Documente Academic
Documente Profesional
Documente Cultură
COPERTA CURSULUI:
c. The methodology of formulating the operational objectives. The taxonomy of the objectives and
their level of analysis Conditions and procedures for defining operational objectives
d. Projecting didactic activities: the meaning of projecting a didactic activity, procedures which
ensure the efficiency of the didactic projecting. Elaboration of the documents referring to the
curricular projecting: annual planning on units, the project of a unit, the didactic project for learning
and teaching lesson.
e. The configuration of the structure of the lessons using didactic methods and principles The main
types of the lessons. Application: sustaining an English lesson for training on a chosen theme.
3. Techniques of Vocabulary Teaching and Learning Involved in Learning and Teaching Strategies
b. The elaboration of a lesson structure through at least two training strategies.
b. Traditional and alternative methods and techniques for evaluation. Evaluation organizing forms (at
the level of the students activity and at the level of the training process)
4. Learning and Teaching Strategies Involved in Assimilation of New Grammar Structures
a. Microsoft Office Notions Didactic projecting of the educational soft; concrete example for one
chapter, for English language discipline (Microsoft Word, a presentation in Power Point)
b. A 5 slides presentation of some schema, images for an English lesson on a chosen theme.
5. Learning and Teaching Strategies Involved in Reading Approaches
6. Learning and Teaching Strategies Involved in English Speaking Activities
7. Learning and Teaching Strategies Involved in Correcting and Marking, Feedback in Writing
Activities
8. Learning and Teaching Strategies Involved in Teaching English Pronunciation
a. The Role of the Foreign language department and of the phonetic laboratory in the system of
didactic activity.
b. The peculiar didactic activities in the Foreign language laboratory. c. The managerial role of the
Foreign language department.
9. Learning and Teaching Strategies Involved in Evaluation, Assessment and Testing
a. Creative and innovative approaches in teaching English language
b. The general context of the innovative approaches in teaching English language.
c. The theoretical and methodological coordinates of the modernizing English language teaching
d. The new It technologies and the modernizing of the English language teaching.
10. The Role of Tests in the Evaluation of the Students Competences and Performances
a. The evaluation and the construction of the assessment instruments and the utilization of the
students results.
b. The elaboration of a formative test.
c. Types of items.
d. The utilization and the analysis of the results of the evaluation tests.
e. The evaluation of the students results on English class and the evaluation of the didactic
activity that leads to the obtaining of those results.
f. The methodology of elaborating of docimologic tests using the types of items; application on
English learning and teaching activities following the areas and curriculum objectives (i.e. obiectivecadru, obiective de referin;) specific and general competences and the operational objectives
formulated.
Bibliography (optional):
2. Doff, Adrian 1988 Teach English. A Training Course for
Teachers, Cambridge University Press.
3. Richards, J and T. Rodgers Approaches and Methods in
Language Teaching, Cambridge, Cambridge University Press
4. Stevich, E. 1982 Teaching and Learning Languages (CUP)
B. Take notes after reading these books.
C. Retell the contents of the books and articles:
Answer the following sentences from your
Answers in:
experience as a student
1.
Harmer, Jeremy 1991 The
1. How important do you think the following
Practice of English Language
are in the process of teaching: room?
Teaching, Longman
seating?
the voice of the teacher?
the position of the teacher?
the eye-contact?
the teacher personal involvement and
interest?
the blackboard and the visuals?
2.Do you like the teacher to correct you?
3.Is it necessary to correct a mistake in oral
work?
4.What is the result of over-correction?
5. What is the result of under-correction?
6. Is the teacher an organizer or a
communicator of knowledge?
D. READING AND UNDERSTANDING:
Teaching English as a foreign language to speakers of Romanian has the
following aims:
- to provide a needed theoretical background for TEFL;
- to familiarize students with concepts and meta-language generally used in
the field of English language teaching;
- to suggest some ways of planning and carrying out EFL class activities.
CONTENTS:
Bibliography (optional):
5. Doff, Adrian 1988 Teach English. A Training Course
for Teachers, Cambridge University Press.
