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) oral activities:

reaching a consensus
discussion questions
relaying instructions
communication games
problem solving
talking ab yourself/self-descriptions
simulation/role-play
interviews etc

written activities:
relaying instructions
writing reports or/and advertisments
co-operative writing
exchanging letters
writing journals etc

Non-communicative activities:
matching
dictation
repeating
fill in the blanks/cloze activities
worksheets
book work etc

Devise a three-stage sequence activities to improve listening skills at advance level.


Eu l-as face cu pre -listening.while-listening,after-listening,dar nu prea stiu la pre-
listening ce sa scriu..(oare trebuie sa inventam noi un text pentru ,,listening,,?)
In pre-listening poti face prediction, nu?

In pre-listening poti face prediction, nu?

Why do pre-listening tasks?


In real life it is unusual for people to listen to something without having some idea of
what they are going to hear. When listening to a radio phone-in show, they will
probably know which topic is being discussed. When listening to an interview with a
famous person, they probably know something about that person already. A waiter
knows the menu from which the diner is choosing their food.

In our first language we rarely have trouble understanding listening. But, in a second
language, it is one of the harder skills to develop - dealing at speed with unfamiliar
sounds, words and structures. This is even more difficult if we do not know the topic
under discussion, or who is speaking to whom.

So, simply asking the students to listen to something and answer some questions is
a little unfair, and makes developing listening skills much harder.
Many students are fearful of listening, and can be disheartened when they listen to
something but feel they understand very little. It is also harder to concentrate on
listening if you have little interest in a topic or situation.

Pre-listening tasks aim to deal with all of these issues: to generate interest, build
confidence and to facilitate comprehension. Prediction & raising the students' interest
in the topic
pentru acest subiect eu ma inspir din unul din manualele avute la dispozitie: Ex
Going for gold-presupun ca e destul de avansat. Si de aici ma uit la partile de
listening cu activitatile propuse, in general sunt activitati in 4-5 pasi si se face acelasi
listening de 2,3 ori.
exemplu: A. Look at the photos and discuss these questions with a partner:
1 Where is Antarctica?
2.How would you describe Antarctica?
3.What animals do you associate with Antarctica?
4. Do you know how changes in Antarctica affect the world's climate?

B. You will hear four people talking about different aspects of Antarctica. First look at
the list of subjects(a-d) and the words in the box below. For each subject, which two
words do you expect to hear?
a
b
c
d

Box with 8 words connected to the four subjects

C.Listen and match each speaker with the correct subject in the list a-d.
Speaker1
Speaker2
Speaker3
Speaker4

D. Listen again and answer these questions:....7 questions.

. lead-in - ceva cu "What's your opinion? Mark the following statements true or
false."
2. listening - "Listen and check if you were right."
3. listening cu o activitate de fill in sau multiple choice

Explain the difference between formative and summative assessment. Refer to:
- objectives
- moments during learning
- instruments
- relevance for learning and teaching
Do not write more than 20 lines. (10 points)
Formative assessments are those that you do when the marks ultimately don't count
toward a student's final grade. They can be as simple as asking a student to answer
a homework question aloud in class, and then giving him/her feedback. They can be
quizzes, self-assessments, peer assessments, first drafts of major projects/essays,
mock exams, just about anything that will give you an idea of how a student is
doing. They are sometimes considered to be "assessment FOR learning" - the point
of the exercise is not to generate a mark, but that the student learns by doing the
task, and from your comments.

Summative assessments are the things that will count for marks. They should come
after students have had a few opportunities to check their learning and improve their
skills with formative work. They are the traditional assignments and tests. They are
"assessment OF learning" - the point is to measure in a final way what the student
learned, and to put a grade on it.

Teacher:
DATE: 23rd of October 2009.
CLASS: 12 F
LEVEL: Super Advanced
COURSE BOOK: Prospects
UNIT: 3
LESSON: High Drama
TIME: 50’

COMPOSITION 30 students aged 17-18

GENERAL DESCRIPTION they do not show an interest concerning literature, but they
may be stimulated if they get in the position of arguing on different subjects.
Sometimes they lack enthusiasm in the beginning so they need to be encouraged
that something interesting is going to happen.

ASSUMPTION They are familiar with discussion upon literature texts but they
discourage themselves if the vocabulary is unknown. They have certain grammar
problems.

