Suport de Curs PT Cei 4500 Viitori Formatori

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 formare
Dimensiuni europene moderne n
predarea-nvtarea limbii engleze

Suport de curs
Autori
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&
1
Cupris
PREZENTAREA GENERAL A PROGRAMULUI DE FORMARE___________6
MODULE 1 COMMUNICATIVE LANGUAGE TEACHING_______________11
Activity 1: Characteristics of the Communicative Approach____________12
Activity 2: The Communicative Approach and other language teaching
methods____________________________________________________________________14
Activity 3: Communicative approach vs. grammar-translation method_1
Activity 4: !ost Communicative "anguage Teaching #!ost C"T$________1%
Activity : curriculum online______________________________________________1&
'eferences_________________________________________________________________1&
MODULE 2 TEACHING FOREIGN LANGUAGES COMMUNICATIVELY-A
COMMON EUROPEAN FRAMEWORK APPROACH_____________________20
Activity 1: The communicative language competence__________________21
Activity 2: Cooperative learning__________________________________________23
Activity 3: (ultiple )ntelligences: *ardner+s Theory____________________24
Activity 4: ,euro-linguistic programming #,"!$_________________________2-
Activity : Tas. /ased language teaching #T0"T$________________________2&
Activity 1: ,euro-linguistic programming #,"!$________________________31
Activity %: The 2uropean !ortfolio and !assport________________________33
'eferences_________________________________________________________________3%
MODULE - THE EUROPEAN PROFILE OF TEACHER TRAINING______!
Activity 1: )dentifying the 2uropen pro3le for language teacher
education___________________________________________________________________3&
Activity 2: 4o5 to (a.e 2nglish "essons (ore 26ective and 7uccessful
______________________________________________________________________________41
Activity 3: 2ducational Technology standards for teachers_____________43
'eferences_________________________________________________________________4
MODULE "- TYPES OF LEARNING ACTIVITIES FOR TEACHING
GRAMMAR_____________________________________________________________"6
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 #C2;'$__________________________4
Activity 1: 2ducational lin.s______________________________________________4
'eferences_________________________________________________________________
MODULE # - TEACHING VOCA$ULARY________________________________#6
Activity 1: Teaching voca/ulary: *oals___________________________________%
Activity 2: Approaches to teaching voca/ulary__________________________-
2
Activity 3: Teaching voca/ulary techni8ues<=ays of conveying meaning
______________________________________________________________________________1:
Activity 4: )ngredients of good voca/ulary 5or.________________________1
Activity : The right time to teach voca/ulary___________________________1%
Activity 1: "esson planning and introduction of ne5 language items_1-
'eferences_________________________________________________________________%:
MODULE 6 TEACHING READING_____________________________________%1
Activity 1: *oals and Techni8ues for Teaching 'eading_________________%2
Activity 2: 9eveloping 'eading Activities________________________________%
Activity 3: 9i6erent .inds of reading-e>tensive vs. intensive__________%-
Activity 4: Authentic vs. non-authentic materials_______________________%&
Activity : Tips for e6ective reading_____________________________________-:
Activity 1: 2ducational lin.s______________________________________________-1
'eferences_________________________________________________________________-1
MODULE %& TYPES OF LEARNING ACTIVITIES FOR TEACHING
LISTENING_____________________________________________________________!2
Activity 1: *oals and Techni8ues for Teaching "istening________________-3
Activity 2: 9eveloping "istening Activities_______________________________--
Activity 3: 9i6erent .inds of listening -e>tensive vs. intensive________&3
Activity 4: Authentic vs. non-authentic materials_______________________&1
Activity : Tips for e6ective listening____________________________________&-
Activity 1: "istening levels_______________________________________________&&
Activity %: 2ducational lin.s_____________________________________________1::
'eferences________________________________________________________________1::
MODULE ! - ORAL PRODUCTION____________________________________102
Activity 1: ?Teaching spea.ing@: *oals__________________________________1:3
Activity 2: Approaches to teaching spea.ing___________________________1:
Activity 3: Activities to promote spea.ing______________________________1:1
Activity 4: )deas for planning spea.ing activities______________________1:&
Activity : Correction and *iving ;eed/ac.____________________________11:
'eferences________________________________________________________________111
MODULE ' WRITING________________________________________________112
Activity 1: Approaches to Teaching =riting____________________________113
Activity 2: =hy Teach =ritingA__________________________________________11
Activity 3: !rinciples of Teaching =riting_______________________________111
Activity 4: Activities to !romote !rocess =riting_____________________11-
Activity : =riting to "earnB ;unctional =ritingB Creative =riting____121
'eferences________________________________________________________________124
3
MODULE 10 - AD(USTING CLASSROOM MANAGEMENT TO THE
EDUCATIONAL 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__131
Activity 1: Autonomy and learning______________________________________13%
Activity %: =ays to improve teaching and learning /y using modern
technology________________________________________________________________13&
'eferences________________________________________________________________14:
MODULE 11 - INTERCULTURAL EDUCATION_________________________1"2
Activity 1: )ntercultural 2ducation______________________________________143
Activity 2: !ro/lems of )ntercultural Communication__________________144
Activity 3: )ntercultural Competence___________________________________144
Activity 4: 9eveloping the )ntercultural 9imension in "anguage Teaching
_____________________________________________________________________________14-
Activity : Culture as a ;ifth 7.ill_______________________________________14&
'eferences________________________________________________________________11
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#2
Activity 1: (otivating tas.s_____________________________________________14
Activity 2: (ethodology around the cloc.______________________________1%
Activity 3: "anguage learning and communication strategies________1&
Activity 4: Csing authentic materials___________________________________111
Activity : (odern techni8ues and tools_______________________________112
'eferences________________________________________________________________1%1
MODULE 1 LESSON PLANNING___________________________________1%"
Activity 1: *oals and Techni8ues for "esson !lanning_________________1%
Activity 2: 7tages in "esson !lanning___________________________________1%1
Activity 3: "esson !lanning - 26ective vs. )ne6ective_________________1-3
Activity 4: Tips for lesson planning_____________________________________1-3
Activity : 2ducational lin.s_____________________________________________1-4
'eferences________________________________________________________________1-4
MODULE 1" - ASSESSMENT_________________________________________1!#
Activity 1: Assessment purposes________________________________________1-1
Activity 2: Test types_____________________________________________________1-%
Activity 3: !rinciples of testing__________________________________________1-&
Activity 4: 7elf-assessment:The 2uropass "anguage !assport________1&1
4
Activity : (ar.ing scales_______________________________________________1&4
Activity 1: 7amples of tests_____________________________________________1&%
'eferences________________________________________________________________2::
5
PRE!E"T#RE#
$E"ER#%& #
PRO$R#'U%UI DE
(OR'#RE
Itroducere
,n noul con"ex" euro-ean, .n care unul din"re o/iec"i0ele 1niunii 2uro-ene es"e ca "o i ce"3 enii s3
s"3-4neasc3 5oar"e /ine limba lor matern i alte dou limbi strine, de la o vrst ct mai
fraged67Reuniunea Consiliului 2uro-ean de la Barcelona, 20028 -ro5esorilor de lim/i moderne le re0ine
un rol esen ial .n edi5icarea unei 2uro-e mul"iling0e) Ca urmare, 5ormarea aces"ei ca"egorii de -ro5esori
ca-3"3 -e 9i ce "rece o im-or"an:3 din ce .n ce mai mare, iar e5or"urile de a moderni9a ;i o-"imi9a
-redarea ;i .n03 area .n aces" domeniu sun" "o" mai sus inu"e la ni0elul "u"uror s"a"elor mem/re ale
1niunii 2uro-ene)
(in aceas"3 -ers-ec"i03, -rogramul Dimensiuni europene moderne n predarea-nv area limbii
engleze se cons"i"uie ca o excelen"3 o-or"uni"a"e de de90ol"are -ro5esional3 a -ro5esorilor de lim/a
engle93, -e coordona"ele unor a/ord3ri moderne la ni0el euro-ean care includ u"ili9area <=C ;i a unor
ins"rumen"e so5">are .n -rocesul de e0aluare a com-e"en elor ling0is"ice con5orm unor documen"e
im-or"an"e la ni0el euro-ean 7de ex), Cadrul Comun 2uro-ean de Re5erin 3 -en"ru ?im/i @"r3ine8)
Elemete de idetificare a programului
Denumirea programului (imensiuni euro-ene moderne .n -redarea$.n03 area lim/ii engle9e6
!ipul programului acredi"a" C#+ ca -rogram lung, 89 de ore
"umr de credite: 25
Forma de nv mnt : 9i
#rupul int
Gru-ul "in"3 al -rogramului es"e 5orma" din &500 de cadre didac"ice care -redau lim/a engle93 7=@C2( 0$
38 din "o"alul de 11880 exis"en"e la ni0el na:ional 7con5orm /a9ei de da"e na:ionale a educa:iei8) Cele
&500 de cadre didac"ice incluse .n -rogram -ro0in din &000 de uni"3:i de .n03:3m4n" din "oa"e regiunile
de de90ol"are ale :3rii ;i din "oa"e jude:ele)
6
Scopul programului
+rogramul 0i9ea93 .m/un3"3:irea cali"3:ii ca-i"alului uman din educa:ie, -rin de90ol"area
com-e"en:elor -ersonalului didac"ic de a u"ili9a "e!nologii moderne ;i ins"rumen"e digi"ale .n -redarea
e5icien"3 a lim/ii engle9e ;i e0aluarea s"andardi9a"3 a com-e"en:elor ling0is"ice)
O)iecti*ele programului

?a 5inali9area -rogramului de 5ormare, -ar"ici-an:ii 0or 5i 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
$omun de &eferin al 'imbilor (trine
Compete+e *i,ate
+rogramul de 5ormare le 0a 5ormaA de90ol"a cursan:ilor urm3"oarele com-e"en:e:
Uitatea de
compete+-
Compete+e geerale Compete+e specifice
./
B-erarea cu documen"ele ;i conce-"ele
s-eci5ice -red3rii lim/ii engle9e
iden"i5ic3 elemen"ele carac"eris"ice ale me"odei
comunica"i0e 5olosi"e .n -redarea lim/ii engle9e
com-ar3 ;i con"ras"ea93 me"oda comunica"i03
cu me"odele an"erior 5olosi"e .n -redarea lim/ii
engle9e
-roduce scenarii meni"e sa an"ici-e9e e-oca
-os"$comunica"i03 .n -redarea lim/ii engle9e
iden"i5ic3 sc!im/3rile aduse de C2# .n -redarea
lim/ilor s"r3ine cu -riori"3:i comunica"i0e
7learnerCs au"onomD, learnerCs cen"redness,
"eac!erCs role as need analDs", 5acili"a"or,
counselor, grou- -rocess manager, researc!er,
ad0isor, co$-ar"ici-an" e"c), com-e"ence /ased
language "eac!ing, con"en" /ased ins"ruc"ion,
coo-era"i0e learning, lexical a--roac!es, mul"i-le
in"elligences, neurolinguis"ic -rogramming, "asE
/ased language learning, >!ole learning
iden"i5ic3 u"ili"a"ea cunoa;"erii -ro5ilului euro-ean
-en"ru 5ormarea -ro5esorilor de lim/i moderne
de5ine;"e conce-"ul de predare eficient a limbii
engleze
iden"i5ic3 ;i descrie com-e"en:ele c!eie necesare
-ro5esorului euro-ean -en"ru -redarea lim/ii
engle9e ca lim/3 modern3
2/ Com-a"i/ili9area con:inu"urilor -re039u"e
de -rogramele ;colare -en"ru s"udiul
iden"i5ic3 "i-uri de ac"i0i"3:i de .n03:are adec0a"e
-en"ru a/ordarea grama"icii, 0oca/ularului,
7
Uitatea de
compete+-
Compete+e geerale Compete+e specifice
lim/ii engle9e cu ni0elurile de
com-e"en:e men:iona"e de C2# -rin
ac"i0i"3:i de .n03:are cen"ra"e -e ele0
-ronun:iei, rece-"3rii mesajelor ci"i"e, audia"e,
-roducerii de mesaje orale ;i scrise, in"erac:iunii,
in"ercul"urali"3:ii ;i -luriling0ismului e"c
-roiec"ea93 ac"i0i"3:i de .n03:are /a9a"e -e
a/ordarea in"egra"3 a de-rinderilor de
comunicare
selec"ea93 ac"i0i"3:ile de .n03:are -e /a93 de
cri"erii genera"e de anali9a ne0oilor reale de
comunicare ale ele0ilor 704rs"3, domeniu, loc de
des53;urare, in"erac:iuni, de-rinderi 0i9a"e,
si"ua:ii de comunicare, s"ra"egii e"c8
0/
1"ili9area mijloacelor, me"odelor,
"e!nicilor ;i -rocedeelor didac"ice
moderne -en"ru a 5acili"a -redarea ;i
.n03:area dirija"3 ;i au"onom3 a lim/ii
engle9e
-re9in"3 ex-erien:a -ro-rie .n domeniu
ex-rim3 o-inia -ro-rie .n leg3"ur3 cu u"ili9area
<=C$ului la clas3
iden"i5ic3 a0an"ajele ;i de9a0an"ajele 5olosirii
mijloacelor ;i me"odelor didac"ice moderne
-roduce sec0en:e ale scenariului didac"ic ce
in"egrea93 mijloacele ;i me"odele discu"a"e
1/
@elec"area ;i u"ili9area resurselor ;i
ma"erialelor de re5erin:3 .n -lani5icarea
ac"i0i"3:ilor didac"ice
s"a/ile;"e o/iec"i0ele o-era:ionale ale lec:iei
s"a/ile;"e con:inu"ul ac"i0i"3:ii de .n03:are
alege ma"eriale ;i resurse su-limen"are
selec"ea93 mijloacele de .n03:3m4n" adec0a"e
creea93 ;i re9ol03 si"ua:ii -ro/lem3 ce -o"
a-3rea .n ac"i0i"a"ea la clas3
5/
*dec0area managemen"ului clasei .n
5unc:ie de mediul educa:ional
simulea93 gru-area ele0ilor -en"ru in"erac:iunea
de gru-
iden"i5ic3 ;i in"er-re"ea93 di5eri"e roluri ale
-ro5esorului
descrie com-or"amen"ul -ro5esorului -en"ru
di0erse "i-uri de ac"i0i"3:i de comunicare
d3 5eed/acE re5eri"or la ac"i0i"3:ile -ro-use
6/
2la/orarea ins"rumen"elor de e0aluare
s"andardi9a"3 con5orm ni0elurilor de
com-e"en:3 -re039u"e de C2#
anali9ea93 modele de ins"rumen"e de e0aluare
selec"ea93 me"ode de e0aluare .n 5unc:ie de
com-e"en:ele generale ;i s-eci5ice
ela/orea93 o/iec"i0ele unui ins"rumen" de
e0aluare
-roduce un i"em -en"ru o anume com-e"en:3 ;i
ni0el
2/ #olosirea +?2 -en"ru au"oe0aluare
de9/a"e u"ili"a"ea +?2 -en"ru ele0 ;i -ro5esor
re5lec"ea93 ;i -ro-une o lis"3 de documen"e ce
ar -u"ea 5i incluse .n +?2
-re9in"3 me"ode ;i a/ord3ri 5olosi"e -en"ru
de90ol"area -ro-riilor de-rinderi de lim/3 ;i
l3rgirea ex-erien:ei cul"urale
Tematic- 3i module
+rogramul de 5ormare o5er3 cadrelor didac"ice de lim/a engle93 1& module care 0or 5i -arcurse
.n"r$un num3r de 89 de ore de 5ormare) <emele aco-er3 o gam variat de coninuturi, care includ de la
as-ec"e re5eri"oare la me"oda comunica"i03, "i-urile de ac"i0i"3:i de .n03:are -en"ru a/ordarea grama"icii,
0oca/ularului, rece-"area mesajului oral, a celui scris ;i ci"i", -4n3 la elemen"e de -roiec"areA -lani5icare,
managemen" al clasei, in"ercul"urali"a"e, -luriling0ism ;i e0aluarea com-e"en:elor ling0is"ice con5orm
Cadrului Comun 2uro-ean de Re5erin:3 7C2#8)
+rogramul Dimensiuni europene moderne n predarea-nv area limbii engleze are urm3"oarea
s"ruc"ur3 ;i "ema"ic3:
'odul Tematic- "r/ ore
./ M2<B(* CBM1=C*<=FG 5olosi"3 .n -redarea lim/ii engle9e 6 ore
2) C2# ;i -redarea lim/ilor s"r3ine cu -riori"3:i comunica"i0e 6 ore
8
3) +RB#=?1? 21RB+2* ;i 5ormarea -ro5esorului de lim/i s"raine & ore
&) <i-uri de ac"i0i"3:i de .n03:are adec0a"e -en"ru a/ordarea GR*M*<=C== 8 ore
5) <i-uri de ac"i0i"3:i de .n03:are adec0a"e -en"ru a/ordarea FBC*B1?*R1?1= ' ore
6) <i-uri de ac"i0i"3:i de .n03:are adec0a"e -en"ru a/ordarea R2C2+<GR== M2@*%1?1= C=<=< ' ore
') <i-uri de ac"i0i"3:i de .n03:are adec0a"e -en"ru a/ordarea R2C2+<GR== M2@*%1?1= *1(=*< 8 ore
8) <i-uri de ac"i0i"3:i de .n03:are adec0a"e -en"ru a/ordarea =<2R*CH=1== I= +RB(1C2R==
(2 M2@*%2 BR*?2
6 ore
9) <i-uri de ac"i0i"3:i de .n03:are adec0a"e -en"ru a/ordarea +RB(1C2R== (2 M2@*%2
@CR=@2
' ore
10) M**G2M2<1? C?*@2= ;i mediul educa:ional ' ore
11) <i-uri de ac"i0i"3:i de .n03:are adec0a"e -en"ru a/ordarea =<2RC1?<1R*?=<GH== I=
+?1R=?=GF=@M1?1=
5 ore
12) M*<2R=*?2 (=(*C<=C2, @<R*<2G==, M2<B(2, <2J=C= I= =@<R1M2<2 moderne
u"ili9a"e -en"ru a 5acili"a -redarea ;i .n03:area dirija"3 ;i au"onom3 a lim/ii engle9e
6 ore
13) +?*=#=C*R2* ac"i0i"3:ilor didac"ice 6 ore
1&) =ns"rumen"e de 2F*?1*R2 s"andardi9a"e con5orm ni0elurilor de com-e"en:3 -re039u"e de
C2#
6 ore
%i*rarea programului de formare
+rogramul se 0a derula -e -arcursul anului 2012 ;i 0a asigura -er5ec:ionarea a 044 de grupe de
cursa+i, 5iecare gru-3 5iind 5orma"3 din 15 de -ar"ici-an:i)
Cursul 0a 5i li0ra" .n sec0en e de 5ormare dis"ri/ui"e .n 11 9ile as"5el:
Kiua 1: 8 ore de 5ormare $ & sesiuni cu dura"a de 2 ore 5iecare
Kiua &: 8 ore de 5ormare $ & sesiuni cu dura"a de 2 ore 5iecare
Kiua ': 8 ore de 5ormare $ & sesiuni cu dura"a de 2 ore 5iecare
Kiua 11: e0aluare 5inal3
'oitori,area i e*aluarea programului
*sigurarea cali"3:ii -rogramului de 5ormare Dimensiuni europene moderne n predarea-nv area
limbii engleze se 0a reali9a -rin"r$un sis"em de moni"ori9are L e0aluare care 0a 0i9a a"4" com-e"en:ele
do/4ndi"e de cursan:i, c4" ;i -rogramul de 5ormare .n sine ;i 0a include di0erse 5orme ;i modali"3:i de
e0aluare) ,n e"a-a de im-lemen"are a -rogramului accen"ul 0a 5i -us -e moitori,are 3i e*aluarea de
proces/ ,n aces" sens, -rogramul 0a /ene5icia de o ec,ip de monitori care 0or e5ec"ua 0i9i"e de
moni"ori9are la locul des53;ur3rii ac"i0i"3:ilor)
+en"ru e0aluarea -rogresului cursan:ilor ;i a com-e"en:elor s-eci5ice -re039u"e -rin curriculum$ul
-rogramului, 0or 5i u"ili9a"e 5orme ;i ins"rumen"e de e0aluare di0erse: au"oe0aluare, e0aluare 5orma"i03,
e0aluare suma"i03 i e0aluare 5inal3 ex"ern3 7C#+8)
9
'ODU%E . 5
CO''U"IC#TI6E
%#"$U#$E TE#C7I"$
10
#cti*it8 .: C!arac"eris"ics o5 "!e Communica"i0e *--roac!
#cti*it8 2: <!e Communica"i0e *--roac! and o"!er language "eac!ing me"!ods
#cti*it8 0: Communica"i0e a--roac! 0s) grammar$"ransla"ion me"!od
#cti*it8 1: +os" Communica"i0e ?anguage <eac!ing7+os" C?<8
#cti*it8 5: Curriculum on line
O)9ecti*es:
"o ge" "eac!ers unders"and conce-"s and "!emes rela"ed "o sus"aina/le de0elo-men" and !o>
"!eD rela"e "o "!e sc!ool curriculum and com-e"ences se" /D <!e Common 2uro-ean
#rame>orE o5 ?anguages7C2#R8M
"o -resen" s"ra"egies "!a" underline "!e Eno>ledge, cri"ical "!inEing, 0alues and ci"i9ens!i-
o/jec"i0es o5 educa"ion 5or a sus"aina/le 5u"ureM
"o ena/le "eac!er "rainers, "eac!ers and s"uden"s "o reorien" curriculum and "eac!ing so "!a" "!e
learning ex-eriences o5 sc!ool s"uden"s !el- "!em mee" "!e demands o5 linguis"ic reali"ies
no>adaDs and ac"i0elD -romo"e "!eir ca-aci"ies 5or "!inEing crea"i0elDM
"o -ro0ide "eac!ers and s"uden"s >i"! a model o5 com-u"eri9ed assis"ed language learning
7C*??8M
"o 5acili"a"e ease o5 na0iga"ion and use o5 "!e in"erne"M
"o de0ise a na0iga"ional s"ruc"ure >!ic! 5acili"a"es c!oice as "o "!e con"en"$5ocus and seNuence
o5 "!eir learning ac"i0i"ies /D -ro0iding mul"i-le access -oin"s "o in5orma"ion, as >ell as mul"i-le
sources o5 in5orma"ion M
"o ge" "eac!er "rainers 5amiliar >i"! O learning s"ra"egies "!a" in0i"e learners O"o analDse and
in"er-re" in5orma"ion in a 0arie"D o5 5orms 7eg "ex", "a/les, diagrams, and linEed PPP$si"es8M
"o a--lD "!e ideas "!eD de0elo- "o "!eir o>n curriculum and "eac!ing con"ex"s and -rac"icesM
"o !el- "eac!er "rainers rela"e "o 21RB+*@@ com-e"ences)
#cti*it8 .: C:aracteristics of t:e Commuicati*e #pproac:
C:aracteristics of t:e Commuicati*e #pproac:
Pi"! "!e ra-id de0elo-men" o5 2#? "eac!ing in non$2nglis!$s-eaEing coun"ries, 2nglis! "eac!ers !a0e
/ecome more a>are "!a" "!e exclusi0e use o5 ei"!er "!e communica"i0e a--roac! or grammar$"ransla"ion
me"!od does no" mee" "!e real reNuiremen"s o5 real communica"ion) <eac!ers !a0e also 5ound ou" "!a"
no single "eac!ing me"!od deals >i"! e0erD"!ing "!a" concerns "!e 5orm, "!e use, and "!e con"en" o5 "!e
"arge" language)
Commuicati*e laguage teac:ig 7C?<8 is an a--roac! "o "!e "eac!ing o5 second and 5oreign
languages "!a" laDs s"ress on in"erac"ion as /o"! "!e means and "!e ul"ima"e goal o5 learning a language)
=n Communica"i0e ?anguage <eac!ing "!ere are some /asic c:aracteristics:
1) ?earning "o communica"e "!roug! in"erac"ion in "!e "arge" language)
2) <!e use o5 au"!en"ic "ex"s and "asEs in"o "!e learning con"ex") =" seeEs "o ada-" language "o "!e
s"uden"sC in"eres"s
3) Gi0ing s"uden"s o--or"uni"ies "o 5ocus, no" onlD on language /u" also on "!e learning
-rocess i"sel5)
&) +rimacD o5 oral in"erac"ion
5) 2rrors can some"imes occur in language learning
6) Grammar is usuallD "aug!" less sDs"ema"icallD
') 1se o5 "!e e0erDdaD language
8) <!e learning "asE is con"en"$/ased, "!eme$/ased, -rojec"$/ased or some com/ina"ion o5 "!e "!ree )
=ns"ruc"ion in lis"ening and s-eaEing, as >ell as reading and >ri"ing, is gi0en >i"!in "!e con"ex" o5
ac!ie0ing 0arious learning "asEs, >!ic! in0ol0e learners >i"! language)
Read more: !""-:AA>>>)ar"icles/ase)comAeduca"ion$ar"iclesA"!e$communica"i0e$a--roac!$"o$language$
"eac!ing$12&&891)!"mlQix991%rx@RlB0
9) <!e 5ocus is no" u-on lis"ening and s-eaEing /u" u-on using language "o communica"e and "o learn
10) 2ncouraging s"uden"s "o "aEe ad0an"age o5 "!eir o>n -ersonal ex-erience during "!e learning
-rocess)
11) Ge""ing "!e s"uden"s maEe connec"ions /e">een learning >i"! language ac"i0i"ies ou"side "!e
classroom)
12) Fisual s"imuli are o5"en used)
11
?earners are encouraged "o de0elo- communica"i0e com-e"ence, >!ic! is "!e a/ili"D "o use
language Eno>ledge in a social con"ex" as >ell as sociolinguis"ic -ar"s o5 a language >ell enoug! "o /e
a/le "o in"erac") <!is di55ers grea"lD 5rom "!e audio$lingual me"!od, >!ic! used re-e"i"ion and -rac"ising
/i"s o5 language or sEills se-ara"elD)
Communica"i0e language "eac!ing is desiged to promote t:e learig of a foreig laguage
t:roug: iteractio ad cote;t/ *s 5ar as "!e class managemen" is concerned, in "!is 5orm o5
ins"ruc"ion "eac!ers o5"en use grou- and -air in"erac"ions) <!ere are also di55eren" ac"i0i"ies in C?<)
@ome o5 "!e ac"i0i"ies are role$-laDing, in"er0ie>s, games, language exc!ange, sur0eDs, learning /D
"eac!ing, role -laDs, com-aring -ic"ures ,come "o a consensus, marEe"-lace "rading, -ro/lem sol0inng,
-lanning 5or "!e 5u"ure, 5ind common liEes AdisliEes)
Be5ore de5ining "!e role o5 "!e "eac!er, i" mig!" /e >or"! clari5Ding >!a" is mean" /D Scommunica"i0e
ac"i0i"iesS) <!ese are "asE$/ased or -rojec"$/ased ac"i0i"ies) P!ile suc! ac"i0i"ies maD in0ol0e s"uden"s
-rac"icing a -ar"icular gramma"ical 5orm, "!eD are liEelD "o do more "!an "!is) <!e EeD elemen" is "!a" "!e
ac"i0i"D is /ased around a realis"ic si"ua"ion) <!is could /e anD"!ing 5rom a s-eci5ic ac"i0i"D in a
de-ar"men" s"ore, "o a grou- o5 5riends discussing !olidaD -lans) Pi"!in "!is Eind o5 con"ex", "!e s"uden"s
s!ould /e reNuired "o nego"ia"e 5or meaning) <!is is liEelD "o reNuire mul"i-le "urn "aEing)
Step ./.-I<- (e5ine communica"i0e "asEs /D c!oosing "!e rig!" ans>er:
1) Commuicati*e tas=s are t8picall8:
*) "eac!er$con"rolled
B) 5ocused on accuracD
C) sDn"!e"icA !olis"ic
() analD"ic
2) >/Commuicati*e competece? icludes grammatical competece as @ell as
*) sociolinguis"ic com-e"ence
B) discourse com-e"ence
C) s"ra"egic com-e"ence
() all o5 "!e a/o0e
3/ >Strategic competece? refers to t:e a)ilit8 to
*) -roduce gramma"ical correc" u""erances
B) -roduce co!eren" and co!esi0e u""erances
C) sol0e communica"ion -ro/lems as "!eD arise
() -roduce sociallD a--ro-ria"e u""erances
&) Commuicati*e tas=s )rig a)out
*) im-ro0ed gramma"ical accuracD
B) gra"er sociolinguis"ic a>areness
C) increased sel5$correc"ion
() im-ro0ed -ronuncia"ion
Step./2-P<- MarE "!e 5ollo>ing sen"ences as "rue7<8 or 5alse7#8, re5erring "o e55ec"i0e learning and
"eac!ing:
1) ?earning is al>aDs an ou"come o5 "eac!ingTTTT
2) P!a" s"uden"s learn is in5luenced /D "!eir exis"ing ideasTTTTTT
3) +rogression in learning is usuallD 5rom "!e a/s"rac" "o "!e concre"eTTTTTT
&) +eo-le learn "o do >ell onlD >!a" "!eD -rac"ice doingTTTTT
5) 255ec"i0e learning /D s"uden"s reNuires 5eed/acETTTTTT
6) 2x-ec"a"ions do no" a55ec" -er5ormanceTTTTTTTT
#cti*it8 2: T:e Commuicati*e #pproac: ad ot:er laguage teac:ig met:ods
#/T:e $rammar-Traslatio 'et:od
=n "!e Classical or Grammar$<ransla"ion me"!od "!e 5ocus >as on s"udDing gramma"ical rules and
mor-!ologD, doing >ri""en exercices, memori9ing 0oca/ularD, "ransla"ing "ex"s)
* grea"er a""en"ion "o grammar 75ocus on 5ormA s"ruc"ure8 !as no> re$emerged as manD "eac!ers "rD "o
in"egra"e s"ruc"ures in"o con"en" 5ocused lessons) Bu" "!e ex-lici" "eac!ing o5 gramma"ical rules in
isola"ion is rare no>adaDs)
A/T:e Direct 'et:od

12
<!is me"!od -resen"ed discussion in "!e "arge" language as "!e major -riori"D)) Grammar learning
/ecame induc"i0e in na"ure >i"!ou" s-eci5ic ex-lana"ions gi0en "o s"uden") <eac!erAs"uden" in"erac"ion
/ecame con"inuous, com-le"ing 5ill$ins, and doing Uclo9e6 exercises >ere "!e order o5 "!e daD) *ccuracD
in -ronuncia"ion and oral ex-ression /ecame 0i"al) 2xam-les "o /e 5ollo>ed /ecame "!e main in"en"ion)
C/T:e #udio-'et:ods
=n "!is me"!od, grounded in "!e !a/i" 5orma"ion model o5 /e!a0iouris" -sDc!ologD and on a @"ruc"ural
?inguis"ics "!eorD o5 language, "!e em-!asis >as on memorisa"ion "!roug! -a""ern drills and
con0ersa"ion -rac"ice ra"!er "!an de0elo-ing communica"i0e a/ili"D)
C!arac"eris"ics o5 "!e *udio$Me"!ods:
e> ma"erial is -resen"ed in dialogue 5ormM
@"ress is laid on memori9a"ion o5 se" -!rases, and o0erlearningM
+a""erns are seNuenced /D means o5 con"ras"i0e analDsisM
@"ruc"ures are "aug!" using re-e"i"i0e drillsM
<!ere is li""le or no gramma"ical ex-lana"ion) Grammar is "aug!" induc"i0elDM
Foca/ularD is s"ric"lD limi"ed and learned in con"ex"M
* lo" o5 language la/s and 0isual aids are usedM
+ronuncia"ion is a""ac!ed grea" im-or"anceM
FerD li""le use o5 "!e mo"!er "ongue /D "eac!ers is -ermi""edM
<!ere is a grea" e55or" "o ge" s"uden"s "o -roduce error$5ree u""erancesM
<!ere is a "endencD "o disregard con"en")
D/ Ae:a*iourism
<!e /e!a0iouris" 0ie> o5 learning relies on "!e re-e"i"i0e condi"ioning o5 learner res-onses)
Be!a0iourism is rela"ed "o "!e idea "!a" /e!a0iour can /e researc!ed scien"i5icallD) ?earning is an
au"oma"ic -rocess >!ic! does no" im-lD anD cogni"i0e -rocesses in "!e /rain)
+a0lo0Cs URes-onden" Condi"ioning6 resul"s 5rom "!e associa"ion o5 ">o s"imuli, suc! as causing dogs "o
sali0a"e a" "!e sound a "uning 5orE)
@Einner de0elo-ed UB-eran" Condi"ioning6 >!ere "!e U@"imulus$Res-onse6 associa"ion is elici"ed "!roug!
selec"i0e rein5orcemen" 7re>ards or -unis!men"s8 "o s!a-e /e!a0iour)
Be!a0iouris" ?anguage <!eorD is /ased u-on @"ruc"uralis" ?inguis"ics and is iden"i5ied >i"! "!e
*udiolingualA *udio0isual me"!od)
E/ Cogiti*ism
*s a reac"ion "o /e!a0iourism, "!e Scogni"i0e re0olu"ionS in "!e 1950s com/ined ne> "!inEing in
-sDc!ologD, an"!ro-ologD and linguis"ics >i"! "!e emerging 5ields o5 com-u"er science and neuroscience)
Cogiti*e %aguage T:eor8 emerged 5rom "!e C!omsEDan Re0olu"ion >!ic! ga0e /ir"! "o Cogni"i0e
Code ?earning, e"c
Cogni"i0e learning goes /eDond "!e /e!a0iouris" learning o5 5ac"s and sEills, adding cogni"i0e
-rocessus "o "!e learning -rocess) ?earners are asEed "o >orE ou" rules deduc"i0elD 5or "!emsel0es) ="
5ocuses on /uilding a learnerCs ex-eriences and -ro0iding learning "asEs "!a" can c!allenge, /u" also
!el-s s"uden"s learn and -rogress "!roug! "!e curriculum) GenerallD s-eaEing, cogni"i0e "!eorD is
in"eres"ed in !o> -eo-le unders"and ma"erial, and "!us i" can /e -laced some>!ere /e">een /e!a0ioural
and cons"ruc"i0is" a--roac!)
Cogiti*e Code %earig
Pi"! "!e C!omsEDan re0olu"ion in linguis"ics, "!e a""en"ion o5 linguis"s and language "eac!ers >as
dra>n "o>ards "!e Vdee- s"ruc"ureC o5 language and a more cogni"i0e -sDc!ologD) C!omsEDCs "!eorD o5
<rans5orma"ional$genera"i0e Grammar 5ocused a""en"ion again on "!e rule$go0erned na"ure o5 language
and language acNuisi"ion ra"!er "!an !a/i" 5orma"ion) <!is ga0e rise in "!e 1960s "o Cogiti*e Code
%earig >!ere learners >ere encouraged "o >orE ou" grammar rules deduc"i0elD 5or "!emsel0es)
(educ"i0e ?earning Gramma"ical ex-lana"ions or rules are
-resen"ed and "!en a--lied "!roug! -rac"ice
in exercices
=nduc"i0e ?earning ?earners are -resen"ed >i"! exam-les) <!eD
"!en disco0er or induce language rules and
-rinci-les on "!eir o>n
13
(/ Tas=-)ased laguage learig 7<B??8
Tas=-)ased laguage learig 7<B??8, also Eno>n as tas=-)ased laguage teac:ig 7<B?<8 or
tas=-)ased istructio 7<B=8 laDs em-!asis on "!e use o5 au"!en"ic language and on ge""ing s"uden"s
ac!ie0e meaning5ul "asEs using "!e "arge" language) @uc! "asEs can include going s!o--ing , re-or"ing
an e0en", or reac!ing an agreemen") *ssessmen" 5ocuses mainlD on "asE ou"come ra"!er "!an on "!e
accuracD o5 language 5orms) <!is maEes <B?? adeNua"e "o de0elo- "arge" language 5luencD and s"uden"
con5idence)
Step 2/.- Idi*idual acti*it8-P!a" are "!e ad0an"ages and disad0an"ages o5 "!e grammar$"ransla"ion
me"!odW Gi0e exam-les "o mo"i0a"e Dour ans>er)
#cti*it8 0: Commuicati*e approac: *s/ grammar-traslatio met:od
*l"!oug! "!e grammar$"ransla"ion me"!od is ou"da"ed, s"uden"s accus"omed "o "!is me"!od maD s"ill
ge" /ene5i" 5rom i") @ome"imes a--ro-ria"e grammar analDsis is essen"ial, es-eciallD 5or /eginners)
Res"ric"ed u"ili9a"ion o5 "ransla"ion 5rom or "o "!e "arge" language is a necessarD -ar" o5 "eac!ing)
Foca/ularD >orE and -a""ern drills are also >aDs o5 ge""ing "!e s"uden" 5amiliar >i"! sen"ence s"ruc"ures)
<!is in5orma"ion !el-s learners acNuire linguis"ic com-e"ence)
=n "eac!ing grammar, in case "!ere are no au"!en"ic a0aila/le ma"erials, i" is im-or"an" "o maEe "!e
language si"ua"ions and "ex" as realis"ic as -ossi/le) =mmedia"elD a5"er -ro0iding s"uden"s >i"! adeNua"e
ex-lana"ions o5 grammar 5unc"ions, "!e "eac!er can gi0e "!em sui"a/le si"ua"ions "!a" encourage "!em "o
e55ec"i0elD use "!e rules in real$li5e communica"ion)
#/ #ccurac8 *s/ fluec8
=" is o/0ious "!a" /o"! accuracD and 5luencD are essen"ial in language learning) Jo>e0er, in 2nglis!
"eac!ing domina"ed /D "!e grammar$"ransla"ion me"!od, more em-!asis is laid on "!e accuracD "!an on
"!e 5luencD) @"uden"s in suc! classrooms are ex"remelD in"eres"ed in learning linguis"ic de"ails) <!eD are
-ar"icular a/ou" -ro0iding correc" ans>ers) <!eD "end "o 5ocus on discre"e grammar -oin"s and s-eci5ic
sDn"ac"ic cons"ruc"ions) @o "!e Nues"ion arises as "o "!e rela"ions!i- /e">een accuracD and 5luencD and
>!ic! one s!ould /e gi0en more im-or"ance) <!ese Nues"ions mus" /e examined in rela"ion "o >!a" is
ex-ec"ed o5 "!e s"uden"s >!en "!eD gradua"e and >!a" "!e "eac!ing condi"ions are)
B/0iouslD, 5luencD in language learning is more "!an "!a") @oon a5"er "!e s"uden"s !a0e mas"ered "!e
language 5orms, "!eD oug!" "o /e gi0en -rac"ice "o de0elo- 5luencD) <!en, as con"rol decreases, s"uden"s
can use "!e language more 5reelD) o>, errors s!ould some"imes /e acce-"ed, and "!e "eac!er s!ould
em-!asi9e "!a" error$maEing can na"urallD occur) <eac!ers assess "!e s"uden"sC -er5ormances a" "!e
end o5 eac! 5luencD -rac"ice so "!a" "!e s"uden"s are a>are o5 "!eir >eaEnesses and /ecome more and
more conscious o5 "!eir errors) =n "!is >aD, accuracD and 5luencD are -rac"iced almos" simul"aneouslD,
/eing in"erde-enden")
A/ %iguistic competece *s/ commuicati*e competece
*s i" is underlined in "!e Common 2uro-ean #rame>orE, "!e rela"ion /e">een linguis"ic com-e"ence
and communica"i0e com-e"ence is im-or"an", "oo *" "!e 5ounda"ion s"age, linguis"ic com-e"ence is "!e
s-on"aneous and correc" use o5 "!e language sDs"em) Bn "!e o"!er !and communica"i0e com-e"ence
reNuires -rinci-les o5 a--ro-ria"eness and a readiness on "!e -ar" o5 "!e learner "o use rele0an"
s"ra"egies in !andling cer"ain language si"ua"ions) <!a" is >!D linguis"ic com-e"ence re-resen"s "!e /asis
o5 communica"i0e com-e"ence)<!ere can /e no communica"i0e com-e"ence >i"!ou" linguis"ic
com-e"ence) Bu" communica"i0e com-e"ence does no" au"oma"icallD resul" 5rom linguis"ic com-e"ence)
(i55eren" "D-es o5 classroom ac"i0i"ies suc! as role -laDing, simula"ions, and real$li5e in"erac"ions s!ould
/e used "o -ro0ide -rac"ice 5or s"uden"s "o de0elo- communica"i0e com-e"ence >!ile -rac"icing linguis"ic
com-e"ence)
%earer-cetered orietatio
14
<o maEe language acNuisi"ion easier, s"uden"s need muc! -rac"ice) @o, "eac!ers mus" 5ind "!e /es"
-rocedures "o manage in"erac"ions and maEe sure "!a" also s"uden"s ge" in0ol0ed in managing suc!
ac"i0i"ies )<o a0oid /eing "!e cen"er o5 classroom in"erac"ions, "eac!ers s!ould arrange "!e desEs in suc!
a >aD "!a" "!e s"uden"s can !a0e a 5ace$"o$5ace con0ersa"ion) <!is !el-s crea"e in"erac"ions among "!e
s"uden"s) <!e "eac!er s!ould no" /e "!e leader o5 "!e class, /u" class leaders!i- emerges 5rom >i"!in "!e
grou-)
Teac:erBs role
<!e "eac!er 5acili"a"es "!e communica"i0e -rocess among all "!e learners and /e">een "!e s"uden"s
and "!e 0arious "asEs, gi0ing guidance and ad0ice >!en necessarD, ins"ead o5 /eing "!e cen"ral au"!ori"D
in "!e classroom) Moreo0er, "eac!ers ac" as inde-enden" -ar"ici-an"s >i"!in "!e learning$"eac!ing grou-)
Jo>e0er, "!is does no" mean "!a" once a "eac!ing ac"i0i"D is in -rogress, "!e "eac!er s!ould /ecome a
-assi0e o/ser0er) =" is s"ill "!e "eac!erCs o/liga"ion "o moni"or "!e s"uden"sC -o"en"ial "!roug! ex"ernal
guidance) <!e "eac!er s!ould iden"i5D "!e dis"inc"i0e Nuali"ies in "!e s"uden"s and !el- "!e s"uden"s
de0elo- "!em)
Xe", in con"em-orarD 2nglis! "eac!ing, "!e "eac!erCs 5unc"ion is closelD rela"ed "o "!e o/jec"i0e o5
!isA!er role as communica"i0e ac"i0a"or) <!ese roles re5er "o a se" o5 secondarD roles 5or "!e "eac!er: 5irs",
as a -ro0ider o5 resources and as a resourceM and second, as a guide and manager o5 ac"i0i"ies) <!e
"eac!er s!ould also /e a researc!er and learner, maEing !isA!er con"ri/u"ion "o /ringing in "!e classroom
"!e a--ro-ria"e Eno>ledge, a/ili"ies)
Bne o5 "!e im-or"an" com-onen"s o5 communica"i0e com-e"ence is "!e a/ili"D "o selec" "!e linguis"ic
5orms "!a" are a--ro-ria"e 5or a s-eci5ic si"ua"ion )<odaD language !as /een rede5ined as an in"egral -ar"
o5 "!e cul"ure i" is a -ar" o5) * good command o5 2nglis! grammar, 0oca/ularD, and sDn"ax are no"
rele0an" 5or a good mas"erD o5 2nglis!) <!ere is a se" o5 social con0en"ions go0erning language 5orm and
/e!a0ior >i"!in a communica"i0e grou-7C2##8
Step 0/.-Idepedet @or=
P!ic! o5 "!e s"a"emen"s /elo> do Dou "!inE c!arac"eri9es communica"i0e language "eac!ing7 %acE C)
Ric!ards,Communica"i0e ?anguage <eac!ing <odaD, 20068
1) +eo-le learn a language /es" >!en using i" "o do "!ings ra"!er "!an "!roug! s"udDing !o> 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")
&) 2rrors are no" im-or"an" in s-eaEing a language)
5) C?< is onlD concerned >i"! "eac!ing s-eaEing)
6) Classroom ac"i0i"ies s!ould /e meaning5ul and in0ol0e real communica"ion)
') (ialogues are no" used in C?<)
8) Bo"! accuracD and 5luencD are goals in C?<)
9) C?< is usuallD descri/ed as a me"!od o5 "eac!ing)
#cti*it8 1: Post Commuicati*e %aguage Teac:ig CPost C%TD
#/UEclecticism is a conce-"ual a--roac! "!a" does no" !old rigidlD "o a single me"!od, /u" ins"ead dra>s
u-on mul"i-le "!eories, s"Dles, or ideas "o gain com-lemen"arD insig!"s in"o a su/jec", or a--lies di55eren"
"!eories in -ar"icular cases)))
-.%clecticism in /i0ipedia1
S* so$called Y-os"$communica"i0eY 0ie> o5 language "eac!ing is said "o /e more eclec"ic) ?anguage
"eac!ing is seen as an ada-"i0e -rocess ra"!er "!an as "!e use o5 an ideal me"!od or a--roac!) =n
/roader and more com-lex communica"i0e con"ex"s >!ic! reNuire or 5a0our "!e learning o5 ac"ual a/ili"ies
"o use a language, i" is use5ul 5or a "eac!er "o de0elo- a re-er"oire o5 :olistic acti*ities /elonging "o a
0arie"D o5 a--roac!es) * "eac!erYs re-er"oire o5"en includes ac"i0i"ies suc! as simula"ed con0ersa"ions in
-airs and small grou-s, s-eec! maEing or s"orD "elling) *ll o5 "!ese !olis"ic ac"i0i"ies ac" as a 5rame>orE
5or "!e ado-"ion o5 di55eren" a--roac!es and roles, including cen"rallD con"rolled "eac!er$ in"erac"ion "o
de0ol0ed in"erac"ion in >!ic! s"uden"s manage "!eir o>n discourse)S

15
A/ Pro9ect-)ased learig CPA%D
=" is /es" de5ined as ins"ruc"ion rela"ing Nues"ions and "ec!nologD rela"i0e "o "!e s"uden"sY e0erDdaD
li0es "o classroom -rojec"s) @"uden"s carrD ou" "!eir o>n in0es"iga"ion o5 "!eir o>n grou- >!ic! allo>s
s"uden"s "o de0elo- researc! sEills) <!e s"uden"s ge" in0ol0ed in design, -ro/lem sol0ing and decision
maEing) =" allo>s s"uden"s "o >orE in grou-s or /D "!emsel0es and ge"s "!em "o come u- >i"! ideas and
realis"ic solu"ions) +B?:
is orgai,ed aroud a ope-eded Dri*ig Euestio or C:allege/ <!ese 5ocus s"uden"sC
>orE and dee-en "!eir learning /D cen"ering on signi5ican" issues, de/a"es, Nues"ions andAor
-ro/lems)
creates a eed to =o@ essetial cotet ad s=ills/ <D-ical -rojec"s 7and mos" ins"ruc"ion8
/egin /D -resen"ing s"uden"s >i"! Eno>ledge and conce-"s and "!en, once learned, gi0e "!em
"!e o--or"uni"D "o a--lD "!em) +B? /egins >i"! "!e 0ision o5 an end -roduc" or -resen"a"ion >!ic!
reNuires learning s-eci5ic Eno>ledge and conce-"s, "!us crea"ing a con"ex" and reason "o learn
and unders"and "!e in5orma"ion and conce-"s)
reFuires iFuir8 to lear adGor create somet:ig e@/ o" all learning !as "o /e /ased on
inNuirD, /u" some s!ould) *nd "!is inNuirD s!ould lead s"uden"s "o cons"ruc" some"!ing ne> L an
idea, an in"er-re"a"ion, a ne> >aD o5 dis-laDing >!a" "!eD !a0e learned)
icorporates feed)ac= ad re*isio/ @"uden"s use -eer cri"iNue "o im-ro0e "!eir >orE "o crea"e
!ig!er Nuali"D -roduc"s)
results i a pu)licl8 preseted product or performace/ 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=igH pro)lem sol*igH colla)oratioH ad *arious forms of
commuicatio/ @"uden"s need "o do muc! more "!an remem/er in5orma"ionZ"!eD need "o use
!ig!er$order "!inEing sEills) <!eD also !a0e "o learn "o >orE as a "eam and con"ri/u"e "o a grou-
e55or") <!eD mus" lis"en "o o"!ers and maEe "!eir o>n ideas clear >!en s-eaEing, /e a/le "o read
a 0arie"D o5 ma"erial, >ri"e or o"!er>ise ex-ress "!emsel0es in 0arious modes, and maEe
e55ec"i0e -resen"a"ions) <!ese sEills, com-e"encies and !a/i"s o5 mind are o5"en Eno>n as S21s"
Cen"urD @EillsS) #or more in5o: !""-:AA>>>)/ie)orgAa/ou"A21s"Tcen"urDTsEills
C/ * curren" major -riori"D in educa"ion is differetiated istructio) Recen" scien"i5ic researc! on
learning demons"ra"es "!a" s"uden"s ac!ie0e a" !ig!er le0els >!en "eac!ers and s"uden"s dailD call 5or
"!ese elemen"s o5 di55eren"ia"ed ins"ruc"ion:
1) RuicE and easD access "o a >ide 0arie"D o5 rele0an" learning resources 5or /o"! !is"oric and
curren" "o-ics "!a" s"uden"s can read, 0ie>, and unders"and )
2) ?earning assignmen" 5orma"s "!a" re5er "o "o-icsAissues "!a" are rele0an" "o s"uden"sY li0es and
in"eres"s
3) =ns"rumen"s "!a" !el- s"uden"s organi9e, analD9e, and sDn"!esi9e in5orma"ion e55icien"lD 5or
-ro/lem sol0ing and cri"ical "!inEing
<!e good ne>s 5or "eac!ers "odaD is "!a" educa"ional "ec!nologD maEes i" -ossi/le "o im-lemen"
di55eren"ia"ed ins"ruc"ion >i"! li""le o5 "!e e55or" needed in "!e -as")
D) T:ese are t:e priorities of 2.st Cetur8 %iterac8 ad S=ills:
+ro/lem$sol0ing and cri"ical "!inEing 0s) "radi"ional ro"e learning
Colla/ora"ion across ne">orEs and leading /D in5luence 0s) "radi"ional indi0idual e55or"
*gili"D and ada-"a/ili"D 0s) "radi"ional con5ormi"D "o norm
=ni"ia"i0e and en"re-reneurs!i- 0s) "radi"ional S"ried and "rueS
255ec"i0e >ri""en and oral communica"ion 0s) "radi"ional >orEs!ee"s and mul"i-le c!oice "es"s
*ccessing and analD9ing in5orma"ion 0s) "radi"ional remem/ering "!e Srig!"S ans>er
Curiosi"D and imagina"ion 0s) "radi"ional one >aD "o sol0e -ro/lems
Step 1/.- I<- I*estigatios: =n0es"iga"ions <asE Cards included 5or eac! "o-ic are designed "o
mee" "!e needs o5 s"uden"s >i"! di55eren"ia"ed learning s"Dles)
<!e ?earning @"Dles [eD "o di55eren"ia"ed ins"ruc"ion can !el- s"uden"s iden"i5D "!e "D-e o5 "asE
"!eD mos" enjoD, "!e one mos" liEelD "o lead "o success5ul learning ex-eriences) =n0es"iga"ions
encourage indi0idual s"uden"s "o >orE "o "!eir /es" a/ili"D "!roug! "!e Uc!oose Dour c!allenge
le0el6 ex"ension ac"i0i"ies)
16
*sE eac! o5 Dour s"uden"s "o c!oose a card according "o !is a/il"i"ies and -re5erences) +rac"ice
indi0iduallD eac! o5 "!ese ac"i0i"ies) Bn a c!ecElis" record "!e resul"s on a s!ee" o5 -a-er)) Re5er "o
"!eir: 1)C2# le0el rela"ed "o "!e res-ec"i0e com-e"enceM2) <asE ac!ie0emen"M 3) Grammar accuracDM
&) Foca/ularD rangeM 5)Co!esion and co!erence o5 "!e oral A>ri""en "ex")
Step 1/2- Pe !a0e "o clari5D !ere, "!a" >i"! "!e a//re0ia"ion o5 +B?, >e re5er "o Pro9ect-Aased %earig
and no" "o Pro)lem-Aased %earig) <!eD /o"! !a0e roo"s in cons"ruc"i0ism, as "!eD engage s"uden"s
in au"!en"ic s"uden"$cen"ered "asEs "o en!ance learning, and "!e line /e">een "!em is 5reNuen"lD /lurred,
as "!eD can /e used in com/ina"ion and -laD com-lemen"arD roles, /u" "!eD are no" iden"ical a--roac!es
7Camille 2sc!, 1998 ci"ed in 7@c!neiderman, BorEo>sEi, *la0i, \ orman, 19988) 2x-lain "!e di55erence
/e">een "!em)
#cti*it8 5: curriculum olie
#) Olie curriculum
<!e ?anguage PorEs Bnline 2nglis! Curriculum
A/ Use of Tec:olog8 i t:e classroom
<eac!ers learn "o im-lemen" "ec!nologD in "!e classroom 5or en!ancing language sEills:
<ord Processor: *" "!e earlD le0el c!ildren can recogni9e le""ers o5 "!e al-!a/e" /D using EeD/oard)
<!e addi"ion o5 sound !as an audio 0isual im-ac") <!e "eac!er could mo0e on 5rom le""ers "o>ards using
-!onics and -ic"ures) =n la"er s"ages "!e "eac!er could /e using >ords in sen"ences and a" "!e 5inal s"age
"!e s"uden"s could learn "o com-ose crea"i0e s"ories, >ri"ing re-or"s)
'ultimedia presetatios: Mul"imedia ma"erials could /e used /D s"uden"s in "!e Eindergar"en s"age
>!ere -ic"ures in"eres" "!em a lo") 20en a" a !ig!er le0el -ic"ures could /e used "o >ri"e essaDs, s"ories
and used "o learn o"!er crea"i0e as-ec" o5 languages)
<orld <ide <e): <eac!ers can use V<alEing BooEsC "o "eac! reading) @"uden"s can see "!e "ex" and
-ic"ures as >ell as !ear "!e "ex" /eing read) <!eD can linE u- >i"! o"!er sc!ools in o"!er coun"ries and
s!are /ooEs, ideas e"c)
Cogiti*e Costructi*ism: 'icro@orlds
Pi"! micro>orlds, s"uden"s Sen"erS a sel5$con"ained com-u"er$/ased en0ironmen" "o learn) <!ese
micro>orlds maD /e su--or"ed /D a larger classroom en0ironmen", /u" maD also s"and alone
Step 5/. Idepedet @or=5(e5ine "eac!erCcom-e"ences and Nuali5ica"ions7 @ee Common 2uro-ean
+rinci-les 5or <eac!er Com-e"ences and Ruali5ica"ions8
Refereces
1. #lpte=iH C/ 720028) <o>ards in"ercul"ural communica"i0e com-e"ence in 2?<) %'! 2ournal 34
718, 5'$6&)
2. Da*id "ua$$*sian$2#?$%ournal$$@e-"em/er 5, 2005
3. DolleH D/H I <illemsH $/ '/ 7198&8) <!e communica"i0e a--roac! "o 5oreign language "eac!ing:
<!e "eac!erYs case) S2uro-ean %ournal o5 <eac!er 2duca"ion,S '728, 1&5$5&)
4. EllisH R/H 720038) <asE$/ased ?anguage ?earning and <eac!ing) Bx5ord: Bx5ord 1ni0ersi"D +ress)
5. 7armerH J/ 720018) Jo> "o "eac! 2nglis!,73rd ed)8) ?ondon: ?ongman)
6. Ric:ardsH J/C/ ad T/ Rodgers 720008) *--roac!es and me"!ods in language "eac!ing) 72nd
edi"ion8)e> XorE: Cam/ridge 1ni0ersi"D +ress)
"e@spaper Paitig Poem
Read
#loud
Sloga Sog Speec:
Stor8
<ritig
Timelie
Tradig
Cards
17
$ *--roac!es "o @econd ?anguage (iscussionL +os" C?< <imo"!D BrocEleD, <!e ?anguage
PorEs *r"icles, <eac!ers and <eac!ing, *--roac!es "o @econd ?anguage (iscussion$2$
<!e 2clec"ic +aradigm, 2$18$200')
$ <!e +ar"ners!i- 5or 21s" Cen"urD @Eills -21)org
'ODU%E 2 5 TE#C7I"$
(OREI$" %#"$U#$ES
CO''U"IC#TI6E%K-#
CO''O" EUROPE#"
(R#'E<ORL
#PPRO#C7