6. Richards, J and T. Rodgers Approaches and Methods
in Language Teaching, Cambridge, Cambridge
University Press
7. Stevich, E. 1982 Teaching and Learning Languages
(CUP)
The answers
are included
in
3, 4.7
3, 4
3, 4
3, 4, 5
3, 4
3, 4
3, 4, 7
3, 4
3, 4
3, 4
3, 4
3, 4
1
1
1
1, 3, 7
1,3, 7
1,3, 7
1,3, 7
speaker s/he will use, most probably, his or her variety of English as a model.
But, what about the non-native speakers, who are teachers of English? We
share the opinion of those who uphold the idea of choosing a variety from the
inner circle provided it is understood by most English speaking people!
This will not apply when local varieties of English [e.g. Singaporean,
Creole, pidgin, etc.] are both necessary and desirable. But, methodologically
speaking, since learning foreign English is neither easy nor rewarding all the
time, teachers should, at least at the beginner level, keep strictly to one and
only one variety of English. From our experience as both learners and
teachers of English it seems to be clear that, at least, at the beginner level, we
should be as unconfusing as possible about what we mean by teaching a
foreign language.
General English or English for Specific Purpose (ESP)?
Another issue concerning the language variety has to do with whether
the English to be taught will be general or specific. General English or all
purpose English is taught in courses which usually offer a blend of language
skills and topics are selected from a wide range of sources taking into account
the student interest and engagement rather than some specific need. In fact,
students are taught to communicate on a general social level and to cope with
the normal texts educated language users might experience outside their
professional lives. The decision to teach General English is made when it is
known why or when students will need English in the future and, then, they
are given language with the broadest range of use possible.
English for Specific Purposes (ESP) is taught to students who have a
clear reason for learning English. There are several branches of ESP such as:
English for Academic Purposes [EAP] the emphasis is on writing academic
essays, taking notes, functioning in seminars, etc; - English for Science and
Technology [EST] i.e. the type of language needed by scientists and
engineers; English for Occupational Purposes [EOP] the language of air
control, cooking, tourist industry a.o. where a specialized vocabulary has to be
acquired and peculiar types of language interactions should be well
understood and effectively performed; -Business English- the kind of language
used in the world commerce. We do share the opinion of those
methodologists who deem ESP as an approach to foreign language teaching
rather than a distinct English variety.
Jean
Piaget
(1896-1980),
(Swiss
psychologist, best known for his pioneering
CONTENTS:
Bibliography (optional):
5. Carter, R. and Maccarthy, M. 1998 Vocabulary and Language
Teaching, Longman
6. Ellis, G. Brewster, J. 1991 The Storytelling, Handbook for
Primary Teachers, Penguin Books
7. Morgan, J Rinvolucri, M. 1986 Vocabulary (OUP)
8. Gairns, R. Redman, S. 1986 Working with words (CUP)
3
5,6.7.8
3,4,5,6.7.8
1,2,3,4,5,6.7.8
4,5,6.7.8
(1) physiological;
Bibliography (optional):
5. Rinvolucri, M. 1986 Grammar Games, Cambridge University
Press
6. Ur, P. 1988 Grammar Practice Activities. A Practical Guide for
Teachers, Cambridge University Press
7. Wajnryb, R. 1994 Grammar Dictation, Oxford University Press
1,2,3,4
3,4,
1,2,3,4,5,6,7
4,5,6,7
5,6,7
4
7
3,4
funds. But all of this is less important than the emotional atmosphere that
teachers should create. In our opinion, a learning environment should
contribute mainly to the enhancement of each and every students self-esteem
and autonomy. The teachers rapport with the students is rather critical in this
country at the moment, but it is not a characteristic feature of the educational
system, only!
Since we know what to teach and whom to teach the next point is
how to teach or Approaches or Methods, Procedures. An approach is, in
fact, a theory of the nature of language and of language learning. Taking an
approach as a theoretical basis, one or several methods can be designed.
Generally, a method designer will establish: general and specific objectives, a
syllabus model, types of teaching and learning activities, teacher roles, and
role of the instructional materials.
Procedure- It seems to gradually agreed that in FL teaching there are
three main stages, namely: presentation, practice and production (PPP).
