2015-05-30
4348Additional Prereading Strategies:
Overviews:
Discussing information about the selection or assignment prior to reading must take place.
This may take the form of class discussions, printed previews, photographs, outlines, or films. Spend enough time before the students begin the assignment to ensure understanding of it.
Vocabulary Previews:
Unfamiliar key words need to be taught to students before reading so that new words, background information, and comprehension can improve together.
List all words in the assignment that may be important for students to understand. Arrange words to show the relationships to the learning task. Add words students probably already understand to connect relationships between what is known and the unknown. Share information with students. Verbally quiz them on the information before assigned reading begins.
Structural Organizers: Before reading an assignment, basic frameworks which are included in the text should be pointed out such as cause-effect or problem-solution. It can be beneficial to call attention to specific plans of paragraph or text organization such as signal words, main idea sentences, highlighted phrases, headings and subtitles. A review of skimming techniques might also be appropriate as these various areas are covered.
A Purpose for Reading: When students have a purpose for reading a selection, they find that purpose not only directs their reading towards a goal, but helps to focus their attention. Purposes may come from teacher directed questions, questions from class discussions or brainstorming, or from the individual student. Along with the question, it is a good idea to pose predictions of the outcome and problems which need to be solved. These may be generated by the student or the teacher, but the teacher should use these to guide students in the needed direction for the assigned selection.
Author Consideration: Depending upon the content area, a discussion of the author of the particular work can be helpful to the understanding of it. What is the author trying to say? What is his point of view and his reason for writing the particular work?
KWL: This strategy consists of three steps for students to use with expository text:
What do I Know? What do I Want to learn? What did I Learn?
12. Bad writing is the result of bad preparation'. Discuss, paying particular attention to how this can be remedied.
Help the students gather ideas from reading, listening and talking to one another. Point out those aspects of written texts that can be used as models for their own writing: the layout of letters, for example. The analysis of a text in a reading skills lesson can lead on to students writing a text along the same lines, and often students' writing can arise naturally as a response to a listening or reading text.
1 Introduction
Stimulate interest: through a listening or reading text, a speaking activity such as a roleplay, visuals, etc. Create a situation where a piece of writing is required. Discuss the text type - is it a letter, a poster, a story, etc? Think about the reader(s). Who are they? What will interest them? What do they need to know?
2 Working with ideas
• Get ideas from the students - through brain storm ing, using word pools, mind maps, etc.
• Note down ideas.
• Develop the ideas.
• Choose those ideas to keep and those to be rejected,
• Order the ideas.
This can be done as a class on the board or OHP, in pairs or individually.
3 Planning
Remind students of the typical features and structure of the text type they are writing; a model is very useful here.
Examples
Letter of complaint
- layout of the letter
- introducing the subject and giving any background
- making the complaint
- stating what you want done
Developing skills and strategies
Argument essay
- introduction to the topic
- arguments for
- arguments against
- writer's conclusion
Help the students to use this knowledge to make a plan, dividing their ideas into paragraphs.
4 Drafting
The students write a first draft, perhaps in pairs, from their notes/plan. They may need to refer to dictionaries, grammar reference books and model texts for some conventions: for example, the salutations and standard phrases used in formal letters.
5 Reviewing/editing
The students correct and improve their first draft - looking at content, language accuracy, organization, style, etc. At this stage you can take the work in and make comments.
6 Re-writing
The students write out the final version and then, if possible, give it to the intended reader(s). The intended reader may be the teacher (especially if it is a practice examination). You then have to decide what form feedback is going to take and to what extent and how you arc going to correct the text. You may want to respond in writing - by writing a letter in reply to a letter, for example.
14. Калганы дәптерде....
You would like to use communicative activities in your classes at school but every time you try to do such activities your students go out of control. What can you do to solve this problem?
you may do it after a fluency task as a correction strategy. It shouldn't be used too much however; if boredom sets in it is unlikely to be useful at all.
I should pay my attention to the student’s age and use more appropriate communicative activities for them(group or pair work, games, role plays etc.) Before I will give my students instructions or rules for their discipline, behaviour. Those who will break the rule od discipline will have one more task or I will take away points from their group, bad marks. And I will motivate my students to have good behaviour by giving them a bonus (good marks etc.).
Whenever you give instructions your students don't understand what they are supposed to do. You begin to explain more and they become more confused and you waste much time and are frustrated. What can you do to give more clear instructions?
-to give my own examples in English; - to write instructions before lesson (visual aids with examples)to plan your instructions; to ask my students to translate instruction; to ask your peer these questions; never to give long and complex instructions; Make sure your instructions are in a logical order. Forget about sentences like, "before you do this... " and try to focus on sequential signposting like, "first, second, next..." etc. Think about how you would respond to your instructions. Would you be able to remember as much as you expect your students to remember? If you think it might be too much for yourself, then it might be a good idea to trim it down even more. Instructions should be clear and it is important to check that they have been understood.
