Suport de Curs Pt Cei 4500 Viitori Formatori

8/12/2019 Suport de Curs Pt Cei 4500 Viitori Formatori

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PROIECT: POSDRU 62665 -Formarea continu a cadrelor didactice pentru utilizarea resurselor informatice moderne n predarea eficient a limbii engleze i evaluarea la nivel european a

competenelor lingvistice

Programul de formareDimensiuni europene moderne n

predarea-nvtarea limbii engleze

Suport de cursAutori

Maria Bujan: modulele 5, 8, 9, 10,11, 12 Carmen Georgescu: modulele 1, 3, 6

Ruxandra ic!i"a: modulele 5, 8, 9, 10, 11, 12 #lorina $ %asmine iculescu: modulele &, ',13 (r)*nca $ Mariana +egulescu: modulele 2, 1&

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Cupri sPREZENTAREA GENERAL A PROGRAMULUI DE FORMARE___________6MODULE 1 COMMUNICATIVE LANGUAGE TEACHING_______________11

Activity 1: Characteristics of the Communicative Approach____________12

Activity 2: The Communicative Approach and other language teachingmethods____________________________________________________________________14

Activity 3: Communicative approach vs. grammar-translation method_1

Activity 4: !ost Communicative "anguage Teaching #!ost C"T$________1%

Activity : curriculum online______________________________________________1&

'eferences_________________________________________________________________1&

MODULE 2 TEACHING FOREIGN LANGUAGES COMMUNICATIVELY-ACOMMON EUROPEAN FRAMEWORK APPROACH_____________________20

Activity 1: The communicative language competence__________________21

Activity 2: Cooperative learning__________________________________________23

Activity 3: (ultiple )ntelligences: *ardner+s Theory____________________24

Activity 4: ,euro-linguistic programming #,"!$_________________________2

Activity : Tas /ased language teaching #T0"T$________________________2&

Activity : ,euro-linguistic programming #,"!$________________________31

Activity %: The uropean !ortfolio and !assport________________________33

'eferences_________________________________________________________________3%

MODULE - THE EUROPEAN PROFILE OF TEACHER TRAINING______ !Activity 1: )dentifying the uropen pro le for language teachereducation___________________________________________________________________3&

Activity 2: o5 to (a e nglish "essons (ore 6ective and 7uccessful______________________________________________________________________________41

Activity 3: ducational Technology standards for teachers_____________43

'eferences_________________________________________________________________4

MODULE "- TYPES OF LEARNING ACTIVITIES FOR TEACHINGGRAMMAR_____________________________________________________________"

Activity 1: *oals and Techni8ues for Teaching *rammar________________4%Activity 2: 9eveloping *rammar Activities_______________________________

Activity 3: Teaching *rammar )nductively vs. 9eductively_____________ 1

Activity 4: Tips for teaching grammar____________________________________ 3

Activity : *rammar levels of accuracy #C ;'$__________________________ 4

Activity : ducational lin s______________________________________________ 4

'eferences_________________________________________________________________

MODULE # - TEACHING VOCA$ULARY________________________________#6

Activity 1: Teaching voca/ulary: *oals___________________________________ %Activity 2: Approaches to teaching voca/ulary__________________________

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Activity 3: Teaching voca/ulary techni8ues


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MODULE 10 - AD(USTING CLASSROOM MANAGEMENT TO THEEDUCATIONAL ENVIRONMENT_______________________________________126

Activity 1: Classroom (anagement: *oals_____________________________12%

Activity 2: Teacher@s 'oles_______________________________________________131

Activity 3: Teacher@s "anguage: )nstructions___________________________134

Activity 4: !lanning !atterns of )nteraction in Class___________________13

Activity : 7tudents@ attitudes to di6erent patterns of interaction__13Activity : Autonomy and learning______________________________________13%

Activity %: =ays to improve teaching and learning /y using moderntechnology________________________________________________________________13&

'eferences________________________________________________________________14

MODULE 11 - INTERCULTURAL EDUCATION_________________________1"2Activity 1: )ntercultural ducation______________________________________143

Activity 2: !ro/lems of )ntercultural Communication__________________144

Activity 3: )ntercultural Competence___________________________________144Activity 4: 9eveloping the )ntercultural 9imension in "anguage Teaching_____________________________________________________________________________14

Activity : Culture as a ;ifth 7 ill_______________________________________14&

'eferences________________________________________________________________1 1

MODULE 12 - TEACHING AIDS) STRATEGIES) METHODOLOGY)MODERN TECHNI*UES AND TOOLS USED TO FACILITATE GUIDED AND

AUTONOMOUS LEARNING OF ENGLISH AS A FOREIGN LANGUAGE_1#2Activity 1: (otivating tas s_____________________________________________1 4

Activity 2: (ethodology around the cloc ______________________________1 %

Activity 3: "anguage learning and communication strategies________1 &

Activity 4: sing authentic materials___________________________________1 1

Activity : (odern techni8ues and tools_______________________________1 2

'eferences________________________________________________________________1%1

MODULE 1 LESSON PLANNING___________________________________1%"Activity 1: *oals and Techni8ues for "esson !lanning_________________1%

Activity 2: 7tages in "esson !lanning___________________________________1%

Activity 3: "esson !lanning - 6ective vs. )ne6ective_________________1 3

Activity 4: Tips for lesson planning_____________________________________1 3

Activity : ducational lin s_____________________________________________1 4

'eferences________________________________________________________________1 4

MODULE 1" - ASSESSMENT_________________________________________1!#Activity 1: Assessment purposes________________________________________1

Activity 2: Test types_____________________________________________________1 %

Activity 3: !rinciples of testing__________________________________________1 &Activity 4: 7elf-assessment:The uropass "anguage !assport________1&1

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Activity : (ar ing scales_______________________________________________1&4

Activity : 7amples of tests_____________________________________________1&%

'eferences________________________________________________________________2

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PRE!E"T#RE#$E"ER#%& #

PRO$R#'U%UI DE

(OR'#RE

I troducere

n noul con"ex" euro-ean, .n care unul din"re o/iec"i ele niunii uro-ene es"e ca "o i ce" enii s s" -4neasc oar"e /ine limba lor matern i alte dou limbi strine, de la o vrst ct mai fraged 7Reuniunea Consiliului uro-ean de la Barcelona, 2002 -ro esorilor de lim/i moderne le re inun rol esen ial .n edi icarea unei uro-e mul"iling e) Ca urmare, ormarea aces"ei ca"egorii de -ro esoca- " -e i ce "rece o im-or"an din ce .n ce mai mare, iar e or"urile de a moderni a ;i o-"imi-redarea ;i .n area .n aces" domeniu sun" "o" mai sus inu"e la ni elul "u"uror s"a"elor mem/re ale

niunii uro-ene)(in aceas" -ers-ec"i , -rogramul Dimensiuni europene moderne n predarea-nv area limbii

engleze se cons"i"uie ca o excelen" o-or"uni"a"e de de ol"are -ro esional a -ro esorilor de lim/engle , -e coordona"ele unor a/ord ri moderne la ni el euro-ean care includ u"ili area


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Scopul programului

+rogramul i ea .m/un " irea cali" ii ca-i"alului uman din educa ie, -rin de ol"com-e"en elor -ersonalului didac"ic de a u"ili a "e!nologii moderne ;i ins"rumen"e digi"ale .n -redaree icien" a lim/ii engle e ;i e aluarea s"andardi a" a com-e"en elor ling is"ice)

O)iecti*ele programului

?a inali area -rogramului de ormare, -ar"ici-an ii or i ca-a/ili:$ s utilizeze metodele i abordrile comunicative n predarea limbii engleze, corelnd necesitile

de comunicare lingvistic cu $adrul $omun %uropean de &eferin al 'imbilor (trine)$ s elaboreze programe de nvare conform $adrului $omun %uropean de &eferin al 'imbilor

(trine)$ s stabileasc obiectivele unor programe de formare a profesorilor de limbi strine care s se

raporteze la profilul european)$ s utilizeze strategii pentru predarea gramaticii care vizeaz competenele stabilite de $adrul

$omun %uropean de &eferin)$ s identifice i s utilizeze tipuri de activiti de nvare adecvate abordrii vocabularului)$ s utilizeze tipuri de activiti de nvare adecvate pentru abordarea receptrii mesa*ului citit)$ s utilizeze tipuri de activiti de nvare adecvate pentru predarea nelegerii unui te+t audiat)$ s utilizeze tipuri de activiti de nvare adecvate pentru producerea de mesa*e orale)$ s utilizeze modaliti prin care s-i nvee pe elevi s produc diferite tipuri de mesa*e scrise pe

baz de criterii generate de analiza nevoilor reale de comunicare)$ s practice un management al clasei care s favorizeze dezvoltarea competenelor de

comunicare ale elevilor)$ s dezvolte dimensiunea intercultural n predarea limbii engleze)$ s integreze n lecie materiale autentice i te nologia computerizat)$ s planifice leciile n raport cu obiectivele vizate i nivelurile de pregtire ale elevilor)$ s utilizeze diverse tipuri i instrumente de evaluare, corelate cu e+igenele $adrului %uropean

$omun de &eferin al 'imbilor (trine

Compete +e *i,ate

+rogramul de ormare le a ormaA de ol"a cursan ilor urm "oarele com-e"en e:

U itatea decompete + Compete +e ge erale Compete +e specifice

./ -erarea cu documen"ele ;i conce-"eles-eci ice -red rii lim/ii engle e

iden"i ic elemen"ele carac"eris"ice ale me"odeicomunica"i e olosi"e .n -redarea lim/ii engle e

com-ar ;i con"ras"ea me"oda comunica"icu me"odele an"erior olosi"e .n -redarea lim/iiengle e

-roduce scenarii meni"e sa an"ici-e e e-oca-os"$comunica"i .n -redarea lim/ii engle e

iden"i ic sc!im/ rile aduse de C # .n -redarealim/ilor s"r ine cu -riori" i comunica"i e

7learner s au"onomD, learner s cen"redness,"eac!er s role as need analDs", acili"a"or,counselor, grou- -rocess manager, researc!er,ad isor, co$-ar"ici-an" e"c), com-e"ence /asedlanguage "eac!ing, con"en" /ased ins"ruc"ion, coo-era"i e learning, lexical a--roac!es, mul"i-lein"elligences, neurolinguis"ic -rogramming, "asE/ased language learning, >!ole learning

iden"i ic u"ili"a"ea cunoa;"erii -ro ilului euro-ea-en"ru ormarea -ro esorilor de lim/i moderne

de ine;"e conce-"ul de predare eficient a limbiiengleze

iden"i ic ;i descrie com-e"en ele c!eie necesare-ro esorului euro-ean -en"ru -redarea lim/ii

engle e ca lim/ modern2/ Com-a"i/ili area con inu"urilor -re u"ede -rogramele ;colare -en"ru s"udiul

iden"i ic "i-uri de ac"i i" i de .n are adec-en"ru a/ordarea grama"icii, oca/ularului,

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U itatea decompete + Compete +e ge erale Compete +e specifice

lim/ii engle e cu ni elurile decom-e"en e men iona"e de C # -rinac"i i" i de .n are cen"ra"e -e ele

-ronun iei, rece-" rii mesajelor ci"i"e, audia"e,-roducerii de mesaje orale ;i scrise, in"erac iunii,in"ercul"urali" ii ;i -luriling ismului e"c

-roiec"ea ac"i i" i de .n are /a a"e -ea/ordarea in"egra" a de-rinderilor decomunicare

selec"ea ac"i i" ile de .n are -e /a decri"erii genera"e de anali a ne oilor reale decomunicare ale ele ilor 7 4rs" , domeniu, loc dedes ;urare, in"erac iuni, de-rinderi i a"e,si"ua ii de comunicare, s"ra"egii e"c

0/

"ili area mijloacelor, me"odelor,"e!nicilor ;i -rocedeelor didac"icemoderne -en"ru a acili"a -redarea ;i .n area dirija" ;i au"onom a lim/iiengle e

-re in" ex-erien a -ro-rie .n domeniu ex-rim o-inia -ro-rie .n leg "ur cu u"ili area


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3) +R #=? ? R + * ;i ormarea -ro esorului de lim/i s"raine & ore

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'ODU%E .

