1. Managing Mixed-Ability Groups.

Part 1

1. Managing Mixed-Ability Groups.

2. Error Correction. Error, Mistake, Slip. Principles and Techniques of Error Correction.

3. Testing and Evaluation. Test Types. Designing and Marking a Test.

4. Planning the lesson. Types of Planning.

5. Planning a Sequence of Lessons. Lesson Shapes.

6. Using Technical Aids in Teaching English as a Foreign Language.

7. Using Learning Resources (*non-technical) in Teaching English as a Foreign Language.

8. Using mother tongue in teaching English as a foreign language in different approaches

9. Ways of arousing motivation in teaching English as a foreign language.

10. Accuracy and Fluency in English. Different Approaches.

11. Describing Learners. Learner Styles and Strategies.

12. The Changing World of English. English as a Global Language.

13. Teaching Pronunciation. Reasons for Teaching Pronunciation. Aspects of Teaching Pronunciation.

14. Teaching Speaking. Fluency and Communication.

15. Teaching Grammar. Reasons for Teaching Grammar. Aspects of Teaching Grammar.

16. Speaking and Writing. Common and Distinctive Features in Teaching.

17. Listening and Reading. Common and Distinctive Features in Teaching.

18. The Roles of a Teacher.

19. What makes a good teacher?

20. What are the qualities which good teachers possess? Name some important characteristics of good and bad teaching.

21. Think of two good teachers from your past. What personal qualities did/do they share?

22. Describe your assumptions about the way you teach or plan to teach in the future.

23. General teaching styles.

24. Teacher’s roles and functions.

25. How many roles do teachers have in an institution you are familiar with? What other roles do teachers have in the institution?

26. What do you think are the ideal roles for teachers to have in an institution? How can the institution support these roles?

27. Autonomy and learning.

28. Design your own activities to encourage the development of autonomous learning.

29. In what ways can teachers develop learner autonomy?

30. Is teacher development important? How can teachers further their professional development?

Part 2

1. How will you present vocabulary (topic ‘Seasons’) for intermediate schoolchildren?

Demonstrate a set of sample activities in the proper order.

1. How will you present vocabulary (topic ‘Meals) for intermediate schoolchildren? Demonstrate a set of sample activities in the proper order.

1. How will you present vocabulary (topic ‘Customs and Traditions’) for intermediate schoolchildren? Demonstrate a set of sample activities in the proper order.

1. How will you present vocabulary (topic ‘Health’) for intermediate schoolchildren? Demonstrate a set of sample activities in the proper order.

1. How will you practice vocabulary (topic ‘Hobbies’) with elementary students? Demonstrate a set of sample activities in the proper order.

1. How will you practice vocabulary (topic ‘Personal Characteristics’) with upper-intermediate students? Demonstrate a set of sample activities in the proper order.

1. How will you practice vocabulary (topic ‘Money’) with elementary students? Demonstrate a set of sample activities in the proper order.

1. How will you practice vocabulary (topic ‘Lifestyles’) with upper-intermediate students? Demonstrate a set of sample activities in the proper order.

1. How will you practice vocabulary (topic ‘Buying Things’) with elementary students? Demonstrate a set of sample activities in the proper order.

1. How will you practice vocabulary (topic ‘Reading’) with advanced students? Demonstrate a set of sample activities in the proper order.

1. What types of activities would you suggest to check vocabulary acquisition at the elementary level? Demonstrate a set of sample activities in the proper order.

1. What types of activities would you suggest to check vocabulary acquisition at the intermediate level? Demonstrate a set of sample activities in the proper order.

1. What types of activities would you suggest to check vocabulary acquisition at the advanced level? Demonstrate a set of sample activities in the proper order.

1. How will you present Present Continuous to elementary learners?

What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

15. How will you present Present Simple to elementary learners? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

16. How will you present Future Simple to elementary learners? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

17. How will you present Past Simple to pre-intermediate learners? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

18. How will you present Past Continuous to pre-intermediate learners? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

19. How will you present Future Continuous to pre-intermediate learners? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

20. How will you present Present Perfect to intermediate learners? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

21. How will you present Past Perfect to intermediate learners? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

22. How will you present Future Perfect to intermediate learners? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

23. How will you present Modal Verbs to pre-intermediate learners? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

24. How will you present Conditionals to pre-intermediate learners? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

25. How will you present Passive Voice to pre-intermediate learners? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

26. How will you present Reported Speech to upper-intermediate learners? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

27. How will you present Verbals (non-finite forms) to upper-intermediate learners? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

28. How will you present pronunciation for Past Simple? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

29. How will you present pronunciation for Continuous forms? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

30. How will you present pronunciation for Verbals (non-finite forms)? What activities would you suggest to practice it? Demonstrate a set of sample activities in the proper order.

List of references

1. Blum R. Effective Schooling Practices: A Research Synthesis. — Portland, Oregon: Northwest Regional Educational Laboratory, 1984.
2. Brown S., McIntyre D. Making Sense of Teaching. — London: Open University Press, 1993.
3. Dickinson L. Self-Instruction in Language Learning. — Cambridge: Cambridge University Press, 1987.
4. Fanselow J. Breaking Rules. — London and New York: Longman, 1987.
5. Harmer J. How to Teach English. — London: Longman, 1998.
6. Harmer J. The Practice of English Language Teaching. — London: Longman, 1991.
7. Kohonen V. Experiential language learning: second language learning as cooperative learner education // Collaborative Language Learning and Teaching / ed. D. Nunan. — Cambridge: Cambridge University Press, 1992.
8. Lewis M. The Lexical Approach. — Hove, UK: Language Teaching Publications, 1994.
9. Nunan D., Lamb C. The Self-Directed Teacher. Managing the Learning Process. — Cambridge: Cambridge University Press, 1996.
10. Parrott M. Tasks for Language Teachers. — Cambridge: Cambridge University Press, 1997.
11. Richards J.C., Lockhart Ch. Reflective Teaching in Second Language Classrooms. — Cambridge: Cambridge University Press, 1999.
12. Rosenshine B., Stevens R. Teaching functions // Handbook of Research on Teaching / ed. M.C. Wittrock. — New York: Macmillan, 1986.
13. Ur P. A Course in Language Teaching. — Cambridge: Cambridge University Press, 1999.
14. Wong A.K.C., Au-Yeng Y.C., McClelland J.A.G. Classroom Management. — Hong Kong: Longman, 1992.

Дата добавления: 2015-11-04