#cti*it8 .: <!e communica"i0e language com-e"ence
18
#cti*it8 2: Coo-era"i0e ?earning
#cti*it8 0: Mul"i-le =n"elligences: GardnerYs <!eorD
#cti*it8 1: euro$linguis"ic -rogramming 7?+8
Activity 5:! ask based language teaching-!5'!1
#cti*it8 6: <!e P!ole$+ar"$P!ole learning
Activity : !,e %uropean 6ortfolio and 6assport
!b"ectives
<!e Common 2uro-ean #rame>orE se"s "!e -rinci-les o5 ela/ora"ing language sDlla/uses,
curriculum guidelines, examina"ions, "ex"/ooEs, e"c) across 2uro-e) =" -resen"s >!a" language learners
mus" learn in order "o de0elo- Eno>ledge and sEills "!eD need "o communica"e e55ec"i0elD) <!e
descri-"ion also de5ines "!e cul"ural /acEground o5 "!e language)
<!e Common 2uro-ean #rame>orE is in"ended "o o0ercome "!e /arriers o5 communica"ion among
-ro5essionals >orEing in "!e 5ield o5 modern languages coming 5rom di55eren" educa"ional sDs"ems in
2uro-e) =" is a use5ul means "o adminis"ra"ors, course designers, "eac!ers, "eac!er "rainers, examining
/odies, e"c), "o ensure "!a" "!eD mee" "!e real needs o5 "!e learners 5or >!om "!eD are res-onsi/le)
#cti*it8 .: T:e commuicati*e laguage competece
<!e communica"i0e language com-e"ence is usuallD a--roac!ed a" t:ree le*els CCE(D
%iguistic
<!is is "!e area >e are 5amiliar >i"!, /eing de0ided in"o areas o5 lexical, -!onological and sDn"ac"ical
Eno>ledge) =n o"!er >ords 0oca/ularD, V-ronuncia"ionC and grammar) Xe", "!e o"!er areas descri/ed
/D "!e C2# are -er!a-s less >ell Eno>n "o "eac!ers)
Socioliguistic
Pe mig!" call "!em di55eren" cul"ures >i"! di55eren" norms o5 /e!a0iour >!ic! include social
con0en"ions >i"! res-ec" "o -oli"eness, class and social grou-s among o"!er "!ings) =n o"!er >ords
C2# in0ol0es /ecoming 5amiliar >i"! cul"ure in "!e classroom L no" onlD our o>n cul"ure, /u" also
"!ose o5 o"!er coun"ries )
Pragmatic
<!e C2# -resen"s "!is in "erms o5 discourse analDsis re5erring "o suc! "!ings as co!erence and
co!esion)<!ere is also an in"erlocu"or >!o is im-liedL in o"!er >ords our s"uden" saDs
some"!ing >!ic! can or canno" /e com-re!ended as in"ended: "!e s"uden" mig!" cause anger,
5or exam-le /D "!e use o5 a ges"ure or a >ord no" 5ullD unders"ood in "erms o5 conno"a"ion ) <!e
C2#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! le0el)
<!e C2# is s"ruc"ured as 5ollo>s:
#/ Communica"ion "!emes
A) Communica"i0e "asEs and -ur-oses are7 *lso see C2#8
./ BR*? +RB(1C<=B
2/ PR=<<2 +RB(1C<=B
0/ BR*? R2C2+<=B
1/ F=@1*? R2C2+<=B
5/ @+B[2 =<2R*C<=B
6/ PR=<<2 =<2R*C<=B
C/ Media"ing ac"i0i"ies and s"ra"egies
a) oral media"ion:
a) >ri""en media"ion:
19
D/(2C?*R*<=F2 [BP?2(G2 7@*FB=R8
E/ @BC=BC1?<1R*? [BP?2(G2
(/=<2RC1?<1R*? [BP?2(G2
$/+R*C<=C*? @[=??@ 7@*FB=R #*=R28
7/ =<2RC1?<1R*? @[=??@
I/ 2]=@<2<=*? *<<=<1(2@ 7@*FB=R 2<R28
Commo Referece %e*els: glo)al scale
le*el descriptio
#.
Can unders"and and use 5amiliar e0erDdaD ex-ressions and 0erD /asic -!rases aimed a" "!e sa"is5ac"ion o5
needs o5 a concre"e "D-e) Can in"roduce !imA !ersel5 and o"!ers and can asE and ans>er Nues"ions a/ou"
-ersonal de"ails suc! as >!ere !eAs!e li0es, -eo-le !eAs!e Eno>s and "!ings !eAs!e !as) Can in"erac" in a
sim-le >aD -ro0ided "!e o"!er -erson "alEs slo>lD and clearlD and is -re-ared "o !el-)
#2
Can unders"and sen"ences and 5reNuen"lD used ex-ressions rela"ed "o areas o5 mos" immedia"e rele0ance 7e)g)
0erD /asic -ersonal and 5amilD in5orma"ion, s!o--ing, local geogra-!D, em-loDmen"8) Can communica"e in
sim-le and rou"ine "asEs reNuiring a sim-le and direc" exc!ange o5 in5orma"ion on 5amiliar and rou"ine ma""ers)
Can descri/e in sim-le "erms as-ec"s o5 !isA!er /acEground, immedia"e en0ironmen" and ma""ers in areas o5
immedia"e need)
A.
Can unders"and "!e main -oin"s o5 clear s"andard in-u" on 5amiliar ma""ers regularlD encoun"ered in >orE,
sc!ool, leisure, e"c) Can deal >i"! mos" si"ua"ions liEelD "o arise >!ils" "ra0elling in an area >!ere "!e language
is s-oEen) Can -roduce sim-le connec"ed "ex" on "o-ics >!ic! are 5amiliar or o5 -ersonal in"eres") Can descri/e
ex-eriences and e0en"s, dreams, !o-es \ am/i"ions and /rie5lD gi0e reasons and ex-lana"ions 5or o-inions and
-lans)
A2
Can unders"and "!e main ideas o5 com-lex "ex" on /o"! concre"e and a/s"rac" "o-ics, including "ec!nical
discussions in !isA!er 5ield o5 s-ecialisa"ion) Can in"erac" >i"! a degree o5 5luencD and s-on"anei"D "!a" maEes
regular in"erac"ion >i"! na"i0e s-eaEers Nui"e -ossi/le >i"!ou" s"rain 5or ei"!er -ar"D) Can -roduce clear, de"ailed
"ex" on a >ide range o5 su/jec"s and ex-lain a 0ie>-oin" on a "o-ical issue gi0ing "!e ad0an"ages and
disad0an"ages o5 0arious o-"ions)
C.
Can unders"and a >ide range o5 demanding, longer "ex"s, and recognise im-lici" meaning) Can ex-ress
!imA!ersel5 5luen"lD and s-on"aneouslD >i"!ou" muc! o/0ious searc!ing 5or ex-ressions) Can use language
5lexi/lD and e55ec"i0elD 5or social, academic and -ro5essional -ur-oses) Can -roduce clear, >ell$s"ruc"ured,
de"ailed "ex" on com-lex su/jec"s, s!o>ing con"rolled use o5 organisa"ional -a""erns, connec"ors and co!esi0e
de0ices)
C2
Can unders"and >i"! ease 0ir"uallD e0erD"!ing !eard or read) Can summarise in5orma"ion 5rom di55eren" s-oEen
and >ri""en sources, recons"ruc"ing argumen"s and accoun"s in a co!eren" -resen"a"ion) Can ex-ress
!imA!ersel5 s-on"aneouslD, 0erD 5luen"lD and -reciselD, di55eren"ia"ing 5iner s!ades o5 meaning e0en in "!e mos"
com-lex si"ua"ions)
Common 'eference "evels
<!e 2uro-ass communica"i0e com-e"ences are included in "!e 2uro-ean CF )=" is /rie5lD -resen"ed
/elo>:
*1 BreaE"!roug!
*2 PaDs"age Basic 1ser
B1 Fan"age
B2 <!res!old =nde-enden"
1ser
C1 255ec"i0e -ro5iciencD
C2 Mas"erD +ro5icien"
Step./. - $roupGP< - +lan "!ree ac"i0i"ies corres-onding "o "!ree di55eren" language com-e"ences 5rom
C2#) <!e ac"i0i"ies can /e concei0ed indi0iduallD or Dou can de0elo- "!em join"lD) Xou can >orE in -airs
or small grou-s so "!a" Dou can exc!ange ideas and s!are "!e >orE)
#cti*it8 2: Cooperati*e learig
#/ Cooperati*e %earig
20
ManD -rinci-les !a0e /een -ro-osed 5or coo-era"i0e learning) Belo> is one lis" o5 eig!" suc! -rinci-les)
./ 7eterogeeous $roupig/ <!is -rinci-le means "!a" "!e grou-s in >!ic! s"uden"s ac!ie0e
coo-era"i0e learning "asEs are made u- o5 a num/er o5 0aria/les including sex, e"!nici"D, social
class, religion, -ersonali"D, age, language -ro5iciencD, and diligence)
2/ Colla)orati*e S=ills/ Colla/ora"i0e sEills, suc! as asEing 5or in5orma"ion, are "!ose needed "o
>orE >i"! o"!ers) @"uden"s maD lacE "!ese sEills, "!e language in0ol0ed in using "!e sEills, or "!e
a/ili"D "o a--lD "!e sEills) Mos" /ooEs and >e/si"es on coo-era"i0e learning sugges" "!a"
colla/ora"i0e sEills /e ex-lici"lD "aug!" a" a "ime)
0/ $roup #utoom8/ <!is -rinci-le encourages s"uden"s "o looE 5or resources /D "!emsel0es ra"!er
"!an relD onlD on "!e "eac!er) P!en s"uden" grou-s !a0e di55icul"D, "!e "eac!er "ends "o in"er0ene
ei"!er in a -ar"icular grou- or >i"! "!e en"ire class) Pe maD some"imes >an" "o resis" "!is
"em-"a"ion, /ecause as Roger %o!nson >ri"es, U<eac!ers mus" "rus" "!e -eer in"erac"ion "o do
manD o5 "!e "!ings "!eD !a0e 5el" res-onsi/le 5or "!emsel0es6
7!""-:AA>>>)clcrc)comA-agesANanda)!"ml8)
1/ Simultaeous Iteractio/ =n "radi"ional classes in >!ic! grou- ac"i0i"ies are no" used, "!e normal
in"erac"ion -a""ern is "!a" o5 "!e seNuen"ial "D-e in >!ic! one -erson a" a "ime L usuallD "!e
"eac!er L s-eaEs) =n con"ras", >!en grou- ac"i0i"ies are used, one s"uden" -er grou- is s-eaEing)
=n a class o5 &0 di0ided in"o grou-s o5 5our, "en s"uden"s are s-eaEing simul"aneouslD, i)e), &0
s"uden"s di0ided in"o & s"uden"s -er grou- ^ 10 s"uden"s 71 -er grou-8 s-eaEing a" "!e same
"ime)
5/ EFual Participatio / * 5reNuen" -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"i0e learning o55ers manD >aDs o5 -romo"ing
more eNual -ar"ici-a"ion among grou- mem/ers)
6/ Idi*idual #ccouta)ilit8/ P!en >e -romo"e indi0idual accoun"a/ili"D in grou-s, >e gi0e a
c!ance "o e0erD/odD "o "rD "o learn and "o s!are "!eir Eno>ledge and ideas >i"! o"!ers)
2/ Positi*e Iterdepedece/ <!is -rinci-le lies a" "!e !ear" o5 C?) @"uden"s 5eel "!a" eac! mem/er
o5 "!e grou- s!ares >i"! "!e o"!ers and de-end on one ano"!er) =" is "!is U*ll 5or one, one 5or all6
5eeling "!a" maEes grou- mem/ers >an" "o !el- eac! o"!er, and "!a" "!eD are all res-onsi/le 5or
a common goal)
M/ Cooperatio as a 6alue/ <!is -rinci-le means "!a" coo-era"ion is no" onlD a >aD "o learn, i)e), "!e
!o> o5 learning, i" is also -ar" o5 "!e con"en" "o /e learned, i)e), "!e >!a" o5 learning) <!is s-rings
5rom "!e mos" crucial coo-era"i0e learning -rinci-le, "!e -osi"i0e in"erde-endence) Coo-era"ion
as a 0alue in0ol0es "aEing "!e 5eeling o5 U*ll 5or one, one 5or all6 and ex-anding i" /eDond "!e
small classroom grou- "o encom-ass "!e >!ole class and "!e >!ole sc!ool)
*ddi"ional Coo-era"i0e ?earning in5orma"ion is a0aila/le a" "!e si"es lis"ed /elo>:
>>>)co$o-era"ion)orgA-agesAcl)!"ml
>>>)iasce)ne"
>>>)ncsu)eduA5elder$-u/licACoo-era"i0eT?earning)!"ml
>>>)Eaganonline)com
@earc! Google
Step 2/.-$<$#ollo>ing "!e s"ages /elo>, de0ise a coo-era"i0e "D-e o5 ac"i0i"D corres-onding "o le0el *2
7C2#8
1) E;plai: Gi0e a descri-"ion o5 >!a" sEill "!eD >ill /e learning, associa"ing i" >i"! curren"
Eno>ledge)
2) Demostrate: @!o> !o> "!e -rocedure or -rocess >orEs /D demons"ra"ion)
3) Practice: Gi0e "!e s"uden"s "ime "o -rac"ice "!e -rocedure or -rocess)
&) Peer Coac:ig: Ja0e "!e s"uden"s coac! eac! o"!er) 7@ee +eer Coac!ing 5or more de"ails)8
#cti*it8 0: 'ultiple Itelligeces: $arderNs T:eor8
#/ 'ultiple Itelligeces: $arderNs T:eor8
<!e t:eor8 of multiple itelligeces >as -ro-osed /D Jo>ard Gardner in 1983 "o analD9e and /e""er
descri/e "!e conce-" o5 in"elligence)
Gardner de5ines in"elligence as S"!e ca-aci"D "o sol0e -ro/lems or "o 5as!ion -roduc"s "!a" are
0alued in one or more cul"ural se""ingS 7Gardner \ Ja"c!, 19898) 1sing /iological as >ell as
cul"ural researc!, !e 5ormula"ed a lis" o5 se0en "D-es o5 in"elligences) <!is ne> ou"looE on in"elligence
di55ers grea"lD 5rom "!e "radi"ional 0ie> >!ic! usuallD recogni9es onlD ">o in"elligences, 0er/al and
com-u"a"ional) <!e se0en in"elligences Gardner de5ines are:
21
6er)al-%iguistic Itelligece $$ >ell$de0elo-ed 0er/al sEills and sensi"i0i"D "o "!e sounds, meanings
and r!D"!ms o5 >ords
'at:ematical-%ogical Itelligece $$ a/ili"D "o "!inE conce-"uallD and a/s"rac"lD, and ca-aci"D "o
discern logical or numerical -a""erns
'usical Itelligece $$ a/ili"D "o -roduce and a--recia"e r!D"!m, -i"c! and "im/er
6isual-Spatial Itelligece $$ ca-aci"D "o "!inE in images and -ic"ures, "o 0isuali9e accura"elD and
a/s"rac"lD
Aodil8-Liest:etic Itelligece $$ a/ili"D "o con"rol oneYs /odD mo0emen"s and "o !andle o/jec"s
sEill5ullD
Iterpersoal Itelligece $$ ca-aci"D "o de"ec" and res-ond a--ro-ria"elD "o "!e moods, mo"i0a"ions
and desires o5 o"!ers)
Itrapersoal Itelligece $$ ca-aci"D "o /e sel5$a>are and in "une >i"! inner 5eelings, 0alues, /elie5s
and "!inEing -rocesses
"aturalist Itelligece $$ a/ili"D "o recogni9e and ca"egori9e -lan"s, animals and o"!er o/jec"s in
na"ure
E;istetial Itelligece $$ sensi"i0i"D and ca-aci"D "o "acEle dee- Nues"ions a/ou" !uman exis"ence,
suc! as "!e meaning o5 li5e, >!D do >e die, and !o> did >e ge" !ere)
*l"!oug! "!e in"elligences are ana"omicallD se-ara"ed 5rom eac! o"!er, Gardner claims "!a" "!e se0en
in"elligences 0erD rarelD o-era"e inde-enden"lD) Ra"!er, "!e in"elligences are used concomi"an"lD and
com-lemen" eac! o"!er as indi0iduals de0elo- sEills or sol0e -ro/lems) #or exam-le, a dancer can excel
in !is ar" onlD i5 !e !as
_ s"rong musical in"elligence "o unders"and "!e r!D"!m and 0aria"ions o5 "!e music,
_ in"er-ersonal in"elligence "o unders"and !o> !e can ins-ire or emo"ionallD "ouc! !is
audience "!roug! !is mo0emen"s, as >ell as
_ /odilD$Eines"!e"ic in"elligence >!ic! -ro0ides !im >i"! "!e agili"D "o -er5orm "!e mo0emen"s
success5ullD)
<!is sim-le grid diagram illus"ra"es Jo>ard GardnerYs model o5 "!e se0en Mul"i-le =n"elligences a" a
glance)
itelligece t8pe capa)ilit8 ad perceptio
%iguistic >ords and language
%ogical-'at:ematical logic and num/ers
'usical music, sound, r!D"!m
Aodil8-Liest:etic /odD mo0emen" con"rol
Spatial-6isual images and s-ace
Iterpersoal o"!er -eo-leYs 5eelings
Itrapersoal sel5$a>areness
A/ 'ultiple Itelligeces C:art
Jere is a lis" o5 ac"i0i"ies "!a" s-eaE "o eac! in"elligence)
6er)al-%iguistic %ogical-'at:ematical 6isual-Spatial Aodil8-Liest:etic
22
c!oral s-eaEing
declari9ing
s"orD"elling
re"elling
s-eaEing
de/a"ing
-resen"ing
reading aloud
drama"i9ing
/ooE maEing
non5ic"ion reading
researc!ing
lis"ening
-rocess >ri"ing
>ri"ing journals
-ro/lem sol0ing
measuring
coding
seNuencing
cri"ical "!inEing
-redic"ing
-laDing logic games
collec"ing da"a
ex-erimen"ing
sol0ing -u99les
classi5Ding
using mani-ula"i0es
learning "!e scien"i5ic
model
using moneD
using geome"rD
gra-!ing
-!o"ogra-!ing
maEing 0isual me"a-!ors
maEing 0isual analogies
ma--ing s"ories
maEing 3( -rojec"s
-ain"ing
illus"ra"ing
using c!ar"s
using organi9ers
0isuali9ing
sEe"c!ing
-a""erning
0isual -u99les
!ands on ex-erimen"s
ac"i0i"ies
c!anging room
arrangemen"
crea"i0e mo0emen"
going on 5ield "ri-s
-!Dsical educa"ion
ac"i0i"ies
cra5"s
drama"i9ing
using coo-era"i0e grou-s
dancing
'usical Iterpersoal Itrapersoal "aturalistic
!umming
ra--ing
-laDing /acEground music
-a""erns
5orm
-laDing ins"rumen"s
"a--ing ou" -oe"ic r!D"!ms
r!Dming
singing
classroom -ar"ies
-eer edi"ing
coo-era"i0e learning
s!aring
grou- >orE
5orming clu/s
-eer "eac!ing
social a>areness
con5lic" media"ion
discussing
cross age "u"oring
s"udD grou-
/rains"orming
-ersonal res-onse
indi0idual s"udD
-ersonal goal se""ing
indi0idual -rojec"s
journal log Eee-ing
-ersonal c!oice in -rojec"s
inde-enden" reading
reading ou"side
cloud >a"c!ing
iden"i5Ding insec"s
/uilding !a/i"a"s
iden"i5Ding -lan"s
using a microsco-e
dissec"ing
going on a na"ure >alE
/uild a garden
s"udDing "!e s"ars
/ird >a"c!ing
collec"ing rocEs
maEing /ird 5eeders
going "o "!e 9oo
Read more on <eac!erFision: !""-:AA>>>)"eac!er0ision)5en)comAin"elligenceA"eac!ing$
me"!odsA220&)!"mlQix991%!Ex2R=3
C/ <:at t8pes of learig acti*ities ta=e place at eac: ceterO
*ll s"uden"s learn eac! daDYs lesson in se0en >aDs) <!eD /uild models, dance, maEe colla/ora"i0e
decisions, crea"e songs, sol0e deduc"i0e reasoning -ro/lems, read, >ri"e, and illus"ra"e all in one sc!ool
daD) @ome more s-eci5ic exam-les o5 ac"i0i"ies a" eac! cen"er 5ollo>:
=n "!e Persoal <or= Ceter 7=n"ra-ersonal =n"elligence8, s"uden"s ex-lore "!e -resen" area o5
s"udD "!roug! researc!, re5lec"ion, or indi0idual -rojec"s)
=n "!e <or=ig Toget:er Ceter 7=n"er-ersonal =n"elligence8, "!eD de0elo- coo-era"i0e learning
sEills as "!eD sol0e -ro/lems, ans>er Nues"ions, crea"e learning games, /rains"orm ideas and
discuss "!a" daDYs "o-ic colla/ora"i0elD)
=n "!e 'usic Ceter 7Musical =n"elligence8, 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 Ceter 7@-a"ial =n"elligence8, "!eD ex-lore a su/jec" area using di0erse ar" media,
mani-ula/les, -u99les, c!ar"s, and -ic"ures)
=n "!e Auildig Ceter 7[ines"!e"ic =n"elligence8, "!eD /uild models, drama"i9e e0en"s, and
dance, all in >aDs "!a" rela"e "o "!e con"en" o5 "!a" daDYs su/jec" ma""er)
=n "!e Readig Ceter 7Fer/alA?inguis"ic =n"elligence8, s"uden"s read, >ri"e, and learn in manD
"radi"ional modes) <!eD analD9e and organi9e in5orma"ion in >ri""en 5orm)
In the Math & Science Center (Logical/ Mathematical Intelligence), they o!" ith math game#,
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
23
Step 0/.-$roup @or= $ Read "!e "a/le and com-le"e "!e second column >!ic! re5ers "o
c!arac"eris"ics o5 s"uden" cen"ered ac"i0i"ies:
Ta)le 2/ Mul"i-le =n"elligences: Classroom *--lica"ion 7<a/le added /D BrandD BellamD and Camille BaEer,
20058
Teac:er Cetered Studet Cetered
Fer/alA?inguis"ic
+resen" con"en" 0er/allD
*sE Nues"ions aloud and looE 5or
s"uden" 5eed/acE
=n"er0ie>s
?ogicalAMa"!ema"ical
+ro0ide /rain "easers or
c!allenging Nues"ions "o /egin
lessons)
MaEe logical connec"ions /e">een
"!e su/jec" ma""er and au"!en"ic
si"ua"ions "o ans>er "!e Nues"ion
S>!DWS
BodilDA[ines"!e"ic
1se -ro-s during lec"ure
+ro0ide "angi/le i"ems -er"aining "o
con"en" 5or s"uden"s "o examine
Re0ie> using s-or"s rela"ed
exam-les 7"!ro> a /all "o someone
"o ans>er a Nues"ion8
FisualA@-a"ial
P!en -resen"ing "!e in5orma"ion,
use 0isuals "o ex-lain
con"en":À/ra
+o>er+oin" @lides, C!ar"s,
Gra-!s, car"oons, 0ideos,
o0er!eads, smar"/oards
Musical
+laD music in "!e classroom during
re5lec"ion -eriods
@!o> exam-les or crea"e musical
r!D"!ms 5or s"uden"s "o remem/er
"!ings
=n"er-ersonal
Be a>are o5 /odD language and
5acial ex-ressions
B55er assis"ance >!ene0er needed
2ncourage classroom discussion
24
=n"ra-ersonal
2ncourage journaling as a -osi"i0e
ou"le" 5or ex-ression
=n"roduce >e/ logging 7/logs8
MaEe indi0idual Nues"ions
>elcome
Crea"e a -osi"i0e en0ironmen")
a"uralis"ic
<aEe s"uden"s ou"side "o enjoD
na"ure >!ile in learning -rocess
7lec"ure8
Com-are au"!en"ic su/jec" ma""er
"o na"ural occurrences)
Rela"e su/jec" ma""er "o s"ages
"!a" occur in na"ure 7-lan"s,
>ea"!er, e"c8
#cti*it8 1: "euro-liguistic programmig C"%PD
"euro-liguistic programmig C"%PD
euro$linguis"ic +rogramming 7?+8 de0elo-ed in "!e 1@* in "!e 19'0Ys) =" !as /ecome 0erD -o-ular as
a me"!od 5or communica"ion and -ersonal de0elo-men") <!e "i"le, coined /D "!e 5ounders, Bandler and
Grinder 719'5a8, re5ers "o -ur-or"ed sDs"ema"ic, cD/erne"ic linEs /e">een a persoNs iteral
e;periece CeuroD, t:eir laguage Cliguistic8 and "!eir patters of )e:a*iour CprogrammigD/ =n
essence ?+ is a 5orm o5 -lanning "!a" o55ers clues 5or a sDs"ema"ic and de"ailed unders"anding o5
-eo-leYs su/jec"i0e ex-erience)
?+ is eclec"ic, com/ining models and s"ra"egies 5rom a >ide range o5 sources) (i55eren" -eo-le !a0e
di55eren" s"Dles and modes in di55eren" si"ua"ions)
People i *isual mode @ill sa8 t:igs li=e:
?ooEb =5 Dou see >!a" = mean) #rom mD -oin" o5 0ie>) Pa"c! i"b +ic"ure "!is) ?ooE !ereb = canC" see "!e
-oin") @ee Dou soon) <!eDCre "!inEing in -ic"ures, and imagining "!a" Dou are doing "!e same) <!eDCre
-ro/a/lD also "alEing 0erD 5as")
People i auditor8 mode @ill use p:rases li=e:
?is"enb <!a" rings a /ell) = !ear >!a" DouCre saDing) <!a" sounds rig!") * >ord in Dour ear) @-eaE
soon) @ounds are "!eir medium, and "!eD "!inE "!eD are Dours "oo)
People i =iaest:etic mode @ill pro)a)l8 tal= more slo@l8H ad t:e8Bll sa8 t:igs li=e:
Jo> do Dou 5eel a/ou" "!a"W =Cm com5or"a/le >i"! "!a") MD 5eeling is) =" >as !ear"$
>armingAmo0ingA"ouc!ing) Jold onb <!e language o5 5eelings needs "o s"ir some"!ing in Dou)
Tastes ad smells also come ito laguage: 5ood 5or "!oug!", a /i""er -ill "o s>allo>M diges"ing a
-ro-osi"ion, a /i""er argumen"M and smells, in -ar"icular, demons"ra"e a dee-er le0el o5 consciousness: =
smell a ra") #ollo> Dour nose) =" s"inEsb @!e >as ra"!er sni55D a/ou" i")
B5 course, >e all s>i"c! 5rom mode "o modeM /u" mos" o5 us -re5er one mode o5 -rocessing o0er
o"!ers) #or exam-le, i5 Dou >an" "o sell a car "o a 0isual -erson, DouCll need "o 5ocus on "!e o0erall e55ec"
o5 "!e design: do "!eD liEe "!e colourW (o "!eD liEe "!e 0isual laDou" o5 "!e das!/oard) =5 "!e -erson is
audi"orDM DouCll 5ocus on sound o5 "!e engine 75or a s-or"s car lo0er8, "!e Nuali"D o5 "!e s"ereo, "!e Nuie"
inside "!e car, e"c) *nd, 5or "!e Einaes"!e"ic -erson: "!e com5or", "!e accessi/li"D o5 "!e 5unc"ions, "!e 5eel
o5 "!e s"eering >!eel, and so on)
Bne common c!arac"eris"ics in ?+ is "!e em-!asis laid on "eac!ing a 0arie"D o5 communica"ion and
-ersuasion sEills, and using sel5$!D-nosis "o mo"i0a"e and c!ange onesel5) Mos" ?+ -rac"i"ioners
25
ad0er"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) <!e 5ollo>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 CTA%TD
Tas=-)ased learig o55ers "!e s"uden" an o--or"uni"D "o do exac"lD "!is) <!e -rimarD 5ocus o5 classroom
ac"i0i"D is "!e "asE and language is "!e ins"rumen" >!ic! "!e s"uden"s use "o com-le"e i") <!e "asE is an
ac"i0i"D in >!ic! s"uden"s use language "o !a0e a s-eci5ic resul") <!e ac"i0i"D is /ased on real li5e
si"ua"ions and learners 5ocus on meaning, "!eD are 5ree "o use anD language "!eD >an") +laDing a game,
sol0ing a -ro/lem or s!aring in5orma"ion or ex-eriences, can all /e considered as rele0an" and au"!en"ic
"asEs)
7ere are some of t:e mai features of TA%T:
-riori"D gi0en "o "!e meaning
"!ere is a communica"ion -ro/lem "o sol0e
"!ere is some sor" o5 rela"ions!i- "o similar real >orld ac"i0i"ies
"asE com-le"ion is 0erD im-or"an"
"!e assessmen" is /ased on "!e ou"comeA!o> >ell "!e "asE !as /een ac!ie0ed
(o) can * use +,- in the classroom. (ere are the stages o/ +,-+:
Pre-tas=
<!e "eac!er in"roduces "!e "o-ic and gi0es "!e s"uden"s clear ins"ruc"ions on >!a" "!eD >ill !a0e "o do a"
"!e "asE s"age and mig!" !el- "!e s"uden"s "o remem/er some language "!a" maD /e use5ul 5or "!e "asE)
<!e -re$"asE s"age can also o5"en include -laDing a recording o5 -eo-le doing "!e "asE) <!is gi0es "!e
s"uden"s a clear model o5 >!a" >ill /e ex-ec"ed o5 "!em) <!e s"uden"s can "aEe no"es and s-end "ime
-re-aring 5or "!e "asE)
Tas=
<!e s"uden"s ac!ie0e a "asE in -airs or grou-s using "!e language resources "!a" "!eD !a0e as "!e
"eac!er moni"ors and o55ers guidelines)
Plaig
@"uden"s -re-are a s!or" oral or >ri""en re-or" "o "ell "!e class >!a" !a--ened during "!eir "asE) <!eD
"!en -rac"ise >!a" "!eD are going "o saD in "!eir grou-s) *ll "!is "ime "!e "eac!er is a0aila/le 5or "!e
s"uden"s "o asE 5or clari5ica"ions using "!eir o>n language 5or Nues"ions "!eD maD !a0e)
Report
@"uden"s "!en re-or" /acE "o "!e class orallD or read "!e >ri""en re-or") <!e "eac!er maD gi0e "!e s"uden"s
some NuicE 5eed/acE on "!e con"en") *" "!is s"age "!e "eac!er maD also -laD a recording o5 o"!ers doing
"!e same "asE 5or "!e s"uden"s "o com-are)
#al8sis
<!e "eac!er "!en -oin"s ou" rele0an" -ar"s 5rom "!e "ex" o5 "!e recording 5or "!e s"uden"s "o analDse and
com-are) <!eD maD asE s"uden"s "o no"ice in"eres"ing 5ea"ures >i"!in "!is "ex") <!e "eac!er can also
!ig!lig!" "!e language "!a" "!e s"uden"s used during "!e re-or" -!ase 5or analDsis)
Practice
=n "!e end, "!e "eac!er maEes a good selec"ion o5 "!e language issues "o -rac"ise /ased u-on "!e needs
o5 "!e s"uden"s and >!a" came ou" 5rom "!e "asE and re-or" -!ases) <!e s"uden"s "!en -rac"ice ac"i0i"ies
"o de0elo- 5luencD and maEe a no"e o5 use5ul language))
Com-ared "o "!ese "!ree essen"ial condi"ions istructio 7ex-lici" rule "eac!ing8 is ot essetial/ =" maD
!el-, !o>e0er, i5 "!e ins"ruc"ion is >ell "imed in 5orm and con"en" "o !el- a learner "aEe "!e nex" s"e- in
!erA!is language acNuisi"ion -rocess)
26
<asE$/ased learning can /e 0erD e55ec"i0e a" =n"ermedia"e le0els and /eDond, /u" manD "eac!ers Nues"ion
i"s use5ulness a" lo>er le0els) <!e me"!odologD reNuires a c!ange in "!e "radi"ional "eac!erYs role) <!e
"eac!er does no" in"roduce and Y-resen"Y language or in"er5ere 7Y!el-Y8 during "!e "asE cDcle) <!e "eac!er
is an o/ser0er during "!e "asE -!ase and /ecomes a language in5orman" onlD during "!e Ylanguage 5ocusY
s"age) Jere are some exam-les o5 ac"i0i"ies:
#cti*it8 ./
Pri"e "!e name o5 Dour 5a0ouri"e -ersonali"D /elo>) (o a searc! 5or
"!em a" >>>)google)com) and 5ind ou" 5our in"eres"ing "!ings
a/ou" "!em) Pri"e some no"es /elo>$
ame: TTTTTTTTTTTTTT
TTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTT
#cti*it8 2/
'aga,ie Euestios/
C!oose a maga9ine 5rom >>>)google)com and ans>er "!e 5ollo>ing
Nues"ions)
Jo> manD 5amous -eo-le can Dou iden"i5DW P!a" do Dou Eno>
a/ou" one o5 "!emW <ell Dour -ar"ner) Pri"e no"es /elo> i5 Dou >is!)
TTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTTT
C!oose an ar"icle >!ic! in"eres"s Dou) P!a"Cs i" a/ou"W <ell Dour
-ar"ner) Pri"e no"es /elo> i5 Dou >is!)
#cti*it8 0
Iteret Fuestios
Pri"e "!e name o5 Dour 5a0ouri"e -ersonali"D /elo>) (o a searc! 5or
"!em a" >>>)google)com and 5ind ou" 5our in"eres"ing "!ings
a/ou" "!em) Pri"e some no"es /elo>$
ame: TTTTTTTTTTTTTT
#cti*it8 1
Aoo= Euestios 7Graded Readers8
1) Pri"e 5our /ooE "i"les a" Dour le0el)
a)
/)
c)
d)
2) #ind a /ooE "!a" Dou >ould liEe "o read "!is Dear) P!a"Cs "!e "i"leW
P!D does i" in"eres" DouW
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Step 5/.-$<$ =n language "eac!ing, a con"ras" is dra>n /e">een Uau"!en"ic6 and Unon$au"!en"ic6 da"a)
Read "!e ">o con0ersa"ions and iden"i5D "!e similari"ies and di55erences /e">een "!e ">o)
Co*ersatio .
*: 2xcuse me -lease) (o Dou Eno> >!ere "!e neares" /anE isW
B: Pell, "!e ci"D /anE isnC" 5ar 5rom !ere) (o Dou Eno> >!ere "!e main -os" o55ice isW
*: o, no" reallD) =Cm jus" -assing "!roug!)
27
B: Pell, 5irs" go do>n "!is s"ree" "o "!e "ra55ic lig!"
)*: B[)
B: <!en "urn le5" and go >es" on @unse" Boule0ard 5or a/ou" ">o /locEs) <!e /anE is on Dour rig!", jus"
-as" "!e -os" o55ice)
*: *ll rig!") <!anE Dou)
B: XouCre >elcome)
Co*ersatio2 2
*: Jo> do = ge" "o [ensing"on RoadW
B: Pell, Dou go do>n #ullar"on Road
c
*: c >!a", do>n Bld Belair Road and around cW
B: Xea!) *nd "!en Dou go s"raig!"
*: -as" "!e !os-i"alW
B: Xea!, Eee- going s"raig!", -as" "!e racecourse "o "!e rounda/ou") Xou Eno> "!e /ig rounda/ou"W
*: Xea!)
B: *nd [ensing"on RoadCs o55 "o "!e rig!")
*: P!a", o55 "!e rounda/ou"W
B: Xea!)
*: Rig!")
#cti*it8 6: "euro-liguistic programmig C"%PD
T:e <:ole-Part-<:ole learig
<!e P!ole$+ar"$P!ole learning "!eorD is /ased on "!e assum-"ion "!a" learners rela"e ne> learning "o
>!a" "!eD alreadD Eno>) <!e 5irs" -ar" o5 "!e learning C@:oleD /uilds "!e con"ex" and connec"s "!e learner
>i"! "!e organi9a"ional 5rame>orE) #or s"uden"s, "!is is connec"ing "o -rior learning ex-eriences) #or
adul" learners, i" maD /e es"a/lis!ing "!e goals and o/jec"i0es 5or "!e learning and !o> "!eD su--or" "!e
organi9a"ion)Mo"i0a"ion 5or "!e ne> learning maD /e es"a/lis!ed /D ge""ing learners -redic" "!e ou"comes
"!eD !a0e in mind) T:e part is "!e in"roduc"ion "o "!e sEills, "ec!niNues, -rocesses "!a" cons"i"u"e "!e ne>
learning) Gi0en "!e 5rame>orE 5rom "!e >!ole, learners maEe sense o5 "!e ne> learning as "!eD
assimila"e i" in"o "!e sc!ema "!eD alreadD !a0e) <!e 5inal s"age, secod @:ole, -ro0ides "!e linEage o5
"!e -ar"s /acE "o "!e >!ole) <!is o5"en includes a--lica"ion o5 "!e ne> learning) <!e learner connec"s "!e
-rior Eno>ledge "o "!e ne> learning and /uilds "!e ne> meaning o5 "!e con"en" u- again)
#/ #ut:etic laguage ad literac8 e;perieces are cetral t:roug:out t:e curriculum/
<!a" means >!en s"uden"s "alE, read, and >ri"e, "!eD do so 5or some communica"i0e 5unc"ion) =n
>!ole language classrooms, "eac!ers a0oid assigning sim-lied "ex"s 5or /asal readers) =ns"ead, c!ildren
read real li"era"ure$$>!ole /ooEs and "ex"s "!a" a--eal "o "!em) P!ole language "eac!ers also a0oid
asEing c!ildren "o 5ill in "!e /lanEs o5 >orE/ooEs, "o merelD co-D >!a" o"!ers !a0e >ri""en, or "o >ri"e on
suc! "o-ics as S<!e daD = >as a -encil)S =ns"ead, c!ildren are asEed "o >ri"e 5rom -ersonal ex-eriences
and "o dra> u-on "!eir ex-eriences >i"! li"era"ure "o >ri"e -oe"rD, 5ic"ion, memoir, and o"!er Einds o5
li"era"ureM and "o >ri"e "o o"!er audiences ou"side "!e classroom: -en -als, legisla"ors, ne>s-a-er edi"ors,
en0ironmen"al organi9a"ions)
A/ S=ills are taug:t i t:e cote;t of c:ildreNs iterestsH eedsH ad uses
@"uden"s are no" asEed "o -rac"ice /i"s and -ieces o5 language in isola"ionM >!ole "ex"s in 5unc"ional
con"ex"s are good o--or"uni"ies "o s"udD -ar"s and -ieces o5 language as needed 7>!ole$"o$-ar" a and
/acE "o >!ole, no" -ar"$"o$>!ole8) #or exam-le, s"uden"s are "aug!" "o use -unc"ua"ion >!en "!eD >an" "o
maEe "!eir >ri"ing clearer and more reada/le, no" in isola"ed lessons on -unc"ua"ion marEs) <eac!ers
!el- Doung c!ildren >ri"e le""ers "o re-resen" "!e sounds in >ordsM call a""en"ion "o in"eres"ing sound
elemen"s liEe alli"era"ion and r!Dme in "ex"s "!eD !a0e read "oge"!er, and !el- c!ildren use -!onic cues
along >i"! -rior Eno>ledge and con"ex" "o iden"i5D >ords as "!eD are reading)
C/ %earig is trasactioalP meaig is acti*el8 costructed )8 t:e learer/
<!is -rinci-le re5lec"s "!e >orE o5 researc!ers and educa"ors liEe %ean +iage", %o!n (e>eD, and ?e0
FDgo"sED) P!a" "!is means in -rac"ice is, 5or exam-le, "!a" c!ildren discuss /ooEs ra"!er "!an ans>er
-re$se" Nues"ions) =n "!e gi0e$and$"aEe o5 genuine discussion, c!ildren "rD ou" "!eir in"er-re"a"ions o5 >!a"
28
"!eDY0e read, lis"en "o o"!ersY in"er-re"a"ions 7including "!e "eac!erYs8, and "!us, de0elo- a ric!er
unders"anding o5 "!e "ex") =n o"!er areas, "oo, "!e curriculum is -lanned so "!a" s"uden"s ac"i0elD
cons"ruc" meaning) #or ins"ance, "!eD do "!eir o>n science ex-erimen"s ra"!er "!an sim-lD read a/ou"
"!e resul"s o5 o"!ersY ex-erimen"s) @uc! ac"i0i"D encourages s"uden"s "o /e engaged in "!eir learning
) D/ Teac:ers pla8 *arious otraditioal roles i @:ole laguage classrooms/
=n addi"ion "o direc"lD "eac!ing in5orma"ion, "!eD o5"en s!are "!eir Eno>ledge >!ile colla/ora"ing >i"!
s"uden"s on -rojec"s: doing ex-erimen"s "o de"ermine e55ec"s o5 acid rain, >ri"ing a sEi" on "!e -os"$Ci0il
Par era and so 5or"!) #reNuen"lD, "!eD c!allange s"uden"s in /rains"orming, s!aring, and ex"ending >!a"
"!eD Eno>) <!eD 5acili"a"e learning /D 5os"ering a communi"D o5 learners in >!ic! all mem/ers o5 "!e
classroom communi"D s!are >!a" "!eD Ene> and !el- eac! o"!er sol0e -ro/lems) <!eD su--or" learning
/D crea"ing an en0ironmen" in >!ic! s"uden"s can "aEe "!e risEs necessarD 5or signi5ican" learning,
!o>e0er im-er5ec" "!e s"uden"sY e55or"s maD /e /D adul" s"andards)
) E/ Teac:ers ad studets are all learersH ris=-ta=ersH ad decisio ma=ers/
=n >!ole language classrooms, "eac!ers and s"uden"s o5"en colla/ora"e in maEing curricular
decisions) <eac!ers "oo "aEe risEs, "rDing ne> ma"erials 7e)g), "rade /ooEs8, ne> >aDs o5 organi9ing "!e
curriculum 7e)g), reading and >ri"ing >orEs!o-s, "!eme s"udD8, and -er!a-s mos" im-or"an" o5 all, ne>
>aDs o5 !el-ing s"uden"s learn and ne> >aDs o5 res-onding "o s"uden"sY e55or"s) BD o/ser0ing "!eir
s"uden"s, "eac!ers learn >!a" Einds o5 assis"ance "!e s"uden"s need and !o> "!eD mig!" ada-" "!eir o>n
"eac!ing accordinglD
(/ #ssessmet is cotiuousH itermigled @it: learig ad teac:ig/
=n >!ole language classrooms, assessmen" relies !ea0ilD on "!e "eac!erYs dailD o/ser0a"ions) P!en
o/ser0a"ions are recorded 5reNuen"lD, "!eD gi0e a ric! documen"a"ion o5 s"uden"sY -rogress) @"uden" sel5$
e0alua"ion is also rele0an" in >!ole language classrooms) @uc! records -reser0e da"a 5or /o"! "eac!er
e0alua"ion and s"uden" sel5$e0alua"ion) P!ole language "eac!ers Eno> "!a", "aEen "oge"!er, se0eral suc!
means are 5ar more 0alid as indica"ors o5 s"uden" -rogress "!an s"andardi9ed "es"s)
:ttp:GG@@@/educatioalto8splaet/com)
Tas= 6/.- Pair @or=- Pi"! Dour -ar"ner de"ermine a /road "o-ic 7e)g), 5ood 5or "!e 5u"ure8 and se" some
ideas "o guide s"uden"s in /rains"orming su/"o-ics and 5inallD in deciding u-on a s-eci5ic "o-ic "!eD >ould
liEe "o -ursue indi0iduallD or in a small grou-)
#cti*it8 2: T:e Europea Portfolio ad Passport
+he 0uropean 1ort/olio and 1assport
<:at is t:e Portfolio ad :o@ ca it )e usedO
T:e Europea %aguage Portfolio72?+8 is aimed a" a""aining -ur-oses: 5irs", i" is an e0idence o5 "!e
learnerCs language learning !is"orD and can include "es" scores, cer"i5ica"es, sam-les o5 s"uden"sC>orE,
29
and -ersonal e0idence, suc! as "a-es or re5lec"i0e s"a"emen"s) 2?+ is also a -edagogical "ool mean" "o
increase learner au"onomD "!roug! sel5$assessmen" and re5lec"ion))
<!e 2uro-ean ?anguage +or"5olio 72?+8 con"ains "!ree -ar"s: a ?anguage +ass-or", a ?anguage
Biogra-!D and a (ossier) T:e %aguage Passport gi0es an o0er0ie> o5 "!e !olderCs le0el o5 language
sEills and !isA!er learning and in"ercul"ural ex-eriences) =" !as a re-or"ing 5unc"ion) T:e %aguage
Aiograp:8 documen"s "!e !olderCs -ersonal language learning !is"orD and in"ercul"ural ex-eriences) ="
also con"ains ins"rumen"s 5or sel5$assessmen" o5 language com-e"ence) T:e Dossier is a collec"ion o5
>orE "!a" illus"ra"es >!a" "!e learner !as done and is a/le "o do in di55eren" languages
*ll 2?+s "!a" !a0e /een 0alida"ed /D "!e Council o5 2uro-e can /e 5ound on "!e >e/si"e) <!eD all res-ec"
"!e 5ollo>ing -rinci-les:
_ <!eD are /ased on "!e s"andardised 2uro-ean le0els and descri-"ors "o /e 5ound in "!e Common
2uro-ean #rame>orE o5 Re5erence
_ <!eD !a0e /o"! re-or"ing and -edagogic aims and 5unc"ions
_ <!eD include /o"! assessmen" and sel5$assessmen"
_ <!eD are mul"ilingual and >ill al>aDs include a" leas" one o5 "!e Council o5
2uro-eCs o55icial languages L 2nglis! or #renc!
_ <!eD /elong "o "!e !older, no" "o ins"i"u"ions or "eac!ers
_ <!eD are easD "o unders"and, descri/ing >!a" a learner can ac"uallD do >i"! a s-eci5ic language sEill a"
a -ar"icular, s"andardised le0el)
*s "!e use o5 "!e 2?+ /ecomes more and more 5amiliar , more and more jo/ a--lican"s >ill -resen" "!e
+ass-or" as a record o5 "!eir language sEills) 2m-loDers s!ould s"ar" /D looEing a" "!e -ro5ile o5 language
sEills
Europass %aguage Passport
SUR"#'ECSD (IRST "#'ECSD
(a"e o5 /ir"!
7d8
Mo"!er "ongue7s8
B"!er language7s8
Self-assessmet of laguage s=ills
CQQD
Uderstadig Spea=ig <ritig
?is"ening Reading @-oEen in"erac"ion @-oEen -roduc"ion
DiplomaCsD or certificateCsD
CQD
<i"le o5 di-loma7s8 or cer"i5ica"e7s8 *>arding /odD (a"e
2uro-ean
le0el
7ddd8
%iguistic e;perieceCsD
CQD
(escri-"ion #rom <o
30
Self-assessmet of laguage s=ills
CQQD
Uderstadig Spea=ig <ritig
?is"ening Reading @-oEen in"erac"ion @-oEen -roduc"ion
DiplomaCsD or certificateCsD
CQD
<i"le o5 di-loma7s8 or cer"i5ica"e7s8 *>arding /odD (a"e
2uro-ean
le0el
7ddd8
%iguistic e;perieceCsD
CQD
(escri-"ion #rom <o
Self-assessmet grid
Receptio Iteractio Productio
%isteig Readig Spo=e Iteractio <ritte
Iteractio
Spo=e
Productio
<ritte
Productio
C2 = !a0e no di55icul"D
in unders"anding
anD Eind o5 s-oEen
language, >!e"!er
li0e or /roadcas",
e0en >!en
deli0ered a" 5as"
na"i0e s-eed,
-ro0ided = !a0e
some "ime "o ge"
5amiliar >i"! "!e
accen")
= can read >i"!
ease 0ir"uallD all
5orms o5 "!e
>ri""en language,
including a/s"rac",
s"ruc"urallD or
linguis"icallD
com-lex "ex"s
suc! as manuals,
s-ecialised
ar"icles and
li"erarD >orEs)
= can "aEe -ar"
e55or"lesslD in anD
con0ersa"ion or
discussion and !a0e a
good 5amiliari"D >i"!
idioma"ic ex-ressions
and colloNuialisms) =
can ex-ress mDsel5
5luen"lD and con0eD
5iner s!ades o5
meaning -reciselD) =5 =
do !a0e a -ro/lem =
can /acE"racE and
res"ruc"ure around "!e
di55icul"D so smoo"!lD
"!a" o"!er -eo-le are
!ardlD a>are o5 i")
= can ex-ress
mDsel5 >i"!
clari"D and
-recision,rela"in
g "o "!e
addressee
5lexi/lD and
e55ec"i0elD in an
assured,
-ersonal s"Dle)
= can -resen" a clear,
smoo"!lD$5lo>ing
descri-"ion or
argumen" in a s"Dle
a--ro-ria"e "o "!e
con"ex" and >i"! an
e55ec"i0e logical
s"ruc"ure >!ic!
!el-s "!e reci-ien" "o
no"ice and
remem/er signi5ican"
-oin"s)
= can >ri"e clear,
smoo"!lD 5lo>ing
"ex" in an
a--ro-ria"e s"Dle)
= can >ri"e
com-lex le""ers,
re-or"s or ar"icles,
>!ic! -resen" a
case >i"! an
e55ec"i0e logical
s"ruc"ure, >!ic!
!el-s "!e reci-ien"
"o no"ice and
remem/er
signi5ican" -oin"s)
= can >ri"e
summaries and
re0ie>s o5
-ro5essional or
li"erarD >orEs)
C. = can unders"and
ex"ended s-eec!
e0en >!en i" is no"
clearlD s"ruc"ured
and >!en
rela"ions!i-s are
onlD im-lied and
no" signalled
ex-lici"lD) = can
unders"and
"ele0ision
-rogrammes and
5ilms >i"!ou" "oo
muc! e55or")
= can unders"and
long and
com-lex 5ac"ual
and li"erarD
"ex"s,
a--recia"ing
dis"inc"ions o5
s"Dle) = can
unders"and
s-ecialised
ar"icles and
longer "ec!nical
ins"ruc"ions,
e0en >!en "!eD
do no" rela"e "o
mD 5ield)
= can ex-ress mDsel5
5luen"lD and
s-on"aneouslD >i"!ou"
muc! o/0ious
searc!ing 5or
ex-ressions) = can use
language 5lexi/lD and
e55ec"i0elD 5or social
and -ro5essional
-ur-oses) = can
5ormula"e ideas and
o-inions >i"! -recision
and rela"e mD
con"ri/u"ion sEil5ullD "o
"!ose o5 o"!er s-eaEers
= can -resen" clear,
de"ailed
descri-"ions o5
com-lex su/jec"s
in"egra"ing su/$
"!emes, de0elo-ing
-ar"icular -oin"s
and rounding o55
>i"! an a--ro-ria"e
conclusion
= can ex-ress
mDsel5 in clear,
>ell$s"ruc"ured
"ex", ex-ressing
-oin"s o5 0ie> a"
some leng"!) =
can >ri"e de"ailed
ex-osi"ions o5
com-lex su/jec"s
in an essaD or a
re-or", underlining
>!a" = consider "o
/e "!e salien"
issues) = can >ri"e
di55eren" Einds o5
"ex"s in a s"Dle
a--ro-ria"e "o "!e
reader in mind)
A2 = can unders"and
ex"ended s-eec!
and lec"ures and
= can read
ar"icles and
re-or"s
= can in"erac" >i"! a
degree o5 5luencD and
s-on"anei"D "!a" maEes
= can >ri"e
le""ers
!ig!lig!"ing "!e
de"ailed descri-"ions
on a >ide range o5
= can >ri"e clear,
de"ailed "ex" on a
>ide range o5
31
5ollo> e0en
com-lex lines o5
argumen" -ro0ided
"!e "o-ic is
reasona/lD 5amiliar)
= can unders"and
mos" <F ne>s and
curren" a55airs
-rogrammes) = can
unders"and "!e
majori"D o5 5ilms in
s"andard dialec")
concerned >i"!
con"em-orarD
-ro/lems in
>!ic! "!e >ri"ers
ado-" -ar"icular
s"ances or
0ie>-oin"s) = can
unders"and
con"em-orarD
li"erarD -rose)
regular in"erac"ion >i"!
na"i0e s-eaEers Nui"e
-ossi/le) = can "aEe an
ac"i0e -ar" in
discussion in 5amiliar
con"ex"s, accoun"ing
5or and sus"aining mD
0ie>s)
-ersonal
signi5icance o5
e0en"s and
ex-eriences)
su/jec"s rela"ed "o
mD 5ield o5 in"eres") =
can ex-lain a
0ie>-oin" on a
"o-ical issue gi0ing
"!e ad0an"ages and
disad0an"ages o5
0arious o-"ions)
su/jec"s rela"ed "o
mD in"eres"s) = can
>ri"e an essaD or
re-or", -assing on
in5orma"ion or
gi0ing reasons in
su--or" o5 or
agains" a -ar"icular
-oin" o5 0ie>)
A. = can unders"and "!e
main -oin"s o5 clear
s"andard s-eec! on
5amiliar ma""ers
regularlD
encoun"ered in >orE,
sc!ool, leisure, e"c) =
can unders"and "!e
main -oin" o5 manD
radio or <F
-rogrammes on
curren" a55airs or
"o-ics o5 -ersonal or
-ro5essional in"eres"
>!en "!e deli0erD is
rela"i0elD slo> and
clear)
= can unders"and
"ex"s "!a" consis"
mainlD o5 !ig!
5reNuencD
e0erDdaD or jo/$
rela"ed language)
= can unders"and
"!e descri-"ion o5
e0en"s, 5eelings
and >is!es in
-ersonal le""ers
= can deal >i"! mos"
si"ua"ions liEelD "o arise
>!ils" "ra0elling in an
area >!ere "!e language
is s-oEen) = can en"er
un-re-ared in"o
con0ersa"ion on "o-ics
"!a" are 5amiliar, o5
-ersonal in"eres" or
-er"inen" "o e0erDdaD li5e
7e)g) 5amilD, !o//ies,
>orE, "ra0el and curren"
e0en"s8)
= can >ri"e
-ersonal le""ers
descri/ing
ex-eriences
and
im-ressions)
= can connec"
-!rases in a sim-le
>aD in order "o
descri/e
ex-eriences and
e0en"s, mD dreams,
!o-es \ am/i"ions) =
can /rie5lD gi0e
reasons and
ex-lana"ions 5or
o-inions and -lans) =
can narra"e a s"orD
or rela"e "!e -lo" o5 a
/ooE or 5ilm and
descri/e mD
reac"ions)
= can >ri"e
s"raig!"5or>ard
connec"ed "ex" on
"o-ics, >!ic! are
5amiliar, or o5
-ersonal in"eres")
#2 = can unders"and
-!rases and "!e
!ig!es" 5reNuencD
0oca/ularD rela"ed
"o areas o5 mos"
immedia"e -ersonal
rele0ance 7e)g)
0erD /asic -ersonal
and 5amilD
in5orma"ion,
s!o--ing, local
geogra-!D,
em-loDmen"8) = can
ca"c! "!e main
-oin" in s!or", clear,
sim-le messages
and
announcemen"s
= can read 0erD
s!or", sim-le
"ex"s) = can 5ind
s-eci5ic,
-redic"a/le
in5orma"ion in
sim-le e0erDdaD
ma"erial suc! as
ad0er"isemen"s,
-ros-ec"uses,
menus and
"ime"a/les and =
can unders"and
s!or" sim-le
-ersonal le""ers
= can communica"e in
sim-le and rou"ine
"asEs reNuiring a sim-le
and direc" exc!ange o5
in5orma"ion on 5amiliar
"o-ics and ac"i0i"ies) =
can !andle 0erD s!or"
social exc!anges, e0en
"!oug! = canY" usuallD
unders"and enoug! "o
Eee- "!e con0ersa"ion
going mDsel5)
= can >ri"e
s!or", sim-le
no"es and
messages
rela"ing "o
ma""ers in areas
o5 immedia"e
need) = can
>ri"e a 0erD
sim-le -ersonal
le""er, 5or
exam-le
"!anEing
someone 5or
some"!ing)
= can use a series o5
-!rases and
sen"ences "o
descri/e in sim-le
"erms mD 5amilD and
o"!er -eo-le, li0ing
condi"ions, mD
educa"ional
/acEground and mD
-resen" or mos"
recen" jo/
= can >ri"e a series
o5 sim-le -!rases
and sen"ences
linEed >i"! sim-le
connec"ors liEe
U6and6, U/u"6 and
U/ecause6)
#. = can recognise
5amiliar >ords and
0erD /asic -!rases
concerning mDsel5,
mD 5amilD and
immedia"e concre"e
surroundings >!en
-eo-le s-eaE
slo>lD and clearlD)
= can unders"and
5amiliar names,
>ords and 0erD
sim-le
sen"ences, 5or
exam-le on
no"ices and
-os"ers or in
ca"alogues)
= can in"erac" in a
sim-le >aD -ro0ided
"!e o"!er -erson is
-re-ared "o re-ea" or
re-!rase "!ings a" a
slo>er ra"e o5 s-eec!
and !el- me 5ormula"e
>!a" =Ym "rDing "o saD) =
can asE and ans>er
sim-le Nues"ions in
areas o5 immedia"e
need or on 0erD 5amiliar
"o-ics)
= can >ri"e a
s!or", sim-le
-os"card, 5or
exam-les
sending !olidaD
gree"ings) = can
5ill in 5orms >i"!
-ersonal de"ails,
5or exam-le
en"ering mD
name, na"ionali"D
and address on a
!o"el regis"ra"ion
5orm)
= can use sim-le
-!rases and
sen"ences "o
descri/e >!ere =
li0e and -eo-le =
Eno>)
= can >ri"e sim-le,
isola"ed -!rases
and sen"ences
Step 2/.- $roup @or=- MaEe a lis" o5 sel5$assessmen" ma"erials s"uden"s can include in "!eir -or"5olios
Step 2/2$I<$ #ill in "!e 2uro-ass >i"! Dour in5orma"ion a/ou" Doursel5)
Refereces
1) #*er8H C/ 719938) *nd >i"! a lig!" "ouc!) +or"smou"!, J: Jeinemann)
32
2) #t@ellH "/ 7198'A19988) =n "!e middle: Pri"ing, reading, and learning >i"! adolescen"s)
+or"smou"!, J: Jeinemann
3) Aadler ad $rider/ eurolinguis"ic$-rogramming, 19'5
&) $arderH 7) <!e "!eorD o5 mul"i-le in"elligences, 1983
5) $oodmaH L/H AirdH %/ A/H I $oodmaH K) 719918) <!e >!ole language ca"alog) @an"a
Rosa, C*: *merican @c!ool +u/lis!ers
6) LagaH Specer and !is associa"es a" [agan +u/lis!ing and +ro5essional
(e0elo-men") Class *c"i0i"ies "!a" use Coo-era"i0e ?earning,
') %e@isH ') =m-lemen"ing "!e ?exical *--roac!: +u""ing <!eorD in"o +rac"ice
8) 'oudraiaH O)PalailaE) 1ni0ersi"D, <!ailand ?exical *--roac! <o @econd ?anguage
<eac!ing, %une 2001
$ =*<2#? 2011: (o>nload "!e !andou" 5or %aneYs =*<2#? -resen"a"ion: <!e "ru"! a/ou"
<asE$/ased learning: MD"! and Reali"D
$ <asE$Based *c"i0i"ies: MaEing "!e ?anguage ?a/ora"orD =n"erac"i0e) 2R=C (iges",
$ <!e Common 2uro-ean #rame>orE o5 Re5erence 5or ?anguages: ?earning, <eac!ing,
*ssessmen"
33
'ODU%E 0- T7E
EUROPE#" PRO(I%E O(
TE#C7ER TR#I"I"$
34
#cti*it8 .: =den"i5Ding "!e 2uro-en -ro5ile 5or language "eac!er educa"ion
#cti*it8 2: Jo> "o MaEe 2nglis! ?essons More 255ec"i0e and @uccess5ul
#cti*it8 0: 2duca"ional <ec!nologD s"andards 5or "eac!ers
#cti*it8 .: Idetif8ig t:e Europe profile for laguage teac:er educatio
Idetif8ig t:e Europea profile for laguage teac:er educatio
#/ T:e future Europea teac:ig professio
<!e Common 2uro-ean +rinci-les 5or <eac!er Com-e"ences and Ruali5ica"ions descri/es "!e
-ers-ec"i0e o5 "!e 5u"ure 2uro-ean "eac!ing -ro5ession as 5ollo>s:
1 * @ell-Fualified -ro5ession >!ere "eac!ers are gradua"es 5rom !ig!er educa"ion ins"i"u"ions )
20erD "eac!er !as ex"ensi0e su/jec" Eno>ledge, a good Eno>ledge o5 -edagogD, "!e sEills and
com-e"ences reNuired "o su--or" learners)
2 * -ro5ession o5 lifelog learers: "eac!ers are encouraged "o con"inue "!eir -ro5essional
de0elo-men" "!roug!ou" "!eir careers)
3 * mo)ile -ro5ession: mo/ili"D is "!e core o5 "!e ini"ial and con"inous "eac!er educa"ion
-rogrammes) <eac!ers are gi0en o--or"uni"ies "o >orE or s"udD in o"!er 2uro-ean coun"ries "o raise "!eir
-ro5essional le0el)
& * -ro5ession /ased on parters:ip: "eac!er educa"ion ins"i"u"ions de0elo- "!eir ac"i0i"ies
in -ar"ners!i- >i"! sc!ools and local >orE en0ironmen"s)
,$ *nitial teacher training
Cotiuous Professioal De*elopmet CCPDD is "!e -rocess /D >!ic! "eac!ers 7liEe o"!er
-ro5essionals8 c!ecE u- "!eir com-e"ences, main"ain "!em u- "o da"e, and de0elo- "!em 5ur"!er)
<!e ex"en" "o >!ic! educa"ion au"!ori"ies su--or" "!is -rocess 0aries, as does "!e e55ec"i0eness o5 "!e
di55eren" a--roac!es) * gro>ing researc! sugges"s "!a" "o /e mos" e55ec"i0e, C+( ac"i0i"ies s!ould:
/e con"inuous
use colla/ora"i0e "ec!niNues
a--lD ac"i0e learning
/e -rac"iced >i"! grou-s o5 "eac!ers
include -eriods o5 -rac"ice, coac!ing, and 5ollo>$u-
-romo"e re5lec"i0e ac"i0i"ies
encourage ex-erimen"a"ion, and
res-ond "o "eac!ersC needs)
=ni"ial "raining o5 5oreign languages "eac!ers re-resen"s "!e res-onsi/ili"D o5 Mem/er @"a"es: "!eD -laD
a EeD role in ensuring an adeNua"e le0el o5 "raining o5 all "eac!ers) <!ere is a signi5ican" num/er o5
-ersonal sEills and resources reNuired "o "eac! a 5oreign language >ell) =ni"ial language "eac!er s!ould
iden"i5D communica"ion sEills and "ec!niNues "!roug! classroom "raining)
C/ EU iitiati*es o traiig foreig laguage teac:ers
=n order "o in"roduce a 5rame>orE "o su--or" "!e !armoni9a"ion o5 Nuali5ica"ions 5or "eac!ers o5
5oreign languages across 2uro-e, the *%!o$ean +ommi##ion ,%n(e( a #t%(y entitle( -*%!o$ean .!o,ile ,o!
Lang%age /eache! *(%cation 0 1 ,!ame o, !e,e!ence )
<!e re5erence in "!e -ro-osed %uropean 6rofile for language teac,er training 5ocuses on:
1) T:e structure o5 educa"ional courses
2) Lo@ledge ad compre:esio o5 "!e underlDing language "eac!ing
3) * range o5 strategies ad teac:ig s=ills ad learig
&) <!e t8pes of *alues "!a" "!e sDs"em o5 language "eac!ing s!ould -romo"e )
35
<!is 5rame>orE is designed "o ser0e as a c!ecElis" 5or "eac!er "raining -rograms in -rogress and a"
"!e same "ime as guidelines 5or "!e -rograms curren"lD in de0elo-men" s"age)
STRUCTURE
1) * curriculum "!a" com/ines academic s"udD >i"! "eac!ing -rac"iceM
2) *n ini"ial con"inuous and modular "raining )
3) 2x-lici" -rinci-les o5 "eac!ing -rac"iceM
&) P!a" is men"oring and !o> "o >orE >i"! a men"orM
5) =n"ercul"ural and mul"icul"ural en0ironmen" Eno>ledge:
6) +ar"ners!i-s a/road, including 0isi"s, exc!anges or =C< linEsM
') +eriods o5 >orE or s"udD in a 5oreign coun"rD )
8) C!ances "o -ar"ici-a"e in "eac!ing in more "!an one coun"rDM
9) * 2uro-ean 5rame>orE 5or ini"ial assessmen", allo>ing accredi"a"ion and mo/ili"DM
10) Con"inuous im-ro0emen" o5 "eac!ing sEills as -ar" o5 li5elong learningM
11) Con"inuous "raining o5 "rainersM
12) <raining men"ors in -rac"ice men"oring:
13) ?inEs /e">een -rac"i"ioners >!o are "rained "o "eac! o"!er languagesM
L"O<%ED$E #"D U"DERST#"DI"$
1&) <raining me"!odologD "o "eac! 5oreign languages and mos" ad0anced "ec!niNues and ac"i0i"ies o5
class "imeM
15) #orming a cri"ical and Nues"ioning "eac!ing a--roac!M
16) <!e ini"ial "raining course >!ic! reNuires linguis"ic -ro5iciencD and e0alua"es "raineesC linguis"ic
com-e"enceM
1') <raining in "!e use o5 in5orma"ion "ec!nologD in "eac!ingM
18) <raining in "!e a--lica"ion o5 di55eren" assessmen" -rocedures:
19) <raining in a cri"ical e0alua"ion o5 "!e curriculum ado-"ed a" na"ional le0el in
"erms o5 curricular areas, o/jec"i0es and ex-ec"ed resul"sM

STR#TE$IES #"D SLI%%S
20) <raining in ada-"ing "eac!ing a--roac!es "o "!e educa"ional con"ex" and s"uden"sCneeds:
21) <raining in cri"ical assessmen", de0elo-men" and -rac"ical use o5 resources,
"eac!ing aids and ma"erialsM
22) <raining in "!e con"inuous use o5 learning me"!ods M
23) <raining 5or "!e de0elo-men" o5 re5lec"i0e -rac"ice and sel5$e0alua"ionM
2&) <raining "o de0elo- s"ra"egies 5or inde-enden" language learningM
25) Main"aining "!e ongoing de0elo-men" o5 "eac!ersC sEills
26) <raining in "!e -rac"ical a--lica"ion o5 curriculum and sDlla/usM
2') <raining in "ec!niNues o5 o/ser0a"ion and 5eed/acEM
28) <raining in de0elo-ing rela"ions!i-s >i"! ins"i"u"ions -ro0iding educa"ion in
coun"ries c!osen /D "!e "rainersM
29) <raining "o -romo"e researc! >orEM
30) <raining in in"egra"ing researc! in"o "eac!ingM
31) <raining in con"en" and language$in"egra"ed learning7C?=?8
32) <raining in "!e use o5 2uro-ean ?anguage +or"5olio 5or sel5$ e0alua"ionM
6#%UES
33) <raining "o -romo"e social and cul"ural 0aluesM
3&) <raining in "!e -romo"ion o5 di0ersi"D o5 languages and cul"uresM
35) <raining in "!e im-or"ance o5 "eac!ing and learning o5 5oreign languagesM
36) <raining "o increase a>areness o5 2uro-ean ci"i9ens!i-M
3') <raining -rac"ice "eam>orE, colla/ora"ion and ne">orEing >i"!in "!e la/
and ou"side "!e sc!ool en0ironmen"M
38) <raining "o 0alue "!e im-or"ance o5 li5e$long learning)
Step ./.$Pair-@or=- Bne o5 "!e -riori"ies 5or 21 Mem/er @"a"es is "o im-ro0e "eac!er Nuali"D and "eac!er
educa"ion) P!a" are "!e areas "!eD co0erW
36
Step ./2$<-2x-lain >!a" "!e %uropean 6rofile for language teac,er training means and >!a" are "!e
main -oin"s i" 5ocuses on)
#cti*it8 2: 7o@ to 'a=e Eglis: %essos 'ore Effecti*e ad Successful
7o@ to 'a=e Eglis: %essos 'ore Effecti*e ad Successful
<!ere are se0en EeD areas 5or <2#? "eac!ers "o Eee- in mind, >!ic! re-resen" -ar" o5 e55ec"i0e
classroom managemen" sEills) <!ese include :
grou- >orE and -air >orE
!ome>orE
grou- si9e and mix"ure
-lanning
mo"i0a"ion
disci-line
assessmen"
#/ Pair ad group @or=
+air and grou- >orE gi0e s"uden"s more inde-endence "o organi9e "!eir lesson) B"!er ad0an"ages o5
-air >orE include: s"uden"s o5 "!e same language can use "!eir o>n language "o ac!ie0e "!e "asE more
e55ec"i0elD) Jo>e0er, limi"a"ions o5 grou-A-air >orE maD re5er "o ignoring >!o "!eD are grou-edA-aired
>i"! or one s"uden" domina"ing "!e o"!ers >!o remain silen" and !a0e di55icul"D ex-ressing "!emsel0es)
A/ Importace of 7ome@or= i %aguage Classes
@ome"imes !ome>orE is no" >ell recei0ed: ne0er"!eless , some s"uden"s maD 5eel i" as an im-or"an"
-ar" o5 "!e course) @"uden"s maD "!inE "!eD !a0e -aid 5or "!e language course, "!ere5ore !ome>orE
s!ould /e re>arding) @ome learners maD indeed >elcome "!e o--or"uni"D "o re0ie> 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""le
ei"!er)
C/ $roup Si,e
<!e grou- si9e s!ould /e used "o i"s ad0an"ageM >orEs!ee"s maD /e used "o ac!ie0e "asEs >!ic!
>ould !a0e /een used as >!ole class ac"i0i"ies i5 "!e class >ere smaller) +air and grou- >orE s!ould /e
encouraged "o increase s"uden" -ar"ici-a"ion) @-eaEing -rac"ice maD /e done using a Sc!orus reac"ion,S
di0iding "!e class in !al5 "o -rac"ice dialogues, re-e"i"ion, Nues"ions and ans>ers)
Mixed a/ili"D classes maD /e !andled /D di0iding "!e class in"o grou-s, u"ilising 0arious di55eren"
ma"erials) <!e same ma"erial maD also /e used, /u" >i"! di55eren" "asEs, suc! as a >!ole class lis"ening
or reading ac"i0i"D, >i"! /asic or more c!allenging Nues"ions)
D/ Plaig %essos
=5 Dou "aEe one "!ing !ome >i"! Dou 5rom reading "!is ar"icle, le" i" /e "!e im-or"ance o5 -lanning in
order "o crea"e e55ec"i0e language lessons) ?esson -lanning gi0es "!e "eac!ers "!e -ossi/ili"D "o logicallD
5ollo> -rogression, gi0ing "!e lesson a clear organi9a"ion)and co!erence)
[eD areas "o /e included >!en -lanning re5er "o "!e aim, class dDnamics, ac"i0i"ies "o ac!ie0e "!e aim
and -ossi/le -ro/lems) <!e "!ree necessarD elemen"s o5 anD "eac!ing seNuence are egageH stud8 ad
acti*ate) * lesson -lan "em-la"e o5 s"ages, including >armer, -resen"a"ion, s"udD, -rac"ice and 5ollo>$
u-A>arm do>n maD -ro0e !el-5ul) Ma"erials, e0alua"ion me"!ods 7e)g) 5eed/acE sessions8 and rele0an"
!ome>orE s!ould also /e included in "!e lesson -lan)
E/ 'oti*atio
37
Mo"i0a"ion in language$learning -laDs a 0i"al role) =" is mo"i0a"ion "!a" -roduces e55ec"i0e second$
language communica"ors /D -lan"ing in "!em "!e seeds o5 self-cofidece/ =" also success5ullD crea"es
learners >!o con"inuouslD engage "!emsel0es in learning e0en a5"er "!eD com-le"e a -ur-ose5ul goal)
*/o0e all, "!ree s-eci5ic elemen"s are s"ronglD /elie0ed "o /uild mo"i0a"ion "o>ards language$learning:
sel5$con5idence, ex-eriencing success and sa"is5ac"ion, and good "eac!er$learner rela"ions!i-s as >ell as
-osi"i0e rela"ions!i-s /e">een learners)
=" is >idelD /elie0ed "!a" once s"uden"s gain sel5$con5idence, i" -rogressi0elD ex-ands, a" "!e same
"ime >i"! ac!ie0ing success and sa"is5ac"ion as >ell as good rela"ions!i-s)
E;periece of success -ro0ides s"uden"s >i"! more -o>er "o 5ollo> a ne> goal) =" allo>s language
learners "o unders"and "!e -ur-ose o5 "rDing and !a0e -leasure in communica"ing >i"! o"!ers) @ome
-eo-le mig!" gain con5idence >!en "!eD can communica"e "!eir "!oug!"s "o -eo-leM o"!ers mig!" 5eel "!e
sense o5 success >!en "!eD com-le"e a c!allenging "asE in a "arge"ed language)
(/ Disciplie i %aguage Classes
Jarmer 719988 !ig!lig!"s "!e im-or"ance o5 disci-line in e55ec"i0e classroom managemen" in s"a"ing,
S?earning !o> "o manage s"uden"s and !o> "o con"rol /ois"erous classes is one o5 "!e mos" 5undamen"al
sEills o5 "eac!ing)S *l"!oug! disci-line is no" suc! an im-or"an" issue among adul" s"uden"s, i" can /e
di55icul" "o "eac! i5 s"uden"s are "alEing or doing some o"!er ac"i0i"ies >!ile "!e lesson is /eing "aug!")
Main"aining con"rol and ensuring lessons are >ell -lanned is liEelD "o /e su55icien" "o Eee- s"uden"s
mo"i0a"ed "o learn and remain in"eres"ed)
<:8 Disciplie 'atters i C:ildre ad Teeage %aguage %essos
=n con"ras" "o adul" language classes, c!ildren and "eenage grou-s reNuire s"ric" and 5irm s"andards o5
acce-"a/le /e!a0iour) @im-le EeD >ords s!ould /e "aug!" earlD on, suc! as Y@"o-,Y YFerD GoodY and oY in
"!e case o5 monolingual grou-s) Xounger grou-s maD /ene5i" 5rom re>ard sDs"ems >!ere -oin"s maD /e
gained or los")
Read o
+!eating 2a!me!# ,o! /*3L Le##on# 0 *ngli#h Le##on .lanning
Lang%age 4oo"# to 5el$ 6t%(ent# Lea!n 4%#ine## *ngli#h
$/ Classroom %a8out for Successful %essos
<!ere are 5our main arrangemen"s 5or lessons, >!ic! include orderlD ro>s, se-ara"e "a/les, circle and
!orses!oe sea"ing) P!ile sea"ing in ro>s allo>s all s"uden"s "o see "!e "eac!er and 0ice$0ersa, is ideal
5or lec"uring , >!ole class >orE and disci-line, s"uden"s a" "!e /acE o5 "!e room maD !a0e less
o--or"uni"D 5or con"ac" >i"! "!e "eac!er and 5eel de"ac!ed 5rom "!e class) *lso, as com-ared "o "!e circle
or !orses!oe arrangemen", "!e "eac!erYs -osi"ion is more domina"ing) Circle or !orses!oe arrangemen"s
maD /e more sui"a/le 5or smaller class si9es, >i"! "!e circle arrangemen" crea"ing a sense o5 eNuali"D) *
EeD ad0an"age is "!a" all s"uden"s can see eac! o"!er, maEing i" easier 5or e55ec"i0e 0er/al, as >ell as
non$0er/al, >aDs o5 communica"ion)
7/ Correctio i t:e laguage class
=" is im-or"an" 5or "eac!ers "o /e a/le "o correc" s"uden"s >i"!ou" in!i/i"ing "!em) <ac" is 0i"al and as
iden"i5ied /D Jarmer 719988, i" is "!e "eac!erYs role "o iden"i5D >!a" is adeNua"e 5or a s-eci5ic s"uden",
>i"!in a s-eci5ic en0ironmen") =n s-eaEing -rac"ice 7role -laD, discussion8, "eac!ers s!ould correc" in "!e
5eed/acE session, so as no" "o des"roD "!e con0ersa"ional 5lo>)
Mis"aEes s!ould /e deal" >i"! >i"!ou" iden"i5Ding >!o made "!em) Mis"aEes could /e ex-lained in a
5eed/acE "ime, >ri""en on "!e /oard, >i"! s"uden"s 5irs" /eing asEed "o iden"i5D anD -ro/lems) Pri"ing maD
/e correc"ed using sDm/ols suc! as @+ 5or s-elling mis"aEe and PP 5or >rong >ord) @ome incorrec"
sen"ences maD also /e >ri""en on "!e /oard, gi0ing all s"uden"s "!e o--or"uni"D "o correc" "!em) B"!er
me"!ods o5 correc"ion, suc! as s!aEing "!e !ead, asEing 5or "!e sen"ence "o /e re-ea"ed de-end on
a/ili"D and "!e s"uden"A"eac!er ra--or")
38
Step 2/.- 3ill in the cha!t to highlight the a(&antage# an( (i#a(&antage# o, (i,,e!ent #t%(ent
g!o%$ing# to ma"e the le##on mo!e e,,icient an( #%cce##,%l.
#d*atages Disad*atages
P!ole$class grou-ing
Grou->orE
+air>orE
@olo>orE
#cti*it8 0: Educatioal Tec:olog8 stadards for teac:ers
Educatioal Tec:olog8 stadards for teac:ers
2.st Cetur8 S=ills for Teac:ersC 7ne">orEed"eac!er)>e"-ain")comA-ageA#cti*itiesD
<!e Inte!national 6ociety ,o! /echnology *(%cation !as re$released i"s *(%cational /echnology 6tan(a!(# ,o!
/eache!#) <!ese s"andards include 21s" cen"urD sEills suc! as 5inding and managing resources, -u/lis!ing
on "!e >e/, and connec"ing >i"! colleagues, s"uden"s, -aren"s, and local and glo/al communi"ies)
<eac!ers mus" /e -ro5icien" in "!ese sEills in order "o de0elo- good -rac"ices in "!eir s"uden"s and "o !el-
s"uden"s include "!ese sEills during "!e learning -rocess) <!ese ac"i0i"ies >ill gi0e Dou a c!ance "o
ac"i0elD -ar"ici-a"e in using some o5 "!e >e/$/ased "ools "!a" are commonlD used in classrooms and "o
discuss au"!en"ic ideas 5or using "!ese "ools)
+he 2et)orked +eacher
<eac!ers also need "o engage in con"inuing -ro5essional de0elo-men" in order "o /e an e55ec"i0e and
re5lec"i0e -rac"i"ioner) <!ese mig!" /e ar"icula"ed in a -rogramme o5 s"udD as 5ollo>s:
39
unders"anding -u-ilsC -rogression in learning
/eing a/le "o linE "!eorD >i"! -rac"ice
cri"ical "!inEing
unders"anding "!e social con"ex" o5 communica"ion
unders"anding causes and e55ec"s
"eac!ing "!roug! inNuirD
<!e language "eac!er educa"ion curriculum con"ains /o"! "!eore"ical and -rac"ical elemen"s >!ic!
laD em-!asis on learner$cen"redness and "asE$ /ased learning) Muc! o5 "!e learning >ill /e done "!roug!
-rac"ical ex-erience, re5lec"ion on -rac"ice and rela"ing "!eorD "o -rac"ice) @"uden"s >ill consider 7and
ex-erience8 "!e 5ollo>ing "eac!ing and learning a--roac!es2duca"ional <ec!nologD @"andards 5or
<eac!ers)
use o5 re5lec"i0e "ools suc! as -or"5olios) #rom "!e s"ar" o5 "!e "eac!er educa"ion
-rogramme, "eac!er s"uden"s are "aug!" "o engage in re5lec"ion in a s"ruc"ured >aD, using
se0eral ins"rumen"s suc! as:
a -rac"ice diarD
discussion sessions >i"! "u"ors and -eers a/ou" signi5ican" "eac!ing -rac"ices)
sel5$moni"oring >i"! "!e re5lec"ion circle
15 su-er0ision mee"ings in small grou-s a/ou" -ersonal "eac!ing ex-eriences
in5ormed re5lec"i0e -rac"ice
cons"ruc"i0is" models o5 learning
learner au"onomD
cogni"i0e models suc! as language learning s"ra"egies
con"en" and ?anguage =n"egra"ed ?earning 7see sec"ion 6)1)&8
"asE$/ased learning "!roug! grou- and indi0idual -rojec"s, -ro/lem$/ased learning
"ec!niNues
me"!ods 5or de0elo-ing language sEills 7including grammar and 0oca/ularD acNuisi"ion8
use o5 ne> "ec!nologies 5or language learning including com-u"er assis"ed language
learning
Step 0/.-<!inE o5 ">o good "eac!ers 5rom Dour -as") P!a" -ersonal Nuali"ies doAdid "!eD s!areW
Refereces
1. #)ruda Caciora Simoa 6eroica: Mo"i0a"ion in language learning
2. "orris-7oltH J/: Mo"i0a"ion as a Con"ri/u"ing #ac"or in @econd ?anguage *cNuisi"ion
3. Smit:H S/'/ C.RR1D/ @econd ?anguage ?earning: <!eore"ical #ounda"ions) ?ondon and e>
XorE: ?ongman
$ <!e Ga"e>aD "o 21s" Cen"urD @Eills$ a <eac!erCs Bne @"o- @!o- 5or #ree Ruali"D 2duca"ion
Resources
$ ?o"e "eac!er com-e"encies 5or -ro5essional de0elo-men"
$ 2uro-ean +ro5ile 5or ?anguage <eac!er 2duca"ion, * #rame o5 Re5erence
40
'ODU%E 1- TKPES O(
%E#R"I"$ #CTI6ITIES
(OR TE#C7I"$
$R#''#R
41
#cti*it8 .: Goals and <ec!niNues 5or <eac!ing Grammar
#cti*it8 2: (e0elo-ing Grammar *c"i0i"ies
#cti*it8 0: <eac!ing Grammar =nduc"i0elD 0s) (educ"i0elD
#cti*it8 1: <i-s 5or "eac!ing grammar
#cti*it8 5: Grammar le0els
#cti*it8 6: 2duca"ional linEs
#cti*it8 2: @am-les o5 ac"i0i"ies 5or s"uden"s
1
O)9ecti*es
"o -resen" s"ra"egies "!a" underline "!e Eno>ledge, cri"ical "!inEing, 0alues and ci"i9ens!i-
o/jec"i0es o5 educa"ion 5or a sus"aina/le 5u"ureM
"o de0elo- ac"i0i"ies "!a" mee" /o"! "!e curriculum reNuiremen"s and "!e com-e"ences se" /D <!e
Common 2uro-ean #rame>orE o5 ?anguages7C2#R8M
"o de0elo- sEills in using a >ide range o5 in"erac"i0e and learner$cen"red "eac!ing and learningM
"o -resen" s"ra"egies "!a" ena/le s"uden"s "o assimila"e "!e correc" -a""erns o5 "!e language,
correla"ing "!em "o "!e demands o5 linguis"ic reali"ies no>adaDs /D -ro0iding mul"i-le access
-oin"s "o in5orma"ion, as >ell as mul"i-le sources o5 in5orma"ionM
"o de0elo- ac"i0i"ies in0ol0ing "!e men"al a/ili"ies o5 reasoning and correc" o/ser0a"ion, -romo"ing
s"uden"s ca-aci"D 5or "!inEing crea"i0elDM
"o de0elo- "eac!ing s"ra"egies "!a" em/ed grammar ins"ruc"ion >i"!in con"ex"s "!a" are
meaning5ul "o "!e learners, "!a" is, "o "eac! grammar communica"i0elDM
7C*??8M
"o 5acili"a"e ease o5 na0iga"ion and use o5 "!e in"erne"M
"o ge" "eac!er "rainers 5amiliar >i"! learning s"ra"egies "!a" in0i"e learners "o analDse and in"er-re"
in5orma"ion in a 0arie"D o5 5orms 7eg "ex", "a/les, diagrams, and linEed PPP$si"es8M
#cti*it8 .: $oals ad Tec:iFues for Teac:ig $rammar
=" is /elie0ed "!a" grammar is "!e mos" im-or"an" issue in "eac!ing and learning a 5oreign language) =" is
also one o5 "!e mos" di55icul" as-ec"s >!en i" comes "o "eac!ing i")
1suallD, "!e >ord SgrammarS is associa"ed >i"! a 5ixed se" o5 rules o5 usage) <!e goal o5 s"udDing
grammar is "o maEe s"uden"s a>are no" onlD o5 "!e language sDs"em and o5 "!e "D-ical cons"ruc"ions in a
language, /u" also o5 "!e >aD "!e language 5orms are used)
<eac!ers maEe a clear dis"inc"ion /e">een Sgood grammar6 7 e) g) 5ormal language used in >ri"ing and
in oral -resen"a"ions8, and Sbad grammar6 7 e) g) language used in e0erDdaD con0ersa"ion8) @uc!
"eac!ers "eac! grammar /D ex-laining "!e 5orms and rules and "!en drilling s"uden"s on "!em) *s a resul",
"!eD !a0e s"uden"s >!o can -roduce correc" 5orms o5 language, /u" >!o maEe errors >!en "!eD "rD "o
use "!e language in con"ex") <!ere5ore, s"uden"s do no" de0elo- "!e a/ili"D "o use grammar correc"lD in
oral and >ri""en in"erac"ions /D doing mec!anical drills, /ecause "!ese drills se-ara"e 5orm 5rom meaning
and use) =5 >e see language as a s"ric" se" o5 rules "!ere >ill /e disconnec"ions /e">een Eno>ing "!e
rules o5 grammar and /eing a/le "o a--lD "!em)
<!ere5ore, grammar s!ould /e "aug!" in order "o ena/le s"uden"s "o communica"e -ro-erlD, "!a" is "o use
>i"! accuracD di55eren" grammar s"ruc"ures in "!eir e0erDdaD in"erac"ions)
O*ert $rammar Istructio
<!is "ec!niNue 5ocuses on rules, ex-lana"ions and ins"ruc"ions gi0en "o "!e s"uden"s u-on di55eren"
language 5orms) <!e goal is 5or s"uden"s "o acNuire gramma"ical com-e"ence /D 5ollo>ing "!e se" o5 "!e
"arge" language rules) =" is a 5ormal ins"ruc"ion "!a" learners 5ollo> in order "o a""ain accuracD)
1
a0aila/le on "!e C( 0ersion onlD
42
<!is "ec!niNue ena/les s"uden"s "o unders"and and assimila"e gramma"ical s"ruc"ures in a 5oreign
language)
@"uden"s s!ould /e -ro0ided >i"! accura"e and a--ro-ria"e exam-les) <!e exam-les s!ould /e rela"ed "o
-ar"icular "o-ics so "!a" s"uden"s >ould /e a/le "o maEe "!e connec"ion /e">een grammar and
0oca/ularD)
Rele*ace of $rammar Istructio
<!is issue rela"es "o "!e Communica"i0e *--roac! >!ic! 5ocuses on language 5unc"ions, no" language as
a se" o5 rules) <!e ac"i0i"ies are cen"ered on learnersC a/ili"D "o use language "o communica"e, "o -roduce
and unders"and sen"ences "!a" are a--ro-ria"e "o a -ar"icular si"ua"ion) <!us, learning grammar means
5ocus on "!e language o5 >!ic! grammar is a -ar")
=" does no" mean learning /D !ear" rules and a--lDing "!em, /u" acNuiring a language s"ruc"ure "!a" is
-ar"icular "o a cer"ain si"ua"ion)
Error Correctio
P!en i" comes "o "!is issue, "eac!ers need "o /e care5ul no" "o 5ocus on error correc"ion "o "!e de"rimen"
o5 communica"ion, as "!is >ill Us!aEe6 "!e s"uden"sY con5idence in "!eir a/ili"D "o use "!e language, and
>ill -ro/a/lD de"ermine s"uden"s no" "o communica"e anD more 5or 5ear "!eD >ill maEe mis"aEes) <!us
"!eD >ill 5ocus more on "!e gramma"ical s"ruc"ures and no" on "!e con"en" o5 "!eir communica"ionM and
"!is does no" ac!ie0e a communica"i0e -ur-ose)
<!ere is disagreemen" among "eac!ers a/ou" >!a", >!en, and !o> "o correc", al"!oug! error correc"ion
needs "o /e done in order "o im-ro0e language acNuisi"ion) Jo>e0er, "eac!ers can !el- "!eir s"uden"s /D
using error correc"ion >!en s"uden"s are doing ac"i0i"ies "!a" 5ocus on de0elo-men" o5 ne> language
sEills /u" no" >!en "!eD are engaged in communica"i0e ac"i0i"ies)
Step ./. 5 Idi*idual @or= Commen" on "!e 5ollo>ing L U<!e goal o5 s"udDing grammar is "o maEe
s"uden"s a>are no" onlD o5 "!e "D-ical cons"ruc"ions in a language, /u" also o5 "!e con"ex" in >!ic! "!e
language 5orms are used)
Step ./2 L =ndi0idual >orE +lan an ac"i0i"D "eac!ing -as" "ense sim-le, using "!e 5ollo>ing -ic"ure and
sen"ences $ !""-:AA1x)comA-!o"osAe0erDdaDA318'6A
a) <!ere 7/e8 cccccc))a grea" 5ire las" nig!" in an a-ar"men" /uilding near ?ondon)
/) <!e 5ire 7"ra-8cccccc))5i0e -eo-le in "!eir a-ar"men"s)
c) <!e 5ire5ig!"ers 7"rD8ccccc)) "o rescue "!em)
d) 1n5or"una"elD, "!e 5i0e -eo-le 7die8 ccccc))/ecause "!e 5lames 7/e8ccccc)"oo /ig)
e) <!e 5ire las" nig!" also 7Eill8cccccc))a 5ire5ig!"er)
5) Jis colleagues 7no" /e a/le "o8cccccccccccc))sa0e !im)
g) <!e -olice 7come8ccccccc))and 7collec"8ccccccccc)e0idence)
43
!) <!e man in "!e -ic"ure 7/e8cccccccc)de0as"a"ed)
i) Jis /ro"!ers 7li0e8ccccccccc))in "!a" /uilding "oo)
j) #or"una"elD, "!eD 7lea0e8ccccccccc5or Cairo ">o daDs ago)
E) Bu" "!e man 7no" Eno>8cccccccca/ou" "!eir lea0ing)
Step ./0 5 $roup @or= $ +lan an ac"i0i"D "eac!ing 5u"ure sim-le, using "!e 5ollo>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 find
7ourself a9a7 from 7our i6,one a lot; !,is t9ea0 is called 8uto&esponder and it 9ill ma0e sure t,at no
one 9,o te+ts 7ou 9ill ever feel ignored again; 'ets s9itc, over to some <uestions= >ave 7ou ever
gotten 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 and
9ill 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 7ou
receive 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 sure
7our friends and famil7 never feel ignored again;
Step ./1 5 $roup @or= $ +lan an ac"i0i"D "eac!ing 5u"ure sim-le, using "!e 5ollo>ing -!o"os-
!""-:AA>>>)smas!inga--s)comA2008A09A10A39$mas"er-ieces$o5$crea"i0e$ad0er"isemen"s)!"ml
!""-:AA>>>)!emmD)ne"A2006A10A15Acrea"i0e$ad0er"isemen"s$around$"!e$>orld
!""-:AA>>>)smas!inga--s)comA2008A09A10A39$mas"er-ieces$o5$crea"i0e$ad0er"isemen"s)!"ml

