metodica sfaturi

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<p>) oral activities: reaching a consensus discussion questions relaying instructions communication games problem solving talking ab yourself/self-descriptions simulation/role-play interviews etc written activities: relaying instructions writing reports or/and advertisments co-operative writing exchanging letters writing journals etc Non-communicative activities: matching dictation repeating fill in the blanks/cloze activities worksheets book work etc</p> <p>Devise a three-stage sequence activities to improve listening skills at advance level. Eu l-as face cu pre -listening.while-listening,after-listening,dar nu prea stiu la prelistening ce sa scriu..(oare trebuie sa inventam noi un text pentru ,,listening,,?) In pre-listening poti face prediction, nu? In pre-listening poti face prediction, nu? Why do pre-listening tasks? In real life it is unusual for people to listen to something without having some idea of what they are going to hear. When listening to a radio phone-in show, they will probably know which topic is being discussed. When listening to an interview with a famous person, they probably know something about that person already. A waiter knows the menu from which the diner is choosing their food. In our first language we rarely have trouble understanding listening. But, in a second language, it is one of the harder skills to develop - dealing at speed with unfamiliar sounds, words and structures. This is even more difficult if we do not know the topic under discussion, or who is speaking to whom. So, simply asking the students to listen to something and answer some questions is a little unfair, and makes developing listening skills much harder.</p> <p>Many students are fearful of listening, and can be disheartened when they listen to something but feel they understand very little. It is also harder to concentrate on listening if you have little interest in a topic or situation. Pre-listening tasks aim to deal with all of these issues: to generate interest, build confidence and to facilitate comprehension. Prediction &amp; raising the students' interest in the topic pentru acest subiect eu ma inspir din unul din manualele avute la dispozitie: Ex Going for gold-presupun ca e destul de avansat. Si de aici ma uit la partile de listening cu activitatile propuse, in general sunt activitati in 4-5 pasi si se face acelasi listening de 2,3 ori. exemplu: A. Look at the photos and discuss these questions with a partner: 1 Where is Antarctica? 2.How would you describe Antarctica? 3.What animals do you associate with Antarctica? 4. Do you know how changes in Antarctica affect the world's climate? B. You will hear four people talking about different aspects of Antarctica. First look at the list of subjects(a-d) and the words in the box below. For each subject, which two words do you expect to hear? a b c d Box with 8 words connected to the four subjects C.Listen and match each speaker with the correct subject in the list a-d. Speaker1 Speaker2 Speaker3 Speaker4 D. Listen again and answer these questions:....7 questions. . lead-in - ceva cu "What's your opinion? Mark the following statements true or false." 2. listening - "Listen and check if you were right." 3. listening cu o activitate de fill in sau multiple choice</p> <p>Explain the difference between formative and summative assessment. Refer to: - objectives - moments during learning</p> <p>- instruments - relevance for learning and teaching Do not write more than 20 lines. (10 points) Formative assessments are those that you do when the marks ultimately don't count toward a student's final grade. They can be as simple as asking a student to answer a homework question aloud in class, and then giving him/her feedback. They can be quizzes, self-assessments, peer assessments, first drafts of major projects/essays, mock exams, just about anything that will give you an idea of how a student is doing. They are sometimes considered to be "assessment FOR learning" - the point of the exercise is not to generate a mark, but that the student learns by doing the task, and from your comments. Summative assessments are the things that will count for marks. They should come after students have had a few opportunities to check their learning and improve their skills with formative work. They are the traditional assignments and tests. They are "assessment OF learning" - the point is to measure in a final way what the student learned, and to put a grade on it. Teacher: DATE: 23rd of October 2009. CLASS: 12 F LEVEL: Super Advanced COURSE BOOK: Prospects UNIT: 3 LESSON: High Drama TIME: 50 COMPOSITION 30 students aged 17-18 GENERAL DESCRIPTION they do not show an interest concerning literature, but they may be stimulated if they get in the position of arguing on different subjects. Sometimes they lack enthusiasm in the beginning so they need to be encouraged that something interesting is going to happen. ASSUMPTION They are familiar with discussion upon literature texts