CO''U"IC#TI E%#"$U#$E TE#C7I"$

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#cti*it8 .: C!arac"eris"ics o "!e Communica"i e *--roac!#cti*it8 2: ledge, cri"ical "!inEing, alues and ci"i ens!i-o/jec"i es o educa"ion or a sus"aina/le u"ure

"o ena/le "eac!er "rainers, "eac!ers and s"uden"s "o reorien" curriculum and "eac!ing so "!a" "!elearning ex-eriences o sc!ool s"uden"s !el- "!em mee" "!e demands o linguis"ic reali"iesno>adaDs and ac"i elD -romo"e "!eir ca-aci"ies or "!inEing crea"i elD

"o -ro ide "eac!ers and s"uden"s >i"! a model o com-u"eri ed assis"ed language learning7C*??

"o acili"a"e ease o na iga"ion and use o "!e in"erne" "o de ise a na iga"ional s"ruc"ure >!ic! acili"a"es c!oice as "o "!e con"en"$ ocus and seNuence

o "!eir learning ac"i i"ies /D -ro iding mul"i-le access -oin"s "o in orma"ion, as >ell as mul"i-lesources o in orma"ion

"o ge" "eac!er "rainers amiliar >i"! O learning s"ra"egies "!a" in i"e learners O"o analDse andin"er-re" in orma"ion in a arie"D o orms 7eg "ex", "a/les, diagrams, and linEed PPP$si"es "o a--lD "!e ideas "!eD de elo- "o "!eir o>n curriculum and "eac!ing con"ex"s and -rac"ices "o !el- "eac!er "rainers rela"e "o R +*@@ com-e"ences)

#cti*it8 .: C aracteristics of t e Commu icati*e #pproac

C aracteristics of t e Commu icati*e #pproac

Pi"! "!e ra-id de elo-men" o #? "eac!ing in non$ nglis!$s-eaEing coun"ries, nglis! "eac!ers !a e/ecome more a>are "!a" "!e exclusi e use o ei"!er "!e communica"i e a--roac! or grammar$"ransla"ion

me"!od does no" mee" "!e real reNuiremen"s o real communica"ion) i"! e erD"!ing "!a" concerns "!e orm, "!e use, and "!e con"en" o "!e"arge" language)Commu icati*e la guage teac i g 7C?< is an a--roac! "o "!e"eac!ing o second and oreignlanguages "!a" laDs s"ress onin"erac"ion as /o"! "!e means and "!e ul"ima"e goal olearning alanguage) =n Communica"i e ?anguage

5) rrors can some"imes occur in language learning6) Grammar is usuallD "aug!" less sDs"ema"icallD') se o "!e e erDdaD language8) i"!in "!e con"ex" ac!ie ing arious learning "asEs, >!ic! in ol e learners >i"! language)Read more: !""-:AA>>>)ar"icles/ase)comAeduca"ion$ar"iclesA"!e$communica"i e$a--roac!$"o$langu"eac!ing$12&&891)!"mlQix 1%rx@ lB0 9) n -ersonal ex-erience during "!e learning-rocess)11) Ge""ing "!e s"uden"s maEe connec"ions /e">een learning >i"! language ac"i i"ies ou"side "!eclassroom)

12) Fisual s"imuli are o "en used)

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http://en.wikipedia.org/wiki/Teachinghttp://en.wikipedia.org/wiki/Foreign_languagehttp://en.wikipedia.org/wiki/Foreign_languagehttp://en.wikipedia.org/wiki/Interactionhttp://en.wikipedia.org/wiki/Languagehttp://www.articlesbase.com/education-articles/the-communicative-approach-to-language-teaching-1244891.html#ixzz1JrxSQlB0http://www.articlesbase.com/education-articles/the-communicative-approach-to-language-teaching-1244891.html#ixzz1JrxSQlB0http://en.wikipedia.org/wiki/Teachinghttp://en.wikipedia.org/wiki/Foreign_languagehttp://en.wikipedia.org/wiki/Foreign_languagehttp://en.wikipedia.org/wiki/Interactionhttp://en.wikipedia.org/wiki/Languagehttp://www.articlesbase.com/education-articles/the-communicative-approach-to-language-teaching-1244891.html#ixzz1JrxSQlB0http://www.articlesbase.com/education-articles/the-communicative-approach-to-language-teaching-1244891.html#ixzz1JrxSQlB0


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?earners are encouraged "o de elo- communica"i e com-e"ence, >!ic! is "!e a/ili"D "o uselanguage Eno>ledge in a social con"ex" as >ell as sociolinguis"ic -ar"s o a language >ell enoug! "o /ea/le "o in"erac")

Communica"i e language "eac!ing isdesig ed to promote t e lear i g of a foreig la guaget roug i teractio a d co te;t/ *s ar as "!e class managemen" is concerned, in "!is orm o ins"ruc"ion "eac!ers o "en use grou- and -air in"erac"ions)

-lanning or "!e u"ure, ind common liEes AdisliEes)Be ore de ining "!e role o "!e "eac!er, i" mig!" /e >or"! clari Ding >!a" is mean" /D Scommunica"ac"i i"iesS)

Step ./.-I< - (e ine communica"i e "asEs /D c!oosing "!e rig!" ans>er:

1)Commu icati*e tas=s are t8picall8: *) "eac!er$con"rolledB) ocused on accuracD

C) sDn"!e"icA !olis"ic() analD"ic2)>/Commu icati*e compete ce? i cludes grammatical compete ce as @ell as *) sociolinguis"ic com-e"ence B) discourse com-e"ence C) s"ra"egic com-e"ence () all o "!e a/o e3/ >Strategic compete ce? refers to t e a)ilit8 to *) -roduce gramma"ical correc" u""erances B) -roduce co!eren" and co!esi e u""erances C) sol e communica"ion -ro/lems as "!eD arise () -roduce sociallD a--ro-ria"e u""erances&)Commu icati*e tas=s )ri g a)out *) im-ro ed gramma"ical accuracD B) gra"er sociolinguis"ic a>areness C) increased sel $correc"ion () im-ro ed -ronuncia"ion

Step./2-PaDs an ou"come o "eac!ingTTTT 2) P!a" s"uden"s learn is in luenced /D "!eir exis"ing ideasTTTTTT 3) +rogression in learning is usuallD rom "!e a/s"rac" "o "!e concre"eTTTTTT &) +eo-le learn "o do >ell onlD >!a" "!eD -rac"ice doingTTTTT 5) ec"i e learning /D s"uden"s reNuires eed/acETTTTTT 6) x-ec"a"ions do no" a ec" -er ormanceTTTTTTTT

#cti*it8 2: T e Commu icati*e #pproac a d ot er la guage teac i g met ods

#/T e $rammar-Tra slatio 'et od =n "!e Classical or Grammar$ re$emerged as manD "eac!ers "in"egra"e s"ruc"ures in"o con"en" ocused lessons) Bu" "!e ex-lici" "eac!ing o gramma"ical rulesisola"ion is rare no>adaDs)

A/T e Direct 'et od

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ed /ecame "!e main in"en"ion)

C/T e #udio-'et ods =n "!is me"!od, grounded in "!e !a/i" orma"ion model o /e!a iouris" -sDc!ologD and on a @"ruc"u?inguis"ics "!eorD o language, "!e em-!asis >as on memorisa"ion "!roug! -a""ern drills andcon ersa"ion -rac"ice ra"!er "!an de elo-ing communica"i e a/ili"D)

C!arac"eris"ics o "!e *udio$Me"!ods: e> ma"erial is -resen"ed in dialogue orm @"ress is laid on memori a"ion o se" -!rases, and o erlearning +a""erns are seNuenced /D means o con"ras"i e analDsis @"ruc"ures are "aug!" using re-e"i"i e drills o learning relies on "!e re-e"i"i e condi"ioning o learner res-onses)Be!a iourism is rela"ed "o "!e idea "!a" /e!a iour can /e researc!ed scien"i icallD) ?earning is anau"oma"ic -rocess >!ic! does no" im-lD anD cogni"i e -rocesses in "!e /rain)+a lo s URes-onden" Condi"ioning resul"s rom "!e associa"ion o ">o s"imuli, suc! as causing dosali a"e a" "!e sound a "uning orE)@Einner de elo-ed U -eran" Condi"ioning >!ere "!e U@"imulus$Res-onse associa"ion is elici"ed "!rselec"i e rein orcemen" 7re>ards or -unis!men"s "o s!a-e /e!a iour)Be!a iouris" ?anguage "!inEing i-sDc!ologD, an"!ro-ologD and linguis"ics >i"! "!e emerging ields o com-u"er science and neuroscienceCog iti*e %a guage T eor8 emerged rom "!e C!omsEDan Re olu"ion >!ic! ga e /ir"! "o Cogni"i eCode ?earning, e"c Cogni"i e learning goes /eDond "!e /e!a iouris" learning o ac"s and sEills, adding cogni"i-rocessus "o "!e learning -rocess) ?earners are asEed "o >orE ou" rules deduc"i elD or "!emsel es) =

ocuses on /uilding a learner s ex-eriences and -ro iding learning "asEs "!a" can c!allenge, /u" also!el-s s"uden"s learn and -rogress "!roug! "!e curriculum) GenerallD s-eaEing, cogni"i e "!eorD isin"eres"ed in !o> -eo-le unders"and ma"erial, and "!us i" can /e -laced some>!ere /e">een /e!a iouraland cons"ruc"i is" a--roac!)

Cog iti*e Code %ear i g Pi"! "!e C!omsEDan re olu"ion in linguis"ics, "!e a""en"ion o linguis"s and language "eac!ers >adra>n "o>ards "!e Vdee- s"ruc"ure o language and a more cogni"i e -sDc!ologD) C!omsED s "!eorere encouraged "o >orE ou" grammar rules deduc"i elD or "!emsel es)

(educ"i e ?earning Gramma"ical ex-lana"ions or rules are-resen"ed and "!en a--lied "!roug! -rac"icein exercices

=nduc"i e ?earning ?earners are -resen"ed >i"! exam-les) n

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(/ Tas=-)ased la guage lear i g 7i"! sen"ence s"ruc"uri"! adeNuex-lana"ions o grammar unc"ions, "!e "eac!er can gi e "!em sui"a/le si"ua"ions "!a" encourage "!em "e ec"i elD use "!e rules in real$li e communica"ion)

#/ #ccurac8 *s/ flue c8

=" is o/ ious "!a" /o"! accuracD and luencD are essen"ial in language learning) Jo>e er, in nglis!"eac!ing domina"ed /D "!e grammar$"ransla"ion me"!od, more em-!asis is laid on "!e accuracD "!an on"!e luencD) @"uden"s in suc! classrooms are ex"remelD in"eres"ed in learning linguis"ic de"ails) !a" isex-ec"ed o "!e s"uden"s >!en "!eD gradua"e and >!a" "!e "eac!ing condi"ions are)

/ iouslD, luencD in language learning is more "!an "!a") @oon a "er "!e s"uden"s !a e mas"ered language orms, "!eD oug!" "o /e gi en -rac"ice "o de elo- luencD) eaEnesses and /ecome more andmore conscious o "!eir errors) =n "!is >aD, accuracD and luencD are -rac"iced almos" simul"aneous/eing in"erde-enden")

A/ %i guistic compete ce *s/ commu icati*e compete ce

*s i" is underlined in "!e Common uro-ean #rame>orE, "!e rela"ion /e">een linguis"ic com-e"enceand communica"i e com-e"ence is im-or"an", "oo *" "!e ounda"ion s"age, linguis"ic com-e"ence is "s-on"aneous and correc" use o "!e language sDs"em) n "!e o"!er !and communica"i e com-e"encereNuires -rinci-les o a--ro-ria"eness and a readiness on "!e -ar" o "!e learner "o use rele an"s"ra"egies in !andling cer"ain language si"ua"ions) !ile -rac"icing linguis"icom-e"ence)

%ear er-ce tered orie tatio

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i"!in "!egrou-)

Teac erBs role

!en necessarD, ins"ead o /eing "!e cen"ral au"!ori"Din "!e classroom) Moreo er, "eac!ers ac" as inde-enden" -ar"ici-an"s >i"!in "!e learning$"eac!ing grou-)Jo>e er, "!is does no" mean "!a" once a "eac!ing ac"i i"D is in -rogress, "!e "eac!er s!ould /ecome a-assi e o/ser er) =" is s"ill "!e "eac!er s o/liga"ion "o moni"or "!e s"uden"s -o"en"ial "!roug! ex"erguidance)

Xe", in con"em-orarD nglis! "eac!ing, "!e "eac!er s unc"ion is closelD rela"ed "o "!e o/jec"i e!isA!er role as communica"i e ac"i a"or) i"!in a communica"i e grou-7C ##