RECENT WORK:
Reading: for general, specific, detailed information
Writing: argumentative essay using a certain title or quote
Listening: for detailed, general information, for gist
Speaking: about their hobbies and their lives, discussions starting from certain
quotes, (brainstorming)

LESSON AIMS:
To introduce a famous piece of literature
To develop the students’ reading and speaking skills
To get the students express thoughts and exchange personal opinions
To introduce new vocabulary

LESSON OBJECTIVE:
Students will be able to use new words in sentences of their own
Students will be able to use their knowledge of the English Language to read a
literary text
Students will be able use English in order to express their thoughts and feelings
concerning a certain subject
Students will be able to argue their points of view and support their positions with
examples

SKILLS INVOLVED: reading, listening, speaking, writing


INTERACTION: T-S, S-S, Group Work, Whole class work, Individual work.
MATERIALS, AIDS: course book,.
EVALUATION: continuous – through observation and analysis of answers

STAGES

ACTIVITY 1: warm up
AIM To get Ss attention
PROCEDURE T greets Ss and asks them different questions as How are you? T checks
the attendance , the homework
TECHNIQUE discussion
INTERACTION T-S, S-T
TEACHER ROLE controller
TIME 3’

ACTIVITY 2: pre- reading

AIMS
To activate the Ss’ personal experiences
To involve them and motivate them to participate in the activity
To personalize the topic and make it plausible
To activate Ss’ knowledge of the language
To raise expectations
To create emotional involvement
To prepare reading

PROCEDURE
T asks the Ss to comment upon the first quotation of the lesson. They are
encouraged to express their opinion
TECHNIQUE discussion .
INTERACTION T-S, S- T, S-S
CLASS MANAGEMENT whole class activity.
TEACHER ROLE controller, organizer, participant
SKILLS listening, speaking,
MATERIAL course book
TIME 5’

ACTIVITY 3: reading

AIMS
To develop loud reading
To promote global reading for understanding
To introduce new vocabulary in the context
To encourage the Ss to infer the meaning of unknown items in the context
To develop summarizing skills
To verify expectations
To keep the Ss interested in the subject

PROCEDURE
T asks the Ss to read the text. Ss find out the meaning of unknown words. They also
have to solve certain vocabulary exercises.
TECHNIQUE reading aloud, comprehension questions, writing
INTERACTION T-S, S- T,
CLASS MANAGEMENT whole class activity,
TEACHER ROLE controller,
SKILLS listening, reading speaking,
MATERIAL course book
TIME 15’

ACTIVITY 4: post- reading – listening

AIMS
To develop listening skills on the topic
PROCEDURE
T asks the Ss to listen the message on the tape
They are asked certain questions about the listened fragment
TECHNIQUE comprehension questions, speaking
INTERACTION T-S, S- T,
CLASS MANAGEMENT whole class activity,
TEACHER ROLE controller, organizer
SKILLS listening, speaking, writing
MATERIAL course book
TIME 15’

ACTIVITY5: writing
AIM
To practice writing skills
PROCEDURE
T asks the Ss to solve ex. 5 page 17 . they write the sentences on their
notebooks. .Teacher may need to explain some aspects of this task.
TECHNIQUE, writing
INTERACTION T-S, S- T,
CLASS MANAGEMENT whole class activity
TEACHER ROLE controller,
SKILLS reading , writing
MATERIAL course book
TIME 10’

Follow up activity- write an opinion essay: The essence of drama is conflict


Teacher explains clearly what the Ss must do.
Time: 2’
Model Text related task....luat de pe AJUTOR ENGLEZA TITULARIZARE

Objectives
Interaction: T-SS, SS-SS
Materials: coursebook
Estimated time: 18 minutes
level: upper-intermediate

Stages:
PRE-READING: (3 min)
obj:
to get SS involved in the topic and raise expectations
to practice making predictions
to facilitate reading
Procedure:
T offers information about the fragment ( title of the book, author, contex)
T asks SS to predict what the text is about starting from the title
SS try to make several predictions
T asks SS to rhink of similar authors they studied in classroom/ heard about from diff
sources
SS answer (if not T helps them)

WHILE-READING (10 MIN)


obj:
to practice reading and scannig
to develop recognition and guided discovery
to facilitate interpretation
Procedure:
T asks SS to read the text and answer the following questions:
-----
----
---- Nu am inspiratie acum
SS read the text and try to answer the questions

POST-READING: (5 min)
obj:
to develop awareness and interpretation
to prepare SS for the follow-up and homework
Procedure:
T asks SS to imagine how MIss Havisham and Estella would influence Pip's life
T gives them 2 min to think
SS give their interpretations

At the and of the activity T makes a few comments on the SS performance. T takes
notes on SS performance.
T's role: ressorce, organiser, observer, assessor.
subiect de la iasi din 2008 urmatorul subiect la metodica: "Specify the two basic
principles governing lesson planing and the three main areas teachers should know
before planning their lessons" ... daca prima parte am inteles la ce se refera (desi

sunt 3 principii nu doar 2 )...partea a doua imi da de furca...nu gasesc in niciunul


dintre materialele mele chestia asta...ma poate lamuri cineva la ce se refera?
Raspuns: Harmer - ed. din 1991: pag. 260:

1. the job of teaching


2. the institution
3. the students

am si eu o intrebare legata de Class Management.In anul 2004 s-a dat urmatorul


subiect:
" Write about CLASS MANAGEMENT stating its main aspects and its importance to
the success of the class activities organised by the teacher" , la rezolvare trebuie sa
scriem despre toate aspectele? De ex in " In-distance..." sunt prezentate 5 aspecte:
Classroom organisation, Classroom interactions, Teacher ressources, Teacher's roles,
Trouble in the classroom. La un asemenea subiect scriem despre toate aceste
aspecte?
Cred ca da. Eu as scrie despre teacher's roles, class organization (student groupings
- lockstep, groups, pairs, indiv. study) si disruptive behaviour.

