Professional Documents
Culture Documents
- An integrated skills lesson allows for the practice of language in a way which is
closer to 'the real world' and assists inthe development of a full language user.
- Integrated lessons where one thing leads on to the other are more satisfying, less
bitty, for the learners.
- A lesson which integrates a number of skills has more variety.
- It gives an opportunity for a topic to be fully explored and for vocabulary
connected to the topic to be practised and recycled.
- Because one context or one text can be used for another activity the teacher does
not have to spend time setting up something new.
Question 2: Present three techniques of teaching vocabulary and give
example?
Ostensive means
Pictures
Objects that are not easily carried or which are unavailable can be represented pictorially.
You will be collecting useful pictures from magazines as a matter of course, but often
you will not have the one you need, or the one you have may contain too many
unnecessary details. For presentation purposes, simple pictures are better because the
focus is clearer and the meaning is less ambiguous. Use the blackboard to make rapid
sketches of simple things such as a tyre, a cabin or a cat. It takes more time to draw more
complex items such as a telephone, a zebra, a skyscraper or the beach. These should be
drawn at home on a flashcard, using a thick felt tip pen and a large sheet of paper.
Abstract concepts such as last week, tomorrow, late or early can be conveyed by use of a
cardboard clock and a calendar. Use your imagination and you will be surprised at what
you can contrive visually to help the students to understand
Verbal definition
Word sets
Word sets are groups or related words, such as child, boy, girl, infant, youngster,
teenager. You can use the words in a set that the students already know in order to
introduce new related words. A concept such as clothing can easily be conveyed by
giving different examples of items of clothing. The same would apply to other general
words of that sort (transport, furniture, vegetables). You can work in reverse to present a
more specific word. For example, to present the word canary, you would start from the
already known concept of bird.
Scales
You can show the meaning of some types of words by sequencing them along, scale
between two antonyms. For example, between the extremes of horrible and wonderful we
might have nasty, unpleasant, pleasant and nice, in that order. Temperatures of bath water
run along a scale from cold to hot, through lukewarm tepid, warm and scalding. To
introduce a new word into such a set, just indicate its place on the scale.
Imagine that you have to present the words rarely and frequently. Begin by putting the
two antonyms never and always on the blackboard. Then you car elicit other adverbs of
frequency that the students already know. The board might then look something like the
following:
0% 100%
never sometimes often generally always
Buying quantities of food Count and un-count no
Talking with a bank manager exponents of advice
a husband and wife arguing about a minor car accident he has just had should/shouldn't have
Textbooks, videos or tape can often provide ready made situational contexts, but
when these are unavailable or unsuitable for any reason; teacher can devise their
own by building on the classroom situation, the outside world or the inside world
of shared imagination.
Linguistic context: is the language surrounding a particular piece of language.
E.g There is/are boy/boys …
Boys and a girl is/are …………
Feed back
provide teachers with the opportunity for checking just this.
Types of activity
role-plays
They will receive a model of the new language at the practice stage but at the production
stage they will have to create the new language themselves.
Role play
Passenger
You want to go to New York but you don't know the times of the trains, the prices of
tickets or how long the journey takes. Find out all this information from the station
clerk.
Station Clerk
You are a clerk at Boston station. You have to answer all the questions about
travelling that people ask you.
Discourse Chain
Man Clerk
Greet and ask about
time of train to X.
Reply
Find out the price
of a single ticket.
Reply
Find out how long
the journey takes.
Reply
Thank and
say goodbye
Say goodbye
discussions
communication-gap activities
games.
Instructions
It is clear from these examples that the type of guidance given to the students at the
production stage focuses more on giving information about a situation and the roles
within it than on providing language.
Atmosphere
The atmosphere appropriate for a good production stage is clearly going to be both
relaxed and purposeful, so that students feel confident enough to try out the new language
and have a reason for and interest in communicating and using this language.
They can organize concrete tasks clearly so that students feel no doubts or uncertainties
about what is required of them or their ability to carry out the tasks-
Correction
To be able to keep out of the limelight, teachers need to have a particular attitude to the
students' mistakes, for mistakes there will often be. They must learn to stand back, and let
the students correct their own and one another's mistakes. Should they notice that
mistakes are really impeding communication, they may choose to intervene if the
students' discomfort is evident or if a student asks for help.