Step 0/.-I depe de t @or= P!ic! o "!e s"a"emen"s /elo> do Dou "!inE c!arac"eri es communica"i e language "eac!ing7 %acE CRic!ards,Communica"i e ?anguage language>orEs and -rac"icing rules)

2) Grammar is no longer im-or"an" in language "eac!ing)3) +eo-le learn a language "!roug! communica"ing in i")&) rrors are no" im-or"an" in s-eaEing a language)5) C?< is onlD concerned >i"! "eac!ing s-eaEing)6) Classroom ac"i i"ies s!ould /e meaning ul and in ol e real communica"ion)') (ialogues are no" used in C?n discourse)S

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A/ Pro9ect-)ased lear i g PA%

=" is /es" de ined as ins"ruc"ion rela"ing Nues"ions and "ec!nologD rela"i e "o "!e s"uden"sY e eli es "o classroom -rojec"s) @"uden"s carrD ou" "!eir o>n in es"iga"ion o "!eir o>n grou- >!ic! allos"uden"s "o de elo- researc! sEills) s s"uden"s "o >orE in grou-s or /D "!emsel es and ge"s "!em "o come u- >i"! ideas andrealis"ic solu"ions) +B?:

is orga i,ed arou d a ope -e ded Dri*i g uestio or C alle ge/ orE and dee-en "!eir learning /D cen"ering on signi ican" issues, de/a"es, Nues"ions andAor-ro/lems)

creates a eed to = o@ esse tial co te t a d s=ills/ ledge and conce-"s and "!en, once learned, gi e "!em"!e o--or"uni"D "o a--lD "!em) +B? /egins >i"! "!e ision o an end -roduc" or -resen"a"ion >!ic!reNuires learning s-eci ic Eno>ledge and conce-"s, "!us crea"ing a con"ex" and reason "o learnand unders"and "!e in orma"ion and conce-"s)

reFuires i Fuir8 to lear a dGor create somet i g e@/ o" all learning !as "o /e /ased oninNuirD, /u" some s!ould) *nd "!is inNuirD s!ould lead s"uden"s "o cons"ruc" some"!ing ne> L aidea, an in"er-re"a"ion, a ne> >aD o dis-laDing >!a" "!eD !a e learned)

i corporates feed)ac= a d re*isio / @"uden"s use -eer cri"iNue "o im-ro e "!eir >orE "o crea"e!ig!er Nuali"D -roduc"s)

results i a pu)licl8 prese ted product or performa ce/ P!a" Dou Eno> is demons"ra"ed /D>!a" Dou do, and >!a" Dou do mus" /e o-en "o -u/lic scru"inD and cri"iNue) reFuires critical t i =i gH pro)lem sol*i gH colla)oratio H a d *arious forms of

commu icatio / @"uden"s need "o do muc! more "!an remem/er in orma"ionZ"!eD need "o use!ig!er$order "!inEing sEills) orE as a "eam and con"ri/u"e "o a grou-e or") ri"e or o"!er>ise ex-ress "!emsel es in arious modes, and maEee ec"i e -resen"a"ions) >>)/ie)orgAa/ou"A21s"Tcen"urDTsEills

C/ * curren" major -riori"D in educa"ion isdiffere tiated i structio ) Recen" scien"i ic researc! onlearning demons"ra"es "!a" s"uden"s ac!ie e a" !ig!er le els >!en "eac!ers and s"uden"s dailD call or"!ese elemen"s o di eren"ia"ed ins"ruc"ion:

1) uicE and easD access "o a >ide arie"D o rele an" learning resources or /o"! !is"oric ancurren" "o-ics "!a" s"uden"s can read, ie>, and unders"and )

2) ?earning assignmen" orma"s "!a" re er "o "o-icsAissues "!a" are rele an" "o s"uden"sY li esin"eres"s

3) =ns"rumen"s "!a" !el- s"uden"s organi e, analD e, and sDn"!esi e in orma"ion e icien"l-ro/lem sol ing and cri"ical "!inEing

s or "eac!ers "odaD is "!a" educa"ional "ec!nologD maEes i" -ossi/le "o im-lemen"di eren"ia"ed ins"ruc"ion >i"! li""le o "!e e or" needed in "!e -as")

D) T ese are t e priorities of 2.st Ce tur8 %iterac8 a d S=ills: +ro/lem$sol ing and cri"ical "!inEing s) "radi"ional ro"e learningColla/ora"ion across ne">orEs and leading /D in luence s) "radi"ional indi idual e or"

*gili"D and ada-"a/ili"D s) "radi"ional con ormi"D "o norm=ni"ia"i e and en"re-reneurs!i- s) "radi"ional S"ried and "rueSec"i e >ri""en and oral communica"ion s) "radi"ional >orEs!ee"s and mul"i-le c!oice "es"s

*ccessing and analD ing in orma"ion s) "radi"ional remem/ering "!e Srig!"S ans>erCuriosi"D and imagina"ion s) "radi"ional one >aD "o sol e -ro/lems

Step 1/.- I

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*sE eac! o Dour s"uden"s "o c!oose a card according "o !is a/il"i"ies and -re erences) +rac"iceindi iduallD eac! o "!ese ac"i i"ies) n a c!ecElis" record "!e resul"s on a s!ee" o -a-er)) Re er "o"!eir: 1)C # le el rela"ed "o "!e res-ec"i e com-e"ence 2) ri""en "ex")

Step 1/2-Pe !a e "o clari D !ere, "!a" >i"! "!e a//re ia"ion o +B?, >e re er "oPro9ect-Aased %ear i gand no" "oPro)lem-Aased %ear i g) een "!em is reNuen"lD /lurredas "!eD can /e used in com/ina"ion and -laD com-lemen"arD roles, /u" "!eD are no" iden"ical a--roac!es7Camille sc!, 1998 ci"ed in 7@c!neiderman, BorEo>sEi, *la i, \ orman, 1998 ) x-lain "!e di eren/e">een "!em)

#cti*it8 5: curriculum o li e

# ) O li e curriculum

A/ Use of Tec olog8 i t e classroom !ere -ic"ures in"eres" "!em a lo") en a" a !ig!er le el -ic"ures could /e used "o >ri"e essaDs, s"oriesand used "o learn o"!er crea"i e as-ec" o languages)

5. 7armerH J/ 72001 ) Jo> "o "eac! nglis!,73rd ed) ) ?ondon: ?ongman)6. Ric ardsH J/C/ a d T/ Rodgers 72000 ) *--roac!es and me"!ods in language "eac!ing) 72ndedi"ion ) e> XorE: Cam/ridge ni ersi"D +ress)

"e@spaper Pai ti g Poem Read#loud Sloga So g SpeecStor8


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$ *--roac!es "o @econd ?anguage (iscussionL +os" C?<


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#cti*it8 2: Coo-era"i e ?earning#cti*it8 0: Mul"i-le =n"elligences: GardnerYs

Activity : ! e %uropean 6ortfolio and 6assport

!b"ectives orE se"s "!e -rinci-les o ela/ora"ing language sDlla/uses,

curriculum guidelines, examina"ions, "ex"/ooEs, e"c) across uro-e) =" -resen"s >!a" language learnersmus" learn in order "o de elo- Eno>ledge and sEills "!eD need "o communica"e e ec"i elD) descri-"ion also de ines "!e cul"ural /acEground o "!e language)orE is in"ended "o o ercome "!e /arriers o communica"ion among-ro essionals >orEing in "!e ield o modern languages coming rom di eren" educa"ional sDs"em

uro-e) =" is a use ul means "o adminis"ra"ors, course designers, "eac!ers, "eac!er "rainers, examining/odies, e"c), "o ensure "!a" "!eD mee" "!e real needs o "!e learners or >!om "!eD are res-onsi/le)

#cti*it8 .: T e commu icati*e la guage compete ce

e are amiliar >i"!, /eing de ided in"o areas o lexical, -!onological and sDn"ac"icalEno>ledge) =n o"!er >ords oca/ularD, V-ronuncia"ion and grammar) Xe", "!e o"!er areas descri/e/D "!e C # are -er!a-s less >ell Eno>n "o "eac!ers) Socioli guistic

Pe mig!" call "!em di eren" cul"ures >i"! di eren" norms o /e!a iour >!ic! include socicon en"ions >i"! res-ec" "o -oli"eness, class and social grou-s among o"!er "!ings) =n o"!er >ordsC # in ol es /ecoming amiliar >i"! cul"ure in "!e classroom L no" onlD our o>n cul"ure, /u" als"!ose o o"!er coun"ries ) Pragmatic

ords our s"uden" saDssome"!ing >!ic! can or canno" /e com-re!ended as in"ended: "!e s"uden" mig!" cause anger,or exam-le /D "!e use o a ges"ure or a >ord no" ullD unders"ood in "erms o conno"a"ion )

C #R descri/es >!a" a learner is su--osed "o /e a/le "o do in reading, lis"ening, s-eaEing and>ri"ing a" eac! le el)

s:

#/ Communica"ion "!emes

A) Communica"i e "asEs and -ur-oses are7 *lso see C #

./ R*? +R ( C


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D/( C?*R*orsc!ool, leisure, e"c) Can deal >i"! mos" si"ua"ions liEelD "o arise >!ils" "ra elling in an area >!ere "!e languagis s-oEen) Can -roduce sim-le connec"ed "ex" on "o-ics >!ic! are amiliar or o -ersonal in"eres") Can descri/eex-eriences and e en"s, dreams, !o-es \ am/i"ions and /rie lD gi e reasons and ex-lana"ions or o-inions and-lans)

A2

Can unders"and "!e main ideas o com-lex "ex" on /o"! concre"e and a/s"rac" "o-ics, including "ec!nicaldiscussions in !isA!er ield o s-ecialisa"ion) Can in"erac" >i"! a degree o luencD and s-on"anei"D "!a" mregular in"erac"ion >i"! na"i e s-eaEers Nui"e -ossi/le >i"!ou" s"rain or ei"!er -ar"D) Can -roduce clear, de"ail"ex" on a >ide range o su/jec"s and ex-lain a ie>-oin" on a "o-ical issue gi ing "!e ad an"ages anddisad an"ages o arious o-"ions)

C.

Can unders"and a >ide range o demanding, longer "ex"s, and recognise im-lici" meaning) Can ex-ress!imA!ersel luen"lD and s-on"aneouslD >i"!ou" muc! o/ ious searc!ing or ex-ressions) Can use languag

lexi/lD and e ec"i elD or social, academic and -ro essional -ur-oses) Can -roduce clear, >ell$s"ruc"ude"ailed "ex" on com-lex su/jec"s, s!o>ing con"rolled use o organisa"ional -a""erns, connec"ors and co!esi ede ices)

C2Can unders"and >i"! ease ir"uallD e erD"!ing !eard or read) Can summarise in orma"ion rom di eren" s-and >ri""en sources, recons"ruc"ing argumen"s and accoun"s in a co!eren" -resen"a"ion) Can ex-ress!imA!ersel s-on"aneouslD, erD luen"lD and -reciselD, di eren"ia"ing iner s!ades o meaning e en in "com-lex si"ua"ions)

Common 'eference "evels

Step./. - $roupGP< - +lan "!ree ac"i i"ies corres-onding "o "!ree di eren" language com-e"ences romC #) orE in -or small grou-s so "!a" Dou can exc!ange ideas and s!are "!e >orE)

#cti*it8 2: Cooperati*e lear i g

#/ Cooperati*e %ear i g

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ManD -rinci-les !a e /een -ro-osed or coo-era"i e learning) Belo> is one lis" o eig!" suc! -rinci-les)./ 7eteroge eous $roupi g/

2/ Colla)orati*e S=ills/Colla/ora"i e sEills, suc! as asEing or in orma"ion, are "!ose needed "o>orE >i"! o"!ers) @"uden"s maD lacE "!ese sEills, "!e language in ol ed in using "!e sEills, or "a/ili"D "o a--lD "!e sEills) Mos" /ooEs and >e/si"es on coo-era"i e learning sugges" "!a"colla/ora"i e sEills /e ex-lici"lD "aug!" a" a "ime)

0/ $roup #uto om8/ i"! "!e en"ire class) Pe maD some"imes >an" "o resis" "!is"em-"a"ion, /ecause as Roger %o!nson >ri"es, U>>)clcrc)comA-agesANanda)!"ml )