#cti*it8 2: De*elopig $rammar #cti*ities
1suallD, courses and "ex"/ooEs are organi9ed in a specified seFuece o5 gramma"ical "o-ics) P!en "!is
is "!e case, classroom ac"i0i"ies need "o re5lec" "!e grammar -oin" "!a" is /eing in"roduced or re0ie>ed)
Bn "!e o"!er !and, >!en a course curriculum is organi9ed on a topic seFuece, grammar s"ruc"ures >ill
/e s"udied as "!eD come u-)
#or "!ose courses "!a" 5ocus on gramma"ical 5orms in a specified seFuece, "eac!ers need "o de0elo-
ac"i0i"ies "!a" rela"e 5orm "o meaning and use)
(escri/e "!e grammar s"ruc"ure, "alEing a/ou" 5orm, meaning, and use, and gi0e exam-lesM
44
*sE s"uden"s "o -rac"ice "!e grammar s"ruc"ure in communica"i0e drillsM
=n0ol0e s"uden"s in communica"i0e "asEs, -ro0iding o--or"uni"ies "o use "!e grammar s"ruc"ureM
#or "!ose courses "!a" 5ollo> a seFuece of topics, "eac!ers need "o de0elo- ac"i0i"ies "!a" rela"e
di55eren" "o-ics "o meaning and 5orm) ?anguage s"ruc"ures s!ould /e s!o>n in au"!en"ic con"ex"s so "!a"
"!eD >ill ca"er 5or "!e learnersC di55eren" needs) @uc! courses de0elo- grammar in con"ex", and -ro/a/lD
"!e /es" >aD "o do i" is "o ge" "!e s"uden"s a""en"ion on a s-eci5ic linguis"ic 5ea"ure in a "ex" "!a" !as /een
alreadD -rocessed 7as 5ar as meaning is concerned8M "!is !el-s s"uden"s unders"and and consolida"e
"!eir Eno>ledge o5 a 5oreign language) <eac!ers need "o -ro0ide oral or >ri""en ma"erials 7audio"a-e,
reading selec"ion8 "!a" rela"e "o "!e "o-ic)
Re0ie> "!e grammar s"ruc"ure, using exam-les 5rom "!e ma"erialsM
*sE s"uden"s "o -rac"ice "!e grammar s"ruc"ure in communica"i0e drills Eee-ing "o "!e "o-icM
*sE s"uden"s do a communica"i0e "asE on "!e "o-ic)
#or exam-le, s"uden"s >!o in"end "o a--lD 5or a jo/ >ill need "o Eno> !o> "o ans>er cer"ain Nues"ions in
a jo/ in"er0ie>) <eac!ers can use audio"a-es "o simula"e real si"ua"ionsM moreo0er, "eac!ers need "o
"eac! "!e gramma"ical 5orms "!a" "D-icallD occur in suc! si"ua"ionsM and "!en asE s"uden"s "o -rac"ice /D
asEing and ans>ering Nues"ions "!a" rela"e "o "!e "o-ic)
=n /o"! cases, "!e EeD$ >ord 5or "!e de0elo-ed ac"i0i"ies is practice) @"uden"s s!ould do "!is in order "o
/e a/le "o use "!e language "!eD !a0e /een ex-osed "o, as "!e su-reme goal is acNuiring 5luencD)
Jo>e0er, "eac!ers s!ould Eee- in mind "!e "!ree "D-es o5 drills:
'ec:aical drills L "!a" 5ocus on -a""erns or rulesM "!eD are no" 0erD use5ul as "!eD do no"
resem/le a real communica"ion si"ua"ion) ?earners do no" need "o unders"and or communica"e
anD"!ing so suc! lessons are /oringM
'eaigful drills L "!a" 5ocus on "!e correla"ion /e">een 5orm and meaningM 5rom "!is -oin" o5
0ie> suc! drills can !el- s"uden"s unders"and "!e grammar rules, /u" "!e im-edimen" is "!a" "!eD
!a0e onlD one correc" ans>er, so "!eir resem/lance "o real communica"ion is limi"edM
Commuicati*e drills L "!a" 5ocus on "!e rela"ions!i-s among 5orm, meaning, and use) =n suc!
drills s"uden"s /ecome a>are o5 "!e men"ioned rela"ions!i- and de0elo- "!eir a/ili"D "o use
language 5or communica"i0e -ur-oses) *no"!er ad0an"age is "!a" mul"i-le correc" res-onses are
-ossi/le and s"uden"s use "!e grammar -oin" under considera"ion 5ocusing on "!eir o>n con"en"
and ex-erience)
Step 2/. 5idi*idual @or= (esign a mec!anical drill 5or +as" +er5ec" @im-le/
Ca e;ample of mec:aical drillsD 5 Put t:e *er)s ito Preset Perfect SimpleP use
affirmati*e form:
a) <!eD 7do8cccccccc))"!eir !ome>orE)
/) MarD 7>as!8cccccccc))"!e dis!es)
c) Mum 75eed8ccccccc))"!e ca")
d) <!e "eac!er 7come8cccccccccin"o "!e classroom)
e) = 7guess8cccccccc)"!e correc" ans>er)
5) Mr) %ones 7arri0e8cccccccccccc)!ome 5rom >orE)
g) Pe 7read8cccccccccc)a con"em-orarD no0el)
!) <!eD 7mee"8cccccccc))!er a" "!e s"a"ion)
i) = 7!a0e8ccccccc)dinner)
Step 2/2 - idi*idual @or= Desig a meaigful drill for Preset Simple/
Ca e;ample of meaigful drillD 5 C:oose t:e correct as@er i eac: setece:
a) Xou donC" A arenC" lis"ening "o me)
/) *na and <om are A is >ai"ing 5or us)
45
c) <!e girls in our classroom didnC" A arenC" enjoDing "!e 5ilm)
d) P!a"Cs "!a" noiseW <!e ca" is A are me>ing in "!e garden/
e) =Cm no" A amnC" drinEing -i99a)
5) =" isnC" A arenC" sno>ing !ea0ilD)
g) Xou isnC" A arenC" >a"c!ing "!e 5ilm)
!) <!e /oDs are A does s>imming in "!e laEe)
i) <ommD is A am slee-ing in "!e car)
Step 2/0 - idi*idual @or= Consider "!is -!o"ogra-! and se" "asEs 5or communica"i0e drills)
Ca e;ample of commuicati*e drillD 5 <:at are t:e c:ildre i t:is picture doigO L
!""-:AA/oDls"on)//rsd)sc!ool5usion)usAmodulesAgrou-sA!ome-age5ilesAcmsA1390030A=mageABoDls"
onA@"ar"+ageAEids$-laDing$in$"!e$-arE)j-g
1se -resen" con"inuous "o maEe sen"ences re5erring "o "!is image:
#cti*it8 0: Teac:ig $rammar Iducti*el8 *s/ Deducti*el8
Deducti*e grammar or rule-dri*e teac:ig is /ased on 5ac"s and s"a"emen"s and i" 5ocuses on "!e
learnersC logic) =" leads 5rom an ex-lici" -resen"a"ion o5 a se" o5 isola"ed language rules 7"oge"!er >i"!
model sentences8, "o "!eir a--lica"ion "o concre"e ?2 re-resen"a"ions and -rac"ice "asEs) <!a" is, "!e
learners are gi0en "!e gramma"ical rule and "!eD are su--osed "o a--lD "!e rule "o ne> sen"ences) <!eD
are "D-icallD ex-ec"ed "o memorise "!e rule) <!e ad0an"ages o5 "!is Eind o5 "eac!ing are:
=" is "ime$sa0ing, as i" 5ocuses on a s-eci5ic grammar -oin"M
=" in0ol0es a cogni"i0e -rocess in language acNuisi"ionM
<!is "D-e o5 "eac!ing can /e rela"ed "o "!e "radi"ional >aD o5 "eac!ing)
Iducti*e grammar teac:ig or rule-disco*er8 teac:ig is /ased on ex-erimen"s) =" rejec"s "!e idea o5
gi0ing "!e learners a readD$made rule) <!e learners learn 5rom disco0ering, 5rom "rDing di55eren" "!ings,
5rom care5ullD selec"ed in"elligi/le linguis"ic da"a in con"ex", usuallD in "!e 5orm o5 a "ex" illus"ra"ing "!e use
o5 "!e -ar"icular gramma"ical s"ruc"ure) Bn "!e /asis o5 "!e model "!eD are su--osed "o 5ormula"e "!eir
o>n ex-lana"ion o5 "!e rules go0erning "!e -resen"ed ma"erial) <!roug! ex-erimen"ing "!eD 5igure ou" "!e
gramma"ical rules all /D "!emsel0es) <!e elici"ed s"uden"sC rules >ill "!en, i5 necessarD, /e correc"ed /D
"!e "eac!er, and "!e language s"ruc"ure -rac"ised)
<eac!ing grammar induc"i0elD is 5a0ora/le "o communica"i0e acNuisi"ion and ena/les "!e learner acNuire
communica"i0e com-e"ence) ?earners need "o Eno> !o> "o use language in con"ex", >!en, >!ere and
!o> "o use a gramma"icallD correc" sen"ence) *n exam-le could /e:
!o> "o asE 5or direc"ionsM
!o> "o address -eo-le in di55eren" real Lli5e si"ua"ionsM
!o> "o res-ond "o di55eren" reNues"s, in0i"a"ions, or a-ologies)
(isco0erD "ec!niNues can maEe grammar lessons enjoDa/le)
46
P!a"e0er me"!od 5or "eac!ing grammar Dou ul"ima"elD c!oose, maEe sure Dou -ro0ide s"uden"s >i"!
0arious -rac"ical classroom ideas and -rocedures) Bu" Eee- in mind "!a" s"uden"s do /es" in classes
>!erein "!e "eac!er 0aries "!e a--roac! in order "o accommoda"e all learning s"Dles)
Step 0/. 5 idi*idual @or= 5 (esign ac"i0i"ies 5or di55eren" grammar -oin"s $ 7a--ro-ria"e 5or deduc"i0e
grammar "eac!ing8$ !ere are ">o model sen"ences 7e) g) 5ocusing on coun"a/le and uncoun"a/le nouns8)
1sing a se" o5 rules 5or "!is -ar"icular grammar s"ruc"ure, -rac"ice "!e -resen"ed grammar -oin"M com-le"e
"!e /lanEs >i"! @BM2 or *:
Model = dranE @BM2 milE)
= a"e * a--le)
a) Je asEed 5orccccccc)in5orma"ion)
/) <!e c!ildren -laDed >i"! cccccccccs"icE)
c) <!eD decided "o gi0e mecccccccccad0ice)
d) = recogni9edccccccc))old man in "!e s"ree")
e) <!e s"uden"s !a0ecccccc)*merican car)
5) = !a0ecccccccc)a--oin"men" "!is e0ening)
g) <!e C!inese -eo-le a" our "a/le a"e ccccccc)rice and 0ege"a/les)
!) = readccccc)-a-er on "!e /us)
i) MarD go" on "!e car) @!e didnC" !a0eccccc)"icEe")
Step 0/2 5 idi*idual @or= (esign ac"i0i"ies 5or di55eren" grammar s"ruc"ures $ 7"!e ac"i0i"ies s!ould /e
a--ro-ria"e 5or induc"i0e grammar "eac!ing8M consider "!is -!o"ogra-!)
!""-:AA>>>)ge""Dimages)comAde"ailA1122519&5AGe""D$=mages$@-or"
2]*M+?2:
a) @e0en /lacE$and$>!i"e -!o"ogra-!s o5 "!e Bea"les @ill )e sold nex" >eeE)
/) @!aEira @ill )e a@aited /D !er 5ans a" "!e air-or")
c) <!e arres"ed man @ill )e iterrogated in ">o >eeEsC "ime)
d) <!eD @ill )e persuaded "o go "o "!a" 5ancD -ar"D)
7o@ is t:is structure formedO
<:at momet does t:is structure refer toO CpresetH past or futureD
<:at does t:is structure meaO
Step 0/0 5 idi*idual @or= Consider "!e 5ollo>ing "ex" and design an ac"i0i"D 5or "eac!ing 7induc"i0elD8
+as" @im-le)
E;ample: Read (a0eCs sen"ences a/ou" >!a" !e did Des"erdaD) 1nderline "!e 0er/s in +as" @im-le and
"!en com-le"e "!e c!ar" /D -lacing "!e regular 0er/s in "!e correc" column:
: ,ad a ver7 bus7 da7 7esterda7@ : tidied m7 room and : 9atered t,e
plants@ : polis,ed m7 s,oes and : ,elped m7 mot,er in t,e 0itc,en@ !,en
: cleaned t,e ,ouse@ : 9or0ed ,ard in t,e garden@ : s,opped and : also
telep,oned m7 friends 7esterda7@ /e pla7ed tennis and t,en 9e
decided to go ,ome@ : cancelled t,e meeting 9it, m7 brot,er because :
9as too tired@ : 9atc,ed !B and tried to fall asleep@
E9o8 -
e9o8ed
Coo= -
coo=ed
Tra*el 5
tra*elled
Stop -
stopped
%i=e - li=ed Stud8 -
studied
47
Ca 8ou deri*e t:e rules for addig5 edO
#cti*it8 1: Tips for teac:ig grammar
@"uden"s s!ould /e a>are o5 "!e 5ac" "!a" grammar a55ec"s meaning, so incorrec" grammar can lead "o
con5usion) <o a0oid suc! si"ua"ions 7as 5ar as "!e s"uden"s are concerned8, a "eac!er needs "o gi0e clear
exam-les and ex-lana"ions, and mus" 5ind a /alance /e">een accuracD and sim-lici"D in exam-les, !e or
s!e mus" -resen" a s"ruc"ureYs 5orm and meaning in a sim-le, accura"e and !el-5ul >aD)
Jere are some "i-s Dou can 5ollo> >!en "eac!ing grammar:
P!en "eac!ing grammar, a "eac!er needs "o "aEe in"o considera"ion a /ound /e">een exam-les
and 5orm, meaning, and con"ex"M
MaEe sure Dou maEe use o5 "!e mo"!er "ongue >!ile ex-lainingM
2x-lana"ions mus" /e sim-le and clearM
+ro0ide s"uden"s >i"! -len"D o5 exam-les o5 "!e gramma"ical s"ruc"ureM
MaEe sure "!e learners unders"and >!en and !o> "o use "!e -resen"ed gramma"ical -oin"M
2x-lana"ions mus" co0er "!e majori"D o5 ins"ances /ecause s"uden"s are sure "o encoun"er
exce-"ions along "!e >aDM
Gi0e "!e learners "!e o--or"uni"ies "o com-are "!e grammar -oin" "o "!e same grammar s"ruc"ure
in "!eir mo"!er "ongueM
(o no" o0erdo "!e "eac!ing o5 "oo manD gramma"ical s"ruc"ures in one grammar lessonM i" >ill /e
con5using 5or "!e s"uden"sM
Gi0e s"uden"s "!e c!ance o5 -rac"icing /D U-laDing6 >i"! "!e sen"ences so "!eD can ge" a 5eel 5or
"!e languageM
?anguage games can /e 5un and gi0e s"uden"s "!e o--or"uni"D "o use a gramma"ical s"ruc"ure
-rac"icallD)
#cti*it8 5: $rammar le*els of accurac8 CCE(RD
C2 Main"ains consis"en" gramma"ical con"rol o5 com-lex language, e0en >!ile a""en"ion is
o"!er>ise engaged 7e)g) in 5or>ard -lanning, in moni"oring o"!ersC reac"ions8) Can unders"and >i"! ease
0ir"uallD e0erD"!ing !eard or read) Can summarise in5orma"ion 5rom di55eren" s-oEen and >ri""en sources,
recons"ruc"ing argumen"s and accoun"s in a co!eren" -resen"a"ion) Can ex-ress !imA!ersel5
s-on"aneouslD, 0erD 5luen"lD and -reciselD, di55eren"ia"ing 5iner s!ades o5 meaning e0en in "!e mos"
com-lex si"ua"ions) Can use language eexi/lD and e55ec"i0elD 5or social, academic and -ro5essional
-ur-oses)
C. Consis"en"lD main"ains a !ig! degree o5 gramma"ical accuracDM errors are rare and
di55icul" "o s-o") Can -roduce clear, >ell$s"ruc"ured, de"ailed "ex" on com-lex su/jec"s, s!o>ing con"rolled
use o5 organisa"ional -a""erns, connec"ors and co!esi0e de0ices)Good gramma"ical con"rolM occasional
Vsli-sC or non$sDs"ema"ic errors and minor 5la>s in sen"ence s"ruc"ure maD s"ill occur, /u" "!eD are rare
and can o5"en /e correc"ed in re"ros-ec")
A2 @!o>s a rela"i0elD !ig! degree o5 gramma"ical con"rol) (oes no" maEe mis"aEes >!ic!
lead "o misunders"anding) Can -roduce clear, de"ailed "ex" on a >ide range o5 su/jec"s and ex-lain a
0ie>-oin" on a "o-ical issue gi0ing "!e ad0an"ages and disad0an"ages o5 0arious o-"ions)Communica"es
>i"! reasona/le accuracD, 5luencD and s-on"anei"D in 5amiliar con"ex"sM generallD good con"rol "!oug!
>i"! no"icea/le mo"!er "ongue in5luence) 2rrors occur, /u" i" is clear >!a" !eAs!e is "rDing "o ex-ress)
A. 1ses reasona/lD accura"elD a re-er"oire o5 5reNuen"lD used Vrou"inesC and -a""erns
associa"ed >i"! more -redic"a/le si"ua"ions) Can -roduce sim-le connec"ed "ex" on "o-ics >!ic! are
5amiliar or o5 -ersonal in"eres") Communica"es >i"! reasona/le accuracD in 5amiliar con"ex"sM generallD
good con"rol "!oug! >i"! no"icea/le mo"!er "ongue in5luence) 2rrors occur, /u" i" is clear >!a" !eAs!e is
"rDing "o ex-ress)
#2 1ses some sim-le s"ruc"ures correc"lD, /u" s"ill sDs"ema"icallD maEes /asic mis"aEes L 5or
exam-le "ends "o mix u- "enses and 5orge" "o marE agreemen"M ne0er"!eless, i" is usuallD clear >!a"
!eAs!e is "rDing "o saD) Can descri/e in sim-le "erms as-ec"s o5 !isA!er /acEground, immedia"e
en0ironmen" and ma""ers in areas o5 immedia"e need)
48
#. @!o>s onlD limi"ed con"rol o5 a 5e> sim-le gramma"ical s"ruc"ures and sen"ence -a""erns
in a learn" re-er"oire) Can in"erac" in a sim-le >aD -ro0ided "!e o"!er -erson "alEs slo>lD and clearlD)
#cti*it8 6: Educatioal li=s
!""-:AA>>>)ego&u)comAenAcram$u-AgrammarM
!""-:AA>>>)englisc!$!il5en)deAenAexercisesTlis"AalleTgrammar)!"m
!""-:AAidioms)"!e5reedic"ionarD)com
!""-:AA>>>)englis!clu/)com
!""-:AA>>>)"eac!ingenglis!)org)uE
!""-:AA>>>)eslgold)comAgrammarA"eac!ing)!"ml
Refereces
<!eorD
./7armerH Jerem8 L U<!e +rac"ice o5 2nglis! ?anguage <eac!ing6, ?ongman +u/lis!ing Jouse,
Cam/ridge, 2002M
2/<ea*erH Costace L U<eac!ing Grammar in Con"ex"6, BoDn"onACooE +u/lis!ers, +or"smou"!, 1996M
$ !""-:AA>>>)coe)in"A<A(G&A+or"5olioAWMÂmainT-agesAle0els)!"ml
$ !""-:AAeuro-ass)cede5o-)euro-a)euA?anguage@el5*ssessmen"GridAen
$ !""-:AA>>>)eslgold)comAgrammarA"eac!ingT"i-s)!"ml
$ !""-:AAesl)a/ou")comAcsA"eac!ing"ec!niNueAaAaT"eac!grammar)!"m
Grammar
./'urp:8H Ra8mod L U2ssen"ial Grammar in 1se6, Cam/ridge 1ni0ersi"D +ress, Cam/ridge, 2006
2/'urp:8H Ra8mod L U2nglis! Grammar in 1se6, Cam/ridge 1ni0ersi"D +ress, Cam/ridge, 2010
0/6iceH 'ic:ael L U2lemen"arD ?anguage +rac"ice6, Macmillan +u/lis!ing Jouse, ?ondon, 200&
1/ 6iceH 'ic:ael L U=n"ermedia"e ?anguage +rac"ice6, Macmillan +u/lis!ing Jouse, ?ondon, 200&
5/ 6iceH 'ic:ael L U*d0anced ?anguage +rac"ice6, Macmillan +u/lis!ing Jouse, ?ondon, 199&
$ !""-:AA>>>)nons"o-englis!)comA
$ !""-:AA>>>)englis!$online)org)uEA
$ !""-:AA>>>)eslgold)comAgrammarA!ig!Tin"ermedia"e)!"ml
49
'ODU%E 5 - TE#C7I"$
6OC#AU%#RK
50
#cti*it8 .: <eac!ing 0oca/ularD: Goals
#cti*it8 2: *--roac!es "o "eac!ing 0oca/ularD
#cti*it8 0: <eac!ing 0oca/ularD "ec!niNuesAPaDs o5 con0eDing meaning
#cti*it8 1: =ngredien"s o5 good 0oca/ularD >orE
#cti*it8 5: <!e rig!" "ime "o "eac! 0oca/ularD
#cti*it8 6: ?esson -lanning and in"roduc"ion o5 ne> language i"ems
#cti*it8 2: @am-les o5 class ac"i0i"ies
2
#cti*it8 M: 20alua"ion
3
O)9ecti*es
"o maEe "rainees a>are o5 di55eren" a--roac!es "o "eac!ing "!e meaning o5 language i"emsM
"o -ro0ide "!em >i"! reasons 5or using a cer"ain a--roac! >!en dealing >i"! 0oca/ularDM
"o gi0e "!em "ec!niNues 5or s!o>ing "!e meaning o5 ne> >ordsM
"o de0elo- "raineesC lesson -lanning com-e"ence in 0oca/ularD "eac!ingM
"o -ro0ide resources 5or "eac!ing 0oca/ularD)
#cti*it8 .: Teac:ig *oca)ular8: $oals
Bocabular7 is not an end in itself@ 8 ric, vocabular7 ma0es t,e s0ills of listening, spea0ing, reading and
9riting easier to perform@ 'earnersA gro9t, in vocabular7 must be accompanied b7 opportunities
to become fluent 9it, vocabular7@ !,is fluenc7 can be partl7 ac,ieved t,roug, activities t,at lead
to t,e establis,ment and enric,ment of vocabular7 0no9ledge, but t,e essential element in
developing fluenc7 lies in t,e opportunit7 for meaningful use of vocabular7 in tas0s 9it, a lo9
cognitive load@ -"ation, CDDE, p@ viii1
1) "o mee" ne> 0oca/ularD 5or "!e 5irs" "imeM
2) "o es"a/lis! -re0iouslD me" 0oca/ularDM
3) "o enric! -re0iouslD me" 0oca/ularDM
&) "o de0elo- 0oca/ularD s"ra"egiesM
5) "o de0elo- 5luencD >i"! Eno>n 0oca/ularD
STEP ./. CDEA#TED: 6OC#AU%#RK A#%%OO"
=@<R1C<=B@
Foca/ularD /alloon de/a"e 7"alEing a/ou" "!e -rocess and cri"eria 5or selec"ing 0oca/ularD8
+RBC2(1R2@
1) <!e "rainees >ri"e do>n one >ord on a sli- o5 -a-er) =" s!ould /e a con"en" carrDing >ord, 5or
exam-le a noun, adjec"i0e, ad0er/, 0er/, and no" a -re-osi"ion, ar"icle and so on)
2) Collec" "!e sli-s o5 -a-er and mix "!em u- in a /ag)
3) <rainees -icE one sli- 5rom "!e /ag)
&) <!eD 5orm -airs and !a0e "o argue "!a" "!eir >ord is a more im-or"an" >ord "o Eno> in 2nglis!
"!an "!eir -ar"nerCs)
5) *5"er one minu"e "!eD !a0e "o agree >!o !ad "!e s"ronger argumen") <!a" >ord >ins and goes
in"o "!e nex" round) =n o"!er >ords, /o"! -eo-le 5rom "!e -air >ill argue 5or "!a" >ord)
6) <!eD 5orm ne> -airs and argue 5or "!e >ord "!a" >on "!e -re0ious round)
') <!e ac"i0i"D con"inues as a EnocE$ou" com-e"i"ion un"il onlD ">o or "!ree >ords remain) @"o- "!e
con"es" a" "!is -oin" and in0i"e argumen"s 5or and agains" "!e remaining >ords) * consensus maD
emerge on "!e V>innerC)
2
3
51
8) Pri"e all "!e >ords on "!e /oard and asE "!e "rainees in >!a" order "!eD >ould "eac! "!em) *sE
"!em >!D "!eD >ould -resen" "!e >ords in "!a" order)
9) 2lici" "!e ans>ers)
STEP ./2 CP#IR <ORLD: #CTI6ITIES TO I"TRODUCE 6OC#AU%#RK
=@<R1C<=B@
?is" some ac"i0i"ies "!roug! >!ic! ne> 0oca/ularD can /e in"roduced)
STEP ./0 CP#IR <ORLD: PRE6IOUS%K T#U$7T 6OC#AU%#RK
=@<R1C<=B@
?is" some >aDs "!roug! >!ic! -re0iouslD me" 0oca/ularD can /e es"a/lis!ed)
#cti*it8 2: #pproac:es to teac:ig *oca)ular8
Foca/ularD is "!e Eno>ledge o5 >ords and >ord meanings) *s @"e0en @"a!l 720058 -u"s i", VFoca/ularD
Eno>ledge is Eno>ledgeM "!e Eno>ledge o5 a >ord no" onlD im-lies a de5ini"ion, /u" also im-lies !o> "!a"
>ord 5i"s in"o "!e >orld)C Foca/ularD Eno>ledge is no" some"!ing "!a" can e0er /e 5ullD mas"eredM i" is
some"!ing "!a" ex-ands and dee-ens o0er "!e course o5 a li5e"ime) =ns"ruc"ion in 0oca/ularD in0ol0es 5ar
more "!an looEing u- >ords in a dic"ionarD and using "!e >ords in a sen"ence) Bocabular7 is ac<uired
incidentally t,roug, indirect e+posure to 9ords and intentionally t,roug, e+plicit instruction in specific
9ords and 9ord-learning strategies@
A$ Direct 3ocabulary +eaching
%$ Direct vocabulary learning is a conscious e55or" made /D "!e learner "o remem/er ne> >ords) ="
occurs >!en "eac!ers do exercises and ac"i0i"ies in class "!a" 5ocus "!e learnersC a""en"ion on 0oca/ularD,
suc! as guessing meaning 5rom con"ex", ma"c!ing exercises, s-ider grams, 0oca/ularD games, e"c)
Foca/ularD can also /e acNuired "!roug! incidental learning) Muc! o5 a s"uden"Cs 0oca/ularD >ill !a0e
"o /e learned in "!e course o5 doing "!ings o"!er "!an ex-lici" 0oca/ularD learning) Re-e"i"ion, ric!ness o5
con"ex" and mo"i0a"ion maD also add "o "!e e55icacD o5 inciden"al learning o5 0oca/ularD)
2/ P!ile incidental learning is s"ill >!ere mos" 0oca/ularD acNuisi"ion "aEes -lace, "!ere is room 5or
more direct teaching methods in "!e second language classroom, -ro0ided suc! 5ac"ors are "aEen in"o
considera"ion:
?earners need "o come acrossA/e ex-osed "oA "!e >ords in a 0arie"D o5 con"ex"s) (e-endence on
a single 0oca/ularD ins"ruc"ion me"!od >ill no" resul" in o-"imal learning) ?earners /es" remem/er
>ords >!en "!eD !a0e used "!em in di55eren" >aDs, so 0arie"D is essen"ial 5or 0oca/ularD
"eac!ing)
RecDcling and re0ie>ing 0oca/ularD is an im-or"an" -ar" o5 "!e lesson -lan as mos" ne> >ords
are 5orgo""en i5 no" rein5orced)
#or long$"erm re"en"ion, no more "!an 10$12 ne> >ords s!ould /e -resen"ed a" a "ime)
Foca/ularD learning is e55ec"i0e >!en i" en"ails ac"i0e engagemen" in learning "asEs)
Foca/ularD "asEs s!ould /e res"ruc"ured as necessarD) =" is im-or"an" "o /e cer"ain "!a" s"uden"s
5ullD unders"and >!a" is asEed o5 "!em in "!e con"ex" o5 s-eaEingAreadingAlis"eningA>ri"ing, ra"!er
"!an 5ocusing onlD on "!e >ords "o /e learned)
Com-u"er "ec!nologD can /e used e55ec"i0elD "o !el- "eac! 0oca/ularD)
,$ 'hat does it take to kno) a )ord.
1) Recogni9e i" in i"s s-oEen or >ri""en 5orm)
2) Remem/er i")
3) Rela"e i" "o an a--ro-ria"e o/jec" or conce-")
&) 1se i" in "!e a--ro-ria"e gramma"ical 5orm)
5) +ronounce i" in a recogni9a/le >aD)
6) @-ell i" correc"lD)
') 1se i" >i"! >ords i" correc"lD goes >i"!, i)e), in "!e correc" colloca"ion)
8) 1se i" a" "!e a--ro-ria"e le0el o5 5ormali"D)
9) Be a>are o5 i"s conno"a"ions and associa"ions)
4$ 5eaning
52
*s 5ar as meaning goes s"uden"s need "o Eno> a/ou" meaning in conte6t and "!eD need "o Eno> a/ou"
sense relations@
<!e 5irs" "!ing "o realise a/ou" 0oca/ularD i"ems is "!a" "!eD 5reNuen"lD !a0e more "!an one meaning)
P!en "!eD come across a >ord and "rD "o deci-!er i"s meaning "!eD >ill !a0e "o looE a" the conte6t in
>!ic! i" is used) <!e >ord Y/arEY, 5or exam-le, re5ers "o "!e !ard su/s"ance "!a" co0ers a "ree, "o "!e s!or"
loud sound "!a" a dog maEes, according "o one learnerYs dic"ionarD) Bu" "!e same dic"ionarD "!en goes on
"o lis" more meanings o5 Y/arEY used in -!rases $ )ar=ig up t:e @rog tree, s)Bs )ar= is @orse t:a
t:eir )ites-/
@ome"imes >ords !a0e meanings in relation "o o"!er >ords) <!us s"uden"s need "o Eno> "!e meaning
o5 Y5urni"ureY as a >ord "o descri/e anD one o5 a num/er o5 o"!er "!ings $ e)g) c!airs, "a/les, so5as, e"c)
Y#urni"ureY !as a general meaning >!ereas Yc!airY is more s-eci5ic)
<!e meaning o5 a >ord liEe YgoodY is unders"ood in "!e con"ex" o5 a >ord liEe Y/adY) Pords !a0e o--osi"es
7antonyms8 and "!eD also !a0e o"!er >ords >i"! similar meanings) 7synonyms8 $ e)g) Y/adY and Ye0ilY)
P!a" a >ord means can /e c:agedH stretc:ed or limited /D !o> i" is used and "!is is some"!ing
s"uden"s need "o Eno> a/ou")
BD /eing a>are s"uden"s >ill /e more rece-"i0e "o "!e con"ex"ual /e!a0iour o5 >ords >!en "!eD 5irs" see
"!em in "ex"s, e"c) and "!eD >ill /e /e""er a/le "o mani-ula"e /o"! "!e meanings and 5orms o5 "!e >ord)
STEP 2/. CI"DI6IDU#% <ORLD: OPI"IO"S
=@<R1C<=B@
1) Consider "!e 5ollo>ing o-inions ex-ressed /D "eac!ers and learners) <o >!a" ex"en" do Dou
agree >i"! "!emW
a) VGi0ingC a--roac!es are /oring)
/) VGi0ingC a--roac!es do no" !el- "!e learners "o remem/er "!e meaning o5 ne> language)
c) VGi0ingC a--roac!es are im-ossi/le >i"! lo> le0el classes unless Dou ex-lain in "!eir o>n
language) B"!er>ise, "!eD jus" donC" !a0e "!e language "o unders"and "!e ex-lana"ion)
d) VGuidedC a--roac!es >orE /es" >!en "!e meaning o5 some"!ing is com-lica"ed)
e) <!e danger in using Vguided a--roac!esC is "!a" "!e learners maD ac"uallD >orE ou" "!e
meaning ina--ro-ria"elD and "!us unders"and some"!ing >!ic! is inaccura"e)
5) VGuidedC a--roac!es encourage learners "o /ecome more au"onomous in "!eir learning,
and less de-enden" on "!e "eac!er)
g) VGuidedC a--roac!es re5lec" more closelD "!e na"ural mec!anisms o5 language learning)
2) C!oose ei"!er o5 "!ese ">o a--roac!es and lis":
"!e reason 5or using i"M
anD limi"a"ions or disad0an"ages in i"s use)
STEP 2/2 CP#IR <ORLD: $UIDI"$ STUDE"TS
=@<R1C<=B@
1) VCBC2+< R12@<=B@C
<!e "eac!er can use Nues"ions "o c!ecE "!a" s"uden"s !a0e unders"ood "!e meaning o5 an i"em o5
language) =" is o5"en an ad0an"age 5or "!ese "o /e sim-le and direc") <!eD can /e 5ormed /D
s-eci5Ding "!e crucial, de5ining com-onen"s o5 meaning in "erms o5 s"a"emen"s, and "!en "urning
"!ese s"a"emen"s in"o Nues"ions)
P!a" Nues"ions mig!" Dou use "o Vc!ecEC "!e meaning o5 "!e 5ollo>ingW
a) sel5is!
/) @!e used "o li0e in ?ondon) 7used "o f/are in5ini"i0e8
c) s!D
d) @!e >is!es s!e >ere a" !ome) 7>is! f sim-le -as" or Vsu/junc"i0eC8
e) JeCs /een -ain"ing "!e ceiling) 7-resen" -er5ec" con"inuous8
5) Je managed "o o-en "!e >indo>) 7manage f in5ini"i0e8
g) Je "ooE i" ou" on "!e ca") 7-!rasal 0er/: "o "aEe i" ou" on ]8
2]*M+?2
a) (o sel5is! -eo-le enjoD gi0ing "!ings "o o"!er -eo-leW
/) (oes s!e li0e in ?ondon no>W
(id s!e li0e in ?ondon /e5oreW
Pas "!is 5or a s!or" "imeW
2) (2F=@=G <*@[@
53
1sing a -iece o5 ma"erials >i"! >!ic! Dou are 5amiliar or using "!e 5ollo>ing dialogue, isola"e an
i"em o5 language Dou mig!" >an" "o "eac!)
Pri"e do>n exac"lD !o> Dou mig!" VguideC s"uden"s "o Vdisco0erC "!e meaning o5 "!e i"em 7"!e i"em
mig!" /e a >ord or a s"ruc"ure, and Dou mig!" VguideC "!e learners /D asEing Nues"ions orallD, or
/D gi0ing "!em an accom-anDing >ri""en "asE8)
(=*?BG12
RB(: Jello, Brendab Pelcome /acEb Xou looE mar0ellous)
BR2(*: Rodb P!a" a sur-riseb ="Cs lo0elD "o see Dou again)
RB(: @orrD = didnC" -!one Dou /e5ore Dou le5", /u" = didnC" !a0e "ime, in 5ac")
BR2(*: B!b <!a"Cs all rig!") #orge" i"b
RB(: Pell, !o> >as ="alDW
BR2(*: #un, /u" "iring) Milan >as in"eres"ing) ="Cs /igger "!an = ex-ec"ed) oisier and dir"ier,
"oo)
RB(: *nd #lorenceW P!a" did Dou "!inE o5 #lorenceW
BR2(*: Pell, =C0e ne0er /een "!ere /e5ore) = "!oug!" i" >as /eau"i5ul) More /eau"i5ul "!an
+aris, in 5ac") Ja0e Dou e0er /een "o ="alDW
RB(: o, ne0er) =Cd reallD liEe "o go "o Rome) c)
#cti*it8 0: Teac:ig *oca)ular8 tec:iFuesG<a8s of co*e8ig meaig
%$ 9ealia
-resen"ing >ords /D /ringing "!e "!ings "!eD re-resen" in"o "!e classroom
:@ 1ictorial representations
/oard dra>ings, >all -ic"ures and c!ar"s, 5las!cards, maga9ine -ic"ures and anD o"!er non$
"ec!nical 0isual re-resen"a"ion
used "o ex-lain "!e meaning o5 0oca/ularD i"ems
;@ Demonstrating the )ord through acting or miming-+19 7+otal 1hysical 9esponse-8
!a0e learners associa"e a 0er/ "o an ac"ion 7or an emo"ion "o a ges"ure8 /D -!DsicallD ac"ing ou"
"!e >ord
#$ <sing !pposites
sense relations can /e used "o "eac! meaning $ "!e meaning o5 Y/rig!"Y can /e -resen"ed /D
con"ras"ing i" >i"! YdarEY$
"!ese conce-"s maD /e -resen"ed >i"! -ic"ures or mime, and /D dra>ing a""en"ion "o "!e
o--osi"esAcon"ras"s in meaning
5$ &eneral=speci/ic meaning
sense relation $ general and specific >ords L >e can saD Y5urni"ureY and ex-lain "!is /D
enumera"ing or lis"ing 0arious i"ems $
>@ 4onnecting )ords to a personal e6perience@
learners can "!inE a/ou" "!e >aD "!eD res-ond "o ne> >ords /D ca"egori9ing "!em in"o grou-s:
"!e >ords "!eD liEeAdisliEe, or "!e >ords "!eD "!inE >ill /e easD 7or di55icul"8 "o remem/er, and >!D
@ 06planation
can /e used >i"! in"ermedia"e s"uden"s $ ex-laining "!e meaning o5 a >ord mus" include
ex-laining anD 5ac"s o5 >ord use >!ic! are rele0an" $
?$ &rouping )ords by collocations@
mani-ula"ing and remem/ering ne> >ords /D joining "!em according "o "!e >ords "!eD are o5"en
5ound >i"!
-i@e@, Fto @@@@@@@@ 7our temperF -setGdoGma0eGlose1
@$ 4hangingA stretching and limiting the meaning o/ a )ord /unction ho) it is used
a/ 'etap:ors: "!e meaning o5 some >ords can /e ex"ended, e)g): V= liEe i" >!en Dou /ring me je>elsC, "!e
Doung ladD purred$
b$ Idioms: some"imes me"a-!ors are used so o5"en "!a" "!eD /ecome 5ixed in "!e languageA e$g$: <!e
de"ec"i0e liEes "o play cat and mouse >i"! !is sus-ec"s)
54
%B$ Cemantic 5aps-+eaching 5ultiple-5eaning 'ords-
can /e used as a s"ra"egD 5or s"uden"s "o disco0er "!e rela"ions!i-s /e">een 0oca/ularD >ords
seman"ic ma--ing is an ac"i0e 5orm o5 learning as i" /uilds on -rior Eno>ledge
a seman"ic ma- is a gra-!ic organi9er "!a" is organi9ed around a >ord "!a" re-resen"s an
im-or"an" conce-" 7e)g), movement8M on "!e ma-, rela"ed >ords are clus"ered around "!e "arge"
>ord according "o cri"eria "!a" "eac!ers or s"uden"s c!oose
"!ese cri"eria mig!" include suc! 5ea"ures as similar or dissimilar a""ri/u"es, conno"a"i0e or
deno"a"i0e meanings, or e0en s!ared linguis"ic com-onen"s
%%$ +ranslating the )ord into the studentsD native language
a NuicE and easD >aD "o -resen" "!e meaning o5 >ords /u":
1) i" is no" al>aDs easD "o "ransla"e >ords and,
2) e0en >!ere "ransla"ion is -ossi/le, i" maD maEe i" a /i" "oo easD 5or s"uden"s /D discouraging
"!em 5rom in"erac"ing >i"! "!e >ords
%:$ 3ocabulary games
maD /e used 5or rein5orcing "!e meaning and !el-ing "!e s"uden"s "o remem/er "!e ne> >ords
"!eD !a0e learned /e5ore "!e 0oca/ularD game
e0erD"!ing >e learn >!ile relaxing and !a0ing 5un is assimila"ed a lo" easier and 5or a longer
-eriod o5 "ime
%;$ 4onte6tual analysis
in0ol0es in5erring "!e meaning o5 an un5amiliar >ord /D scru"ini9ing "!e "ex" surrounding i"
%#$ 5orphemic analysis
"!e -rocess o5 deri0ing a >ordYs meaning /D analD9ing i"s meaning5ul -ar"s, or mor-!emes $ suc!
>ord -ar"s include roo" >ords, -re5ixes, and su55ixes $
%5$ Dictionary use
"eac!es s"uden"s a/ou" mul"i-le >ord meanings, as >ell as "!e im-or"ance o5 c!oosing "!e
a--ro-ria"e de5ini"ion "o 5i" "!e -ar"icular con"ex"
%>$ <sing computer technology to help teach vocabulary
<!e grea"es" -o"en"ial o5 com-u"er "ec!nologD lies in cer"ain ca-a/ili"ies "!a" are no" 5ound in -rin"
ma"erials, including:
$ame-li=e formats/ @uc! 5orma"s maD /e more e55ec"i0e a" ca-"uring s"uden"sC a""en"ion "!an
"ex"/ooEs and >orE/ooEs)
78perli=s/ ClicEa/le >ords and icons -laced in online "ex" can o55er s"uden"s o--or"uni"ies "o
encoun"er ne> >ords in mul"i-le con"ex"s /D allo>ing "!em NuicE access "o "ex" and gra-!ics)
P!en "!eD are >ell designed, suc! ex"ensions can add de-"! "o >ord learning, -ar"icularlD in "!e
area o5 con"en"$s-eci5ic >ords)
Olie dictioaries ad referece materials/ (e0ices "!a" allo> s"uden"s "o clicE on >ords "o
!ear "!em -ronounced and de5ined maD ex"end s"uden"sC unders"andings o5 ne> >ords)
#imatios/ *nima"ed demons"ra"ions o5 !o> "!e !uman /odD >orEs or >!a" li5e >as liEe in
*ncien" <imes maD !old s"uden"sC in"eres", and >!en com/ined >i"! audio narra"ion or "ex"
ca-"ions and la/els, "!eD o55er -o"en"ial 5or >ord learning)
#ccess to cotet-area-related @e)sites/ <!ese >e/si"es, suc! as "!ose o-era"ed /D *@*,
"!e @mi"!sonian, 0arious museums, and numerous li/raries, allo> s"uden"s NuicE access "o
-!o"ogra-!s, ma-s, and 0oice$o0er narra"ion and "ex" "!a" maD /o"! rein5orce con"en"$area
0oca/ularD and rela"e ne> >ords "o exis"ing conce-"s)
STEP 0/. C$ROUP <ORLD: CO"TESTU#% #"#%KSIS
=@<R1C<=B@
a) P!a" do Dou "!inE are "!e mos" a--ro-ria"e >aDs o5 "eac!ing 0oca/ularD a" di55eren" le0elsW
Jo> use5ul is con"ex"ual analDsisW *" >!a" le0elW
/) ?ooE a" "!e 5ollo>ing lis" o5 >ords and ans>er "!e Nues"ions >!ic! 5ollo>:
aguis:ed astouded depressed glad )ored misera)le t:rilled a;ious )ored
disma8ed :eart)ro=e er*ous upset appalled cocered ecstatic :orrified pleased
55
appre:esi*e pleased cross frig:teed irritated scared astois:ed delig:ted furious
li*id terrified
*" >!a" le0el >ould i" /e a--ro-ria"e 5or s"uden"s "o concen"ra"e on "!ese
0oca/ularD i"emsW
Jo> could Dou maEe s"uden"s unders"and "!e meaning and conno"a"ion o5 "!e
>ordsW
P!a" ac"i0i"ies >ould Dou de0ise "o maEe s"uden"s use "!e ne> >ordsW ?is"
5i0e ac"i0i"ies)
STEP 0/2 CP#IR <ORLD: #CTI6ITIES (OR TE#C7I"$ IDIO'S
=@<R1C<=B@
(e0ise ">o ac"i0i"ies "o "eac! "!e 5ollo>ing idioms:
t:e tip of t:e ice)erg )e gree fair ad sFuare :a*e t:e c:ee=
pla8 oeBs cards rig:t
STEP 0/0 CI"DI6IDU#% <ORLGP#IR <ORLG$ROUP <ORLD: USI"$ #UT7E"TIC '#TERI#%S
PRE-6IE<I"$ #
=@<R1C<=B@
$Ge" in"o grou-s and lis" au"!en"ic ma"erials "!a" Dou !a0e used or !ad access "o as Dou learned 2nglis!)
<!e ma"erials can /e >ri""enM some"!ing Dou !a0e lis"ened "oM "oDs or o"!er "angi/le o/jec"sM or some"!ing
Dou !a0e seen or mani-ula"ed in "!e Ureal6 >orld) Bnce "!e "rainees !a0e crea"ed a lis", asE "!e 5ollo>ing
Nues"ions) 2lici" mul"i-le ans>ers)
1) P!ic! o5 "!e "!ings on Dour lis" did Dou 5ind mos" in"eres"ingW Mos" enjoDa/leW
2) P!ic! o5 "!e "!ings on Dour lis" did Dou 5ind mos" use5ul in !el-ing Dou learn "!e languageW
3) P!a" >as "!e source o5 "!e "!ings on Dour lis"W P!ere did Dou 5ind "!emW 1se "!emW
=5 "!e lis"s are liEelD "o /e long, -ar"ici-an"s can use a gra-!ic organi9er suc! as a Fenn diagram or
conce-" ma- and "!en -er!a-s -os" "!em on "!e >alls 5or o"!ers "o read) =5 s!or", "!e "rainer can maEe
"!e resul"s a0aila/le 0ia "!e /lacE/oard or o0er!ead -rojec"or)
$Ja0e -ar"ici-an"s com-are resul"s) #or an o0er0ie> o5 gra-!ic organi9ers "!a" can !el- >i"! "!e -rocess
in com-are$con"ras" ac"i0i"ies, see one or more o5 "!e 5ollo>ing)
Com-are and Con"ras" Gra-!ic Brgani9ers 5rom Pri"e (esign
Pe/ si"e: :ttp:GG@@@/@ritedesigolie/comGorgai,ersGcomparecotrast/:tml
Gra-!ic Brgani9ers
*u"!or: or"! Cen"ral Regional 2duca"ional ?a/ora"orD
Pe/ si"e: :ttp:GG@@@/crel/orgGsdrsGareasGissuesGstudetsGlearigGlr.grorg/:tm
Gra-!ic Brgani9ers 5or Con"en" =ns"ruc"ion
*u"!or: %udie JaDnes
Pe/ si"e: :ttp:GG@@@/e*er8t:igesl/etGiser*icesGgrap:icTorgai,ers/p:p
*s -ar" o5 "!e de/rie5ing, /ring in"o "!e discussion "!e manD Einds o5 resources "!a" can /e au"!en"ic
ma"erials, suc! as ma-s, ad0er"isemen"s, la/els, gra-!s and c!ar"s, sc!edules, menus, -os"ers,
/roc!ures, songs, s-eec!es, radio -rograms, 0ideo, "ele0ision, ads, ne>s, and so 5or"!) Bring as manD
-!Dsical exam-les as Dou can "o "!e "raining e0en")
T#SL #: Fideo @egmen" 1, Realia
<7I%E-6IE<I"$ T#SL #
:ttp:GG@@@/8outu)e/comG@atc:O*UMmg@<:<a4EM
=@<R1C<=B@
?ooE 5or "!e 5ollo>ing as Dou 0ie> "!e 0ideo)
1) (escri/e "!e realia in as muc! de"ail as -ossi/le)
56
2) o"ice !o> "!e "eac!er is using "!e realia) ?is" >!a" Dou "!inE "!e -ur-ose is 5or "!is lesson and 5or
using "!is "D-e o5 realia)
3) o"ice "!e age and -ro5iciencD le0el o5 "!e s"uden"s) ?ooE 5or /e!a0iours "!a" "ell Dou >!e"!er or no"
"!is ac"i0i"D is a good ma"c! 5or "!ese s"uden"s)
&) ?ooE 5or /e!a0iours "!a" "ell Dou >!e"!er or no" s"uden"s are enjoDing "!is ac"i0i"D and >!e"!er or no"
"!eD are learning "!e >ords and "!eir meanings)
#(TER-6IE<I"$ T#SL #
1) Jo> old are "!e s"uden"sW P!a" is "!eir 2nglis! -ro5iciencD le0elW =s "!e realia a--ro-ria"e 5or "!is
le0elW Jo> did "!eD demons"ra"e unders"andingW
2) Jo> do Dou "!inE "!e "eac!er go" "!e dollsW Could "!e "eac!er conduc" "!is lesson >i"!ou" "!e dollsW
P!a" are "!e ad0an"ages and c!allenges o5 using "!is "D-e o5 realia and "!e realia "!a" "!e older c!ildren
/roug!" "o classW
3) P!a" are s"uden"sC reac"ions "o "!e dollsW <o "!e s!o>$and$"ell i"ems 5rom !omeW P!a" are some
"!ings "!e "eac!er mig!" do in su/seNuen" lessons "o /uild on eac! o5 "!ese lessonsW P!a" are some
real$li5e i"ems Dou mig!" 5ind in a classroom 5or "eensW #or adul"sW
&) (o Dou "!inE "!e realia 5or eac! class e55ec"i0elD me" "!e -ur-ose o5 "!e lessonW P!D or >!D no"W
Could "!e "eac!er use "!e realia againW =5 Des, 5or >!a" -ur-ose7s8W
T#SL A: Fideo @egmen" 2, +rin"ed <ex"
<7I%E-6IE<I"$ T#SL A
1) ?is"en "o "!e Doung menCs descri-"ion o5 "!e s"uden" -rojec", and "!en descri/e i" in Dour o>n >ords)
2) ?is" "!e di55eren" ma"erials "!a", according "o "!e s-eaEers, >ere collec"ed 5or "!is and o"!er -rojec"s
liEe i") P!a" s"uden" ac"i0i"ies >en" in"o -re-aring "!e -rojec"W
3) P!o is in0ol0ed in "!e crea"ion and "!e use o5 "!e -rojec"W P!ere is i" s"oredW
#(TER-6IE<I"$ T#SL A
1) Jo> >ould Dou descri/e "!e s"uden"sC le0el o5 language -ro5iciencDW P!a" language sEills are s"uden"s
liEelD "o use in a -rojec" suc! as "!is oneW
2) Com-are Dour in5orma"ion >i"! someone in Dour grou-, "!en s!are >i"! o"!er grou-s) P!a" o"!er
"o-ics and ma"erials could Dou use in suc! a -rojec"W
3) o>, "!inE a/ou" Dour o>n "eac!ing si"ua"ion) P!a" are some similar -rojec"s and "o-ics "!a" Dour
s"uden"s could "rDW =n Dour grou-, maEe a lis" o5 -ossi/le -rojec"s, "o-ics, "arge" audiences, and sources
5or ma"erials) <!inE a/ou" goals Dou andAor Dour s"uden"s >ould se" 5or "!emsel0es, and su/jec"s "!a" are
mos" liEelD "o in"eres" "!em) Jo> >ill Dou and Dour s"uden"s e0alua"e "!eir >orE in "!e -rojec"sW
T#SL C: Fideo @egmen" 3, =mages
<7I%E-6IE<I"$ T#SL C
Xou >ill see exam-les o5 di55eren" Einds o5 au"!en"ic ma"erials in image 5orma"s)
1) (escri/e in as muc! de"ail as -ossi/le "!e ma"erials "!a" Dou seeM and,
2) (escri/e "!e ac"i0i"D "!a" goes >i"! "!em)
3) =n addi"ion, gi0e "!e -ro5iciencD le0el and "!e Einds o5 language sEills "!a" Dou "!inE are -ar" o5 eac!
exam-le) Xou maD 5ind an organi9a"ional c!ar" suc! as "!e 5ollo>ing "o /e use5ul 5or recording Dour
in5orma"ion) *dd as manD de"ails as Dou can) <!e 5irs" class exam-le 7*8 is 5illed in as an exam-le)
'aterials #cti*it8 G Topic %e*el G S=ills
* Pall ma-
Maga9ines
+ic"ures
@"uden"s -lanned a "ri- "o Pas!ing"on, ()C) <!eD -u"
u- a ma- o5 "!e "ri- rou"e) <!eD cu" -ic"ures o5
Pas!ing"on, ()C) 5rom maga9ines) <!en
"!eD made -os"ers s!o>ing >!a" "!eD -lanned "o do
"!ere)
=n"ermedia"e
=n"egra"ed sEills
B
C
(
#(TER-6IE<I"$ T#SL C
1) Com-are Dour lis" o5 ma"erials and ac"i0i"ies >i"! a -ar"ner) Com/ine Dour lis"s "o /e sure Dou !a0e
lis"ed all "!e ma"erials and ac"i0i"ies s!o>n) Be sure "!a" "!e ac"i0i"D lis" includes "!e "o-ics o5 "!e
ac"i0i"ies)
2) P!a" >ere "!e ages o5 "!e s"uden"sW (o Dou "!inE "!a" "!e ma"erials and ac"i0i"ies >ere a--ro-ria"e "o
eac! o5 "!e age grou-sW Jo> could Dou ada-" "!e ma"erials and ac"i0i"ies 5rom "!e 0ideo "o o"!er "o-ics
in Dour curriculumW <o o"!er age grou-sW
57
3) P!a" are some au"!en"ic ma"erials "!a" could /e /roug!" in"o Dour classroomW =n small grou-s or as a
>!ole grou-, /rains"orm ma"erials "!a" Dou mig!" /e a/le "o access 5or Dour s"uden"s) P!ic! ones on
Dour lis" >ould /e a--ro-ria"e 5or Dour s"uden"s in "erms o5 "!eir age, language -ro5iciencD, and reasons
5or s"udDing 2nglis!W
&) o> "!inE o5 ac"i0i"ies "!a" Dou could do >i"! some o5 "!ose ma"erials) =5 some o5 "!e ma"erials are no"
Nui"e a--ro-ria"e 5or Dour s"uden"s, !o> could Dou ada-" "!em or modi5D ac"i0i"ies "o maEe "!em more
a--ro-ria"eW
#cti*it8 1: Igrediets of good *oca)ular8 @or=
<!e aim o5 good 0oca/ularD >orE is "o -resen" and -rac"ise ne> language in >aDs "!a" !el- "!e learner
re"ain "!e in5orma"ion in "!eir long "erm memorD, so "!a" in "!e 5u"ure i" can /e easilD re"rie0ed and used)
<!e Vingredien"sC o5 good 0oca/ularD >orE include:
'emora)le presetatios
<!e language is -resen"ed in suc! a >aD "!a" learners can -ull on "!e con"ex" de0elo-ed /D "!e "eac!er
"o !el- "!em remem/er "!e >orE) <!is can /e done "!roug! con"ex"uali9a"ion, -ic"ures, clines, "imelines,
realia, mime e"c)
Egagemet
<!e meaning >orE is engaging >i"! learners in0ol0ed in "!e -rocess o5 con0eDance) <!e con0eDance
me"!od includes a range o5 "ec!niNues e)g) mime, -ic"ures, con"ex"ual s"ories)
Diagosis
(uring con0eDance diagnosis o5 >!a" learners alreadD Eno> and de0elo-ing "!eir Eno>ledge 5rom "!a"
-oin" is essen"ial ra"!er "!an assume "!e learners Eno> no"!ing o5 "!e meaning) <!e "eac!er >orEs "o
elici" 5rom a con"ex" >!a" is Eno>n /D "!e learners /e5ore V"ellingC "!e meaning)
#ccurac8
<!e meaning -resen"ed is accura"e so learners are con5iden" and can use "!e language) #or exam-le,
manD >ords !a0e mul"i-le meanings 7lig!", 5oo", se"8 /u" "!e meaning "aug!" needs "o /e "!e one used in
"!e lesson ma"erial)
Cofirmatio of Uderstadig
?earners !a0e "!eir Eno>ledge c!ecEed and con5irmed "!roug! "!e use o5 meaning c!ecE Nues"ions
7MCRCs8, elici"ed exam-les and diagnos"ic "asEs)
<!e learners !a0e -rac"ice and "!e o--or"uni"D "o -rac"ise "!e language in meaning5ul and -ersonalised
"asEs) =n "!is >aD "!eD can "es" "!eir o>n !D-o"!esis) #or exam-le: * grea" scenario is >!en learners s"ar"
asEing "!e "eac!er U$an : sa7 it t,is 9a7W6 <!is s!o>s "!a" "!eD are "es"ing ou" !o> "o use "!e language
5or "!emsel0es and i" gi0es "!e "eac!er a c!ance "o diagnose "!eir Eno>ledge and -ro0ide "arge"ed
su--or")
(ull Co*erage
=n order "o use ne> 0oca/ularD "!e learners are going "o need "o Eno>:
Heaning P!a" is "!e exac" meaning o5 "!e >ord as i" is -resen"ed in
"!e con"ex"W P!a" is "!e a--ro-riacD, conno"a"ion, regis"er e"cW
Form P!a" is "!e 5orm 7grammar8 o5 "!e >ordW =s i" a noun, 0er/ e"cW
(oes i" !a0e a de-enden" -re-osi"ionW
6ronunciation Jo> is "!e >ord saidW
STEP 1/. CP#IR <ORLD: RE(%ECTIO"
*=M +RBC2(1R2@
=@<R1C<=B@
M*<2R=*?@ACBMM2<
<o deal >i"!
some o5 "!e
EeD issues
<o es"a/lis!
'aterial L Rues"ionnaire on <eac!ing
Foca/ularD
<eac!ers >orE "!roug! "!e s"a"emen"s in
-airs L (o "!eD agree or disagree >i"! "!e
s"a"emen"s and >!DA>!D no"W
!,e discussion about t,e use of
translation G dictionaries ma7 be
t,e most contentious@
!,e ans9er lies in appropriac7
and effectiveness@
58
common
ground
Possi)le coclusios from t:e discussio:
<!e /es" "eac!ing s"ar"s >i"! diagnos"ic >orE
"o 5ocus "!e in5orma"ion on >!a" "!e learners
reallD need
<!ere are manD >aDs "o con0eD
meaning)
Foca/ularD needs c!ecEing)
Foca/ularD "eac!ing "aEes -lanning)
?earners can gi0e eac! o"!er
ex-lana"ions)
TE#C7I"$ 6OC#AU%#RK EUESTIO""#IRE
-ook at the teacher statements belo) and decide i/ you agree or disagree
1) = al>aDs use "ransla"ion >!en "eac!ing 0oca/ularD)
(isagree s"ronglD 1 TTT 2 TTT 3 TTT & TTTT 5 TTT agree s"ronglD
2) 1sing ex-lana"ion7s8 is "!e /es" >aD "o "eac! 0oca/ularD
3) Pe s!ould "eac! all "!e meanings o5 a >ord a" "!e same "ime
&) ="Cs a good idea "o asE learners i5 "!eD unders"and or no"
6) ="Cs a good idea "o elici" learners unders"anding o5 0oca/ularD /D asEing V>!a"
does xD9 meanWC
STEP 1/2 CI"DI6IDU#% <ORLD: '#TC7I"$ T#SL-TE#C7I"$ 6OC#AU%#RK
=@<R1C<=B@
Consider "!e 0oca/ularD i"ems lis"ed on "!e le5") P!a" >ould /e "!e mos" e55icien" >aDs o5 con0eDing "!eir
meaning "o learners o5 2nglis!W Ma"c! "!e i"ems "o "!e me"!ods /elo>) <!ere maD /e more "!an one
o-"ion)
6oca)ular8 Item 'et:ods of co*e8ig
1) * /edroom TTTTTTTTTTTT
2) Jead-!ones TTTTTTTTTTTT
3) <o /ur- TTTTTTTTTTTT
&) @u-er/ TTTTTTTTTTTT
5) Medicine TTTTTTTTTTTT
6) Jard$>orEing TTTTTTTTTTTT
') #ilm s"ar TTTTTTTTTTTT
8) <o lim- TTTTTTTTTTTT
9) *u"o/iogra-!D TTTTTTTTTTTT
10) <o ge" o0er some"!ing TTTTTTTTTTTT
11) Conscien"ious o/jec"or TTTTTTTTTTT
12) Jumilia"ed TTTTTTTTTTTT
13) Blended 5amilD TTTTTTTTTTTT
1&) Re0ol"ing TTTTTTTTTTTT
15) Beer TTTTTTTTTTTT
a8 +ic"ure7s8
/8 MimeAges"ure
c8 (e5ini"ion
d8 =n "!e con"ex" o5 a s"orD
e8 @DnonDm
58 2x-lana"ion
g8 2xam-les o5 "D-e
!8 Realia
i8 (ic"ionarD
j8 Conce-" Nues"ions
E8 (ra>ing on /oard
l8 #amous name
m8 Pord analDsis
n8 Cline
o8 *n"onDm
-8 Con"ex" sen"ence
STEP 1/0 CP#IR <ORLD: USI"$ C%I"ES
#I' PROCEDURES
I"STRUCTIO"S
'#TERI#%SGCO''E"T
59
<o 5ocus on
di55eren"
>aDs "o
con0eD
meaning
=n -airs "eac!ers com-le"e ma"c!ing "asE) <eac!ers
maD !a0e -ro/lems >i"! VclineC) (emons"ra"e meaning
/D -u""ing "!e 5ollo>ing >ords on "!e /oard in random
order: freezing, cold, cool, 9arm, ,ot and boiling) *sE
"eac!ers "o -u" "!em in "!e rig!" -lace on a line
freezing cold cool 9arm ,ot boiling@
<!e line is "!e cline) ="Cs a 0erD good >aD o5
con0eDingAc!ecEing meaning 5or se"s o5 >ords "!a"
rela"e, o5"en ad0er/s)
+ossi/le conclusions 5rom "!e "asE:
=n order "o a--eal "o di55eren" "D-es o5 learner,
i"Cs /e""er "o use more "!an one me"!od o5
con0eDance a" a "ime i5 5easi/le)
*/s"rac" language needs more con"ex"ual
in5orma"ion)
="Cs di55icul" "o "eac! "!e >ords i5 "!eD are no"
>i"!in a con"ex" $ 5or exam-le V"o ge" o0er
some"!ingC, as "!ere are mul"i-le meanings $)
Xou can demons"ra"e
good -rac"ice and c!ecE
"eac!ers Eno> "!e
"erminologD /D con0eDing
some o5 "!e meanings in
"!e rig!" !and column
and
elici"ing "!e correc"
ans>ers) e)g) /lacE and
>!i"e, !ea0D and lig!"
are
an"onDms)
#cti*it8 5: T:e rig:t time to teac: *oca)ular8
P!en deciding >!a" 0oca/ularD "o "eac! "!e EeD Nues"ion o5 V>!a" is "!e aim o5 "!e lessonWC !as "o /e
addressed) <!is >ill dic"a"e >!en and i5 "o "eac! 0oca/ularD) <!e aim also dic"a"es >!a" "o "eac!, "oo)
ManD lessons go as"raD and lose 5ocus /ecause "!e "eac!er ge"s side"racEed in"o ex-laining non$
essen"ial language "!a" is unnecessarD "o mee" "!e main aim o5 "!a" -ar"icular s"age o5 "!e lesson) <!e
"a/le /elo> demons"ra"es -ossi/le aims 5or dealing >i"! 0oca/ularD a" di55eren" -oin"s in "!e lesson:
At the
beginning
o/ the
lesson
<!is maD !a--en >!en "!ere is no" a su--or"ing "ex") <!e "eac!er maD "eac! a range o5
0oca/ularD in order "o !el- "!e learners >i"! a "asE in >!ic! "!eD use "!e 0oca/ularD)
Pre - te;t <o ensure learners unders"and "!e EeD lexis in order "o /e a/le "o com-le"e "!e reading
or lis"ening "asEs)
'id te;t <o su--or" learners "o com-le"e "!e "asEs) o" "o ensure "!a" "!eD unders"and e0erD
>ord o5 "!e "ex")
Post te;t <o 5ocus on "!e 0oca/ularD as language in-u" once "!e general and de"ailed meaning o5
"!e "ex" !as /een unders"ood) =deallD learners >ould "!en go on "o use "!e language
5rom "!e "ex" in a con"rolled or 5reer -rac"ice ac"i0i"D)
#fter a
productio
tas=
<!e "eac!er maD no"ice "!a" learners needed cer"ain 0oca/ularD >!en "!eD >ere doing
a -roduc"ion "asE and "eac!es i" once "!e "asE is o0er)
=" is also liEelD "!a" "!e 0oca/ularD -rac"ised and -resen"ed is s"ill /eing a0oided /D "!e
learners so "!eD need addi"ional consolida"ion >orE)
Radoml8 o "eac!er can an"ici-a"e e0erD -ro/lem "!a" learners >ill !a0e so 0oca/ularD
Nues"ions can arise a" anD -oin" in "!e lesson) <!e "eac!er can res-ond in a 0arie"D o5
>aDs, 5rom "elling "!e learner "o looE "!e >ord u- as !ome>orE "o s"o--ing "!e >!ole
class "o do meaning >orE and c!ecEing unders"anding) <!e "eac!erCs decision s!ould
/e /ased on "!e 5ollo>ing:
1) =s "!e >ord EeD "arge" languageW =5 i" is "!en i" needs a""en"ion and i5 i" is no" "!en can
"!e learner /D-ass i" 5or "!e "ime /eingW
2) =s "!e >!ole class s"ruggling >i"! "!e same >ord or is "!is jus" one learner no"
unders"anding "!e >ordW
T#A%E .H T7E RI$7T TI'E TO TE#C7 6OC#AU%#RK
STEP 5/. C$ROUP <ORLD: 7U"T (OR <ORDS
=@<R1C<=B@
<rainees are asEed "o iden"i5D "!e le0el o5 s"uden"s >!o mig!" /e -resen"ed >i"! "!is "ex") <!en, in
grou-s, "!eD >ill an"ici-a"e and selec" "!e i"ems o5 language "!e s"uden"s mig!" no" /e 5amiliar >i"!) <!eD
!a0e "o come u- >i"! sugges"ions as "o >!en "o in"roduce "!e in0en"orD lis" >ri""en -re0iouslD and >!ic!
me"!ods o5 con0eDing meaning "o use)
60
Jo> and "o >!a" ex"en" do "!e media in5luence "!e /e!a0iour o5 c!ildrenW P!en de/a"ing
"!is issue manD -eo-le !a0e -oin"ed "o !ugelD -o-ular -rogrammes suc! as T:e
Simpsos 7a car"oon series "!a" "ooE o55 in 1989 in "!e 1@8) <!is >as one o5 "!e
-rogrammes "!a" reallD /roEe "!e mould) =" com-le"elD rejec"ed "!e idea "!a" a <F s!o>
s!ould -or"raD -osi"i0e role models and -romo"e >!olesome 5amilD 0alues) <!e son o5 "!e
5amilD, Bar" 7a name >!ic! is ac"uallD an anagram o5 S/ra"S8, c!ea"s, !as no res-ec" 5or
au"!ori"D 5igures, does no" o/eD !is -aren"s, do !is !ome>orE, or clean !is room) Jis mo""o,
Sunderac!ie0er and -roud o5 i",S "oge"!er >i"! exclama"ions liEe S=Ym Bar" @im-son, P!o "!e
Jell *re XouWS >ere -rin"ed on <$s!ir"s "!a" >ere eagerlD /oug!" and >orn /D millions o5
Eids across "!e coun"rD) @ome -aren"s and educa"ionalis"s !a0e /een 0oci5erous in "!eir
o--osi"ion "o c!arac"ers liEe Bar" >!o do no" con0eD "!e 0alues o5 o/edience, !ones"D and
!ard >orE >!ic! -aren"s !o-e "o ins"il in "!eir im-ressiona/le c!ildren)
STEP 5/2 CP#IR <ORLD: PRE-RE#DI"$
=@<R1C<=B@
Consider "eac!ing 0oca/ularD in a -re$reading ac"i0i"D) Men"ion:
!o> -re$"eac!ing 0oca/ularD can !el- "!e learners and "!e "eac!erM
"!e "ec!niNues Dou >ould useM
"!e "ime Dou >ould allo" "o "!is -re$reading sec"ion o5 "!e lesson)
#cti*it8 6: %esso plaig ad itroductio of e@ laguage items
<!ere is muc! !ea"ed de/a"e on -re $ "eac!ing 0oca/ularD) BroadlD "!ere are "!ree main sc!ools o5
"!oug!")
1) <!e 5irs" is no" "o -re$"eac! anD language /u" "o use "!e "ex" and "asEs as a diagnos"ic "ool, "es"ing
"!roug! "!e "asEs >!a" "!e learners maD alreadD Eno>) =n su--or" o5 "!is "!e learners mee" "!e ne>
language alreadD con"ex"ualised so maD /e a/le "o deduce meaning 5rom "!e con"ex") Foca/ularD is "!en
onlD "aug!" as i" is needed in order "o do "!e "asEs or as i" arises)
2) <!e nex" line o5 reasoning is "!a" i" is im-or"an" "o -re$"eac! anD 0oca/ularD "!a" >ill ena/le learners "o
do "!e com-re!ension "asEs@ <!e aim o5 -re$"eac!ing is no" "o "eac! all "!e unEno>n >ords in "!e "ex",
jus" "!ose "!a" ena/le "!e "asEs "o /e com-le"ed) Bnce "!e learners unders"and "!e main ideas in "!e "ex"
"!e lesson 5ocus can s!i5" "o "!e more de"ailed 0oca/ularDAlanguage meaning)
3) <!e "!ird is "o -re$"eac! all or man7 of "!e ne> >ords in "!e "ex" so "!a" learners >ill "!en /e a/le "o
5ocus on "!e meaning o5 "!e "ex" and no" ge" dis"rac"ed /D indi0idual >ord meanings) <!eD >ill also !a0e
increased ex-osure "o "!e ne> language "!roug! "!e -re$"eac!ing and "!en seeing i" again in "!e "ex")
T:e =e8 issues @it: pre-teac:ig t:at eed to )e ta=e ito cosideratio:
+re$"eac!ing 0oca/ularD means "!a" "!e meaning in "!e con"ex"ual in5orma"ion surrounding i" in
"!e "ex" can /e los") Good "eac!ers "rD "o Eee- "!e same con"ex" >!en "!eD -re$"eac! /u" "!ere
are "eac!ers >!o "aEe 0oca/ularD 5rom a "ex" a/ou" -ersonal rela"ions!i-s and use "!e con"ex" o5
a drug >ar "o con0eD meaning, >!ic! can ge" con5using) <!e >orE 5or "!e learners is increased
as "!eD "rD "o >orE ou" one se" o5 meanings and "!en ano"!er)
+re$"eac!ing can Vgi0e "!e game a>aDC in "erms o5 c!ecEing com-re!ension) #or exam-le, i5 >e
-re$"eac! Vdis"rus"5ulC "!en i" is di55icul" "o asE a gis" Nues"ion suc! as V!o> >ould Dou descri/e
"!eir rela"ions!i-WC
BD -re$"eac!ing >e are maEing "!e assum-"ion "!a" "!e language is no" Eno>n, >i"!ou" 5irs"lD
seeing i5 "!e learners can unders"and "!e meaning >i"!in "!e "ex") @o a lo" o5 "ime maD /e >as"ed
on -re $ "eac!ing "asEs 5or language "!a" "!e learners alreadD Eno>)
Steps i teac:ig *oca)ular8
o ma""er >!en >e "eac! 0oca/ularD or >!e"!er >e -re$"eac! i", "!ere are endless >aDs o5 in"egra"ing i"
in "!e 5lo> o5 ac"i0e s-eec!) P!a" >e s!ould care5ullD consider /e5ore -lanning our lessons is "!e logical
s"e-s "o /e "aEen in "asE$/ased ac"i0i"ies:
./Egage 2/Stud8 0/#cti*ate
%$E0ngagementE activities - mean" "o engage "!e in"eres" o5 "!e s"uden"s in "!e "o-ic and i"s rela"ed
0oca/ularD)
61
# te;t: ="s -ur-ose is "o arouse "!e s"uden"sC in"eres" as >ell as "o in"roduce "!e 0oca/ularD and
conce-"s >!ic! are "o /e s"udied) =" also -ro0ides a 5ocus 5or general in"egra"ed sEill >orE)
# discussioGiteractio: MaD -ro0ide an o--or"uni"D 5or s"uden"s "o consider "!e "o-ics in "!e
lig!" o5 "!eir o>n ex-erience)
# @ord tas=: s"uden"s do a ma"c!ing ac"i0i"D as a >aD o5 in"roducing "!e "o-ic area and gi0ing
"!em "!e in5orma"ion "!eD need 5or a discussionAin"erac"ion)
:$ECtudyE activities $ mean" "o ex-lore "!e >ords >!ic! "!e "o-ic !as in"roduced in more de"ail)
Completig c:arts: c!ar"s >!ic! 5ocus on >ord 5orma"ion, on >ords >!ic! go "oge"!er, e"c)
(ill-is: 5ill in "!e /lanEs in sen"ences or -aragra-!s L using >ords "!eD !a0e /een s"udDing$,
selec" "!e correc" >ord 5rom a /ox, selec" a >ord and use "!e correc" 5orm 7adjec"i0e, noun, 0er/,
e"c8 in "!e /lanEs)
'atc:ig: one se" o5 "!ings >i"! ano"!er, a se" o5 >ords >i"! a se" o5 -ic"ures, >ords or
ex-ressions >i"! meanings)
Searc:ig for @ord meaig: 5ind in "!e "ex" >ords >!ic! !a0e a cer"ain meaningM use a
dic"ionarD "o !el- "!em "o /e sure o5 "!e meaning o5 >ords)
C:oosig )et@ee differet @ords: s"uden"s are asEed "o c!oose /e">een ">o di55eren"
meanings or ">o di55eren" >ords e)g) olderAelder)
;$EActivateE activities - mean" "o gi0e s"uden"s an o--or"uni"D "o use >ords >!ic! !a0e /een s"udied)
Tellig stories: >ords s"udied are used in ei"!er oral or >ri""en s"ories)
<ritig tas=s: >ords s"udied are used "o >ri"e descri-"ions, dialogues, ad0er"s, e"c)
STEP 6/. C$ROUP <ORLD: %ESSO" ST#$ES
=@<R1C<=B@
<!e 5ollo>ing are some o5 "!e -ossi/le s"ages o5 a lesson or -ar" o5 a lesson in >!ic! "!e "eac!er is
concerned "!a" "!e s"uden"s s!ould learn !o> "o use "!is ne> i"em o5 language)
?ooE a" "!e lis" and ans>er "!e Nues"ions >!ic! 5ollo>)
a) @"uden"s su--lD exam-les o5 language rela"ing "o "!eir o>n ex-erience)
/) <!e "eac!er maEes "!e 5unc"ion o5 "!e language i"em clear)
c) @"uden"s re-ea" "!e exam-le or VmodelC sen"ence exem-li5Ding "!e language i"em)
d) <!e "eac!er maEes "!e meaning o5 "!e ne> language clear)
e) <!e "eac!er uses 0isual or >ri""en -rom-"s "o elici" 5rom "!e s"uden"s Vsu/s"i"u"ionsC$5ur"!er
sen"ences using "!e same language)
5) @"uden"s do a >ri""en exercise 5ocusing on "!e correc" and a--ro-ria"e use o5 "!e language i"em)
g) <!e "eac!er dra>s a""en"ion "o "!e 5orm)
!) <!e "eac!er asEs Nues"ions "o "es" "!e s"uden"sC unders"anding o5 "!e meaning andAor 5unc"ion o5
"!e language i"em)
i) <!e "eac!er >ri"es a modelAexam-le o5 "!e language on "!e /oard)
1) <!e order o5 "!ese s"ages is jum/led) um/er "!e s"ages according "o "!e order in >!ic! "!eD
mig!" occur in a lesson) Xou maD >an" "o maEe ">o se-ara"e lis"s, exem-li5Ding ">o di55eren"
a--roac!es) Xou maD also omi" or add s"ages i5 Dou >is!) Be5ore com-aring "!ese lis"s >i"!
"!ose o5 o"!er grou-s decide >!a" ra"ionale underlies "!e seNuence7s8 Dou !a0e c!osen)
2) MaEe a lis" o5 >aDs in >!ic! "!e "eac!er mig!" accom-lis! s"age 7d8)
2xam-le 7Foca/ularD8 +ic"ure "!e o/jec"
3) P!ic! ">o com-le"ed di55eren" o/jec"i0es mig!" s"age 758 /e used "o ac!ie0e 7simul"aneouslD or
se-ara"elD8W
Refereces
1) Duppet:alerH P)Foca/ularD *cNuisi"ion: <!e Researc! and ="s +edagogical =m-lica"ions
2) 7armerH J)<!e +rac"ice o5 2nglis! ?anguage <eac!ing
3) "atioH P)<eac!ing and ?earning Foca/ularD
62
&) "istH %/S/H 'o:rH C/ =m-ro0ing Foca/ularD @Eills
5) Sta:lH S)<eac!ing Pord Meanings
) $!""-AA>>>)coerll)u"exas)eduA me"!ods, #oreign ?anguage <eac!ing Me"!ods
$ !""-:AA>>>)>ri"edesignonline)comAorgani9ersAcom-arecon"ras")!"ml
$ !""-:AA>>>)ncrel)orgAsdrsAareasAissuesAs"uden"sAlearningAlr1grorg)!"m
$ !""-:AA>>>)e0erD"!ingesl)ne"Ainser0icesAgra-!icTorgani9ers)-!-
$ !""-:AA>>>)Dou"u/e)comA>a"c!W0^8mg>P!Pa0R8
$ !""-:AA>>>)Dou"u/e)comA>a"c!W0^liR?dRE0Ki>\5ea"ure^-laDerTem/edded)
63
'ODU%E 6 5 TE#C7I"$
RE#DI"$
64
#cti*it8 .: Goals and <ec!niNues 5or <eac!ing Reading
#cti*it8 2: (e0elo-ing Reading *c"i0i"ies
#cti*it8 0: (i55eren" Einds o5 reading$ex"ensi0e 0s) in"ensi0e
#cti*it8 1: *u"!en"ic 0s) non$au"!en"ic ma"erials
#cti*it8 5: <i-s 5or e55ec"i0e reading
O)9ecti*es
"o read 5luen"lD and clearlD a 0arie"D o5 "ex"s 5or a 0arie"D o5 -ur-oses
"o assess s"reng"!s and >eaEnesses in reading and se" goals 5or 5u"ure gro>"!
"o reading as a means o5 learning and enjoDmen"
"o read 5or a 0arie"D o5 -ur-oses : "o ga"!er in5orma"ion, "o 5ollo> direc"ions, "o gi0e a res-onse,
"o 5orm an o-inion, "o unders"and in5orma"ion
"o read a range o5 con"em-orarD and classical "ex"s a--ro-ria"e "o "!eir in"eres"s and learning
needs
"o /ecome a>are "!a" reading is an ac"i0e -rocess in >!ic! "!e reader in"erac"s >i"! "!e "ex" "o
cons"ruc" meaning rela"ig !imsel5A!ersel5 "o !isA !er ex-eriences
RE#DI"$ C6ISU#% RECEPTIO"D
#cti*it8 .: $oals ad Tec:iFues for Teac:ig Readig
<eac!ers >an" "o model s"uden"s >!o can co-e >i"! di55eren" communica"ion si"ua"ions e0en i5 "!eD
do no" !a0e com-le"e con"rol o5 "!e grammar or an ex"ensi0e 0oca/ularD) =n "!e case o5 reading, "!is
means -roducing s"uden"s >!o can use reading s"ra"egies "o maximi9e "!eir com-re!ension o5 "ex" and
iden"i5D rele0an" and non$rele0an" in5orma"ion)
Recen" s"udies !a0e s!o>n "!a" de0elo-ing reading sEills re0eals "!a" "!is issue is more
com-lica"ed "!an i" seems)Com-re!ension reNuires "!e reader "o /e an ac"i0e /uilder o5 meaning@
Reading researc! !as demons"ra"ed "!a" readers do no" sim-lD unders"and "!e meaning "!a" is in a
"ex") *s a ma""er o5 5ac", ex-er" readers recostruct meaig >i"! a "ex") <!e researc! da"a s!o>
"!a" reading is liEe a "ransac"ion in >!ic! "!e reader /rings -ur-oses and li5e ex-eriences "o co-e
>i"! "!e "ex") <!is mee"ing o5 "!e reader and "!e "ex" resul"s in "!e meaning "!a" is com-re!ension)
Com-re!ension s"ands 5or @:at is coded or :idde i t:e te;t, /u" i" is also closelD connec"ed >i"!
"!e readerYs /acEground ex-eriences, -ur-oses, 5eelings, and needs) <!a" is >!D >e can read "!e
same /ooE or s"orD ">ice and i" can !a0e di55eren" meanings 5or us) Pe, as readers, are an eNual and
ac"i0e -ar"ner >i"! "!e "ex" in "!e meaning$maEing -rocess o5 com-re!ension) Pe maEe a
iteracti*e coectio @it: t:e te;t/ *u"!en"ic "ex"s 7 re-or"s, ar"icles, s"ories, ad0er"ismen"s,
essaDs8 are mean" "o de0elo- "!e s"uden"sg sEills in reading and s-eaEing /D connec"ing -rior
ex-eriences "o "!e reading)
#/ T:e Readig Process
<o accom-lis! "!is goal, "eac!ers 5ocus on "!e -rocess o5 reading ra"!er "!an on i"s -roduc")
<!eD de0elo- s"uden"sY a>areness o5 "!e reading -rocess and reading s"ra"egies /D ge""ig
s"uden"s "!inE and "alE a/ou" !o> "!eD read in "!eir na"i0e language)
<!eD allo> s"uden"s "o -rac"ice "!e 5ull re-er"oire o5 reading s"ra"egies /D using au"!en"ic reading
"asEs) <!eD encourage s"uden"s "o read in order "o learn 7and !a0e an au"!en"ic -ur-ose 5or
reading8 /D gi0ing s"uden"s some c!oice o5 reading ma"erial)
P!en >orEing >i"! reading "asEs in class, "!eD s!o> s"uden"s "!e s"ra"egies "!a" >ill >orE /es"
5or "!e reading -ur-ose and "!e "D-e o5 "ex") <!eD ex-lain !o> and >!D s"uden"s s!ould use "!e
s"ra"egies)
<!eD !a0e s"uden"s -rac"ice reading s"ra"egies in class and asE "!em "o -rac"ice ou"side o5 class
in "!eir reading assignmen"s) <!eD encourage s"uden"s "o /e conscious o5 >!a" "!eDYre doing
>!ile "!eD com-le"e reading assignmen"s)
65
BD raising s"uden"sY a>areness o5 reading as a sEill "!a" reNuires ac"i0e in0ol0men", and /D "eac!ing
"!em reading s"ra"egies, ins"ruc"ors !el- "!eir s"uden"s de0elo- /o"! "!e a/ili"D and "!e con5idence "o
co-e >i"! communica"ion si"ua"ions "!eD maD encoun"er /eDond "!e classroom) =n "!is >aD "!eD gi0e
"!eir s"uden"s "!e 5ounda"ion 5or communica"i0e com-e"ence in "!e ne> language)
A/ Itegratig Readig Strategies
=ns"ruc"ion in reading s"ra"egies is an in"egral -ar" o5 "!e use o5 reading ac"i0i"ies in "!e language
classroom) <eac!ers can !el- "!eir s"uden"s /ecome e55ec"i0e readers /D "eac!ing "!em !o> "o use
s"ra"egies /e5ore, during, and a5"er reading)
Be5ore reading: Pla for t:e readig tas=
@e" a -ur-ose or decide in ad0ance >!a" "!e reason 5or reading is
(ecide i5 more linguis"ic or /acEground Eno>ledge is needed
(uring and a5"er reading: 'oitor compre:esio
C!ecE u- -redic"ions
MaEe a good selec"ion o5 >!a" is im-or"an" or unim-or"an"
Read "o c!ecE com-re!ension
*sE 5or !el- i5 necessarD
*5"er reading: E*aluate compre:esio ad strateg8 use
20alua"e com-re!ension in a cer"ain area
20alua"e -rogress in reading and in -ar"icular "D-es o5 reading "asEs
(ecide i5 "!e s"ra"egies used >ere a--ro-ria"e 5or "!e -ur-ose and 5or "!e "asE
C!ange s"ra"egies i5 necessarD
C/ Usig #ut:etic 'aterials ad #pproac:es
T:e Commo Europea (rame@or= of %aguages laDs s"ress on "!e im-or"ance o5 au"!en"ic "ex"s
>!ic! con"ain in"eres"ing "o-ics rela"ed "o "!e s"uden"sg e0erDdaD li5e) <!ere are reading ac"i0i"ies suc!
as: Readig for gistH Readig for detailed iformatioH Readig to uderstad te;t structureH
Readig for specific iformatio/ @"uden"sg unders"anding o5 >ri""en "ex"s s!ould go /eDond /eing a/le
"o c!oose i"ems o5 5ac"ual in5orma"ion : "!eD s!ould /e a/le "o dis"inguis! /e">een main idea and !idden
-oin"s, /e">een "!e main idea o5 a "ex" and s-eci5c de"ail M "!eD are reNuired "o remaEe "ex" s"ruc"ure and
deduce meaning and lexical re5erence and "o loca"e in5orma"ion in cer"ain sec"ions o5 "!e "ex")
#or s"uden"s "o de0elo- communica"i0e com-e"ence in reading, classroom and !ome>orE reading
ac"i0i"ies mus" resem/le 7or /e8 real$li5e reading "asEs "!a" in0ol0e meaning5ul communica"ion) <!eD mus"
"!ere5ore /e au"!en"ic in "!ree >aDs)
.) T:e readig material must )e aut:etic: =" mus" /e "!e Eind o5 ma"erial "!a" s"uden"s >ill need and
>an" "o /e a/le "o read >!en "ra0eling, s"udDing a/road, or using "!e language in o"!er con"ex"s)
@im-li5Ding a "ex" /D c!anging i"s language, maEes i" more a--roac!a/le /D elici"ing s"uden"sY exis"ing
Eno>ledge in -re$reading discussion, re0ie>ing ne> 0oca/ularD /e5ore reading, and !a0ing s"uden"s
-er5orm "asEs "!a" are >i"!in "!eir com-e"ence, suc! as sEimming "o ge" "!e main idea or scanning 5or
s-eci5ic in5orma"ion, /e5ore "!eD /egin in"ensi0e reading)
2) T:e readig tas= must )e aut:etic: @"uden"s mus" /e reading 5or reasons "!a" maEe sense and
!a0e rele0ance "o "!em) SBecause "!e "eac!er assigned i"S is no" an au"!en"ic reason 5or reading a "ex")
<o iden"i5D rele0an" reading needs, asE s"uden"s !o> "!eD -lan "o use "!e language "!eD are learning and
>!a" "o-ics "!eD are in"eres"ed in reading and learning a/ou") ?e" "!em c!oose "!eir reading
assignmen"s, and encourage "!em "o use "!e li/rarD, "!e =n"erne", and 5oreign language ne>ss"ands and
/ooEs"ores "o 5ind o"!er "!ings "!eD >ould liEe "o read)
66
0/ T:e readig approac: must )e aut:etic: @"uden"s s!ould read "!e "ex" in a >aD "!a" ma"c!es "!e
reading -ur-ose, "!e "D-e o5 "ex", and "!e >aD -eo-le normallD read) <!is means "!a" reading aloud >ill
"aEe -lace onlD in si"ua"ions >!ere i" >ould "aEe -lace ou"side "!e classroom, suc! as reading 5or
-leasure) <!e majori"D o5 s"uden"sY reading s!ould /e done silen"lD)
D/ Readig #loud i t:e Classroom
@"uden"s do no" learn "o read /D reading aloud) * -erson >!o reads aloud and unders"ands "!e
meaning o5 "!e "ex" is coordina"ing >ord recogni"ion >i"! com-re!ension and s-eaEing and -ronuncia"ion
a/ili"D in !ig!lD com-lex >aDs) @"uden"s >!ose language sEills are limi"ed are no" a/le "o -rocess "!e
in5orma"ion a" "!is le0el, and end u- no" /eing a/le "o remem/er elemen"s) 1suallD "!e dro--ed elemen"
is com-re!ension, and reading aloud /ecomes >ord calling: sim-lD -ronouncing a series o5 >ords
>i"!ou" regard 5or "!e meaning "!eD carrD indi0iduallD and "oge"!er)
Step ./.-I< @aD >!a" Eind o5 au"!en"ic "ex"s "!e 5ollo>ing ones areM are "!e "asEs au"!en"ic, "ooW
a8
)D
<!is is -ar" o5 a le""er Dou recei0ed 5rom an 2nglis! 5riend:
67
Fou )onEt believe )hat *Em about to tell you$ -ast )eek * came home /rom school and * /ound a
)ounded pigeon sitting right in /ront o/ my door$ 'hat )ould you do i/ something like that
happened to you.
o> >ri"e a le""er "o 2d>ard, ans>ering !is Nues"ion) 7200 >ords8
#cti*it8 2: De*elopig Readig #cti*ities
(e0elo-ing reading ac"i0i"ies in0ol0es more "!an iden"i5Ding a "ex" "!a" is Sa" "!e rig!" le0el,S >ri"ing a
se" o5 com-re!ension Nues"ions 5or s"uden"s "o ans>er a5"er reading, !anding ou" "!e assignmen" and
sending s"uden"s a>aD "o do i") * 5ullD$de0elo-ed reading ac"i0i"D su--or"s s"uden"s as readers "!roug!
prereadigH @:ile-readigH ad post-readig acti*ities/
*s Dou design reading "asEs, Eee- in mind "!a" com-le"e recall o5 all "!e in5orma"ion in a "ex" is an
unrealis"ic ex-ec"a"ion e0en 5or na"i0e s-eaEers) Reading ac"i0i"ies "!a" are mean" "o increase
communica"i0e com-e"ence s!ould /e success5ullD orien"ed and /uild u- s"uden"sY con5idence in "!eir
reading sEills)
#/ Auild up t:e readig acti*it8 aroud a tas= t:at is sigificat for t:e studets /
MaEe sure s"uden"s unders"and >!a" "!e -ur-ose 5or reading is: "o ge" "!e main idea, o/"ain s-eci5ic
in5orma"ion, unders"and mos" or all o5 "!e message, enjoD a s"orD, or decide >!e"!er or no" "o read more)
Recogni9ing "!e -ur-ose 5or reading >ill !el- s"uden"s selec" a--ro-ria"e reading s"ra"egies)
A/ Defie t:e additioal istructioal goals ad t:e appropriate t8pe of respose
=n addi"ion "o "!e main -ur-ose 5or reading, an ac"i0i"D can also !a0e one or more ins"ruc"ional
-ur-oses, suc! as -rac"icing or re0ie>ing s-eci5ic gramma"ical cons"ruc"ions, in"roducing ne>
0oca/ularD, or 5amiliari9ing s"uden"s >i"! "!e "D-ical s"ruc"ure o5 a cer"ain "D-e o5 "ex")
C/ C:ec= t:e le*el of difficult8 of t:e te;t
<!e 5ac"ors lis"ed /elo> can !el- Dou judge "!e rela"i0e ease or di55icul"D o5 a reading "ex" 5or a -ar"icular
-ur-ose and a -ar"icular grou- o5 s"uden"s)
Jo> is "!e in5orma"ion organi9edW (oes "!e s"orD line, narra"i0e, or ins"ruc"ion con5orm "o 5amiliar
ex-ec"a"ionsW <ex"s in >!ic! "!e e0en"s are -resen"ed in na"ural c!ronological order, >!ic! !a0e
an in5orma"i0e "i"le, and >!ic! -resen" "!e in5orma"ion 5ollo>ing an o/0ious organi9a"ion 7main
ideas 5irs", de"ails and exam-les second8 are easier "o 5ollo>)
Jo> 5amiliar are "!e s"uden"s >i"! "!e "o-icW Remem/er "!a" cul"ural di55erences can crea"e
major com-re!ension di55icul"ies)
=s "!e "ex" redundan" W *" "!e lo>er le0els o5 -ro5iciencD, lis"eners maD 5ind s!or", sim-le
messages easier "o -rocess, /u" s"uden"s >i"! !ig!er -ro5iciencD /ene5i" 5rom "!e na"ural
redundancD o5 au"!en"ic language)
(oes "!e "ex" !a0e 0isual su--or" "o !el- in reading com-re!ensionW Fisual aids suc! as
-!o"ogra-!s, ma-s, and diagrams !el- s"uden"s -re0ie> "!e con"en" o5 "!e "ex", guess "!e
meanings o5 unEno>n >ords, and c!ecE com-re!ension >!ile reading)
Remem/er "!a" "!e le0el o5 di55icul"D o5 a "ex" is no" "!e same as "!e le0el o5 di55icul"D o5 a reading "asE)
D/ 'a=e a good selectio of some pre-readig acti*ities to prepare studets for readig
<!e ac"i0i"ies Dou use during -re$reading can !a0e a -re-ara"orD role in se0eral >aDs) (uring -re$
reading Dou maD:
20alua"e s"uden"sY /acEground Eno>ledge o5 "!e "o-ic and linguis"ic con"en" o5 "!e "ex"
Gi0e cul"ural in5orma"ion >!ic! maD /e necessarD "o com-re!end "!e -assage
MaEe s"uden"s a>are o5 "!e "D-e o5 "ex" "!eD >ill /e reading and "!e -ur-ose7s8 5or reading
Crea"e o--or"uni"ies 5or grou- or colla/ora"i0e >orE and 5or class discussion ac"i0i"ies
68
@am-le -re$reading ac"i0i"ies:
1sing "!e "i"le, su/"i"les, and di0isions >i"!in "!e "ex" "o -redic" con"en" and organi9a"ion or
seNuence o5 in5orma"ion
?ooEing a" -ic"ures, ma-s, diagrams, or gra-!s and "!eir ca-"ions
<alEing a/ou" "!e au"!orYs /acEground, >ri"ing s"Dle, and usual "o-ics
@Eimming "o 5ind "!e "!eme or main idea and elici"ing rela"ed -rior Eno>ledge
Re0ie>ing 0oca/ularD or gramma"ical s"ruc"ures
+re$reading ac"i0i"ies are mos" im-or"an" a" lo>er le0els o5 language -ro5iciencD and a" earlier s"ages
o5 reading ins"ruc"ion) *s s"uden"s /ecome more -ro5icien" a" using reading s"ra"egies, Dou >ill /e a/le "o
reduce "!e amoun" o5 guided -re$reading and allo> s"uden"s "o do "!ese ac"i0i"ies "!emsel0es)
E/ 'atc: @:ile-readig acti*ities to t:e purpose for readig
=n >!ile$reading ac"i0i"ies, s"uden"s c!ecE "!eir com-re!ension as "!eD read) <!e -ur-ose 5or reading
de"ermines "!e a--ro-ria"e "D-e and le0el o5 com-re!ension)
P!en reading 5or iformatio, s"uden"s need "o asE "!emsel0es, !a0e = o/"ained "!e in5orma"ion =
>as looEing 5or or do = unders"and eac! main idea and !o> "!e au"!or su--or"s i"W
P!en readig for pleasure, s"uden"s need "o asE "!emsel0es, (o = unders"and "!e s"orD
lineAseNuence o5 ideas >ell enoug! "o enjoD reading "!isW
P!en readig for referece >e >an" "o Eno> onlD a small -ar" o5 "!e "ex"$airline "ime"a/les,
"ele-!one direc"orD, searc!ing 5or one or more isola"ed -ieces o5 in5orma"ion) Road signs and
no"ices are also in"en"ed 5or ins"ruc"ion or ad0ice)
S=immig a "ex" is used "o NuicElD iden"i5D "!e main ideas o5 a "ex") P!en Dou read a maga9ine,
DouYre -ro/a/lD no" reading i" >ord$/D$>ord, ins"ead DouYre scanning "!e "ex") @Eimming is 5as"er "!an
normal reading) +eo-le o5"en sEim >!en "!eD !a0e lo"s o5 ma"erial "o read in a limi"ed amoun" o5 "ime)
1se sEimming >!en Dou >an" "o see i5 an ar"icle maD /e o5 in"eres" in Dour researc!)

