Motive – purpose – communicative intention(the most important part) стратегия реализации.

Methodology. 3^rd term.

Lecture 1.

1.09.2010

Motive – purpose – communicative intention(the most important part) стратегия реализации.

Communication:

Immediate

Mediate

Time available

Formal/informal

Listen to the teacher & say that you’re agree or disagree with it.

Listen & reproduce expressing the attitude.(memory & grammar exercise)

Listen to pairs of shirt sentences & connect them in one of these ways. (and, but)

He was sleeping ___ wanted to watch the film.

Let’s go home. – I’d rather not. - I’m sleepy. – it’s a pity.

Listen to mini-dialogues, decide if the speakers agree with each other & say whether you agree with both of them, or only with one of them or you don’t agree at all.

Listen to 2 statements & decide if they were said by one speaker or by 2 different people. Change it to mini-dialogues or vs.

Arrange set phrases into unified utterance.

Read the short utterances & find the sentence which reflects the purpose of the speaker.

Lecture 2.

8. 09. 2010.

Props can be both in English & in Russian.

Scaffolding can show the logic of developing the utterance, can suggest what else can be discussed within the given issue, can give a sumple of performing the task.

A set of tasks based on asking & answering questions.

When starting a new topic, after a new vocabulary introduced, the teacher asks the class a set of general questions, because the new vocabulary is used receptively. The next set must be alternative. It teaches to memorize answers, to understand idiomatic expressions, help to teach paraphrasing. The most challenges – special question, they involve production of one’s own utterance.

To teach immediate response we can use:

Exchange a few separate remark for your partner

It’s raining cats & dogs. It looks like rain.

It’s very cold. The rain has stopped. The sun is shining.

It’s snowing hard. I am very hot.

Practice some speech pattern: to look forward etc.

I am looking forward to Easter, summer vacation.

Can be prepared or unprepared.

Listen to the teacher & respond with “I also think so” etc. paraphrasing the teacher’s cue.

To give a brief extending utterance we can use variety of exercises: substitution tables.

Stimulating cue, based on opposition.

Shall I make tea or would you rather have some coffee?

Stimulus + response, based on selection.

Shall we have some tea? – I’d rather not. I’d rather have some coffee.

In order to teach on focus intention they given, this task will be good:

Select the right argument, add some of your own.

I don’t recommend you to buy a car

1. statically, car owners live short lives; 2. you can hardly afford it.

There are so many traffic jams down-town! You’ll forget hoe to walk.

Fill in the blanks in an extended utterance expressing you opinion.

We have very few … in Ryazan and too many …. But we really need more ….

Extended utterance based on filling in the blanks in answer to questions.

I don’t know if I will…

I hope I’ll be able to…

Read the 2 utterances. Do you side with either speaker? What can you add?

Lecture 3.

Teaching Writing

1. The role of writing as a major skill & as written recoding of oral speech;
2. Teaching the technique of writing;
3. Teaching writing as functional literacy: teaching writing as a self-expression.

Item 1.

Writing & speaking are very similar to each other. Both being of a reproductive or productive nature. But the basic difference between them lies in the immediacy of speaking & the time you have for putting down to paper certain facts, ideas or emotions. They share lots basic & functional skills: most lexical & grammar skills, with some exceptions: most written discourse is not characterized by slang, speaking seldom makes use of high-flown vocabulary. Speaking is almost devoid of complex participial, gerundial or absolute constructions.

Speaking & writing help to develop each other. In writing we do not use pronunciation skills, but we use them implicitly in order to pronounce what we are going to right, inner reproduction.

Writing helps speaking, it is unhurried & well thought through. It helps to develop the effectiveness of language use, such as economy of language, expressiveness, precision. Until recently W was regarded as a means rather than a named. It has its own goals. By teaching the technique of writing we mean teaching spelling, penmenship and punctuation. Writing a self-expression presupposes the functional skill presupposes producing written utterances.

The basic level:

- a personal letter;

- filling out a form;

- writing a CV (autobiography within the required format)

- writing out citations.

(mostly, STANDARDIZED types of discourse)

The specialized level:

The same requirements plus:

- writing a business letter;

- writing a resume (a letter of application);

- formulate the information received in the form of abstracts, review, summary;

- making notes of the teacher’s speech;

- using written English in project work, writing a detailed plan of a presentation; summing up information received from a number of sources;

- describing events, facts, phenomena;

- formulating one’s judgment concerning different aspects of life.