1/ Simulta eous I teractio /=n "radi"ional classes in >!ic! grou- ac"i i"ies are no" used, "!e normalin"erac"ion -a""ern is "!a" o "!e seNuen"ial "D-e in >!ic! one -erson a" a "ime L usuallD "!"eac!er L s-eaEs) =n con"ras", >!en grou- ac"i i"ies are used, one s"uden" -er grou- is s-eaEing)=n a class o &0 di ided in"o grou-s o our, "en s"uden"s are s-eaEing simul"aneouslD, i)e)s"uden"s di ided in"o & s"uden"s -er grou- ^ 10 s"uden"s 71 -er grou- s-eaEing a" "!e same"ime)

5/ EFual Participatio / * reNuen" -ro/lem in grou-s is "!a" one or ">o grou- mem/ers domina"e"!e grou- and, im-lici"elD in!i/i"s "!e o"!ers) Coo-era"i e learning o ers manD >aDs o -romo"imore eNual -ar"ici-a"ion among grou- mem/ers)

6/ I di*idual #ccou ta)ilit8/P!en >e -romo"e indi idual accoun"a/ili"D in grou-s, >e gi e ac!ance "o e erD/odD "o "rD "o learn and "o s!are "!eir Eno>ledge and ideas >i"! o"!ers)

/ Positi*e I terdepe de ce/i"! "!e o"!ers and de-end on one ano"!er) =" is "!is U*ll or one, one or all

eeling "!a" maEes grou- mem/ers >an" "o !el- eac! o"!er, and "!a" "!eD are all res-onsi/le or a common goal)

M/ Cooperatio as a alue/aD "o learn, i)e), "!e!o> o learning, i" is also -ar" o "!e con"en" "o /e learned, i)e), "!e >!a" o learning)

rom "!e mos" crucial coo-era"i e learning -rinci-le, "!e -osi"i e in"erde-endence) Coo-era"ionas a alue in ol es "aEing "!e eeling o U*ll or one, one or all and ex-anding i" /eDonsmall classroom grou- "o encom-ass "!e >!ole class and "!e >!ole sc!ool)

*ddi"ional Coo-era"i e ?earning in orma"ion is a aila/le a" "!e si"es lis"ed /elo>: >>>)co$o-era"ion)orgA-agesAcl)!"ml >>>)iasce)ne" >>>)ncsu)eduA elder$-u/licACoo-era"i eT?earning)!"ml >>>)Eaganonline)com @earc! Google

Step 2/.-$< $#ollo>ing "!e s"ages /elo>, de ise a coo-era"i e "D-e o ac"i i"D corres-onding "o le el *7C #

1) E;plai : Gi e a descri-"ion o >!a" sEill "!eD >ill /e learning, associa"ing i" >i"! curren"Eno>ledge)

2) Demo strate: @!o> !o> "!e -rocedure or -rocess >orEs /D demons"ra"ion)3) Practice: Gi e "!e s"uden"s "ime "o -rac"ice "!e -rocedure or -rocess)

&) Peer Coac i g: Ja e "!e s"uden"s coac! eac! o"!er) 7@ee+eer Coac!ing or more de"ails)#cti*it8 0: 'ultiple I tellige ces: $ard erNs T eor8

#/ 'ultiple I tellige ces: $ard erNs T eor8

as -ro-osed /D Jo>ard Gardner in 1983 "o analD e and /e""er descri/e "!e conce-" o in"elligence)

Gardner de ines in"elligence as S"!e ca-aci"D "o sol e -ro/lems or "o as!ion -roduc"s "!a" arealued in one or more cul"ural se""ingS 7Gardner \ Ja"c!, 1989 ) sing /iological as >ell as

cul"ural researc!, !e ormula"ed a lis" o se en "D-es o in"elligences) ou"looE on in"elligedi ers grea"lD rom "!e "radi"ional ie> >!ic! usuallD recogni es onlD ">o in"elligences, er/alcom-u"a"ional)


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er)al-%i guistic I tellige ce $$ >ell$de elo-ed er/al sEills and sensi"i i"D "o "!e sounds, meaningsand r!D"!ms o >ords

'at ematical-%ogical I tellige ce $$ a/ili"D "o "!inE conce-"uallD and a/s"rac"lD, and ca-aci"D "discern logical or numerical -a""erns

'usical I tellige ce $$ a/ili"D "o -roduce and a--recia"e r!D"!m, -i"c! and "im/er

isual-Spatial I tellige ce $$ ca-aci"D "o "!inE in images and -ic"ures, "o isuali e accura"elD anda/s"rac"lD

Aodil8-Li est etic I tellige ce$$ a/ili"D "o con"rol oneYs /odD mo emen"s and "o !andle o/jec"ssEill ullD

I terperso al I tellige ce$$ ca-aci"D "o de"ec" and res-ond a--ro-ria"elD "o "!e moods, mo"i a"ionsand desires o o"!ers)

I traperso al I tellige ce $$ ca-aci"D "o /e sel $a>are and in "une >i"! inner eelings, alues, /elie sand "!inEing -rocesses

"aturalist I tellige ce $$ a/ili"D "o recogni e and ca"egori e -lan"s, animals and o"!er o/jec"s inna"ure

E;iste tial I tellige ce $$ sensi"i i"D and ca-aci"D "o "acEle dee- Nues"ions a/ou" !uman exis"encesuc! as "!e meaning o li e, >!D do >e die, and !o> did >e ge" !ere)

*l"!oug! "!e in"elligences are ana"omicallD se-ara"ed rom eac! o"!er, Gardner claims "!a" "!e se enin"elligences erD rarelD o-era"e inde-enden"lD) Ra"!er, "!e in"elligences are used concomi"an"lD acom-lemen" eac! o"!er as indi iduals de elo- sEills or sol e -ro/lems) #or exam-le, a dancer can excelin !is ar" onlD i !e !as_ s"rong musical in"elligence "o unders"and "!e r!D"!m and aria"ions o "!e music,_ in"er-ersonal in"elligence "o unders"and !o> !e can ins-ire or emo"ionallD "ouc! !isaudience "!roug! !is mo emen"s, as >ell as_ /odilD$Eines"!e"ic in"elligence >!ic! -ro ides !im >i"! "!e agili"D "o -er orm "!e mo emensuccess ullD)

ard GardnerYs model o "!e se en Mul"i-le =n"elligences a" aglance)

i tellige ce t8pe capa)ilit8 a d perceptio

%i guistic >ords and language

%ogical-'at ematical logic and num/ers

'usical music, sound, r!D"!mAodil8-Li est etic /odD mo emen" con"rol

Spatial- isual images and s-ace

I terperso al o"!er -eo-leYs eelings

I traperso al sel $a>areness

A/ 'ultiple I tellige ces C artJere is a lis" o ac"i i"ies "!a" s-eaE "o eac! in"elligence)

er)al-%i guistic %ogical-'at ematical isual-Spatial Aodil8-Li est etic

22


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c!oral s-eaEingdeclari ings"orD"ellingre"ellings-eaEingde/a"ing-resen"ingreading alouddrama"i ing/ooE maEingnon ic"ion readingresearc!inglis"ening-rocess >ri"ing>ri"ing journals

-ro/lem sol ingmeasuringcodingseNuencingcri"ical "!inEing-redic"ing-laDing logic gamescollec"ing da"aex-erimen"ingsol ing -u lesclassi Dingusing mani-ula"i eslearning "!e scien"i icmodelusing moneDusing geome"rD

gra-!ing-!o"ogra-!ingmaEing isual me"a-!orsmaEing isual analogiesma--ing s"oriesmaEing 3( -rojec"s-ain"ingillus"ra"ingusing c!ar"susing organi ers

isuali ingsEe"c!ing-a""erning

isual -u les

!ands on ex-erimen"sac"i i"iesc!anging roomarrangemen"crea"i e mo emen"going on ield "ri-s-!Dsical educa"ionac"i i"iescra "sdrama"i ingusing coo-era"i e grou-sdancing

'usical I terperso al I traperso al "aturalistic

!ummingra--ing-laDing /acEground music-a""erns

orm-laDing ins"rumen"s"a--ing ou" -oe"ic r!D"!msr!Dmingsinging

classroom -ar"ies-eer edi"ingcoo-era"i e learnings!aringgrou- >orE

orming clu/s-eer "eac!ingsocial a>arenesscon lic" media"iondiscussingcross age "u"orings"udD grou-/rains"orming

-ersonal res-onseindi idual s"udD-ersonal goal se""ingindi idual -rojec"s journal log Eee-ing-ersonal c!oice in -rojec"sinde-enden" reading

reading ou"sidecloud >a"c!ingiden"i Ding insec"s/uilding !a/i"a"siden"i Ding -lan"susing a microsco-edissec"inggoing on a na"ure >alE/uild a gardens"udDing "!e s"ars/ird >a"c!ingcollec"ing rocEsmaEing /ird eedersgoing "o "!e oo

Read more on >>)"eac!er ision) en)comAin"elligenceA"eac!inme"!odsA220&)!"mlQix 1%!Ex2R=3

C/ < at t8pes of lear i g acti*ities ta=e place at eac ce ter

*ll s"uden"s learn eac! daDYs lesson in se en >aDs) :

=n "!ePerso al er Nues"ions, crea"e learning games, /rains"orm ideas anddiscuss "!a" daDYs "o-ic colla/ora"i elD)

=n "!e'usic Ce ter 7Musical =n"elligence , s"uden"s com-ose and sing songs a/ou" "!e su/jec"ma""er, maEe "!eir o>n ins"rumen"s, and learn in r!D"!mical >aDs) =n "!e#rt Ce ter 7@-a"ial =n"elligence , "!eD ex-lore a su/jec" area using di erse ar" media

mani-ula/les, -u les, c!ar"s, and -ic"ures) =n "!eAuildi g Ce ter 7[ines"!e"ic =n"elligence , "!eD /uild models, drama"i e e en"s, and

dance, all in >aDs "!a" rela"e "o "!e con"en" o "!a" daDYs su/jec" ma""er) =n "!eReadi g Ce ter 7Fer/alA?inguis"ic =n"elligence , s"uden"s read, >ri"e, and learn in man

"radi"ional modes)

mani$%lati&e#, mathematical conce$t#, #cience e'$e!iment#, e %cti&e !ea#oning, an $!o lem #ol&ing..

!""-:AA>>>)com-u"er!is"orD)orgAex!i/i"sAin"erne"T!is"orDAindex)-age

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Step 0/.-$roup @or= $ Read "!e "a/le and com-le"e "!e second column >!ic! re ers "oc!arac"eris"ics o s"uden" cen"ered ac"i i"ies:

Ta)le 2/ Mul"i-le =n"elligences: Classroom *--lica"ion 7s

?ogicalAMa"!ema"ical

+ro ide /rain "easers or c!allenging Nues"ions "o /eginlessons)

MaEe logical connec"ions /e">een"!e su/jec" ma""er and au"!en"icsi"ua"ions "o ans>er "!e Nues"ionS>!DWS

BodilDA[ines"!e"ic

se -ro-s during lec"ure +ro ide "angi/le i"ems -er"aining "o

con"en" or s"uden"s "o examine

Re ie> using s-or"s rela"edexam-les 7"!ro> a /all "o someone"o ans>er a Nues"ion

FisualA@-a"ial

P!en -resen"ing "!e in orma"ion,use isuals "o ex-laincon"en":`A/r

+o>er+oin" @lides, C!ar"s,Gra-!s, car"oons, ideos,o er!eads, smar"/oards

Musical

+laD music in "!e classroom duringre lec"ion -eriods

@!o> exam-les or crea"e musical

r!D"!ms or s"uden"s "o remem/er "!ings

=n"er-ersonal

Be a>are o /odD language andacial ex-ressions

er assis"ance >!ene er needed

ncourage classroom discussion

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=n"ra-ersonal

ncourage journaling as a -osi"i eou"le" or ex-ression

=n"roduce >e/ logging 7/logs MaEe indi idual Nues"ions

>elcome

Crea"e a -osi"i e en ironmen")

a"uralis"ic

eena perso Ns i ter ale;perie ce euro, t eir la guage li guistic and "!eirpatter s of )e a*iour programmi g / =nessence ?+ is a orm o -lanning "!a" o ers clues or a sDs"ema"ic and de"ailed unders"anding-eo-leYs su/jec"i e ex-erience)

?+ is eclec"ic, com/ining models and s"ra"egies rom a >ide range o sources)(i eren" -eo-le !a edi eren" s"Dles and modes in di eren" si"ua"ions)

People i *isual mode @ill sa8 t i gs li=e:?ooEb = Dou see >!a" = mean) #rom mD -oin" o ie>) Pa"c! i"b +ic"ure "!is) ?ooE !ereb = can " -oin") @ee Dou soon) ord in Dour ear) @-easoon) @ounds are "!eir medium, and "!eD "!inE "!eD are Dours "oo)