Xou mig!" read "!e "i"le, su/"i"les, su/!eading, and illus"ra"ions) Consider reading "!e 5irs" sen"ence
o5 eac! -aragra-!) @Eimming >orEs >ell "o 5ind da"es, names, and -laces) =" mig!" /e used "o re0ie>
gra-!s, "a/les, and c!ar"s)
Scaig "!e "ex" is a "ec!niNue Dou o5"en use >!en looEing u- a >ord in "!e "ele-!one /ooE or
dic"ionarD) Xou searc! 5or EeD >ords or ideas) =n mos" cases, Dou Eno> >!a" DouYre looEing 5or, so DouYre
concen"ra"ing on 5inding a -ar"icular ans>er)

P!en scanning, looE 5or "!e au"!orYs use o5 organi9ers suc! as num/ers, le""ers, s"e-s, or "!e >ords,
5irs", second, or nex") ?ooE 5or >ords "!a" are /old 5aced, i"alics, or in a di55eren" 5on" si9e, s"Dle, or color)
@ome"imes "!e au"!or >ill -u" EeD ideas in "!e margin)
(/ #fter readig aci*ities
@"uden"s -ar"ici-a"e in -os"$reading s"ra"egiesM consolida"e or re0ie> "!eir unders"anding o5 >!a"
"!eD !a0e read, iden"i5D ne> li"eracD Eno>ledge, linE i" >i"! >!a" "!eD alreadD Eno>, au"oma"ise as-ec"s
o5 i" "o ac!ie0e 5luencD in i"s use and "o res-ond "o i" >i"! a -osi"i0e a""i"ude)
Read more: !""-:AA>>>)ne>s)com)auAen"er"ainmen"Acele/ri"DAgi/neD$sells$!er$island$!omeAs"orD$
e65r5mNr$1226036889528Qix991%8s]"d/a
Step 2/.-I<- (o Dou "!inE "!ese Nues"ions /elong "o "!e -re reading or a5"er reading s"age o5 a "ex"W
2x-lain >!D
1) P!a" is "!e -!armacis"gs main 5ea"ure o5 -ersonali"DW
2) Ja0e Dou e0er go" ou" o5 a si"ua"ion in an un/elie0a/le >aDW Jo> did i" !a--enW
3) Can 5ai"! /e decisi0e in 5inding solu"ions 5or di55icul" circums"ancesW
&) Jo> do Dou 5eel >!en Dou are a/le "o !el- someoneW
69
#cti*it8 0: Differet =ids of readig-e;tesi*e *s/ itesi*e
#/ Itesi*e readig
=" is rela"ed "o -rogress in language learning under "!e "eac!erYs guidance) =" -ro0ides a /asis for
e;plaiig difficulties of structure ad for e;tedig =o@ledge of *oca)ular8 and idioms) ="
-ro0ides ma"erial 5or de0elo-ing con"rol o5 "!e language, s-eec! and >ri"ing)) =n"ensi0e reading is
generallD done a" a lo>er s-eed and reNuires a !ig!er degree o5 unders"anding "o de0elo- and rein5orce
>ord s"udD sEills, enric! 0oca/ularD, rein5orce sEills rela"ed "o sen"ence s"ruc"ure, increase ac"i0e
0oca/ularD, gi0ing de"ails and -ro0iding sociocul"ural insig!"s)
A/ E;tesi*e readig
=" de0elo-s a" "!e s"uden"Ys o>n -ace according "o indi0idual reading sEills) =" is selec"ed a" a lo>er
le0el o5 di55icul"D "!an "!a" 5or in"ensi0e reading) Ma"erial >!ose c!oice o5 s"ruc"ure is !a/i"uallD less
com-lex and >!ose 0oca/ularD range is less ex"ensi0e is selec"ed) <!e -ur-ose o5 ex"ensi0e reading is
to trai t:e studets to read directl8 ad fluetl8 i t:e target laguage 5or enjoDmen" >i"!ou" "!e
!el- o5 "!e "eac!er) P!ere graded "ex"s are a0aila/le, s"ruc"ures in "ex"s 5or ex"ensi0e reading >ill /e
alreadD 5amiliar, and ne> i"ems o5 0oca/ularD >ill /e in"roduced slo>lD in suc! a >aD "!a" "!eir meaning
can /e deduced 5rom con"ex") @"uden"s are usuallD encouraged "o guess "!e meaning o5 unEno>n i"ems)
Ma"erials consis" o5 au"!en"ic s!or" s"ories and -laDs, or in5orma"i0e or con"ro0ersial ar"icles 5rom
ne>s-a-ers and maga9ines) =" means reading in Nuan"i"D and in order "o gain a general unders"anding
o5 >!a" is read) =" is in"ended "o de0elo- good reading !a/i"s, "o /uild u- Eno>ledge o5 0oca/ularD and
s"ruc"ure and "o de0elo- a "as"e 5or reading) =ncreasing "o"al com-re!ension ena/les s"uden"s "o ac!ie0e
inde-endence in /asic sEill de0elo-men")
Bo"! in"ensi0e and ex"ensi0e reading are necessarD "o -re-are s"uden"s 5or "!e "asE and "ex"s "!eD
encoun"er in college) =n"ensi0e reading >i"! a 5ocus on sEillsAs"ra"egies ins"ruc"ion !as /een s!o>n "o
Dield -osi"i0e e55ec"s on second language reading) *" "!e same "ime, s"uden"s need "!e -rac"ice o5
ex"ensi0e reading in order "o coordina"e and a--lD in"ensi0elD acNuired sEillsAs"ra"egies o0er "!e larger
"ex"s and mul"i-le reading sources "!a" are reNuired in all academic course >orE) <asE$Based
?anguage <eac!ing 7 <B?<8, >!ic! 5ocuses on s-eci5ic "asEs, 7e)g) "es""aEing, re-or" >ri"ing8, allo>s
s"uden"s "o acNuire rele0an" sEills and s"ra"egies in "!e con"ex" o5 "asEs "!eD >ill e0en"uallD encoun"er
in academic courses)
See also @-eed Reading Re0ie> >>>)<o-<enRe0ie>s)com
Step 0/.-I<$ Ma"c! "!e 5ollo>ing reading s"ra"egies "o "!eir de5ini"ions:
./ S=immig
#/ looEing NuicElD o0er "!e "ex" looEing 5or a s-eci5ic
>ord7s8 or meaning)#or exam-le, looEing 5or Dour name
in a lis" o5 names, Dou >ould scan /ecause Dou are no"
in"eres"ed in ge""ing a general idea o5 "!e o"!er
-eo-leYs names)
2/ Scaig
A/ looEing NuicElD o0er a sec"ion o5 "ex" "o ge" a general
idea o5 "!e meaning) #or exam-le, i5 Dou >ere in a s!o-
deciding >!e"!er "o /uD a ne>s-a-er, Dou mig!" 0erD
NuicElD sEim "!e s"ories "o see i5 "!eD seemed liEe
some"!ing Dou >ould liEe "o read in more de"ail)
0/ Itesi*e readig C/ s"udDing minu"e de"ails and "rDing "o >ring
a/solu"elD e0erD dro- o5 in5orma"ion ou" o5 a sec"ion o5
"ex")
1/ E;tesi*e readig D/ "rDing "o co0er 0as" amoun"s o5 ma"erials, /u" jus"
sEi- o0er "!e -ar"s Dou donY" Eno> and "rD "o ge" "!e
general gis" o5 "!ings) ="Ys all a/ou" con"ex" and "!e /ig
-ic"ure)
#cti*it8 1: #ut:etic *s/ o-aut:etic materials
*u"!en"ic "ex"s !a0e /een de5ined as .=real-life te+ts, not 9ritten for pedagogic
purposes -/allace CDDICE31 <!eD are "!ere5ore >ri""en 5or na"i0e s-eaEers and con"ain
Ureal6language) <!eD are .=materials t,at ,ave been produced to fulfil some social purpose in t,e
language communit7@ -6eacoc0 -CDDJ1, in con"ras" "o non$au"!en"ic "ex"s "!a" are es-eciallD designed
70
5or language learning -ur-oses) <!e language in non$au"!en"ic "ex"s is ar"i5icial and un0aried,
concen"ra"ing on some"!ing "!a" !as "o /e "aug!" and o5"en con"aining a series o5.false-te+t indicators
"!a" include:
$ -er5ec"lD 5ormed sen"ences 7all "!e "ime8M
$ a Nues"ion using a gramma"ical s"ruc"ure, ge"s a 5ull ans>erM
$ re-e"i"ion o5 s"ruc"uresM
$ 0erD o5"en does no" Uread6 >ell)

<!e ar"i5icial na"ure o5 "!e language and s"ruc"ures used, maEe "!em 0erD unliEe anD"!ing "!a" "!e
learner >ill encoun"er in "!e real >orld and 0erD o5"en "!eD do no" re5lec" !o> "!e language is reallD
used) <!eD are use5ul 5or "eac!ing s"ruc"ures /u" are no" 0erD good 5or im-ro0ing reading sEills 75or "!e
sim-le 5ac" "!a" "!eD read unna"urallD8) <!eD can /e use5ul 5or -re-aring "!e learner 5or "!e e0en"ual
reading o5 Ureal6 "ex"s)
<!e sources o5 au"!en"ic ma"erials "!a" can /e used in "!e classroom are in5ini"e, /u" "!e mos"
common are ne>s-a-ers, maga9ines, <F -rograms, mo0ies, songs and li"era"ure) Bne o5 "!e mos"
use5ul is "!e =n"erne") P!ereas ne>s-a-ers and anD o"!er -rin"ed ma"erial da"e 0erD
NuicElD, "!e =n"erne" is con"inuouslD u-da"ed, more 0isuallD s"imula"ing as >ell as /eing
in"erac"i0e, "!ere5ore -romo"ing a more ac"i0e a--roac! "o reading ra"!er "!an a -assi0e one)
Jere are some au"!en"ic "ex"$rela"ed ac"i0i"ies:
reading ads
reading dri0erCs manual
reading "rucE licensing manual
reading /ooE on -lum/ing
com-le"ing 5ood !andlerCs
-ermi"
reading ins"ruc"ion manuals 5or
!ouse!old i"ems
reading c!ildrenCs /ooEs
reading 5ic"ion
com-le"ing 0o"er regis"ra"ion
cards
reading a menu
reading /roc!ures
reading e$mails
using =n"erne" searc! engines
reading and >ri"ing le""ers "o 5riends
reading "!e ne>s-a-er
reading maga9ines
reading e$mails
71
<!e selec"ed ma"erials, >ill o5 course, de-end on suc! 5ac"ors as:
"o-ic
"arge" language area
sEills
s"uden"s needs and in"eres"s
<!e main ad0an"ages o5 using au"!en"ic ma"erials in "!e classroom "!ere5ore include:
$ !a0ing a -osi"i0e e55ec" on s"uden" mo"i0a"ionM
$ -ro0iding au"!en"ic cul"ural in5orma"ionM
$ ex-osing s"uden"s "o real languageM
$ rela"ing more closelD "o s"uden"sC needsM
$ su--or"ing a more crea"i0e a--roac! "o "eac!ing)
Step 1/.-$roup @or=/ (e0ise an ad0er"isemen" -ro0iding e)g) -osi"ion, address, deadline,
descri-"ion o5 "!e jo/ e"c) <!en !a0e "!e s"uden"s >ri"e do>n "!e -ar"s o5 "!e ad0er"isemen":
$ T:e compa8 L i"s name and a s!or" descri-"ion
$ T:e 9o) L an indica"ion o5 "!e jo/ and main du"ies
$ T:e perso L "!e Nuali5ica"ion, sEills and ex-erience
$ Re@ards L "!e salarD, !olidaDs, com-anD car, mo/ile -!one, /onus e"c)
$ 'et:ods of applicatio L ins"ruc"ion !o> one s!ould a--lD
?earners >orE in -air and "rD "o iden"i5D -ar"s o5 "!e "ex" and -u" "!em in "!e correc" order
Tas= 1/2$GP <!e reading -ur-ose de"ermines nearlD all "!e o"!er 5ac"ors in "!e reading -rocess
including "!e c!oice o5 "!e ma"erials) Ma"c! "!e "D-e o5 "ex" >i"! i"s corres-onding ma"erials:
1) leisure "ex"s *) Manuals, ins"ruc"ions, regula"ions, no"ices, e"c)
2) ins"ruc"ional "ex"s B) <ex"/ooEs,journal ar"icles,re-or"s,/usiness le""ers, e"c
3) re5erence "ex"s C) o0els, ne>s-a-er ar"icles, maga9ines, -ersonal le""ers, e"c
&) 5ac"ual "ex"s () (irec"ories, ca"aloNues, "ime"a/les,<F guides, -rice lis"s, e"c)
#cti*it8 5: Tips for effecti*e readig
)
_ MaEe sure Dou are a>are o5 >!a" Dour reason 5or reading is)
_ =" is al>aDs im-or"an" "o 5ocus on !o> Dou read and no" on !o> muc! Dou read
_ Build u- a cons"ruc"i0e a""i"ude "o>ards reading) <!e more Dou read "!e more mo"i0a"ed Dou >ill /e)
_ [ee- "!e dic"ionarD /eside >!en Dou s"ar" reading) =5 "!e meaning o5 a >ord is no" Eno>n looE i" u-
onlD i5 i" is essen"ial "o unders"and "!e -aragra-!)
_ #ocus on "!e meaning o5 "!e EeD >ords) =n "!is >aD i" >ill /e easier "o unders"and and memori9e "!e
ma"erial)
_ Read a grea" 0arie"D o5 ma"erials)
_ ?earn "o underline "!e EeD -ar"sA>ords 5or 5ur"!er re5erences)
_ (e0elo- "!e a/ili"D "o -ara-!rase "!e con"en"s)
_ =5 "!e "asE reNuires i" "rans5er "!e ma"erial 5rom "!e "ex"/ooE "o "!e no"e/ooE so "!a" "!e /es" -ar" o5
"!e ma"erial is >i"! Dou))

_ <!ere are no 5ixed s"ra"egies 5or reading and "!e me"!odologD c!anges >!en Dou read "ex" /ooEs,
ne>s-a-ers, maga9ines, journals and more >!en Dou sur5 online con"en")
_ (ailD 5ix some amoun" o5 "ime exclusi0elD 5or reading and o0er a -eriod o5 "ime i" >ill /ecome a
-rac"ice)
2x"ernal linEs "o reading -rac"ice
#ilm @cri-"sA<F @cri-"s 7@cri-"$o$rama8
Reading Com-re!ension 2xercises 5or all le0els
#unnD e>s @"ories 7Jold "!e 5ron" -age8
(ic"ionarD o5 @lang 7<ed (ucE>or"!8
=n"erne" <2@? %ournal
<eac!ing2nglis!)org)uE
2nglis!Clu/)com
Refereces
o 7ug:esH J)<!e reading -rocess, 200'
o Jaco)soH E/H DegeerH S/H Purcell-$atesH 6)*u"!en"ic Ma"erials and *c"i0i"ies for
t,e*dul" ?i"eracD Classroom, 2003
o %ouc=8H J/P)Com/ining 2x"ensi0e and =n"ensi0e Reading s"ra"egies >i"! Coo-era"i0e
and communica"i0e ac"i0i"ies, 2008
o 'oe8@ort:H S)@e0en <i-s 5or 255ec"i0e Reading, 21 %ulD 2009
o Smit:H A)BreaEing <!roug! "o College Reading, Brenda @mi"!, 1999)
$ 255ec"i0e Reading and o"e$maEing, 28 *-r 2005
73
'ODU%E 2: TKPES O(
%E#R"I"$ #CTI6ITIES
(OR TE#C7I"$
%ISTE"I"$
74
#cti*it8 .: Goals and "ec!niNues 5or "eac!ing lis"ening
#cti*it8 2: (e0elo-ing lis"ening ac"i0i"ies
#cti*it8 0: (i55eren" Einds o5 lis"ening
#cti*it8 1: *u"!en"ic 0s) non$au"!en"ic ma"erials
#cti*it8 5: <i-s 5or e55ec"i0e lis"ening
#cti*it8 6: ?is"ening le0els 7C2#R8
#cti*it8 M: @am-les o5 ac"i0i"ies 5or s"uden"s
4
O)9ecti*es
"o maEe "rainees a>are o5 di55eren" a--roac!es "o "eac!ing lis"eningM
"o -ro0ide "!em >i"! reasons 5or using a cer"ain a--roac! >!en de0elo-ing lis"ening sEillsM
"o -ro0ide resources 5or "eac!ing lis"eningM
"o ge" "eac!ers unders"and conce-"s and "!emes rela"ed "o sus"aina/le de0elo-men" and !o>
"!eD rela"e "o "!e sc!ool curriculum and com-e"ences se" /D <!e Common 2uro-ean
#rame>orE o5 ?anguages7C2#R8M
"o de0elo- lis"ening sEills in using a >ide range o5 in"erac"i0e and learner$cen"red "eac!ing and
learningM
"o ena/le "eac!er "rainers, "eac!ers and s"uden"s "o reorien" curriculum and "eac!ing so "!a"
"!e learning ex-eriences o5 sc!ool s"uden"s !el- "!em mee" "!e demands o5 linguis"ic reali"ies
no>adaDs and ac"i0elD -romo"e "!eir ca-aci"ies 5or "!inEing crea"i0elDM
7C*??8M
"o ge" "eac!er "rainers 5amiliar >i"! learning s"ra"egies "!a" in0i"e learners O"o analDse and
in"er-re" in5orma"ion in a 0arie"D o5 5orms 7eg: "ex", "a/les, diagrams, and linEed PPP$si"es8M
<!e course also -ro0ides linEs "o numerous =n"erne" si"es in order "o -ro0ide mul"i-le -ers-ec"i0es or
al"erna"i0e 0ie>-oin"s)
<!ese linEs can /e used:
as ex"ra sources o5 in5orma"ionM
"o enric! cri"ical "!inEing a/ou" "!e emerging conce-"s o5 sus"aina/le de0elo-men" and
educa"ion 5or a sus"aina/le 5u"ureM
as addi"ional and al"erna"i0e sources o5 -ro5essional de0elo-men"M and
"o enric! con"en" and -ro0ide in5orma"ion in non$-rin" modes 5or de0elo-ing learning
#cti*it8 .: $oals ad Tec:iFues for Teac:ig %isteig
?is"ening !as /een -laced on a secondarD -osi"ion in "!e 2nglis! language "eac!ing classroom 5or a
0erD long "ime) <!is is due, in -ar", "o "!e 5ac" "!a", >!ereas a considera/le amoun" o5 researc! !as
/een conduc"ed in"o reading, >ri"ing and s-eaEing$researc! >!ic! !as in5luenced "!e a--roac!es "o
"eac!ing language and !as also in5luenced !o> "ex"/ooEs !a0e /een >ri""en, "!ere !as /een a lacE o5
researc! in"eres" in"o lis"ening) @ome o5 "!e reasons 5or "!is lacE o5 researc! in"eres" are caused /D
"!e 5ac" "!a" s-eaEing >as al>aDs considered a more S-reciousS sEill "o 5ocus on in "!e classroomM "!a"
researc!ers and "eac!ers !a0e o5"en considered "!a" lis"ening >as some"!ing >!ic! could jus" /e
U-icEed u-6)
*l"!oug! lis"ening !as /een a rela"i0elD ignored sEill, i" is no> /eginning "o recei0e more a""en"ion)
<!ere is no> a grea"er a>areness among "eac!ers "o !el- learners de0elo- "!eir lis"ening sEills, ra"!er
"!an relD on "!e sEill de0elo-ing i"sel5)
4
1&aila)le on the +7 0ersion onlD
75
<eac!ers >an" "o -roduce s"uden"s >!o, e0en i5 "!eD do no" !a0e com-le"e con"rol o5 "!e grammar or
a ric! 0oca/ularD, can manage on "!eir o>n in communica"ion si"ua"ions) =n "!e case o5 lis"ening, "!is
means -roducing s"uden"s >!o can use lis"ening s"ra"egies "o maximi9e "!eir com-re!ension o5 aural
in-u", iden"i5D rele0an" and non$rele0an" in5orma"ion, and "olera"e less "!an >ord$/D$>ord
com-re!ension) P!en lis"ening is "aug!", "eac!ers need "o "eac! no" onlD 2nglis!, /u" also need "o
"eac! !o> i" is used) Bo"! "!e language sDs"em 7grammar and 0oca/ularD e"c)8 and "!e use o5 "!e
language sDs"em, 7"!e sEills o5 language use8 need "o /e "aug!") <!e -ro/lem >i"! mos" lis"ening
classes is "!a" "!eD seem "o 5ocus on "!e language sDs"em) <oo manD classes concen"ra"e on "eac!ing
"!is and miss "!e sEills o5 language, in "!is case lis"ening) Bur Eno>ledge o5 "!e language sDs"em
includes our Eno>ledge o5 >ords, !o> "!ese >ords are -ro-erlD -u" in order 7sDn"ax or grammar8, !o>
"!ese >ords are said in connec"ed s"reams 7-!onologD8, !o> "!ese >ords are s"rung "oge"!er in
longer "ex"s 7discourse8 and so on) 1sing "!e language sDs"em in0ol0es !o> >e a--lD "!is Eno>ledge
o5 "!e language sDs"em "o unders"and or con0eD meaning and !o> >e a--lD -ar"icular sEills "o
unders"anding and con0eDing meaning)
?is"ening >as "radi"ionallD seen as a -assi0e -rocess /D >!ic! "!e lis"ener recei0es in5orma"ion sen"
/D a s-eaEer)
More recen" models 0ie> lis"ening as a muc! more ac"i0e and in"er-re"i0e -rocess in >!ic! "!e
message is no" 5ixed /u" is crea"ed in "!e in"erac"ional s-ace /e">een -ar"ici-an"s) Meanings are
s!a-ed /D con"ex" and cons"ruc"ed /D "!e lis"ener >!o interprets meaning ra"!er "!an recei0es i"
in"ac")
?is"ening sEills are o5"en di0ided in"o ">o grou-s: )ottom-up and top-do@ lis"ening sEills) Bo""om u-
sEills are sEills >!ic! !el- in decoding, >!ic! means "!e lis"eners >orE ou" "!e unders"anding o5 "!e
U!eard6 language 5rom sounds "o >ords "o gramma"ical rela"ions!i-s in lexical meanings) 2xam-les o5
suc! sEills are:
discrimina"ing /e">een in"ona"ion ou"lines in sen"ences
discrimina"ing /e">een -!onemes
lis"ening 5or >ord endings
recogni9ing sDlla/le -a""erns
/eing a>are o5 sen"ence 5illers in in5ormal s-eec!
recogni9ing >ords, discrimina"e /e">een >ord /oundaries
-icEing ou" de"ails
di55eren"ia"ing /e">een con"en" and 5unc"ion >ords /D s"ress -a""ern
5inding "!e s"ressed sDlla/le
recogni9ing >ords >i"! >eaE or cen"ral 0o>els
recogni9ing >!en sDlla/les or >ords are dro--ed
recogni9ing >ords >!en "!eD are linEed "oge"!er in s"reams o5 s-eec!
using 5ea"ures o5 s"ress, in"ona"ion and -rominence "o !el- iden"i5D im-or"an" in5orma"ion
<o-$do>n sEills re5er "o "!e a""ri/u"ion o5 meaning, dra>n 5rom oneYs o>n >orld Eno>ledge, "o
language in-u") =" in0ol0es "!e lis"enerYs a/ili"D "o /ring an"erior in5orma"ion "o rela"e "o "!e "asE o5
unders"anding "!e S!eardS language) 2xam-les o5 suc! sEills are:
discrimina"ing /e">een emo"ions
ge""ing "!e gis"
recogni9ing "!e "o-ic
using discourse s"ruc"ure "o en!ance lis"ening s"ra"egies
iden"i5Ding "!e s-eaEer
e0alua"ing "!emes
5inding "!e main idea
5inding su--or"ing de"ails
maEing in5erences
unders"anding organi9ing -rinci-als o5 ex"ended s-eec!
76
#/ T:e %isteig Process
<o accom-lis! "!is goal, "eac!ers 5ocus on "!e -rocess o5 lis"ening ra"!er "!an on i"s -roduc")
<!eD de0elo- s"uden"sY a>areness o5 "!e lis"ening -rocess and lis"ening s"ra"egies /D asEing
s"uden"s "o "!inE and "alE a/ou" !o> "!eD lis"en in "!eir na"i0e language)
<!eD allo> s"uden"s "o -rac"ice "!e 5ull re-er"oire o5 lis"ening s"ra"egies /D using au"!en"ic
lis"ening "asEs)
<!eD /e!a0e as au"!en"ic lis"eners /D res-onding "o s"uden" communica"ion as a lis"ener
ra"!er "!an as a "eac!er)
P!en >orEing >i"! lis"ening "asEs in class, "!eD s!o> s"uden"s "!e s"ra"egies "!a" >ill >orE
/es" 5or "!e lis"ening -ur-ose and "!e "D-e o5 "ex") <!eD ex-lain !o> and >!D s"uden"s s!ould
use "!e s"ra"egies)
<!eD !a0e s"uden"s -rac"ice lis"ening s"ra"egies in class and asE "!em "o -rac"ice ou"side o5
class in "!eir lis"ening assignmen"s) <!eD encourage s"uden"s "o /e conscious o5 >!a" "!eDYre
doing >!ile "!eD com-le"e lis"ening "a-e assignmen"s)
<!eD encourage s"uden"s "o e0alua"e "!eir com-re!ension and "!eir s"ra"egD use immedia"elD
a5"er com-le"ing an assignmen") <!eD /uild com-re!ension c!ecEs in"o in$class and ou"$o5$
class lis"ening assignmen"s, and -eriodicallD re0ie> !o> and >!en "o use -ar"icular
s"ra"egies)
<!eD encourage "!e de0elo-men" o5 lis"ening sEills and "!e use o5 lis"ening s"ra"egies /D using
"!e "arge" language "o conduc" classroom /usiness: maEing announcemen"s, assigning
!ome>orE, descri/ing "!e con"en" and 5orma" o5 "es"s)
<!eD do no" assume "!a" s"uden"s >ill "rans5er s"ra"egD use 5rom one "asE "o ano"!er) <!eD
ex-lici"lD men"ion !o> a -ar"icular s"ra"egD can /e used in a di55eren" "D-e o5 lis"ening "asE or
>i"! ano"!er sEill)
BD raising s"uden"sY a>areness o5 lis"ening as a sEill "!a" reNuires ac"i0e engagemen", and /D ex-lici"lD
"eac!ing lis"ening s"ra"egies, ins"ruc"ors !el- "!eir s"uden"s de0elo- /o"! "!e a/ili"D and "!e
con5idence "o !andle communica"ion si"ua"ions "!eD maD encoun"er /eDond "!e classroom) =n "!is >aD
"!eD gi0e "!eir s"uden"s "!e 5ounda"ion 5or communica"i0e com-e"ence in "!e ne> language)
A/ Itegratig 'etacogiti*e Strategies
=ns"ruc"ion in lis"ening s"ra"egies is an in"egral -ar" o5 "!e use o5 lis"ening ac"i0i"ies in "!e language
classroom) <eac!ers can !el- "!eir s"uden"s /ecome e55ec"i0e lis"eners /D "eac!ing "!em !o> "o use
s"ra"egies /e5ore, during, and a5"er lis"ening)
Be5ore or -re$lis"ening: Pla for t:e listeig tas=
@e" a -ur-ose or decide in ad0ance >!a" "o lis"en 5orM
(ecide i5 more linguis"ic or /acEground Eno>ledge is neededM
(e"ermine >!e"!er "o en"er "!e "ex" 5rom "!e "o- do>n or 5rom "!e /o""om u-)
+re-are Dour s"uden"s /D in"roducing "!e "o-ic and 5inding ou" >!a" "!eD alreadD Eno> a/ou" i") * good
>aD "o do "!is is "o !a0e a /rains"orming session and some discussion Nues"ions rela"ed "o "!e "o-ic)
<!en -ro0ide anD necessarD /acEground in5orma"ion and ne> 0oca/ularD "!eD >ill need 5or "!e
lis"ening ac"i0i"D)
(uringA >!ile and a5"erA-os" lis"ening: 'oitor compre:esio
C!ecE u- -redic"ions and c!ecE 5or inaccura"e guessesM
(ecide >!a" is and is no" im-or"an" "o unders"andM
?is"enA0ie> again "o c!ecE com-re!ensionM
*sE 5or !el-)
77
Be s-eci5ic a/ou" >!a" s"uden"s need "o lis"en 5or) <!eD can lis"en 5or selec"i0e de"ails or general
con"en", or 5or an emo"ional "one suc! as !a--D, sur-rised, or angrD) =5 "!eD are no" marEing ans>ers
or o"!er>ise res-onding >!ile lis"ening, "ell "!em a!ead o5 "ime >!a" >ill /e reNuired a5"er>ard)
*5"erA-os" lis"ening: E*aluate compre:esio ad strateg8 use
20alua"e com-re!ension in a -ar"icular "asE or areaM
20alua"e o0erall -rogress in lis"ening and in -ar"icular "D-es o5 lis"ening "asEsM
(ecide i5 "!e s"ra"egies used >ere a--ro-ria"e 5or "!e -ur-ose and 5or "!e "asEM
C!ange s"ra"egies i5 necessarD)
<!e 5ollo>ing ideas >ill !el- maEe lis"ening ac"i0i"ies success5ul)
"oise
(is"rac"ions and noise during "!e lis"ening segmen" need "o /e reduced) <eac!ers maD need
"o close doors or >indo>s or asE c!ildren in "!e room "o /e Nuie" 5or a 5e> minu"es)
EFuipmet
<eac!ers s!ould c!ecE "!e Nuali"D o5 "!e sound 7>!ic! s!ould /e acce-"a/le8 i5 a casse""e
-laDer is used) * coun"er on "!e mac!ine >ill aid "remendouslD in cueing u- "a-es) 2x"ra
/a""eries or an ex"ension cord need "o /e /roug!" also)
Repetitio
<eac!ers s!ould read or -laD "!e "ex" a "o"al o5 2$3 "imes and "ell s"uden"s in ad0ance "!eD >ill
re-ea" i") <!is >ill reduce "!eir anxie"D a/ou" no" ca"c!ing i" all "!e 5irs" "ime) <!eD can also /e
asEed "o lis"en 5or di55eren" in5orma"ion eac! "ime "!roug!)
Cotet
1nless "!e lis"ening "ex" is merelD a lis" o5 i"ems, "eac!ers >ill "alE a/ou" "!e con"en" as >ell as
s-eci5ic language used) <!e ma"erial s!ould /e in"eres"ing and a--ro-ria"e 5or "!e class le0el
in "o-ic, s-eed, and 0oca/ularD) <eac!ers maD need "o ex-lain reduc"ions 7liEe YgonnaY 5or
Ygoing "oY8 and 5illers 7liEe YumY or Yu!$!u!Y8)
Recordig Kour O@ Tape
*no"!er idea 5or "!e "eac!ers >ould /e "o >ri"e a--ro-ria"e "ex" 7or use some"!ing 5rom "!e
"ex"/ooE8 and read i" on"o "a-e) <!eD could co-D "!e recording "!ree "imes so "!eD donY" need
"o re>ind) <!e "ex" s!ould no" sim-lD /e read "!ree "imes, /ecause s"uden"s >an" "o !ear
exac" re-e"i"ion o5 "!e -ronuncia"ion, in"ona"ion, and -ace, no" jus" "!e >ords)
6ideo
<eac!ers can -laD a 0ideo cli- >i"! "!e sound o55 and asE s"uden"s "o maEe -redic"ions a/ou"
>!a" dialog is "aEing -lace) <!en -laD i" again >i"! sound and discuss >!D "!eD >ere rig!" or
>rong in "!eir -redic"ions) <!eD can also -laD "!e sound >i"!ou" "!e 0ideo 5irs", and s!o> "!e
0ideo a5"er s"uden"s !a0e guessed >!a" is going on)
7ome@or=
<eac!ers can gi0e s"uden"s a lis"ening "asE "o do /e">een classes and encourage "!em "o
lis"en "o -u/lic announcemen"s in air-or"s, /us s"a"ions, su-ermarEe"s, e"c) and "rD "o >ri"e
do>n >!a" "!eD !eard) <!eD could also /e "old "!e "ele-!one num/er o5 a cinema and asEed
"o >ri"e do>n "!e -laDing "imes o5 a s-eci5ic mo0ie) Gi0e "!em a "a-e recording o5 Doursel5 >i"!
Nues"ions, dic"a"ion, or a >orEs!ee" "o com-le"e)
C/ Usig #ut:etic 'aterials ad #pproac:es
T:e Commo Europea (rame@or= of %aguages laDs s"ress on "!e im-or"ance o5 au"!en"ic
lis"ening ma"erials >!ic! con"ain in"eres"ing "o-ics rela"ed "o "!e s"uden"sg e0erDdaD li5e) <!ere are
lis"ening ac"i0i"ies suc! as: %isteig for gistH %isteig for detailed uderstadigH %isteig for
specific iformatio/ @"uden"sg unders"anding o5 audio ma"erials s!ould go /eDond /eing a/le "o
c!oose i"ems o5 5ac"ual in5orma"ion: "!eD s!ould /e a/le "o dis"inguis! /e">een main idea and !idden
-oin"s, /e">een "!e main idea o5 an audio "ex" and s-eci5ic de"ailM "!eD are reNuired "o deduce
meaning and lexical re5erence and "o discrimina"e /e">een "rue or 5alse ideas rela"ed "o "!e audio
ma"erial)
78
*u"!en"ic ma"erials and si"ua"ions -re-are s"uden"s 5or "!e "D-es o5 lis"ening "!eD >ill need "o do >!en
using "!e language ou"side "!e classroom)
A$ !ne-'ay 4ommunication
Ma"erials:
Radio and "ele0ision -rogrammes
+u/lic address announcemen"s 7air-or"s, "rainA/us s"a"ions, s"ores8
@-eec!es and lec"ures
<ele-!one cus"omer ser0ice recordings
+rocedure:
Jel- s"uden"s iden"i5D "!e lis"ening goal: "o o/"ain s-eci5ic in5orma"ionM "o decide >!e"!er "o
con"inue lis"eningM "o unders"and mos" or all o5 "!e message)
Jel- s"uden"s ou"line -redic"a/le seNuences in >!ic! in5orma"ion maD /e -resen"ed: >!o$
>!a"$>!en$>!ere 7ne>s s"ories8M >!o$5lig!" num/er$arri0ingAde-ar"ing$ga"e num/er 7air-or"
announcemen"s8M S5or h5unc"ioni, -ress hnum/eriS 7"ele-!one recordings8)
Jel- s"uden"s iden"i5D EeD >ordsA-!rases "o lis"en 5or)
,$ +)o-'ay 4ommunication
=n au"!en"ic ">o$>aD communica"ion, "!e lis"ener 5ocuses on "!e s-eaEerYs meaning ra"!er "!an "!e
s-eaEerYs language) <!e 5ocus s!i5"s "o language onlD >!en meaning is no" clear)
Step ./. 5 idi*idual @or= - Commen" on "!e 5ollo>ing6 U@o >!en Dou are lis"ening "o some/odD,
com-le"elD, a""en"i0elD, "!en Dou are lis"ening no" onlD "o "!e >ords, /u" also "o "!e 5eeling o5 >!a" is
/eing con0eDed, "o "!e >!ole o5 i", no" -ar" o5 i")6
Step ./2 5 group @or= (e0ise a -re$lis"ening ac"i0i"D 5or "!e 5ollo>ing audio "ex":
!""-:AA>>>)//c)co)uEA>orldser0iceAlearningenglis!AradioAs-ecialsA1128TlondonTli5eA-age3')s!"ml
Source of t:e picture:
:ttp:GG@@@/marlamallett/comG@issa@as2/:tm
+apestry
TR#"SCRIPTV