fetelor, plssssssss help me........... ce trebuie sa scriem la metodica la tipuri de activitati? de 1 ora tot rasfoiesc cartile ..dar nu

pricep (...un raspuns scurt daca se poate sau o pagina ..multumesc...

pey eu m-as gandi la writing activities, speaking, reading and listening activities

Communicative/non-communicative activities
niste lesson aims la o lectie de literatura? practic pe textul de la literatura sa fac un lesson plan la advanced learners...cam care r putea
fi obiectivele?

aims: to give ss practice to extract specific information


- ii - in getting a general picture of the text
chance to communicate , to work in pairs etc
to introduce the new vocabulary

objectives : swbat use the new words


use the english language to express their thoughts and feelings (for eg. ) concerning
Huck's dillema
Depinde si ce activitati iti propui sa faci
swbat summarize a paragraph (daca le dai asa ceva)
- swbat to use English to describe a character (daca le dai la final ca tema
caracterizarea personajului)

Esti liber/a sa formulezi oricum vrei tu, important e sa incadrezi bine opera si
autorul, sa caracterizezi epoca din punct de vedere istoric, cultural si literar; sa vezi
cat se oglindeste societatea in opera si cat nu; sa demonstrezi daca scriitorul si
opera sa apartin sau nu canonului literar al vremii; sa spui ce are in comun sau nu cu
ceilalti scriitori contemporani; sa faci (acolo unde poti) o paralela cu celelalte
literaturi din alte tari din aceeasi perioada. Eu asa inteleg acest "contextualize

Mention the visual aids used in language teaching


video base teaching? ?

Nu neaparat, pot fi si fisele de lucru, manualul, plansele...tot ceea ce presupune


contact vizuRealia, handouts, books, pictures, blackboard...

''explain the concepts of lead-in and dwell on what you would do to arouse your
students' interest in this particular text?" Lead-in = an initial stage of lesson
planning, in which the teacher tries to raise the students' interest in the topic to be
presented. You cannot simply start teaching something, because this way the lesson
will be monotonous and the students won't probably pay much attention to you.
During the lead-in stage teachers should try to introduce the topic little by little,
without specifically express it. Teachers should think of activities such as questions,
brainstorming, discussion... related to the topic.
Vizental prezinta detaliat types of tests...mult mai bine ca Harmer...si metode
alternative de evaluare... In Vizental, paginile 102-104 gasiti alternative methods of
evaluation

gasit un subiect la metodica: 3 common mistakes within the language process? la ce

se refera?

skimming and scanning sunt la while-reading. The way of reading the text involves 4
strategies: skimming, scanning, sequential, focusing

as avea si eu o intrebare. legat de correcting students' mistakes: de unde ati citit?


Din Harmer Ultima editie la pg.97,131,120)si din "In-service distance training for
English teachers". Cel putin eu. Correction in W, can be done both by tt. & Ss; tt
must show the Ss where work was effective and where it was not; tt can use a lot of
symbols,underline the mistake and put a mark (WO, S,....)in the margin to show
what kind of mistake is
In Speaking-a gentle correction might take the form of reformulation,where
tt.repeats whwt ss has said,but correctly this time, echoing... SHOWING
INCORRECTNESS AND CORRECTION TECHNIQUES

There are a number of techniques for showing incorrectness:


1 Repeating: Here we simply ask the student to repeat what he or she has
just said by using the word 'again'. This, said with a questioning
intonation, will usually indicate that the response was unsatisfactory
(although it could be misunderstood as only indicating that the teacher
has not heard the student's response).
2 Echoing: We will be even clearer if we repeat what the student has just
said, using a questioning intonation since this will clearly indicate that we are
doubting the accuracy or content of what is being said.
3 Denial: We can simply tell the student that the response was
unsatisfactory and ask for it to be repeated. This seems somewhat drier
than the techniques so far discussed; it may be a bit more discouraging.
4 Questioning: We can say 'Is that correct?' asking any student in the class to
answer our question. This has the advantage of focusing everybody's mind on the
problem, though it may make the student who made the mistake seem somewhat
exposed.
5 Expression: Many teachers indicate that a response was incorrect by their
expression or by some gesture. This is very economical (and can be quite funny) but
can be dangerous if the student thinks that the expression or gesture is a form of
mockery.

In general, showing incorrectness should be handled with tact and


consideration. The process of student self-correction which it provokes is an
important and useful part of the learning process. Showing incorrectness should be
seen as a positive act, in other words, not as a reprimand.

Frequently, however, we find that showing incorrectness is not enough


for the correction of a mistake or an error and the teacher may therefore
have to use some correction techniques.