Lately, the PPP has come under a sustained attack because it is clearly
teacher-centered, it only describes one kind of lesson, it reflects neither the
nature of language nor the nature of learning, etc. Alternatives have been
suggested such as the deep end strategy, ARC [Authentic use, Restricted
use, Clarification], OHE [Observe, Hypotheses, Experiment], III [Illustration,
Interaction, Induction], Esa [Engage, Study, Activate], Patchwork lessons in
which a variety of such sequences may be followed. In fact, all these models
require flexibility in the planning and performing the teaching and learning
process.
Presentation stage- a model of presentation might be the following:
Lead-in Elicitation Explanation Accurate reproduction
immediate creativity
But, in practice, we often recognize the following:
a language teacher needs to present new material in order to extend learners'
mastery of the language. Generally, this is done through texts, activities and
situations. Irrespective of the adopted procedure, the presentation should be
economical, because understanding is only part of the learning process, and
effective, otherwise learners will not know what to practice later in the lesson.
Practice stage- after the presentation of new language items has been
done in meaningful contexts, and some imitation and repetition have been
carried out during 'accurate reproduction' students should be given
opportunities to practice the new language. This practice can be oral or writing
practice.
There are many techniques used for practicing the new language, from
among which the following seem to be the commonest:
chorus work- a technique that requires a number of students to speak in
unison;
reading aloud as a practice technique;
drills- they are a step forward from mere imitation. Students produce
correct sentences; thus they gain confidence and fluency.
Production stage- students are supposed to use the foreign language as
means to an end. Students should be forced to retrieve the English that they
have in there and develop strategies for communication.
The roles of the teacher- are proscribed by the method s/he adopts. A teacher
may be:
an organizer- the teacher tells the students what they are going to
do, gives them instructions about the task, shows or demonstrates how it
should be done, gets the activity going, organizes feedback, gives a follow-up,
task-related homework;
assessor- it is the responsibility of the teacher to assess his or her
students' work. An error is made when the student does not know the rule. A
distinction has to be made between correction and feedback. Students'
mistakes are corrected on the spot during accurate reproduction or guided
practice drills when we insist on students ' repeating or saying the sound,
Normative or
prescriptive
grammar
Historical grammar
Comparative
grmmar
Transformationalgenerative
grammarians
Specialists
called
transformational-generative
grammarians, such as the American linguistic
scholar Noam Chomsky, approach grammar quite
differentlyas a theory of language. By language,
these scholars mean the knowledge human beings
have that allows them to acquire any language.
Such a grammar is a kind of universal grammar, an
analysis of the principles underlying all the various
human grammars.
CONTENTS:
Bibliography:
1. www.edu.ro programele de limba englez n vigoare pentru
nvmntul primar, gimnazial i liceal
2. manualele de limba englez aprobate de MEdC
3. Harmer, Jeremy 1991 The Practice of English Language
Teaching, Longman
4. Bartram, M. Parry, A. 1989 Reading Skills, Penguin Elementary
X.
Bibliography (optional):
5. Doff, A. 1994 Teach English, A Training Course for Teachers,
CUP
6. Greenall, S. Pye, D. 1995 Reading 2, Cambridge University Press
7. Tomlison, B. Ellis, R. 1994 Reading, Elementary, Intermediate,
Upper Intermediate, Series Editor: Allan Maley, Oxford
Supplementary Skills
articulator description;
comparison with the nearest sound in Romanian.
As regards the difficulty in acquisition of English sounds by speakers of
Romanian, they fall into three categories:
the most difficult for the Romanian learners are the English
sounds which have certain features in common with the corresponding
sounds in the native language, being however articulated in a different
manner. In this case imitation should be associated with description and
comparison;
the second group contains English sounds which are not found in
standard Romanian. In learning these sounds the most effective techniques
are imitation and description;
the third group includes the sounds which are identical or almost
identical in both languages. As a rule, these sounds do not pose special
difficulties to us.
F. KEY TERMS
Reading
Assessment
Reading
(activity)
Readability
Reading skills
CONTENTS:
Bibliography (optional):
5. Doff, A. 1994 Teach English, A Training Course for Teachers,
CUP
6. Littlewood, W. 1994 Foreign and Second Language Learning,
(CUP)
7. Scott, W. and Ytreberg, L. 1990 Teaching English to Children,
Longman
8. Kelly, J (2000) How to Teach Pronunciation, Pearson Education
Ltd. (BC).