You are a new teacher at school and would like to use as much English as possible in your classes. However when you give instructions in English the students don't listen and say they don't understand. You end up repeating everything in Russian. How can you prevent this problem?
I will use pictures (visual aids) to make my instruction interesting and clear and to involve my student to this process. Before explain the instructions I will teach my student all unknown words which I am going to use in the instructions. I will ask my students to translate my instructions, will make it short and clear and logical to understand. I will try inductive way to give instructions in games that might involve my students and motivate to try to understand.
Drilling is a technique used in different approaches, which are based on the 3 major learning theories. How and why is it carried out in each theory? Illustrate your answer with practical examples.
Drilling is a technique that has been used in foreign language classrooms for many years. It was a key feature of audio lingual approaches to language teaching which placed emphasis on repeating structural patterns through oral practice.
What drilling is
At its simplest, drilling means listening to a model, provided by the teacher, or a tape or another student, and repeating what is heard. This is a repetition drill, a technique that is still used by many teachers when introducing new language items to their students. The teacher says (models) the word or phrase and the students repeat it.
· Other types of drill include substitution drills, or question and answer drills. Substitution drills can be used to practise different structures or vocabulary items (i.e. one or more words change during the drill).
o Example:
Prompt: 'I go to work. He?'~
Response: 'He goes to work.'
· In question and answer drills the prompt is a question and the response the answer. This is used for practising common adjacency pairs such as 'What's the matter?', 'I've got a (headache') or 'Can I have a (pen) please?', 'Yes here you are.' The words in brackets here can be substituted during the drill.
In all drills learners have no or very little choice over what is said so drills are a form of very controlled practice. There is one correct answer and the main focus is on 'getting it right' i.e. on accuracy. Drills are usually conducted chorally (i.e. the whole class repeats) then individually. There is also the possibility of groups or pairs of students doing language drills together.
What drills can be useful for
For the learners, drills can:
· Provide for a focus on accuracy. Increased accuracy (along with increased fluency and complexity) is one of the ways in which a learner's language improves so there is a need to focus on accuracy at certain stages of
the lesson or during certain task types.
· Provide learners with intensive practice in hearing and saying particular words or phrases. They can help learners get their tongues around difficult sounds or help them imitate intonation that may be rather different from that of their first language.
· Provide a safe environment for learners to experiment with producing the language. This may help build confidence particularly among learners who are not risk-takers.
· Help students notice the correct form or pronunciation of a word or phrase. Noticing or consciousness raising of language is an important stage in developing language competence.
· Provide an opportunity for learners to get immediate feedback on their accuracy in terms of teacher or peer correction. Many learners want to be corrected.
· Help memorisation and automisation of common language patterns and language chunks. This may be particularly true for aural learners.
· Meet student expectations i.e. They may think drilling is an essential feature of language classrooms.
For the teacher, drills can:
· Help in terms of classroom management, enabling us to vary the pace of the lesson or to get all learners involved.
· Help us recognise if new language is causing problems in terms of form or pronunciation.
What we should drill
At all levels we should drill vocabulary or chunks of language that cause pronunciation problems.
· At low levels students are still getting used to the sounds of English and need plenty of opportunity to get their tongues around them so it is likely that drilling will be used more.
o Sounds that either do not exist in their L1 or occur differently.
o Consonant clusters and weak forms may also cause difficulty - for example in words like vegetable, comfortable.
· At the phrase level intonation, stress, and weak forms often cause learner difficulties and at higher levels there may still be problems with these aspects of pronunciation. Phrases such as, 'If I'd known you were coming I'd have stayed at home' are difficult to say.
· Intonation patterns that are crucial to meaning may also be usefully practised through drilling, for example tag questions (which ask for confirmation or which are genuine questions) or expressions like You could have told me it was his birthday! (as a rebuke)
If we believe that drilling helps our learners memorise language, we should also drill useful and common language chunks to help them internalise them. This would include many common phrases such as,
· 'Hello, how are you?
· 'Can I have a..?'
· 'Have you got a …'
· ' If I were you I'd.. '
· etc.
Drilling of structures per se seems much less likely to be useful because of the mental processing that is required to apply grammar rules accurately, particularly if it is a new piece of language for the learners.
When we should drill
For drills to be meaningful, learners need to understand what they are being asked to say. Monotonous chanting of decontextualised language is not useful to anyone.
· This means that work on the meaning of the language must come before drilling.
· Drilling can be comfortably and effectively incorporated into many types of lessons - whether you use a PPP model or a task-based approach, for example.
· Drilling may follow a language focus stage particularly if you are dealing with spoken language. It may be too much, however, to expect learners to get it right immediately so you may want to introduce drilling later for remedial purposes. Or