People i =i aest etic mode @ill pro)a)l8 tal= more slo@l8H a d t e8Bll sa8 t i gs li=e:Jo> do Dou eel a/ou" "!a"W = m com or"a/le >i"! "!a") MD eeling is) =" >as !>armingAmo ingA"ouc!ing) Jold onb allo> diges"ing a-ro-osi"ion, a /i""er argumen" and smells, in -ar"icular, demons"ra"e a dee-er le el o consciousness: smell a ra") #ollo> Dour nose) =" s"inEsb @!e >as ra"!er sni D a/ou" i")

course, >e all s>i"c! rom mode "o mode /u" mos" o us -re er one mode o -rocessing oo"!ers) #or exam-le, i Dou >an" "o sell a car "o a isual -erson, Dou ll need "o ocus on "!e o erall eo "!e design: do "!eD liEe "!e colourW (o "!eD liEe "!e isual laDou" o "!e das!/oard) = "!e -ersoaudi"orD Dou ll ocus on sound o "!e engine 7 or a s-or"s car lo er , "!e Nuali"D o "!e s"ereo, inside "!e car, e"c) *nd, or "!e Einaes"!e"ic -erson: "!e com or", "!e accessi/li"D o "!e unc"ions, "!e o "!e s"eering >!eel, and so on)

ne common c!arac"eris"ics in ?+ is "!e em-!asis laid on "eac!ing a arie"D o communica"ion and-ersuasion sEills, and using sel $!D-nosis "o mo"i a"e and c!ange onesel ) Mos" ?+ -rac"i"ioner

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ad er"ising on "!e PPP maEe grand claims a/ou" /eing a/le "o !el- jus" a/ou" anD/odD /ecome jus"a/ou" anD"!ing) ing is "D-ical:

Activity #$%&'- #o to

and develop an activit7 similar to t e ones described at

multiple intelligences tests

#cti*it8 5:Task based language teaching TA%T

Tas=-)ased lear i g o ers "!e s"uden" an o--or"uni"D "o do exac"lD "!is) !ic! s"uden"s use language "o !a e a s-eci ic resul")

"asEs)7ere are some of t e mai features of TA%T:

-riori"D gi en "o "!e meaning "!ere is a communica"ion -ro/lem "o sol e "!ere is some sor" o rela"ions!i- "o similar real >orld ac"i i"ies "asE com-le"ion is erD im-or"an" "!e assessmen" is /ased on "!e ou"comeA!o> >ell "!e "asE !as /een ac!ie ed

(o) can * use +, in the classroom. (ere are the stages o/ +, +:Pre-tas=ill /e ex-ec"ed o "!em) ri""en re-or" "o "ell "!e class >!a" !a--ened during "!eir "asE) !a" "!eD are going "o saD in "!eir grou-s) *ll "!is "ime "!e "eac!er is a aila/le or "!es"uden"s "o asE or clari ica"ions using "!eir o>n language or Nues"ions "!eD maD !a e)

Report@"uden"s "!en re-or" /acE "o "!e class orallD or read "!e >ri""en re-or") i"!in "!is "ex")

Com-ared "o "!ese "!ree essen"ial condi"ionsi structio 7ex-lici" rule "eac!ingis ot esse tial/ =" maD!el-, !o>e er, i "!e ins"ruc"ion is >ell "imed in orm and con"en" "o !el- a learner "aEe "!e nex" s"e- i!erA!is language acNuisi"ion -rocess)

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ingNues"ions)

Jo> manD amous -eo-le can Dou iden"i DW P!a" do Dou Eno>

a/ou" one o "!emW !ic! in"eres"s Dou) P!a" s i" a/ou"W een Uau"!en"ic and Unon$au"!en"ic da"Read "!e ">o con ersa"ions and iden"i D "!e similari"ies and di erences /e">een "!e ">o)Co *ersatio . *: xcuse me -lease) (o Dou Eno> >!ere "!e neares" /anE isWB: Pell, "!e ci"D /anE isn " ar rom !ere) (o Dou Eno> >!ere "!e main -os" o ice isW *: o, no" reallD) = m jus" -assing "!roug!)

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B: Pell, irs" go do>n "!is s"ree" "o "!e "ra ic lig!")*: [)B: es" on @unse" Boule ard or a/ou" ">o /locEs) n #ullar"on Road

*: >!a", do>n ld Belair Road and around W

B: Xea!) *nd "!en Dou go s"raig!" *: -as" "!e !os-i"alWB: Xea!, Eee- going s"raig!", -as" "!e racecourse "o "!e rounda/ou") Xou Eno> "!e /ig rounda/ou"W *: Xea!)B: *nd [ensing"on Road s o "o "!e rig!") *: P!a", o "!e rounda/ou"WB: Xea!) *: Rig!")

#cti*it8 6: "euro-li guistic programmi g "%P

T e < ole-Part-< ole lear i g

!a" "!eD alreadD Eno>) i"! "!e organi a"ional rame>orE) #or s"uden"s, "!is is connec"ing "o -rior learning ex-eriences) #oadul" learners, i" maD /e es"a/lis!ing "!e goals and o/jec"i es or "!e learning and !o> "!eD su--or" "!eorgani a"ion)Mo"i a"ion or "!e ne> learning maD /e es"a/lis!ed /D ge""ing learners -redic" "!e ou"com"!eD !a e in mind)T e part is "!e in"roduc"ion "o "!e sEills, "ec!niNues, -rocesses "!a" cons"i"u"e "!e ne>learning) Gi en "!e rame>orE rom "!e >!ole, learners maEe sense o "!e ne> learning as "!eDassimila"e i" in"o "!e sc!ema "!eD alreadD !a e) !ole) meaning o "!e con"en" u- again)

#/ #ut e tic la guage a d literac8 e;perie ces are ce tral t roug out t e curriculum/

ri"e, "!eD do so or some communica"i e unc"ion) >!ole language classrooms, "eac!ers a oid assigning sim-lied "ex"s or /asal readers) =ns"ead, c!ildrenread real li"era"ure$$>!ole /ooEs and "ex"s "!a" a--eal "o "!em) P!ole language "eac!ers also a oidasEing c!ildren "o ill in "!e /lanEs o >orE/ooEs, "o merelD co-D >!a" o"!ers !a e >ri""en, or "o >ri"esuc! "o-ics as Sas a -encil)S =ns"ead, c!ildren are asEed "o >ri"e rom -ersonal ex-eriencesand "o dra> u-on "!eir ex-eriences >i"! li"era"ure "o >ri"e -oe"rD, ic"ion, memoir, and o"!er Einds oli"era"ure and "o >ri"e "o o"!er audiences ou"side "!e classroom: -en -als, legisla"ors, ne>s-a-er edi"ors,en ironmen"al organi a"ions)

A/ S=ills are taug t i t e co te;t of c ildre Ns i terestsH eedsH a d uses@"uden"s are no" asEed "o -rac"ice /i"s and -ieces o language in isola"ion >!ole "ex"s in unc"iocon"ex"s are good o--or"uni"ies "o s"udD -ar"s and -ieces o language as needed 7>!ole$"o$-ar" a and/acE "o >!ole, no" -ar"$"o$>!ole ) #or exam-le, s"uden"s are "aug!" "o use -unc"ua"ion >!en "!eD >an" "maEe "!eir >ri"ing clearer and more reada/le, no" in isola"ed lessons on -unc"ua"ion marEs) ri"e le""ers "o re-resen" "!e sounds in >ords call a""en"ion "o in"eres"ing sounelemen"s liEe alli"era"ion and r!Dme in "ex"s "!eD !a e read "oge"!er, and !el- c!ildren use -!onic cuesalong >i"! -rior Eno>ledge and con"ex" "o iden"i D >ords as "!eD are reading)

C/ %ear i g is tra sactio al mea i g is acti*el8 co structed )8 t e lear er/

orE o researc!ers and educa"ors liEe %ean +iage", %o!n (e>eD, and ?eFDgo"sED) P!a" "!is means in -rac"ice is, or exam-le, "!a" c!ildren discuss /ooEs ra"!er "!an ans>er -re$se" Nues"ions) =n "!e gi e$and$"aEe o genuine discussion, c!ildren "rD ou" "!eir in"er-re"a"ions o

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"!eDY e read, lis"en "o o"!ersY in"er-re"a"ions 7including "!e "eac!erYs , and "!us, de elo- a runders"anding o "!e "ex") =n o"!er areas, "oo, "!e curriculum is -lanned so "!a" s"uden"s ac"i econs"ruc" meaning) #or ins"ance, "!eD do "!eir o>n science ex-erimen"s ra"!er "!an sim-lD read a/ou""!e resul"s o o"!ersY ex-erimen"s) @uc! ac"i i"D encourages s"uden"s "o /e engaged in "!eir learning

) D/ Teac ers pla8 *arious o traditio al roles i @ ole la guage classrooms/

=n addi"ion "o direc"lD "eac!ing in orma"ion, "!eD o "en s!are "!eir Eno>ledge >!ile colla/ora"ing s"uden"s on -rojec"s: doing ex-erimen"s "o de"ermine e ec"s o acid rain, >ri"ing a sEi" on "!e -os"$Par era and so or"!) #reNuen"lD, "!eD c!allange s"uden"s in /rains"orming, s!aring, and ex"ending >!a""!eD Eno>) !ic! all mem/ers oclassroom communi"D s!are >!a" "!eD Ene> and !el- eac! o"!er sol e -ro/lems) e er im-er ec" "!e s"uden"sY e or"s maD /e /D adul" s"andards)

) E/ Teac ers a d stude ts are all lear ersH ris=-ta=ersH a d decisio ma=ers/

=n >!ole language classrooms, "eac!ers and s"uden"s o "en colla/ora"e in maEing curricular decisions) orEs!o-s, "!eme s"udD , and -er!a-s mos" im-or"an" o all, ne>aDs o !el-ing s"uden"s learn and ne> >aDs o res-onding "o s"uden"sY e or"s) BD o/ser ing

s"uden"s, "eac!ers learn >!a" Einds o assis"ance "!e s"uden"s need and !o> "!eD mig!" ada-" "!eir o>n"eac!ing accordinglD

(/ #ssessme t is co ti uousH i termi gled @it lear i g a d teac i g/

=n >!ole language classrooms, assessmen" relies !ea ilD on "!e "eac!erYs dailD o/ser a"ions) P!eno/ser a"ions are recorded reNuen"lD, "!eD gi e a ric! documen"a"ion o s"uden"sY -rogress) @"udene alua"ion is also rele an" in >!ole language classrooms) @uc! records -reser e da"a or /o"! "eac!er e alua"ion and s"uden" sel $e alua"ion) P!ole language "eac!ers Eno> "!a", "aEen "oge"!er, se eral sucmeans are ar more alid as indica"ors o s"uden" -rogress "!an s"andardi ed "es"s)

ttp:GG@@@/educatio alto8spla et/com)

Tas= 6/.- Pair @or=- Pi"! Dour -ar"ner de"ermine a /road "o-ic 7e)g), ood or "!e u"ure and se" someideas "o guide s"uden"s in /rains"orming su/"o-ics and inallD in deciding u-on a s-eci ic "o-ic "!eD >ouliEe "o -ursue indi iduallD or in a small grou-)

#cti*it8 : T e Europea Portfolio a d Passport

+he 0uropean 1ort/olio and 1assport

< at is t e Portfolio a d o@ ca it )e used

T e Europea %a guage Portfolio7 ?+ is aimed a" a""aining -ur-oses: irs", i" is an e idence o "!elearner s language learning !is"orD and can include "es" scores, cer"i ica"es, sam-les o s"uden"s >o

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and -ersonal e idence, suc! as "a-es or re lec"i e s"a"emen"s) ?+ is also a -edagogical "ool mean" "oincrease learner au"onomD "!roug! sel $assessmen" and re lec"ion))e/si"e) ing -rinci-les:_ ill al>aDs include a" leas" one o "!e Council o

uro-e s o icial languages L nglis! or #renc!_ !a" a learner can ac"uallD do >i"! a s-eci ic language sEill aa -ar"icular, s"andardised le el) *s "!e use o "!e ?+ /ecomes more and more amiliar , more and more jo/ a--lican"s >ill -resen" "!e+ass-or" as a record o "!eir language sEills) m-loDers s!ould s"ar" /D looEing a" "!e -ro ile o languasEills