Using correction techniques:


If students are unable to correct themselves we can resort to one of the
following techniques.

1 Student corrects student: we can ask if anyone else can give the correct
response. We can ask if anyone can 'help' the student who has made the
mistake. If another student can supply the correct information it will be
good for that student's self-esteem. However, the student who originally
made the mistake may feel humiliated if this technique is used
insensitively.
2 Teacher corrects student(s): Sometimes we may feel that we should take charge of
correction because the students are extremely mixed-up about what the correct
response should be. In that case we can re-explain the item of language which is
causing the trouble. This will be especially appropriate when we see that a majority
of the class are having the same
problem. After the re-explanation we can move to choral and individual
repetition (if necessary) before moving on.
The object of using correction techniques, of course, is to give the
student(s) a chance to (know how to) get the new language right. It is
important, therefore, that when we have used one of the techniques
suggested above, we ask the student who originally made the mistake to
give us a correct response.
THE TEACHER IS AN ASSESSOR (sfatuitor)...apare gentle correction involves
showing students that a mistake has been made but not making a big fuss about it.

si mai e si self correction (when the student is aware about it and correct him/herself
immediatelly)

If it is a literary text, text-related tasks could include any of these:

1. What specific issues does the text approach? (hate, power, love, belief...)
2. How is the text organized and how is the experience of the text shaped by its
organization? (structure, setting, point of view, chracterization, plot elements with
implications, the turning point/climax...)
3. Occurences of figurative language/symbolic representations and their
significance(s)
4. What particular uses of language define the tone of the text (dialogue, rhetorics,
colloqualisms,...)
4. Grammar issues

nu nu . cand ai text related task faci o activitate finala. TASK=a short classroom activity ( dureaza 15-

20) min, e o parte din lectie

m-ati innebunit cu text-related task


a. Based on the text from SUBJECT 1, devise a text-related task within
timing and
objectives at advanced level. 16 points
(i) specify the objectives and the estimated time;
(ii) describe the stages of the activity;
(iii) specify the teacher’s role and the results of the activity.

din punctul meu de vedere seamana a un plan de lectie...pe care il poti face
in 50 de minute sau in 20 de minute...si poti sa structurezi acest task
folosind activity 1, 2, 3, 4, sau warm-up, pre-readnig, while-reading, after-
reading, follow-up....sau poate fi writing, or listening, or
speaking..important e sa combini un productive skill cu un receptive skill...
eu asa am facut si mi s-a dat punctajul...

ca pe un text literar il poti face intr-o ora sau in 20 de minute...important e


specifici ce vrei sa faci cu textul ala

text related task este 1 activitate . una singura . intr-un plan de lectie faci mul mai
multe activitati. in harmer 4 scrie clar : text related task = a follow up activity (eg.
have sss use their imagination). Daca era plan de lectie scria lesson plan. Plus k task
inseamna activitate, cerinta , nu plan. Fiecare face cum vrea. Depinde f multe si cine
iti corecteaza lucrarea. La ce programa au facut, cred k nici ei nu stiu ce vor de la noi
si nu faci cu stage-urile unui lesson plan. ci cu stage-urile unei activitati :
engae, instruct, initiate, feedback . corect, am vorbit cu o fata care anul trecut a
luat 9, 80 la titularizare si mi-a spus ca a scris la text-related task o activitate, atat.
de exemplu un role play pe baza textului. Ti se cere text-related task,nu ti se
cere/impune una anume.E ca si cum ai avea un text si ai preda ceva pe el, mai ales
ca e un task din tot planul de lectie.adica:daca in 50' vrei sa predai Dickens, in text-
related task activity, care are doar 15', de ex. poti preda pornind de la fragmenul
dat doar o trasatura a victorianismului.Daca e un text cu multa gramatica, poti preda
problema respectiva.Si tot asa de 1 luna de zile ma lupt sa inchei acest capitol cu
text related task. concluzia mea este ca se bazeaza pe o activitate , care o faci la
sfarsit de lectie , in care sa antrenezi imaginatia elevilor ( un role-play, un dialog cu
unul din personaje), si ca orice activiate, are si ea timing ( 15-20 min), objectives
(SWBAT) si stages : engage, instruct, initiate. 1)pe vocabulary practice
Previous activity:reading comprehension
SS read skim the text and arrange the adj &adv in rank to show/express the
intensity of the situation
Activity:teaching vocabulary
Aim:to teach descriptive vocab.
Time:10-15 min
Interaction:T-SS;SS-SS
Procedure:
-T asks SS to skim the text and replace the highlited words with synonims(si pe
textul dat de ei, eu scot 4-5 cuvinte si le dau si sinonimele, sa vada ca stiu!)
-SS solve the task &exchange their answers
-T asks SS to debate on the use of the specific vocab used by the writer
-SS provide logical argumentative answers
_T explains SS that the words are descriptive elements used in a descriptive style of
the Victorian/Modern/... writers