2
Step ./0 5 pair @or= $ @aD >!a" Eind o5 au"!en"ic ma"erials "!e 5ollo>ing ones areM are "!e "asEs
au"!en"ic, "ooW
TR#"SCRIPTW
C!""-:AA>>>)esl$la/)comAair-or"Aair-or"rd1)!"m D
?is"en and com-le"e "!e sen"ences)
79
1) <!e announcemen" is 5or "!e TTTTTTTTTTTTTo5 5lig!" 1' 5or Caracas)
2) <!ere !as /een a c!ange o5 "!e TTTTTTTTTTTTTTTTga"e)
3) <!e cold >ea"!er >as "!e cause o5 "!e de-ar"ureTTTTTTTTTTT)
&) <!e air com-anD is o55ering com-limen"arD round$"ri- TTTTTTTTTTTT "o some o5 "!e
-assengers)
5) <!eD s!ould s"ar" TTTTTTTTTTTTa/ou" a Nuar"er "o "!e !our)
#cti*it8 2: De*elopig %isteig #cti*ities
(e0elo-ing lis"ening ac"i0i"ies in0ol0es more "!an iden"i5Ding a lis"ening "ex" "!a" is Sa" "!e rig!" le0el,S
>ri"ing a se" o5 com-re!ension Nues"ions 5or s"uden"s "o ans>er a5"er lis"ening, !anding ou" "!e
assignmen" and sending s"uden"s a>aD "o do i") * 5ullD$de0elo-ed lis"ening ac"i0i"D su--or"s s"uden"s
as lis"eners "!roug! pre-listeigH @:ile-listeigH ad post-listeig acti*ities/
P!en designing lis"ening "asEs, "eac!ers s!ould Eee- in mind "!a" com-le"e recall o5 all "!e
in5orma"ion in an aural "ex" is an unrealis"ic ex-ec"a"ion "o >!ic! e0en na"i0e s-eaEers are no" usuallD
!eld) ?is"ening exercises "!a" are mean" "o "rain s!ould /e success$orien"ed and /uild u- s"uden"sY
con5idence in "!eir lis"ening a/ili"D)
#/ Costruct t:e listeig acti*it8 aroud a cote;tuali,ed tas=
Con"ex"uali9ed lis"ening ac"i0i"ies a--roxima"e real$li5e "asEs and gi0e "!e lis"ener an idea o5 "!e "D-e
o5 in5orma"ion "o ex-ec" and >!a" "o do >i"! i" in ad0ance o5 "!e ac"ual lis"ening) * /eginning le0el "asE
>ould /e loca"ing -laces on a ma- 7one >aD8 or exc!anging name and address in5orma"ion 7">o >aD8)
*" an in"ermedia"e le0el s"uden"s could 5ollo> direc"ions 5or assem/ling some"!ing 7one >aD8 or >orE
in -airs "o crea"e a s"orD "o "ell "o "!e res" o5 "!e class 7">o >aD8)
A/ Defie t:e acti*it8Ns istructioal goal ad t8pe of respose
3
2ac! ac"i0i"D s!ould !a0e as i"s goal "!e im-ro0emen" o5 one or more s-eci5ic lis"ening sEills) *
lis"ening ac"i0i"D maD !a0e more "!an one goal or ou"come, /u" /e care5ul no" "o o0er/urden "!e
a""en"ion o5 /eginning or in"ermedia"e lis"eners)
Recogni9ing "!e goal7s8 o5 lis"ening com-re!ension in eac! lis"ening si"ua"ion >ill !el- s"uden"s
selec" a--ro-ria"e lis"ening s"ra"egies)
=den"i5ica"ion: Recogni9ing or discrimina"ing s-eci5ic as-ec"s o5 "!e message, suc! as sounds,
ca"egories o5 >ords, mor-!ological dis"inc"ions
Brien"a"ion: (e"ermining "!e major 5ac"s a/ou" a message, suc! as "o-ic, "ex" "D-e, se""ing
Main idea com-re!ension: =den"i5Ding "!e !ig!er$order ideas
(e"ail com-re!ension: =den"i5Ding su--or"ing de"ails
Re-lica"ion: Re-roducing "!e message orallD or in >ri"ing
C/ C:ec= t:e le*el of difficult8 of t:e listeig te;t
<!e 5ac"ors lis"ed /elo> can !el- Dou judge "!e rela"i0e ease or di55icul"D o5 a lis"ening "ex" 5or a
-ar"icular -ur-ose and a -ar"icular grou- o5 s"uden"s)
C@ >o9 is t,e information organized? Does t,e stor7 line, narrative, or instruction conform to familiar
e+pectations? <ex"s in >!ic! "!e e0en"s are -resen"ed in na"ural c!ronological order, >!ic! !a0e an
80
in5orma"i0e "i"le, and >!ic! -resen" "!e in5orma"ion 5ollo>ing an o/0ious organi9a"ion 7main ideas
5irs", de"ails and exam-les second8 are easier "o 5ollo>)
I@ >o9 familiar are t,e students 9it, t,e topic? Remem/er "!a" misa--lica"ion o5 /acEground
Eno>ledge due "o cul"ural di55erences can crea"e major com-re!ension di55icul"ies)
K@ Does t,e te+t contain redundanc7? *" "!e lo>er le0els o5 -ro5iciencD, lis"eners maD 5ind s!or", sim-le
messages easier "o -rocess, /u" s"uden"s >i"! !ig!er -ro5iciencD /ene5i" 5rom "!e na"ural redundancD
o5 "!e language)
E@ Does t,e te+t involve multiple individuals and ob*ects? 8re t,e7 clearl7 differentiated? =" is easier "o
unders"and a "ex" >i"! a doc"or and a -a"ien" "!an one >i"! ">o doc"ors, and i" is e0en easier i5 "!eD
are o5 "!e o--osi"e sex) =n o"!er >ords, "!e more marEed "!e di55erences, "!e easier "!e
com-re!ension)
3@ Does t,e te+t offer visual support to aid in t,e interpretation of 9,at t,e listeners ,ear? Fisual aids
suc! as ma-s, diagrams, -ic"ures, or "!e images in a 0ideo !el- con"ex"uali9e "!e lis"ening in-u" and
-ro0ide clues "o meaning)
D/ Use pre-listeig acti*ities to prepare studets for @:at t:e8 are goig to :ear or *ie@
<!e mos" im-or"an" "!ing in "!is s"age is "o -ro0ide su55icien" con"ex" "o ma"c! >!a" >ould /e
a0aila/le in real li5e and "o crea"e mo"i0a"ion) <!is can /e reali9ed /D !el-ing learners /ecome
conscious o5 "!e -ur-ose o5 "!e u-coming lis"ening in-u") <eac!ers s!ould !el- lis"eners narro> do>n
"!eir a""en"ion 5or "!e u-coming in-u" and 5ocus "!eir a""en"ion on "!e rele0an" -ar" so as "o lessen "!e
load o5 lis"ening) <!is s"age s!ould /e res"ric"ed "o a 5e> minu"es) 2xcessi0e discussion o5 "!e "o-ic
maD mean "!a" "oo muc! o5 "!e con"en" o5 "!e lis"ening "ex" !as /een an"ici-a"ed) =" maD onlD /e
necessarD 5or "!e "eac!er "o -resen" ">o or "!ree EeD >ords >i"!ou" >!ic! unders"anding o5 "!e "ex"
>ould /e im-ossi/le) <!is >ill ma"c! real li5e si"ua"ion, >!ere learners canno" ex-ec" "o !a0e unEno>n
>ords ex-lained in ad0ance)
<!e ac"i0i"ies c!osen during -re$lis"ening maD ser0e as -re-ara"ion 5or lis"ening in se0eral >aDs)
(uring -re$lis"ening "!e "eac!er maD
assess s"uden"sY /acEground Eno>ledge o5 "!e "o-ic and linguis"ic con"en" o5 "!e "ex"
-ro0ide s"uden"s >i"! "!e /acEground Eno>ledge necessarD 5or "!eir com-re!ension o5 "!e
lis"ening -assage or ac"i0a"e "!e exis"ing Eno>ledge "!a" "!e s"uden"s -ossess
clari5D anD cul"ural in5orma"ion >!ic! maD /e necessarD "o com-re!end "!e -assage
maEe s"uden"s a>are o5 "!e "D-e o5 "ex" "!eD >ill /e lis"ening "o, "!e role "!eD >ill -laD, and "!e
-ur-ose7s8 5or >!ic! "!eD >ill /e lis"ening
-ro0ide o--or"uni"ies 5or grou- or colla/ora"i0e >orE and 5or /acEground reading or class
discussion ac"i0i"ies
2xam-les o5 -re$lis"ening ac"i0i"ies:
looEing a" -ic"ures, ma-s, diagrams, or gra-!s
re0ie>ing 0oca/ularD or gramma"ical s"ruc"ures
reading some"!ing rele0an"$ -ro0ide Eno>ledge in-u" "o /uild con5idence 5or dealing >i"!
lis"ening /D gi0ing a rela"ed "o read, a Nui9, e"c)
cons"ruc"ing seman"ic >e/s 7a gra-!ic arrangemen" o5 conce-"s or >ords s!o>ing !o> "!eD
are rela"ed8
ac"i0a"ing curren" Eno>ledge$ >!a" do Dou Eno> a/ou"cW: o"!er Nues"ions liEe: >!ere are
"!eDW P!a" are "!eDW P!a" -ro/lems do "!eD 5aceW P!D are "!eD im-or"an"W, e"c)
-redic"ing "!e con"en" o5 "!e lis"ening "ex"
going o0er "!e direc"ions or ins"ruc"ions 5or "!e ac"i0i"D
doing guided -rac"ice
/rains"orming
81
discussing "!e "o-ic o5 "!e lis"ening "ex"
-re$"eac!ingA learning 0oca/ularD$ selec" some 0oca/ularD 5or "!e s"uden"s "o s"udD /e5ore
lis"ening
c!ecEingA unders"anding "!e lis"ening "asEsM gi0e s"uden"s -len"D o5 "ime "o read and
unders"and "!e main lis"ening com-re!ension "asEs
E/ 'atc: @:ile-listeig acti*ities to t:e istructioal goalH t:e listeig purposeH ad studetsN
proficiec8 le*el
P!ile$lis"ening is no" onlD a s"age "o encourage lis"eners "o demons"ra"e "!eir com-re!ension and
"o maEe "!eir -ro/lems -lain "o "!e "eac!er ra"!er "!an !ide "!em, /u" also a s"age 5or "eac!ers "o
"eac! and !el- learners /uild u- "!eir lis"ening sEills and s"ra"egies so as "o increase lis"enersC
c!ances o5 success in lis"ening "asEs)
P!ile$lis"ening ac"i0i"ies rela"e direc"lD "o "!e "ex", and s"uden"s do "!em during or immedia"elD a5"er
"!e "ime "!eD are lis"ening) [ee- "!ese -oin"s in mind >!en -lanning >!ile$lis"ening ac"i0i"ies:
C@ :f students are to complete a 9ritten tas0 during or immediatel7 after listening, allo9 t,em to read
t,roug, it before listening@ @"uden"s need "o de0o"e all "!eir a""en"ion "o "!e lis"ening "asE) Be sure "!eD
unders"and "!e ins"ruc"ions 5or "!e >ri""en "asE /e5ore lis"ening /egins so "!a" "!eD are no" dis"rac"ed
/D "!e need "o 5igure ou" >!a" "o do)
I@ Leep 9riting to a minimum during listening@ Remem/er "!a" "!e -rimarD goal is com-re!ension, no"
-roduc"ion) Ja0ing "o >ri"e >!ile lis"ening maD dis"rac" s"uden"s 5rom "!is -rimarD goal) =5 a >ri""en
res-onse is "o /e gi0en a5"er lis"ening, "!e "asE can /e more demanding)
K@ Mrganize activities so t,at t,e7 guide listeners t,roug, t,e te+t) Com/ine glo/al ac"i0i"ies suc! as
ge""ing "!e main idea, "o-ic, and se""ing >i"! selec"i0e lis"ening ac"i0i"ies "!a" 5ocus on de"ails o5
con"en" and 5orm)
E@ Nse <uestions to focus studentsF attention on t,e elements of t,e te+t crucial to compre,ension of
t,e 9,ole@ Be5ore "!e lis"ening ac"i0i"D /egins, !a0e s"uden"s re0ie> Nues"ions "!eD >ill ans>er orallD
or in >ri"ing a5"er lis"ening) ?is"ening 5or "!e ans>ers >ill !el- s"uden"s recogni9e "!e crucial -ar"s o5
"!e message)
3@ Nse predicting to encourage students to monitor t,eir compre,ension as t,e7 listen@ (o a -redic"ing
ac"i0i"D /e5ore lis"ening, and remind s"uden"s "o re0ie> >!a" "!eD are !earing "o see i5 i" maEes sense
in "!e con"ex" o5 "!eir -rior Eno>ledge and >!a" "!eD alreadD Eno> o5 "!e "o-ic or e0en"s o5 "!e
-assage)
4@ #ive immediate feedbac0 9,enever possible@ 2ncourage s"uden"s "o examine !o> or >!D "!eir
res-onses >ere incorrec")
2xam-les o5 >!ile$lis"ening ac"i0i"ies:
lis"ening >i"! 0isuals
in5orma"ion "rans5er, >!ere s"uden"s !a0e "o 5ill grids, 5orms, lis"s, ma-s, -lans e"c)
5ollo>ing a rou"e on a ma-
"icEing o55 i"ems in a lis"
lis"ening 5or "!e gis"
searc!ing 5or s-eci5ic clues "o meaning
com-le"ing 5ill$in exercises
discrimina"ing /e">een 5ormal and in5ormal regis"ers
ma"c!ing
de"ec"ing di55erences or mis"aEes 5rom a lis"ening -assageM s"uden"s res-ond onlD >!en "!eD
encoun"er some"!ing di55eren" or con"rarD "o >!a" "!eD alreadD Ene> a/ou" "!e "o-ic or "!e
s-eaEers
82
selec"ing
o/eDing ins"ruc"ionsM >!ere s"uden"s are gi0en cer"ain ins"ruc"ions and s!o> "!eir
unders"anding /D a -!Dsical res-onse 7"!eD dra>, >ri"e, "icE, underline, >alE, si", mo0e e"c)8
seNuencingM >!ere s"uden"s are asEed "o gi0e "!e rig!" order o5 a series o5 -ic"ures
in5orma"ion searc!M "!a" is lis"ening 5or s-eci5ic i"ems, e)g) ans>er a -ar"icular Nues"ion 5rom
"!e -re$lis"ening s"age
c!oosing "!e /es" ans>er 5or eac! Nues"ion 5rom "!e 5our o-"ions
ma"c!ing "!e i"ems >!ic! !a0e "!e same or o--osi"e meaning as "!ose "!e s"uden"s !ear, or
ma"c!ing "!e -ic"ures >i"! "!e descri-"ions !eard)
P!ile$lis"ening s!ould /e a s"age a" >!ic! lis"ening is accom-anied /D care5ullD designed ac"i0i"ies
and ex-erience "!e -leasure o5 success) <asE$/ased ac"i0i"ies are encouraged, suc! as "!ose
men"ioned a/o0e) ?earners are reNuired "o 5inis! some "asEs >i"! "!e in5orma"ion "!eD !a0e ex"rac"ed
5rom "!e "ex") Com-ared >i"! "radi"ional mul"i-le c!oice Nues"ions, "asE$/ased exercises can
encourage s"uden"s "o use di55eren" Einds o5 lis"ening sEills and s"ra"egies "o ac!ie0e unders"anding in
an ac"i0e >aD) <asE$/ased ac"i0i"ies o5 "!is Eind re5lec" muc! more closelD "!e "D-e o5 res-onse "!a"
mig!" /e gi0en "o a lis"ening ex-erience in real li5e) <!eD also -ro0ide a more relia/le >aD o5 c!ecEing
unders"anding and "!e "asE o5 5illing 5orms, la/elling diagrams on maEing c!oices o/lige e0erD learner
"o "rD "o maEe some"!ing o5 >!a" "!eD are !earing)
*5"er>ards "eac!ers s!ould -ro0ide necessarD clues suc! as con"ex"ual in5orma"ion o5 "!e s-eaEers o5
"!e rela"ions!i- among s-eaEers e"c "o !el- learners "o co-e >i"! "!eir -ro/lems "!eD come across in
"!e -rocess o5 lis"ening)
(/ Use post-listeig acti*ities as a meas of reiforcig
*c"i0i"ies suc! as -ro/lem sol0ing, summari9ing, grou- discussion and >ri"ing as 5ollo>$u- are
necessarD) =ns"ead o5 s-ending "ime examining "!e grammar o5 "!e lis"ening "ex", >e "aEe -os"$
lis"ening as a means o5 rein5orcing recen"lD learned ma"erial) =5 necessarD, "!e "eac!er can -laD "!e
>!ile "ex" again and asE "!e s"uden"s "o com-are "!eir unders"anding o5 i" in -airs or in grou-s,
encourage "!em "o disagree >i"! eac! o"!er, and increase "!eir mo"i0a"ion 5or a second lis"ening) *5"er
-laDing "!e "ex" 5or "!e second "ime, s"uden"s can re0ise "!eir 0ie>s) =ns"ead o5 "elling "!em >!o is rig!"
and >!o is >rong, "!e "eac!er can asE s"uden"s "o -ro0ide e0idence "o su--or" "!eir 0ie>s) =n "!is >aD
lis"ening /ecomes a muc! more in"erac"i0e ac"i0i"D) *" "!e end o5 "!e s"age, "eac!ers s!ould maEe sure
"!a" necessarD 5eed/acE "o learnersC -er5ormance is o55ered and recei0ed) ?earnersC -ro/lems are
summari9ed and deal" >i"! /D re0ie>ing "!e di55icul" -ar"s, and ne>lD "aug!" sEills and s"ra"egies >ill
/e rein5orced /D encouraging learners "o a--lD "!em in "!eir ou"$o5$class lis"ening -rac"ice)
2xam-les o5 -os"$lis"ening ac"i0i"ies:
discussing s"uden"sC reac"ions "o "!e con"en" o5 "!e lis"ening selec"ion) @-eaEing in a 5orm o5
de/a"es, in"er0ie>s, discussions, role$-laDs, simula"ions, drama"i9a"ion e"c) as a 5ollo>$u-
exerciseM
asEing s"uden"s "!oug!"$-ro0oEing Nues"ions "o encourage discussionM
se""ing s"uden"s "o >orE in -airs "o crea"e dialogues /ased on "!e lis"ening "ex"M
ans>ering mul"i-le$c!oice or "rueA5alse Nues"ions "o s!o> com-re!ension o5 messagesM
-ro/lem sol0ing ac"i0i"ies during >!ic! s"uden"s !ear all "!e in5orma"ion rele0an" "o a -ar"icular
-ro/lem and "!en "rD "o sol0e i" /D "!emsel0esM
summari9ing, s"uden"s are gi0en se0eral -ossi/le summarD sen"ences and are asEed "o saD
>!ic! o5 "!em 5i" a recording) @ummari9ing can also /e done /D ela/ora"ing "!e no"es made /D
s"uden"s "!emsel0es during "!e >!ile$lis"ening ac"i0i"iesM
jigsa> lis"ening, "o descri/e a lis"ening exercise during >!ic! di55eren" grou-s o5 s"uden"s lis"en
"o di55eren" /u" connec"ed -assages and "!en "!e grou-s exc!ange in5orma"ion in order "o
com-le"e a s"orD "o -er5orm a cer"ain "asEM
>ri"ing le""ers, "elegrams, -os"cards, messages e"c) as a 5ollo>$u- "o lis"ening ac"i0i"ies)
Step 2/. 5 pair @or=$ @elec" a -re$lis"ening ac"i0i"D 5or a lis"ening "ex" on
!""-:AA>>>)englis!clu/)com
83
Step 2/2 5 group @or=- ?ooE a" "!e seNuences o5 "!is lis"ening ac"i0i"DM consider ano"!er lis"ening "ex"
5rom "!e educa"ional linEs and se" "!e "asEs 5or eac! seNuence)
"e@ !ealad- $reat @al=s C!""-:AAmarDglasgo>-lus)com D
I/ %oo= at t:e map/ 'a=e a predictio )8 mar=ig t:e route t:e tourists @ill :a*e/ 7@ource o5 "!e
ma- :ttp:GGimages/sc:olastic/co/u= 8
II/ %iste to t:is audio diar8 ad decide @:ic: of t:e statemets C.-5D are true CTD or false C(D/

./ (uring "!e 5irs" daD "!e "ouris"s >en" "o <aranaEi #alls)TTTTTTT
2) (uring "!e second daD "!eD clim/ed u- "o a -lace >i"! a 0ie> o5 Moun" <aranaEi)
TTTTTT
3) <!e 2merald ?aEes >ere called so /ecause "!eD once !ad emeralds a" "!e /o""om)TTTTTT
&) <!e "!ird daD "!e "ouris"s >en" "!roug! a 5ores")TTTTTTTT
5) Pai!o!onu Ju", "!e -lace "!eD reac!ed on "!e 5our"! daD, >as /uil" as a -lace o5 res" 5or los"
"ouris"s) TTTTT
III/ %iste for @ords @it: t:e same meaig as t:e follo@ig:
1) -anoramaTTTTTTTTT
2) >oodsTTTTTTTTTTT
3) c!ale" TTTTTTTTTTT
&) region TTTTTTTTTTT
5) carriages TTTTTTTTTTT
6) s"ar"edTTTTTTTTTTT
') -a"! TTTTTTTTTT
I6/ #s@er t:e Fuestios:
1)P!a" is "!e leisure ac"i0i"D descri/ed in "!e audio diarDW
2)Pould Dou go on a "ri- similar "o "!e one descri/ed in "!e audio diarDW P!D 7no"8W
3)Pould Dou acce-" a jo/ as a "our guide in a moun"ainous areaW P!D 7no"8W
&)P!D do Dou "!inE -eo-le go "o "!e moun"ainsW
84
TR#"SCRIPT
5
#cti*it8 0: Differet =ids of listeig -e;tesi*e *s/ itesi*e
#/ Itesi*e listeig is >!en s"uden"s lis"en "o a "ex" L usuallD on "a-e or a C( L and discuss
de"ailed as-ec"s o5 meaning as >ell as s"udDing language and "ex" cons"ruc"ion, usuallD under "!e
"eac!erYs guidance)

./ Usig audio material
<eac!ers usuallD use audio ma"erials on a C(, "a-e, !ard disE or memorD s"icE >!en "!eD >an" "o
"eac! lis"ening) *ccording "o %eremD Jarmer, "!is U!a/i"6 !as ad0an"ages and disad0an"ages, as
5ollo>s:
#d*atages
Recordings con"ain a >ide 0arie"D o5 0oices and si"ua"ions, e0en "!oug! "!ese recordings
are some"imes onlD >ri""en dialogues and ex"rac"s 5rom -laDs)
*udio ma"erials are -or"a/le and easilD a0aila/le) <eac!ers can -laD recorded "racEs in
class direc"lD 5rom com-u"ers 7ei"!er s"and alone or on a sc!ool ne">orE8
Disad*atages
*udi/ili"D o5 audio "ex"s in /ig classrooms >i"! -oor acous"ics o5"en causes concern) o"
all s"uden"s in "!e classroom can !ear eNuallD >ell)
@uc! an ac"i0i"D$ si""ing around and lis"ening "o a "a-e recorder or C( -laDer$is no" na"ural)
=5 s"uden"s are "o ge" "!e maximum /ene5i" 5rom a lis"ening, "!en "eac!ers s!ould re$-laD i" ">o$"!ree
"imes, /ecause eac! lis"ening >ill !el- s"uden"s unders"and more "!an "!eD did -re0iouslD)
2/ X%i*eB listeig
<!is "D-e o5 lis"ening is a -o-ular >aD o5 ensuring real communica"ion, >!ere "!e "eac!er andAor
0isi"ors "o "!e class "alE "o "!e s"uden"s) <!is -ro0ides lis"ening -rac"ice in 5ace$"o$5ace in"erac"ion and
allo>s s"uden"s "o -rac"ice lis"ening Vre-airC s"ra"egies, suc! as using 5ormulaic ex-ressions 7(orr7?
/,at 9as t,at? : didnAt <uite catc, t,at 1, re-ea"ing u- "o "!e -oin" >!ere communica"ion /reaEdo>n
occurred, using a rising in"ona"ion 7(,e didnAt li0e t,e=?1 or re-!rasing and seeing i5 "!e s-eaEer
con5irms "!e re-!rasing 7Oou mean s,e said s,e didnAt 0no9 an7t,ing? i5 "!e s-eaEer saDs some"!ing
liEe (,e denied all 0no9ledge of t,e affair1 7#ield 2000: 3&8
*no"!er ad0an"age is "!a" s"uden"s can saD i5 "!e s-eaEer is going "o slo>lD or "oo 5as")
2xam-les o5 Vli0eC lis"ening:
Readig aloud: "!e "eac!er reads aloud "o "!e class) <!e s"uden"s !ear a clear s-oEen
0ersion o5 a >ri""en "ex" and can /e enjoDa/le i5 "!e "eac!er reads >i"! con0ic"ion and
ex-ression) <!is also a--lies in "!e case o5 reading or ac"ing ou" dialogues)
Stor8-tellig: s"ories , in "!is case "old /D "eac!ers, -ro0ide excellen" lis"ening ma"erial)
@"uden"s can /e asEed "o -redic" >!a" is coming nex", "o descri/e -eo-le in "!e s"orD or
re$"ell "!e s"orD , >!ic! >ill increase language com-e"ence
Iter*ie@s: mo"i0a"e s"uden"s, es-eciallD i5 "!e s"uden"s "!emsel0es "!inE u- "!e
Nues"ions) <eac!ers could /e "!e su/jec" o5 "!e in"er0ie>s or !a0e o"!er -ersonsA
s"rangers 0isi" "!e class and ge" in"er0ie>ed) <o maEe "!e >!ole in"er0ie> more in"eres"ing
"eac!ers could "aEe on a di55eren" -ersona)
0/ T:e roles of t:e teac:er i itesi*e listeig
<eac!ers need "o mo"i0a"e and engage s"uden"s "!roug! "!e >aD "!eD se" u- lis"ening "asEs) <!eD also
need "o /uild u- "!eir con5idence /D !el-ing "!em "o lis"en /e""er and no" "o "es" "!eir lis"ening
a/ili"ies )<!eD also need "o de"ec" "!e di55icul"ies s"uden"s mig!" !a0e and -ro0ide su--or" and
solu"ions "o "!em)
5
85
Orgaiser: <eac!ers !a0e "o "ell s"uden"s >!a" "!eD are lis"ening 5or 7"!e -ur-ose8 and
gi0e clear ins"ruc"ions) <!eD !a0e "o gi0e "asEs "!a" can /e ac!ie0ed as >ell as
com-re!ensi/le audio "ex"s "o lis"en)
'ac:ie operator: "eac!er !a0e "o /e e55icien" >!en using "!e "a-e recorder, C( -laDer
e"c) <!is means Eno>ing >!ere "!e 5ragmen" "!eD >an" "o use on "!e "a-e, C( or (F()
<o Eno> "!is, "eac!ers need "o "es" "!e recording ou" /e5ore "aEing i" in"o class so "!a" no"
"o >as"e "ime)
=5 li0e lis"ening is in0ol0ed, "!en "eac!ers !a0e "o -aD a""en"ion "o "!e s"uden"s$!o> easilD
"!eD can unders"and "!em L and adjus" "!e >aD "!eD s-eaE according "o "!e si"ua"ion)
(eed)ac= orgaiser: once "!e lis"ening "asEs are com-le"ed /D s"uden"s ,
"eac!ers s!ould gi0e 5eed/acE on >!a" "!eD !a0e com-le"ed) <!is could /e done in
di55eren" >aDs: /D !a0ing "!e s"uden"s com-are "!eir ans>ers in -airs and "!en asE 5or
ans>ers 5rom "!e class, 5or exam-le)
Prompter: "eac!ers can -rom-" "!em "o lis"en "o "!e audio "ex" again >i"! "!e
-ur-ose o5 no"icing a 0arie"D o5 language and s-oEen 5ea"ures) 7%eremD Jarmer8
A/ E;tesi*e listeig is audio ma"erial >!ic! is longer "!an a "D-ical classroom lis"ening "ex", and
>!ic! s"uden"s o5"en lis"en "o 5or -leasure) 2x"ensi0e lis"ening ma"erial is o5"en sourced 5rom -odcas"s,
elec"ronic /ooEs, 2nglis! language /roadcas"s online e"c)
Pi"! "!is "D-e o5 lis"ening, "eac!ers encourage s"uden"s "o c!oose 5or "!emsel0es >!a" "!eD >an" "o
lis"en "o and "o do so 5or -leasure and general language im-ro0emen") <!is ac"i0i"D >ill "aEe -lace
ou"side "!e classroom and >ill increase s"uden"sC mo"i0a"ion "o lis"en /ecause "!eD can c!oose >!a"
"!eD >an" "o lis"en) <eac!ers can recommend cer"ain C(s, -odcas"s, si"es and asE s"uden"s "o "alE
a/ou" "!e ones "!eD enjoDed "!e mos") =n order "o encourage ex"ensi0e lis"ening s"uden"s can /e
asEed "o do 0arious "asEs) <!eD can record "!eir ans>ers "o >!a" "!eD !a0e lis"ened in a -ersonal
journal, 5ill in re-or" 5orms, -re-ared in ad0ance /D "!e "eac!ers, asEing "!em "o lis" "!e main
ideaA"o-ic, le0el o5 di55icul"D and >ri"e a s!or" summarD o5 "!e con"en"s o5 "!e recording) <!eD can also
/e asEed "o >ri"e commen"s on cards or a s"uden" >e/si"e, res-onses on large class lis"ening -os"ers
e"c) *ll "!ese "asEs !a0e "!e -ur-ose o5 mo"i0a"ing s"uden"s "o lis"en more) =5 "!eD can s!are "!eir
in5orma"ion >i"! o"!er colleagues, "!eD >ill 5eel "!eD !a0e con"ri/u"ed "o "!e -rogress o5 "!e >!ole
grou-)
Bo"! in"ensi0e and ex"ensi0e lis"ening are necessarD "o -re-are s"uden"s 5or "!e "asE and "ex"s
"!eD encoun"er in college) =n"ensi0e lis"ening >i"! a 5ocus on sEillsAs"ra"egies ins"ruc"ion !as /een
s!o>n "o Dield -osi"i0e e55ec"s on second language lis"ening) *" "!e same "ime, s"uden"s need "o
-rac"ise ex"ensi0e lis"ening in order "o coordina"e and a--lD in"ensi0elD acNuired sEillsAs"ra"egies o0er
"!e larger audio "ex"s and mul"i-le lis"ening sources "!a" are reNuired in all academic course >orE)
Step 0/. 5 pair @or= *re "!ese ">o "asEs 7* and B8 rela"ed "o in"ensi0e or ex"ensi0e lis"eningW P!DW
*) ?is"en and commen" on "!e 5ollo>ing -odcas" : :ttp:GGacupofeglis:/li)s8/com
# Cougar i To@
TR#"SCRIPT
5
#or more -odcas"s $ :ttp:GGacupofeglis:/li)s8/com
A/
I/ Pre-listeig:
<:at do 8ou =o@ a)out ScotladO <:ere is it situatedO <:at laguage do people spea=
t:ereO
II/ %iste ad matc: t:e pictures C#-ED to t:e @ords C.-5D i t:e te;t:
# Iterestig Coutr8
TR#"SCRIPT
6