but they discourage themselves if the vocabulary is unknown. They have certain grammar problems. RECENT WORK: Reading: for general, specific, detailed information Writing: argumentative essay using a certain title or quote Listening: for detailed, general information, for gist Speaking: about their hobbies and their lives, discussions starting from certain quotes, (brainstorming) LESSON AIMS: To introduce a famous piece of literature To develop the students reading and speaking skills To get the students express thoughts and exchange personal opinions To introduce new vocabulary LESSON OBJECTIVE: Students will be able to use new words in sentences of their own</p> <p>Students will literary text Students will concerning a Students will examples</p> <p>be able to use their knowledge of the English Language to read a be able use English in order to express their thoughts and feelings certain subject be able to argue their points of view and support their positions with</p> <p>SKILLS INVOLVED: reading, listening, speaking, writing INTERACTION: T-S, S-S, Group Work, Whole class work, Individual work. MATERIALS, AIDS: course book,. EVALUATION: continuous through observation and analysis of answers STAGES ACTIVITY 1: warm up AIM To get Ss attention PROCEDURE T greets Ss and asks them different questions as How are you? T checks the attendance , the homework TECHNIQUE discussion INTERACTION T-S, S-T TEACHER ROLE controller TIME 3 ACTIVITY 2: pre- reading AIMS To activate the Ss personal experiences To involve them and motivate them to participate in the activity To personalize the topic and make it plausible To activate Ss knowledge of the language To raise expectations To create emotional involvement To prepare reading PROCEDURE T asks the Ss to comment upon the first quotation of the lesson. They are encouraged to express their opinion TECHNIQUE discussion . INTERACTION T-S, S- T, S-S CLASS MANAGEMENT whole class activity. TEACHER ROLE controller, organizer, participant SKILLS listening, speaking, MATERIAL course book TIME 5 ACTIVITY 3: reading AIMS To develop loud reading To promote global reading for understanding To introduce new vocabulary in the context</p> <p>To To To To</p> <p>encourage the Ss to infer the meaning of unknown items in the context develop summarizing skills verify expectations keep the Ss interested in the subject</p> <p>PROCEDURE T asks the Ss to read the text. Ss find out the meaning of unknown words. They also have to solve certain vocabulary exercises. TECHNIQUE reading aloud, comprehension questions, writing INTERACTION T-S, S- T, CLASS MANAGEMENT whole class activity, TEACHER ROLE controller, SKILLS listening, reading speaking, MATERIAL course book TIME 15 ACTIVITY 4: post- reading listening AIMS To develop listening skills on the topic PROCEDURE T asks the Ss to listen the message on the tape They are asked certain questions about the listened fragment TECHNIQUE comprehension questions, speaking INTERACTION T-S, S- T, CLASS MANAGEMENT whole class activity, TEACHER ROLE controller, organizer SKILLS listening, speaking, writing MATERIAL course book TIME 15 ACTIVITY5: writing AIM To practice writing skills PROCEDURE T asks the Ss to solve ex. 5 page 17 . they write the sentences on their notebooks. .Teacher may need to explain some aspects of this task. TECHNIQUE, writing INTERACTION T-S, S- T, CLASS MANAGEMENT whole class activity TEACHER ROLE controller, SKILLS reading , writing MATERIAL course book TIME 10 Follow up activity- write an opinion essay: The essence of drama is conflict Teacher explains clearly what the Ss must do. Time: 2</p> <p>Model Text related task....luat de pe AJUTOR ENGLEZA TITULARIZARE Objectives Interaction: T-SS, SS-SS Materials: coursebook Estimated time: 18 minutes level: upper-intermediate Stages: PRE-READING: (3 min) obj: to get SS involved in the topic and raise expectations to practice making predictions to facilitate reading Procedure: T offers information about the fragment ( title of the book, author, contex) T asks SS to predict what the text is about starting from the title SS try to make several predictions T asks SS to rhink of similar authors they studied in classroom/ heard about from diff sources SS answer (if not T helps them) WHILE-READING (10 MIN) obj: to practice reading and scannig to develop recognition and guided discovery to facilitate interpretation Procedure: T asks SS to read the text and answer the following questions: ----------- Nu am inspiratie acum SS read the text and try to answer the questions POST-READING: (5 min) obj: to develop awareness and interpretation to prepare SS for the follow-up and homework Procedure: T asks SS to imagine how MIss Havisham and Estella would influence Pip's life T gives them 2 min to think SS give their interpretations At the and of the activity T makes a few comments on the SS performance. T takes notes on SS performance. T's role: ressorce, organiser, observer, assessor.