Question 7 : What are the step for teaching grammar ? Give an example or
explanation
Step 1: Presentation
Introducing tenses
- Provide an example of the structure in context.
- Draw their attention to the specific structure by eliciting an example of the
structure by a question or a prompt.
Step 2: Explanation
1. Briefly explain the form
2. Give similar examples of the same structure
- Explain only the rules at the level of students knowledge.
- Short and simple explanations.
- Use pictures, diagrams, graphs to show what the grammar means.
- Use native language to explain the rules, but use English to practice them.
Step 3: Practice
1. Ask students to perform a controlled exercise to practice using the structure.
2. Introduce an activity which let students communicate using the structure.
Q8. What are the techniques used in pre- listening ?
Open-prediction
The teacher doesn't give the students any statements, only sets the scene and gets students
to predict some of the things they think they will hear the text.
Ordering
The teacher gives students jumbled statements or pictures on the board. Students must
discuss in pairs/groups and predict the correct order.
Pre-questions
The teacher puts a few pre-questions on the board: one pre-question for each main point
in the listening text. Students read and think about the pre-questions. students don't have
to guess or predict the answers if they don't want to. After the first listening they answer
the questions
Question 9: What are the principles for teaching listening?
1. Use authentic (real) texts
and present them as naturally and realistically as possible. Real language texts
are important because they:
- allow background noise or interruptions, which are normal
- use different voice types and accents.
- avoid out- of- context words.
2. Include a variety of types of texts. These can include:
- conversations/dialogues
- humor (jokes)
- lectures
- news (TV or radio) broadcasts
- songs
- narratives (stories)
3. Use primarily meaning-
based tasks. Listeners must not only hear sounds; they must understand meaning.
An example of a task which is not meaning- based:
Which word do you hear?
a. dog b. tog
An example of a task which is meaning- based:
Circle the definition for the word you hear:
a. a small animal that lives With people
b. the trunk of a tree cut down.
4. State a specific purpose for listening tasks. The task should be designed to practice one
or more of the different sub-skills.
Before a task begins, tell the students what the purpose is. You can do this by writing a
question or questions on the blackboard:
7. Usually it is best to listen to texts more than once, if the text is repeated, each time with
a different focus, this will help the students to understand more fully.
Summarizing - This is like skimming because it relates to the main idea of the passage.
But, it asks the students to rind what in the text is most important, more significant and
less significant. A summary should only include important information. Tell the students
how long the summary should be (i. e. about 25 words, 50- 75 words, etc.).
Strip Stories (or Ordering Exercises) - Using a story the students can understand,
jumble up the order of sentences and ask the students to put them in the right order by
assigning them the correct number- (This can also be done by cutting the story into
segments and having them place the sentences in the correct order.)
Example of a Strip Story:
Directions: Using the numbers 1- 8, put the following sentences in order.
- We finally landed in Washington's Dulles International Airport in the Virginia
countryside
- Then I had to find a place to park my car.
- Flying to another city can be complicated.
- After parking I first flew to Minneapolis.
- First I had to drive to Denver.
- At last I was able to rent a car and drive into the city and visit my brother- in- law.
- For instance, last year I went to Washington. D.C, to visit my brother-in-law.
- While there, I changed to another plane.
Cloze - Give the students an appropriate text after they read it, give them the same or a
similar passage with some words taken out. Have them fill "in the blanks with acceptable
words. Especially at the lower levels giving the students a list of words to choose from is
helpful.
Conditions:
-Pay attention’s learner to language features
-The learners should process the language features in deep and thoughtful ways.
-There should be opportunities to give spaced, repeated attention to the same features.
- The features that are focused on should be simple and not dependent on
developmental knowledge.
- Features that are studied in the language-focused learning strand should occur in
other three strands.
*Conditions:
- All of what the learners are listening to, reading, speaking or writing is largely familiar
to them. That is, there are no unfamiliar language, or largely unfamiliar content or
discourse features.
- The learners’ focus is on receiving or conveying meaning.
- There is some pressure or encouragement to perform at a faster than usual speed.
There is a large amount of input or output.
Question 14. principles in writing teaching:
1. Emphasize that writing is a means to communicate meaning, about oneself and
the real world. It is not just using a grammatical structure correctly –or writing
with clear penmanship.