Follow-up activity:
T asks SS to create a descriptive context on the topic"..."
Pe parte de gramatica, problema ar sta cam asa
Devise an activity to explain the differences between Past simple &Past contin. to
interm SS.Si avem:

Previous activity:to read a text containing the 2 different aspects of Past Tense
Activity:grammar practice;
Aim:to explain the diff.between(si aici reluam cerinta din task);
TIme:
Interaction;
Procedure;
-T gives SS hand-outs containing a dialogue & asks SS to uderline the vbs;
-SS solve the task & report their answers to the calss;
-T draws a chart on the BB and asks SS to devide the vbs. according to their
aspect( sa nu uitam ca sunt intermediate SS si ca vb de PAST , adica ideea de aspect
continuu o au de la PRESENT, deci stiu ce-i aia aspect!);
-SS perform the task & report thei answers;
-T asks SS to express their opinions on the difference between the 2 aspects starting
from the given dialogue;
-SS provide possible answers;
-T concludes & states that the contin aspect takes place when a past action happens

Follow-up activity:T asks SS to write a similar context using the presented


grammatical situation
tentativa de text-related task dupa super modelul lui harmer

Elevii vor citi un text din Huck Finn:

Lead-in: time 3’

Aim: to stimulate Ss’ attention


(The teacher facilitates an activity that enables students to use previously taught
language)
For the lead-in stage the teacher and students discuss about the books/texts they
recently read in class.Teacher asks questions about each story: „What was the
title?”, Who was the author?, Who was in the story? etc.

Teacher directs comprehension task: 2’

Aim: to get Ss involved in the topic and raize expectations


The teacher then tells the students they are going to read a text from Twain’s novel
Huck Finn.
The students are asked to read 5 questions - only the questions. They are then told
to read the text as fast as they can in order to answer those questions.
They do not have to undestand every word. The objective is only to find the answers
to the questions, and they should do this as quicky as possible.
Read this questions. Then read the fragment to find your answers.

Students listen/read for the task: 5’

Aim: to develop the Ss reading and speaking skills


The tacher asks students to scan the text to extract specific information in order to
answer the questions.
When the students have finished answering the questions they can check
their answers with each other.

Teacher conducts feedback: 3’

Aim: To let the SS know that they have done their best on the activity
The teacher finds out how well they did and explains any misunderstandings. It may
be usefull to find out how many students got the correct answers and which one
these were.

Teacher directs text-related task: 7’

Aim: to use the new vocabulary


As a text-related task the students are asked to imagine that they are in a law court.
Huck in on trial for having helped the negro Jim to run away. In groups of four or six
they have to role play the scene of the trial. The roles are: Huck, Jim, the prosecutor
who brings a criminal charge against Huck,

seven methods and approaches to language learning:


grammar translation method
the audio-lingual method
the silent way
suggestopedia
community language learner
total physical response
the communicative approach

the relation between continuous assessment and examsSuggested answer:


Continuous assessment should normally support exams through:
- assessment strategies, techniques and instruments that are in current class use …
2p
- training teachers to use assessment methods and instruments … 2p
- using its results in exams, in whole or in part …6p
There are three possible models:
• the results of continuous assessment are only included in part in the final grade of
the exam;
• the results of continuous assessment are not included in the final grade of the
exam at all;
• the results of continuous assessment are included in whole in the final grade of the
exam.

Present and exemplify four strategies a teacher might use when faced with
students’ grammar errorswriting: 1) responding to Ss work in a form of a letter;
takes time but it more effective, than covering in red an entire draft, this is required
when the students re-do their work after the response
2) coding (the T establishes and uses a code in either the body of the text or on the
margins, this type of correction is less threatening, more helpful than random
comments; WO-wrong word order, WT-wrong tense; the students should be given
time to correct their mistakes when they receive their work back-they must know the
code)
speaking:
3) echoing-precise way to pinpoint the error DO the plane land?
4)hinting- hint to certain words referring to the rule they broke
oral feed -back : cum,cand ,ce greseli corectam . de exemplu,in speaking activities ,
nu -i oprim la fiecare greseala de gramatica,imp e daca ei reusesc sa indeplineasca
task ul , sa comunice eficient,etc ; se poate folosi si : self correction-peer corection-
teacher's correction

Revin cu niste minunatii de ex. de lead-in la diverse opere pe care le-am gasit
in foile mele de la cercuri pedagogice ca am multe. Acum chiar trebuie sa uati 10
macar ptr.
lead-in. The t. starts by setting the scene and stirs the ss' curiosity by showing
them an intriguing cover design and asks them to speculate about the book, its story
and mood. One which shows a sad-looking in black and white enclosed by a big red
letter A . The t. asks her ss to describe the: Is she simple or sophisticated? Is she
rich? Honest? Law-abiding?Affectionate? What could be the big red letter A signify:
adultery, able, Adam, America? Aici ghiciti voi.

alta opera; lead-in: The class is asked to relax, close their eyes, try to make a note
of what they feel , see, say, and so on.Ss are told that they are 11 years old again
and are asked questions like: What do you look like? What is your hair like? What do
you like doing? What are you interested in? Pause for mind painting.
Next the t. tells the ss to imagie they hae been dropped on a tropical island, from a
plane just before it crashed. They are alone. What are their first thoughts? What do
they do to start with? Next they are asked to write down their thoughts.
Ss are told to close their eyes and to imagine what things they see on the island,
they hear, touch, smell.

