Documente Academic
Documente Profesional
Documente Cultură
COPERTA CURSULUI:
II. CUPRINSUL CURSULUI
Anul II şi III specialitatea B LLS şi LLR
1.Rolul profesorului în managementul clasei. Descrierea rolurilor şi ale competenţelor
profesorului
a. Locul şi rolul Didacticii limbii engleze în pregătirea iniţială a viitorilor profesori.
b. Competenţe cadru în studiul didacticii limbii engleze.
c. Construirea strategiilor didactice pentru realizarea unui învăţământ centrat pe elev.
d. Optimizarea procesului de predare-învăţare la disciplinele de specialitate prin aplicarea
metodologiei noului curriculum. Aplicaţii. Valorificarea valenţelor integratoare ale
disciplinelor; aplicarea principiului inter- şi transdisciplinarităţii în predarea-învăţarea
disciplinelor umaniste.
e. Profesorul şi activităţile din ora de dirigenţie. Domenii de activitate şi principale
responsabilităţi.
f. Documentele profesorului diriginte. Fişa psihopedagogică.
2. Planificarea activităţilor şi stadiile proiectării activităţilor de predare –învăţare
a. Procesul de învăţământ: structură, funcţionalitate şi transpunere didactică la orele de
engleză. Proiectarea didactică; strategii, metode şi tehnici de predare-învăţare a limbii
engleze. Lectura personalizată a programei, proiectarea calendaristică (anuală),proiectarea
unităţilor de învăţare, proiectarea lecţiei. Strategii, metode şi tehnici didactice adecvate
specificului lecţiei de engleză. Îmbinarea aspectelor de ordin teoretic cu cele practic –
aplicative pentru formarea competenţelor specifice acestor discipline. Tipuri de lecţie şi forme
de activitate în studiul predării limbii engleze.
b. Finalităţile studierii metodicii limbii engleze. Definirea noţiunilor de: obiective-cadru,
obiective de referinţă; competenţe generale şi competenţe specifice. Identificarea locului
limbii engleze în aria curriculară corespunzătoare. Consultarea programelor de specialitate din
învăţământul primar, gimnazial şi liceal.
CONTENTS:
1. The Role of the Teacher in Classroom Management; Description of the Roles and Skills
a. The role and the place of English Language Teaching in initial training of the future teachers.
b. General competences in the study of English Language Teaching;
c. Building didactic strategies for training centered on the student.
d. Optimizing the learning-teaching process through the methodology of the new curriculum.
Applications. Valorizing the integrator valences of the disciplines; applying the principle inter- and
trans-disciplinary in teaching and learning humanistic disciplines.
e. The teacher and the activity of the class (form master).The fields of activity and the main
responsibilities
f. The documents of the form master. The psycho-pedagogical observational record.
2. Lessons Planning and the Projecting Stages of the Learning and Teaching Activities.
a. The training process: structure, function and didactic transposition on English class. The
didactic projecting: strategies, methods and techniques for teaching and learning English.
Personalizing the reading of the curriculum, the (annual) calendar projecting, the units projecting, the
lesson projecting. Didactic strategies, methods and techniques for English lesson. Combining
theoretical and practical aspects for gaining the specific competences. Types of lessons and forms of
activities in the learning English teaching.
b. The final results in Learning English teaching Defining notions: areas and curriculum
objectives (i.e. obiective-cadru, obiective de referinţă;) general and specific competences; identifying
the place of English language in the curricular area. Consulting the English language curricula for the
primary school, gymnasium and high school.
c. Metodologia formulării obiectivelor operaţionale. Taxonomia obiectivelor şi niveluri de analiză
a acestora. Condiţii şi proceduri de operaţionalizare a obiectivelor.
d. Proiectarea activităţii didactice: sensul proiectării activităţii didactice, cerinţe care asigură
eficienţa proiectării didactice. Elaborarea documentelor de proiectare curriculară: Planificarea anuală pe
unităţi de învăţare, Proiectul unităţii de învăţare, Proiectul didactic pentru o lecţie de predare învăţare.
e. Configurarea structurii unor lecţii utilizând principiile şi metodele didactice. Tipuri fundamentale
de lecţii. Aplicaţii: susţinerea unei lecţii de engleză de probă, pe o temă la alegere.