C@@@/mar8glasgo@plus/com D
5
6
a&aila)le on the +7 &e!#ion only
86
@ources o5 "!e -!o"os:* !""-:AA>>>)lindacli55ord)comM B)
!""-:AAc!ris"c!urc!ci"Dli/raries)com C) !""-:AAas"ai/una)5iles)>ord-ress)com M () !""-:AA0)"Nn)com
M 2) !""-:AAc!icagois")com
*) B)
C) () 2)
1$/ag-i-e
2$ !aggis
3$Eil"
&$U<reasure =sland6
5$?oc! ess Mons"er
III/ Decide @:ic: of t:e follo@ig seteces are trueCTD or false C(D/
1) Ro/er" Burns >as a @co""is! -oe" >!o !as !is o>n cele/ra"ion in @co"land)TTTTT
2) Bag-i-es are -laDed onlD a" 5unerals)TTTTT
3) @co""is! -eo-le donC" !a0e anD "radi"ional 5ood) TTTTT
&) <!e in0en"or o5 "!e "ele-!one >as @co""is!) TTTTT
5) @imon lo0es "!e "radi"ional @co""is! dance) TTTTT
I6/ #s@er t:e Fuestios:
1) Pould Dou 0isi" @co"landW P!D 7no"8W
2) P!a" do Dou "!inE a/ou" "!e na"ional @co""is! cos"umeW P!a"Cs Dour o-inion a/ou" men
>earing "!ese Eil"s >!ic! looE liEe sEir"sW
3) (o Dou "!inE "!ereCs reallD a mons"er in ?oc! essW Gi0e argumen"s )
&) P!a" >ould Dou liEe "o ex-erience i5 Dou go "o @co"land 75rom "!e "!ings men"ioned in "!e
lis"ening 5ragmen"8W
Step 0/2 5 pair @or=$ Ma"c! "!e 5ollo>ing lis"ening sEills "o "!eir de5ini"ions:
./ %isteig for specific iformatio
#/ lis"ening >i"! "!e -ur-ose o5 iden"i5Ding "!e o0erall
ideas ex-ressed in "!e >!ole recording)
2/ Predictig A/ 5airlD NuicE and -er!a-s casual lis"ening o5 a "ex",
87
o5"en 5or -leasure, eg) lis"ening "o a -odcas" or an e$
/ooE) RarelD accom-anied /D "asEs)
0/ %isteig for gist C/ lis"ening "o a "ex" 5ollo>ed /D com-le"ing "asEs suc!
as >ri"ing de"ailed as-ec"s o5 meaning as >ell as
s"udDing language and "ex" cons"ruc"ion, usuallD under
"!e "eac!erYs guidance, eg) lis"ening "o a con0ersa"ion,
ins"ruc"ion on a "a-e or C(
1/ E;tesi*e listeig
D/ "rDing "o guess EeD in5orma"ion con"ained in "!e
recording /e5ore lis"ening
5/ Itesi*e listeig E/ lis"ening 5or -ar"icular in5orma"ion a" >ord le0el, 5or
exam-le lis"ening 5or "!e de-ar"ure "ime o5 a -lane in
an air-or" announcemen" e"c) B5"en 5ollo>ed /D "!e
>ri"ing do>n "!e in5orma"ion)
#cti*it8 1: #ut:etic *s/ o-aut:etic materials
<!e no"ion o5 au"!en"ici"D !as /een muc! discussed) Marro> de5ined i" as Ua s"re"c! o5 real language,
-roduced /D a real s-eaEer or >ri"er 5or a real audience and designed "o carrD a real message o5
some sor")6719'':138 Jarmer 71983 1&68 saDs "!a" au"!en"ic "ex"s 7ei"!er >ri""en or s-oEen8 are
"!ose >!ic! are designed 5or na"i0e s-eaEers: <!eD are real "ex" designed no" 5or language s"uden"s,
/u" 5or "!e s-eaEers o5 "!e language in Nues"ion) unan 719895&8 "!inEs "!a" an au"!en"ic ma"erial
anD ma"erial >!ic! !as no" /een s-eci5icallD -roduced 5or "!e -ur-oses o5 language "eac!ing)
@o au"!en"ic ma"erials re-resen" real languageM -roduced 5or "!e na"i0e s-eaEersM designed >i"!ou"
"!e "eac!ing -ur-oses) =n "!is sense, "!ere are a large amoun" o5 au"!en"ic ma"erials in our li5e suc! as
ne>s-a-er and maga9ine ar"icles, <F and radio /roadcas", dailD con0ersa"ions, mee"ings, documen"s,
s-eec!, and 5ilms) Bne o5 "!e mos" use5ul is "!e =n"erne") P!ereas ne>s-a-ers and o"!er ma"erials
da"e 0erD NuicElD, "!e =n"erne" is con"inuouslD u-da"ed, more 0isuallD s"imula"ing as >ell as in"erac"i0e)
Jere are some exam-les o5 au"!en"ic lis"ening ma"erials:
radioA <F commercials
Nui9 s!o>s
car"oons
ne>s
comedD s!o>s
mo0ies
soa- o-eras
radio -rogrammes
songs
documen"aries
sales -i"c!es
>ea"!er 5orecas"s
-u/lic announcemen"s
=n li"era"ure, -!rases liEe Ureal s-eec!6 U"!e s-on"aneous s-eec!6 Uli0e or na"ural language6 Ugenuine
ins"anced o5 language use6 Una"ural con0ersa"ion6 U>!a" -eo-le saD in real li5e6 U>!a" na"i0e s-eaEers
saD >!en "alEing "o eac! o"!er6 !a0e /een used "o de5ine au"!en"ic lis"ening ma"erial) * sui"a/le
de5ini"ion s!ould /e "!a" au"!en"ic lis"ening ma"erials is unscri-"ed, na"ural and s-on"aneous s-oEen
language ma"erials, suc! as in"er0ie>s, lec"ures, dialogues, discussions, and con0ersa"ions e"c)
<!e selec"ed ma"erials >ill, o5 course, de-end on suc! 5ac"ors as:
"o-ic
"arge" language area
sEills
s"uden"s needs and in"eres"s
1sing au"!en"ic ma"erials !as se0eral ad0an"ages) *ccording "o Brin"on 719918, au"!en"ic ma"erials
and media can rein5orce 5or s"uden"s "!e direc" rela"ions!i- /e">een "!e language classroom and "!e
ou"side >orld) Ge/!ard 719968 sees au"!en"ic ma"erials as a >aD "o Ucon"ex"uali9e6 language learning)
P!en lessons are cen"ered on com-re!ending a menu or a <F >ea"!er re-or", s"uden"s "end "o 5ocus
more on con"en" and meaning ra"!er "!an "!e language i"sel5) <!is o55ers s"uden"s a 0alua/le source o5
88
language in-u", so "!a" "!eD are no" /eing ex-osed onlD "o "!e language -resen"ed /D "!e "ex" and "!e
"eac!er) =n addi"ion, Mel0in and @"ou" 7198'8 claim "!a" suc! ma"erials increase s"uden"sC mo"i0a"ion "o
learn, as >ell as in"eres" in "!e su/jec" ma""er, >!en s"uden"s use au"!en"ic ma"erials 5or "!e s"udD o5
cul"ure in "!e language classroom)
Brosnan e" al) 7198&8 jus"i5D "!e im-or"ance o5 "!e use o5 au"!en"ic language in "!e classroom in "!is
>aD:
1) ?anguage is na"ural) BD sim-li5Ding language or al"ering i" 5or "eac!ing -ur-oses 7limi"ing s"ruc"ures,
con"rolling 0oca/ularD, e"c)8, >e risE maEing "!e "asE more di55icul") Pe maD, in 5ac", /e remo0ing clues
"o meaning)
2) *u"!en"ic language o55ers s"uden"s "!e c!ance "o deal >i"! a small amoun" o5 ma"erial >!ic!, a" "!e
same "ime, con"ains com-le"e and meaning5ul messages)
3) *u"!en"ic -rin"ed ma"erials -ro0ide s"uden"s >i"! "!e o--or"uni"D "o maEe use o5 non$linguis"ic clues
7laDou", -ic"ures, colors, sDm/ols, "!e -!Dsical se""ing in >!ic! i" occurs8 "o !el- "!em disco0er "!e
meaning more easilD)
&) *dul"s need "o /e a/le "o see "!e immedia"e rele0ance o5 >!a" "!eD do in "!e classroom "o >!a"
"!eD need "o do ou"side i", and real$li5e ma"erial "rea"ed realis"icallD maEes "!e connec"ion o/0ious)
P!ile unan 71999:2'8 reali9es "!a" i" is no" realis"ic 5or "eac!ers "o use onlD au"!en"ic ma"erials in "!e
classroom, !e maEes a -oin" "!a" Ulearners s!ould /e 5ed as ric! a die" o5 au"!en"ic da"a as -ossi/le,
/ecause, ul"ima"elD, i5 "!eD onlD encoun"er con"ri0ed dialogues and lis"ening "ex"s, "!eir learning "asE
>ould /e made more di55icul"6) Je con"inues on "!is "o-ic /D saDing "!a" i" is im-or"an" "!a" learners
lis"en "o au"!en"ic ma"erial o5 as manD di55eren" Einds as -ossi/le) <!is >ill !el- mo"i0a"e "!e s"uden"s
/D /ringing "!e con"en" and "!e su/jec" ma""er "o li5e 5or "!em, and ena/le "!em maEe "!e im-or"an"
connec"ions /e">een "!e classroom >orld and "!e >orld /eDond i")
<!e main ad0an"ages o5 using au"!en"ic ma"erials in "!e classroom are:
$ !a0ing a -osi"i0e e55ec" on s"uden" mo"i0a"ion
$ -ro0iding au"!en"ic cul"ural in5orma"ion
$ ex-osing s"uden"s "o real language
$ rela"ing more closelD "o s"uden"sC needs
$ su--or"ing a more crea"i0e a--roac! "o "eac!ing)
@ome disad0an"ages o5 using au"!en"ic ma"erials are:
$ unsui"a/le ma"erial le0el
$"oo di55icul"
$"oo long or s!or"
$ use o5 grammar or language
$irrele0ancD o5 "!emes
$ no" ada-"ed 5or s-eci5ic use
$ no" ada-"ed "o s"uden" learning s"Dles
P!ile "!ese reasons are cer"ainlD -resen" and accoun"a/le, "!eD s!ouldnC" s"o- "!e use o5 au"!en"ic
ma"erials in "!e 2nglis! language learning classroom) *u"!en"ic ma"erials can /e success5ullD
incor-ora"ed in"o an 2nglis! language "eac!ing curriculum or course o5 s"udD)
@ome EeDs "o success5ul ada-"a"ion o5 au"!en"ic ma"erials include:
_ con0er"ing "!em in"o >orEs!o- ac"i0i"iesM
_ adjus"ing "!e leng"! o5 "!e ma"erialsM
_ sim-li5Ding or ex-laining EeD language elemen"sM
_ con0er"ing au"!en"ic ma"erials in"o a 0arie"D o5 exercise "D-es)
?earners /ene5i" 5rom lis"ening ma"erials s-oEen a" Unormal6 con0ersa"ional s-eed 0s) 2nglis!
language learner direc"ed lis"ening ma"erials >!ic! !a0e /een Ual"ered6 or Uslo>ed6 "o ena/le
Uim-ro0ed com-re!ension6)
*u"!en"ic language 0ideos, C(s, ne>scas"s and radio -rograms can -ro0ide in0alua/le insig!" in"o
curren" e0en"s and cul"ural as-ec"s o5 2nglis!$s-eaEing coun"ries 5or language "eac!ers and learners
89
in o"!er -ar"s o5 "!e >orld) * /ene5i" o5 recorded ma"erial is "!e a/ili"D "o /e a/le "o re>ind and re-ea" i"
as manD "imes as necessarD in order "o unders"and "!e lis"ening "ex"s)
Step 1/. - $roup @or= - (esign a -os"er 5or ad0er"ising a radio -rogramme on >>>)//c)co)uE, /u"
lea0e ou" "!e "o-ic, "!e name o5 "!e !os"A in"er0ie>ed -eo-le and o"!er rele0an" -ieces o5 in5orma"ion
<!en asE Dour s"uden"s "o lis"en "o i" and >orE in -airs "o 5ill in "!e missing in5orma"ion)
Step 1/2 5 idi*idual @or= - ?is"en "o "!e 5ollo>ing audio ma"erials: a >ea"!er 5orecas" 7*8, a radio
commercial 7B8 and a con0ersa"ion /e">een 5i0e -ersons 7C8 and ex-lain >!a" "!e ad0an"ages and
disad0an"ages o5 using au"!en"ic and non$au"!en"ic ma"erials can /e:
#/ (ill i t:e ta)le @it: t:e correct iformatio:
# @eat:er forecast !""-:AA>ea"!er)go0Al>xA-odcas"sAW5eed^PBC@*#P2
TR#"SCRIPT
6
Part of t:e da8 <eat:er
do@to@ su)ur)s )ot:
*#<2RBB
2F2=GA=GJ<
A/ %iste to t:e radio commercial ad ma=e a poster )ased o it/
Radio commercial @@@/orma)/et
TR#"SCRIPT
7
C/ %iste ad t:e as@er t:e Fuestios:
(ood C@@@/mar8glasgo@plus/com D
TR#"SCRIPT
8
1) Can Dou name some"!ing !eal"!D and some"!ing un!eal"!D @o-!ie a"e or dranEW
2) P!D does RDan "!inE sc!ool 5ood is /oring in Dour o-inionW
3) P!a" does %acE saD a/ou" sc!ool 5oodW
&) P!a" are "!e names o5 "!e "eenagers >!o a--recia"e "!eir mo"!erCs cooEing more "!an "!e
sc!oolCsW
5) (id @allD ea" a !eal"!D mealW P!DW
#cti*it8 5: Tips for effecti*e listeig
+aD a""en"ion "o >!a" "!e s-eaEer is saDing /D -u""ing a !old on all o"!er ac"i0i"ies) MaEe an
ac"i0e e55or" "o 5ig!" dis"rac"ion and concen"ra"e on Dour s-eaEerM
@!o> com-re!ension and in"eres" /D res-onding 0er/allD or non$0er/allD, 5or exam-le /D
asEing 5ollo>$u- Nues"ions or noddingM
(emons"ra"e Dou unders"and /D res"a"ing "!eir main idea) <!is is no" "o -ro0e Dou are
lis"ening, /u" "o s!o> "!a" Dou unders"and >!a" "!eD are "elling Dou) =" is also a >aD "o clari5D
miscommunica"ion /e5ore i" ge"s "oo 5ar alongM
@!o> res-ec" "o "!e s-eaEer /D mee"ing "!em on "!eir ground) =n "erms o5 2@? learners "!is
means roug!$"uning Dour language "o "!eir le0el and gi0ing 0alidi"D "o "!eir ideas des-i"e a lacE
o5 linguis"ic a/ili"D) <!is is es-eciallD im-or"an" >!en >orEing >i"! adul" language learners)
<!eD !a0e 5ullD 5ormed and com-lica"ed ideas, /u" are o5"en 5rus"ra"ed /D "!eir lacE o5 a/ili"D "o
communica"e "!ese >i"! "!e same eloNuence "!eD are a/le "o in "!eir o>n languageM
1se a--roxima"elD "!e same le0el o5 0er/al communica"ion in "erms o5 0olume, emo"ional
range, "one, e"cM
#ocus on con"en", no" deli0erD errorsM
6
7
8
90
?e" "!e s-eaEer 5inis! /e5ore Dou gi0e a 5inal res-onse or assessmen")
#cti*it8 6: %isteig le*els
O6ER#%% %ISTE"I"$ CO'PRE7E"SIO" CCE(D
C.
Can unders"and enoug! "o 5ollo> ex"ended s-eec! on a/s"rac" and com-lex "o-ics /eDond !isA!er
o>n 5ield, "!oug! !eAs!e maD need "o con5irm occasional de"ails, es-eciallD i5 "!e accen" is un5amiliar)
Can recognise a >ide range o5 idioma"ic ex-ressions and colloNuialisms, a--recia"ing regis"er s!i5"s)
Can 5ollo> ex"ended s-eec! e0en >!en i" is no" clearlD s"ruc"ured and >!en rela"ions!i-s are onlD
im-lied and no" signalled ex-lici"lD)
A2
Can unders"and s"andard s-oEen language, li0e or /roadcas", on /o"! 5amiliar and un5amiliar "o-ics
normallD encoun"ered in -ersonal, social, academic or 0oca"ional li5e) BnlD ex"reme /acEground noise,
inadeNua"e discourse s"ruc"ure andAor idioma"ic usage in5luences "!e a/ili"D "o unders"and)
Can unders"and "!e main ideas o5 -ro-osi"ionallD and linguis"icallD com-lex s-eec! on /o"! concre"e
and a/s"rac" "o-ics deli0ered in a s"andard dialec", including "ec!nical discussions in !isA!er 5ield o5
s-ecialisa"ion)
Can 5ollo> ex"ended s-eec! and com-lex lines o5 argumen" -ro0ided "!e "o-ic is reasona/lD 5amiliar,
and "!e direc"ion o5 "!e "alE is sign$-os"ed /D ex-lici" marEers)
A.
Can unders"and s"raig!"5or>ard 5ac"ual in5orma"ion a/ou" common e0erDdaD or jo/ rela"ed "o-ics,
iden"i5Ding /o"! general messages and s-eci5ic de"ails, -ro0ided s-eec! is clearlD ar"icula"ed in a
generallD 5amiliar accen")
Can unders"and "!e main -oin"s o5 clear s"andard s-eec! on 5amiliar ma""ers regularlD encoun"ered in
>orE, sc!ool, leisure e"c), including s!or" narra"i0es)
#2
Can unders"and enoug! "o /e a/le "o mee" needs o5 a concre"e "D-e -ro0ided s-eec! is clearlD and
slo>lD ar"icula"ed)
Can unders"and -!rases and ex-ressions rela"ed "o areas o5 mos" immedia"e -riori"D 7e)g) 0erD /asic
-ersonal and 5amilD in5orma"ion, s!o--ing, local geogra-!D, em-loDmen"8 -ro0ided s-eec! is clearlD
and slo>lD ar"icula"ed)
#.
Can 5ollo> s-eec! >!ic! is 0erD slo> and care5ullD ar"icula"ed, >i"! long -auses 5or !imA!er "o
assimila"e meaning)
U"DERST#"DI"$ CO"6ERS#TIO" AET<EE" "#TI6E SPE#LERS
C.
Can easilD 5ollo> com-lex in"erac"ions /e">een "!ird -ar"ies in grou- discussion and de/a"e, e0en on
a/s"rac", com-lex un5amiliar "o-ics)
A2
Can Eee- u- >i"! an anima"ed con0ersa"ion /e">een na"i0e s-eaEers)
Can >i"! some e55or" ca"c! muc! o5 >!a" is said around !imA!er, /u" maD 5ind i" di55icul" "o -ar"ici-a"e
e55ec"i0elD in discussion >i"! se0eral na"i0e s-eaEers >!o do no" modi5D "!eir language in anD >aD)
A.
Can generallD 5ollo> "!e main -oin"s o5 ex"ended discussion around !imA!er, -ro0ided s-eec! is
clearlD ar"icula"ed in s"andard dialec")
#2
Can generallD iden"i5D "!e "o-ic o5 discussion around !imA!er, >!en i" is conduc"ed slo>lD and clearlD)
%ISTE"I"$ #S # 'E'AER O( # %I6E #UDIE"CE
C.
Can 5ollo> mos" lec"ures, discussions and de/a"es >i"! rela"i0e ease)
A2
Can 5ollo> "!e essen"ials o5 lec"ures, "alEs and re-or"s and o"!er 5orms o5 academicA-ro5essional
-resen"a"ion >!ic! are -ro-osi"ionallD and linguis"icallD com-lex)
Can 5ollo> a lec"ure or "alE >i"!in !isA!er o>n 5ield, -ro0ided "!e su/jec" ma""er is 5amiliar and "!e
-resen"a"ion s"raig!"5or>ard and clearlD s"ruc"ured)
A.
Can 5ollo> in ou"line s"raig!"5or>ard s!or" "alEs on 5amiliar "o-ics -ro0ided "!ese are deli0ered in
clearlD ar"icula"ed s"andard s-eec!)
91
%ISTE"I"$ TO #""OU"CE'E"TS #"D I"STRUCTIO"S
C.
Can ex"rac" s-eci5ic in5orma"ion 5rom -oor Nuali"D, audi/lD dis"or"ed -u/lic announcemen"s, e)g) in a
s"a"ion, s-or"s s"adium e"c)
Can unders"and com-lex "ec!nical in5orma"ion, suc! as o-era"ing ins"ruc"ions, s-eci5ica"ions 5or
5amiliar -roduc"s and ser0ices)
A2
Can unders"and announcemen"s and messages on concre"e and a/s"rac" "o-ics s-oEen in s"andard
dialec" a" normal s-eed)
A.
Can unders"and sim-le "ec!nical in5orma"ion, suc! as o-era"ing ins"ruc"ions 5or e0erDdaD eNui-men")
Can 5ollo> de"ailed direc"ions)
#2
Can ca"c! "!e main -oin" in s!or", clear, sim-le messages and announcemen"s)
Can unders"and sim-le direc"ions rela"ing "o !o> "o ge" 5rom ] "o X, /D 5oo" or -u/lic "rans-or")
#.
Can unders"and ins"ruc"ions addressed care5ullD and slo>lD "o !imA!er and 5ollo> s!or", sim-le
direc"ions)
2x"ernal linEs "o lis"ening -rac"ice
>>>)esl$la/)com
!""-:AA>>>)elllo)org
!""-:AA>>>)esl5as")com
!""-:AA>>>)//c)co)uEA>orldser0iceAlearningenglis!
!""-:AA>>>)5minu"eenglis!)com
2nglis!Clu/)com
!""-:AA>>>)englis!mediala/)comAlis"ening)!"ml
!""-:AAacu-o5englis!)li/sDn)com
!""-:AA/reaEingne>senglis!)com
!""-:AAe5lclassroom)ning)com
Refereces
1) AritoH D/') <eac!ing 2nglis! as a @econd or #oreign ?anguage, Bos"on: Jeinle and Jeinle
+u/lis!ers,1991
2) #ield, %8) ?is"ening in "!e ?anguage Classroom) Cam/ridge : Cam/ridge 1ni0ersi"D
+ress,2008
3) $e):ardH J/$) <eac!ing 2nglis! as a #oreign ?anguage: * <eac!er @el5$(e0elo-men" and
Me"!odologD Guide) *nn *r/or: <!e 1ni0ersi"D o5 Mic!igan +ress,1996
&) 7armerHJ)$ <!e +rac"ice o5 2nglis! ?anguage <eac!ing$ +earson ?ongman, 5our"! edi"ion
5) %eoHP/- (e0elo-ing ?is"ening @Eills ===, 2<2C@ =C+*
6) "uaH D)) @econd ?anguage <eac!ing and ?earning) Bos"on: Jeinle and Jeinle
+u/lis!ers1999,
') PorterH D/ ad Ro)ertsH J)) *u"!en"ic lis"ening ac"i0i"ies) 2nglis! ?anguage <eac!ing %ournal,
36 718, 3'$&', 1981
8) PorterH D/ ad Ro)ertsH J) *u"!en"ic lis"ening ac"i0i"ies) =n M) ?) ?ong 7ed)8 Me"!odolog Din
<2@B?) Ro>leD, Mass): e>/urD Jouse, 198'
92
9) Scri*eerHJ)$ ?earning <eac!ing$ Macmillan
10) UrH P)$ * Course in ?anguage <eac!ing, Cam/ridge 1ni0ersi"D +ress,1998
$ @)+) a"ion, %ona"!an e>"on <eac!ing 2#?A2@? ?is"ening and @-eaEing 2@? \ *--lied
?inguis"ics +ro5essional @eries ,<aDlor \ #rancis e$?i/rarD, 2008)
:ttp:GG@@@/clrc/org
!""-:AA>>>)ones"o-englis!)com
!""-:AA>>>)esl/ase)com
>>>)marDglasgo>-lus)com
!""-:AA/usD"eac!er)org
@imon @>eeneD, 8ut,entic Haterials on !""-:AA-eo)cam/ridge)org
Gail [) Bura , 8ut,entic !as0- 5ased Haterials 5ringing t,e &eal /orld :nto t,e $lassroom on
>>>)jrc)so-!ia)ac)j-
?indsaD Miller, Developing 'istening (0ills 9it, 8ut,entic Haterials o !""-:AA>>>)el"!illside)com
255ec"i0e ?is"ening *c"i0i"ies 5or 2@? @"uden"s o :ttp:GG@@@/articles)ase/com
=/"esam *l *mriH 'istening strategies used b7 language learner on !""-:AAs>e/)sNu)edu)om
2riE C!ris"ensenH :ntensive 'istening- an introduction and practical guideline on
>>>)"imes-ace)dE
Miles Cra0en , 'istening s0ills guide on !""-:AA>>>)ones"o-englis!)com
=m-ro0ing "!e <eac!ing o5 ?is"ening o @@@/5.s:are/et
<eac!ing ?is"ening Be""er: =s ?is"ening /eing "aug!" as >ell as i" could /eW$ ar"icle on
:ttp:GG@@@/a)a;/co/9p
<eac!ing ?is"ening on :ttp:GG@ritig/colostate/edu
!,e Nse of 8ut,entic Haterials in !eac,ing %F' 'istening , %i ?ing9!u and K!ang XuanDuan on
!""-:AA>>>)!l"mag)co)uE
!ips on %ffective 'istening !""-:AA>>>)uni"e5l)com
Nse 8ut,entic Haterials? - article on !""-:AA>>>)esl/ase)comAar"iclesAau"!en"ic$ma"erials$2
93
'ODU%E M - OR#%
PRODUCTIO"
94
#cti*it8 .: <eac!ing s-eaEing: Goals
#cti*it8 2: *--roac!es "o "eac!ing s-eaEing
#cti*it8 0: *c"i0i"ies "o -romo"e s-eaEing
#cti*it8 1: =deas 5or -lanning s-eaEing ac"i0i"ies
#cti*it8 5: Correc"ion and Gi0ing #eed/acE
9
#cti*it8 2: 20alua"ion
10
O)9ecti*es
"o maEe "rainees a>are o5 di55eren" a--roac!es "o "eac!ing s-eaEingM
"o -ro0ide "!em >i"! reasons 5or using a /alanced ac"i0i"ies a--roac! >!en dealing >i"!
"eac!ing s-eaEing sEillsM
"o de0elo- "raineesC lesson -lanning com-e"ence in oral -roduc"ion "eac!ingM
"o maEe "rainees 5amiliar >i"! learning s"ra"egies in0ol0ing analD9ing, in"er-re"ing and
con0eDing in5orma"ion in a 0arie"D o5 5orms 7"ex"s, "a/les, diagrams, and linEed PPP$si"es8M
"o rein5orce "!e im-or"ance o5 gi0ing 5eed/acE L!o> and >!en$M
"o -ro0ide resources 5or "eac!ing s-eaEing)
#cti*it8 .: XTeac:ig spea=igB: $oals
@-eaEing is S"!e -rocess o5 /uilding and s!aring meaning "!roug! "!e use o5 0er/al and non$0er/al
sDm/ols, in a 0arie"D o5 con"ex"sS 7C!aneD, 1998, -) 138) <odaDYs >orld reNuires "!a" "!e goal o5
"eac!ing s-eaEing s!ould im-ro0e s"uden"sY communica"i0e sEills, /ecause, onlD in "!a" >aD, s"uden"s
can ex-ress "!emsel0es and learn !o> "o 5ollo> "!e social and cul"ural rules a--ro-ria"e in eac!
communica"i0e circums"ance) <!ere5ore, V"eac!ing s-eaEingC is "o "eac! s"uden"s "o:
1. -roduce "!e 2nglis! s-eec! sounds and sound -a""ernsM
2. use >ord and sen"ence s"ress, in"ona"ion -a""erns and "!e r!D"!m o5 "!e second languageM
3. selec" a--ro-ria"e >ords and sen"ences according "o "!e -ro-er social se""ing, audience,
si"ua"ion and su/jec" ma""erM
4. organi9e "!eir "!oug!"s in a meaning5ul and logical seNuenceM
5. use language as a means o5 ex-ressing 0alues and judgmen"sM
6. use "!e language NuicElD and con5iden"lD >i"! 5e> unna"ural -auses, >!ic! is called as
5luencD) 7unan, 20038
STEP ./. CI"DI6IDU#% <ORLD: RE(%ECTIO" O" "OR'#% PR#CTICE
=@<R1C<=B@
1) Jo> muc! do Dour s"uden"s s-eaE in classW
2) Jo> do Dou -re-are s-eaEing ac"i0i"ies in classW
3) P!a" ma"erials do Dou useW
&) P!a" -ar"icular -ro/lems do Dour s"uden"s !a0eW
5) =n >!a" >aDs do Dou encourage real communica"ion "o "aEe -lace in Dour lessonsW
STEP ./2 CP#IR <ORLD: CO'PO"E"TS
=@<R1C<=B@
*ccording "o @DaEur "!ere are a" leas" 5i0e com-onen"s o5 s-eaEing sEill concerned >i"!
com-re!ension, grammar, 0oca/ularD, -ronuncia"ion, and 5luencD 7@DaEur, 198': 38) (e5ine "!e
5unc"ion o5 eac! o5 "!e 5i0e com-onen"s lis"ed)
CO'PO"E"T (U"CTIO"CSD
Com-re!ension
9
10
95
Grammar
Foca/ularD
+ronuncia"ion
#luencD
=n 1980, "!e a--lied linguis"s Canale and @>ain -u/lis!ed an in5luen"ial ar"icle in >!ic! "!eD de5ined
communicative competence as a glo/al com-e"ence "!a" su/sumed 5our se-ara"e /u" rela"ed
com-e"encies:
gramma"ical 7a/ili"D "o crea"e gramma"icallD correc" u""erances8
sociolinguis"ic 7a/ili"D "o -roduce sociolinguis"icallD a--ro-ria"e u""erances8
discourse 7a/ili"D "o -roduce co!eren" and co!esi0e u""erances8
s"ra"egic 7a/ili"D "o sol0e communica"ion -ro/lems as "!eD arise8
<!e conce-" o5 communication competence emerged as a reac"ion "o earlier a--roac!es "o
language "!a" 5ocused exclusi0elD on gramma"ical com-e"ence)
STEP ./0 C$ROUP <ORLD: SPE#LI"$ E"6IRO"'E"T
=@<R1C<=B@
=n grou-s decide on "!e 5ollo>ing:
1) =s "!ere anD connec"ion /e">een "!e >aD >e "alE and "!e se""ing in >!ic! i" occursW 7Pould
Dou "ell "!e same Einds o5 joEes in a !os-i"al and a" a -ar"DW8
2) Jo> does "!e Eind o5 "alE limi" "!e "o-ics in"roducedW 7Jo> does a jo/ in"er0ie> di55er 5rom a
re-or"erCs in"er0ie> o5 a 5amous ac"orW8
3) (o language 5unc"ions 0arD 5rom one Eind o5 "alE "o ano"!erW 7Jo> do cam-aign s-eec! and a
c!ari"D s-eec! com-are >i"! regard "o "!e >aDs "!eD "rD "o -ersuade "!eir audiencesW8
&) =s a -ar"icular "alE liEelD "o c!ange i5 >e c!ange "!e roles o5 "!e -ar"ici-an"sW 7(oes a doc"or
"alE "o a -a"ien" as !e >ould "alE "o a mem/er o5 !is 5amilD in need 5or medical assis"anceW8
STEP ./1 CI"DI6IDU#% <ORLD: CO"6ERS#TIO" A#SED O" SCRIPT
=@<R1C<=B@
VMuc! o5 our Eno>ledge o5 "!e >orld is organi9ed around scripts, "!a" is, memorD 5or "D-ical e-isodes
"!a" occur in s-eci5ic si"ua"ions) Bur Eno>ledge o5 den"is"Cs scri-"s, meal scri-"s, sc!ool scri-"s, e"c,
ena/les us "o in"er-re" a grea" deal o5 "!e language o5 e0erDdaD li5ecBu" i5 >e lacE a rele0an" scri-" ,
com-re!ension maD /e di55icul")C Ric!ards 71983:2238
O)9ecti*es:
1) recrea"e "!e language associa"ed >i"! a -ar"icular scri-"
2) com-are "!e resul"s o/"ained /D Dour grou- >i"! "!ose o5 o"!er grou-s
Situatios:
1) Xou !a0e /een in0i"ed 5or dinner a" "!e !ome o5 Dour girl5riendA/oD5riend) <!is is "!e 5irs" "ime
Dou !a0e /een !ere) 4reate a short conversation 7#-> speeches8 "!a" >ould "aEe -lace as
Dou arri0e and en"er "!e !ouse)
2) <!e e0ening is dra>ing "o a close and i" is "ime 5or Dou "o lea0e) P!a" do Dou saDW Jo> do
Dour !os"sA-aren"s res-ondW
3) Xou >an" "o ex-ress Dour "!anEs "!e nex" daD) Jo> do Dou ex-ress Dour "!anEsW P!a" do
"!eD ans>erW
(id Dou 5ind i" easD or di55icul" "o crea"e "!e con0ersa"ions 5or eac! scri-"W
96
#cti*it8 2: #pproac:es to teac:ig spea=ig
<!e goal o5 "eac!ing s-eaEing sEills is "o ensure "!a" s"uden"s are a/le "o maEe "!emsel0es
unders"ood, using "!eir curren" -ro5iciencD "o "!e 5ulles") <!eD s!ould "rD "o a0oid con5usion in "!e
message due "o mis-ronuncia"ion, 5aul"D grammar, or 0oca/ularD, and "o o/ser0e "!e social and
cul"ural rules "!a" a--lD in eac! communica"ion si"ua"ion)
<o !el- s"uden"s de0elo- communica"i0e e55iciencD in s-eaEing, "eac!ers can use ac"i0i"ies "!a"
com/ine language input, structured output, and communicative output a--roac!es)
%$ -anguage input comes in "!e 5orm o5 "!e language !eard and read ou"side o5 class, lis"ening
ac"i0i"ies, class in"erac"ion, and i" gi0es s"uden"s "!e ma"erial "!eD need "o /egin -roducing language
"!emsel0es)
-anguage input maD 5ocus on content or /orm)
#ocus on 4ontent input in0ol0es in5orma"ion) =" maD also include descri-"ions o5 learning
s"ra"egies and exam-les o5 "!eir use)
#ocus on Gorm input in0ol0es >aDs o5 using "!e language: guidance 5rom "!e "eac!er or
ano"!er source on 0oca/ularD, -ronuncia"ion, and grammar -linguistic competence1)
a--ro-ria"e "!ings "o saD in s-eci5ic con"ex"s -discourse competence1) ex-ec"a"ions 5or ra"e o5
s-eec!, -ause leng"!, "urn$"aEing, and o"!er social as-ec"s o5 language use -sociolinguistic
competence1) and ex-lici" ins"ruc"ion in -!rases "o use "o asE 5or clari5ica"ion and re-air
miscommunica"ion -strategic competence1@
=n "!e -resen"a"ion -ar" o5 a lesson, a "eac!er com/ines content-oriented and /orm-oriented input)
<!e amoun" o5 in-u" "!a" is ac"uallD -ro0ided in "!e "arge" language de-ends on s"uden"sY -ro5iciencD
and also on "!e si"ua"ion)
:$ -anguage output
Ctructured output 5ocuses on s"uden"sC using correc" language 5ormsAs"ruc"ures) <!eD maD
!a0e o-"ions 5or res-onses, /u" all o5 "!e o-"ions reNuire "!em "o use "!e s-eci5ic 5orm or
s"ruc"ure "!a" "!e "eac!er !as jus" in"roduced) Ctructured output is designed "o maEe
learners com5or"a/le -roducing s-eci5ic language i"ems recen"lD in"roduced, some"imes in
com/ina"ion >i"! -re0iouslD learned i"ems)
=n communicative output, "!e s"uden"sY main -ur-ose is "o com-le"e a "asE) <o com-le"e "!e
"asE, "!eD maD use "!e language "!a" "!e "eac!er !as jus" -resen"ed, /u" "!eD also maD use
anD o"!er 0oca/ularD, grammar, and communica"ion s"ra"egies "!a" "!eD Eno>) =n
communicative output activities, "!e cri"erion o5 success is >!e"!er "!e s"uden" ge"s "!e
message across) Gluency and no" accuracy is a considera"ion, unless "!e lacE o5 "!e la""er
in"er5eres >i"! "!e message)
=n e0erDdaD communica"ion, s-oEen exc!anges "aEe -lace /ecause "!ere is some sor" o5
in5orma"ion ga- /e">een "!e -ar"ici-an"s) 4ommunicative output activities in0ol0e a similar
real in5orma"ion ga-) =n order "o com-le"e "!e "asE, s"uden"s mus" reduce or elimina"e "!e
in5orma"ion ga-) =n "!ese ac"i0i"ies, language is a "ool, no" an end in i"sel5)
=n "!e communicative model o5 language "eac!ing, "eac!ers !el- "!eir s"uden"s de0elo- Eno>ledge
/D -ro0iding au"!en"ic -rac"ice "!a" -re-ares s"uden"s 5or real$li5e communica"ion si"ua"ions) <o !el-
s"uden"s de0elo- communicative e//iciency speaking, "eac!ers can use a /alanced ac"i0i"ies
a--roac! "!a" com/ines language inputA structured output, and communicative output)
STEP 2/. CP#IR <ORLD: SUCCESS(U% SPE#LI"$
=@<R1C<=B@
?is" >!ic! are, according "o Dou, "!e c!arac"eris"ics o5 success5ul s-eaEing ac"i0i"ies)
97
STEP 2/2 C$ROUP <ORLD: RE(%ECT
=@<R1C<=B@
*s a "eac!er >!a" do Dou 5ind mos" c!allenging a/ou" oral communica"ion "asEsW
STEP 2/0 C$ROUP <ORLD: CO''U"IC#TI6E OUTPUT #CTI6ITIES
=@<R1C<=B@
$ommunicative output activities allo> s"uden"s "o -rac"ise using all o5 "!e language "!eD Eno> in
si"ua"ions "!a" resem/le real se""ings) =n "!ese ac"i0i"ies, s"uden"s mus" >orE "oge"!er "o de0elo- a
-lan, resol0e a -ro/lem, or com-le"e a "asE) <!e mos" common "D-es o5 communica"i0e ou"-u" ac"i0i"D
are role pla7s and discussions)
PROCEDURES
10) <!e "rainees >orE in grou-s) <!ree grou-s are su--osed "o decide, in "!eir grou-s, on "!e
s"e-s "!e "eac!er s!ould "aEe in order "o succeed >i"! role plays) <!e o"!er "!ree grou-s do
"!e same 5or discussions)
11) <!e "!ree grou-s >orEing on role plays and "!e "!ree >orEing on discussions exc!ange
in5orma"ion)
12) <!e grou-s decide on >!a" "o re-or" "o "!eir colleagues)
13) +resen"a"ions on /lacE/oardA5li-c!ar"sA0ideo -resen"a"ion)
#cti*it8 0: #cti*ities to promote spea=ig
%$ Discussions
5os"er cri"ical "!inEing and NuicE decision maEingM s"uden"s learn !o> "o ex-ress and jus"i5D
"!emsel0es in -oli"e >aDs >!ile disagreeing >i"! "!e o"!ersM
"eac!ers se" "!e -ur-ose o5 "!e discussion ac"i0i"D /e5ore "!e discussion, so "!a" s"uden"s do
no" s-end "!eir "ime c!a""ing >i"! eac! o"!er a/ou" irrele0an" "!ingsM
s"uden"s /ecome in0ol0ed in agreeAdisagree discussions)
s"uden"s are encouraged "o asE Nues"ions, -ara-!rase ideas, ex-ress su--or", c!ecE 5or
clari5ica"ion)
:$ 9ole 1lay
s"uden"s -re"end "!eD are in 0arious social con"ex"s and !a0e a 0arie"D o5 social rolesM
"!e "eac!er assigns roles 7gi0es in5orma"ion "o "!e learners suc! as >!o "!eD are and >!a"
"!eD "!inE or 5eel8)
;$ Cimulations
similar "o role$-laDs /u" more ela/ora"e $s"uden"s can /ring i"ems "o "!e class "o crea"e a
realis"ic en0ironmen"$M
role -laDs and simula"ions are en"er"aining, mo"i0a"e "!e s"uden"s and increase "!e sel5$
con5idence o5 "!e s!D ones
#$ *n/ormation &ap
s"uden"s are su--osed "o /e >orEing in -airs $ one s"uden" >ill !a0e "!e in5orma"ion "!a" o"!er
-ar"ner does no" !a0e and "!e -ar"ners >ill s!are "!eir in5orma"ion$M
ad*atages: in sol0ing a -ro/lem or collec"ing in5orma"ion, eac! -ar"ner -laDs an im-or"an"
role /ecause "!e "asE canno" /e com-le"ed i5 "!e -ar"ners do no" -ro0ide "!e in5orma"ion "!e
o"!ers needM e0erD/odD !as "!e o--or"uni"D "o "alE ex"ensi0elD in "!e "arge" language
5$ ,rainstorming=problem solving
s"uden"s are reNuired "o -roduce ideas on a gi0en "o-ic in a gi0en "ime -eriodM
can /e done indi0iduallDAin -airsAgrou-sM
is e55ec"i0e $ s"uden"s genera"e ideas NuicElD and 5reelDM
s"uden"s are no" cri"ici9ed 5or "!eir ideas so "!eD are o-en "o s!aring ne> ideas)
98
>$ Ctorytelling
5os"ers crea"i0e "!inEingM
!el-s s"uden"s ex-ress ideas in "!e 5orma" o5 /eginning, de0elo-men", and ending, including
"!e c!arac"ers and se""ing a s"orD !as "o !a0e)
$ *ntervie)s
s"uden"s are reNuired "o conduc" in"er0ie>s on selec"ed "o-ics >i"! 0arious -eo-leM
"!e "eac!er maD -ro0ide a ru/ric "o s"uden"s so "!a" "!eD Eno> >!a" "D-e o5 Nues"ions "!eD
can asE, /u" i" is "!e s"uden"s >!o -re-are "!eir o>n in"er0ie> Nues"ions)
ad*atages: gi0e s"uden"s a c!ance "o -rac"ice "!eir s-eaEing a/ili"D no" onlD in class /u" also
ou"sideM !el- "!em /ecoming sociali9ed))
?$ Ctory 4ompletion
a 0erD enjoDa/le, >!ole$class, 5ree$s-eaEing ac"i0i"DM
"!e "eac!er maD -ro0ide "!e /eginning o5 a s"orD, "!en, eac! s"uden" s"ar"s "o narra"e 5rom "!e
-oin" >!ere "!e -re0ious one s"o--edM
eac! s"uden" is su--osed "o add a sugges"ed num/er o5 sen"ences)
ad*atages: relaxed a"mos-!ere, 5os"ers crea"i0i"D, s"uden"s ex-ress ideas in "!e 5orma" o5
de0elo-men", and ending, including "!e c!arac"ers and se""ing a s"orD !as "o !a0e 7"!eD maD
add ne> c!arac"ers, e0en"s, descri-"ions8, e0erD/odD !as "!e o--or"uni"D "o "alE in "!e "arge"
language)
@$ 9eporting
s"uden"s are asEed "o read a ne>s-a-er or maga9ine /e5ore coming "o class, >a"c! a 0ideo
cli-M
in class, "!eD re-or" "o "!eir 5riends >!a" "!eD 5ind as "!e mos" in"eres"ing ne>s)
%B$ 1icture 2arrating
ac"i0i"D /ased on se0eral seNuen"ial -ic"uresM
"!e "eac!er -ro0ides a ru/ric 7ru/rics can include "!e 0oca/ularD or s"ruc"ures s"uden"s need
"o use >!ile narra"ing8M
s"uden"s are asEed "o "ell "!e s"orD "aEing -lace in "!e seNuen"ial -ic"ures /D -aDing a""en"ion
"o "!e cri"eria -ro0ided /D "!e "eac!er as a ru/ric)
%%$ 1icture Describing
s"uden"s are su--osed "o /e >orEing in grou-sM
eac! grou- is gi0en a di55eren" -ic"ureM
s"uden"s discuss "!e -ic"ure >i"! "!eir grou-s, "!en a s-oEes-erson 5or eac! grou- descri/es
"!e -ic"ure "o "!e >!ole class)
ad*atages: 5os"ers "!e crea"i0i"D and imagina"ion o5 "!e learners as >ell as "!eir -u/lic
s-eaEing sEills)
%:$ Gind the Di//erence
s"uden"s >orE in -airs and eac! cou-le is gi0en ">o di55eren" -ic"uresM
s"uden"s in -airs discuss "!e similari"ies andAor di55erences in "!e -ic"ures)
%;$ !ral presentations on a given topic
49*+09*A G!9 0GG04+*30 190C02+A+*!2C
*$ 4!2+02+-90-A+0D
&elevance of ideas to topic 7-er"inen" exam-lesM no unnecessarD de"ails8
Mverall co,erence 7 logical, na"ural 5lo> o5 ideas8
'e+ical range 70arie"D o5 >ordsA-!rases "o sui" com-lexi"D o5 "o-ic8
&egister 7a--ro-ria"e c!oice and consis"en" use o5 ei"!er 5ormal or in5ormal le0el,
de-ending on "!e audience8
99
II/ OR$#"IS#TIO"-RE%#TED
%ffective introduction 7ca"c!D o-ening : rele0an" joEeAanecdo"e, s"a"is"ics, Nuo"a"ion8
$lear signposting 7s"a"emen" o5 goals, indica"ion o5 s"ages, em-!asis on
conclusionsAresul"s8
%mp,asizing 0e7 points 7insis"ing onAre-ea"ing main -oin"s and s"a"ing "!e -resen"erCs
conclusion8
'engt, 7organi9a"ion o5 ma"erials "o 5i" "ime limi", 3$5 mins)8
III/ DE%I6ERK-RE%#TED
$larit7 and pronunciation
(tress and intonation
Bolume
6ace
5od7 language, e7e contact, manner
1-A2 G!9 !9A- 190C02+A+*!2C
%$ *2+9!D<4+*!2
@"a"e "!e general "!eme
:$ +(0 ,!DF
Re5er "o learning 5rom oneCs o>n ex-erience: gi0e exam-les)
Re5er "o learning 5rom "!e ex-eriences o5 o"!ers: gi0e exam-les)
;$ C<55A9F A2D 4!24-<C*!2
Re5er /rie5lD "o ">o or "!ree main ideas men"ioned in "!e /odD)
@"a"e Dour o>n conclusions a/ou" "!e "!eme)
STEP 0/. CP#IR <ORLD: #CTI6ITIES
=@<R1C<=B@
Belo> is a lis" o5 0arious ac"i0i"D "D-es designed "o !el- learners "o de0elo- "!eir oral 5luencD)
@ome o5 "!e "D-es maD o0erla-$5or exam-le, a jigsa> ac"i0i"D maD in0ol0e an in5orma"ion ga-
7al"!oug! "!e re0erse is no" necessarilD "rue8)
*) =n5orma"ion$ga- ac"i0i"ies
B) RanEing ac"i0i"ies
C) %igsa> ac"i0i"ies
() Guessing ac"i0i"ies
2) +ro/lem$sol0ing ac"i0i"ies
#) Role$-laD
G) Grou- discussion
J) +rojec"$/ased ac"i0i"ies
=) +re-ared monologues
(or eac: acti*it8 t8pes Ca-iD )raistorm a e;ample acti*it8/
E;ample: *c"i0i"D *: * Vs-o" "!e di55erenceC exercise is an exam-le o5 an in5orma"ion$ga-
ac"i0i"D) 7@"uden"s >orE in -airs and eac! mem/er o5 "!e -air !as a slig!"lD di55eren" -ic"ure) Pi"!ou"
looEing a" eac! o"!erCs -ic"ures "!eD !a0e "o iden"i5D "!e di55erences /e">een "!eir ">o -ic"ures)8
STEP 0/2 CP#IR <ORLD: (#I%URE O( CO''U"IC#TI6E #CTI6ITIES
=@<R1C<=B@
<rD "o iden"i5D reasons >!D communica"i0e ac"i0i"ies, es-eciallD discussions, in "!e classroom o5"en
5ail) Re-or" "o "!e o"!er -airs)
STEP 0/0 C$ROUP <ORLD: I"(OR'#TIO"-$#P #CTI6ITIES
100
=@<R1C<=B@
C!oose 5our o5 "!e ac"i0i"D "D-es and /rains"orm 5ur"!er Einds o5 ma"erial and ac"i0i"D >!ic!
mig!" /e used)
E;ample: <!e 5ollo>ing are all exam-les o5 information-gap ac"i0i"ies:
Bne s"uden" descri/es a -ic"ure "o ano"!er s"uden") <!e second s"uden" !as "o dra> i")
Bne s"uden" arranges o/jec"s on "!e "a/le and direc"s "!e second s"uden" "o arrange similar
o/jec"s in "!e same >aD) <!e s"uden"s si" so "!a" "!eD canno" see eac! o"!erCs o/jec"s)
Bne s"uden" !as a seNuence o5 -ic"ures >!ic! "ell a s"orD) <!e second s"uden" !as "!e same
-ic"ures in a jum/led order) <!e 5irs" s"uden" descri/es "!e seNuence "o !isA!er -ar"ner) <!e
-ar"ner !as "o arrange !isA!er -ic"ures in"o "!e correc" order)
STEP 0/1 CI"DI6IDU#% <ORLD: DE6E%OPI"$ T#SLS
=@<R1C<=B@
(e0elo- an in5orma"ion$ga- "asE 5or Dour s"uden"s)
1) iden"i5D a con"ex" 7a social e0en"Aa gameAa -u99le8
2) crea"e a 0isual aid 7a s-ider gramAa ma-8 5or s"uden"s "o 5ill in as "!eD ga"!er in5orma"ion 5rom
"!eir -ar"ners
3) men"ion "!e "ime limi" Dou >ill gi0e "!is "asE
#cti*it8 1: Ideas for plaig spea=ig acti*ities
Jere are some ideas "o Eee- in mind as Dou -lan Dour s-eaEing ac"i0i"ies)
Cote;t
"!e con"en" s!ould /e -rac"ical and usa/le in real$li5e si"ua"ionsM
a0oid "oo muc! ne> 0oca/ularD or grammarM
5ocus on s-eaEing >i"! "!e language "!e s"uden"s !a0e)
Correctig Errors
-ro0ide a--ro-ria"e 5eed/acE and correc"ion, /u" donY" in"erru-" "!e 5lo> o5 communica"ionM
"aEe no"es >!ile -airs or grou-s are "alEing and address -ro/lems "o "!e class a5"er "!e
ac"i0i"D >i"!ou" em/arrassing "!e s"uden"7s8 >!o made "!e errorM
>ri"e "!e errors on "!e /oard and asE >!o can correc" "!em)
Euatit8 *s/ Eualit8
address /o"! in"erac"i0e 5luencD and accuracD, s"ri0ing 5oremos" 5or communica"ionM
ge" "o Eno> eac! learnerYs -ersonali"D and encourage "!e Nuie"er ones "o "aEe more risEs)
Co*ersatio Strategies
encourage s"ra"egies liEe asEing 5or clari5ica"ion, -ara-!rasing, ges"ures, and ini"ia"ing 7Y!eD,Y
Yso,Y Y/D "!e >aDY8)
Teac:erBs Iter*etio
>!en a s-eaEing ac"i0i"D loses s"eam, Dou maD need "o jum- in"o a role$-laD, asE more
discussion Nues"ions, clari5D Dour ins"ruc"ions, or s"o- an ac"i0i"D "!a" is "oo di55icul" or /oring)
STEP 1/. CP#IR <ORLD: #D#PT#AI%ITK
=@<R1C<=B@
=n -airs, decide !o> "eac!ers can:
1) +ro0ide s"uden"s >i"! o--or"uni"ies 5or -rac"ising s-eci5ic s-eaEing sEills)
2) <eac! s"uden"s "o ada-" "!eir s-eec! "o s-eci5ic si"ua"ions)
3) +ro0ide o--or"uni"ies "o -rac"ise s-eaEing /e5ore larger grou-s)
STEP 1/2 C$ROUP <ORLD: $ROUP DISCUSSIO"
=@<R1C<=B@
101
* "eac!er >an"s !isA!er s"uden"s "o de0elo- "!e sEills necessarD 5or "aEing -ar" in a grou-
discussion) JeAs!e also genuinelD >an"s "!em "o exc!ange "!eir o-inions a/ou" -ro/lems o5 transport
in "!eir !ome ci"D)
1) P!a" linguis"ic -re-ara"ion mig!" /e a--ro-ria"eW
2) =n >!a" >aDs mig!" !eAs!e organi9e "!isW
3) =n >!a" >aDs can !eAs!e s"imula"e in"eres" in "!e "o-icW
&) =n >!a" >aDs can !eAs!e encourage s!D mem/ers o5 "!e class "o ex-ress "!eir 0ie>sW
5) P!a" mig!" !eAs!e do a/ou" a 0erD dominan" s"uden" >!o is -redis-osed "o mono-oli9e anD
ac"i0i"DW
6) Jo> mig!" !eAs!e c!oose "o organi9e "!e classroomW
') P!a" mig!" !isA!er o>n role in "!e ac"i0i"D /eW
8) <!e 5ollo>ing is an excer-" 5rom a "ranscri-" o5 "!e "eac!erCs lesson) P!a" ad0ice >ould Dou
gi0e "o "!e "eac!erW
!eac,er: <odaD >e are going "o "alE a/ou" "rans-or" in our ci"D) P!a" do Dou "!inE
a/ou" "!is, %aneW
(tudent: Mmmm) = "!inE is /ad)
!eac,er: Good) :t is /ad) P!a" donC" Dou liEe a/ou" i"W
(tudent: <!e /uses)
!eac,er: Good) <!e /uses) (o Dou "!inE "!eD are "oo slo> or "oo ex-ensi0eW
(tudent: <oo slo>)
!eac,er: Good) (o Dou agree, (ianeW
#cti*it8 5: Correctio ad $i*ig (eed)ac=
=n some >aDs, a s-eaEing ac"i0i"D is liEe a >ri"ing ac"i0i"D $ s"uden"s >ould -ro/a/lD com-lain i5
"eac!ers didnY" correc" "!eir >ri"ing, so >!D s!ould s-eaEing /e di55eren"W
@"uden"s >ill 5eel "!a" "!eD are no" >as"ing "ime >!en "!eD s-eaE /ecause "!eD ge" 5eed/acE)
=" s!o>s s"uden"s !o> and >!ere "!eD are im-ro0ing, as >ell as >!a" "!eD need "o >orE on)
<eac!ers can 5ocus on discourse 5ea"ures as >ell as on lexis and anD gramma"ical s"ruc"ures
"!eD !a0e /een >orEing on, and so recDcle "!em)
<!ere are manD >aDs "!a" "eac!ers can gi0e 5eed/acE "o s"uden"s, and manD as-ec"s "!a" "!eD can
5ocus on) Jere are some ideas:
#eed/acE s!ould /e -osi"i0e as >ell as nega"i0e L "eac!ers s!ould "ell s"uden"s >!a" "!eD do
>ell, as >ell as >!a" "!eD are ge""ing >rong)
<!eD can gi0e 5eed/acE "o "!e >!ole class, "o small grou-s or -airs or "o indi0iduals)
<!e >aD "eac!ers deal >i"! "!ese di55eren" grou-ings >ill 0arD) @ome"imes "!eD >ill >an" "o gi0e
5eed/acE on "!e /oard, /u" i" maD o5"en /e oral: "!e >aD "!eD c!oose >ill de-end on !o> muc! "ime
"!eD >an" "o s-end on i", !o> serious "!eD 5eel "!e -oin" is, >!a" "!eD are correc"ing)
STEP 5/. CP#IR <ORLD: (EEDA#CL .
=@<R1C<=B@
=n -airs, decide >!en i" is ad0isa/le "o gi0e 5eed/acE "o "!e >!ole classA"o small grou-sA"o indi0iduals)
STEP 5/2 C$ROUP <ORLD: (EEDA#CL 2
=@<R1C<=B@
=n grou-s, decide on ideas 5or gi0ing 5eed/acE "o 1) "!e >!ole classA2) "o small grou-sA3) "o indi0iduals)
STEP 5/0 CI"DEPE"DE"T <ORLD: #TTITUDE O( SO'E %E#R"ERS
=@<R1C<=B@
<!e 5ollo>ing commen"s >ere made /D s"uden"s a""ending a Vcon0ersa"ion classC)
a) MD "eac!er ne0er correc"s me so !o> can = learnW
/) = >an"ed a con0ersa"ion class /u" all >e do is -laD games)
c) Xes"erdaD >e "alEed a/ou" nuclear energD c /u" = didnC")
102
d) = Eno> >!a" "o saD /u" >!en i"Cs mD "urn = canC")
e) = donC" !a0e enoug! >ords)
1) P!a" do Dou "!inE "!e underlDing -ro/lems areW
2) P!a" ad0ice mig!" Dou gi0e "o "!e "eac!erW
Refereces
./Aur=artH $/H S) @-oEen ?anguage,: P!a" i" is and Jo> "o "eac! i"
2/7armerH J)<!e +rac"ice o5 2nglis! ?anguage <eac!ing
0/7a8ri8e La8iH <eac!ing @-eaEing: *c"i0i"ies "o +romo"e @-eaEing in a @econd ?anguage,
>>>)scri/d)comA
$ !""-:AA>>>)>ea"!er>i9Eids)com
$ +a"!>aD "o 2nglis!, 2nglis! Jori9ons, Bx5ord 1ni0ersi"D +ress
$ >>>)coerll)u"exas)eduAme"!ods, #oreign ?anguage <eac!ing Me"!ods
$ >>>)lEEa)l"Ajr)gul/inasA
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'ODU%E R 5 <RITI"$
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#cti*it8 .: *--roac!es "o "eac!ing >ri"ing
#cti*it8 2: P!D "eac! >ri"ingW
#cti*it8 0: +rinci-les o5 "eac!ing >ri"ing
#cti*it8 1: *c"i0i"ies "o -romo"e -rocess >ri"ing
#cti*it8 5: Pri"ing "o ?earn, #unc"ional Pri"ing, Crea"i0e Pri"ing
#cti*it8 6: 1sing linEed PPP$si"es in class ac"i0i"ies
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O)9ecti*es
"o maEe "rainees a>are o5 di55eren" a--roac!es "o "eac!ing >ri"ingM
"o -ro0ide resources 5or "eac!ing >ri"ingM
"o maEe "rainees re5lec" on "!eir o>n ex-erience o5 learning "o >ri"e in a 5oreign languageM
"o 5amiliari9e "!em >i"! "erms and conce-"s >!ic! are cen"ral "o a considera"ion o5 e55ec"i0e
>ri"ingM
"o in0i"e "!em a--lD "!ese "erms and conce-"s in analD9ing >ri"ing "asEs and sam-les o5
learnersC >ri""en 2nglis!M
"o ex"end "!eir a>areness o5 a range o5 5ac"ors in0ol0ed in "eac!ing >ri"ing sEills, and "o !el-
ex-lore 5ac"ors rela"ing "o a 0arie"D o5 a--roac!es)
#cti*it8 .: #pproac:es to Teac:ig <ritig
STEP ./. CI"DI6IDU#% <ORLD: SO'E A#SIC ISSUES
=@<R1C<=B@
255ec"i0e >ri"ing in0ol0es con0eDing a message in suc! a >aD as "o a55ec" "!e audience as "!e >ri"er
in"ends)
(e-ending on "!e -recise -ur-ose in >ri"ing, "!is maD, 5or exam-le, in0ol0e sei9ing and main"aining
"!e in"eres" o5 "!e in"ended readers, con0eDing in5orma"ion clearlD, delig!"ing or amusing "!e readers
or -ersuading "!em o5 a -ar"icular -oin" o5 0ie>) <!e >ri"er needs "o /e a/le "o imagine "!e readers
and "o assess "!eir Eno>ledge o5 "!e "o-ic, "!eir assum-"ions a/ou" "!e "o-ic and "!eir a""i"udes
"o>ards i" and in"eres" in i")
=n ac!ie0ing "!e -ur-ose 5or >ri"ing, "!e >ri"er maEes c!oices a/ou" a num/er o5 5ac"ors) ?ooE a" "!e
5ollo>ing lis" o5 some o5 "!ese 5ac"ors:
grammar :ad@ritig
*oca)ular8 paragrap:ig
co:esio formulae
co:erece spellig
r:etorical orgai,atio capitali,atio
la8out puctuatio
uderliigGitalics
1) *dd 5ur"!er 5ac"ors "o "!is lis" i5 Dou "!inE "!ere is anD"!ing missing) 7V@"DleC is no" included in
"!is lis" as an inde-enden" i"em as "!is "erm normallD re5ers "o a--ro-ria"e c!oices o5
vocabular7 or grammar)8
2) P!ic! o5 "!e "erms in "!e lis" re5er "o:
a8 <!e organi9a"ion o5 5unc"ions >i"!in a "ex"W 7#or exam-le, a le""er o5 ini"ial com-lain"
>ill con0en"ionallD /egin >i"! a descri-"ion o5 "!e /acEground, "!en s"a"e "!e -ro/lem,
and >ill "!en indirec"lD reNues" ac"ion)8
/8 <!e -!Dsical arrangemen" o5 in5orma"ion on "!e -ageW 7#or exam-le, "!e 5ac" "!a" in a
le""er, "!e senderCs address normallD a--ears in "!e "o- rig!"$!and corner)8
c) <!e use o5 Vs"ocE -!rasesCW 7#or exam-le, V<!anE Dou 5or Dour le""er o5 16
"!
o5 %ulDC8
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<!ere are se0eral a--roac!es "o "eac!ing >ri"ing as -resen"ed /D 7Raimes,*, 19838:
A$ +he 4ontrolled-to-Gree Approach
=n "!e 1950s and earlD 1960s, "!e audio$lingual me"!od domina"ed second$language learning) <!is
me"!od s"ressed "!a" s-eec! and >ri"ing aimed a" mas"erD o5 gramma"ical and sDn"ac"ic 5orms) +he
controlled-to-/ree approach is seHuential: s"uden"s are 5irs" gi0en sen"ence exercises, "!en
-aragra-!s "o co-D or mani-ula"e gramma"icallD /D c!anging Nues"ions "o s"a"emen"s, -resen" "o -as",
or -lural "o singular) <!eD mig!" also c!ange >ords "o clauses or com/ine sen"ences) Pi"! "!ese
con"rolled com-osi"ions, i" is rela"i0elD easD 5or s"uden"s "o >ri"e and De" a0oid errors, >!ic! maEes
error correc"ion easD) +his approach emphasizes accuracy rather than /luency or originality)
,$ +he Gree-'riting Approach
+his approach /ocuses on )riting Huantity rather than Huality) <!e em-!asis in "!is a--roac! is
on con"en" and 5luencD ra"!er "!an on accuracD and 5orm) <eac!ers maD /egin "!eir classes /D asEing
s"uden"s "o >ri"e 5reelD on anD "o-ic >i"!ou" >orrDing a/ou" grammar and s-elling 5or 5i0e or "en
minu"es) <eac!ers do no" correc" "!ese -ieces o5 5ree >ri"ing) <!eD onlD read "!em and commen" on
"!e ideas "!e s"uden"s ex-ressed) *l"erna"i0elD, s"uden"s maD 0olun"eer "o read "!eir o>n >ri"ing aloud
"o "!e class) 4oncern /or Iaudience and Icontent are important in this approach)
4$ +he 1aragraph-1attern Approach
=ns"ead o5 accuracD o5 grammar or 5luencD o5 con"en", "!e 1aragraph-1attern-Approach stresses on
organization) <!eD -u" scram/led sen"ences in"o -aragra-! order) <!eD iden"i5D general and s-eci5ic
s"a"emen"s and c!oose "o in0en" an a--ro-ria"e "o-ic sen"ence or inser" or dele"e sen"ences) <!is
a--roac! is /ased on "!e -rinci-le "!a" in di55eren" cul"ures -eo-le cons"ruc" and organi9e
communica"ion >i"! eac! o"!er in di55eren" >aDs)
D$ +he &rammar-Cynta6-!rganization Approach
<eac!ers >!o 5ollo> "!is a--roac! consider "!a" >ri"ing canno" /e seen as com-osed o5 se-ara"e
sEills >!ic! are learned seNuen"iallD) <!ere5ore, s"uden"s s!ould /e "rained "o -aD a""en"ion "o
organi9a"ion >!ile "!eD also >orE on "!e necessarD grammar and sDn"ax) +his approach links the
purpose o/ )riting to the /orms that are needed to convey message)
0$ +he 4ommunicative Approach
<!is a--roac! encourages s"uden"s "o /e!a0e liEe >ri"ers in real li5e and asE "!emsel0es "!e crucial
Nues"ions a/ou" purpose and audience: Because >ri"ing is seen as a communica"i0e ac", "!e
readers!i- maD /e ex"ended "o classma"es and -en -als)
G$ +he 1rocess Approach
=n "!is a--roac!, s"uden"s are "rained "o genera"e ideas 5or >ri"ing, "!inE o5 "!e -ur-ose and audience,
>ri"e mul"i-le dra5"s in order "o -resen" >ri""en -roduc"s "!a" communica"e "!eir o>n ideas) Pri"ing
/ecomes a -rocess o5 disco0erD 5or "!e s"uden"s as "!eD disco0er ne> ideas and ne> language 5orms
"o ex-ress "!em) A )riting process approach reHuires that teachers should give students
greater responsibility /orA and o)nership o/A their o)n learning) @"uden"s maEe decisions and
colla/ora"e as "!eD >ri"e)
During the )riting processA students engage in pre-)ritingA planningA dra/tingA and post-)riting
activities) Jo>e0er, as "!e >ri"ing -rocess is recursive in na"ure, "!eD do no" necessarilD engage in
"!ese ac"i0i"ies in "!a" order)
STEP ./2 C$ROUP <ORLD: DE6ISI"$ T#SLS
=@<R1C<=B@
=n grou-s de0ise 5or Dour s"uden"s "!e 5ollo>ing "asEs:
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a) *sE s"uden"s "o com-le"e a descri-"ion -aragra-!A>ri"e a descri-"ion 5rom Nues"ions)
/) Gi0e s"uden"s a se" o5 slas! sen"ences and asE "!em "o >ri"e a s!or" narra"i0e -aragra-!)
c) *sE s"uden"s "o in"er0ie> "!eir -ar"ner 7-air >orE8 on a cer"ain "o-ic and "!en >ri"e a/ou" >!a"
"!eD !a0e learned)
d) #ill in "!e "a/le /D -u""ing a "icE in "!e a--ro-ria"e columns "o indica"e >!a" a--roac!
addresses >!a" elemen"s o5 >ri"ing:
cotet process audiece @ord
c:oice
orgai,atio mec:aics grammarGs8ta;
Cotrolled-to
free
(ree -@ritig
Paragrap:-
patter
$rammar-
s8ta;-
orgaisatio
Commuicati*e
Process @ritig
e) Com-are "!e resul"s o5 Dour "asEs >i"! "!ose o5 "!e o"!er grou-s)
5) (iscuss "!e ad0an"ages and disad0an"ages o5 eac! o5 "!ese a--roac!es)
g) P!ic! >ould Dou use >i"! Dour s"uden"sW *" >!a" le0elW P!DW
#cti*it8 2: <:8 Teac: <ritigO
Pri"ing s!ould /e "aug!" 5or i"s o>n saEe in a ?2 class /ecause:
=" is a -re0alen" 5orm o5 communica"ion in real li5e, es-eciallD no>adaDs$ "!ere are /logs,
-eo-le use com-u"er$media"ed communica"ion, "!eD "ex" a lo"$) Pe use >ri"ing 5or a 0arie"D o5
e0erDdaD communica"i0e -ur-oses, 5rom maEing a s!o--ing lis" "o >ri"ing essaDs 5or sc!ool)
=n a com-u"er$media"ed age, /eing a/le "o >ri"e is an essen"ial sEill in anD language)
=" maD /e !el-5ul 5or s"uden"s "o re5lec", -rac"ise and ex-ress "!emsel0es in "!e 5oreign
language in a more adul"$liEe manner >i"! more com-lex "!oug!"s "!an >!en "!eD !a0e "o
s-eaE >i"!ou" -lanning
=" maD raise cogni"i0e a>areness o5 "!e language, can !el- -rac"ise sound$sDm/ol
associa"ions, connec"ions /e">een rela"ed lexical i"ems, rela"ions!i-s /e">een lexical i"ems
and grammar)
Crea"i0e assignmen"s maD lead "o !ig!er le0els o5 mo"i0a"ion in "!e s"uden"s)
Jarmer 71998, -) '98 descri/es "!a" "!e reasons 5or "eac!ing >ri"ing "o s"uden"s o5 2nglis! as a 5oreign
language include rein5orcemen", language de0elo-men", learning s"Dle and, mos" im-or"an", >ri"ing as
a sEill in i"s o>n rig!")
./ Reiforcemet
some s"uden"s acNuire a language in a -urelD oralA aural >aD, /u" o"!ers /ene5i" grea"lD 5rom
seeing "!e language >ri""en do>n
>ri"ing rein5orces "!e gramma"ical s"ruc"ures, idioms and 0oca/ularD "!a" s"uden"s !a0e
learned
2/ %aguage de*elopmet
>ri"ing !el-s s"uden"s in acNuiring a language /ecause "!e -rocess demands "!em "o "!inE
and c!oose "!e sen"ences as >ell as >ords "!a" "!eD >ill use "o ex-ress "!e ideas
"!e rela"ions!i- /e">een >ri"ing and "!inEing maEes >ri"ing a 0alua/le -ar" o5 anD language
courses
0/ %earig st8le
/D looEing and lis"ening
/D "!inEing and re5lec"ing >!a" "!eD !a0e learned
1/ <ritig as a s=ill
>ri"ing is a /asic language sEill, jus" as im-or"an" as s-eaEing, lis"ening and reading
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s"uden"s need "o Eno> !o> "o >ri"e le""ers, !o> "o -u" >ri""en re-or"s "oge"!er, "!eD need "o
Eno> some o5 >ri"ingCs s-ecial con0en"ions suc! as -unc"ua"ion, -aragra-! cons"ruc"ion, e"c
jus" as "!eD need "o Eno> !o> "o -ronounce s-oEen 2nglis! a--ro-ria"elD)
STEP 2/. CI"DI6IDU#% <ORLD: RE#SO"S (OR <RITI"$
=@<R1C<=B@
<!e 5ollo>ing are some o5 "!e reasons learners o5 2nglis! maD /e asEed "o >ri"e:
a) #or diagnos"ic -ur-oses)
/) <o de0elo- linguis"ic com-e"ence 75or exam-le, co-Ding a model o5 ne> language or >ri"ing a
s!or" "ex" "o -rac"ise or "es" Eno>ledge o5 language >!ic! !as /een "aug!"8)
c) <o encourage "!e de0elo-men" o5 5luencD)
d) <o "rainA-ro0ide -rac"ice in as-ec"s o5 >ri"ing sEills, -er se, 5or exam-le:
selec"ing c!arac"eris"ic 5ea"ures o5 -ar"icular "ex" "D-es according "o "!e -ur-ose in
>ri"ingM
including a--ro-ria"e s"ages in "!e -rocess o5 com-osi"ionM
assessing "!e Eno>ledge, assum-"ions, a""i"udes and in"eres" o5 "!e in"ended
audience and addressing "!em accordinglD)
1) Jo> clear "o Dour s"uden"s do Dou maEe "!e -ur-ose o5 anD >ri"ing ac"i0i"DW
2) Jo> mig!" "!e -ur-ose o5 a >ri"ing ac"i0i"D de"ermine Dour a--roac! "o -re-aring "!e ac"i0i"D in
classW
3) Jo> mig!" "!e -ur-ose o5 a >ri"ing ac"i0i"D de"ermine Dour a--roac! "o correc"ionW
&) #or >!ic! o5 "!ese -ur-oses mig!" s"uden"s /e encouraged "o >ri"e colla/ora"i0elDW
STEP 2/2 C$ROUP <ORLD: PREP#R#TIO"H 'OTI6#TIO" #"D CO''U"IC#TIO"
=@<R1C<=B@
1) MaEe a lis" o5 >aDs in >!ic! "!e "eac!er can mo"i0a"e s"uden"s "o >ri"e /D encouraging
con5idence and en"!usiasm)
2xam-le: @!e can ge" s"uden"s "o >a"c! -ar" o5 a selec"ed <F documen"arD 7in 2nglis! or in
"!eir o>n language8 as a s"imulus 5or ideas "o !el- "!em in >ri"ing)
2) Jo> im-or"an" do Dou consider i" is "!a" "!e >ri"ing "asE incor-ora"es an elemen" o5 real
communica"ionW
3) Jo> mig!" a >ri"ing "asE incor-ora"e "!is elemen" o5 real communica"ionW
#cti*it8 0: Priciples of Teac:ig <ritig
BrDne 719888 sugges"s "!e -rinci-les 5or "eac!ing >ri"ing >i"! "!e 5ollo>ing -oin"s:
1) Teac: studets to @rite
classroom >ri"ing "asEs need "o /e se" u- in >aDs "!a" re5lec" "!e >ri"ing -rocess in good
>ri"ers
s"uden"s need "o /e encouraged "o go "!roug! a -rocess o5 -lanning, organi9ing, com-osing,
and re0ising
2/ Pro*ide adeFuate ad rele*at e;periece of t:e @ritte laguage
selec"ion o5 "ex" "D-es 5or /o"! reading and >ri"ing s!ould /e made /earing in mind "!a"
s"uden"s can usuallD read language "!a" is more ad0anced "!an "!eD can -roduce
0/ S:o@ studets :o@ t:e @ritte laguage fuctios as a s8stem of commuicatio
>!en s"uden"s unders"and "!e con"ex" "!eD are muc! liEelD "o >ri"e e55ec"i0elD so, >!en se""ing
>ri"ing "asEs, "eac!ers need:
1) "o 0arD "!e audience,
2) iden"i5D >!o "!e readers are,
3) "rD "o maEe e0erD -iece o5 >ri"ing 5ul5il some Eind o5 communica"i0e -ur-ose, ei"!er real or
simula"ed
1/ Teac: studets :o@ to @rite te;ts
encourage "!e -roduc"ion o5 >!ole "ex"s "o "eac!, all "!e im-or"an" 5ea"ures "!a" can !el- "o
maEe a "ex" co!eren"
5/ Teac: studets differet =ids of te;ts
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-ro0ide 5or s"uden"s o--or"uni"ies "o -rac"ice 0arious 5orms and 5unc"ions in >ri"ing and >i"!in
"!ese "o de0elo- "!e di55eren" sEills in0ol0ed in -roducing >ri""en "ex"s
6/ 'a=e @ritig tas=s realistic ad rele*at
>ri"ing "asEs s!ould ena/le s"uden"s "o >ri"e >!ole "ex"s >!ic! 5orm connec"ed,
conce-"uali9ed, and a--ro-ria"e -ieces o5 communica"ion
2/ Itegrate @ritig @it: ot:er s=ills
design "asEsAac"i0i"ies in >!ic! Dou in"egra"e >ri"ing >i"! o"!er sEills Llis"ening, reading$
M/ Use a *ariet8 of tec:iFues ad practice formats
-ro0ide 0arious >ri"ing ac"i0i"ies: con"rolled >ri"ing, guided >ri"ing, 5ree >ri"ing
eac! ac"i0i"D >ill need di55eren" "ec!niNues and -rac"ice
colla/ora"i0e >ri"ing in "!e classroom genera"es discussions and ac"i0i"ies >!ic! encourage
an e55ec"i0e -rocess o5 >ri"ing
R/ Pro*ide appropriate support
maEe re0ision an in"egral -ar" o5 "!e -rocess o5 >ri"ing /D:
1) de0ising a range o5 ac"i0i"ies in0ol0ing s"uden"s as >ell as "eac!ers
STEP 0/. CP#IR <ORLD: TE#C7I"$ T7E (E#TURES O( P#RTICU%#R TEST TKPES
=@<R1C<=B@
Be5ore asEing "!e s"uden"s "o >ri"e an exam-le o5 a -ar"icular "ex" "D-e Dou mig!" >an" "o go "!roug!
some o5 "!e 5ollo>ing s"ages) <!e order, !ere, is jum/led) +u" "!em in"o an a--ro-ria"e order and
jus"i5D Dour decisions)
a) Guided >ri"ing -rac"ice$"!e s"uden"s >ri"e 7-ar"s o58 a -arallel "ex" guided /D -rom-"s 7e)g)
-ic"ures or sen"ences >!ic! summarise -aragra-!s8)
/) 2xercises >!ic! -rac"ise -ar"icular 5ea"ures o5 "!e "ex" "D-e 7e)g) ordering -aragra-!s in "!e
"ex", com/ining sen"ences using a rela"i0e clause8)
c) Reading exam-les o5 "!e "ex" "D-e)
d) *nalDsing "ex"s "o isola"e c!arac"eris"ic 5ea"ures o5 "!a" "ex" "D-e)
ORDER ST#$E
.
2
0
1
STEP 0/2 CI"DI6IDU#% <ORLD: CORRECTIO" O( <RITTE" <ORL
=@<R1C<=B@
1) =n Dour o>n ex-erience o5 learning languages, >!a" Einds o5 5eed/acE did Dour "eac!ers gi0e
DouW Jo> use5ul did Dou 5ind "!is 5eed/acEW
Consider "!e 5ollo>ing commen"s made /D learners o5 2nglis!) =n eac! case a""em-" "o de5ine
in >!a" >aDs "!e ex-ec"a"ions and V-ersonal -!iloso-!iesC o5 "!e "eac!er and "!e learner are
similar or a--ear "o di55er) Pri"e Dour o>n considera"ions in "!e grid 7no more "!an 20 >ords A
commen"8 and sa0e i" as a Pord)doc)
2xam-le: Commen" 7a8: #rom !er o>n ex-erience as a learner or 5rom !er "raining as a
"eac!er, "!e "eac!er maD !a0e in"ernali9ed "!e 0ie> "!a" red inE is -ercei0ed /D learners "o /e
in"imida"ing or discouraging) @!e a--ears no" "o !a0e Nues"ioned "!is, or a" leas" s!e !as no"
solici"ed "!e 0ie>s o5 "!is learnerCs class) =" maD /e "!e case "!a" 0erD 5e> o5 !er s"uden"s
s!are !er reluc"ance "o use red inE)
a) = >is! "!e "eac!er >ould use red inE so "!a" = could see "!ings clearlD)
/) = >is! "!e "eac!er >ould >ri"e in "!e correc"ions ins"ead o5 using "!a" code)
c) @!e correc"s e0erD mis"aEe) ="Cs reallD discouraging)
d) @!e seems "o "!inE "!a" grammar and s-elling are e0erD"!ing)
e) @!e >ri"es reallD nice commen"s a" "!e /o""om)
5) @!e goes o0er our mis"aEes indi0iduallD, one /D one) ="Cs suc! a >as"e o5 "ime)
g) @!e >ri"es VgoodC a" "!e /o""om, /u" = Eno> i" isnC")
!) =Cd lo0e "o Eno> >!a" o"!er s"uden"s >ri"e)
CBMM2< XB1R BP CB@=(2R*<=B@
/)
c)
109
d)
e)
5)
g)
!)
#cti*it8 1: #cti*ities to Promote Process <ritig
T:e process approac:
"rea"s all >ri"ing as a crea"i0e ac" >!ic! reNuires "ime and -osi"i0e 5eed/acE "o /e done >ell
!as "!e "eac!er mo0e a>aD 5rom /eing someone >!o se"s s"uden"s a >ri"ing "o-ic and
recei0es "!e 5inis!ed -roduc" 5or correc"ion >i"!ou" anD in"er0en"ion in "!e >ri"ing -rocess
i"sel5
!as "!e s"uden"s encouraged "o "!inE a/ou" audience: >!o is "!e >ri"ing 5orW
!as "!e s"uden"s realise "!a" >!a" "!eD >ri"e can /e c!anged: "!ings can /e dele"ed, added,
res"ruc"ured, e"c)
.) 1re-)riting activities- in "!is s"age, "!e mos" im-or"an" "!ing is "!e 5lo> o5 ideas$
-re-are s"uden"s 5or a >ri"ing "asE and ac"i0a"e, re0ie> or /uilds su/$sEills "!a" -re-are "!em
5or com-le"ing "!e main >ri"ing "asEM
5ocus on "!e audience, "!e content, and "!e vocabulary necessarD 5or "!e "asE) 7"D-icallD
>ord and -!rase le0el ac"i0i"ies8M
"!e role o5 "!e "eac!er is "o s"imula"e s"uden"sY crea"i0i"D, "o ge" "!em "!inEing !o> "o a--roac!
a >ri"ing "o-ic)
2/ During-)riting activities
engage s"uden"s in recursi0e >ri"ing, sel5$edi"ing and re0isionsM
as s"uden"s are guided "!roug! >ri"ing and re$>ri"ing, "!e "eac!er s!ould guide "!em "!roug!
areas suc! as sDn"ax)
0/ 1ost-)riting activities
!el- s"uden"s re5lec" on and re0ise "!eir >ri"ing /ased on 5eed/acE 5rom an audience, suc! as
-eers andAor "!eir "eac!er)
%$ 1re-)riting tasks
a$,rainstorming
s"uden"s di0ided in"o grou-s -roduce >ords and ideas a/ou" "!e >ri"ing
b$1lanning
s"uden"s maEe a -lan o5 "!e >ri"ing /e5ore "!eD s"ar"M
"!ese -lans can /e com-ared and discussed in grou-s /e5ore >ri"ing "aEes -lace)
c$&enerating ideas
s"uden"s >ri"e a/ou" "!e su/jec" in six di55eren" >aDs $ "!eD:
1) descri/e i"
2) com-are i"
3) associa"e i"
&) analD9e i"
5) a--lD i"
6) argue 5or or agains" i")
110
d$Juestioning
=n grou-s, s"uden"s genera"e Nues"ions a/ou" "!e "o-ic 7"!is !el-s "!em 5ocus u-on audience as
"!eD consider >!a" "!e reader needs "o Eno>8) <!e ans>ers "o "!ese Nues"ions >ill 5orm "!e /asis
"o "!e >ri"ing)
e$1rompts
a >ell c!osen -ic"ure or song
>ri""en -rom-"s 7-ro0ided /D "!e "eac!er or genera"ed "!roug! /rains"orming /D "!e s"uden"s8$
+hey can /ollo) the /ive 's and the ( /rom "ournalism: )hoA )hatA )henA )hereA )hyA ho))
/$ 9esponding to tasks
P!en s"uden"s res-ond "o "asEs, >!e"!er >ri""en or oral, "!eD can learn ne> 0oca/ularD,
ex-ressions, gramma"ical s"ruc"ures and, -ragma"ic in5orma"ion 7!o> "o s"ruc"ure a re0ie>, an
e$mail, e"c8)
g$ Gocusing ideas
(ast @ritig
<!e s"uden"s >ri"e NuicElD on a "o-ic 5or 5i0e "o "en minu"es >i"!ou" >orrDing a/ou" correc" language or
-unc"ua"ion) <!eD >ri"e as NuicElD as -ossi/le, i5 "!eD canno" "!inE o5 a >ord "!eD lea0e a s-ace or
>ri"e i" in "!eir o>n language) <!e im-or"an" "!ing is "o Eee- >ri"ing) ?a"er "!is "ex" is re0ised)
$roup compositios
PorEing "oge"!er in grou-s, s!aring ideas) <!is colla/ora"i0e >ri"ing is es-eciallD 0alua/le as i"
in0ol0es o"!er sEills 7s-eaEing in -ar"icular8)
C:agig *ie@poits
* good >ri"ing ac"i0i"D "o 5ollo> a role$-laD or s"orD"elling ac"i0i"D) (i55eren" s"uden"s c!oose di55eren"
-oin"s o5 0ie> and "!inE a/ou" Adiscuss >!a" "!is c!arac"er >ould >ri"e in a diarD, >i"ness s"a"emen",
e"c)
6ar8ig form
@imilar "o "!e ac"i0i"D a/o0e, /u" ins"ead o5 di55eren" 0ie>-oin"s, di55eren" "ex" "D-es are selec"ed) Jo>
"!e "ex" >ould /e di55eren" i5 i" >ere >ri""en as a le""er, or a ne>s-a-er ar"icle, e"c)
STEP 1/. C$ROUP <ORLD: S7#PI"$ IDE#S
=@<R1C<=B@
Bnce s"uden"s !a0e some"!ing on "!e -age "o >orE >i"!, "!eD can /egin "!e decision$maEing -rocess
crucial "o de0elo-ing a co!eren" idea or argumen") *" "!is -oin", s"uden"s >ill c!oose >!ic! ideas mos"
a--eal "o "!em, >!ic! ideas seem "o 5i" "oge"!er, >!ic! ideas need "o /e se" aside, and >!ic! ideas
need 5ur"!er ex-lora"ion) (e0ise an ac"i0i"D "o !el- s"uden"s maEe decisions as "!eD s!a-e ideas)
STEP 1/2 C$ROUP <ORLD: XPROCESSB #PPRO#C7ES TO TE#C7I"$ <RITI"$ SLI%%S
=@<R1C<=B@
=n recen" Dears a""en"ion !as 5ocused on "!e -rocess o5 >ri"ing, and "!e cri"icism !as /een made "!a"
"eac!ers some"imes ex-ec" learners "o -roduce >ri""en "ex"s >i"!ou" allo>ing, encouraging or "raining
"!em in "!e s"ages >!ic! are necessarD 5or -roducing good "ex"s)
1) <!e Vs"agesC o5 "!e >ri"ing -rocess
a) Com-le"e "!e 5ollo>ing c!ronological lis" o5 "!e s"ages >ri"ers go "!roug! in >ri"ing some"!ing
in >!ic! "!eD are concerned >i"! ex-ressing "!emsel0es 0erD exac"lD 75or exam-le, an essaD
or an im-or"an" le""er8) #ill in "!e grid 7no more "!an 50 >ords8
1) Mulling o0er and discussing ideas
2) %o""ing do>n no"es in no -ar"icular order
3)
111
&)
5)
e"c
o"e "!a" i" >ould /e ina--ro-ria"e "o go "!roug! all "!ese s"ages in e0erD ins"ance o5 >ri"ing$
"!e na"ure o5 "!e V-rocessC de-ends on "!e -ur-ose 5or >ri"ing, "!e leng"! o5 "!e "ex", "!e
com-lexi"D o5 "!e ideas and "!e "ime a0aila/le "o "!e >ri"er) Moreo0er, in -rac"ice "!ese s"ages
>ill rarelD /e discre"e$"!ere maD /e considera/le o0erla- /e">een "!em and "!ere maD /e
VregressionsC "o earlier s"ages)
/) <!inE o5 di55eren" >ri""en assignmen"s Dou mig!" se" Dour s"uden"s) @-eci5D one in >!ic! i"
>ould /e a--ro-ria"e "o encourage "!em "o >orE sDs"ema"icallD "!roug! "!ese s"ages, and one
in >!ic! "!is >ould /e ina--ro-ria"e)
2) C!oices o5 a--roac!
<o >!a" ex"en" is a -rocess$/ased a--roac! "o "eac!ing >ri""en sEills com-a"i/le >i"! a "ex"$
"D-e /ased a--roac!W 7@ee @"e- 2 $Module 3$ 5or an ex-lana"ion o5 a "ex"$"D-e /ased
a--roac!)8
3) <ec!nologD
Jo> mig!" access "o >ord -rocessors a55ec" "!e organi9a"ion o5 a lesson in"ended "o de0elo-
-rocess$>ri"ing sEillsW
&) =n"erac"ion
Jo> mig!" a lesson /e organi9ed so "!a" s"uden"s !el- eac! o"!er in "!e -rocesses o5 re0ision
and re$dra5"ingW
2/ During-)riting activities
s"uden"s are readD "o >ri"e $ "!eD need clear ins"ruc"ions and resources "o com-le"e "!e nex"
s"e-s in "!e -rocess: >ri"ing dra5"s, re0ising, sel5$edi"ing, ex-anding$M
s"uden"s are allo>ed "o use no"es 5rom "!e -re$>ri"ing "asEs) <!eD maD also use a dic"ionarD
or s-ell$c!ecEer)
STEP 1/0 CI"DI6IDU#% <ORLD: DURI"$ T#SL
=@<R1C<=B@
(e0ise a (uring Pri"ing <asE)
0/ 1ost-)riting activities
Re$read Dou s"orD, maEe sure sen"ences maEe sense
*dd -!rases "o maEe "!e s"orD 5lo> smoo"!lD 7co!esion marEers, -ronouns,
conjunc"ions8
2limina"e unnecessarDAredundan" de"ails
+roo5read 5or s-elling, 0oca/ularD, grammar Lc!ecElis"$
+eer edi"ing and -roo5$reading 7"!e "ex"s are in"erc!anged and "!e e0alua"ion is done
/D o"!er s"uden"s) =n "!e real >orld, i" is common 5or >ri"ers "o asE 5riends and
colleagues "o c!ecE "ex"s 5or s-elling, e"c) Xou could also asE "!e s"uden"s "o reduce
"!e "ex"s, "o edi" "!em, concen"ra"ing on "!e mos" im-or"an" in5orma"ion)
@!are >i"! audience 7>e/si"e, online /log, a >iEi en"rD, e"c8
STEP 1/1 C$ROUP <ORLD: T#SL DESI$"
=@<R1C<=B@
(esign an assignmen" 5or Dour s"uden"s and ans>er "!e 5ollo>ing Nues"ions:
1) P!a" is "!e learning o/jec"i0eW 7>ri"ing, 0oca/ularD, grammar, reading, e"c8
2) P!a" are "!e su/$sEills needed "o com-le"e "!e "asEW
3) P!a" -re$>ri"ing ac"i0i"ies can !el- s"uden"s -re-are "o com-le"e "!e "asEW
&) P!a" guidelinesAma"erials >ould Dou gi0e "!e s"uden"s during "!e >ri"ing "asEW
5) P!a" are some -os"$>ri"ing ac"i0i"ies Dou could useW
STEP 1/5 CI"DI6IDU#% <ORLD: <RITI"$ C%#SS
=@<R1C<=B@
Commen" on "!ese:
* >ri"ing classroom !as:
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lo"s and lo"s o5 li"era"ure s!ared and read
lo"s o5 "alEing and s!aring o5 ideas and /elie5s
-lanned ins"ruc"ion in "!e >ri"ing -rocess
muc! -rac"ice in using "!e >ri"ing -rocess
-eo-le >ri"ing indi0iduallD, >i"! a -ar"ner, in a small grou-
lo"s o5 re5lec"ing on >ri"ing $ >!ole class, small grou-
selec"ing and organi9ing >ri"ing -or"5olios
"eac!er$led mini$lessons on s-eci5ic >ri"ing sEills
<:8 cosider colla)orati*e @ritig assigmetsO
Colla/ora"i0e grou-s dra> u-on "!e s"reng"!s o5 all "!eir mem/ers) *l"!oug! one s"uden" maD
/e s"ronger in cri"ical "!inEing sEills, ano"!er maD excel in organi9ing) BD >orEing in grou-s,
s"uden"s learn 5rom eac! o"!er >!ile "!eD com-le"e assigned "asEs)
More and more >orE-lace ac"i0i"ies in0ol0e -rojec" "eams) Gi0ing s"uden"s o--or"uni"ies "o
>orE colla/ora"i0elD on -rojec"s can !el- -re-are "!em 5or "!e ad0an"ages and -i"5alls o5
colla/ora"i0e >orE on "!e jo/)
@"uden"s >orEing in colla/ora"i0e grou-s can "aEe ad0an"age o5 grou- mem/ers 5or /uil"$in
-eer re0ie> as "!eD com-le"e >ri"ing -rojec"s)
o" leas" im-or"an", colla/ora"i0e >ri"ing assignmen"s usuallD en"ail muc! less grading "ime 5or
"!e "eac!er)
o" all >ri"ing assignmen"s can /e con0er"ed 5rom indi0idual >ri"ing "asEs "o grou- >ri"ing "asEs, nor
s!ould "!eD all) Bu" a" leas" some o5 "!e >ri"ing s"uden"s do >orE /es" in colla/ora"i0e grou-s)
STEP 1/6 CP#IR <ORLD: PROA%E' SO%6I"$
=@<R1C<=B@
=n grou-s, 5ind solu"ions "o "!e lis"ed -ro/lems) #ill in "!e "a/le) Re-or" "o "!e class)
+ossi/le +ro/lem @olu"ion7s8
une0en -ro5iciencD
large grou- si9es
o55$"asE /e!a0iour
#cti*it8 5: <ritig to %earH (uctioal <ritigH Creati*e <ritig
=n SPri"ing "o ?earn Means ?earning "o <!inE,S @Drene #orsman maEes "!e 5ollo>ing -oin" a/ou"
)riting to learn:
*s "eac!ers >e can c!oose /e">een 7a8 sen"encing s"uden"s "o "!oug!"less mec!anical o-era"ions
and 7/8 5acili"a"ing "!eir a/ili"D "o "!inE) =5 s"uden"sY readiness 5or more in0ol0ed "!oug!" -rocesses is
/D-assed in 5a0our o5 jamming more 5ac"s and 5igures in"o "!eir !eads, "!eD >ill s"agna"e a" "!e lo>er
le0els o5 "!inEing) Bu" i5 s"uden"s are encouraged "o "rD a 0arie"D o5 "!oug!" -rocesses in classes, "!eD
113
can, regardless o5 "!eir ages, de0elo- considera/le men"al -o>er) Pri"ing is one o5 "!e mos" e55ec"i0e
>aDs "o de0elo- "!inEing) 7-) 1628
%$ 'riting to learn activities can !a--en 5reNuen"lD or in5reNuen"lD in classM some can ex"end o0er
"!e en"ire semes"erM some can /e ex"ended "o include a >ide 0arie"D o5 >ri"ing "asEs in di55eren"
5orma"s and "o di55eren" audiences)
Jere are some exam-les:
<!e reading journal
Generic and 5ocused summaries
*nno"a"ions
Res-onse -a-ers
@Dn"!esis -a-ers
<!e discussion s"ar"er
#ocusing a discussion
<!e learning log
*nalD9ing "!e -rocess
+ro/lem s"a"emen"
@ol0ing real -ro/lems
Belie0ing and dou/"ing game
*nalDsis o5 e0en"s
+rojec" no"e/ooEs
<!e >ri"ing journal
STEP 5/. P#IR <ORLD: <RITI"$ JOUR"#%
=@<R1C<=B@
=n -airs, decide on >!a" can go in"o a >ri"ing journal)
:$ Gunctional )riting
"!e -rac"ice o5 ex-ressing s-eci5ic in5orma"ion mean" "o mirror real$li5e scenarios suc! as !o>
"o maEe or do some"!ing, gi0ing ad0ice, in0i"ing someone "o some"!ing or "elling >!a"
!a--ened in a s-eci5ic si"ua"ionM
includes le""ers, memoranda, direc"ories, manuals, 5orms, reci-es, and minu"esM
"o succeed in -roducing e55ec"i0e 5unc"ional "ex"s, learners mus" !a0e a clear sense o5
purpose and audience 7learnersC a>areness o5 audience and -ur-ose >ill 5acili"a"e "!e
selec"ion o5 a--ro-ria"e language, s"Dle and 5orma" >!ic! >ill 5ur"!er su--or" "!e -iece o5
>ri"ing8)
STEP 5/2 C$ROUP <ORLD: %ETTERS
=@<R1C<=B@
=n grou-s, decide on !o> "o "eac! Dour s"uden"s: 5ormalAin5ormal le""er >ri"ingAar"icle >ri"ingA-ro-osal
>ri"ing) (ecide on "!e 5orma", "!e "asE and "!e leng"! reNuiremen")
; $4reative 'riting
maEes i" -ossi/le 5or s"uden"s "o ex-erimen" and -laD >i"! "!e language
is engaging and mo"i0a"ing
!el-s s"uden"s see language as a communica"i0e "ool, >i"! 5ocus on meaning, no" merelD on a
linguis"ic sDs"em
@!or" s"ories, -oems songs, drama, screen-laD are all exam-les o5 crea"i0e >ri"ing "asEs "!a" !a0e
/een sugges"ed 5or use in a 5oreign language class)
114
STEP 5/0 CI"DI6IDU#% <ORLD: #%TER"#TE E"DI"$S
=@<R1C<=B@
*l"erna"e ending ac"i0i"ies include:
coming u- >i"! a di55eren" ending "o a Eno>n "ex"
-redic" an ending o5 a s"orD 5rom "!e class reading
>ri"e a seNuel "o a s"orD
!a0e s"uden"s re$>ri"e "!e s"orDA-ar" o5 "!e s"orD 5rom ano"!er c!arac"erCs -ers-ec"i0e
Jo> >ould Dou de0ise suc! a "asEW #ocus on:
"!e reNuiremen"7s8
grou- >orEA-air >orE
leng"! reNuiremen"s
e0alua"ion o/jec"i0e7s8
marEing sc!eme
"ime allo""ed
dissemina"ion
STEP 5/1 CP#IR <ORLD: CO7ERE"CE #"D CO7ESIO"
=@<R1C<=B@
Co!esion and co!erence are cen"ral "o all ins"ances o5 language use, and indeed, "o communica"ion
o5 anD Eind) Jo>e0er, i" is in >ri"ing "!a" learners o5 a 5oreign language o5"en 5ind "!a" anD -ro/lems
"!eD !a0e in "!ese areas /ecome !ig!lig!"ed)
1) ?ooE a" "!e 5ollo>ing ex"rac"s 5rom com-osi"ions >ri""en /D learners o5 2nglis!) Bo"! s"uden"s
!a0e -ro/lems >i"! co!esion, >!ic! is >!D "!e "ex"s seem odd e0en "!oug! mis"aEes o5
grammar and 0oca/ularD !a0e /een correc"ed)
7a8
H7 landlad7 is an old 9oman@ H7 landlad7 is ver7 0ind to me@ (,e
does not give me por0 to eat@ H7 landlad7 does not 0no9 : am used
to eating a lot of por0@ :n m7 countr7 people of m7 countr7 tend to eat
a lot of por0@
7/8
H7 landlad7 is called Hrs (mit,s@ (,e lives on a ground floor of
,ouse@ :t is a ver7 old ,ouse@ (ometimes it rains@ /ater comes
t,roug, a roof@ H7 room is not at top of a ,ouse@ H7 room is dr7@
Re>ri"e "!ese ex"rac"s so "!a" "!eD VreadC na"urallD) P!a" -ro/lems does eac! s"uden" !a0e
>i"! co!esionW 7B"!er mis"aEes !a0e /een correc"ed)8
2) (e5ine Vco!esionC and maEe a lis" o5 >ords >!ic! commonlD ac" as Vco!esi0e de0icesC)
3) ?ooE a" "!e 5ollo>ing ">o sen"ences) Bo"! are co!esi0e, /u" one !as a -ro/lem o5 co!erence)
P!ic! oneW
a) Xes"erdaD = go" u- la"e and !ad a NuicE /reaE5as")
/) Xes"erdaD = go" u- la"e and /oug!" a ne> car)
XCo:ereceB descri)es t:e logical relatios )et@ee t:e ideas ad iformatio
em)odied i discourse/ I co:eret te;t it is clear :o@ seteces relate to setecesH
ad paragrap:s to paragrap:s Ce;emplif8ig a poit madeH couterig a poit madeH
e;tedig a poit madeH etcD/ Co:erece is :elped )8 co:esioH )ut ofte a @riter
assumes t:at t:e reader @ill use particular aspects of geeral =o@ledge ad
=o@ledge of t:e specific co*etios of certai =ids of te;ts to suppl8 t:e ecessar8
logical coectios/
115
I setece CaD a)o*eH it is clear t:at t:e relatios:ip )et@ee Xgettig up lateB ad
X:a*ig a Fuic= )rea=fastB is oe of cause ad effect/ I setece C)DH t:e t@o parts of
t:e setece appear to )e urelated ad it is difficult to ifer a8 coectio/ I t:is
setece t:ere is a pro)lem of co:erece/
T:e secod of t:e seteces i CcD )elo@ is grammaticall8 similar to setece CaD
a)o*e/ #gai it is perfectl8 co:eret/ 7o@e*erH i t:is case t:e relatios:ip )et@ee t:e
t@o parts of t:e setece is ot oe of cause ad effect )ut of eFui*alece-)ot: parts
of t:e setece illustrate ad e;pad t:e iformatio cotaied i t:e precedig
setece:
c) = !ad a >onder5ul >eeEend) Xes"erdaD = go" u- la"e and !ad a leisurelD /reaE5as")
I )ot: seteces CaD ad CcD XadB pro*ides t:e co:esio/ 7o@e*erH t:e relatios:ip it
implies ca )e deri*ed ol8 t:roug: t:e cote;t ad t:roug: =o@ledge Ci t:ese
casesH of co*etioal :uma )e:a*iourD @:ic: t:e reader )rigs to )ear i t:e act of
iterpretig/
4. ?ooE /acE a" "!e -receding -aragra-! in "!is "asE) (e5ine "!e rela"ions!i- /e">een "!e
-aragra-!s /eginning V.$o,erence describes =A and P:n t,e sentence -a1 above, =A@
5) =n >ri"ing 2nglis!, >!ic! a--ears "o -resen" more -ro/lems "o Dour learners, co!esion or
co!erenceW
6) Pould "!is /e eNuallD "rue o5 "!e -rocess o5 readingW
Refereces
./ A8reH D)<eac!ing Pri"ing @Eills
2/(orsmaH D)Pri"ing "o ?earn Means ?earning "o <!inE
0/7armerH J) <!e +rac"ice o5 2nglis! ?anguage <eac!ing
1/'usumeciH D)Pri"ing in "!e 5oreign ?anguage Curriculum
5/RaimesH #/<ec!niNues in <eac!ing Pri"ing
$ +a"!>aD "o 2nglis!, 2nglis! Jori9ons, Bx5ord 1ni0ersi"D +ress
$ *--roac!es "o <eac!ing Pri"ing, >>>)!ona)a!lamon"ada)ne"A
$ >>>)coerll)u"exas)eduA me"!ods, #oreign ?anguage <eac!ing Me"!ods
$ !""-:AA>>>)lis"en$and$>ri"e)comAaudio
$ !""-:AA>>>)learner)orgAin"erac"i0esAs-ellingA
116
'ODU%E .4 - #DJUSTI"$
C%#SSROO'
'#"#$E'E"T TO T7E
EDUC#TIO"#%
E"6IRO"'E"T
117
#cti*it8 .: Classroom Managemen": Goals
#cti*it8 2: <eac!erCs roles
#cti*it8 0: <eac!erCs language: ins"ruc"ions
#cti*it8 1: +lanning -a""erns o5 in"erac"ion in class
#cti*it8 5: @"uden"sC a""i"udes "o di55eren" -a""erns o5 in"erac"ion
#cti*it8 6: *u"onomD and learning
#cti*it8 2: PaDs "o im-ro0e "eac!ing and learning /D using modern "ec!nologD
1&
O)9ecti*es
"o de0elo- a>areness o5 di55eren" roles "eac!ers -er5orm and consider "!e a--ro-ria"eness o5
di55eren" rolesM
"o de0elo- a more -rinci-led /asis on >!ic! "o maEe decisions a/ou" "!e -lanning and
"eac!ing o5 lessons, -ar"icularlD >i"! regard "o "!e range o5 roles a0aila/leM
"o consider al"erna"i0e >aDs o5 gi0ing ins"ruc"ionsM
"o ex-lore -ro/lems "!a" mig!" arise in gi0ing ins"ruc"ionsM
"o /ecome more a>are o5 "!e ra"ionale underlDing "!e range o5 c!oices a0aila/le >i"! regard
"o grou-ing s"uden"s 5or di55eren" ac"i0i"iesM
"o -ro0ide a 5rame>orE >i"!in >!ic! "o learn more a/ou" s"uden"sC a""i"udes "o di55eren"
-a""erns o5 in"erac"ion in "!e classroomM
"o dra> a""en"ion o5 "!e "rainees "o "!e ex"en" "o >!ic! di55eren" Einds o5 ac"i0i"D encourage 7or
do no" encourage8 "!e learnerCs de0elo-men" o5 au"onomous learning sEillsM
"o encourage "rainees "o ex-lore and e0alua"e "!e desira/ili"D and a--ro-ria"eness o5 "!ese
sEills >i"! re5erence "o "!eir o>n ex-erience o5 learning and "eac!ing me"!ods)
#cti*it8 .: Classroom 'aagemet: $oals
Classroom 'aagemet $oals are:

