anticipate exam questions, you can concentrate on the most “testable” points.

• Then you can rehearse how you would solve teaching problems or design lesson plans of your own.

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7. Use review questions7. Use review questions

• At the end of each unit, there are review questions that test how well you understood the main points.

• Can you answer them? If not, go back and review. If you can, then go on to the next unit.

• Use the points that you recorded in your diary. Keep adding to your collection of “tips and tricks” for teaching English.

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It’s time for YOUR questions.

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.

P281

english language teaching methodology review of part 1

Documents

reading lesson

u3 a3 t3 p146

review questionswhat

u1 a3 t4 p33

lesson plans

humanist approach

interactive approach

u2 a4 t4 p88beiwaionlinecreate