Another lead-in for another work: Before the ss arrive for their lessons, the t.
arranges the desks in 2 separate clusters.
When the ss arrive , the t. invites them to sit down without changing the
arrangements. What might the camps signify? Speculations is fed by informing the ss
that the classroom is a city and they are some of its inhabitants. The t tells them
they are separated by an ancient feud and the one camp is calle Montague and the
other Capulet. The city is Verona in Italy. The t. asks ss to brainstorm and discuss
possible causes of the feud. Si multe altele,dar nu mai pot sa scriu ca am obosit.
Sper sa va placa.

Harmer o shita in carte -basic methodological model for teaching productive


skills:
lead-in--->setting the task--->T monitors the task--->task feedback---
>task- related follow-up
Productive Skills:
1. lead-in: we engage Ss with the topic- we ask them what they know about a
certain subject
2. setting the task: T explains exactly what Ss are going to do; we may need to
demonstrate the activity in some way
3. T monitors the task: T goes round the class, listening to ss working and helping
them where they have difficulties
4. Task feedback: -after the activity finished- help ss to see how well they have
done, we will respond to the content of the task and not just the language the ss use
- T shows positive aspects of what they have achieved
5. Task -related follow-up
lead-in stage T. engage Ss with the topic then T sets the task, we explain exactli
what Ss have to do , we may need to demonstrate the activity . we make sure that
the Ss are given all the information they need to complete the task. we will monitor
the task by going round the class, listening the Ss working and helping them where
they are having difficulties. with writing task we may become actively involved in the
writing process. when the activity has finished we give the feedback. this is where
we may help Ss to see how well they have done, we wil show positive aspects of
what they have achieved and not concentrate solely on their failings. finally we may
move to the task related follow-up.

Harmer, ed a 4-a.
Receptive skills:
lead-in--->T directs comprehension task--->Ssread/listen for task--->T
directs feedback--->T directs text-related task
Lead-in: Here the students and the teacher prepare themselves for the task and
familiarise themselves with the topic of the reading or listening exercise. One of the
major reasons for this is to create expectations and arouse the students' interest in
the subject matter of the spoken or written text.
T directs comprehension task: Here the teacher makes sure that the students know
what they are going to do. Are they going to answer questions. fill in a chart,
complete a message pad or try and re-tell what they heard/saw? This is where the
teacher explains and directs the students' purpose for reading or listening.
SS listen/ read for task: The students then read or listen to a text to perform the
task the teacher has set.
T directs feedback: When the students have performed the task the teacher will help
students to see if they have completed the task successfully and will find out how
well they have done. This may follow a stage in which students check their answers
with each other first.
T directs text-related task: The teacher will then probably organise some kind of
follow-up task related to the text. Thus if the students have answered questions
about a letter the text-related task might be to answer that letter.

TEXT RELATED TASK/ACTIVITY

DEFINITION

Lead-in stage T. engage Ss with the topic then T sets the task, we explain exactly
what Ss have to do , we may need to demonstrate the activity . We make sure that
the Ss are given all the information they need to complete the task. we will monitor
the task by going round the class, listening the Ss working and helping them where
they are having difficulties. With writing task we may become actively involved in the
writing process. When the activity has finished we give the feedback. This is where
we may help Ss to see how well they have done; we will show positive aspects of
what they have achieved and not concentrate solely on their failings. Finally we may
move to the task related follow-up.

The teacher will then probably organize some kind of follow-up task related to the
text. Thus if the students have answered questions about a letter the text-related
task might be to answer that letter.

Eu m-am gandit la o solutie, nu stiu daca e buna, dar astept parerea voastra. Lolici a
scris:
Harmer, ed a 4-a.
Receptive skills:
lead-in--->T directs comprehension task--->Ssread/listen for task--->T directs
feedback--->T directs text-related task .....(de spus la fiecare cate putin, cum a scris
Lolici)

Si poate ar fi mai bine ca, in caz de plan de lectie, sa scriem acesti pasi inainte de a
face planul de lectie, ca sa se vada ca stim, dupa care sa facem (eu asa as face)
warm-up, pre-reading, while-reading, post-reading, homework
si ...daca ni se cere text-related task, sa scriem iar ce a scris Lolici, dupa care facem
o activitate, dar numai una (un interviu, un role-play, change the end of ...., ....ce
vreti voi acolo), dar am inteles de la alte fete ca specificau foarte scurt ce se facea la
lead-in, T directs comprehension task, ....., astfel incat corectorii sa stie cum am
ajuns noi la acest text-related task......