+ro0ide a -roduc"i0e, sa5e en0ironmen" conduci0e "o learning
#os"er sel5$res-ec", res-onsi/ili"D, and em-a"!D in s"uden"s
@-arE en"!usiasm 5or learning
=den"i5D "!e roles o5 "!e "eac!er and use "!em according "o "!e na"ure o5 "!e -ro-osed
ac"i0i"ies
2nsure (i55eren"ia"ed ?earning
#os"er @el5$(irec"ed ?earning
Crea"e a ?earning Communi"D
2ncourage Colla/ora"i0e ?earning
C!allenge @"uden"s *cademicallD
+ro0ide 5eed/acE on "!e e55ec"i0eness o5 "!e ac"i0i"ies
=den"i5D >aDs 5or "eac!ers and s"uden"s "o im-ro0e learning /D using modern "ec!nologD
A$ 1rovide a productiveA sa/e environment conducive to learning
Brgani9ing +!Dsical @-ace: sa5e"D and arrangemen" o5 5urni"ureM accessi/ili"D "o learning
and use o5 -!Dsical resourcesM crea"e Classroom @ea"ing C!ar"s "o -re0en" s"uden"s 5rom
disru-"ing Dour class)
Managing @"uden" Be!a0iour: ex-ec"a"ionsM moni"oring o5 s"uden" /e!a0iourM res-onse "o
s"uden" mis/e!a0iour) @"uden"s -ar"ici-a"e in "!e de0elo-men" o5 classroom /e!a0ioural
ex-ec"a"ions and norms 7e)g), -ro0ide in-u" regarding rules or -roceduresM are in0ol0ed in
con5lic" resolu"ion8)
14
118
Crea"ing an 2n0ironmen" o5 Res-ec" and Colla/ora"ion: good "eac!er$s"uden"As"uden"$
s"uden" in"erac"ionsM "eac!er res-onds "o s"uden"s needs
,$ Goster sel/-respectA responsibilityA and empathy in students
Res-ec": classroom in"erac"ions /e">een s"uden"s and "eac!er or /e">een -eers re5lec"
res-ec" 5or o"!ers)
Res-onsi/ili"D: "eac!ing s"uden"s "o "aEe more res-onsi/ili"D 5or "!eir ac"ions and sc!ool
>orE is an excellen" lesson no" onlD 5or Dour class, /u" 5or li5e as >ell)
2m-a"!D: "!e a/ili"D "o imagine >i"! some degree o5 accuracD >!a" i" is liEe "o /e in "!e
-redicamen" o5 "!e o"!er -erson and "o communica"e "!a" a>areness so "!e o"!er -erson
5eels unders"oodM role -laDing can /e a use5ul "ool in !el-ing s"uden"s "o /ecome
em-a"!ic)
4$ Cpark enthusiasm /or learning
#eel -assiona"e a/ou" >!a" Dou are "eac!ingM ge" s"uden"s exci"ed a/ou" "!eir learningM
ge" s"uden"s ac"i0elD in0ol0ed in "!eir learning 7 gi0es "!em "!e o--or"uni"D "o -u"
"!emsel0es in"o "!e eNua"ion8$ge" s"uden"s mo0ing around "!e classroom, crea"e
mDs"eriesA-ro/lems 5or "!em "o sol0eA-ose Nues"ions "!a" c!allenge s"uden"s "o "!inE
"!roug! "!e ans>ers or researc! in5orma"ion "o sol0e "!e -u99le)
D$ *denti/y the roles o/ the teacher and use them according to the nature o/ the
proposed activities
0$ 0nsure Di//erentiated -earning
20erD s"uden" is di55eren") (e0ising lessons "!a" e0erD s"uden" >ill >an" "o learn is di55icul")
(i55eren"ia"ion is not onl7 ,aving multiple learning modalities in one lesson, i" is using
man7 lessons t,at concentrate on different learning modalities) *lmos" e0erDone is a
0isual learner, /u" "!ose same -eo-le are Einaes"!e"ic learners also) <eac!ers s!ould /e
a>are o5 >!ic! learning modali"D "!eD are "arge"ing in a lesson and "rD "o "arge" a di55eren"
modali"D "!e nex" class) <!is Eee-s "!eir class 5res! and in"eres"ing 5or all s"uden"s) P!en
-ossi/le, i" is ad0isa/le "o incor-ora"e mul"i-le learning s"Dles in our classes)
G$ Goster Cel/-Directed -earning 7CD-8
@"uden"s ex-ress "!eir o-inions and -ro0ide sugges"ions regarding "!eir o>n learning)
[ee-ing a journal, se""ing goals, -lanning and "aEing ac"ion are EeD "ools) @el5$
im-ro0emen", -ersonal de0elo-men" and "!e de0elo-men" o5 c!arac"er are cen"ral "!emes
o5 @el5$(irec"ed ?earning) =n sc!ools, "eac!ers can >orE "o>ard @(? a s"age a" a "ime)
<eac!ing em-!asi9es @(? sEills, -rocesses, and sDs"ems ra"!er "!an con"en" co0erage
and "es"s) #or "!e indi0idual, @(? in0ol0es ini"ia"ing -ersonal c!allenge ac"i0i"ies and
de0elo-ing "!e -ersonal Nuali"ies "o -ursue "!em success5ullD)
&$ 4reate a -earning 4ommunity
@"uden"s su--or" one ano"!er in grou- learning ac"i0i"ies and include lo>$
s"a"usA!is"oricallD marginali9ed s"uden"s) <!eD s!o> res-ec" 5or mul"icul"ural and gender
-ers-ec"i0es ex-ressed /D o"!ers) BD "!e 0erD -rocess o5 learning !o> "o "ranscend
di55erences "o success5ullD ac!ie0e a common goal "!e grou- /ecomes a communi"D)
* learning communi"D reNuires "!a" e0erDone /e emotionally present and no" jus"
-!DsicallD -resen") <!eD learn some"!ing a/ou" /eing 0ulnera/le and a/ou" caring 5or
o"!ers) <!roug! "!eir ex-erience "!eD learn >!a" i" means "o /e !uman in a >orE
en0ironmen") !,e group learns ho) to listen$
@c!ool is !ard >orE, and a "ime 5or celebration occasionallD is a >onder5ul >aD "o exci"e
a class and "o remind "!em "!a" success is im-or"an" e0erD>!ere and no" jus" in "!e
classroom)
119
($ 0ncourage 4ollaborative -earning
Colla/ora"i0e learning re-resen"s a signi5ican" s!i5" a>aD 5rom "!e "D-ical "eac!er can"ered
classrooms) <eac!ers >!o use colla/ora"i0e learning a--roac!es "end "o "!inE o5
"!emsel0es less as ex-er" "ransmi""ers o5 Eno>ledge "o s"uden"s, and more as ex-er"
designers o5 in"ellec"ual ex-eriences 5or s"uden"s) Colla/ora"i0e learning ac"i0i"ies 0arD
>idelD, /u" mos" cen"re on s"uden"sC ex-lora"ion or a--lica"ion o5 "!e course ma"erial, no"
sim-lD "!e "eac!erCs -resen"a"ion or ex-lica"ion o5 i")
@"uden"sC >orEing "oge"!er !as manD /ene5i"s) =" le"s "!e s"uden" /ecome "!e "eac!er)
PorEing "oge"!er le"s s"uden"s ge" "!eir Nues"ion ans>ered /D someone >!o is no" going
"o grade "!em) =" le"s s"uden"s "alE and ge" "o Eno> eac! o"!er during class) PorEing in
grou-s le"s !ig! sc!ool and middle sc!ool s"uden"s relD on eac! o"!er >!en "!eD !a0e "o
do some"!ing "!a" is c!allenging)
Colla/ora"i0e ?earning is a rela"ions!i- among learners "!a" reNuires -osi"i0e
in"erde-endence 7a sense o5 sinE or s>im "oge"!er8, indi0idual accoun"a/ili"D 7eac! o5 us
!as "o con"ri/u"e and learn8, in"er-ersonal sEills 7communica"ion, "rus", leaders!i-,
decision maEing, and con5lic" resolu"ion8, 5ace$"o$5ace -romo"i0e in"erac"ion, and
-rocessing 7re5lec"ing on !o> >ell "!e "eam is 5unc"ioning and !o> "o 5unc"ion e0en
/e""er8)
*$ 4hallenge Ctudents Academically
<!is rule is a/ou" curriculum) =5 s"uden"s are no" academicallD c!allenged, "!eD can
/ecome /ored and o55 "asE) Bnce a s"uden" is o55 "asE, Dou !a0e a managemen" -ro/lem)
*ll s"uden"s >an" "o 5eel "!a" "!eD are a -ar" o5 "!e class) <!is includes -er5orming
s"uden"s and s"uden"s >!o are close "o dro--ing ou")
Good "eac!ers Eno> !o> "o c!allenge "!eir s"uden"s, sim-lD /ecause "!eD ge" "o Eno>
"!eir s"uden"s as indi0iduals, and >!a" "!eD need) <!e more a "eac!er unders"ands "!e
s"uden"s, and learns a/ou" >!a" "!e s"uden"s 5ind in"eres"ing and no" so in"eres"ing, "!e
/e""er a/le "!eD are "o ada-" "!eir "eac!ing me"!ods, "o !el- "!e s"uden"s gras- "!e
ma"erial) P!a"e0er su/jec" a good "eac!er is "rDing "o ge" across "o "!e s"uden"s, "!e
in"eres" on "!e -ar" o5 "!e s"uden"s !as "o /e "!ere 5irs") <!is is >!ere su--or"i0e ideas
come in) <!eD crea"e a c!allenge and gain "!e a""en"ion o5 "!e s"uden"s)
?earning !as "o /e in"eres"ing, unders"anda/le and 5un in order "o Eee- "!e a""en"ion o5
s"uden"s) <!e s"uden"s mus" 5eel "!eD can rela"e some!o> "o "!e ma"erial) Jere is >!ere
a good "eac!er can do ex"ra researc! "o ge" some !idden gems) +resen"ing "!e ma"erial
"o "!e class in "!is manner, more "!an liEelD, >ill "urn a /oring su/jec" in"o an in"eres"ing
one)
STEP ./. 7I"DI6IDU#% <ORLD: TE#C7I"$ P7I%OSOP7K
=ns"ruc"ions:
=magine Dou >ere asEed "o send an u-$"o$da"e "eac!ing -!iloso-!D in order "o ge" a "eac!ing -osi"ion)
Go "o !""-:AA>>>)edulinE)orgA-or"5olioA-!iloso-!ies)!"m and read "!e sugges"ions -resen"ed in "!e
ar"icle) =5 Dou 5eel liEe 5inding ou" more de"ails a/ou" >!a" o"!er "eac!ers encoun"ered >!en 5aced >i"!
suc! a reNuiremen", clicE on <eac!ing +!iloso-!D)
o> >ri"e a -!iloso-!ical s"a"emen" on Dour /elie5s a/ou" classroom managemen")
STEP ./2 C#SSESS'E"TD: CO'PO"E"TS O( C%#SS '#"#$E'E"T
=ns"ruc"ions: *ns>er "!e Nues"ion)
P!a" does a >ell managed classroom looE liEeW P!a"Cs in0ol0ed in:
7i8 crea"ing an en0ironmen" o5 res-ec" and ra--or"M 7ii8 es"a/lis!ing a cul"ure 5or learningM 7iii8 managing
classroom -roceduresM 7i08 managing s"uden" /e!a0iourM and 7iii8 organi9ing -!Dsical s-aceW
STEP ./0 C$ROUP <ORLD: SI'U%#TED PROA%E' SO%6I"$
=ns"ruc"ions:
@ugges" solu"ions "o "!e 5ollo>ing classroom managemen" -ro/lems:
"orm Settig
120
Pro)lems Solutios
1) * s"uden" is excluded 5rom -ar"ici-a"ing in
grou- >orE)
2) P!en maEing grou-s s"uden"s are 0ocal
"o>ards "!ose "!a" "!eD >ould liEe "o /e in a
grou- >i"! and "!ose "!a" "!eD do no" >an" "o
/e >i"!) <!eD "!en c!ose no" "o >orE >i"!
anDone else /esides "!eir 5riends)
3) (uring grou- and class discussions "!ere are
s"uden"s >!o do no" -ar"ici-a"e and ins"ead
dis"rac" o"!er s"uden"s 5rom learning /D "alEing
"o "!eir 5riends or else "alEing ou")
&) <!e same s"uden"s are al>aDs "!e ones >!o
maEe sure "!e ma"erials are -icEed u- and -u"
a>aD a" "!e end o5 class)
5) <!e class is /roEen in"o small grou-s 5or
grou- >orE and is un-roduc"i0e)
6) *5"er a "eac!erCs a""em-" "o ge" "!e classCs
a""en"ion, "!e s"uden"s are a>are >!a" "!e
"eac!er >an"s 75or "!em "o /e Nuie"8 /u" "!eD
all jus" Eee- "alEing anD>aDs)
Classroom Orgai,atio
Pro)lems Solutios
1) @"uden"s are >orEing in class and accom-lis!
"asEs a" di55eren" ra"es L some s"uden"s are
done 0erD NuicElD and some "aEe muc! more
"ime)
2) P!en class is >orEing colla/ora"i0elD in small
grou-s in "!e classroom, !o> do Dou regain
"!eir a""en"ion and re5ocus "!em >!en i" is "ime
"o come /acE "oge"!erW
3) <!e -!Dsical limi"a"ions o5 "!e en0ironmen",
>!ic! maD im-ede an ideal sea"ing
arrangemen" or grou- >orE arrangemen")
&) * lesson /om/s or some o"!er mis"aEe, >!ic!
maEes i" !ard "o s"aD >i"! "!e -lan) P!a" do
Dou do >i"! "!e class a" "!a" "ime L !o> do Dou
reco0erW
5) @"uden"s are no" in"eres"ed L !o> "o ge" "!e
classCs a""en"ion)
6) (uring "ransi"ion "imes "!e s"uden"s ge" ou" o5
"!eir sea"s, "alE >i"! "!eir 5riends, and generallD
maEe "!e "ransi"ion "imes ">ice as long as "!eD
need "o /e)
STEP ./1 CAR#I"STOR'I"$D: %E#R"I"$ CO''U"ITK SET UP
=ns"ruc"ions:
+roduce a descri-"ion o5 !o> Dou >ill se" u- Dour classroom and "eac!ing so "!a" s"uden"s -ar"ici-a"e
in a learning communi"D "!a" su--or"s s"uden" learning and >ell$/eing) Be sure "o include:
a) -re0en"a"i0e measures 7-roac"i0e >aDs Dou >ill se" u- democra"ic classroom and
curriculum "o mee" s"uden"sC needs) <!is >ill include -lans 5or es"a/lis!ing a cul"ure 5or
learningM s"uden" use o5 classroom s-ace \ 5acili"iesM -rocedures during >!ole class
ac"i0i"iesM -rocedures during small grou- >orEM ex-ec"a"ions regarding s"uden"
res-onsi/ili"D 5or >orEM e"c8)
/) su--or"i0e measures 7!o> Dou >ill guide s"uden"s /acE "o acce-"ed /e!a0iour8)
c) correc"i0e measures$ conseNuences 7las" resor", mus" /e clear >!a" s"e-s lead u- "o "!is
s"age and >!a" Dou >ill do "o correc"8)
STEP ./5 CP#IR <ORLD: P7KSIC#% E"6IRO"'E"T
=ns"ruc"ions:
121
=n order "o design Dour +!Dsical @-ace -ro0ide a ma-, or ma-s 5or di55eren" "D-es o5 ac"i0i"ies including
a s"uden" sea"ing arrangemen", "eac!er desE, resources, dis-laDs, e"c) Xou s!ould include a >ri""en
ex-lana"ion o5 Dour c!oice o5 arrangemen"7s8)
#CTI6ITK '#P <7KO
20alua"ing -rojec"s
Class de/a"e
(is-laDing s"uden"sC -roduc"s in
in"erac"ion: "ourism 5airs 7s"ands,
/roc!ures, lea5le"s, role -laD,
marEe"ing, e"c8
Crea"ing -os"ers in class
STEP ./6 C$ROUP <ORLD: TE#C7I"$ TEC7"IEUES
=ns"ruc"ions:
(e0ise a s!or" scenario >!ic! in0ol0es a" leas" 2 "ec!niNues "o maEe class mee"ings crea"e and
en!ance ?earning Communi"D) %us"i5D Dour c!oices) MaEe sure Dou men"ion:
1) Com-e"ence, le0el
2) B/jec"i0e7s8
3) =n"erac"ions
&) <iming
5) #eed/acEA20alua"ion
STEP ./2 CDEA#TED: RE(%ECT
Gi0e Dour commen"s on "!e 5ollo>ing:
1) *re colla/ora"i0e learning ac"i0i"ies good 5or s"uden"s >i"! /e!a0ioural di55icul"iesW
2) P!a" are "!e >aDs in >!ic! in"roducing colla/ora"i0e learning maEes "eac!ing easier and
more -leasura/leW
3) @urelD colla/ora"i0e >orE >ill !old gi5"ed and "alen"ed s"uden"s /acE)
&) Colla/ora"i0e ac"i0i"ies "aEe u- "oo muc! "ime)
5) Jo> does colla/ora"i0e >orE !el- >i"! assessmen"W
6) <!ere is no"!ing "o s!o> a" "!e end o5 a grou- >orE session)
#cti*it8 2: Teac:erBs Roles
(e-ending on "!e ac"i0i"ies !eAs!e -ro-oses, "!e "eac!er "aEes on one or se0eral roles) <!e lis" maD
include:
%$ controller - "eac!ers "end "o do a lo" o5 "!e "alEingM
ad0an"age $ 5reNuen"lD i" is "!e "eac!er, "alEing a" "!e s"uden"sY le0el o5 com-re!ension, >!o is
"!e mos" im-or"an" source "!eD !a0e 5or com-re!ensi/le in-u"M
disad0an"age $ >e maD 5eel uneasD a/ou" "!e e55ec" "!is !as on "!e -ossi/ili"ies 5or s"uden"
"alEing "ime)
:$ assessor - a major -ar" o5 "!e "eac!erYs jo/ is "o assess "!e s"uden"sY >orE, "o see !o> >ell "!eD
are -er5orming or !o> >ell "!eD -er5ormed) <!is is /o"! im-or"an" -edagogicallD, and "!e s"uden"s
ex-ec" i")
122
;$ organizer - "!e mos" im-or"an" and di55icul" role o5 "!e "eac!er >!en organising an ac"i0i"D is "o "ell
"!e s"uden"s >!a" "!eD are going "o "alE a/ou" 7or >ri"e or read a/ou"8, gi0e clear ins"ruc"ions a/ou"
>!a" exac"lD "!eir "asE is, ge" "!e ac"i0i"D going, and "!en organise 5eed/acE >!en i" is o0er) <!e
success o5 "!e ac"i0i"ies de-ends on good organi9a"ion and on "!e s"uden"s Eno>ing exac"lD >!a" "!eD
are "o do)
#$ prompter - o5"en "!e "eac!er needs "o encourage s"uden"s "o -ar"ici-a"e or needs "o maEe
sugges"ions a/ou" !o> s"uden"s maD -roceed in an ac"i0i"D >!en "!ere is a silence or >!en "!eD are
con5used a/ou" >!a" "o do nex") <!e role o5 -rom-"er !as "o /e -er5ormed >i"! discre"ionM "eac!ers
s!ould /e !el-ing "!em onl7 >!en i" is necessarD)
5$ participant - "eac!ers mig!" join simula"ions as -ar"ici-an"s, some"imes -laDing roles "!emsel0es) ="
>ill gi0e "!e s"uden"s a c!ance "o -rac"ise 2nglis! >i"! someone >!o s-eaEs i" /e""er "!an "!eD do)
>$ resource - >!ile i" is im-or"an" "!a" "eac!ers s!ould no" in"er0ene in genuinelD communica"i0e
ac"i0i"ies "aEing -lace in "!e classroom "!eD s!ould al>aDs /e readD "o o55er !el- i5 i" is needed) <!us
"!eD maEe "!emsel0es a0aila/le so "!a" s"uden"s can consul" "!em >!en 7and onlD >!en8 "!eD >is!)
$ tutor - "!e "eac!er as a "u"or is someone >!o ac"s as a coac! and as a resource >i"! s"uden"s
in0ol0ed in "!eir o>n >orE, and >!o call u-on "!e "eac!er mainlD 5or ad0ice and guidance)
?$ investigator - "eac!ers can de0elo- /D "!emsel0es or >i"! colleagues) <!e /es" >aD "o do "!is is /D
in0es"iga"ing >!a" is going on, o/ser0ing >!a" >orEs >ell in class and >!a" does no", "rDing ou" ne>
"ec!niNues and ac"i0i"ies and e0alua"ing "!eir a--ro-riacD)
STEP 2/. CAR#I"STOR'I"$D: E%ICITI"$ TE#C7ERBS RO%E
=ns"ruc"ions:
MaEe a lis" o5 5ur"!er ca"egories Dou mig!" use "o classi5D "!e roles a "eac!er -er5orms)
2xam-le: %ntertainer
STEP 2/2 CI"DI6IDU#% <ORLD: '#TC7I"$
=ns"ruc"ions:
?ooE a" "!e lesson -lan /elo>) #irs", -ro0ide "!e aim 5or eac! o5 "!e ac"i0i"ies in "!e s"age) <!en, using
Dour -re5erred sDs"em 5or classi5Ding a "eac!erCs roles, s-eci5D "!e role "!e "eac!er is liEelD "o ado-" a"
eac! o5 "!e -oin"s marEed VRC) Com-are Dour ans>ers >i"! "!ose o5 o"!er mem/ers o5 "!e grou-) Jo>
do Dou accoun" 5or anD di55erencesW
2xam-le: R2 Hanager: <!e "eac!er is in0ol0ed !ere in "!e -!Dsical managemen" o5 "!e classroom,
organi9ing "!e loca"ion and grou-ing o5 s"uden"s in "!e room)
%ESSO" P%#"
+eo-le o5"en c!ecE in "o !o"els in "!e mo0ies, so "!eD are a good source o5 language models) =n "!is
ac"i0i"D, 0ideo is used "o rein5orce and consolida"e s"uden"$-roduced language)
B/jec"i0e:
o @"uden"s >ill /e a/le "o an"ici-a"e "!e Nues"ions and "o-ics "!a" occur during real$li5e
!o"el c!ecE$in and res-ond a--ro-ria"elD)
?e0el:
o ?o>$=n"ermedia"e "o =n"ermedia"e
Ma"erials:
o Jandou" and s!or" 0ideo segmen" s!o>ing a -erson c!ecEing in "o a !o"el) Mo0ies
"!a" include !o"el c!ecE in scenes are:
<!e Gradua"e
Jome *lone ==
BnlD Xou
=" Could Ja--en "o Xou
+lanes, <rains and *u"omo/iles
+re-ara"ion:
123
<!e "eac!er >a"c!es "!e 0ideo segmen" and maEes a no"e 5or !isA!er o>n re5erence o5 >!ic!
o5 "!e "o-ics and con0ersa"ional mo0es lis"ed on "!e !andou" are used and in >!a" order
during "!e c!ecE$in scene)
+RBC2(1R2@
ST#$E #I' TE#C7ER #CTI6ITK TE#C7ERBS
RO%E
STUDE"T
#CTI6ITK
'#TERI#%
1 W (is"ri/u"es "!e !andou" and
goes "!roug! "!e meanings o5
eac! con0ersa"ional
mo0eA"o-ic on "!e lis")
R1 *c"i0elD lis"en) !andou"s
#orms -airs) R2 Ge" in"o -airs)
*sEs eac! -air "o cons"ruc" a
-ossi/le dialogue including all
o5 "!e "o-ics and
con0ersa"ional mo0es)
R3 *c"i0elD lis"en)
Reminds "!em "!a" "!e #ron"
ClerE does no" al>aDs s"ar"
eac! con0ersa"ional
exc!ange) @ome"imes "!e
Jo"el Gues" >ould /ring u-
"!e "o-ic 5irs")
R& *c"i0elD lis"en)
Circula"es "!e room -ro0iding
assis"ance as needed)
R5 PorE)
@elec"s some 7or all8 o5 "!e
-airs "o -er5orm "!eir
dialogues)
R6 *c" "!e dialogue)
+laDs "!e 0ideo segmen" and
c!ecEs o55 "!e con0ersa"ional
mo0es or "o-ics "!a" occur in
"!e scene)
R' Pa"c! \ ans>er) 0ideo "a-e
+laDs "!e segmen" again and
asEs @@ "o maEe a no"e o5 "!e
order o5 "!e mo0esA"o-ics)
R8 MaEe a no"e o5
"!e order o5 "!e
mo0esA"o-ics \
re-or" "o "!e class)
+laDs a "!ird "ime and asEs
@@ "o maEe a no"e o5 anD
ex-ressions used in "!e 0ideo
"!a" are similar "o "!ose
cons"ruc"ed in "!e s"uden"
dialogues)
R9 MaEe no"es\
re-or" "o "!e class)
J*(B1<
C7ECLI"$ I"TO # 7OTE%
<o-icsACon0ersa"ional Mo0es
B-eningAGree"ing
ReNues" Room
@-eci5D Room <D-e and um/er o5 Bccu-an"s
?eng"! o5 @"aD
Jel- >i"! ?uggage
@-ecial eeds 7>aEe u- call, room ser0ice, laundrD8
124
@ign "!e Regis"er BooE
B"!er Business 7Can Dou "!inE o5 anD"!ing elseW8
ClosingA#are>ell
STEP 2/0 CI"DI6IDU#% <ORLD: #%TER"#TI6E PROCEDURE
=ns"ruc"ions:
Pa"c! a 10$minu"e sec"ion o5 a 0ideoed lesson) *s Dou >a"c! i" a second "ime, record "!e c!anges
>!ic! "aEe -lace in "!e "eac!erCs roles) Com-are Dour lis" o5 c!anges >i"! "!ose o5 o"!er mem/ers o5
"!e grou-) Jo> do Dou accoun" 5or anD di55erences /e">een "!e lis"sW
#cti*it8 0: Teac:erBs %aguage: Istructios
?acE o5 ex-laining ins"ruc"ions clearlD ea"s a>aD a 0alua/le class "ime) Model >!ene0er Dou can and
"one Dour language "o sui" large mixed a/ili"D classes, small grou-s, >eaE s"uden"s, and 5inallD, "!e
age o5 Dour s"uden"s)
Jere are a 5e> sugges"ions:
+lan >!a" Dou are going "o saD a!ead o5 "ime /D >ri"ing Dour ins"ruc"ions ou" on -a-er) =" is
!ig!lD im-rac"ical "o Eee- "!is u- 5or a long -eriod o5 "ime, /u" /D going "!roug! "!is -rocess,
Dou s!ould /e a/le "o "eac! Doursel5 ne> !a/i"s)
PorE on gi0ing s!or" ins"ruc"ions)
2di" ou" com-lex language)
MaEe sure Dour ins"ruc"ions are in a logical order) #orge" a/ou" sen"ences liEe, V/e5ore Dou do
"!is))) V and "rD "o 5ocus on seNuen"ial sign-os"ing liEe, V5irs", second, nex")))C e"c)
(emons"ra"e >!a" "!eD s!ould /e doing >!en -ossi/le)
C!ecE "!a" s"uden"s unders"and "!e ins"ruc"ions /e5ore le""ing "!em s"ar" 7and a0oid asEing
"!em DesAno Nues"ions liEe S(o Dou unders"andWSM c!ances are "!eD >ill saD SDesS e0en i5 "!eD
donY" !a0e a clueb8
<!inE a/ou" !o> Dou >ould res-ond "o Dour ins"ruc"ions) Pould Dou /e a/le "o remem/er as
muc! as Dou ex-ec" Dour s"uden"s "o remem/erW =5 Dou "!inE i" mig!" /e "oo muc! 5or Doursel5,
"!en i" mig!" /e a good idea "o "rim i" do>n e0en more)
*lso, maEe sure "o ge" Dour s"uden"sY a""en"ion /e5ore Dou s"ar" gi0ing ou" "!e ins"ruc"ions) =5
"!eD are no" lis"ening or -aDing a""en"ion "o Dou, i" >ill no" ma""er !o> clear Dour ins"ruc"ions
areb
STEP 0/. CI"DI6IDU#% <ORLD: RE(%ECT
=ns"ruc"ions:
Consider "!e 5ollo>ing:
a8 Jo> care5ullD do Dou -re-are "!e >aD Dou >ill gi0e ins"ruc"ions in a -ar"icular lessonW
/8 =n >!a" >aDs do Dou gi0e ins"ruc"ionsW
c8 P!a" 7i5 anD8 -ro/lems arise >i"! regard "o s"uden"s unders"anding Dour ins"ruc"ionsW
STEP 0/2 CDEA#TED: "O" 6ERA#% I"STRUCTIO"S 6S 6ERA#% I"STRUCTIO"S
=ns"ruc"ions:
Commen" on "!e 5ollo>ing ">o -oin"s o5 0ie>) (oes ei"!er o5 "!em seem "o /e more acce-"a/le "!an
"!e o"!erW 7=5 Dou 5eel "!a" de-ends on -ar"icular circums"ances, Nuali5D Dour ans>er >i"! s-eci5ic
re5erence "o "!ese circums"ances)8
a8 <eac!ers s!ould aim "o demons"ra"e "o s"uden"s as sim-lD and as clearlD as -ossi/le >!a"
"!eD !a0e "o do) on$0er/al ins"ruc"ions are o5"en more e55ec"i0e "!an 0er/al)
/8 <!e gi0ing o5 ins"ruc"ions in "!e classroom is one o5 "!e 5e> genuinelD communica"i0e ac"s
>!ic! "aEe -lace) <!e "eac!er s!ould "!us ex-loi" "!is o--or"uni"D /D maEing !isA!er
ins"ruc"ions as na"ural as -ossi/le) =5 "!eD are com-lica"ed and di55icul" 5or "!e s"uden"s "o
unders"and, learners and "!e "eac!er are conseNuen"lD o/liged "o Vnego"ia"e meaningC "o
ac!ie0e an au"!en"ic communica"i0e -ur-ose)
125
STEP 0/0 CRO%E P%#K-P#IR <ORLD: E6#%U#TI"$ I"STRUCTIO"S
=ns"ruc"ions:
(i0ide "!e "rainees in"o ">o grou-s) Bne grou- >ill ac" "!e 5irs" si"ua"ion descri/ed /elo>) <!e o"!er
grou- >ill e0alua"e "!e e55ec"i0eness o5 "!e ins"ruc"ion, Eee-ing in mind anD conclusions "!eD maD
!a0e reac!ed in discussing "!e -re0ious Nues"ion) <!en "!eD s>i"c! roles)
a8 <eac!er: VC@ "o9, :Ad li0e 7ou to get into pairs, 8 and 5@ 8, : 9ant 7ou to as0 <uestions to find
out 9,at is in 5As picture@ 5, be careful not to let 8 see 7our picture@ ML, ,ere are t,e pictures@
!,atAs rig,t, 8nn, turn a9a7 from 2ane so s,e canAt see it@ %ver7one, loo0 at 8nn and 2ane
and see ,o9 t,e7 are sitting@ !,atAs rig,t@ #ood)6
/8 <!e "eac!er ge"s "!e a""en"ion o5 "!e >!ole class) <!en s!e gi0es a -ic"ure "o *nn and
ges"ures "o !er no" "o re0eal i" "o o"!ers) <!e "eac!er asEs *nn "!ree or 5our Nues"ions "o 5ind
ou" >!a" is in "!e -ic"ure) @!e "!en ges"ures "o <om 7>!o is on "!e o--osi"e side o5 "!e room8
"o con"inue "!e Nues"ions) @!e "!en uses ges"ure "o di0ide "!e s"uden"s in"o -airs and gi0es
one s"uden" in eac! -air a -ic"ure) @!e saDs, VB[W o>, Dou)C
STEP 0/1 C$ROUP <ORLD: PROA%E' SO%6I"$ SI'U%#TIO"
=ns"ruc"ions:
?ooE a" "!e 5ollo>ing si"ua"ions and iden"i5D >!a" mig!" !a0e gone >rong) P!a" else could "!e "eac!er
!a0e doneW +resen" Dour 5indings "o "!e o"!er grou-s)
a8 7Class o5 anD le0el8 <!e "eac!er !ands ou" a -assage 5or "!e s"uden"s "o read) @!e "!en "ells "!em
"o read i" 0erD NuicElD in order "o ex"rac" "!e gis") <!e s"uden"s /egin "o read -ains"aEinglD)
/8
i8 7?o>er$in"ermedia"e class8 <!e "eac!er >an"s "o "eac! "!e Nues"ion >o9 long f+resen"
+er5ec" Con"inuous) @!e >an"s "!e s"uden"s "o re-ea" VJo> long !a0e Dou /een s"udDing
2nglis!WC /u", ins"ead, "!e s"uden"s ans>er !er V@ix mon"!sC)
ii8 7?o>er$in"ermedia"e class8 <!e "eac!er !as drilled "!e Nues"ion V>o9 long ,ave 7ou been
stud7ing %nglis,WC, and no> >an"s "!e s"uden"s "o asE eac! o"!er across "!e class and "o
elici" "!e a--ro-ria"e ans>ers) Jo>e0er, "!e s"uden"s Eee- re-ea"ing "!e Nues"ion)
iii8 72lemen"arD class8 <!e class is learning and -rac"ising "!e sim-le -resen") <!e "eac!er
!as drilled "!e Nues"ion V/,at time do 7ou get up?C and no> >an"s "!e s"uden"s "o asE
o"!er Nues"ions /eginning V/,at time do 7ou=?C Jo>e0er, "!e s"uden"s Eee- asEing
V/,at time do 7ou get up?C
c8 72lemen"arD class8 <!e "eac!er >an"s "!e s"uden"s "o do an exercise 5rom "!eir >orE /ooEs 5or
!ome>orE) @!e ex-lains "!a" s!e >an"s "!e s"uden"s "o >ri"e "!e ans>ers on a -iece o5 -a-er "o !and
in) =n "!e nex" lesson s!e disco0ers "!a" mos" o5 "!e s"uden"s !a0e >ri""en "!eir ans>ers in "!e
>orE/ooE) @!e canno" collec" "!ese in /ecause "!eD >ill need "!em 5or "!eir !ome>orE)
d8 7*d0anced class8 <!e "eac!er !as asEed eac! s"uden" "o -re-are a s!or" -resen"a"ion on a "o-ic o5
"!eir o>n in"eres" "o gi0e "o "!e res" o5 "!e class) @!e disco0ers "!a" manD o5 "!e s"uden"s !a0e >ri""en
do>n "!e "ex" o5 "!e -resen"a"ion and 5eel un-re-ared "o gi0e i" >i"!ou" reading ou" >!a" "!eD !a0e
>ri""en)
#cti*it8 1: Plaig Patters of Iteractio i Class
=n"erac"ion /e">een "eac!er and s"uden"s is an essen"ial -ar" o5 "eac!ing learning -rocess) Classroom
in"erac"ion encom-asses "!e communica"ion exc!anges /e">een "!e "eac!er and "!e s"uden"s 7and
among s"uden"s "!emsel0es8 "oge"!er >i"! all "!e s"ra"egies used /D "!e "eac!er "o:
5acili"a"e com-re!ensionM
ga"!er and main"ain s"uden"sC a""en"ion and in0ol0emen" in "!e ac"i0i"iesM
encourage and ensure "!e -ar"ici-a"ion o5 all s"uden"sM
-ro0ide 5eed/acE, deal >i"! disru-"i0e /e!a0iourM
STEP 1/. C$ROUP <ORLD: TO $ROUP <ORL OR "OT TO $ROUP <ORLO
=ns"ruc"ions:
126
(i0ide "rainees in grou-s and asE "!em "o ans>er "!e 5irs" Nues"ion) 2lici" "!e /es" ones and >ri"e "!em
on a 5li-c!ar") #ollo> "!e same -rocedure 5or Nues"ion 2) #or Nues"ion 3, "!e grou-s >ill !a0e "o maEe
a -os"er "o /e used in a >orEs!o- on classroom in"erac"ion, designed 5or in$ser0ice "raining)
./ MaEe a lis" o5 argumen"s "!a" a "eac!er mig!" ad0ance agains" "!e use o5 -air >orE and grou-
>orE in "!e classroom)
2/ MaEe a lis" o5 argumen"s "!a" s"uden"s mig!" ad0ance agains" "!e use o5 -air >orE and grou-
>orE in "!e classroom)
0/ MaEe a lis" o5 argumen"s Dou mig!" use in order "o -ersuade "eac!ers and s"uden"s >!o >ere
resis"an" "o "!e idea o5 >orEing in -airs and grou-s and >!o ad0anced "!e -oin"s Dou !a0e
lis"ed in ans>ering Nues"ions 1 and 2)
2xam-le: *n argumen" >!ic! mig!" /e ad0anced agains" "!e use o5 -air >orE and grou- >orE is "!a"
"!is maD encourage s"uden"s "o s-eaE in "!eir o>n language)
STEP 1/2 CP#IR <ORLD: $ROUPI"$ P#TTER"S
=ns"ruc"ions:
?ooE a" "!e 5ollo>ing lis" o5 some o5 "!e ac"i0i"ies s"uden"s mig!" engage in "!e classroom) =ndica"e /D
-lacing a "icE in "!e a--ro-ria"e column >!e"!er Dou "!inE "!e mos" a--ro-ria"e Vgrou-ingC 5or "!e
ac"i0i"D >ould /e -airs 7+8, grou-s o5 "!ree "o 5i0e 7G8 or indi0idual >orE 7=8) (iscuss "!e reasons 5or
Dour decisions)
#CTI6ITK P $ I
(oing course /ooE grammar exercises
(oing course /ooE 0oca/ularD exercises
Reading com-re!ension -assages
*ns>ering com-re!ension Nues"ions
+re-aring argumen"s 5or a discussion 5or >ri""en
com-osi"ion
Pri"ing dialogues
Brains"orming a lexical 5ield
(oing a re0ision "es"
<alEing a/ou" "o-ics o5 -ersonal li5e
1sing a dic"ionarD "o researc! 0oca/ularD rela"ing "o a
s-ecial "o-ic
Re-ea"ing >ords and -!rases "o im-ro0e -ronuncia"ion
Role$-laDing a si"ua"ion "o -rac"ise ex-onen"s o5 a
-ar"icular 5unc"ion 7e)g) Vin0i"ingC8
#cti*it8 5: StudetsB attitudes to differet patters of iteractio
(i55eren" learners and grou-s o5 learners maD !a0e di55eren" a""i"udes) <!ese a""i"udes maD !a0e /een
condi"ioned /D "!eir !a0ing !ad 0erD li""le ex-osure or 0erD li""le -roduc"i0e ex-osure "o -ar"icular
-a""erns o5 in"erac"ion 75or exam-le, some grou-s o5 learners maD !a0e !ad no ex-erience o5 grou-
>orE in "!e class8)
STEP 5/. C$ROUP <ORLD: EUESTIO""#IRE
=ns"ruc"ions:
(e0ise a 0erD /rie5 Nues"ionnaire 7maximum 5 i"ems8 "o !el- Dou disco0er "!e a""i"ude o5 some o5 Dour
s"uden"s "o>ards as-ec"s o5 grou- >orE and -air >orE)
(i55eren" mem/ers o5 Dour grou- maD decide "o ex-lore di55eren" as-ec"s o5 "!is Nues"ion) #or
exam-le, one "eac!er maD com-are "!e res-onses o5 di55eren" le0els o5 s"uden"s "o one Nues"ion onlD)
*no"!er maD asE Nues"ions "o see !o> "!e na"ure o5 "!e ac"i0i"D a55ec"s s"uden"sC -re5erences, and De"
ano"!er mig!" ex-lore !o> "!e s"uden"sC -re5erences are a55ec"ed /D >!o "!eD are -aired >i"!)
<!e 5ollo>ing is an exam-le o5 some o5 "!e Einds o5 i"ems Dou mig!" >an" "o include in "!e
Nues"ionnaire)
E;ample:
127
@ome"imes Dou >orE in class:
on Dour o>n 7e)g) silen" reading8
>i"! "!e >!ole class 7e)g) lis"ening "o "!e "eac!er8
>i"! one o"!er s"uden"
>i"! o"!er s"uden"s in a small grou-
P!en Dou >orE on a grammar exercise 5rom "!e course /ooE, do Dou liEe:
>orEing on Dour o>nW
>orEing >i"! one o"!er s"uden"W
>orEing >i"! o"!er s"uden"s in a small grou-W
=ndica"e Dour -re5erences /D -u""ing a num/er /D eac! o5 "!e -ossi/ili"ies:
= donC" liEe "!is)
= Nui"e liEe "!is)
= liEe "!is a lo"
STEP 5/2 CI"DI6IDU#% <ORLD: PROA%E' SO%6I"$
=ns"ruc"ions:
=den"i5D "!e -ossi/le causes residing a" "!e le0el o5 classroom in"erac"ion 5or "!e 5ollo>ing nega"i0e
ex-eriences encoun"ered /D s"uden"sM "!en maEe some sugges"ions on !o> "o a0oid "!em:
+B@@=B?2
C*1@2@
PJ*< @<1(2<@ @*X +B@@=B?2
R2M2(=2@
Pe s-en" "en lessons conjuga"ing "!e -as"
"ense, /u" on "!e "es" "!ere >ere onlD ">o
conjuga"ions)
= ne0er learn anD"!ing 5rom "es"s /ecause "!e
"eac!er ne0er correc"s "!e mis"aEes = maEe, so =
end u- a" "!e same -lace = >as /e5ore = "ooE "!e
"es"s, exce-" no> = also !a0e a /ad grade)
<!e "eac!er /ases "!e grade on one "es", so i5 =
do no" 5eel >ell on "!e same daD "!e "es" >as
gi0en, = 5lunE "!e course)
= donC" !a0e a clue a/ou" >!a" "!e "ex" >as
a/ou" /u" = go" 98k on "!e reading "es")
= donC" see "!e connec"ion /e">een "!e "es" and
mD Eno>ledge) B"!er>ise, !o> can = ex-lain
"!e 5ac" "!a" = ge" good grades on 2nglis! "es"s,
/u" las" >eeE >!en = me" an *merican = couldnC"
saD anD"!ing in 2nglis!W Jo> come >e ne0er
s-eaE in "es"sW
= 5eel "!a" in order "o do >ell in "!e "es" Dou !a0e
"o ge" in "!e !ead o5 "!e examiner)
#cti*it8 6: #utoom8 ad learig
=" is o5"en argued "!a" among "!e a""ri/u"es o5 a VgoodC language learner is "!e a/ili"D and >illingness "o
"aEe res-onsi/ili"D 5or learning, "o ini"ia"e and "o "aEe risEs$"!e VgoodC learner is one >!o:
$"aEes decisions >i"! regard "o:
areas o5 language "o 5ocus on
ac"i0i"ies "o 5acili"a"e learning
s"ra"egies "o a--lD in learning, and
$ac"i0elD seeEs:
in5orma"ion
o--or"uni"ies 5or -rac"ice
128
assis"ance 5rom -ro5icien" language users and general resources 7dic"ionaries, re5erence
grammars, e"c8
STEP 6/.C(RO"T#%D: RE(%ECT
=ns"ruc"ions:
<o >!a" ex"en" does Dour o>n ex-erience o5 learning and "eac!ing 0alida"e "!e argumen" a/ou" "!e
a""ri/u"es o5 a VgoodC language learnerW 7#or exam-le, can Dou 5ind exam-les o5 success5ul learning /D
"eac!er$de-enden" learners >!o resis" "aEing res-onsi/ili"D 5or "!eir learningW8
STEP 6/2 CP#IR <ORLD: $OOD %E#R"ER
<o >!a" ex"en" do "!e 5ollo>ing classroom ac"i0i"ies encourage "!e de0elo-men" o5 "!e Nuali"ies
-re0iouslD men"ionedW
a) <!e "eac!er V-resen"sC some 0oca/ularD using -ic"ures, mime, ex-lana"ion and
"ransla"ion)
/) <!e "eac!er asEs "!e class "o researc! a "o-ic and 7using a /ilingual dic"ionarD8 "o
looE u- six >ords o5 EeD rele0ance "o "!e "o-ic "!a" "!eD Eno> in "!eir o>n language
/u" >!ose meaning "!eD are una/le "o ex-ress in 2nglis!) =n "!e nex" lesson !e asEs
"!e s"uden"s "o -ool "!e in5orma"ion "!a" "!eD acNuire "!roug! "!is)
c) <!e "eac!er asEs "!e class "o V-re-areC a reading -assage /D looEing u- un5amiliar
>ords a" !ome /e5ore i" is s"udied in class)
d) <!e "eac!er dis"ri/u"es a reading -assage "o "!e class) *5"er a se" -eriod o5 "ime !e
asEs indi0idual s"uden"s Nues"ions a/ou" "!e in5orma"ion con"ained in "!e "ex") Je
ex-ands and correc"s "!e ans>ers elici"ed)
e) @"uden"s are a--oin"ed "o 5ind -assages 5or "!e class "o s"udD) <!e "eac!er de0ises
com-re!ension "asEs) PorEing in grou-s, s"uden"s c!oose "asEs and colla/ora"e in
ans>ering "!em)
5) @"uden"s 0isi" "!e sc!ool li/rarD in class "ime and selec" /ooEs "o read) <ime 5or
reading is -ro0ided in class and ul"ima"elD class "ime is also de0o"ed "o discussion o5
>!a" "!e s"uden"s !a0e read)
g) <ime in class is de0o"ed "o Vcom-e"i"ionC ac"i0i"ies in >!ic! s"uden"s ans>er Nues"ions
a/ou" grammar and 0oca/ularD /D loca"ing and reading "!e rele0an" in5orma"ion in
re5erence grammars)
!) Grammar exercises are se" 5or !ome>orE and "!e "eac!er su/seNuen"lD goes o0er
"!ese in class)
i) @"uden"s are asEed "o >ri"e a com-osi"ion a" !ome a5"er "!e language and "!e "o-ic
!a0e /een -re-ared in class)
j) <!e "eac!er decides "o a/andon "!e course ma"erials 5or a -eriod o5 "ime) =ns"ead "!e
class is engaged in >orEing on a -rojec" "o -roduce a series o5 !andou"s -resen"ing
in5orma"ion a/ou" "!eir "o>n in 2nglis!) Je -ro0ides models 5or "!e class "o read 75rom
"ouris" /roc!ures a/ou" Bri"is! ci"ies8, and casse""es o5 ex-a"ria"e na"i0e s-eaEers
discussing -ro/lems "!eD maD !a0e 7real or Vcon"ri0edC8 a/ou" 5inding "!ings "o do in
"!eir leisure "ime)
E;ample ="em a8: Bs"ensi/lD "!is a--roac! is liEelD "o encourage de-endence on "!e "eac!er ra"!er
"!an "!e de0elo-men" o5 au"onomous learning 7an au"onomD$encouraging a--roac! mig!" in0ol0e "!e
learners selec"ing 0oca/ularD i"ems "!eD >an" "o learn, researc!ing 0oca/ularD in dic"ionaries or
>orEing ou" "!e meaning o5 >ords 5rom con"ex" and "!e gramma"ical c!arac"eris"ics o5 "!e >ords 5rom
con"ex" and "!e gramma"ical c!arac"eris"ics o5 "!e >ords 5rom analogD >i"! o"!er 2nglis! >ords "!eD
Eno>8) Jo>e0er, e0en >i"!in "!is "eac!erCs a--roac! "!ere is a li""le room 5or encouraging au"onomD)
#or exam-le, gi0ing s"uden"s "ime "o recall or guess >ords in res-onse "o a -ic"ure >ould /e more
!el-5ul in "!is res-ec" "!an sim-lD V"elling "!e s"uden"s "!e >ord)
STEP 6/0 CAR#I"STOR'I"$D: DE6E%OPI"$ #UTO"O'K
=ns"ruc"ions:
*ns>er "!e Nues"ion, -ro0iding exam-les 5rom Dour o>n "eac!ing ex-erience)
=n >!a" >aDs do Dou or mig!" Dou de0elo- learner au"onomD in Dour o>n classW
129
#cti*it8 2: <a8s to impro*e teac:ig ad learig )8 usig moder tec:olog8
* "radi"ional class con"ains limi"a"ions and c!allenges "!a" a55ec" language learning) <!e "ime a "eac!er
s-ends >i"! eac! s"uden" is limi"ed) ?2 "eac!ers are no" na"i0e "eac!ersM "!ere5ore, i" is di55icul" "o
ex-ose s"uden"s in a classroom "o au"!en"ic language, es-eciallD oral language) *no"!er -ro/lem
>ould /e "!a" language learning o5"en 5ocuses on isola"ed -ar"s "!a" /ecome de"ac!ed 5rom real
s-eec!) <!e use o5 "ec!nologD -ro0ides s"uden"s >i"! more "ime on "asE and a >aD "o minimi9e "!ese
class limi"a"ions)
<odaD, anDone >!o !as access "o "!e =n"erne" !as ins"an" access "o o"!er languages) <!e use o5
mul"imedia !el-s ex-ose s"uden"s "o "!ese au"!en"ic s-eec! exc!anges, increases "ime o5 on "asE
and "!e e55ec"i0eness o5 "!e s"udD "ime)
Aeefits of usig tec:olog8
increasing "ime on "asE
on line 0ideos can also /e used "o rein5orce in$class "eac!ing ac"i0i"ies
"ec!nologD -ro0ides con"ex" 7"ec!nologD can !el- imi"a"e and crea"e "!e associa"ions, "!e
social se""ings, "!e e0en"s, "!e sounds, "!e sig!"s, e"c) <!roug! 0ideo >e see "!ings in con"ex"M
"!roug! audio >e maEe associa"ions 5rom "!e sounds >e !earM "!roug! online social -rograms
>e exc!ange real in5orma"ion >i"! real -eo-le >!o unders"and >!a" >e communica"e8
con"ex"uali9ed learning en0ironmen" 7"!e mul"imedia com/ines audio, 0ideo, -ic"ures, and "ex"
in ne> >aDs "!a" !el- "o crea"e a uniNue ric! learning en0ironmen"M "!is "D-e o5 con"ex" allo>s
s"uden"s "o maEe ne> com/ina"ions 5or en!anced learning8
"ec!nologD 5rees us 5rom "!e limi"a"ions o5 a course /ooE 7as "eac!ers >e are al>aDs
su--lemen"ing our lessons >i"! our o>n ma"erials8
"ec!nologD -ro0ides >aDs "o
1) increase "!e 5oreign language in-u" "!a" learners are ex-osed "o and
2) en!ances "!e -rocess o5 !o> in-u" is con0er"ed in"o in"aEe
Le8 <ords
1) iput is all "!e >ri""en and s-oEen "arge" language "!a" a learner
encoun"ers, >!e"!er i" is 5ullD com-re!ended or no"
2) ita=e is limi"ed "o "!e com-re!ended in-u" "!a" im-ac"s "!e learnerYs
de0elo-ing linguis"ic sDs"em
STEP 2/. CP#IR <ORLD: TEC7"O%O$K #"D C%#SS '#"#$E'E"T
=ns"ruc"ions:
<!inE o5 !o> Dou could incor-ora"e online 0ideo cli-s in"o Dour classroom, 5or Dour grou- o5 s"uden"s)
STEP 2/2 CP#IR <ORLD: #UTO"O'OUS PR#CTICE USI"$ TEC7"O%O$K
=ns"ruc"ions:
?is" "!ree >aDs in >!ic! "ec!nologD can /e used "o rein5orce >!a" >as co0ered in class and "o 5ocus
on i"ems "!a" >ere no" co0ered in class)
STEP 2/0 CI"DEPE"DE"T <ORLD: RE(%ECT
=ns"ruc"ions:
Considering au"onomD and indi0idual learning s"Dles, >!a" ideas come "o Dour mind rela"ed "o !o>
"ec!nologD can !el- Dou increase "!e "ime "!a" Dou s-end s"udDing a 5oreign languageW
STEP 2/1 CI"DEPE"DE"T <ORLD: A%O$$I"$
=ns"ruc"ions:
(o Dou "!inE "!a" a discussion /log maD -ro0ide a con"ex" 5or a "eac!er, "o !el- in deciding >!a" Eind
o5 5ollo>$u- mig!" /e a--ro-ria"e 5or classroom "imeW ?og on a discussion /log dealing >i"!
au"onomD:
!""-:AAs-ace"!a"no"exis")/logs-o")comAM !""-:AA5ernandoex-eriences)/logs-o")comA2010A0&A32&$
au"onomous$learners)!"mlM !""-:AAeisensei)/logs-o")comA2010A01A>!a"$>ill$au"onomous$learner$"!inE$
o5)!"mlM e"c
130
and looE a" "!e user commen"s) Based on "!ose commen"s, -re-are o5 lis" o5 "o-ics "!a" a "eac!er
could use as a 5ollo>$u- 5or a classroom ac"i0i"D)
STEP 2/5 CI"DEPE"DE"T <ORLD: 'U%TI'EDI#
=ns"ruc"ions:
Jo> can "!e use o5 "ec!nologD and mul"imedia !el- "eac!ers a0oid -assi0e "eac!ing and learningW
STEP 2/6/ C$ROUP <ORLD: #PP%IC#TIO"S
=ns"ruc"ions:
Consider one o5 "!ese a--lica"ions or one o5 Dour c!oice:
E*erote
*n a--lica"ion "!a" allo>s users "o co-D, collec", sor", and anno"a"e in5orma"ion, ei"!er 5rom "!e =n"erne"
or 5rom direc" in-u"
"et*i)es
*n a--lica"ion "!a" >orEs as a s"ar" -age >i"! "a/s and >idge"s, including mail, -!o"os, -odcas"ing,
R@@ readers, e"c
T@itter
* micro$/logging ser0ice "!a" allo>s users "o send /rie5 messages "o "!ose >!o are lis"ed as 5riends
Crea"e a "eac!ing seNuence in 2nglis! /ased on one o5 "!ese a--lica"ions) Remem/er "o Eee- in
mind:
1) "ime on "asE,
2) con"ex",
3) con"ex"uali9ed learning en0ironmen",
&) in-u" 0s) in"aEe)
Refereces
./AlaterH #/1sing role playing in "eac!ing empathy
2/7armerH J)<!e +rac"ice o5 2nglis! ?anguage <eac!ing
0/%eig: Smit:H A/ ad 'ac$regorH J/T) P!a" is Colla/ora"i0e ?earningW
1/'cDoaldH E/@-arEing "!e Minds o5 @"uden"s in =ns-iring <eac!ers
5/SassoH D)<!e <eac!er as a Classroom Manager, >>>)sui"eA
6/<ellsH R)Communi"D in "!e Classroom
>>>) sel5direc"edlearning )comA, @el5$(irec"ed ?earning
>>>)coerll)u"exas)eduA me"!ods, #oreign ?anguage <eac!ing Me"!ods
1)!""-:AAal"erna"i0elearning-rocesses)/logs-o")comA-A>aDs$"o$im-ro0e$au"onomous$
learning)!"ml
!""-:AA>>>)edulinE)orgA-or"5olioA-!iloso-!ies)!"m
!""-:AA>>>)classroom$managemen"$success)orgAclassroom$managemen"$-lan sam-le)!"m
!""-:AA>>>)mariajordano)comAar"iclesAau"onomousTlearningTandT/logs)-d5
!""-:AAc!ronicle)comAjo/sA2003A03A2003032'02c)!"m
16)!""-:AA>>>)academicleaders!i-)orgAar"icleA<!eTin5luenceTo5Tasser"i0eTclassroomTman
agemen"Ts"ra"egDTuseTonTs"uden"$"eac!erT-edagogicalTsEills
1') !""-:AA>>>)englis!$"es")ne"AeslAlearnAenglis!AgrammarAai23&Aesl$"es")-!-
>>>)lesson-lansinc)com, Classroom Managemen" @"ra"egies
131
'ODU%E .. -
I"TERCU%TUR#%
EDUC#TIO"
132
#cti*it8 .: =n"ercul"ural 2duca"ion
#cti*it8 2: +ro/lems o5 =n"ercul"ural Communica"ion
#cti*it8 0: =n"ercul"ural Com-e"ence
#cti*it8 1: (e0elo-ing "!e =n"ercul"ural (imension in ?anguage <eac!ing
#cti*it8 5: Cul"ure as a #i5"! @Eill
O)9ecti*es
"o increase "eac!ersC in"ercul"ural a>areness, /uilding u- "!eir com-e"ence "o address cul"ural
di0ersi"D in educa"ion $"o educa"e >i"! regard "o a -lurali"D o5 ideas 7"o consider !uman
di0ersi"D in e"!nic, racial, social and religious "erms as a source 5or cul"ural enric!men"8$M
"o de5end eNual o--or"uni"iesM
"o maEe "!e "rainees a>are o5 "!e necessi"D o5 "!e c!ange 5rom a mono$cul"ural -ers-ec"i0e "o
a mul"i-le -ers-ec"i0e 7in e0erD su/jec": !is"orD, li"era"ure, music, ar", e"c8M
"o 5ocus on de0elo-ing a learning communi"D >!ere "eac!ing and learning are concei0ed as
an ac"i0e and coo-era"i0e -rocess, "!a" ine0i"a/lD occurs >i"!in a social con"ex"M
"o -ro0ide sugges"ions a/ou" !o> educa"ors can acNuire a grea"er in"ercul"ural com-e"ence)M
"o -ro0ide sugges"ions 5or linguocul"uralC "eac!ingCM
"o 5amiliari9e "!e "rainees >i"! "!e conce-" o5 cul"ure as a V5i5"! sEillC 7>!ic! em-!asi9es "!e
learnerCs a/ili"D "o -ercei0e, "o unders"and and ul"ima"elD, acce-" cul"ural rela"i0i"D8)
#cti*it8 .: Itercultural Educatio
Cardoso 71998: 13$1&8 de5ines Vin"ercul"ural educa"ionC as a series o5 a""em-"s "o engage >i"! di0erse
cul"ures and li5es"Dles s!o>ing res-ec") =n"ercul"ural educa"ion s!ould -romo"e unders"anding and
res-ec" 5or o"!er -eo-le and cul"ures, 5ig!" racism and xeno-!o/ia, and -romo"e eNual o--or"uni"ies
5or all) 2uro-ean coun"ries are c!arac"erised /D di0ersi"D des-i"e e55or"s "o -roduce an idea o5
2uro-eaness) 2uro-e is mul"icul"ural and mul"ilinguis"ic and "!ere5ore in"ercul"urali"D in 2uro-e im-lies
o-enness "o -lurali"D o5 0alues, religions, /elie5s and >aDs o5 li5e) C$o to Step 2/.D
Key 'ords
'ulticulturalit8 re5ers "o an undenia/le 5ac": "!e exis"ence o5 di55eren" cul"ures)
Pluriculturalit8 maD /e de5ined as "!e mos" c!arac"eris"ic 5ea"ure o5 modern cul"ures, gi0en "!a" our
-resen" cul"ure 7all Eno>ledge and 0alues8 !a0e /een com-iled "!roug!ou" cen"uries o5 con"ac" >i"!
di55eren" cul"ures, and !a0e /ecome a >!ole, s!ared /D a socie"D)
Iterculturalit8 im-lies in"erac"ion among di55eren" cul"ures on "!e /asis o5 eNuali"D and res-ec")
STEP ./. CP#IR <ORLD: <7#T IS I"TERCU%TUR#% EDUC#TIO"O
=@<R1C<=B@
Consider "!e 5ollo>ing de5ini"ions o5 in"ercul"ural educa"ion) C!oose one de5ini"ion, ex-and on i" and
"!en re-or" "o "!e o"!er -airs)
Definitions of intercultural education- suggestions-
1) =n"ercul"ural educa"ion engages >i"! di0erse cul"ures and li5es"Dles s!o>ing res-ec" 5or "!em)
2) =n"ercul"ural educa"ion de0elo-s "ranscul"ural unders"anding)
3) =n"ercul"ural educa"ion is a/ou" examining di55erences in cul"ures and -eo-les)
&) =n"ercul"ural educa"ion im-lies "!e realisa"ion "!a" "!e o"!ers are di55eren" 5rom oursel0es and "!a"
"!eD maEe us re$analDse our o>n sDs"em o5 0alues)
5) =n"ercul"ural educa"ion reNuires a ne> a""i"ude in rela"ion "o "!e o"!er and "o oursel0es)
6) =n"ercul"ural educa"ion c!allenges "!e in!eren"lD dominan" modes o5 doing "!ings and "!inEing a/ou"
"!em)
') =n"ercul"ural educa"ion is a/ou" s"imula"ing "!e unders"anding 5or o"!erness)
8) =n"ercul"urali"D admi"s "!e mu"ual in5luencing o5 cul"ures and deals >i"! con5lic"s among cul"ures
orAand >i"! "!eir solu"ion)
9) =n"ercul"urali"D recognises "!a" cul"ures are o-en one "o ano"!er and mu"uallD in"erde-enden")
10) =n"ercul"ural educa"ion reNuires "!a" >e gi0e a""en"ion "o /ooEsAmedia -resen"a"ions 5rom di55eren"
cul"ures in order "o reduce -rejudice and "o de0elo- analD"ical and cri"ical "!inEing)
133
STEP ./2 CP#IR <ORLD: 7O< C#" TE#C7ERS PRO'OTE I"TERCU%TUR#% EDUC#TIO"O
=@<R1C<=B@
1se /rains"orming "o ge" as manD sugges"ions as Dou can) Re-or" "o "!e o"!er -airs)
STEP ./0 CP#IR <ORLD: <7#T S7OU%D AE 6#%UED #S I"TERCU%TUR#% EDUC#TIO"O
=@<R1C<=B@
*gree on >!a" s!ould /e 0alued as in"ercul"ural educa"ion)
#cti*it8 2: Pro)lems of Itercultural Commuicatio
STEP 2/. CP#IR <ORLD: 'U%TICU%TUR#% RE#%ITK I" C%#SS
=@<R1C<=B@
=magine a daD a" a mul"icul"ural sc!ool and see >!e"!erA!o> =n"ercul"urali"D is ac!ie0ed) Consider "!e
5ollo>ing a--roac!es "o 'ulticultural Realit8 i class:
1) ?acE o5 adeNua"e res-onse a) @imilar "o inser"ion, /u" im-lies looEing do>n on some/odD)
= acce-" "!em, /u" mD cul"ure is "!e good one)
2) Cul"ural *ssimila"ion /)$"radi"ional minori"D g!e""o cul"ureM
$sel5$im-osed 75inds sa5e"D in grou-Amere inclusion a" sc!ool8)
3) @egrega"ionism c) = >an" "o go on /elie0ing in mD 0alues /u" = do no" maEe
Dou gi0e u- Dours "o /ecome acce-"ed)
&) =nser"ion d) <o"al loss o5 o>n cul"ure) Gi0es u- !is "radi"ion "o /e
acce-"ed)
5) <olerance e) 1na/le "o communica"eAisola"ion)
6) =n"egra"ion 5) *cce-"ed /u" remains di55eren", a 5oreigner, e0en i5 !eAs!e
s-eaEs "!e language) JeAs!eCs o5"en /eing reminded "!a"
!eAs!e is di55eren")
a) =n -airs, ma"c! "!e gi0en a--roac!es >i"! "!eir de5ini"ions)
/) #ind an exam-le 5or one o5 "!ese si"ua"ions and re-or" "o "!e class)
2x: *s"rid is 5rom or>aD) @!eCs or>egian /u" DouCd onlD "ell /ecause o5 !er -!Dsical as-ec") @!e
s-eaEs 2nglis! >i"! a good accen", and /e!a0es liEe an 2nglis! girl in e0erD"!ing s!e does) @!e saDs
s!e does no" miss or>aD a" all) 7cul"ural assimila"ionA"o"al loss o5 o>n cul"ure8
STEP 2/2 CP#IR <ORLD: DE6E%OPI"$ #<#RE"ESS O( AE%O"$I"$ TO # <IDER #"D
CO'P%ES 'U%TICU%TUR#% SKSTE'
=@<R1C<=B@
=" is no" easD "o de0elo- an a>areness o5 /elonging "o a >ider and com-lex mul"icul"ural sDs"em) <!inE
o5 !o> "!is can /e done)
#cti*it8 0: Itercultural Competece
=n"er$com-re!ension is cer"ainlD no" "!e solu"ion "o "!e manD -ro/lems o5 in"ercul"ural communica"ion,
/u" i" is a -ros-ec" o5 an ini"ial rela"ional a--roac!) Mul"i$language learning !el-s one "o ac!ie0e
consciousness o5 "!e 0arious >aDs o5 rela"ing in socie"ies c!arac"eri9ed /D cul"ures "ied "o 5eelings o5
/elonging) <o communica"e means in "!is sense "o in"erac" cul"urallD, "o /e a/le "o see oneCs o>n
cul"ure in rela"ion "o "!e cul"ure o5 "!e coun"ries o5 >!ic! one s"udies "!e languages, and im-lies "!e
a/ili"D "o go /eDond s"ereo"D-ed modali"ies o5 rela"ing) @o, "!e conce-" o5 Communica"i0e Com-e"ence
!as e0ol0ed in"o "!e idea o5 Itercultural Commuicati*e CompeteceH gi0en "!a" /ecoming 5luen"
in a language undenia/lD reNuires "!e a/ili"D "o es"a/lis! rela"ions!i-s >i"! indi0iduals 5rom di55eren"
cul"ural origins/
* -lurali"D o5 languages as a ma""er o5 5ac" leads "o a -lurali"D o5 0isions, and commi"s one "o "!e e55or"
o5 decen"rali9ing oneCs o>n -oin" o5 0ie> in order "o !a0e a dialogue >i"! di55eren" sDs"ems o5 0alues
and codes o5 /e!a0iour)
134
<!e compoets of itercultural competece are 0no9ledge, s0ills and attitudes,
com-lemen"ed /D t,e values one !olds /ecause o5 oneYs /elonging "o a num/er o5 social
grou-s) <!ese 0alues are -ar" o5 oneYs social iden"i"ies)
STEP 0/. C$ROUP <ORLD: RE(%ECT
=@<R1C<=B@
Consider "!e 5ollo>ing de5ini"ions) <!en, ans>er "!e Nues"ions)
Itercultural attitudes: curiosi"D and o-enness, readiness "o sus-end dis/elie5 a/ou" o"!er cul"ures
and /elie5 a/ou" oneCs o>n)
Lo@ledge: can /e de5ined as !a0ing ">o major com-onen"s: Eno>ledge o5 social -rocesses, and
Eno>ledge o5 illus"ra"ions o5 "!ose -rocesses and -roduc"sM "!e la""er includes Eno>ledge a/ou" !o>
o"!er -eo-le are liEelD "o -ercei0e Dou, as >ell as some Eno>ledge a/ou" o"!er -eo-le)
S=ills of iterpretig ad relatig: a/ili"D "o in"er-re" a documen" or e0en" 5rom ano"!er cul"ure, "o
ex-lain i" and rela"e i" "o documen"s or e0en"s 5rom oneCs o>n)
S=ills of disco*er8 ad iteractio: a/ili"D "o acNuire ne> Eno>ledge o5 a cul"ure and cul"ural
-rac"ices and "!e a/ili"D "o o-era"e Eno>ledge, a""i"udes and sEills under "!e cons"rain"s o5 real$"ime
communica"ion and in"erac"ion)
Critical cultural a@areess: an a/ili"D "o e0alua"e, cri"icallD and on "!e /asis o5 ex-lici" cri"eria,
-ers-ec"i0es, -rac"ices and -roduc"s in oneCs o>n and o"!er cul"ures and coun"ries
./ Can "!e acNuisi"ion o5 in"ercul"ural com-e"ence /e com-le"e and -er5ec"W %us"i5D Dour XesAo
ans>er)
2/ P!a" are "!e s0ills of comparison, of interpreting and relating crucial 5orW
0/ P!D do in"ercul"ural s-eaEers need s0ills of discover7 and interactionW
1/ Jo> can language "eac!ers con"ri/u"e "o de0elo-ing in"ercul"ural com-e"enceW
5/ P!a" s!ould in"ercul"ural educa"ion /e concerned >i"!W
STEP 0/2 CI"DI6IDU#% <ORLD: <7#T IS I"TERCU%TUR#% CO'PETE"CEO
=@<R1C<=B@
Read "!e s"orD /elo> and "rD "o iden"i5D =o@ledge, s=ills and attitudes o5 "!e c!arac"ers "!a" mig!"
!a0e some"!ing "o do >i"! in"ercul"ural com-e"ence)
F:(> :( = F:(>
8t t,e edge of t,e 9oods t,ere 9as a pond, and t,ere a minno9 and a tadpole s9am among
t,e 9eeds@ !,e7 9ere inseparable friends@
Mne morning t,e tadpole discovered t,at during t,e nig,t ,e ,ad gro9n t9o little legs@ P'oo0,A ,e
said triump,antl7@ P'oo0, : am a frog;A P"onsense,A said t,e minno9@ P>o9 could 7ou be a frog if
onl7 last nig,t 7ou 9ere a little fis,, *ust li0e me;A !,e7 argued and argued until finall7 t,e
tadpole said, PFrogs are frogs and fis, is fis, and t,at is t,at;A
:n t,e 9ee0s t,at follo9ed, t,e tadpole gre9 tin7 front legs and ,is tail got smaller and smaller@
8nd t,en one fine da7, a real frog no9, ,e climbed out of t,e 9ater and onto t,e grass7 ban0@
!,e minno9 too ,ad gro9n and ,ad become a full7-fledged fis,@ >e often 9ondered 9,ere ,is
four-footed friend ,ad gone@ 5ut da7s and 9ee0s 9ent b7 and t,e frog did not return@
!,en one da7, 9it, a ,app7 splas, t,at s,oo0 t,e 9eeds, t,e frog *umped into t,e pond@ P/,ere
,ave 7ou been?A as0ed t,e fis, e+citedl7@ P: ,ave been about t,e 9orld, ,opping ,ere and t,ere,A
said t,e frog, Pand : ,ave seen e+traordinar7 t,ings@A
P'i0e 9,at?A as0ed t,e fis,@
P5irds,A said t,e frog m7steriousl7@
P5irds;A 8nd ,e told t,e fis, about t,e birds 9,o ,ad 9ings, and t9o legs, and man7, man7
colours@
8s t,e frog tal0ed, ,is friend sa9 t,e birds fl7 t,roug, ,is mind li0e large feat,ered fis,@ P/,at
else?A as0ed t,e fis, impatientl7@
P$o9s,A said t,e frog@ P$o9s;A !,e7 ,ave four legs, ,orns, eat grass, and carr7 pin0 bags of
mil0@A
P8nd people;A said t,e frog@ PHen, 9omen, c,ildren;A
8nd ,e tal0ed and tal0ed until it 9as dar0 in t,e pond@
135
5ut t,e picture in t,e fis,As mind 9as full of lig,ts and colours and marvellous t,ings and ,e
couldnAt sleep@ 8,, if ,e could onl7 *ump about li0e ,is friend, and see t,at 9onderful 9orld@
8nd so t,e da7s 9ent b7@ !,e frog ,ad gone and t,e fis, *ust la7 t,ere dreaming about birds in
flig,t, grazing co9s, and t,ose strange animals, all dressed up, t,at ,is friend called people@
Mne da7 ,e finall7 decided t,at come 9,at ma7, ,e too must see t,em@ 8nd so, 9it, a mig,t7
9,ac0 of t,e tail, ,e *umped clear out of t,e 9ater onto t,e ban0@ >e landed in t,e dr7, 9arm
grass and t,ere ,e la7 gasping for air, unable to breat,e or to move@
P>elp,A ,e groaned feebl7@
'uc0il7 t,e frog, 9,o ,ad been ,unting butterflies nearb7, sa9 ,im and 9it, all ,is strengt,
pus,ed ,im bac0 into t,e pond@ (till stunned, t,e fis, floated about for an instant@ !,en ,e
breat,ed deepl7, letting t,e clean cool 9ater run t,roug, ,is gills@ "o9 ,e felt 9eig,tless again
and 9it, an ever-so-slig,t motion of t,e tail ,e could move to and fro, up and do9n, as before@
!,e sunra7s reac,ed do9n 9it,in t,e 9eeds and gentl7 s,ifted patc,es of luminous colour@
!,is 9orld 9as surel7 t,e most beautiful of all 9orlds@ >e smiled at ,is friend t,e frog, 9,o sat
9atc,ing from a lil7 leaf@
POou 9ere rig,t,A ,e said@ PFis, is fis,A@
STEP 0/0 CI"DI6IDU#% <ORLD: C#SE STUDK
*ccording "o #R2+* 7<!e #rame>orE o5 Re5erence 5or +luralis"ic *--roac!es "o ?anguages and
Cul"ures8, "!e 5inal -roduc" o5 a -rojec" coordina"ed /D <!e 2uro-ean Cen"re 5or Modern ?anguages o5
<!e Council o5 2uro-e, in"ercul"ural com-e"ence includes:
./ Competece i t:e costructio ad )roadeig of a plural liguistic ad cultural repertoire
a competece i profitig from oeBs o@ iter-cultural G iter-laguage e;perieces
>!e"!er "!eD are -osi"i0e, -ro/lema"ic or 5ranElD nega"i0eM
a competece i appl8ig s8stematic ad cotrolled learig approac:es i a cote;t
of ot:eress, in ei"!er an ins"i"u"ional or sc!ool con"ex", in grou-s or indi0iduallD)
2/ Competece i maagig liguistic ad cultural commuicatio i a cote;t of Xot:eressB
a competece i resol*ig coflictH o*ercomig o)staclesH clarif8ig
misuderstadigs
a competece i egotiatioH >!ic! is "!e 5ounda"ion 5or es"a/lis!ing con"ac"s and
rela"ions!i-s in a con"ex" o5 o"!ernessM
a competece i mediatio, >!ic! is "!e 5ounda"ion 5or es"a/lis!ing rela"ions!i-s /e">een
languages, /e">een cul"ures and /e">een -eo-leM
a competece of adapta)ilit8H >!ic! calls on all "!e resources one !as "o Va--roac! >!a" is
un5amiliar, di55eren"C)
0/ Itermediate competecesH @:ic: clearl8 fit ito t:e t@o ,oes:
a competece of decetrig, >!ic! descri/es a EeD 5ea"ure o5 "!e aims o5 -luralis"ic
a--roac!es, in0ol0ing a c!ange o5 0an"age -oin", seeing "!ings in a rela"i0e >aD, "!anEs "o a
num/er o5 resources s"emming 5rom a""i"udes, sEills and Eno>ledgeM
a competece i ma=ig sese of ufamiliar liguistic adGor cultural features, re5using
"o acce-" 7communica"i0e or learning8 5ailure, using all "!e resources a0aila/le, es-eciallD
"!ose /ased on in"er$com-re!ension)
a competece of distacig >!ic!, /ased on a range o5 resources, allo>s a cri"ical
a--roac! "o si"ua"ions, Eee-ing con"rol, and a0oids /eing com-le"elD immersed in "!e
immedia"e in"erac"ion or learning ac"i0i"DM
a competece i critical aal8sis of t:e Ccommuicati*e adGor learigD acti*ities oe
is i*ol*ed i 7close "o >!a" is some"imes called critical a9areness8 >!ic! -u"s "!e 5ocus on
"!e resources a--lied a5"er "!e dis"ancing !as /een carried ou"M
a competece for recogisig t:e XOt:erBH ad ot:eress, in >!a" is di55eren" and similar)
Jere >e !a0e an ex-ression 7see "!e no"es on "erminologD8 >!ic! can /e a--lied "o /o"!
sEills 7recognise8 and a""i"udes 7acce-"D/
=@<R1C<=B@
136
Considering "!e descri-"ion o5 in"ercul"ural com-e"ence according "o #R2+*, end "!e 5ollo>ing
sen"encesAans>er "!e Nues"ions "!a" 5ollo>:
1) P!a" !a--ened "o "!e 5is!W
=" >as ))))
a) cc
/) cc
c) cc
2) <!e 5is! did !a0e )))))) )
a) cc
/) cc
c) cc
3) Bu" "!e momen" i" le5" "!e >a"er "!e 5is! 5ailed /ecause i" !ad:
a) cc
/) cc
c) cc
&) Ja0ing a 5e>, isola"ed resources, "!e 5is! remained ))))))))))))))))))))) )
E;/ 1) P!a" !a--ened "o "!e 5is!W
a) =" >as surprised "o see "!e "ad-ole c!ange in"o a 5rog
/) =" >as curious "o !ear a/ou" "!e ne> >orld "!e 5rog descri/ed u-on !is re"urn
c) =" >as onlD a/le "o partl8 VuderstadC "!e >orld ou"side "!e >a"er, and onlD 5rom i"s o>n -oin"
o5 0ie>
STEP 0/1 CI"DI6IDU#% <ORLD: I"TERCU%TUR#% ESPERIE"CE
=@<R1C<=B@
?e"Cs lea0e "!e 5is! "!ere 5or "!e momen", and le"Cs "rans-ose oursel0es "o our cul"ural >orld) ?e"Cs
!a0e a looE a" "!e cross$cul"ural ex-eriences o5 ">o ladies: a +ole and a #renc! ladD) <!en commen"
on "!e si"ua"ions -resen"ed in "erms o5 cul"ural misunders"anding "!a" led "o "!em)
:Am 6olis,, and : 9as invited for dinner 9,ile in 6aris toget,er 9it, an %nglis,man and a
(paniard@ /e all arrived at t,e door at t,e same time@ Mur ,ost as0ed us to come in@ 5eing
t,e onl7 lad7 in t,e group : tried to go in first, but : did not ,ave t,e time as t,e %nglis,man
preceded me@ !,e (paniard t,en 0ept t,e door open for me and made a gesture inviting me
in before ,im@ /e passed a comment about ,o9 rude t,e %nglis,man 9as;
:Am Frenc,@ 5efore going to $,ina : learned a fe9 essential p,rases and felt ver7 confident in
m7 abilit7 to communicate@ (oon after : arrived t,ere, : found m7self in front of a ca0e stall@ :
pointed m7 finger at t,e ob*ect : desired and said .!,ose t9o in $,inese, pointing m7 finger
at t,e ob*ect@ !,e seller ,esitated a little, loo0ed at m7 fingers and started to put more and
more ca0es in t,e bag@ ."o, no, t9o : repeated again putting t9o fingers on m7 nose@ (,e
filled t,e bag and as0ed me to pa7 for m7 custom@ : 9as ver7 frustrated, and onl7 later did :
learn t,at placing t,e t,umb and t,e inde+ finger on m7 nose pointing out9ards meant Peig,tA@
STEP 0/5 CI"DI6IDU#% <ORLD: X$OOD $UKSYB
=@<R1C<=B@
Read >!a" a "eac!er >ro"e >!en asEed "o s!are a -ersonal in"ercul"ural ex-erience
P: 9as part of an international group of colleagues about to enter an 8ustrian restaurant for an evening
meal@ "e+t to me 9as an 8ustrian gentleman 9,o, as soon as 9e got to t,e door rus,ed to open it@ 8t
first : t,oug,t ,e 9as reall7 polite and so : <uic0l7 moved for9ard to9ards t,e door@ >o9ever, to m7
amazement, ,e stepped a,ead of me, and entered before me@
: 9as slig,tl7 offended, but once 9e 9ere seated ,e e+plained to me t,at in 8ustria it 9as considered
polite for a man to precede t,e 9oman upon entering, and to let t,e 9oman out first 9,en leaving t,e
building;
: t,in0 ,e ,ad noticed t,at : felt uncomfortable 9it, ,is action, and gave me t,e opportunit7 to discuss
our customs and e+pectations for a 9,ile@
8fter t,at little tal0 : en*o7ed t,e meal better;A
137
o> iden"i5D "!e rele0an" com-e"ences "!a" <!e *us"rian gen"leman !ad, according "o #R2+*)
#cti*it8 1: De*elopig t:e Itercultural Dimesio i %aguage Teac:ig
<!e YCommon 2uro-ean #rame>orEY in"roduces "!e Y=n"ercul"ural (imensionY in"o "!e aims o5 language
"eac!ing) ="s essence is "o !el- language learners "o in"erac" >i"! s-eaEers o5 o"!er languages on
eNual "erms, and "o /e a>are o5 "!eir o>n iden"i"ies and "!ose o5 "!eir in"erlocu"ors) =" is "!e !o-e "!a"
language learners >!o "!us /ecome Yin"ercul"ural s-eaEersY >ill /e success5ul no" onlD in
communica"ing in5orma"ion /u" also in de0elo-ing a !uman rela"ions!i- >i"! -eo-le o5 o"!er languages
and cul"ures)
(e0elo-ing "!e in"ercul"ural dimension in language "eac!ing in0ol0es recognising "!a" "!e aims are:
1) "o gi0e learners in"ercul"ural com-e"ence as >ell as linguis"ic com-e"enceM
2) "o -re-are "!em 5or in"erac"ion >i"! -eo-le o5 o"!er cul"uresM
3) "o ena/le "!em "o unders"and and acce-" -eo-le 5rom o"!er cul"ures as indi0iduals >i"! o"!er
dis"inc"i0e -ers-ec"i0es, 0alues and /e!a0ioursM
&) "o !el- "!em "o see "!a" suc! in"erac"ion is an enric!ing ex-erience)
?anguage "eac!ing >i"! an in"ercul"ural dimension aims a" !el-ing learners "o acNuire "!e linguistic
competence needed "o communica"e in s-eaEing or >ri"ing, "o 5ormula"e >!a" "!eD >an" "o saDA>ri"e
in correc" and a--ro-ria"e >aDs)
Bu" i" also de0elo-s "!eir intercultural competence i)e) "!eir a/ili"D "o ensure a s!ared unders"anding
/D -eo-le o5 di55eren" social iden"i"ies, and "!eir a/ili"D "o in"erac" >i"! -eo-le as com-lex !uman
/eings >i"! mul"i-le iden"i"ies and "!eir o>n indi0iduali"D)
P!en de0elo-ing in"ercul"ural sEills, "eac!ers can maEe use o5:
%$ +hemes "rea"ed in "ex"$/ooEs can lend "!emsel0es "o de0elo-men" in an in"ercul"ural and cri"ical
-ers-ec"i0e) <!e EeD -rinci-le is "o ge" learners "o compare "!e "!eme in a 5amiliar si"ua"ion >i"!
exam-les 5rom an un5amiliar con"ex")
#or ins"ance "!e "!eme o5 s-or" can /e examined 5rom manD -ers-ec"i0es, including:
_ Gender L are "!ere s-or"s "!a" are, in "!e 5amiliar con"ex" or in "!e un5amiliar con"ex", -redominan"lD
-laDed /D men or /D >omenW *re "!ings c!angingW
_ *ge L are "!ere s-or"s 5or Dounger -eo-le and older -eo-leW
_ Region L are "!ere local s-or"sW (o -eo-le, including "!e learners, iden"i5D >i"! local "eamsW (o
some "eams !a0e a -ar"icular cul"ural "radi"ionW
_ Religion L are "!ere religious o/jec"ions "o -laDing s-or", or daDs >!en some -eo-le c!oose no" "o
do s-or" /ecause o5 religious o/ser0anceW
_ Racism L is "!is 5ound in s-ec"a"or s-or"sW *re "!e -laDers o5 5oreign "eams, or 5oreign -laDers in
local "eams al>aDs "rea"ed >i"! res-ec"W *re "!ere inciden"s o5 racis" c!an"s or insul"sW
B"!er "!emes e)g) 5ood, !omes, sc!ool, "ourism, leisure, can recei0e a similarlD cri"ical -ers-ec"i0e)
:$ &rammatical e6ercises >!ic! can reiforce pre9udice ad stereot8pes or c:allege t:em) #or
ins"ance 5emale su/jec"s maD /e linEed "o s"ereo"D-icallD 5emale ac"i0i"ies or ac"ions 7MarD liEes
cooEingM %o!n liEes 5oo"/all8M s"ereo"D-ing generalisa"ions maD /e encouraged a/ou" grou-s 7<!e
C!inese liEecM Germans arec))M Blder -eo-lec))8) <eac!ers can encourage learners "o commen" on
suc! s"a"emen"s and c!allenge "!em)
@imilar exercises can /e -ro-osed, >!ic! include a /roader 0ie> o5 cul"ure 7e)g) use a >ider range o5
namesM include ac"i0i"ies more liEelD "o /e enjoDed /D minori"D grou-s, or clo"!es >orn /D minori"iesM
include a >ide range o5 names o5 coun"ries and -eo-les, no" jus" 2uro-ean and or"! *merican8)
@"ar"ing 5rom "!e exercises -ro-osed /D "!e "ex"$/ooE, learers ca de*ise furt:er e;ercises,
rein5orcing "!e same gramma"ical s"ruc"ures, /u" using a di55eren" range o5 con"ex"s and exam-les)
<!eD can "!en s>a- exercises and >orE on exam-les -ro0ided /D o"!er learners)
;$ +he inclusion o/ vocabulary t:at :elps learers tal= a)out cultural di*ersit8) <!is can include
"erms suc! as: !uman rig!"sM eNuali"DM digni"DM genderM /iasM -rejudiceM s"ereo"D-eM racismM e"!nic
minori"DM and "!e names o5 e"!nic grou-s, including >!i"e grou-s)
138
STEP 1/. C$ROUP <ORLD: 7O< C#" TE#C7ERS DE6E%OP T7E I"TERCU%TUR#%
DI'E"SIO" I" TE#C7I"$O
=@<R1C<=B@
Brains"orm and agree on >!a" a "eac!er could do "o de0elo- "!e in"ercul"ural dimension in language
"eac!ing) Re-or" "o "!e o"!er grou-s)
STEP 1/2 C$ROUP <ORLD: VESPERIE"TI#% %E#R"I"$ IS PO<ER(U% I" DE6E%OPI"$ SE%(-
#<#RE"ESS #S <E%% #S PERCEPTIO"S O( OT7ER COU"TRIES/C
=@<R1C<=B@
@"ar"ing 5rom "!e s"a"emen" VE;perietial learig is -o>er5ul in de0elo-ing sel5$a>areness as >ell as
-erce-"ions o5 o"!er coun"ries)C, de0ise ">o ac"i0i"ies "o s"imula"e "!e in"ercul"ural dimension in
language "eac!ing)
STEP 1/0 CI"DI6IDU#% <ORLD: TE#C7ERBS RO%E
./ P!ic! is, according "o Dou, "!e role o5 "!e "eac!er in"eres"ed in de0elo-ing "!e in"ercul"ural
dimension in language "eac!ingW
2) @!ould "!e "eac!ers /e concerned a/ou" !o> muc! in5orma"ion "!eD -ro0ide or a/ou" o"!er
com-e"encesW =5 so, >!ic! >ould /e "!ese o"!er com-e"encesW
STEP 1/1 C$ROUP <ORLD: 'E#"S
=@<R1C<=B@
=n grou-s, de0ise "!ree ac"i0i"ies "o de0elo- in"ercul"ural sEills maEing use o5:
1) <!emes
2) Gramma"ical exercises
3) Foca/ularD
#cti*it8 5: Culture as a (ift: S=ill
UP!ere cul"ure leads, language >ill 5ollo>C
Cul"ure is an essen"ial -ar" o5 our language, our -as", our -resen") ?anguage >i"!ou" cul"ural
rele0ance is useless) =n Eee-ing >i"! "!e con0en"ion >i"!in "!e 5ield o5 #oreign ?anguage educa"ion o5
re5erring "o language a/ili"ies as se-ara"e sEills 7 e)g) , lis"ening, s-eaEing, reading, >ri"ing8, "eac!ers
o5"en re5er "o cul"ure as "!e V5i5"! sEillC) 1nliEe 0oca/ularD and grammar, >!ic! are concre"e in "!eir
con"en", cul"ure is di55icul" "o de5ine)
=n general, cul"ure as "!e 5i5"! sEill em-!asi9es "!e learnerCs a/ili"D "o -ercei0e, "o unders"and and
ul"ima"elD, acce-" cul"ural rela"i0i"D)
4ulture as a /i/th skill re/ers to a set o/ abilities:
1) "!e a/ili"D "o -ercei0e and recogni9e cul"ural di55erences
2) "!e a/ili"D "o acce-" cul"ural di55erences
3) "!e a/ili"D "o a--recia"e and 0alue cul"ural di55erences
STEP 5/. CP#IR <ORLD:
=@<R1C<=B@
Consider "!e 5ollo>ing de5ini"ions o5 Cul"ure:
C@ .'earning language in isolation of its cultural roots prevents one from becoming socialized into
its conte+tual use@ Lno9ledge of linguistic structure alone does not carr7 9it, it an7 special
insig,t into t,e political, social, religious, or economic s7stemA@ -CDJ41 Q"eed (eel7e-@
I@ P/e must focus on bot, appropriate content and activities t,at enable students to assimilate
t,e content@ 8ctivities s,ould encourage t,em to go be7ond fact, so t,e7 begin to perceive
and e+perience vicariousl7 t,e deeper levels of t,e culture of t,e spea0ers of t,e language
-CDRC1@A- /ilga &ivers-
*) Jo> mig!" Dou delinea"e "!e di55erences /e">een Vlinguis"ic com-e"enceC and cul"ural
com-e"enceC in @eelDeCs "ermsW
(o Dou "!inE "!a" non$na"i0e s-eaEersAlearners o5 language s!ould as Ri0ers sugges"s, "rD "o
a--roxima"e near$na"i0e -ro5iciencDW Br >ill "!eD al>aDs /e -ercei0ed as V5oreignC, so >!D /o"!er >i"!
all o5 "!e cul"ural de"ailsW
139
STEP 5/2 CP#IR <ORLD: USI"$ #RT TO TE#C7 %#"$U#$E #"D CU%TURE
=@<R1C<=B@
(e0ise a lesson -lan 5or a uni" in"ended "o <eac! ?anguage and Cul"ure 1sing *r")
7=8 de5ine Dour "arge" grou-: s"uden"sC le0el 7jus"i5D Dour c!oice8M
7==8 s-eci5D "!e o/jec"i0es and "!e sEills Dou in"end "o 5ocus onM
7===8 de0ise "!e ac"i0i"ies /D means o5 >!ic! Dou reac! Dour o/jec"i0es and s-eci5D "!e
es"ima"ed "ime 5or eac!M
7=F8 s-eci5D "!e s"ra"egies Dou in"end "o useM
7F8 s-eci5D "!e ma"erials Dou in"end "o useM
7F=8 s-eci5D "!e "eac!erCs role and "!e resul"s o5 "!e ac"i0i"iesM
7F==8 s-eci5D "!e num/er o5 classes Dou -lan 5or "!e >!ole ac"i0i"D)
#or ideas and a sam-le lesson Dou maD go "o :ttpGG@@@/))c/co/u= Ct:e Culture sectioD) (o no"
5orge" "o -lace "!e c!osen linE em/edded in Dour ma"erials)
-inguoculture
V=n "!e -rocess o5 learning, "!e union o5 language and in5orma"ion rela"ing "o "!e na"ional cul"ure is
called Vlinguocul"uralC "eac!ingC L [os"omro0 and Feres!c!agin, ?anguage <eac!ing Me"!ods:Cul"ure
3ideo-based *nstruction
Fideo ma"erials -ro0ide a uniNue o--or"uni"D "o -resen", "eac! and in"ernali9e au"!en"ic in5orma"ion L
linguis"ic, cul"ural and 0isual L a/ou" "!e "arge" coun"rD) Because "!ese ma"erials can /e edi"ed 5or
-resen"a"ion, "!eD are also excellen" 0enues 5or 5ocusing "!e s"uden"sC a""en"ion on s-eci5ic de"ails and
5or crea"ing exercise ma"erials /ased on "!e 0ideo i"sel5) %udicious use o5 "!ese ma"erials can
su/s"an"iallD increase "!e Nuan"i"D and Nuali"D o5 "ime s-en" on "asE >i"! language and cul"ure)
STEP 5/0 C$ROUP <ORLD: #UT7E"TIC '#TERI#%S
=@<R1C<=B@
./ C!oose a 0ideo commercialA"ra0el addA-iece o5 ne>s as an exam-le o5 an au"!en"ic 0ideo segmen")
1se "!e 5ollo>ing cri"eria 5or assessing audioA0isual correla"ion "o de"ermine >!e"!er or no" "!is
segmen" mig!" /e sui"a/le 5or an 2nglis! class:
=s "!e 0ideo "racE essen"ial "o com-le"e unders"andingW
(oes "!e 0ideo "racE 5acili"a"e com-re!ension o5 "!e "ex"W
Can "!e 0isuals s"and alone >i"!ou" "!e "ex"W
#or sugges"ions and ma"erials Dou maD go "o :ttpGG@@@/))c/co/u= Ct:e *ideo sectioD) (o no" 5orge"
"o -lace "!e c!osen linE em/edded in Dour ma"erials)
2/ (e0ise +re0ie>, <asE Fie>ing, and #ollo>$u- exercises 5or "!e c!osen 0ideo commercialA"ra0el
addA-iece o5 ne>s) =nclude i"ems /ased on discree" -oin"s o5 language 7-ar"icular lexicon, a -oin" o5
grammar, a uniNue usage, e"c8, as >ell as on cul"ural in5orma"ion)
Refereces
1) A8ramH '/H $ri)=o*aH A/ ad Star=e8H 7) (e0elo-ing <!e =n"ercul"ural (imension =n ?anguage
<eac!ing
2) "icolaescuH C)?inguis"ic 2duca"ion and =n"ercul"urali"D
3) 'artZ DZe,H S) =n"ercul"urali"D in 2duca"ion
$ !""-:AADou"u)/eA%8R!RXT5&1R
$ !""-AAi"eslj)orgA?essons
$ !""-:AA>>>)coerll)u"exas)eduA me"!ods, #oreign ?anguage <eac!ing Me"!ods
140
$ #rame>orE o5 Re5erence 5or +luralis"ic *--roac!es "o ?anguages and Cul"ures, Fersion 3 L MaD
2010
$ !""-:AAcara-)ecml)a"A?inEClicE)as-xW5ile"icEe"ê+D2c"G/?n=k3(\"a/id^&25\languageên$GB
$ Modules on in"ercul"ural 2duca"ion, !""-:AA>>>)readcom)in5oA2)doc
141
'ODU%E .2 - TE#C7I"$
#IDSH STR#TE$IESH
'ET7ODO%O$KH
'ODER" TEC7"IEUES
#"D TOO%S USED TO
(#CI%IT#TE $UIDED
#"D #UTO"O'OUS
%E#R"I"$ O( E"$%IS7
#S # (OREI$"
%#"$U#$E
142
143
#cti*it8 .: Mo"i0a"ing "asEs
#cti*it8 2: Me"!odologD around "!e clocE
#cti*it8 0: ?anguage learning and communica"ion s"ra"egies
#cti*it8 1: *u"!en"ic Ma"erials
#cti*it8 5: Modern "ec!niNues and "ools: +odcas", *udaci"D, @ur0eD MonEeD, *udio
con5erence, PiEi
15
O)9ecti*es
"o maEe "rainees a>are o5 "!e im-or"ance o5 selec"ing class ma"erials in order "o mo"i0a"e "!eir
s"uden"s
"o !a0e "rainees ex-lore "!e !is"orD and a--lica"ions o5 2nglis! ?anguage <eac!ing, "!roug! a
series o5 communica"i0e "asEs
"o /uild -ar"ici-an"Cs a>areness o5 "!e exis"ence and use o5 learning s"ra"egies in indi0idual
learners
"o !a0e -ar"ici-an"s "!inE a/ou" "eac!ing s"ra"egies "!eD can use in "!eir classes "!a" >ill !el-
"!eir learners de0elo- "!eir o>n se" o5 learning s"ra"egies "o 5acili"a"e learning
"o maEe "rainees /egin "!inEing -osi"i0elD and crea"i0elD a/ou" >!a" au"!en"ic ma"erials "!eD
can 5ind and ada-" "o "!eir o>n local "eac!ing si"ua"ions)M
"o ge" "rainees 5amiliar >i"! ne> online "oolsM
"o -ro0ide resources 5or "eac!ers)
#cti*it8 .: 'oti*atig tas=s
Can "eac!ing aids mo"i0a"e s"uden"sW
STEP ./. CI"DI6IDU#% <ORLD: RE(%ECT
=@<R1C<=B@
?e"Cs consider "!e use5ulness o5 "!e =n"erne" as a classroom resource) #irs"lD, "!inE a/ou":
P!a" is mo"i0a"ionW
P!a" mo"i0a"es DouW
P!a" mo"i0a"es Dour s"uden"sW
<!en, armed >i"! "!is Eno>ledge, Dou are going "o c!oose 2 "asEs "!a" >ould mo"i0a"e Dour s"uden"s,
5or Dou "o use in Dour language classroom)
STEP ./2 CI"DI6IDU#% <ORLD: SI'U%#TIO"
=@<R1C<=B@
=magine "!e 5ollo>ing si"ua"ion:
Xou !a0e /een commissioned /D an 2#? maga9ine "o -roduce a -os"er -resen"a"ion 5or Dour nex"
na"ional con5erence on "!e su/jec" o5 mo"i0a"ion) <!e edi"or >an"s Dou "o com/ine "!eorD and -rac"ical
ac"i0i"ies)
<o com-le"e "!is Pe/ Nues", Dou >ill need "o do "!e 5ollo>ing:
2)1) =n"erne" Researc! $ 5ind ou" a/ou" mo"i0a"ed -eo-le
2)2) MaEe a c!ar" o5 mo"i0a"ingAdemo"i0a"ing 5ac"ors
2)3) =n"erne" Researc! L c!oose a mo"i0a"ing "asE 5rom <2#? >e/si"es
2)&) (o a +os"er -resen"a"ion
2)5) (o a @el5$e0alua"ion
15
144
STEP ./2/. C$ROUP <ORLD: (I"DI"$ OUT #AOUT 'OTI6#TI"$ PEOP%E
=@<R1C<=B@
@ome -eo-le ac!ie0e manD incredi/le "!ings in "!eir li5e"ime and >e can all learn a lo" 5rom "!em) =n
5ac" some o5 "!em are -aid "o "alE a/ou" >!a" mo"i0a"es "!em) Xour 5irs" "asE is "o 5ind ou" a/ou" "!ese
mo"i0a"ed -eo-le)
#ollo> "!e linE "o "!is si"e$ !""-:AA>>>)ins-ira"ionals-eaEers)co)uE and 5ind "!e ans>ers "o "!ese
Nues"ions) <!en >ri"e 3 more Nues"ions o5 Dour o>n 5or someone else in Dour grou-)
a) P!a" !a--ened "o igel FardD on Moun" Mc[inleDW
/) Jo> manD Dears >as Roger BlacE in !ig! le0el a"!le"ics 5orW
c) P!a" is #ranE #urnessC jo/W
d) P!ic! 5ur"!er educa"ion ins"i"u"e did (anielle gradua"e 5romW P!a" >as !er gradeW
e) P!ic! s-or" does %aDan" Mis"rD com-e"e inW
5) c
g) c
!) c
o>, /ro>se "!is si"e looEing a" "!e /io da"a o5 -eo-le "!a" in"eres" Dou) =5 Dou !ad "o in0i"e one o5
"!ese ins-ira"ional -eo-le "o gi0e a "alE "o Dour s"uden"s L >!o >ould Dou c!ooseW P!DW @!are Dour
ideas >i"! Dour -ar"nerAgrou-)
STEP ./2/2 CI"DI6IDU#% <ORLD: RESE#RC7 5 '#LE # C7#RT
=@<R1C<=B@
o> Dou need "o read a/ou" >!a" mo"i0a"ion is and conseNuen"lD >!a" mo"i0a"es grou-s o5 -eo-le)
<!inE o5 one o5 Dour learner grou-s 7-re$"eensA la"e$"eens Aadul"s8) Xou could also consider !o>
gender a55ec"s mo"i0a"ion)
?ooE a" "!e 5ollo>ing >e/si"es and maEe a lis" o5 "!ings "!a" mo"i0a"e and demo"i0a"e -eo-le:
!""-:AA>>>)d)umn)eduAs"uden"AloonAacadAs"ra"Amo"i0a"e)!"ml
!""-:AA>>>)ed-sDcin"erac"i0e)orgA"o-icsAmo"i0a"ionAmo"i0a"e)!"ml
!""-:AA>>>)!l"mag)co)uEAjan0&Amar"2)!"m
!""-:AA>>>)grea"daD)comAmo"i0a"eA
!""-:AA>>>)"e5l)ne"Aesl$ar"iclesAmo"i0a"ion$esl)!"m
!""-:AA>>>)e!o>)comA!o>T'888586Tmo"i0a"e$esl$s"uden"s$learn)!"ml
<i-: MaEing Dour c!ar")
o> "!a" Dou !a0e Dour in5orma"ion, Dou need "o "!inE a/ou" !o> Dou are going "o -resen" i") Xou >ill
need "o -u" "!is on"o Dour -os"er -resen"a"ion) *0oid anD long "ex") Consider a "a/le 7#ig) &8, Fenn
(iagram 7#ig) 58 or anD o"!er 0isual -resen"a"ion) * Fenn (iagram e55icien"lD s!o>s indi0idual areas \
areas "!a" o0erla-) =" can /e ada-"ed 5or a" leas" 2 areas)
'oti*ates Demoti*ates
Fig E !able
145
Fig 3 Benn Diagram
STEP ./2/0 CI"DI6IDU#% <ORLD: 'ORE RESE#RC7: C7OOSE # 'OTI6#TI"$ T#SL (RO'
TE(% <EASITES
=@<R1C<=B@
C!oose a sEillA"o-ic 5rom /elo> 7*, B, C, (, 2, #, or G8) @can "!roug! "!e >e/si"es in Dour sec"ion "o
5ind a mo"i0a"ing ac"i0i"D "o -u" in"o Dour -os"er -resen"a"ion) BooEmarE si"es and linEs "!a" Dou liEe
7add "o 5a0ouri"es8)
@ec"ion *) Reading
>>>)ones"o-englis!)com
>>>)ou-)comAel"
>>>)longman$el")com
>>>)eslca5e)com
>>>)linguis"ic$5unland)com
>>>)englis!$5orum)com
>>>)englis!no>)co)uE
@ec"ion B) ?is"ening Resources
>>>)esl$la/)com
>>>)englis!lis"ening)com
@ec"ion C) e>sAMedia
1 >>>)//c)co)uE Com-re!ensi0e BBC >e/si"e
2 >>>)ne>s-a-ers)com e>s-a-ers online
3 >>>)//c)co)uEA>orldser0iceAlearningenglis! 1se5ul 0oca/ ne>s i"ems
6ection 7. 3ilm#
>>>)!ollD>ood)com JollD>ood si"e
>>>)imd/)com <!e =n"erne" mo0ie da"a/ase
>>>)5ilm)com <railers, ne>s and re0ie>s
@ec"ion 2) @ong ?Drics
1 >>>)le"ssingi")com
@ec"ion #) Re5erence
1 !""-:AA"i"ania)co/uild)collins)co)uE CBB1=?( dic"ionarD !ome-age
2 >>>)encar"a)msn)comAencar"a!ome)as- 2ncar"a encDclo-edia !ome-age
3 >>>)/ri"annica)com 2ncDclo-edia Bri"annica
& >>>)/iogra-!D)com Biogra-!ies o5 5amous -eo-le
5 >>>)s9)comA/iogra-!D 7see 2<+ 1' 5or classroom ideas8
@ec"ion G) <es"sA2xams
1 >>>)cam/ridge$e5l)org)uE
>>>)iel"s)org
>>>)"oe5l)org
>>>)"oeic)org
2
3
&
STEP ./2/1 C$ROUP <ORLD: POSTER PRESE"T#TIO"
=@<R1C<=B@
?ooE a" !o> "o do a -os"er -resen"a"ion) <!is si"e gi0es lo"s o5 use5ul "i-s on !o> A!o> no" "o -u" Dour
-os"er "oge"!er) <aEe no"es o5 -oin"s "!a" are rele0an" "o Dou and Dour "eac!ing si"ua"ion)
!""-:AA>>>)Eumc)eduA@*JAB<2dAjradelA+os"erT+resen"a"ionsA+s"r@"ar")!"ml
Xou could also c!oose a ca"c!D "i"le)
e)g) T:ereBs o greater ispiratio t:a a role model/
<!is si"e !""-:AA>>>)grea"daD)comAmo"i0a"eA sends Dou dailD mo"i0a"ing messages /D email
146
#cti*it8 2: 'et:odolog8 aroud t:e cloc=
STEP 2/. CI"DI6IDU#% <ORLD: Idi*idual tas=
=@<R1C<=B@
<o gain a 5uller -ic"ure o5 some o5 "!e al"erna"i0e me"!odologies, >e are going "o looE a" eig!" o5 "!em
in de"ail) Xou >ill /e asEed "o c!oose onlD one o5 "!ese "o researc!)
Communica"i0e ?anguage <eac!ing is recognised as "!e VnormC in >es"ern 2?< -rac"ice, /u" i" !as
dra>n on manD o5 "!e -receding ex-erimen"al me"!ods and a--roac!es, >!ic! >e are going "o looE a"
no>)
PorEing indi0iduallD, read and maEe /rie5 no"es on jus" one o5 "!e 5ollo>ing me"!odologies or
a--roac!es:
selec" Dour c!osen "o-ic 5rom "!e !eadings /elo> 7Grammar$<ransla"ion "o "!e ?exical
*--roac!8 and claim Dour "i"leM
!a0ing secured Dour "o-ic, -lease read "!e rele0an" ar"icles -ro0ided, "!en maEe u- 5i0e
Nues"ions "o asE Dour course ma"es, on Dour c!osen "o-icM
"!ese Nues"ions s!ould /e ca-a/le o5 elici"ing a sensi/le o0er0ie> o5 "!e me"!odologD A
a--roac! concerned, /u" s!ould reNuire onlD s!or" ans>ers, 5or exam-le: =5 = >alEed in"o Dour
classroom, !o> >ould i" looEW
sa0e Dour Nues"ions in a >ord doc en"i"led -m7 topic1 <uestions 7eg: MD Grammar <ransla"ion
Rues"ions8)
$rammar-Traslatio
!""-:AA>>>)n"!uleen)comA-a-ersA'20re-or")!"ml
!""-:AA>>>)a/er)ac)uEAjm5l>>>AseclangacNAlang"eac!3)!"ml
!""-:AA>>>)-ersonal)-su)eduAusersAmAxAmx!392AinsDs&&1AMe"!odologDAgrammarT"ransla"ion)!"m
Silet <a8
!""-:AA>>>)englis!ra0en)comAme"!odTsilen")!"ml
Suggestopedia
!""-:AA>>>)j>el5ord)demon)co)uEA/rain>arema-Asugges")!"ml
!""-:AAesl)a/ou")comAli/rarDA>eeElDAaa0&2699)!"m
!""-:AA>>>)englis!ra0en)comAme"!odTsugges")!"ml
#udioligual
!""-:AA>>>)/"in"erne")comAj"ed)-o>erAesl0308)!"ml
!""-:AA>>>)/"in"erne")comAj"ed)-o>erAesl0312)!"ml
!""-:AA>>>)asa!i$ne")or)j-Ajge9m$m"m"Aaudioandcommu)!"m
T:e "atural #pproac:
!""-:AA>>>)sil)orgAlingualinEsA?*G1*G2?2*R=GAPaDs<o*--roac!?anguage?earningA<!ea"ural
*--roac!)!"m
!""-:AAcoe)sdsu)eduA-eo-leAjmoraAa"*--r<!eorD$2ngA(e5aul")!"m
Direct met:od
!""-:AA>>>)a/er)ac)uEAjm5l>>>AseclangacNAlang"eac!5)!"ml
!""-:AA>>>)a/er)ac)uEAk'2m5l>>>AseclangacNAlang"eac!5)!"ml
!""-:AA>>>)arl")co)uEAd!"mlAdirec"me"!od1)-!- !o> "o "eac! ?a"in using "!e (irec" Me"!odb
Commuit8 %aguage learig
!""-:AA>>>)"eac!ingenglis!)org)uEA"!inEAme"!odologDAcll)s!"ml
!""-:AAmem/ers)5or"uneci"D)comAnada/sAcommuni"Dlearn)!"ml
!""-:AA>>>)"eac!ingenglis!)org)uEA"!inEAme"!odologDAcll)s!"ml
!""-:AAi"eslj)orgA*r"iclesA[o/a$C??)!"ml
147
Tas=-Aased %earig
!""-:AA>>>)"eac!ingenglis!)org)uEA"!inEAme"!odologDA"asET/ased)s!"ml
!""-:AA>>>)languages)dEAme"!odsAdocumen"sA<B?T-resen"a"ion)-d5
TPR
!""-:AA>>>)"eac!ingenglis!)org)uEA"!inEAme"!odologDA"-r)s!"ml
!""-:AA>>>)"-r$>orld)comA*BC)!"ml
!""-:AA>>>)"-rsource)comAas!er)!"m
%e;ical #pproac:
!""-:AA>>>)"eac!ingenglis!)org)uEA"!inEAme"!odologDAlexicalTa--roac!1)s!"ml
!""-:AA>ri"ing)/erEeleD)eduA<2@?$2%Aej09Ar10)!"ml
!""-:AA>>>)cal)orgAresourcesAdiges"A0102lexical)!"ml
!""-:AA>>>)ns-eaE)comAlexical)!"m
<!e Big ame GallerD L searc! "!e >e/si"es and -u" a name "o "!e -!o"o, and a me"!od "o
"!e nameb