Europass %a guage Passport

SUR"#'E S (IRST "#'E S

(a"e o /ir"!7

Mo"!er "ongue7s

"!er language7s

Self-assessme t of la guage s=ills QQU dersta di g Spea=i g


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Self-assessme t of la guage s=ills QQU dersta di g Spea=i g i"!ease ir"uallD all

orms o "!e>ri""en language,including a/s"rac",s"ruc"urallD or linguis"icallDcom-lex "ex"ssuc! as manuals,s-ecialisedar"icles andli"erarD >orEs)

= can "aEe -ar"e or"lesslD in anDcon ersa"ion or discussion and !a e agood amiliari"D >i"!idioma"ic ex-ressionsand colloNuialisms) =can ex-ress mDsel

luen"lD and con eDiner s!ades o

meaning -reciselD) = =do !a e a -ro/lem =can /acE"racE andres"ruc"ure around "!edi icul"D so smoo"!lD"!a" o"!er -eo-le are!ardlD a>are o i")

= can ex-ressmDsel >i"!clari"D and-recision,rela"ing "o "!eaddressee

lexi/lD ande ec"i elD in anassured,-ersonal s"Dle)

= can -resen" a clear,smoo"!lD$ lo>ingdescri-"ion or argumen" in a s"Dlea--ro-ria"e "o "!econ"ex" and >i"! ane ec"i e logicals"ruc"ure >!ic!!el-s "!e reci-ien" "ono"ice andremem/er signi ican"-oin"s)

= can >ri"e clear,smoo"!lD lo>ing"ex" in ana--ro-ria"e s"Dle)= can >ri"ecom-lex le""ers,re-or"s or ar"icles,>!ic! -resen" acase >i"! ane ec"i e logicals"ruc"ure, >!ic!!el-s "!e reci-ien""o no"ice andremem/er signi ican" -oin"s)= can >ri"esummaries andre ie>s o -ro essional or li"erarD >orEs)

C. = can unders"andex"ended s-eec!e en >!en i" is no"clearlD s"ruc"uredand >!enrela"ions!i-s areonlD im-lied andno" signalledex-lici"lD) = canunders"and"ele ision-rogrammes and

ilms >i"!ou" "oomuc! e or")

= can unders"andlong andcom-lex ac"ualand li"erarD"ex"s,a--recia"ingdis"inc"ions o s"Dle) = canunders"ands-ecialisedar"icles andlonger "ec!nicalins"ruc"ions,e en >!en "!eDdo no" rela"e "omD ield)

= can ex-ress mDsel luen"lD and

s-on"aneouslD >i"!ou"muc! o/ ioussearc!ing or ex-ressions) = can uselanguage lexi/lD ande ec"i elD or socialand -ro essional-ur-oses) = can

ormula"e ideas ando-inions >i"! -recisionand rela"e mDcon"ri/u"ion sEil ullD "o"!ose o o"!er s-eaEers

= can -resen" clear,de"aileddescri-"ions o com-lex su/jec"sin"egra"ing su/$"!emes, de elo-ing-ar"icular -oin"sand rounding o >i"! an a--ro-ria"econclusion

= can ex-ressmDsel in clear,>ell$s"ruc"ured"ex", ex-ressing-oin"s o ie> a"some leng"!) =can >ri"e de"ailedex-osi"ions o com-lex su/jec"sin an essaD or are-or", underlining>!a" = consider "o/e "!e salien"issues) = can >ri"edi eren" Einds o"ex"s in a s"Dlea--ro-ria"e "o "!ereader in mind)

A2 = can unders"andex"ended s-eec!and lec"ures and

= can readar"icles andre-or"s

= can in"erac" >i"! adegree o luencD ands-on"anei"D "!a" maEes

= can >ri"ele""ers!ig!lig!"ing "!e

= can -resen" clear,de"ailed descri-"ionson a >ide range o

= can >ri"e clear,de"ailed "ex" on a>ide range o

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ollo> e encom-lex lines o argumen" -ro ided"!e "o-ic isreasona/lD amiliar)= can unders"andmos" s andcurren" a airs-rogrammes) = canunders"and "!e

majori"D o ilms ins"andard dialec")

concerned >i"!con"em-orarD-ro/lems in>!ic! "!e >ri"ersado-" -ar"icular s"ances or

ie>-oin"s) = canunders"andcon"em-orarDli"erarD -rose)

regular in"erac"ion >i"!na"i e s-eaEers Nui"e-ossi/le) = can "aEe anac"i e -ar" indiscussion in amiliar con"ex"s, accoun"ing

or and sus"aining mDie>s)

-ersonalsigni icance o e en"s andex-eriences)

su/jec"s rela"ed "omD ield o in"eres") =can ex-lain a

ie>-oin" on a"o-ical issue gi ing"!e ad an"ages anddisad an"ages o

arious o-"ions)

su/jec"s rela"ed "omD in"eres"s) = can>ri"e an essaD or re-or", -assing onin orma"ion or gi ing reasons insu--or" o or agains" a -ar"icular -oin" o ie>)

A. = can unders"and "!emain -oin"s o clear s"andard s-eec! on

amiliar ma""ersregularlDencoun"ered in >orE,sc!ool, leisure, e"c) =can unders"and "!emain -oin" o manDradio or !en "!e deli erD isrela"i elD slo> andclear)

= can unders"and"ex"s "!a" consis"mainlD o !ig!

reNuencDe erDdaD or jo/$rela"ed language)= can unders"and"!e descri-"ion o e en"s, eelingsand >is!es in-ersonal le""ers

= can deal >i"! mos"si"ua"ions liEelD "o arise>!ils" "ra elling in anarea >!ere "!e languageis s-oEen) = can en"er un-re-ared in"ocon ersa"ion on "o-ics"!a" are amiliar, o -ersonal in"eres" or -er"inen" "o e erDdaD li e7e)g) amilD, !o//ies,>orE, "ra el and curren"e en"s )

= can >ri"e-ersonal le""ersdescri/ingex-eriencesandim-ressions)

= can connec"-!rases in a sim-le>aD in order "odescri/eex-eriences ande en"s, mD dreams,!o-es \ am/i"ions) =can /rie lD gi ereasons andex-lana"ions or o-inions and -lans) =can narra"e a s"orDor rela"e "!e -lo" o a/ooE or ilm anddescri/e mDreac"ions)

= can >ri"es"raig!" or>ardconnec"ed "ex" on"o-ics, >!ic! are

amiliar, or o -ersonal in"eres")

#2 = can unders"and-!rases and "!e!ig!es" reNuencD

oca/ularD rela"ed"o areas o mos"immedia"e -ersonalrele ance 7e)g)

erD /asic -ersonaland amilDin orma"ion,s!o--ing, localgeogra-!D,em-loDmen" ) = canca"c! "!e main-oin" in s!or", clear,sim-le messagesandannouncemen"s

= can read erDs!or", sim-le"ex"s) = can inds-eci ic,-redic"a/lein orma"ion insim-le e erDdaDma"erial suc! asad er"isemen"s,-ros-ec"uses,menus and"ime"a/les and =can unders"ands!or" sim-le-ersonal le""ers

= can communica"e insim-le and rou"ine"asEs reNuiring a sim-leand direc" exc!ange o in orma"ion on amiliar "o-ics and ac"i i"ies) =can !andle erD s!or"social exc!anges, e en"!oug! = canY" usuallDunders"and enoug! "oEee- "!e con ersa"iongoing mDsel )

= can >ri"es!or", sim-leno"es andmessagesrela"ing "oma""ers in areaso immedia"eneed) = can>ri"e a erDsim-le -ersonalle""er, or exam-le"!anEingsomeone or some"!ing)

= can use a series o -!rases andsen"ences "odescri/e in sim-le"erms mD amilD ando"!er -eo-le, li ingcondi"ions, mDeduca"ional/acEground and mD-resen" or mos"recen" jo/

= can >ri"e a serieso sim-le -!rasesand sen"enceslinEed >i"! sim-leconnec"ors liEeU and , U/u" anU/ecause )

#. = can recogniseamiliar >ords anderD /asic -!rases

concerning mDsel ,mD amilD andimmedia"e concre"e

surroundings >!en-eo-le s-eaEslo>lD and clearlD)

= can unders"andamiliar names,

>ords and erDsim-lesen"ences, or exam-le on

no"ices and-os"ers or inca"alogues)

= can in"erac" in asim-le >aD -ro ided"!e o"!er -erson is-re-ared "o re-ea" or re-!rase "!ings a" aslo>er ra"e o s-eec!

and !el- me ormula"e>!a" =Ym "rDing "o saD) =can asE and ans>er sim-le Nues"ions inareas o immedia"eneed or on erD amiliar "o-ics)

= can >ri"e as!or", sim-le-os"card, or exam-lessending !olidaDgree"ings) = can

ill in orms >i"!-ersonal de"ails,or exam-le

en"ering mDname, na"ionali"Dand address on a!o"el regis"ra"ion

orm)

= can use sim-le-!rases andsen"ences "odescri/e >!ere =li e and -eo-le =Eno>)

= can >ri"e sim-le,isola"ed -!rasesand sen"ences

Step /.- $roup @or=- MaEe a lis" o sel $assessmen" ma"erials s"uden"s can include in "!eir -or" oliosStep /2$Ii"! a lig!" "ouc!) +or"smou"!, J: Jeinemann)

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2) #t@ellH "/ 7198'A1998 ) =n "!e middle: Pri"ing, reading, and learning >i"! adolescen"s)+or"smou"!, J: Jeinemann

3) Aa dler a d $ri der/ eurolinguis"ic$-rogramming, 19'5&) $ard erH 7) nload "!e !andou" or %aneYs =*< #? -resen"a"ion:orE o Re erence or ?anguages: ?earning,


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orE is designed "o ser e as a c!ecElis" or "eac!er "raining -rograms in -rogress and a""!e same "ime as guidelines or "!e -rograms curren"lD in de elo-men" s"age)

STRUCTURE1) * curriculum "!a" com/ines academic s"udD >i"! "eac!ing -rac"ice2) *n ini"ial con"inuous and modular "raining )

3) x-lici" -rinci-les o "eac!ing -rac"ice&) P!a" is men"oring and !o> "o >orE >i"! a men"or5) =n"ercul"ural and mul"icul"ural en ironmen" Eno>ledge:

6) +ar"ners!i-s a/road, including isi"s, exc!anges or =C< linEs') +eriods o >orE or s"udD in a oreign coun"rD ) 8) C!ances "o -ar"ici-a"e in "eac!ing in more "!an one coun"rD

9) * uro-ean rame>orE or ini"ial assessmen", allo>ing accredi"a"ion and mo/ili"D10) Con"inuous im-ro emen" o "eac!ing sEills as -ar" o li elong learning11) Con"inuous "raining o "rainers12) een -rac"i"ioners >!o are "rained "o "eac! o"!er languages

L"O

#%UES33)


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Step ./2$!a" "!e%uropean 6rofile for language teac er training means and >!a" are "!emain -oin"s i" ocuses on)

#cti*it8 2: 7o@ to 'a=e E glis %esso s 'ore Effecti*e a d Successful

7o@ to 'a=e E glis %esso s 'ore Effecti*e a d Successful

!ic! re-resen" -ar" o e ec"i eclassroom managemen" sEills)

grou- >orE and -air >orE !ome>orE grou- si e and mix"ure -lanning mo"i a"ion disci-line assessmen"

#/ Pair a d group @or=

+air and grou- >orE gi e s"uden"s more inde-endence "o organi e "!eir lesson) "!er ad an"ages o -air >orE include: s"uden"s o "!e same language can use "!eir o>n language "o ac!ie e "!e "asE moree ec"i elD) Jo>e er, limi"a"ions o grou-A-air >orE maD re er "o ignoring >!o "!eD are grou-edA-air>i"! or one s"uden" domina"ing "!e o"!ers >!o remain silen" and !a e di icul"D ex-ressing "!emsel es)

A/ Importa ce of 7ome@or= i %a guage Classes

@ome"imes !ome>orE is no" >ell recei ed: ne er"!eless , some s"uden"s maD eel i" as an im-or"an-ar" o "!e course) @"uden"s maD "!inE "!eD !a e -aid or "!e language course, "!ere ore !ome>orEs!ould /e re>arding) @ome learners maD indeed >elcome "!e o--or"uni"D "o re ie> a" !ome >!a" !as/een "aug!" in class) Jome>orE s!ould no" "aEe u- "oo muc! "ime /u" i" s!ould no" "aEe u- "oo li""leei"!er)