9. Bygate, M. (1987) Speaking, OUP,(BC).
10. Byrne, D. (1986) Teaching Oral English, (BC).
1,2,3,4,5,6,7,8,9,10
1,2,3,4,5,6,7,8,9,10
1,2,3,4,5,6,7,8,9,10
1,2,3,4,5,6,7,8,9,10
1,2,3,4,5,6,7,8,9,10
1,2,3,4,5,6,7,8,9,10
threshold level for a foreign language learner. It has been also found out that
the 2,000 most frequent words in English would provide a reader with nearly
nine out of every ten words used in most written texts. It has been calculated
that the most frequent 100 words in English make up fifty percent of most
texts. But the majority of these 100 high frequency words are grammar or
function words. Then, the ten frequent words in written are: the, to, of, a, and,
in, I, was, for, that.
Another principle that has been used in the selection of vocabulary is
that of coverage. The decision about what vocabulary to teach will be
influenced by the information about frequency and use, but this will be
assessed in the light of topic, function, structure, teach ability, needs and
wants.
From a teachers point of view, knowing a word means to know its
meaning, use, formation, grammar.
Meaning- the first thing to realize about words is that they usually have
more than one meaning and a particular meaning of a word is given by the
context in which they occur. At the same time, words have meanings in
relation to other words (synonyms, hyponyms, antonyms, etc); therefore, we
should also teach about word sense relations.
Use- word meaning can be changed, i.e. stretched or limited through the
use of metaphor, idiom, etc. Word use is governed by collocation, that is
which words go with each other [e.g. to make, and to do collocations]. Style
and register also govern use.
Concluding, learners need to recognize neutral and metaphorical use
of language, to know how words collocate and to realize in what stylistic and
topical contexts, words and expressions occur.
Word formation- words change their shape and their grammatical value,
too. Thus, word-formation means knowing how words are written, spoken, and
knowing how they can change their form.
Word grammar- knowing what part of speech a word is means to know
how to use that word. Without this knowledge, one cannot really say that s/he
knows vocabulary items such as furniture, look up, vegetable, be aware
of, etc.
In teaching and learning vocabulary, one should be aware of the fact that
everyone is usually able to recognize many more words than can produce,
that there is a difference between productive and receptive vocabulary. The
former term refers to vocabulary one is able to use- i.e. to pronounce it or
spell it, to use it the correct grammatical form, use the right words collocating
with it, a.s.o.- whilst the latter refers to words which one recognizes when
s/he meets them but which s/he is not able to use it productively.
E. TESTS FOR SELF-EVALUATION:
1) A in teaching vocabulary is to teach more concrete words
at lower level and gradually passing to more abstract ones.
Answer 1: general principle
2) Another . in teaching .. is to start with words like table, pen
because these represented objects that are in front of the learners and thus
easily explained.
Answer 2: method, vocabulary
3) ., a general principle in teaching vocabulary, consists in teaching fist
the words which are more commonly used.
Answer 3: Frequency
Rhetoric
(Eloquence
of
Speaking)
CONTENTS:
1,2,3,6
3,4,5,6,7
3,4,5,7
discovery techniques
translation
real things
pictures
mime
actions and\ or gestures
definitions
situations
explanations
enumerations
contrasts
Answer 6: 7 (seven), 12 (twelve)
7) Another way to help learners with vocabulary is to teach them
.. (affixation, compounding, conversion)
Answer 7: word formation
8) A.. .. is a book where one looks up a word to see what meaning
it has, have it used, and the way in which is spelled and pronounced.
Answer 8: reference dictionary
9) A MLD means a..
Answer 9: monolingual dictionary
10) In order to teach vocabulary, the teacher should encourage the learners to
build up their own dictionaries either as the classical or as cards that
can be organized in may ways.
Answer 10: vocabulary notebooks
F. KEY TERMS
field of psychology concerned with the development,
Educational
learning, and behavior of children and young people as
Psychology
students in schools, colleges, and universities. It includes
the study of children within the family and other social
settings, and also focuses on students with disabilities and
special educational needs. Educational psychology is
concerned with areas of education and psychology which
may overlap, particularly child development, evaluation and
assessment, social psychology, clinical psychology, and
educational policy. James's student Edward Lee Thorndike
is usually considered to be the first educational
psychologist. In his book Educational Psychology (1903), he
claimed to report only scientific and quantifiable research.
