DAY 3- AFTERNOON SESSION - MAVIS

TERMINOLOGY - ELT

tons of it - please go to : http://www.tefl.net/teacher-training/terminology.htm

DAY 3- AFTERNOON SESSION - DAMIAN

EXAM TRAINING - PART 1

DAY 3- MORNING SESSION - MAVIS

WHAT IS A VERB?

A word which:

• occurs as part of the predicate of a sentence
• carries grammatical categories such as tense, aspect person, number
• refers to an action or a state.

verb phrase

• the part of the sentence which contains the main verb and also any objects, complements and adverbials. e.g. Tom gave a watch to his daughter.
• can consist of the word or of more than one word, in which case the phrase consists of a head verb preceded by one or more auxiliary verbs. - no mention of objects, complements, etc.
• the verb phrase is often heavily packed with meaning. We build into it a number of concepts and devices

- action/state

- tense/time

- passive/active voice

- mood indicative, subjunctive(probability - unreal sits), imperative.

- modality

- aspect(progressive,/perfect)

DAY 3- MORNING SESSION - DAMIAN

READING SKILLS

listening,speaking, reading; writing - order of acquisition - macro skills

• SKIMIMNG - reading quickly to understand the gist(main idea). Leaflets, classified ads, lists, google, surfing the web
• SCANNING - reading for specific information(recipes, manuals, TV guide, timetables)
• READING FOR DETAILS - reading to find precise information(tests, manuals, contracts, teacher's books, instructions)
• GUESSING NEW WORDS - using context/ co-text to derive a general understanding(newspaper article, crosswords, poetry, specific/academic texts)
• INFERENCE - reading between lines(social networking websites - facebook, lyrics, comic strips)
• ACTIVATE SHEMATA - previous knowledge - headings, pictures
• LOOKNIG FOR GIST -
• TASK - set BEFORE learners approach the text

TOP DOWN reading - efficient reading/higher level - encourage students!!!

BOTTOM UP reading - lower levels / reading all the words/building up a general picture

• VOCABULARY: pre teach what students can't guess from context/co-text.

NECESSARY PRE-CONDITIONS FOR EFFECTIVE READING:

• language: manageable
• content: relevance
• speed(interruption)
• attention
• attention: focus on important parts
• incomprehensible vocabulary - reading for the context X vocab. class
• prediction
• background info: helps understanding
• motivation: content, level - challenging ??
• purpose: clear task before they approach the text
• strategies: getting settled, activating schematic knowledge, using headings and/or sub-headings, using pictures_diagrams, the length of the text

while reading....

• combining new information with existing knowledge
• contextual + co- textual guessing
• ignoring new vocabulary
• using cohesive devices
• using illustrations
• highlighting the main points
• dictionary
• genre recognition

post-reading...

• how the text made you feel
• summarizing
• new info learned (surprise)
• info transfer to another format
• comparing ideas with another student
• discussion

DAY 2 -AFTERNOON SESSION - DAMIAN

PHONOLOGY

• English Alphabet: 26 letters
• sounds: 44 different sounds
• phonetics:the study of the sounds of human speech
• phonemics: particular sounds to a language
• phonology:supra segmental features - linking ,ellision, sentence stress
• phonetic chart: vowel sounds(monophthongs,diphthongs)/consonant sounds(voiced, unvoiced)
• allophones:different variation of a sound
• articulators: to procude sounds(upper/lower teeth, alveolar ridge, soft/hard palate, oral/nasal tract, tongue, lower lip,uvula, larynx, pharynx wal)
• clear/dark form (full sound/at the end/back resonance = dark -full ; clear sound/beginning and middle/front resonance =like)
• glottal stop: pause before a syllable/ʔ/

interesting websites!!!

http://www.uiowa.edu/~acadtech/phonetics/#

http://dictionary.cambridge.org/help/phonetics.htm

http://www2.arts.gla.ac.uk/IPA/IPA_chart_(C)2005.pdf

DAY 2- AFTERNOON SESSION - MAVIS

MATERIAL+RESOURCES

ADVANTAGES AND DISADVANTAGES

+

• produced for international market
• learners have a written record of what they have learnt
• learners can look back and ahead
• generally written by experienced pelople and piloted
• saves time - preparation
• supplementary materials(CD, DVD, photocopiables)
• standard of presentation and quality of recordings.
• pitched at the level of our students and can usually be adapted to suit or learners' needs
• comprehensive range of topics
• sequenced(continuity)

-

• may not me aythentic
• written practice - limited
• learners might havespecific needs not met by the CB
• subject matter may be dull or unsuitable for cultural context
• information may not be up -to -date
• lexically limiting
• rigid, predictable structure

DAY 2 - MORNING SESSION - DAMIAN

WRITTEN DISCOURSE

What makes a text cohesive?