C/ $roup Si,e

!ic!>ould !a e /een used as >!ole class ac"i i"ies i "!e class >ere smaller) +air and grou- >orE s!ould /eencouraged "o increase s"uden" -ar"ici-a"ion) @-eaEing -rac"ice maD /e done using a Sc!orus reac"ion,Sdi iding "!e class in !al "o -rac"ice dialogues, re-e"i"ion, Nues"ions and ans>ers)

Mixed a/ili"D classes maD /e !andled /D di iding "!e class in"o grou-s, u"ilising arious di eren"ma"erials) i"! di eren" "asEs, suc! as a >!ole class lis"eningor reading ac"i i"D, >i"! /asic or more c!allenging Nues"ions)

D/ Pla i g %esso s

= Dou "aEe one "!ing !ome >i"! Dou rom reading "!is ar"icle, le" i" /e "!e im-or"ance o -lanning iorder "o crea"e e ec"i e language lessons) ?esson -lanning gi es "!e "eac!ers "!e -ossi/ili"D "o logicallD

ollo> -rogression, gi ing "!e lesson a clear organi a"ion)and co!erence)

[eD areas "o /e included >!en -lanning re er "o "!e aim, class dDnamics, ac"i i"ies "o ac!ie e "!e aimand -ossi/le -ro/lems) armer, -resen"a"ion, s"udD, -rac"ice and ollo>$u-A>arm do>n maD -ro e !elul) Ma"erials, e alua"ion me"!ods 7e)g) eed/acE sessions and rele an"!ome>orE s!ould also /e included in "!e lesson -lan)

E/ 'oti*atio

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Mo"i a"ion in language$learning -laDs a i"al role) =" is mo"i a"ion "!a" -roduces e ec"i e seconlanguage communica"ors /D -lan"ing in "!em "!e seeds oself-co fide ce/ =" also success ullD crea"eslearners >!o con"inuouslD engage "!emsel es in learning e en a "er "!eD com-le"e a -ur-ose ul goal) */o e all, "!ree s-eci ic elemen"s are s"ronglD /elie ed "o /uild mo"i a"ion "o>ards language$learning:sel $con idence, ex-eriencing success and sa"is ac"ion, and good "eac!er$learner rela"ions!i-s as >ell as-osi"i e rela"ions!i-s /e">een learners)

=" is >idelD /elie ed "!a" once s"uden"s gain sel $con idence, i" -rogressi elD ex-ands, a" "!e same"ime >i"! ac!ie ing success and sa"is ac"ion as >ell as good rela"ions!i-s)

E;perie ce of success -ro ides s"uden"s >i"! more -o>er "o ollo> a ne> goal) =" allo>s languagelearners "o unders"and "!e -ur-ose o "rDing and !a e -leasure in communica"ing >i"! o"!ers) @ome-eo-le mig!" gain con idence >!en "!eD can communica"e "!eir "!oug!"s "o -eo-le o"!ers mig!" eel "!esense o success >!en "!eD com-le"e a c!allenging "asE in a "arge"ed language)

(/ Discipli e i %a guage Classes

Jarmer 71998 !ig!lig!"s "!e im-or"ance o disci-line in e ec"i e classroom managemen" in s"a"inS?earning !o> "o manage s"uden"s and !o> "o con"rol /ois"erous classes is one o "!e mos" undamen"alsEills o "eac!ing)S *l"!oug! disci-line is no" suc! an im-or"an" issue among adul" s"uden"s, i" can /edi icul" "o "eac! i s"uden"s are "alEing or doing some o"!er ac"i i"ies >!ile "!e lesson is /eing "aug!")

Main"aining con"rol and ensuring lessons are >ell -lanned is liEelD "o /e su icien" "o Eee- s"uden"smo"i a"ed "o learn and remain in"eres"ed)

< 8 Discipli e 'atters i C ildre a d Tee age %a guage %esso s

=n con"ras" "o adul" language classes, c!ildren and "eenage grou-s reNuire s"ric" and irm s"andards acce-"a/le /e!a iour) @im-le EeD >ords s!ould /e "aug!" earlD on, suc! as Y@"o-,Y YFerD GoodY and "!e case o monolingual grou-s) Xounger grou-s maD /ene i" rom re>ard sDs"ems >!ere -oin"s maD /egained or los")

Read o +!eating a!me!# o! * L Le##on# *ngli#h Le##on lanning Lang%age oo"# to el$ t% ent# Lea!n %#ine## *ngli#h

$/ Classroom %a8out for Successful %esso s

or lec"uring , >!ole class >orE and disci-line, s"uden"s a" "!e /acE o "!e room maD !a e lesso--or"uni"D or con"ac" >i"! "!e "eac!er and eel de"ac!ed rom "!e class) *lso, as com-ared "o "!e circleor !orses!oe arrangemen", "!e "eac!erYs -osi"ion is more domina"ing) Circle or !orses!oe arrangemen"smaD /e more sui"a/le or smaller class si es, >i"! "!e circle arrangemen" crea"ing a sense o eNuali"D) *EeD ad an"age is "!a" all s"uden"s can see eac! o"!er, maEing i" easier or e ec"i e er/al, as >ell asnon$ er/al, >aDs o communica"ion)

7/ Correctio i t e la guage class

=" is im-or"an" or "eac!ers "o /e a/le "o correc" s"uden"s >i"!ou" in!i/i"ing "!em) !a" is adeNua"e or a s-eci ic s"uden>i"!in a s-eci ic en ironmen") =n s-eaEing -rac"ice 7role -laD, discussion , "eac!ers s!ould correc" in "!e

eed/acE session, so as no" "o des"roD "!e con ersa"ional lo>)

Mis"aEes s!ould /e deal" >i"! >i"!ou" iden"i Ding >!o made "!em) Mis"aEes could /e ex-lained in aeed/acE "ime, >ri""en on "!e /oard, >i"! s"uden"s irs" /eing asEed "o iden"i D anD -ro/lems) Pri"ing m

/e correc"ed using sDm/ols suc! as @+ or s-elling mis"aEe and PP or >rong >ord) @ome incorrec"sen"ences maD also /e >ri""en on "!e /oard, gi ing all s"uden"s "!e o--or"uni"D "o correc" "!em) "!erme"!ods o correc"ion, suc! as s!aEing "!e !ead, asEing or "!e sen"ence "o /e re-ea"ed de-end ona/ili"D and "!e s"uden"A"eac!er ra--or")

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Step 2/.- ill in the cha!t to highlight the a &antage# an i#a &antage# o i e!ent #t% entg!o%$ing# to ma"e the le##on mo!e e icient an #%cce## %l.

#d*a tages Disad*a tagesP!ole$class grou-ingGrou->orE+air>orE@olo>orE

#cti*it8 0: Educatio al Tec olog8 sta dards for teac ers

Educatio al Tec olog8 sta dards for teac ers

2.st Ce tur8 S=ills for Teac ers 7ne">orEed"eac!er)>e"-ain")comA-ageA#cti*itiesi"! colleagues, s"uden"s, -aren"s, and local and glo/al communi"ies)e/$/ased "ools "!a" are commonlD used in classrooms and "odiscuss au"!en"ic ideas or using "!ese "ools)

+he 2et)orked +eacher

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unders"anding -u-ils -rogression in learning /eing a/le "o linE "!eorD >i"! -rac"ice cri"ical "!inEing unders"anding "!e social con"ex" o communica"ion unders"anding causes and e ec"s "eac!ing "!roug! inNuirD

!ic!

laD em-!asis on learner$cen"redness and "asE$ /ased learning) Muc! o "!e learning >ill /e done "!roug!-rac"ical ex-erience, re lec"ion on -rac"ice and rela"ing "!eorD "o -rac"ice) @"uden"s >ill consider 7andex-erience "!e ollo>ing "eac!ing and learning a--roac!esduca"ional i"! "u"ors and -eers a/ou" signi ican" "eac!ing -rac"ices) sel $moni"oring >i"! "!e re lec"ion circle 15 su-er ision mee"ings in small grou-s a/ou" -ersonal "eac!ing ex-eriences in ormed re lec"i e -rac"ice cons"ruc"i is" models o learning learner au"onomD cogni"i e models suc! as language learning s"ra"egies con"en" and ?anguage =n"egra"ed ?earning 7see sec"ion 6)1)& "asE$/ased learning "!roug! grou- and indi idual -rojec"s, -ro/lem$/ased learning

"ec!niNues me"!ods or de elo-ing language sEills 7including grammar and oca/ularD acNuisi"ion use o ne> "ec!nologies or language learning including com-u"er assis"ed language

learning

Step 0/.-

Refere ces

1. #)ruda Caciora Simo a ero ica: Mo"i a"ion in language learning2. "orris-7oltH J/: Mo"i a"ion as a Con"ri/u"ing #ac"or in @econd ?anguage *cNuisi"ion3. Smit H S/'/ . 1 / @econd ?anguage ?earning:

XorE: ?ongman $

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'ODU%E 1- TKPES O(%E#R"I"$ #CTI ITIES(OR TE#C7I"$

$R#''#R

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#cti*it8 .: Goals and

correla"ing "!em "o "!e demands o linguis"ic reali"ies no>adaDs /D -ro iding mul"i-le acces-oin"s "o in orma"ion, as >ell as mul"i-le sources o in orma"ion

"o de elo- ac"i i"ies in ol ing "!e men"al a/ili"ies o reasoning and correc" o/ser a"ion, -romo"s"uden"s ca-aci"D or "!inEing crea"i elD

"o de elo- "eac!ing s"ra"egies "!a" em/ed grammar ins"ruc"ion >i"!in con"ex"s "!a" aremeaning ul "o "!e learners, "!a" is, "o "eac! grammar communica"i elD

"o -ro ide "eac!ers and s"uden"s >i"! a model o com-u"eri ed assis"ed language learning7C*??

"o acili"a"e ease o na iga"ion and use o "!e in"erne" "o ge" "eac!er "rainers amiliar >i"! learning s"ra"egies "!a" in i"e learners "o analDse and in"er-

in orma"ion in a arie"D o orms 7eg "ex", "a/les, diagrams, and linEed PPP$si"es "o a--lD "!e ideas "!eD de elo- "o "!eir o>n curriculum and "eac!ing con"ex"s and -rac"ices "o !el- "eac!er "rainers rela"e "o R +*@@ com-e"ences)

#cti*it8 .: $oals a d Tec iFues for Teac i g $rammar

=" is /elie ed "!a" grammar is "!e mos" im-or"an" issue in "eac!ing and learning a oreign language) ="also one o "!e mos" di icul" as-ec"s >!en i" comes "o "eac!ing i")

suallD, "!e >ord SgrammarS is associa"ed >i"! a ixed se" o rules o usage) are no" onlD o "!e language sDs"em and o "!e "D-ical cons"ruc"ions language, /u" also o "!e >aD "!e language orms are used)

!o can -roduce correc" orms o language, /u" >!o maEe errors >!en "!eD "rD "ouse "!e language in con"ex")

i"! accuracD di eren" grammar s"ruc"ures in "!eir e erDdaD in"erac"ions)

O*ert $rammar I structio

in order "o a""ain accuracD)1 a aila/le on "!e C( ersion onlD

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ould /e a/le "o maEe "!e connec"ion /e">een grammar and

oca/ularD)

Rele*a ce of $rammar I structio

!ic! ocuses on language unc"ions, no" language asa se" o rules) !ic! grammar is a -ar")

=" does no" mean learning /D !ear" rules and a--lDing "!em, /u" acNuiring a language s"ruc"ure "!a" i-ar"icular "o a cer"ain si"ua"ion)

Error Correctio

P!en i" comes "o "!is issue, "eac!ers need "o /e care ul no" "o ocus on error correc"ion "o "!e de"rimeno communica"ion, as "!is >ill Us!aEe "!e s"uden"sY con idence in "!eir a/ili"D "o use "!e language,>ill -ro/a/lD de"ermine s"uden"s no" "o communica"e anD more or ear "!eD >ill maEe mis"aEes) !en, and !o> "o correc", al"!oug! error correc"ionneeds "o /e done in order "o im-ro e language acNuisi"ion) Jo>e er, "eac!ers can !el- "!eir s"uden"s /Dusing error correc"ion >!en s"uden"s are doing ac"i i"ies "!a" ocus on de elo-men" o ne> languagsEills /u" no" >!en "!eD are engaged in communica"i e ac"i i"ies)

Step ./. I di*idual @or= Commen" on "!e ollo>ing L Uare no" onlD o "!e "D-ical cons"ruc"ions in a language, /u" also o "!e con"ex" in >!ic! "language orms are used)