3.Tehnici de predare învăţare a vocabularului implicate în strategiile de predare învăţare
a. Elaborarea structurii unei lecţii prin cel puţin două strategii de instruire.
b. Metode şi tehnici de evaluare tradiţionale şi alternative. Formele de organizare a evaluării (la
nivelul activităţii elevilor şi la nivelul procesului de învăţământ)
4. Strategii de predare-învăţare implicate în asimilarea noilor structuri gramaticale
a. Noţiuni din pachetul Microsoft Ofiice. Proiectarea pedagogică a softului educaţional;
concretizare pentru un capitol, la disciplina limba engleză. Editor de text (Microsoft Word), Proiect în
Power Point;
b. efectuarea a 5 slideuri de prezentare a unor scheme, imagini pentru o lecţuie de engleză, pe o
temă la alegere.
5. Strategii de predare-învăţare a cititului
6. Strategii de predare-învăţare pentru educarea vorbirii în limba engleză
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 student’s 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. Strategii de predare-învăţare implicate în corectare şi notare; feed-back-ul în activităţile de scriere
8. Strategii de predare-învăţare implicate în învăţarea pronunţiei englezeşti
a. Rolul catedrei de limbi străine şi al laboratorului fonetic în sistemul activităţii didactice.
b. Specificul lecţiilor desfăşurate la Cabinetul de limbi străine.
c. Rolul managerial al catedrei de specialitate.
9. Strategii de predare-învăţare implicate în evaluare, estimare şi testare (examinare)
a. Demersuri creative şi inovative în didactica limbii engleze.
b. Contextul general al demersurilor inovative în didactica limbii engleze.
c. Coordonate teoretico-metodologice ale modernizării didacticii limbii engleze.
d. Noile tehnologii informatice şi modernizarea didacticii limbii engleze.
10. Rolul testelor de evaluare a competenţelor şi performanţelor studentului
a. Evaluarea şi construirea instrumentelor de evaluare şi valorificarea rezultatelor elevilor.
b. Elaborarea unui test de evaluare formativă.
c. Tipuri de itemi.
d. Uitlizarea şi analiza rezultatelor probelor de evaluare.
e. Evaluarea rezultatelor elevilor la disciplina de specialitate şi evaluarea procesului didactic ce a
condus la obţinerea lor.
f. Metodologia elaborării testelor docimologice, pe tipuri de itemi; aplicaţii pe discipline de
specialitate, urmărind raportarea la obiectivele-cadru, de referinţă, respectiv la competenţele generale
şi specifice şi la obiectivele operaţionale formulate.
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 Student’s 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. obiective-
cadru, obiective de referinţă;) specific and general competences and the operational objectives
formulated.
III. PREZENTAREA SUMARĂ A CURSULUI
IV. BIBLIOGRAFIE OBLIGATORIE
V. ÎNTREBĂRI
1. The Role of the Teacher in Classroom
Management. Description of the Roles and Skills
A. Read the following books:
I. Bibliography:
1. Harmer, Jeremy 1991 The Practice of English Language
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?
F. KEY TERMS
Memory process of storing and retrieving information in the brain.
(psychology) The process is central to learning and thinking.
Types of Memory Four different types of remembering are ordinarily
distinguished by psychologists: recollection, recall,
recognition, and relearning.
CONTENTS:
2. Lesson Planning or Stages of Projecting Learning
and Teaching Activities
A. Read the following books & articles:
III. Bibliography:
1. www.edu.ro programele de limba engleză în vigoare pentru
învăţământul primar, gimnazial şi liceal
2. manualele de limba engleză aprobate de MEC
3. Florea, Nadia Roxana Tudorică Caiet de practică pedagogică
Editura Fundaţiei România de Mâine, Bucureşti, 2006
4. Harmer, Jeremy 1991 The Practice of English Language
Teaching, Longman
12. To develop the reception skills of an oral message, to develop the oral
expression skills, to develop the reception skills of the written message, to
develop the writing skills, to develop some cultural representation and the
interest for English language study and the civilization of the Anglophone
cultural space are ……… objectives established by the …… of the primary
school and secondary school.