</p> <p>subiect de la iasi din 2008 urmatorul subiect la metodica: "Specify the two basic principles governing lesson planing and the three main areas teachers should know before planning their lessons" ... daca prima parte am inteles la ce se refera (desi sunt 3 principii nu doar 2 )...partea a doua imi da de furca...nu gasesc in niciunul</p> <p>dintre materialele mele chestia asta...ma poate lamuri cineva la ce se refera? Raspuns: Harmer - ed. din 1991: pag. 260: 1. the job of teaching 2. the institution 3. the students am si eu o intrebare legata de Class Management.In anul 2004 s-a dat urmatorul subiect: " Write about CLASS MANAGEMENT stating its main aspects and its importance to the success of the class activities organised by the teacher" , la rezolvare trebuie sa scriem despre toate aspectele? De ex in " In-distance..." sunt prezentate 5 aspecte: Classroom organisation, Classroom interactions, Teacher ressources, Teacher's roles, Trouble in the classroom. La un asemenea subiect scriem despre toate aceste aspecte? Cred ca da. Eu as scrie despre teacher's roles, class organization (student groupings - lockstep, groups, pairs, indiv. study) si disruptive behaviour.</p> <p>fetelor, plssssssss help me........... ce trebuie sa scriem la metodica la tipuri de activitati? de 1 ora tot rasfoiesc cartile ..dar nu pricep (...un raspuns scurt daca se poate sau o pagina ..multumesc...</p> <p>pey eu m-as gandi la writing activities, speaking, reading and listening activities</p> <p>Communicative/non-communicative activitiesniste lesson aims la o lectie de literatura? practic pe textul de la literatura sa fac un lesson plan la advanced learners...cam care r putea fi obiectivele?</p> <p>aims: to give ss practice to extract specific information - ii - in getting a general picture of the text chance to communicate , to work in pairs etc to introduce the new vocabulary</p> <p>objectives : swbat use the new words use the english language to express their thoughts and feelings (for eg. ) concerning Huck's dillema</p> <p>Depinde si ce activitati iti propui sa faci swbat summarize a paragraph (daca le dai asa ceva) - swbat to use English to describe a character (daca le dai la final ca tema caracterizarea personajului) Esti liber/a sa formulezi oricum vrei tu, important e sa incadrezi bine opera si autorul, sa caracterizezi epoca din punct de vedere istoric, cultural si literar; sa vezi cat se oglindeste societatea in opera si cat nu; sa demonstrezi daca scriitorul si opera sa apartin sau nu canonului literar al vremii; sa spui ce are in comun sau nu cu ceilalti scriitori contemporani; sa faci (acolo unde poti) o paralela cu celelalte literaturi din alte tari din aceeasi perioada. Eu asa inteleg acest "contextualize</p> <p>Mention the visual aids used in language teachingvideo base teaching? ?</p> <p>Nu neaparat, pot fi si fisele de lucru, manualul, plansele...tot ceea ce presupune contact vizuRealia, handouts, books, pictures, blackboard...</p> <p>''explain the concepts of lead-in and dwell on what you would do to arouse your students' interest in this particular text?" Lead-in = an initial stage of lesson planning, in which the teacher tries to raise the students' interest in the topic to be presented. You cannot simply start teaching something, because this way the lesson will be monotonous and the students won't probably pay much attention to you. During the lead-in stage teachers should try to introduce the topic little by little, without specifically express it. Teachers should think of activities such as questions, brainstorming, discussion... related to the topic.</p> <p>Vizental prezinta detaliat types of tests...mult mai bine ca Harmer...si metode alternative de evaluare... In Vizental, paginile 102-104 gasiti alternative methods of evaluation</p> <p>gasit un subiect la metodica: 3 common mistakes within the language process? la ce se refera?</p> <p>skimming and scanning sunt la while-reading. The way of reading the text involves 4 strategies: skimming, scanning, sequential, focusing</p> <p>as avea si eu o intrebare. legat de correcting students' mistakes: de unde ati citit? Din Harmer Ultima editie la pg.97,131,120)si din "In-service distance training for English teachers". Cel putin eu. Correction in W, can be done both by tt. &amp; Ss; tt must show the Ss where work was effective and where it was not; tt can use a lot of symbols,underline the mistake and put a mark (WO, S,....)in the margin to show what kind of mistake is In Speaking-a gentle correction might take the form of reformulation,where tt.repeats whwt ss has said,but correctly this time, echoing... SHOWING INCORRECTNESS AND CORRECTION TECHNIQUES</p> <p>There are a number of techniques for showing incorrectness: 1 Repeating: Here we simply ask the student to repeat what he or she has just said by using the word 'again'. This, said with a questioning intonation, will usually indicate that the response was unsatisfactory (although it could be misunderstood as only indicating that the teacher has not heard the student's response). 2 Echoing: We will be even clearer if we repeat what the student has...</p>