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Коммуникативная методика изучения иностранного языка на основе британского совета
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Discussion Tell your partners about your speaking activity.
Focus on form, mistakes and structure more than on meaning A guiding, assisting, learner-centered role of a teacher Continuous, Perfect Background knowledge of SS. (What do we do with it?) S-S, T-SS, SS-SS etc The ways in which students work together in class. The reason or purpose for communication. When a teacher asks careful questions to get students to give an answer, dragging it out of them. T Questions asked by the teacher to make sure that a student has understood the meaning of new language REVISION Accuracy Facilitator Aspect Schemata (Activate) Interaction pattern Function Eliciting Shwa Concept Checking Questions
Lessons focusing on form: Grammar, Vocabulary and Phonetics A text divided into two or more parts. SS have to listen/read their part, then share their information with other students in order to complete the task. Looking through the text to get the gist. An activity in which SS work in pairs or groups. they are given different info and to complete the task, they have to find out the missing parts from each other. To tell students how well they are doing. An activity that used at the beginning of a lesson to give the class more energy . The activity to prepare students to work on a main task. An introduction to the topic. The use of connected speech at a natural speed without hesitation, repetition or self-correction. More attention is given to the communication of meaning. Systems lesson Jigsaw reading Skimming Informatio n gap Feedback Warm-up Lead-in Fluency
Terms Group Terms TEACHING APPROACHES TBL (Task-based Learning) TPR (Total Physical Response) TTT (Test Teach Test) Guided Discovery PPP (Presentation Practice Production) SKILLS DEVELOPMENT Oral Fluency Process Writing Listening for gist Intensive reading Skimming and Scanning TASKS AND ACTIVITIES Information gap Role play Brainstorming Jigsaw reading Find someone who LESSON PLAN COMPONENTS Aims Time Anticipated problems Interaction patterns Procedure LESSON PLAN STAGES Warmer Lead-in Controlled practice Free practice Feedback
Which word is missing? Eliciting What is it? Approach Method Technique Procedure Approach Method Technique Procedure
Approaches By the end of this session you will be able to: Differentiate between the most popular approaches and methods; Build up lessons basing on the structure and principles of each approach. Learning outcomes
Fill in the following table: Approach/Method Main principles Procedure Example task Advan-tages + Disadvan-tages – 1. 2. 3. 4. 5. TPR Movement, action, no L1 SS do what T says Movement songs, poems, Simon says Kinaesthetic, no L1 agent, motivating Only certain set of words, mostly primary
Finish up the sentences: If you won a lot of money… If it never rained… If you had 2 months’ holiday… If I were invisible… If I knew how to fly… If I had a million dollars… If I did my homework all right… If I were a teacher for a day… If I played in the NBA…
What is the approach? TTT (Test Teach Test) Stages: I. Test (to see what learners know and create a need for the target language) II. Teach (present the language and analyze it) III. Test (practice using the target language): a) the same structure b) extra examples (possibly more creative)
What is the approach? 1:37 TBL (Task-based Learning) 1. Pre-task 2. Task cycle 3. Post task
What is the approach? Guided Discovery 1. Give a task. 2. Make SS discover the rules. 3. Give another exercise.
What is the approach? PPP (Presentation Practice Production) Aim: to present and practice the target language ‘used to’ Stages: I. Context setting. (Lead-in) II. Presentation. elicitation of the example modelling pronunciation drill concept checking questions writing the model down on the board grammar analysis III. Controlled Practice. IV. Production. V. Feedback.
Take a Reflection break… THANK YOU FOR YOUR PARTICIPATION!!!
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Revision/Discussion How many words do you remember that characterize Communicative Approach ? What was the best task at the previous seminar? Why? Have you tried any of those tasks with your students? Give your feedback . What do you look at if you want to define the main aim/type of the lesson ? Can there be a vocabulary presentation in a Listening lesson? What are the two basic types of lessons ? What are the subtypes ?
Types of Lessons Systems: Vocabulary Grammar Phonetics Functions Skills: ?
The four skills: Reading Writing Listening Speaking RECEPTIVE PRODUCTIVE
READING By the end of this session you will be able to: Explain key concepts related to reading and its subskills; Create a communicative reading task/lesson. Learning outcomes
How do you read? for gist for specific information analyzing the language in the message closely analyzing a text very closely to understand the meaning for pleasure Skimming Scanning Intensive listening Listening for detail Extensive listening
What are the sub skills typical for the following texts? Novel Recipe Travel brochure Instructions Train or bus timetable Newspaper Advertisement Textbook passage accompanied by a grammar exercise Menu Legal document Email Magazine
What were the stages of the lesson? 1. Lead-in (picture-based pair/group discussion – checking prediction, gist/scanning reading, feedback) 2. Jigsaw reading (pre-teaching vocabulary, reading the cut-up text for details, speaking information gap groupwork qu-s answering, feedback, gist reading for headline, feedback) 3. Production stage (discussion/roleplay etc.) Stage Aims Time Task Interaction patterns
Always remember to: activate schemata; present difficult vocabulary; give a task before reading; give a creative task after reading; Ask yourself a question “Why am I doing this?” at every stage of the lesson. Choose topics that fit their age and status; Ask instruction checking questions ; Give links to real life etc
Read the text and complete the following tasks. Produce exercises for each sub skill . Describe in what type of lesson and how you would use this text. What nice follow-ups can you think of for this text? If this text was used for extensive reading , how would you organize your lesson?
LISTENING By the end of this session you will be able to: Describe the differences between written and spoken language; Explain key concepts of listening; Create sample listening tasks. Learning outcomes
What do you listen to?
How do you listen? for gist for specific information analyzing the language in the message closely analysing a text very closely to understand the meaning for pleasure Skimming Scanning Intensive listening Listening for detail Extensive listening
Watch the video and think of exercises for each sub skill and extensions. Listen+Draw+Tell
SPOKEN ENGLISH WRITTEN ENGLISH (speech) (texts) Characterised by hesitations, reformulations, paraphrasing If you miss something, it’s not possible to have it repeated It is dynamic and happens in real time Are often static, structured, organised logically with punctuation Can be processed at a pace that the reader is comfortable
Listening Focus 1) False 2) True 3. False 4) False 5) True 6) False 7) True 8) True 9) True 10) True
Listening round-up Watch the video and say how many people you’ve recognized. What type of video is it? Play me Reflect on all the information you’ve received today and create a 10-min sample of a lesson based on this video.
Take a Reflection break… THANK YOU FOR YOUR PARTICIPATION!!!