Thorndike made major contributions to the study of
intelligence and ability testing, mathematics and reading
instruction, and the way learning transfers from one
situation to another. In addition, he developed an important
theory of learning that describes how stimuli and responses
are connected.
Feedback
principle (in
teaching, in
education)
Writing
CONTENTS:
Bibliography (optional):
1,2,3,4,5,6,7
1,2,3,4,5,6,7
1,2,3,4,5,6,7
1,2,3,4,5,6,7
1,2,3,4,5,6,7
significant features of the two phonemes, pointing out in what they are
different) 5 practice (first choral, then individual).
Answer 4: pronunciation
5) In teaching English pronunciation . means to sharpen
the recognition by identifying the two vowels: i.e. ten-pan -mad
Answer 5: aural discrimination
6) In teaching English pronunciation .consists in a brief description of
the significant features of the two phonemes, pointing out in what they are
different.
Answer 6: generalization
7) Certain English phonemes are not to be found in standard Romanian (I),
some seem identical with Romanian ones but they are articulated differently
(II), and others are identical with thee Romanian ones (III). Order them
according to their difficulty degree in acquisition:
1
2
3
4
I, II, III;
II, I, III;
III, II, I;
I, III, II.
Answer 7:
CONTENTS:
1)
1
2
3
4
ANS 1:
2)
1
2
3
4
ANS 2:
3)
1
2
3
4
1
Reading for general understanding, or gist reading, is also called:
scanning;
skimming;
intensive reading;
prediction.
ANS 3:
4)
2
Three features are common for all truly communicative activities. They are:
1
2
3
ANS 4:
5)
When speakers do not know a word they generally use one of the following sets
of strategies:
1
2
3
4
ANS 5:
6)
1
2
3
4
1
The general goal of feedback is twofold:
ANS 6:
test
Answer 8: teaching grammar
9)
F. KEY TERMS
Assessment plays a crucial legitimating role in the ideology
Assessment
of modern societies, providing a mechanism by which
CONTENTS:
Bibliography (optional):
Written word
Reading and
understanding
Writing
Teaching receptive skills- or the way in which people infer meaning from
the language they hear or see. There are some general things, which apply to
both listening and reading, but there are also differences between them. The
reasons for reading and listening may be instrumental- utilitarian purpose, or
pleasurable- we do it for pleasure. The skills are:
identifying the topic, predicting and guessing, reading and listening for
general information (in reading this skill is called skimming);
reading and listening for specific information;
reading and listening for detailed information, interpreting texts.
The problems presented by teaching receptive skills connected with
language, topic, and tasks. In teaching receptive skills the teacher should
organize and encourage both extensive and intensive reading and listening,
playing the roles of organizer, prompter and feedback organizer.
Teaching productive skills- speaking and writing are different in many
ways, but there are some processes, which are required by both of them:
structuring discourse, following sociocultural rules, observing styles and
genres, interacting with an audience, dealing with difficulty. The teaching of
productive skills is closely linked with receptive skill developing, because
language output becomes input for the interlocutor or the reader! In
developing productive skills, texts are used as models as stimuli. In
developing writing skill we should take into account writing skill we should
take into account writing conventions-handwriting, spelling, layout and
punctuation- and such activities from copying, parallel writing dictations to
creative writing and using the computer. The teacher needs to play all his or
her usual roles, but the following seem more important: motivator, resource,
and feedback provider.
Developing speaking skills means fluency and ability to process
information and language during the interaction. Among the language features
of the spoken language are: connected speech, use of expressive devices, of
the appropriate Lexis and grammar and negotiation or classification of
meaning. At the same time mental and social processing is involved- retrieval
of vocabulary from memory and organizing it in appropriate syntactically
sequences, strategies of interacting with others on the spot, information
processing. To develop these abilities, the class speaking activities include
acting from a script, communication games, discussions/ conversations,
prepared talks, interviews, simulation and role-play.