According to Vizental,there are 3 mains types of activities(text -related tasks):

1)pre-reading (warm-up):
*objective tasks,used to introduce new voc.( matching words with their definitions,fill
in the blanks,continuing sentences,correcting mistakes,...
sentences builders,re-arranging sent./paragraphs;create o story, describing
objects,process;guided description,...)
*predictions:Ss are asked to make pedictions concerning to the text to come, the
voc.to be used
*discussion
*brainstorming

2) While reading task the Ss to perform a task


(skimming,scanning,...)
3) After reading tasks are generally target at:
-assessing and enhancing the comprehension of the text
-practicing voc.& structures
-loking back at the text and interpreting its message
(summarize, comment...write...)
-expanding and personalizing the text

steps in devising summative test


knowing the syllabus and its objectives, in other words, what to test
- correlating the tasks/activities/items in the test with the syllabus
- ensuring reliability and validity
- test the test
consider the level
- consider the material taught
- decide on the type
- set the task, clear instructions
- set the marks/points
- check relevance, spelling, layout
PS. pentru unii: devise=a concepe, nu a da un test
formative si summative assessment harmer ed.4 pag 379
summative = achievement test...scrie in Vizental

Din harmer rezulta asa:

- formative assessment = diagnostic, achievement, progress tests, adica testele care


se fac pentru a vedea unde au probleme elevii si pt a corecta aceste probleme, sunt
de obicei while-learning tests

- summative assessment = placement, proficiency tests, adica testele echivalente cu


examene, care arata cunostintele elevilor raportate la obiectivele din curriculum,
sunt teste care evolueaza atat elevul cat si profesorul, ca de multe ori se discuta ca
un profesor e bun daca elevii lui/ei au note mari la bac, de ex.

Noi la exam am avut de scris despre summative ev., adica cum redactam examenele
alea mari, de sfarsit de liceu, generala, etc.
"When the cook tastes the soup, that’s formative assessment; when the customer
tastes the soup, that’s summative assessment"

Harmer, p. 379:

"Summative assessment is the kind of measurement that takes place to round things
off or make a one-off measurement. Such tests include the end-of-the-year tests
that students take or the big public exams which many students enter for"

si pe urmatoarea pagina: "many public examinations are proficiency tests of this


type"
si pentru ca placement e tot un fel de public exam, ca se da la admiterea in liceu,
concluzia e ca e tot summative; nu e folosit pentru a observa si rezolva problemele
pe care le are un elev.

pasii pe care treb sa ii urmam in proiectarea unui test sunt:

1. Determinarea tipului de test


2. Poiectarea matricei de specificatii
3. Definirea obiectivelor de evaluare
4. Construirea itemilor
5. Elaborarea schemei de notare
6. Pilotarea si revizuirea testelor precum si a schemei de notare
administrarea si feed-back-ul

avantaje groupwork

- communicative
- casual atmosphere
- co-operation
- life-like situations
- no stress of individual assessment

to solve a detective story in groups (the killer is among them, they are given parts of
characters)
stages: lead-in (have you ever watched/read...?), instruct (you will sit in groups of
6, you will solve a mystery...), initiate (off you go)
feedback: one student recounts
follow-up: you are a reporter, write an article about the murder

Based on the text from Subject 1. devise a 50-minute lesson plan at advanced level.
(i) specify the objectives and two skills you intend to focus on;
(ii) devise the activities by means of which you reach your objectives and specify the
estimated for each;
(iii) specify the strategies you intend to use;
(iiii) spefify the teacher's role and the results of the activities.

Devise a three-stage sequence activities to improve listening skills at advance level.


Eu l-as face cu pre -listening.while-listening,after-listening,dar nu prea stiu la pre-
listening ce sa scriu..(oare trebuie sa inventam noi un text pentru ,,listening,,?)

pentru acest subiect eu ma inspir din unul din manualele avute la dispozitie: Ex Going for
gold-presupun ca e destul de avansat. Si de aici ma uit la partile de listening cu
activitatile propuse, in general sunt activitati in 4-5 pasi si se face acelasi listening de 2,3
ori.
exemplu: A. Look at the photos and discuss these questions with a partner:
1 Where is Antarctica?
2.How would you describe Antarctica?
3.What animals do you associate with Antarctica?
4. Do you know how changes in Antarctica affect the world's climate?

B. You will hear four people talking about different aspects of Antarctica. First look at
the list of subjects(a-d) and the words in the box below. For each subject, which two
words do you expect to hear?
a
b
c
d

Box with 8 words connected to the four subjects

C.Listen and match each speaker with the correct subject in the list a-d.
Speaker1
Speaker2
Speaker3
Speaker4

D. Listen again and answer these questions:....7 questions.

Nu stiu daca m-am facut inteleasa cu acest exemplu, care nu imi apartine de fapt, e din
Going for Gold - aici, ca si in alte manuale la partea de listening ai o gramada de modele
de activitati in cursul carora, am mai zis, se face un listening de 2-3 ori, si se porneste de
la aceeasi pasi: creezi asteptari, faci listening, sarcina simpla pe listening, complici
sarcina iar faci listening si tot asa pe masura ce creste numarul de ascultari creste si
dificultatea taskurilor.

