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ENGLISH VIA PROFESSIONALLY ORIENTED TASKS FOR FUTURE TEACHERS (A CASE STUDY)

Авторы:
Город:
Москва
ВУЗ:
Дата:
08 февраля 2016г.

Nowadays teaching English to adults is an urgent and challenging task. In Russia all university students learn a foreign language, for the majority it is English. This paper presents two lesson plans targeted at intending foreign language teachers.

Lesson Plan 1

A.   Students:

Age: 21-23, graduate students with B2 level. The students’ major is Teaching English as a Foreign Language to Russian schoolchildren. They have been learning the language for four years at the Teachers’ Training University.

B.   Lesson Background:

The topic of the semin.ar "Modern Trends in Teaching English".

A week ago students got a manual on how to make an efficient PowerPoint Presentation. They have also finished the topic about teaching in their textbooks and discussed a number of topics for the oral exam. Now they have one topic left "CURRENT TRENDS IN TEACHING ENGLISH". They have also brought pictures that demonstrate how they give lessons in schools (part of apprenticeship).

The objectives of the lesson are:

-   to facilitate vocabulary skills,

-   to improve oral presentation skills,

-   to master professional skills in terms of current trends in teaching English The outcome: after the lesson the students will learn:

1)    to evaluate authentic materials and realia and use them for their needs,

2)    to cooperate and collaborate with other students to achieve a particular result;

3)    to evaluate and transform information of professional value.

Materials: objects or realia: students bring pictures from the lessons that they conduct in schools. An assessment chart for both peer evaluation and providing the teacher's feedback.


Authentic materials:

Spratt, Mary; Pulverness, Alan; Williams, Melanie. The TKT Course. Cambridge University Press for Cambridge Esol TKT. – 2002. – 193 p.

Website       with       teaching      resources:       http://www.teachingenglish.org.uk/?utm_source=te_medium=header- tab&utm_campaign=teachingenglish

A fragment of the comedy "Mind your language" (http://www.youtube.com/results?search_query=min.d+your+language)

The class lasts 60 minutes.

1.   Teacher suggests watching a British TV series "Mind Your Language" where there is an episode of the English class for adults which takes place in the 70-s. Asks students what has changed about teaching the language so far.

Then the teacher puts the students' pictures and asks to find similarities and differences between the modern situation and the one in the episode.

Approximate time needed 10 min.

2.    Teacher explains the objectives of the class that is to make a PPT presentation dedicated to current trends in teaching English. Then the teacher distributes cards (12 items) with various subtopics (teaching writing 3 items/teaching reading 3 items/teaching listening 3 items/teaching speaking 3 items)

Students stand up and figure out their fellow mates (find identical topics) and arrange workplaces for a group of 3. So, in the end, we have 4 groups of 3 students united under a particular topic.

Approximate time needed 5 min.

3.   Teacher explains that now students use resources and following a plan of presentation they studied at home try to find information and make up a presentation to cover the main trends in the language skills they are working at. Teacher mentions the kеy necessity to delegate tasks. Teacher monitors the process. In the course of the group discussion teacher takes down some notes and provides feedback to avoid mistakes in the final stage of making a PowerPoint Presentation.

Students open books and go online – they delegate the tasks within the group. Approximate time needed 20 min.

4.   Teacher asks students for feedback. Each group presents their trends. Peer-evaluation takes place. Teacher also fills in the chart for each group.

Students report on their presentations. Time limit is 4 min. for each group. Approximate time 20 min.

5.   Teacher asks students to finish their presentations at home and summerises the results. The best group is graded the highest mark.

Students submit presentations at the next class. Therefore they contribute to the collection of materials which aim

at exam preparation.

Approximate time needed 5 min.

Peer-evaluation helps to concentrate on such targets as the structure, vocabulary skills, timing, etc. Lesson Plan 2

A.   Students and Setting:

Students: The students are future teachers with English as their major. Age: 20 – 22, level: upper-intermediate to advanced.

Setting: That is a university classroom. There are 10 students. The class meets weekly for 1,5 hours. That is NOT their only lesson of English a week. The group has 5 – 6 English lessons a week with different teachers.

B.   Lesson Background:

That is one of the final lessons of the year. The students have just finished their work on the textbook, so they have a very good understanding of its principle. The textbook (see Sources) is devoted to the English used in mass media and is based on the corpus linguistics.

C.   Learning Objectives/Expected Results: The objectives include:

-   practice of work with newspaper texts (scanning and skimming)

-practice of finding key words on the topic and choosing the most suitable ones for the exercises (critical thinking)

-experience of making their own exercises (creative thinking)

-working in a small group and cooperating with other students

D.    Materials and Sources:

Materials: Materials: newspaper articles on topics "Education" and "Modern technology" (2 – 3 articles on each topic), dictionaries.




Sources: www.Bbc.com www.Independent.org

Mascull, Bill. Key Words in the Media. Collins Educational. – 1995. – 256 p.

E.   Procedures / Timing:

 

 

Teacher does/says .. .

Students do/say . . .

needed

Approximate

time

Hello! Today we are going

to make our own set of exercises just as the ones we had in the text book. We work in two groups of 5 people.

 

The first group will consist of …

The second group will consist of … (comment – the groups are divided by the level of the English command)

Divide into groups, change seats

3 min.

(Gives out the articles)

So, group 1 gets the topic "Education", and group 2  "Modern Technology".

First of all, you scan the articles and in 15 minutes get ready to present the lists of key words from them (approx  15 words) with  their definitions

Listen to the instructions

Scan the article

Write out the words (2 students)

Look for the definitions (3 students from each group)

16 min.

So     group     1,     you     are

welcome

Thanks, now please, group 2 (While listening to the lists

and definition takes notes of phonetic mistakes. After the presentation asks the whole group to repeat the problem words together)

1 student from each group presents

the words

7 min.

And       now       the               most

interesting part. You are to make the exercises of your own and to explain why you have chosen these very types of exercises. You have got 20 minutes for that. The task is to make up 3 exercises

Listen to the instructions.

Make up the exercises (4 students in each group work in pairs, one student works separately)

21 min.

And now let’s have a look at

what you’ve done.

Each group presents their exercises

6 min.

Now, please, group 1, what

did you like most in the exercises of group 2? What would you like to improve?

Group 2, how would you comment on the first group’s work?

Comment on each other’s work (peer

assessment)

4 min.

So I would like to say that

4 min.



 

both groups have done a good job. I

would like to point out such bright ideas as...

The most difficult part evidently was.... So pay more attention to it in the future.

Saying good-bye

Saying good-bye

2 min.

 

F.   Learner Feedback/Formative Assessment:

Stage 1 of assessment includes delayed assessment of phonetics while the students present the words. Choosing the delayed assessment I don’t interrupt the presentation still I can prevent future mistakes.

Stage 2 is peer assessment when students comment on each other’s project. That stimulates their critical thinking and gives a fresh view of the task.

Stage 3 is delayed assessment of the projects where I point out both strong and weak points of the work showing what good job is done and what is to be done.

As we can observe while training future teachers it is important to introduce professionally oriented tasks.

 

 

List of references

1.      Spratt, Mary; Pulverness, Alan; Williams, Melanie. The TKT Course. Cambridge University Press for Cambridge Esol TKT. – 2002. – 193 p.

2.      Mascull, Bill. Key Words in the Media. Collins Educational. – 1995. – 256 p.

3.      Teaching   resources:   http://www.teachingenglish.org.uk/?utm_source=te_medium=header- tab&utm_campaign=teachingenglish