Step ./2 L =ndi idual >orE +lan an ac"i i"D "eac!ing -as" "ense sim-le, using "!e ollo>ing -ic"ure andsen"ences$!""-:AA1x)comA-!o"osAe erDdaDA318'6A

a)

e)

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!)

i) Jis /ro"!ers 7li e ))in "!a" /uilding "oo)

j) #or"una"elD, "!eD 7lea e or Cairo ">o daDs ago)

E) Bu" "!e man 7no" Eno> a/ou" "!eir lea ing)

Step ./0 $roup @or=$ +lan an ac"i i"D "eac!ing u"ure sim-le, using "!e ollo>ing "ex" $!""-:AA>>>)ijail/reaE)comAWs^*u"oRes-onder

.8not er ne9 t9ea0 9as released into $7dia toda7 t at : find to be a ver7 cool concept if 7ou find7ourself a9a7 from 7our i6 one a lot; ! is t9ea0 is called 8uto&esponder and it 9ill ma0e sure t at noone 9 o te+ts 7ou 9ill ever feel ignored again; 'ets s9itc over to some ave 7ou evergotten te+ts 9 ile in a meeting, in sc ool, in a movie, or even 9 ile in deep sleep? /ell if 7ou ave

8uto&esponder, it 9ill ma0e sure t at an7one 9 o te+ts 7ou 0no9s t at 7ou are unable to respond and9ill get bac0 to t em as soon as possible@ 8uto&esponder as built in messages for common activities,or 7ou can even 9rite 7our o9n responses;

>o9 does 8uto&esponder 9or0? /ell 8uto&esponder 9ill repl7 to an7 te+t t at 7oureceive 9 ile it is enabled and send t e selected message to t e person and 7ou donAt even ave to do an7t ing or it an7 send button; /it t is t9ea0 7ou can ma0e sure7our friends and famil7 never feel ignored again;

Step ./1 $roup @or= $ +lan an ac"i i"D "eac!ing u"ure sim-le, using "!e ollo>ing -!o"os-

!""-:AA>>>)smas!inga--s)comA2008A09A10A39$mas"er-ieces$o $crea"i e$ad er"isemen"s)!"ml

!""-:AA>>>)!emmD)ne"A2006A10A15Acrea"i e$ad er"isemen"s$around$"!e$>orld

!""-:AA>>>)smas!inga--s)comA2008A09A10A39$mas"er-ieces$o $crea"i e$ad er"isemen"s)!"ml

#cti*it8 2: De*elopi g $rammar #cti*ities

suallD, courses and "ex"/ooEs are organi ed ina specified seFue ce o gramma"ical "o-ics) P!en "!isis "!e case, classroom ac"i i"ies need "o re lec" "!e grammar -oin" "!a" is /eing in"roduced or re ie>ed

n "!e o"!er !and, >!en a course curriculum is organi ed ona topic seFue ce, grammar s"ruc"ures >ill/e s"udied as "!eD come u-)

#or "!ose courses "!a" ocus on gramma"ical orms ina specified seFue ce, "eac!ers need "o de elo-ac"i i"ies "!a" rela"e orm "o meaning and use)

(escri/e "!e grammar s"ruc"ure, "alEing a/ou" orm, meaning, and use, and gi e exam-les

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*sE s"uden"s "o -rac"ice "!e grammar s"ruc"ure in communica"i e drills

=n ol e s"uden"s in communica"i e "asEs, -ro iding o--or"uni"ies "o use "!e grammar s"ruc"ure

#or "!ose courses "!a" ollo>a seFue ce of topics, "eac!ers need "o de elo- ac"i i"ies "!a" rela"edi eren" "o-ics "o meaning and orm) ?anguage s"ruc"ures s!ould /e s!o>n in au"!en"ic con"ex"s so "!a"!eD >ill ca"er or "!e learners di eren" needs) @uc! courses de elo- grammar in con"ex", and -ro/a"!e /es" >aD "o do i" is "o ge" "!e s"uden"s a""en"ion on a s-eci ic linguis"ic ea"ure in a "ex" "!a" !as /e

alreadD -rocessed 7as ar as meaning is concerned "!is !el-s s"uden"s unders"and and consolida"e"!eir Eno>ledge o a oreign language) "!e grammar s"ruc"ure, using exam-les rom "!e ma"erials *sE s"uden"s "o -rac"ice "!e grammar s"ruc"ure in communica"i e drills Eee-ing "o "!e "o-ic

*sE s"uden"s do a communica"i e "asE on "!e "o-ic)

#or exam-le, s"uden"s >!o in"end "o a--lD or a jo/ >ill need "o Eno> !o> "o ans>er cer"ain Nues"ions ina jo/ in"er ie>) ering Nues"ions "!a" rela"e "o "!e "o-ic)

=n /o"! cases, "!e EeD$ >ord or "!e de elo-ed ac"i i"ies ispractice) @"uden"s s!ould do "!is in order "o/e a/le "o use "!e language "!eD !a e /een ex-osed "o, as "!e su-reme goal is acNuiring luencD)

Jo>e er, "eac!ers s!ould Eee- in mind "!e "!ree "D-es o drills:

'ec a ical drills L "!a" ocus on -a""erns or rules "!eD are no" erD use ul as "!eD do nresem/le a real communica"ion si"ua"ion) ?earners do no" need "o unders"and or communica"eanD"!ing so suc! lessons are /oring

'ea i gful drills L "!a" ocus on "!e correla"ion /e">een orm and meaning rom "!is -oin" oie> suc! drills can !el- s"uden"s unders"and "!e grammar rules, /u" "!e im-edimen" is "!a" "!eD

!a e onlD one correc" ans>er, so "!eir resem/lance "o real communica"ion is limi"ed

Commu icati*e drills L "!a" ocus on "!e rela"ions!i-s among orm, meaning, and use) =n suc!drills s"uden"s /ecome a>are o "!e men"ioned rela"ions!i- and de elo- "!eir a/ili"D "o uselanguage or communica"i e -ur-oses) *no"!er ad an"age is "!a" mul"i-le correc" res-onses are-ossi/le and s"uden"s use "!e grammar -oin" under considera"ion ocusing on "!eir o>n con"en"and ex-erience)

Step 2/. i di*idual @or= (esign a mec!anical drill or +as" +er ec" @im-le/ a e;ample of mec a ical drills Put t e *er)s i to Prese t Perfect Simple use

affirmati*e form:

a)

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Ca 8ou deri*e t e rules for addi g ed

#cti*it8 1: Tips for teac i g grammar @"uden"s s!ould /e a>are o "!e ac" "!a" grammar a ec"s meaning, so incorrec" grammar can lead con usion) een accuracD and sim-lici"D in exam-les, !e or s!e mus" -resen" a s"ruc"ureYs orm and meaning in a sim-le, accura"e and !elul >aD)

Jere are some "i-s Dou can ollo> >!en "eac!ing grammar:

P!en "eac!ing grammar, a "eac!er needs "o "aEe in"o considera"ion a /ound /e">een exam-lesand orm, meaning, and con"ex"

MaEe sure Dou maEe use o "!e mo"!er "ongue >!ile ex-laining x-lana"ions mus" /e sim-le and clear +ro ide s"uden"s >i"! -len"D o exam-les o "!e gramma"ical s"ruc"ure MaEe sure "!e learners unders"and >!en and !o> "o use "!e -resen"ed gramma"ical -oin" x-lana"ions mus" co er "!e majori"D o ins"ances /ecause s"uden"s are sure "o encoun"er

exce-"ions along "!e >aD Gi e "!e learners "!e o--or"uni"ies "o com-are "!e grammar -oin" "o "!e same grammar s"ruc"ure

in "!eir mo"!er "ongue (o no" o erdo "!e "eac!ing o "oo manD gramma"ical s"ruc"ures in one grammar lesson i" >ill con using or "!e s"uden"s Gi e s"uden"s "!e c!ance o -rac"icing /D U-laDing >i"! "!e sen"ences so "!eD can ge" a eel

"!e language ?anguage games can /e un and gi e s"uden"s "!e o--or"uni"D "o use a gramma"ical s"ruc"ure

-rac"icallD)

#cti*it8 5: $rammar le*els of accurac8 CE(RC2 Main"ains consis"en" gramma"ical con"rol o com-lex language, e en >!ile a""en"ion

o"!er>ise engaged 7e)g) in or>ard -lanning, in moni"oring o"!ers reac"ions ) Can unders"and >i"! eair"uallD e erD"!ing !eard or read) Can summarise in orma"ion rom di eren" s-oEen and >ri""en sou

recons"ruc"ing argumen"s and accoun"s in a co!eren" -resen"a"ion) Can ex-ress !imA!ersel s-on"aneouslD, erD luen"lD and -reciselD, di eren"ia"ing iner s!ades o meaning e en in "!ecom-lex si"ua"ions) Can use language exi/lD and e ec"i elD or social, academic and -ro essio-ur-oses)

C. Consis"en"lD main"ains a !ig! degree o gramma"ical accuracD errors are rare anddi icul" "o s-o") Can -roduce clear, >ell$s"ruc"ured, de"ailed "ex" on com-lex su/jec"s, s!o>ing con"roluse o organisa"ional -a""erns, connec"ors and co!esi e de ices)Good gramma"ical con"rol occasionVsli-s or non$sDs"ema"ic errors and minor la>s in sen"ence s"ruc"ure maD s"ill occur, /u" "!eD areand can o "en /e correc"ed in re"ros-ec")

A2 @!o>s a rela"i elD !ig! degree o gramma"ical con"rol) (oes no" maEe mis"aEes >!ic!lead "o misunders"anding) Can -roduce clear, de"ailed "ex" on a >ide range o su/jec"s and ex-lain a

ie>-oin" on a "o-ical issue gi ing "!e ad an"ages and disad an"ages o arious o-"ions)Communica"e>i"! reasona/le accuracD, luencD and s-on"anei"D in amiliar con"ex"s generallD good con"rol "!>i"! no"icea/le mo"!er "ongue in luence) rrors occur, /u" i" is clear >!a" !eAs!e is "rDing "o ex-ress)

A. ses reasona/lD accura"elD a re-er"oire o reNuen"lD used Vrou"ines and -a""eassocia"ed >i"! more -redic"a/le si"ua"ions) Can -roduce sim-le connec"ed "ex" on "o-ics >!ic! are

amiliar or o -ersonal in"eres") Communica"es >i"! reasona/le accuracD in amiliar con"ex"s genergood con"rol "!oug! >i"! no"icea/le mo"!er "ongue in luence) rrors occur, /u" i" is clear >!a" !eAs!e is"rDing "o ex-ress)

#2 ses some sim-le s"ruc"ures correc"lD, /u" s"ill sDs"ema"icallD maEes /asic mis"aEes L exam-le "ends "o mix u- "enses and orge" "o marE agreemen" ne er"!eless, i" is usuallD clear >!a!eAs!e is "rDing "o saD) Can descri/e in sim-le "erms as-ec"s o !isA!er /acEground, immedia"en ironmen" and ma""ers in areas o immedia"e need)

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#. @!o>s onlD limi"ed con"rol o a e> sim-le gramma"ical s"ruc"ures and sen"ence -a""erin a learn" re-er"oire) Can in"erac" in a sim-le >aD -ro ided "!e o"!er -erson "alEs slo>lD and clearlD)

#cti*it8 6: Educatio al li =s !""-:AA>>>)ego&u)comAenAcram$u-Agrammar !""-:AA>>>)englisc!$!il en)deAenAexercisesTlis"AalleTgrammar)!"m !""-:AAidioms)"!e reedic"ionarD)com

!""-:AA>>>)englis!clu/)com !""-:AA>>>)"eac!ingenglis!)org)uE !""-:AA>>>)eslgold)comAgrammarA"eac!ing)!"ml

Refere ces

>>)coe)in"A>>)nons"o-englis!)comA$!""-:AA>>>)englis!$online)org)uEA$!""-:AA>>>)eslgold)comAgrammarA!ig!Tin"ermedia"e)!"ml

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http://www.ego4u.com/en/cram-up/grammarhttp://www.englisch-hilfen.de/en/exercises_list/alle_grammar.htmhttp://idioms.thefreedictionary.com/http://www.englishclub.com/http://www.teachingenglish.org.uk/http://www.eslgold.com/grammar/teaching.htmlhttp://www.coe.int/T/DG4/Portfolio/?M=/main_pages/levels.htmlhttp://europass.cedefop.europa.eu/LanguageSelfAssessmentGrid/enhttp://www.

Suport de Curs Pt Cei 4500 Viitori Formatori

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