Explain the difference between formative and summative assessment. Refer to:
- objectives
- moments during learning
- instruments
- relevance for learning and teaching
Do not write more than 20 lines. (10 points)

Text related task....luat de pe AJUTOR ENGLEZA TITULARIZARE

Objectives
Interaction: T-SS, SS-SS
Materials: coursebook
Estimated time: 18 minutes
level: upper-intermediate

Stages:
PRE-READING: (3 min)
obj:
to get SS involved in the topic and raise expectations
to practice making predictions
to facilitate reading
Procedure:
T offers information about the fragment ( title of the book, author, contex)
T asks SS to predict what the text is about starting from the title
SS try to make several predictions
T asks SS to rhink of similar authors they studied in classroom/ heard about from diff
sources
SS answer (if not T helps them)

WHILE-READING (10 MIN)


obj:
to practice reading and scannig
to develop recognition and guided discovery
to facilitate interpretation
Procedure:
T asks SS to read the text and answer the following questions:
-----
----
---- Nu am inspiratie acum
SS read the text and try to answer the questions

POST-READING: (5 min)
obj:
to develop awareness and interpretation
to prepare SS for the follow-up and homework
Procedure:
T asks SS to imagine how MIss Havisham and Estella would influence Pip's life
T gives them 2 min to think
SS give their interpretations
At the and of the activity T makes a few comments on the SS performance. T takes notes
on SS performance.
T's role: ressorce, organiser, observer, assessor.

In education, realia are objects from real life used in classroom instruction by educators
to improve students' understanding of other cultures and real life situations. A teacher of
a foreign language often employs realia to strengthen students' associations between
words for everyday objects and the objects themselves. In many cases, these objects are
part of an instructional kit which includes a manual and is thus considered as being part
of a documentary whole by librarians.

''explain the concepts of lead-in and dwell on what you would do to arouse your
students' interest in this particular text?"

Lead-in = an initial stage of lesson planning, in which the teacher tries to raise the
students' interest in the topic to be presented. You cannot simply start teaching
something, because this way the lesson will be monotonous and the students won't
probably pay much attention to you.
During the lead-in stage teachers should try to introduce the topic little by little, without
specifically express it. Teachers should think of activities such as questions,
brainstorming, discussion... related to the topic.

lesson plan cu Tristram Shandy ce ati scrie la warm-up?


Care ar fi ideea principala a acestei opere,ca eu nu am prea inteles mare lucru din tot
ce am citit.

Pai probabil ai citit deja despre tehnicile folosite voi adauga doar cateva idei care poate te
vor ajuta:
-digression structures the whole novel
-the reader expects the straight line of the traditional narrative --but Sterne aims at
swerving the straight line
-historically speaking digressions are S's challenging response to the biographical form of
the 18th cent novel, which excluded everything irrelevant to the hero's oursuit of self-
perfection.
-in TS digression is no longer a matter of deviation, but is to be seen as a concentric
rotation around a fixed point, which is the desire to portray uncle's Toby's character.
SINCE THE CHARACTERS THEMSELVES ARE INCAPABLE OF CHANGE, IT IS
THE WRITING, THAT MUST MOVE, AND IT IS THIS METHOD OF UNFOLDING
CHARACTER THAT MAKES THE DIGRESSIVE TECHNIQUE PROGRESSIVE.
-characters circle like satellites but when they meet, they race off in opposite directions
-the machine of Sterne's writing is a perpetuum mobile of happenings.
-TS = the 1st novel to attack the substantialist concept of time - instead of time mastering
the narrator, he endeavours to master it.
the chronological time: the clock has stopped and now the consciousness has begun to
swing back and forth, according to inner rythms - the time doesn't have a linear
movement but it ceaselessly re-emerges from the past
T condenses a very long period of the past into a very short period of the present and
compares this temporal sandwich to a musical composition.
STERNE WRITES IN ORDER TO OBSERVE HIMSELF LIVING
EQUIVOCATION - if language is to be related to life it must be equivocal

STERNE LOOKS BACK TO RABELAIS AND FORWARD TO JOYCE.

Cam asta ti-am scris eu rapid din notitele mele. Ca sa fie si mai clar poti analiza in paralel
ce se intampla la Defoe si ce se intampla la Sterne:
Sterne: breaks all the rulles, even of punctuation, all suggestions of plot excluded ---thus,
despite the length of the book nobody gets anywhere, nothing really happens, the hero
doesn't succeed even in getting himself born until half-way through
-blank page with a marble design on it, collection of asterisks, a long piece of Latin with
the translation on the opposite page- anything is used to obstruct and mistify
YETcharacters emerge from the "story".

Eu la Sterne as insista pe rolul lui in evolutia literaturii - chiar daca opera in sine nu este
cine stie ce, TS este important pt ceea ce prefigureaza(Joyce).