Testing- information about people's foreign language abilities is useful
and sometimes necessary. Within educational systems, tests of some kind or
another will be needed in order to provide statements about the learners'
levels of English, or to make sensible educational decisions. In our opinion,
the proper relationship between teaching and testing should be that of
partnership. If teaching is good and testing is not the background is harmful,
but, equally, when teaching is poor, then testing may exert a beneficial
influence. Therefore, testing should be supportive of good teaching and exert
a corrective influence on the poor one. While for many educational and other
purposes, teachers' assessments are appropriate and sufficient, in some
cases, in order to make meaningful comparisons, a common yardstick is
needed. In any particular situation, testers have to be clear about the purpose
of testing, since different purposes require different types of tests. Generally
the tests should:
measure language proficiency regardless of any language courses that the
candidates may have followed- PROFICENCY TESTS
discover what students have achieved within in a course of studyPROGRESS or ACHIEVEMENT TESTS
diagnose students' strengths and weaknesses and identify what they know
or do not know- DIAGNOSTIC TESTS
assist placement of students by identifying the most appropriate program
to their ability- PLACEMENT TESTS
Thus, items may be direct if the candidates are asked to perform the skill,
which is being tested, or indirect if they try to measure a student's knowledge
and ability by getting on what these are based. The common indirect item
types are: Multiple Choice Question (MCQs), cloze procedures,
transformation and paraphrase, sentence re-ordering. In marking tests,
subjectivity should be eliminated by adopting assessment scales that are
objective, clear, practical, and do not allow too much personal interpretation!
Planning- any teacher thinks of three types of plans: long term plan,
short term plan, and lesson or unit plan (project).
The long-term plan is worked out by the teachers before the beginning
of the school year or of the language course and is the logical consequence of
the teacher's through study of the curriculum, syllabus and selected textbook
or of the course programme.
The short-term plan- on the basis of long-term plan the teacher drafts a
short-term plan, which covers either a period of time or a number of lessons. It
is a more detailed plan in which the teacher mentions the activities and the
materials s/he needs, and starts preparing them.
Lesson plan (project) - there are many types of lesson plans and they
tell what the teacher intends to perform in English class. The teacher
establishes general aims for the lesson, objectives for each activity, the
needed materials, teaching or learning procedures and techniques, as well as
necessary to ensure the success of his/her English lesson. Any lesson could
fall into several stages such as: revision, introduction, presentation,
explanation, practice, oral/ written consolidation, homework assignment.
Generally, educational authorities make clear what is required from this
point of view and specimens of different plans are given.
E. TESTS FOR SELF-EVALUATION:
1) A condition of the memory functioning is .. .. and to prevent
forgetting for a certain period of time the . and the didactic
activities are very useful.
Answer 1: to forget, consolidation, refreshing
2) Generally in teaching a subject there are 3 stages or types of didactic
activities or lessons, regarding the way in which student are going to learn:
.1 (or explanation)
.2(or refreshing)
test or.3
Answer 2: presentation 1, consolidation 2, evaluation 3
3) The main objective of tests should be to provide . Without which
learners would not be able to progress very far and the teachers would not
know what to do next.
Answer : feedback
4)
ANS 4:
5)
To find out and assess our students, their weaknesses as well as
their strengths, to identify what they know and what they do not know, we use:
1
2
3
4
proficiency tests;
achievement tests;
placement tests;
diagnostic tests.
ANS 5:
6)
4
The main linguistic skills are:
Receptive:
Productive:
ANS 6:
a. .; b. .;
c. .; d. e.. .
F. KEY TERMS
Educational
Assessment
Achievement
Tests
Aptitude and
Ability Tests
Interpreting Test
Results
Most tests yield a raw score (an original score which has not
been analyzed) based on a numerical count of responses,
such as the number of correct answers on an ability test.
Some produce scores, which have no simple relationship to
the number of right answers given. Computer-adaptive tests,
for example, produce direct estimates of a person's level of
ability. Raw scores have limited use, as they are difficult to
interpret. Interpretation is aided by one of two main
techniques. First, by norm-referencing, which relates a
person's score to those of other people. Second, by
criterion-referencing, which relates their score to some
external criterion or yardstick of performance.