2. Start with controlled activities and later ask the students to communicate more freely.
(For controlled, directed, and free exercises and activities)
3. Early in the course, have the students write about concrete subjects. These
include physical descriptions of people and places and tangible topics like food,
animals, school, and home.
*Ex: describe the appearance of a person, or a house, a school, a pet (familiar &
concrete)
4. Practice the use of basic action words and language functions early in the course.
These include words like eat, sleep, study, walk, run and drive and functions like
introducing, describing, giving information, and asking questions. Later add more
difficult verbs and functions. As the students', writing ability progresses, they can
practice writing about more abstract things like ideas, opinions, and feelings.
*Ex: At the first stage of the course, give students simple topics: “Describe …”. Later,
ask them to write abstract topics like “What is your opinion about…?”
5. Whenever possible, relate the writing assignments to the speaking topics from class.
This will help to integrate the skill areas and give the students additional practice with the
same functions, vocabulary, and structures-
Ex: If the topic in Speaking class is “Culture”, with the main language function is
describing, teachers should give relating writing topic: “Describe your country traditional
culture.”
6. Expect the level of writing to be higher than the level of speaking. Because students
have more time to communicate clearly when writing than when speaking, the standard
of correctness should be higher. This includes appropriate use of words and correct use of
grammar. This does not mean the students should write perfectly, but it does mean they
should be more careful.
Ex: -In speaking, if a student says : “I bought two pen yesterday”, it can be accepted,
cause one of the speaking criteria is “fluency”, students should not always stop to think
about grammar. As long as the listener understands what is being said, some small
mistake is not serious.
-On the other hand, if the sentence “I bought two pen yesterday” appears in a
writing, things wouldn’t go that way. Using singular and plural form is a basic grammar
point, so it should be corrected.
7. Provide an audience broader than just the teacher. Whenever writing, the writer should
be aware of who the reader is. The teacher should always specify who the "audience" or
reader is. Do this by making statements such as:
Write this story for your classmates.
Write this letter to an American child.
Write this composition for your mother.
Write this note to your best friend.
We write differently, depending on whom we are writing to it is not natural to always
write for the teacher, so other people should be included as readers.
8. State a purpose for the assignment. Your writing assignment should answer the
question, "Why am I writing this?" Give your students a purpose so they know why they
are writing:
"These are directions to your apartment for a new friend".
"This is a letter to your cousin."
“This is a thank- you note to your father”.
"Imagine these are advertisements for the newspaper."
Also, if you have your students write a letter to a friend or a story for their parents,
encourage them to give it to the friend or parents. This is more natural use of language.
9. Provide several kinds of feedback- Sometimes speak directly to your students about
their writing. Other times write comments to them on their papers. Other times let their
fellow students read and comment on their papers. The feedback should be specific and
related to what has been taught. Also, the feedback should not be overly negative.
Always try to find positive encouragement and compliments to tell writers. This will
balance the corrections and criticisms.
10 As in speaking, provide topics of interest for the students to write about .Motivation is
important for language learners and interesting topics increase motivation. Ask your
students what kind of topics they would like to write about.
*Ex: Teachers can ask their students to write about their idols, their hobbies or favorite
TV shows-which really attracts them.
1. Write comments that help your students focus on meaning and communication
rather than just form and grammar. Here are some examples or meaning - and form
- based comments:
3- Write notes in the margins of the paper, and write a sentence or short paragraph
at the end of the paper summarizing your marginal comments.
4. ALWAYS find something positive to say about the paper, and make it specific
(e.g. nice introduction, good description, interesting idea, etc.)
5. Rather than giving too much advice, ask questions (e.g. Can you explain this
more? Has this ever happened to you? What about the rest of the story?
Isn't there more?).
6. Don't correct student's errors for them, just identify the errors and let the
students try to correct them themselves.
Examples:
His mother (cook ) good food,
My (further) married my mother 15 years ago-
7. Use regular correction symbols and teach them to your students (preferably just
before you hand back their first composition).
Ex: +We are panting the house.
sp
+ My sister come home late last night.
vt
8. Catch some of the errors but don't worry about catching them all. If an error is
too complicated to explain, just correct it or ignore it.
9. Return the papers as soon as possible, preferably by the next class period. The
longer you keep them, the less valuable your feedback is.
10. When you give back the papers, give the students time in class to read your
comments. It takes time to write feedback for your students- They should take time
to read your feedback.