(mostly, CREATIVE types of discourse)

Teaching penmanship

1. guess the letter by its element. (Is it …? It is ….) visual imagination;
2. make as many as possible letters from these elements;
3. underline & name all the English letters;
4. imitate the letter using a pattern;
5. write the letter dictated by a teacher;
6. fill in the gaps in the alphabet;
7. lower part of the word is closed, guess it, name it & finish it writing.

Teaching Spelling

1. write the letter which can render the following sounds;
2. name each word twice pointing on its transcription & spelling;
3. find & read the word which not corresponds to the transcription;
4. match the familiar word & heir partial transcription;
5. name the missing letter, write it in & read the whole word;
6. find a rhyme for each word;
7. fill in the necessary letter or letters;
8. group unfamiliar words into 4 columns according to the transcription;
9. change the order of the letter to get familiar words; identify the countries & show them in the map;
10. make as many words as you can using the word “demonstration”;
11. виселица. Написать первую и последнюю буквы и рисовать виселицу;
12. write & pronounce the following familiar & unfamiliar words;
13. reconstruct the infinitives, build the past form of the verb;
14. fill in the right word (then/than; off/of)
15. spell the unfamiliar words dictated by the teacher;
16. who wrote each word: a Britisher or an American;

Teaching punctuation.

English – the same laws as in Russians. There are certain differences. Teach children to capitalize names of months & days, geographical objects, such as “Volga River”; Mrs. Black, Doctor Brown, capitalize the titles etc.

Teach some differences. We use a full stop or a period before the final inverted commas “.”

A full stop before decimal fractions:.71 = naught point seven one.

Use a comma:

- before direct speech: He said, “I know.”

- In an enumeration before the final “and”.

- In numerals: 3, 952, 430.

- To clarify the meaning of the utterance: a, b & c/ a & b, or c.

Do not use a comma:

- before the objective clauses.

- Use a hyphen for numerals, don’t use in telephone numbers.

Ways of correction spelling mistakes:

1. remind the rule;
2. write the transcription that illustrates the wrong spelling;
3. it was a long tail? – долгое повествование или долгий хвост?

1. The main stages of a foreign language class.
2. Types of lessons & the criteria underlying them.
3. The connections or ties between the tasks of a lesson.
4. The structure of a task.
5. The format of a lesson plan.

The main stages of a lesson are practically the same as those of skill formation (presentation, practice & performance).

1. the introductory stage;
2. the stage of presentation;
3. the stage of practice;
4. the stage of performance;
5. the concluding stage.

Introduction

a) greeting the students, ensuring order, checking attendance, etc.

b) presenting the goal of the lesson: as a game to be played (at a pre-school level of first-form level); as skills to be acquired (at the remaining levels); as a warming up activity (=речевая зарядка); as a brainstorming activity; as a solution of an intellectual challenge (labour we delight in physics pain); as a passing remark, a joke, a maxim, a paradox; as allusion to a familiar book of film etc. presentational stage may sometimes merge with the introductory stage.

Phonetic drill as a part of practice

a) comes before the presentation, if the latter is brief & mostly conducted in English;

b) comes after presentation if the latter involves a lot of Russian for comparative analysis;

c) It may come in the middle of the lesson, before introducing special questions we may review the usage of general questions.

Explanation should:

1. precede practice;
2. be laconic (therefore, formulate it in advance);
3. focus on the essentials (when showing the articles, do not go into details about using them with names);
4. involve the learner (either in discovering the rule or putting it to test);
5. be mistake-proof & functional, not merely descriptive. It should be a usable algorithm;
6. consider the specific difficulties caused by the native language interference;

Practice:

1. the sequencing of tasks depends on the group: in a more advanced group it can start with L4, in a slower group communicative drill is preceded by L3 tasks;
2. simulation drills are useful, but whenever possible, offer authentic motivation & make them truly communicative, without additional language challenges: a) listen & confirm that it really happened; b) answer the question expressing your ideas.

Finish a class with mechanical pseudo-communication. Simulation is OK if it is intellectually or emotionally satisfying.

Performance

Remember to assess not only the language accuracy but first appropriacy & logic.

React to what you hear not only as a teacher, but also as a sympathetic listener.

Concluding stage

Sums up the results of a lesson. The teacher tries to elicit the information from the learners about what they have learned & sometimes comment.

Gives them the home task. It should be written on the blackboard for them to take down. At least one difficulty must be analyzed.

Gives marks.

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