• VERB FORM -historic present when narrating stories - it sounds more immediate/ spoken discourse

• PARALLELISM - use the same lexical form in a sentence/clause "she came, she saw"

• PRONOMIAL REFERENCE-avoid repeating a noun

anaphoric reference:when a pronoun refers back(it was mentioned before) - I was looking for my daugther. I found her

cataphoric reference: when a pronoun refers foward in the text- "Nobody seemed to know where they came from, but they were in the forest: Kanga and Baby Roo'.

exophoric reference/xenophoric reference: retorical questions+reference; refers to sth outside of the text.

• REPETITION AND LEXICAL CHAINS: different words with similar meaning.

antonyms/sinonyms; hipenyms(furniture - table, chair)/hyponyms(pigs, dogs - animals); meronyms(refers to sth referring to parts/features of it).

• SUBSTITUTION: in real life people do not answer in full sentences" Do you like pizza? Yes, I do.

• ELLIPSIS: When we drop parts of a sentence "Where did you go? Movie!"

• CONJUNCTIONS(sentence and discourse)

*additive: add information (and, moreover, plus)

*adversive:contrast(but, however, on the other hand, nevertheless)

*causal: reason(because, so therefore,due to, consequently )

*temporal: time(first, next, then, in the end, later, firstly)

*ellaborativ/exemplitive:(such as, for instance, in fact, hence etc)

*discursal: to change topis(anyway, by the way, etc)

DAY 2 - MORNING SESSION - MAVIS

WHAT IS GRAMMAR?

"Grammar is sometimes defined as the way words are put together to make correct sentences." Penny Ur

An oversimplification but a good starting point

By adding Grammar the message is made less ambiguous. E.g. "the bill please" "Could you please send the bill....."
Diane Larsen-Freeman

• define pieces of a language, organize sentences, verb tenses, structure of texts
• it gives formal meaning to a speech
• grammatical items can refer to units smaller than sentences(e.g I am a teacher is grammatical; i a teacher is not grammatical)
• grammar can occur in single words( -ed for pas simple; -s, es for plural)
• we can mix different approaches when teaching grammar
• be aware of grammar explanations on text books

GRAMMARING

the ability to use grammar structures accurately, meaningfully, and appropriately. Grammar lessons are no longer about knowing language systems (declarative knowledge), but about knowing how to use language (procedural knowledge).
http://www.usingenglish.com/forum/general-language-discussions/15096-what-grammaring.html

DAY 1 - AFTERNOON SESSION - DAMIAN

APPROACHES AND METHODS IN LANGUAGE TEACHING

• APPROACH

Assumptions dealing with the nature of the language teaching and learning

WHY

• METHOD

An overall plan for the orderly presentation of the language
Procedural
HOW we present language in the classroom - procedures involved

• TECHNIQUE

Implementational- (Correction techniques/drilling)
WHAT actually takes place in the classroom - activities

HISTORY OF ELT - AN OVERVIEW

grammar translation- grammar rules

direct method - Berlitz L1=L2 - acquisition

reform movement - IPA

Audiolingualism - drills/dialogues

situational language teaching - present language through situations (UK) - PPP

ASTP (war) - native speaker/language teacher - repetition/isolation (USA)

task based - syllabus envolving tasks

lexical approach - chuncks

functional/notional approach -communicative approach - getting your ideas across

language play - ludicrous (unreal life situation)

methods associated with humanistic approach

• TPR
• CLL
• Silent Way
• Suggestopedia - background - music

DAY 1 - MORNING SESSION - MAVIS

Teacher's roles

• diagnostician/assessor/observer
• planner
• manager/organizer
• provider/resource

BE AWARE OF:
YOUR ROLE IN THE CLASSROOM
IS IT APPROPRIATE TO THE STAGE OF THE LESSON?

Student's Roles

• sponge
• researcher
• negotiator
• explorer
• experimenter
• struggler
• path follower
• obeyer