Answer 12: frame, syllabuses
F. KEY TERMS
The child's four stages of Jean Piaget (1896-1980), (Swiss
mental growth psychologist, best known for his pioneering
work on the development of intelligence in
children) identified the child's four stages of
mental growth. In the sensorimotor stage,
occurring from birth to two years, the child
is concerned with gaining motor control and
learning about physical objects. In the
preoperational stage, from ages 2 to 7,
the child is preoccupied with verbal skills. At
this point the child can name objects and
reason intuitively. In the concrete
operational stage, from ages 7 to 12, the
child begins to deal with abstract concepts
such as numbers and relationships. Finally,
in the formal operational stage, ages 12
to 15, the child begins to reason logically
and systematically.
Intelligence 1. capacity to learn or to understand.
2. In psychology, intelligence is somewhat
more narrowly defined as the capacity to
acquire knowledge or understanding and to
use it in novel situations. Under
experimental conditions, the success of
people in adjusting their behavior to the
total situation or in meeting the challenge of
the specific situation may be studied and, to
some extent, measured in quantitative
terms.
CONTENTS:
3. Techniques of Vocabulary Teaching and Learning
Involved in Learning and Teaching Strategies
A. Read the following books & articles:
V. Bibliography:
1. www.edu.ro programele de limba engleză în vigoare pentru
învăţământul primar, gimnazial şi liceal
2. manualele de limba engleză aprobate de MEC
3. Dicţionar vizual englez-român Editura Litera Internaţional,
Bucureşti, 2007
4. Harmer, Jeremy 1991 The Practice of English Language
Teaching, Longman
8. English learning ………… represents the reasons why people learn this
foreign language.
Answer 8: motivation
F. KEY TERMS
Intelligence measure of a person’s intellect and understanding.
Quotient or IQ
Emotion signifies a reaction involving certain physiological
changes, such as an accelerated or retarded pulse rate,
the diminished or increased activities of certain glands,
or a change in body temperature, which stimulate the
individual, or some component part of the individual's
body, to further activity. The three primary reactions of
this type are anger, love, and fear, which occur either as
an immediate response to external stimuli or are the
result of an indirect subjective process, such as memory,
association, or introspection.
Motivation cause of an organism's behaviour, or the reason that
an organism carries out some activity.
The American psychologist Abraham Maslow (1908-
1980) devised a six-level hierarchy of motives that,
according to his theory, determine human behaviour.
Maslow ranks human needs as follows:
(1) physiological;
4. Learning and Teaching Strategies Involved in
Assimilation of New Grammar Structures
A. Read the following books & articles:
VII. Bibliography:
1. www.edu.ro programele de limba engleză în vigoare pentru
învăţământul primar, gimnazial şi liceal
2. manualele de limba engleză aprobate de MEdC
3. Franck, C. Rinvolucri, M 1983 Grammar in Action Cambridge
University Press
4. Harmer, Jeremy 1991 The Practice of English Language
Teaching, Longman
3 ……… ……… means the board, the projector, the computers, the slides, the
CD ROM.
Answer 3: Teaching equipment
5. English learning ………… represents the reasons why people learn this
foreign language.
Answer 5: motivation
6. ESP means……………..
Answer 6: English for Specific Purposes
F. KEY TERMS
F. KEY TERMS
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
5) An adult foreign language learner may acquire ……. word families even
after several years of study.
Answer 5: 5,000
6) Most native speakers use in their daily conversations about …… words and
this amount has been considered as a threshold level for a foreign language
learners.
Answer 6: 2,000
7) The, of, to, a, and, in, I, was, for, that are ………. ……… …….in written
English.
Answer 7: the ten frequent words
9) Knowing a word from the teacher’s point of view, means to know its ……,
…….., …………, …………
Answer 9: meaning, use, formation, grammar
F. KEY TERMS
Figure of word or group of words used to give particular emphasis to an idea
Speech or sentiment. The special emphasis is typically accomplished by
the user's conscious deviation from the strict literal sense of a
word, or from the more commonly used form of word order or
sentence construction. Figures of speech are also called tropes.
Rhetoric in its broadest sense, theory and practice of eloquence, whether
(Eloquence spoken or written. Spoken rhetoric is oratory. Rhetoric defines the
of
Speaking) rules that should govern all prose composition or speech designed
to influence the judgement or the feelings of people and is thus a
form of propaganda. It therefore treats of all matters relating to
beauty or forcefulness of style.
In a narrower sense, rhetoric is concerned with a consideration of
the fundamental principles according to which oratorical discourses
are composed, these being invention, arrangement, style, memory,
and delivery.
CONTENTS:
7. Learning and Teaching Strategies Involved in Correcting and
Marking, Feedback in Writing Activities
1) The ……..memory is the brain capacity to hold a limited number of items for
periods of time up to a few seconds
Answer 1: short- term
4) A word will enter the ……… if the following operations are implemented
while learning it: repetition, retrieval, spacing, pacing, use, cognitive depth,
personal organizing, imagining, affective depth
Answer 4: long-term memory
• 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
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 enables a teacher to endow a student with the capacity for
principle (in self-correction comparing its results with a pre-establishre-
teaching, in establishrd, and adopt whatever pre-programmed
education) educational strategy is necessary to maintain the measured
performances of the students within the limits of the
acceptable standard.
Classification, in education, the identification, naming, and
Taxonomies grouping of objectives into a formal system. The vast
of the
Objectives of numbers of living behaviors must be named and arranged in
Education an orderly manner so that teachers all over the world can be
sure they know the exact field of behavior that is being
examined and discussed. Groups of behaviors must be
defined by the selection of important characteristics, or
shared traits, that make the members of each group similar
to one another and unlike members of other groups.
Modern classification schemes also attempt to place groups
into categories that will reflect an understanding of the
evolutionary processes underlying the similarities and
differences among behaviors in the learning process. Such
categories form a kind of pyramid, or hierarchy, in which the
different levels should represent the different degrees of
evolutionary relationship. The hierarchy extends upwards
from several behaviors, each made up of individual verbs
describing the behavior that are closely related, to a few
kingdoms, each containing large assemblages of mind
operations, many of which are only distantly related.
Programmed technique of teaching in a sequence of controlled steps.
Instruction Sometimes referred to as programmed learning, it is the
product of a careful development process resulting in a
reproducible sequence of instructional events, which has
been demonstrated to produce measurable and consistent
learning by students.
Writing method of human intercommunication by means of arbitrary
visual marks forming a system.
CONTENTS:
2)…….. may be taught during the whole lesson, into lesson sequences and
opportunistically, when some pronunciation issues have arisen in the course
of an activity.
Answer 2: Pronunciation
3) The help learners need on the area of pronunciation include focusing upon
individual sounds, word and phrase\ sentence stress and intonation,
connected speech and …….. between sounds and spelling.
Answer 3: correspondence
1 I, II, III;
2 II, I, III;
3 III, II, I;
4 I, III, II.
Answer 7: 2
F. Key Terms
.
CONTENTS:
9. Learning and Teaching Strategies Involved in Evaluation,
Assessment and Testing
A. Read the following books & articles:
XVII. Bibliography:
1. www.edu.ro programele de limba engleză în vigoare pentru
învăţământul primar, gimnazial şi liceal
2. manualele de limba engleză aprobate de MEdC
3. Harmer, J. (2001)The Practice of English Language Teaching,
Third Edition, Pearson Education, Education Ltd. (BC)
1 scanning;
2 skimming;
3 intensive reading;
4 prediction.
ANS 3: 2
4) Three features are common for all truly communicative activities. They are:
1 interesting topic, free choice, feedback;
2 interesting topic, information gap, feedback;
3 information gap, choice, feedback.
ANS 4: 3
5) When speakers do not know a word they generally use one of the following sets
of strategies:
F. KEY TERMS
Assessment Assessment plays a crucial legitimating role in the ideology
of modern societies, providing a mechanism by which
judgements about merit (however rough-and-ready) can be
made, while at the same time helping to define the very
concept of merit in modern societies. Academic achievement
is assumed to indicate abilities that will allow the individual to
progress and succeed in modern society, while at the same
time allowing society to select those who will be able to
contribute most to society in terms of social and economic
leadership.
International international comparison between school systems. Such
Standards comparisons are useful in describing a narrow range of
in Education performances.
CONTENTS:
1 proficiency tests;
2 achievement tests;
3 placement tests;
4 diagnostic tests.
ANS 5: 4
6) The main linguistic skills are:
8) 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 in a .............1 .....................2
Ans. 8: lesson1 project2
F. KEY TERMS