Cale/ Ga""engo A %ames *s!er A @"e-!en [ras!en
C!ecE Dour ans>ers on "!ese >e/ linEs:
a8 !""-:AA>>>)google)comAuAa"mWN^Ga""egnof*n"!ologD\sa^Go)))
/8 !""-:AA>>>)sE)com)/rAsE$Eras!)!"ml
c8 !""-:AA>>>)"-r$>orld)comAorigina"or)!"ml
STEP 2/2 C$ROUP <ORLD: S7#RI"$
=@<R1C<=B@
<!is nex" "asE is designed so as "o -ro0ide Dou >i"! a /rie5 o0er0ie> o5 all "!e me"!ods and
a--roac!es Dou !a0e /een s"udDing "oge"!er) Go /acE "o "!e -rojec" 5orum or "o "!e 5li-c!ar" and -os"
Dour re-lies "o eac! o5 "!e se" o5 5i0e Nues"ions Dour course ma"es !a0e se" Dou)
<!ese addi"ional linEs >ill !el- Dou:
!""-:AA>>>)au/urn)eduAjnunna"!Aengl62&0A-rinci-l)!"ml
!""-:AAcoe)sdsu)eduA-eo-leAjmoraA*?MMe"!ods)!"m
MarE Dour -os"s 7Dour "o-ic *ns>ers eg: Grammar <ransla"ion *ns>ers8)
#cti*it8 0: %aguage learig ad commuicatio strategies
%earig Strategies
148
@"uden"s can /ecome /e""er learners i5 "!eD are a/le "o use learning s"ra"egies) Good language
learners de0elo- "!eir o>n se" o5 "!ese s"ra"egies) =n second language acNuisi"ion li"era"ure, s"ra"egies
carrD di55eren" de5ini"ions and 5all in"o a 0arie"D o5 ca"egories) @ome common conce-"s are:
_ ?earning or academic s"ra"egies)
_ Me"acogni"i0e and cogni"i0e s"ra"egies)
_ @ocial and a55ec"i0e s"ra"egies)
<!e "eac!erCs role is "o consciouslD /uild s"ra"egD "raining in"o "!e lessons "o !el- s"uden"s de0elo-
"!eir o>n s"ra"egies) #irs", "eac!ers need "o learn a/ou" "!eir s"uden"sC /acEgrounds, iden"i5D s"uden"
-ro/lems, and 5ind ou" >!a" s"ra"egies learners are curren"lD using) <!eD can do "!is "!roug!
o/ser0a"ion, /D in5ormallD "alEing >i"! "!e s"uden"s, in"er0ie>ing "!em, or !a0ing 5ormal consul"a"ions)
<!eD "!en need "o !el- s"uden"s 5igure ou" >!ic! s"ra"egies mig!" >orE /es" 5or "!em) *s s"uden"s
/ecome more ade-" a" iden"i5Ding and a--lDing s"ra"egies 5or "!emsel0es, "!eD /ecome /e""er sel5$
"eac!ers)
STEP 0/. CI"DI6IDU#% <ORLG$ROUP <ORLD: STR#TE$IES
PRE-6IE<I"$
=@<R1C<=B@
Go "!roug! Readings * and B -rior "o 0ie>ing "!e 0ideo)
<7I%E-6IE<I"$
T#SL #/
=@<R1C<=B@
*" "!e /eginning o5 "!e 0ideo, Dou >ill !ear and see a lis" a c!arac"eris"ics and s"ra"egies "!a" are
s!ared /D success5ul language learners) P!ile lis"ening, "rD "o maEe no"es on as manD o5 "!em as Dou
can recall) C!ecE >i"! o"!ers and com-are Dour lis"s, adding "!em as needed) Can Dou agree on a
de5ini"ion 5or Usuccess6 in Dour learnersW
!""-:AA>>>)Dou"u/e)comA>a"c!W0^siD50]P/BX
T#SL A/
=@<R1C<=B@
T8pes of strategies i t:e classroom
1) o"e "!a" "eac!ing and learning s"ra"egies are closelD rela"ed) P!a" s"ra"egies do "!e ar"icles
descri/eW *s Dou >a"c! "!e 0ideo, maEe no"e o5 anD s"ra"egies 5rom "!e readings "!a" Dou see or !ear
"!e "eac!er "alEs a/ou" in "!e 0ideo)
%aguage-specific s=ills
2) Fie> "!e 0ideo again) ?is" "!e language$s-eci5ic sEills "!a" s"uden"s use in "!e class and "!e
ac"i0i"ies "!a" s"uden"s are doing) o"e >!ic! sEills are used during eac! ac"i0i"D and !o> "!eD are
in"egra"ed) P!a" s"ra"egies mig!" /e a" >orEW
#ffecti*e factors
3) Fie> "!e "a-e a "!ird "ime and "rD "o lis" a55ec"i0e 5ac"ors, /o"! "!ose "!a" "!e "eac!er -lanned or
used and "!ose "!a" seem -ar" o5 "!e class dDnamic) P!a" s"ra"egies mig!" /e a" >orE 5rom "!is
-ers-ec"i0eW
#(TER-6IE<I"$
=@<R1C<=B@
=) Com-are Dour no"es >i"! "!ose o5 o"!ers in Dour grou- 5or i"ems 1$3 5rom <7I%E-6IE<I"$ T#SL
A/ (iscuss >!a" >as "!e same or di55eren" and >!D) 1se "!e 5ollo>ing re5lec"ion Nues"ions as a
discussion guide)
1) Jo> >ould Dou ca"egori9e mos" o5 "!e s"ra"egies "!a" Dou o/ser0ed 7>!e"!er direc"lD or
"!roug! in5erence8W Pere "!eD "eac!ing or learning s"ra"egies, or some com/ina"ion o5 /o"!W
P!en is learning Usel5$"eac!ing6 in a s"ra"egies con"ex"W P!ic! s-eci5ic s"ra"egies do Dou "!inE
"!e s"uden"s in "!is class are u"ili9ing as "!eD do "!e ac"i0i"iesW Bne "!ing "!e "eac!er "alEed
a/ou" >as "!e c!allenges !er s"uden"s !ad) P!a" >ere some o5 "!ese c!allenges and !o> did
"!eD a55ec" learningW P!a" Einds o5 c!allenges do Dour o>n s"uden"s 5aceW
2) Com-are no"es on language$s-eci5ic sEills and ac"i0i"ies) Jo> are "!e sEills in"egra"ed in "!e
ac"i0i"iesW P!a" s"ra"egies does "!e "eac!er model or use "o !el- s"uden"s 5ocus on im-or"an"
149
-oin"s and unders"and con"en"W (o Dou use anD o5 "!eseW =5 so, >!ic! ones, and !o> do Dou
use "!emW
3) P!a" a55ec"i0e 5ac"ors >ere -resen" in "!e organi9a"ion o5 "!e classroom s-aceW =n "!e lesson
5orma" and >aD "!e "eac!er !ad s"uden"s do "!e >orEW (o Dou "!inE "!eD >ere e55ec"i0eW
2x-lain Dour ans>er "o o"!ers in Dour grou-)
II/ (O%%O< UP
=@<R1C<=B@
II/./
=n "!e resources -ro0ided in "!is sec"ion, Dou !a0e seen a 5e> exam-les and ideas 5rom o"!er
"eac!ersC classes)
Jo> could Dou use some o5 "!e s"ra"egies and "ec!niNues lis"ed "o accom-lis! or im-ro0e on >orE Dou
!a0e alreadD done >i"! "!e 5ollo>ing i"emsW
Crea"e a "rus"ing classroom a"mos-!ere "!a" encourages risE$"aEing and -ar"ici-a"ion)
Build s"uden" con5idence in "!eir a/ili"D "o use "!e language)
=m-ro0e learnersC cogni"i0e -rocessing)
*c"i0a"e sc!ema)
Jel- s"uden"s "rans5er "!eir sEills "o a--ro-ria"e language use in Dour si"ua"ion, -er!a-s 5or
con"en" classes "!a" are "aug!" in 2nglis!, 5or =n"erne" accessi/ili"D, 5or unders"anding music
and mo0ies, or 5or "alEing >i"! 5oreigners)
<alE a/ou" Dour ideas >i"! a -ar"ner or >i"! Dour grou-)
II/2/
=@<R1C<=B@
BD Doursel5 or >i"! a -ar"ner, design a -or"ion o5 a lesson "!a" includes "!e use o5 some o5 "!e
s"ra"egies Dou lis"ed)
II/0/
@!are Dour -lan >i"! o"!ers) 2x-lain >!a" ac"i0i"D >ould come /e5ore and a5"er Dour segmen") Ge"
-eer ideas and 5eed/acE)
OT7ER SU$$ESTED RESOURCES
>o9 to Ha0e a #reat 6oster
*u"!or: (ina #) Mandoli, 1ni0ersi"D o5 Pas!ing"on, (e-ar"men" o5 Bo"anD
Pe/ si"e: !""-:AA>>>)as-/)orgAeduca"ionA-os"er)c5m
6ro!eac,er; 5ulletin 5oard :deas
Pe/ si"e: !""-:AA>>>)-ro"eac!er)comA03000&)s!"ml
!eac,er >elpers, 5ulletin 5oard :deas
*u"!or: [a"!D @c!rocE
Pe/ si"e: !""-:AAsc!ool)disco0erD)comAsc!rocEguideA/ulle"inA
RESOURCE #RTIC%ES
Readig #, 2R=C 2C (iges" Q2638: @"ra"egD =ns"ruc"ion
*u"!or: +a" BecEman
!""-:AA>>>)!oagiesgi5"ed)orgAericAe638)!"ml
Readig A, @"ra"egD <raining 5or @econd ?anguage ?earners, 2ric (iges" 2(B$#?$03$02
*u"!or: *ndre> Co!en
!""-:AA>>>)cal)orgAresourcesAdiges"Adiges"T-d5sA0302co!en)-d5
#cti*it8 1: Usig aut:etic materials
*u"!en"ic Ma"erials
150
<!e "ex"/ooE is a -o>er5ul "eac!ing "ool "!a" -ro0ides manD /ene5i"s "o "eac!ers) Recen"lD, "ex"/ooEs
!a0e /egun "o include more au"!en"ic ma"erials) <eac!ers are also using more and more au"!en"ic
ma"erials "o su--lemen" "!e "ex"/ooE) *u"!en"ic ma"erials are "!ose used in "!e "arge" cul"ure 5or
ac"ual communica"i0e needs)
Jere are some reasons 5or using au"!en"ic ma"erials in "!e classroom:
_ <!eD ena/le "!e learner "o !ear, read, and -roduce language as i" is used in "!e "arge" cul"ure)
_ <!eD re5lec" real use o5 language in cul"urallD a--ro-ria"e con"ex"s)
_ <!eD are in"eres"ing and mo"i0a"ing)
_ <!eD can /e c!osen according "o learner in"eres"s or needs, or /e c!osen /D learners "!emsel0es 5or
"!eir o>n -ur-oses)
_ <!roug! "!eir use, learners can /egin "o de0elo- sur0i0al language sEills, learning "o de0elo- a
"olerance 5or >!a" "!eD canno" unders"and in order "o ge" as muc! in5orma"ion as "!eD can 5rom >!a"
"!eD do unders"and)
STEP 1/. CI"DI6IDU#% <ORLG$ROUP <ORLD: #UT7E"TIC '#TERI#%S
Go "o !""-:AA>>>)Dou"u/e)comA>a"c!W0^8mg>P!Pa0R8: Fideo @egmen" &, Mul"imedia
<7I%E-6IE<I"$
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Farious 5orms o5 mul"imedia can /e 0alua/le "ools in "!e language learning classroom) =n "!is segmen"
Dou >ill see se0eral exam-les o5 mul"imedia use and one ac"i0i"D using 0ideo)
1) MaEe no"e o5 "!e 0arious "D-es o5 mul"imedia ma"erials Dou no"ice or !ear a/ou" in "!is segmen")
#(TER-6IE<I"$
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*ns>er:
1) Ja0e Dou used 0ideo or o"!er mul"imedia ma"erials in Dour o>n classroom or >!en Dou >ere
learning 2nglis!W =5 so, >!ic! ones >ere e55ec"i0eW =n"eres"ingW
#or more ideas on "!e use o5 0ideo in "!e language classroom, see:
2#? A 2@? ?essons and ?esson +lans 5rom =n"erne" <2@? %ournal 7go "o "!e Fideo sec"ion8
Pe/ si"e: !""-:AAi"eslj)orgA?essonsA
Pe/$/ased Resources 5or 2nglis! ?anguage <eac!ing \ ?earning: Fideo
*u"!or: ?eslie B--$BecEman
Pe/ si"e: !""-:AAoel-)uoregon)eduA"eac!T0ideo)!"ml
(O%%O<-UP
=n "!e resources -ro0ided in "!is sec"ion, Dou !a0e seen a 5e> exam-les and ideas 5rom o"!er
"eac!ersC classes)
Step .
=@<R1C<=B@
o>, "!inE a/ou" Dour o>n classes) Jo> >ell do Dou Eno> Dour s"uden"s 7or s"uden"s o5 an
age Dou are liEelD "o "eac!8W
_ P!a" are some general in"eres"s o5 s"uden"s "!a" ageW B5 "!e girlsW B5 "!e /oDsW
_ P!a" are some liEelD indi0idual in"eres"s o5 s"uden"s in "!e grou-W
_ #rom >!a" sources are "!eD mos" liEelD "o !ear au"!en"ic use o5 2nglis!W
_ =n >!a" si"ua"ions mig!" "!eD need "o use 2nglis!W
=5 Dou donC" Eno> "!e ans>ers, !o> >ill Dou ge" "!em 7!in": asE "!e s"uden"sb8) (iscuss Dour ideas >i"!
o"!ers)
Step 2
=@<R1C<=B@
(esign a lesson "!a" includes "!e use o5 some au"!en"ic ma"erials "!a" Dou can 5ind locallD and
"!a" Dou "!inE >ill 5i" >i"! Dour ans>ers in @"e- 1)
Step 0
=@<R1C<=B@
151
@!are Dour -lan >i"! o"!ers) 2x-lain >!a" ac"i0i"ies mig!" /e used >i"! Dour ma"erials) Ge" ideas and
5orma"i0e 5eed/acE)
Step 1
=@<R1C<=B@
1-da"e Dour design, as needed) <rD i" >i"! Dour class) =5 Dou are no" "eac!ing, asE "!e "rainer or
ano"!er ex-erienced "eac!er 5or 5eed/acE
#cti*it8 5: 'oder tec:iFues ad tools
Com-u"er$assis"ed language learning 7C*??8 is reac!ing an u- mos" -osi"ion in "!e -edagogical 5ield
o5 2nglis! as a @econd or #oreign ?anguage 72@?A2#?8) ="s -o>er5ul -resence !as 5os"ered learner
au"onomD and a >ide range o5 o--or"uni"ies 5or au"!en"ic in"erac"ion in "!e "arge" language 72nglis!8 in
com-u"er$/ased condi"ions) Pe/$/ased learning is /ecoming an e0en more -o>er5ul in"erac"i0e
source "!a" increases learnersY Eno>ledge and "!a" guaran"ees Nuan"i"D and Nuali"D o5 language in-u"
and ou"-u") *dded "o "!is, "!e c!anging role o5 "!e "eac!er is more res-onsi0e "o s"uden"sC sel5 direc"ed
learning: "!a" o5 "eac!ing learners !o> "o learn, s"imula"ing learners "o do /D "!emsel0es, and
acEno>ledging learners o5 "!eir commi"men" 5or sel5$mo"i0a"ed o--or"uni"ies "o use "!e language 5or
au"!en"ic communica"i0e -ur-oses)
#/ PODC#STI"$ (OR %#"$U#$E %E#R"I"$
<:at is itO
* -odcas" is a series o5 regularlD$u-da"ed audio or 0ideo 5iles "!a" can /e -laDed on a num/er o5
de0ices 7ei"!er -or"a/le, suc! as m-3 -laDers or mo/ile -!ones, /u" also s"a"ic, suc! as desE"o-
com-u"ers8 and are dis"ri/u"ed o0er "!e in"erne" 0ia a su/scri-"ion ser0ice) <!e EeD di55erences
/e">een -odcas"s and o"!er audio or 0ideo 5ile dis"ri/u"ion 5orma"s is "!a" -odcas"s 5orm -ar" o5 a
series, >!ic! are au"oma"icallD deli0ered "o su/scri/ers 0ia R@@ su/scri-"ion and "!a" once
do>nloaded "!eD can /e accessed anD"ime and anD-lace, as o--osed "o reNuiring "!e user "o /e in
5ron" o5 a com-u"er >i"! an in"erne" connec"ion) Jo>e0er, in -rac"ice, manD indi0iduals and ins"i"u"ions
"alE a/ou" -odcas"s >!en re5erring "o anD media 5ile dis"ri/u"ed online, regardless o5 >!e"!er i" is -ar"
o5 a series or >!e"!er i" can /e su/scri/ed "o "!roug! an R@@ 5eed) Pi"!ou" R@@ sDndica"ion,
!o>e0er, -odcas"ing is no di55eren" 5rom s"reaming or do>nloada/le audio, and i"s im-ac" is no" "!e
same)
7o@ to fid G do@load podcastsO
+odcas"s can /e accessed 5rom aggrega"ors 7>e/si"es or so5">are "!a" allo> "!e user "o do>nload or
su/scri/e "o "!e media 5iles8) <!e mos" common and -o-ular o5 -odcas" aggrega"ors is iTues) *s
>ell as /eing an en"er"ainmen" s!o- 7>!ere cus"omers can -urc!ase music, 0ideo, and a--s8, i<unes
!as a -odcas" sec"ion, >!ere -odcas" -ro0iders dis"ri/u"e "!eir audio and 0ideo 5iles 5ree o5 c!arge)
+odcas"s can /e do>nloaded indi0iduallD or "!e user can su/scri/e "o "!em "o au"oma"icallD recei0e
ne> ins"almen"s o5 a series)
<:8 @ould I use podcasts i m8 teac:igO
<!e -o-ulari"D o5 -or"a/le media -laDers and -odcas"ing !as increased in "!e las" 5e> Dears) @ome
researc!ers >ere NuicE "o iden"i5D "!e -o"en"ial uses and /ene5i"s o5 -odcas"ing 5or language learning:
+odcas"ing can su--or" -rinci-les ad0oca"ed /D se0eral "!eories o5 learning, suc! as "!e use
o5 au"!en"ic ma"erials, in5ormal and li5elong learning, "!e use o5 learning o/jec"s 5or "!e
-ro0ision o5 learning ma"erials and jus" in "ime "eac!ing 7Rosell$*guilar, 200'8)
+odcas"ing also 5i"s >i"! mo/ile learning, >!ic! "aEes -lace U>!en "!e learner is no" a" a 5ixed,
-rede"ermined loca"ion, or >!en "!e learner l"aEes ad0an"age o5 "!e learning o--or"uni"ies
o55ered /D mo/ile "ec!nologies 7[uEulsEa$Julme, 2005, -) 186)
+odcas"ing o55ers manD -o"en"ial /ene5i"s: 5or ins"ance, "!e ma"erials are deli0ered in a 5orma"
"!a" is -or"a/le, con0enien" and easD "o use, and easD "o access) <!e user can con"rol "!e
-ace a" >!ic! "!e in5orma"ion is deli0ered "o "!em L using "!e -ause /u""on, 5or exam-le) <!e
5orma" is also mo"i0a"ing and a""rac"i0e: s!or", o5"en -ro5essionallD made resources on a >!ole
range o5 "o-ics) *nd "!eD are 5ree)
@ome researc!ers also men"ion "!e -o"en"ial "o allo> con"ac" "ime >i"! s"uden"s in "!e
classroom "o 5ocus on in"erac"ion, s!i5"ing -re-ara"orD >orE "o ou"side "imes and loca"ions
7Blaisdell, 20068 as >ell as in"egra"ing in$class and ou"$o5$class ac"i0i"ies and ma"erials
7<!orne \ +aDne, 20058) #or exam-le, s"uden"s can /e asEed "o >a"c! or lis"en "o ma"erial as
152
-re-ara"ion >orE 5or discussion during a class, allo>ing "!e ins"ruc"or "o maEe "!e mos" o5
"!eir con"ac" "ime >i"! s"uden"s) <!e deli0erD medium, 5orma", -or"a/ili"D, and "!e 5ac" "!a" "!e
ma"erials can /e su/scri/ed "o and do no" !a0e "o /e sourced 5rom a li/rarD maEe "!is Nui"e a
di55eren" -ro-osi"ion "o reading a c!a-"er or ar"icle as !ome>orE)
Bne o5 "!e >aDs Dou can use -odcas"s is /D u-loading "!em "o en0ironmen"s suc! as F?2s or
Dour sc!ool or college >e/si"e) Xou can use -odcas"s "oge"!er >i"! o"!er "ools, suc! as
5orums, "o ena/le s"uden"s "o lis"en "o a -iece o5 audio a" "!eir o>n -ace, and "!en "o res-ond
"o i" and commen" on i" >i"! o"!er learners using a 5orum, 5or ins"ance, or >ri"e a colla/ora"i0e
-iece on i" in a >iEi)
Suggestios for teac:ers
Xou maD >is! "o "!inE o5 -odcas"s as Us-oEen >e/si"es6) %us" liEe Dou mig!" asE Dour language
s"uden"s "o go online "o 5ind language learning resources or in5orma"ion in "!e "arge" language, Dou
can do "!e same >i"! "!e audio and 0ideo ma"erial a0aila/le as -odcas"s)
Jere are some sugges"ions "o engage s"uden"s >i"! -odcas"s 5or language learning:
*sE "!em "o do a searc! in "!e "arge" language i<unes s"ore 5or au"!en"ic ma"erials on ei"!er a
"o-ic "!a" is rele0an" "o Dour "eac!ing or anD "o-ic "!a" is o5 in"eres" "o "!em -ersonallD) P!en
"!eD !a0e 5ound some"!ing, asE "!em "o read "!e descri-"ion, ra"ings, and "!e commen"s 5rom
o"!er lis"eners "o ascer"ain !o> o"!ers !a0e ra"ed "!e ma"erial) *sE "!em "o lis"en "o "!e 5irs"
">o minu"es "o decide i5 i"Cs >or"! lis"ening anD 5ur"!er) Can "!eD gras- "!e con"en" o5 "!e
ma"erialW Remind "!em "!a" >!en lis"ening "o au"!en"ic ma"erials, language learners s!ould
no" ex-ec" "o unders"and e0erD >ord "!eD !ear) (e-ending on "!eir le0el, 5 or 10k or jus"
gras-ing >!a" i"Ys a/ou" is enoug!)
*l"erna"i0elD asE s"uden"s "o do a searc! 5or language learning -odcas"s) <!ere are manD >i"!
manD di55eren" a--roac!es including 0oca/ularD lis"s, use5ul ex-ressions, s!or"
con0ersa"ionsc some o5 "!ese include su--or" ma"erials suc! as "ranscri-"s) *sE "!em "o
searc! 5or di55eren" "D-es) P!ic! do "!eD liEe /es"W P!DW
*sE Dour o>n s"uden"sb (e-ending on "!eir ages, "!eD are liEelD "o /e more 5amiliar >i"! "!e
"ec!nologD and -ro/a/lD Eno> more "!an Dou) ="Cs -ro/a/lD /es" "o carrD ou" "!ese ac"i0i"ies
ou"side class "ime and "!en engage "!e s"uden"s in -resen"ing >!a" "!eD !a0e 5ound)
*no"!er o-"ion is "o asE s"uden"s "o crea"e "!eir o>n audio or 0ideo -odcas" -rojec"s
descri/ing "!eir !ouse, "o>n or sc!ool in "!e "arge" language) <!is can /e 0erD mo"i0a"ing and
"ec!nicallD easD "o do L "!ere are 0erD good guides "o do "!is a0aila/le online) <!en u-load i"
"o i<unes and ge" "!em "o "ell all "!eir 5riends)
A/ USI"$ #UD#CITK[ (OR %#"$U#$E TE#C7I"$
<:at is itO
*udaci"Dm is a 5ree, o-en source so5">are dis"ri/u"ed under "!e G1 General +u/lic ?icense 7G+?8,
>!ic! means "!a" Dou can use i" 5or anD -ersonal, commercial or educa"ional -ur-ose, including
ins"alling i" on as manD di55eren" com-u"ers as Dou >is!)
Pi"! i"s user$5riendlD in"er5ace *udaci"Dm ena/les "eac!ers "o crea"e oral ac"i0i"ies 5or 5ace$"o$5ace
andAor online language "eac!ing en0ironmen"s 7i)e) -ronuncia"ion, lis"ening com-re!ension and oral
-roduc"ion ac"i0i"ies8 /D:
recording li0e audioM
recording +odcas"s and audio cli-s 5rom "!e =n"erne"M
edi"ing audio 5iles 7cu", co-D, -as"e8M
mixing sounds "oge"!erM
a--lDing di55eren" e55ec"s on "!e audio 5ile 7suc! as c!anging "!e s-eed or -i"c! o5 a recording,
remo0ing noise, am-li5Ding sounds8M
con0er"ing old "a-es and records in"o digi"al recordings or C(sM
ex-or"ing audio 5iles in 5orma"s suc! as M+3, P*F, *=## or Bgg For/isM
=" is a0aila/le 5or Mac B@ ], Microso5" Pindo>s, G1A?inux, and Dou can do>nload i" 5rom "!e ne" a"
!""-:AAaudaci"D)source5orge)ne"A
<:8 @ould 8ou @at to use #udacit8[ for 8our teac:igO
1) Because i" allo>s Dou "o ex-ose s"uden"s "o a di0ersi"D o5 au"!en"ic ?2 audio resources)
Xou can record radio -rograms 7or "!e audio "racE o5 a <F -rogram8, music and songs
5rom =<unes, +odcas"s and audio cli-s 5rom "!e =n"erne", au"!en"ic in"erac"ions
/e">een na"i0e s-eaEers, e"c) and easilD de0elo- lis"ening com-re!ension ac"i0i"ies
using "!e edi"ing "ools o5 *udaci"Dm)
153
2) Because i" ena/les Dou "o con"inue "o use analogue resources in a digi"al en0ironmen")
=5 Dou !a0e /een "eac!ing 5or a >!ile, Dou !a0e -ro/a/lD de0elo-ed a collec"ion o5
in"eres"ing audio resources on "a-es o0er "!e Dears) *udaci"Dm allo>s Dou "o digi"ali9e
all "!ese analogue resources 5or easier, more 5lexi/le and more di0erse uses 75or
ins"ance, Dou can s!are "!em >i"! Dour s"uden"s and Dour colleagues more easilD, edi"
"!em, e"c)8)
3) Because i" allo>s Dou "o de0elo- cus"om -ronuncia"ion ac"i0i"ies)
1sing "!e edi"ing and "!e sound e55ec"s "ools o5 *udaci"Dm 7cu""ing, co-Ding, and
-as"ing audio cli-s, c!anging "!e s-eed or -i"c! o5 a recording, remo0ing noise,
am-li5Ding sound, adding silences8, i" /ecomes 0erD easD "o crea"e ac"i0i"ies s-eci5ic
"o "!e -ronuncia"ion needs o5 one or se0eral s"uden"s, in a 5ace$"o$5ace or online
en0ironmen")
&) Because i" su--or"s "!e de0elo-men" o5 me"acogni"i0e sEills and s"ra"egies o5 Dour s"uden"s)
@"uden"s can easilD lis"en, 0isuali9e, and com-are all or 0erD s-eci5ic -ar"s o5 "!eir 7or
"!eir -eersY8 recorded -roduc"ions) <!eD can sa0e "!eir oral -roduc"ions "o lis"en "o
"!em again la"er on and assessAmoni"or "!eir -rogress 7as -ar" o5 5or "!eir s"uden"
-or"5olio8)
5) Because i" encourages crea"i0i"D)
<eac!ers *( s"uden"s can easilD crea"e audio and musical documen"s in ?2)
6) Because i" 5acili"a"es a "asE$/ased a--roac! "o learning
=" allo>s s"uden"s "o learn "!e language >!ile crea"ing original audio resources
7learning /D doing8)
') Because i" a--eals "o "!e s"uden"s $ "!is "ec!nologD is -ar" o5 "!eir >orld)
#or ins"ance, Dour s"uden"s are liEelD "o !a0e used *udaci"Dm "o ex-or" songs and
audio 5iles in M+3, edi" audio 5iles, or mix sounds "oge"!er 5or "!eir mo/ile de0ices)
%us" liEe >i"! anD o"!er classroom ma"erial, Dou need "o Eee- "!e -edagogical considera"ions in mind
7e)g) learning o/jec"i0es, au"!en"ici"D, language 5ocus, "asE$/ased a--roac!, e"c)8)
*udaci"Dm is an in"eres"ing and easD$"o$use "ool 5or "!e "eac!er "o >orE on ?2 -ronuncia"ion, lis"ening
com-re!ension and oral -roduc"ion) =" also allo>s s"uden"s "o indi0iduallD and a" "!eir o>n -ace,
crea"e, lis"en "o, record, and mix audio 5iles on "!eir com-u"er) <!eD can "!en su/mi" "!eir >orE "o "!eir
"eac!er, or s!are i" >i"! "!eir -eers, 0ia email or a course managemen" sDs"em suc! as Moodle)
'istening tas0s
1sing "!e $op7G$utG6aste /u""ons, or "!e :nsert silence /u""on, allo>s 5or crea"i0e mixing and edi"ing
o5 audio 5iles origina"ed 5rom di55eren" sources, "o de0elo- cus"om lis"ening com-re!ension ac"i0i"ies,
de-ending on "!e "eac!ersY needs and "!e s"uden"sY le0el o5 language -ro5iciencD) <!e $,ange tempo
/u""on 5rom "!e %ffect menu allo>s 5or c!anging "!e s-eed o5 "!e audio >i"!ou" c!anging "!e -i"c!, an
in"eres"ing e55ec" "o -laD >i"! >!en dealing >i"! di55eren" le0els o5 di55icul"D 5or lis"ening "o au"!en"ic
ma"erial)
8ural discrimination and pronunciation activities
*l"!oug! researc! !as consis"en"lD indica"ed "!e im-or"ance o5 -ronuncia"ion "raining in 5oreign
language classes, i" is o5"en considered as secondarD) <eac!ers mig!" 5eel "!a" "!eD donY" !a0e "!e
-ro-er "raining in -!one"ics "o "eac! -ronuncia"ion, "!a" "!eD !a0e so muc! con"en" "o co0er in "!eir
classes "!a" "!eD do no" !a0e "ime "o go in"o "!e in"ricacies o5 -!one"ics, or "!a" "!e "ec!nologD needed
"o >orE in de-"! on s"uden"sY -ronuncia"ion is "oo cum/ersome) *udaci"Dm allo>s "!e "eac!er "o easilD
record au"!en"ic or -re$edi"ed ma"erials "o crea"e s-eci5ic aural discrimina"ion ac"i0i"ies 75or ins"ance
ac"i0i"ies allo>ing 2@? s"uden"s "o !ear and discrimina"e /e">een s"ressed and uns"ressed sDlla/les,
in"ona"ion uni"s and con"ours, or sounds suc! as ScloseS hElo9i and SclosedS hElo9di, all o5 >!ic! !a0e
s"rong incidences on "!e a/ili"D "o ca-"ure "!e meaning o5 an oral in"erac"ion8 and -ronuncia"ion
exercises, adding -eriods o5 silence in /e">een u""erances as a 5ree s-ace 5or "!e s"uden" "o re-ea"
"!em) 2ac! s"uden", indi0iduallD and a" !isA!er o>n -ace, can lis"en "o and re-ea" "!e u""erances) =n
order "o do "!a", !eAs!e needs "o go "o +re5erences in "!e *udaci"D menu and c!ecE "!e S+laD o"!er
"racEs >!ile recording ne> oneS /ox in "!e *udio =AB "a/)
154
<!e s"uden" can "!en lis"en "o !isA!er -ronuncia"ion and com-are i" >i"! "!e model, redo "!e ac"i0i"D i5
!eAs!e is no" sa"is5ied, sa0e !isA!er 5ile in !isA!er -or"5olio andAor email i" "o !isA!er "eac!er or "o -eers
5or -eer$e0alua"ion)
(pea0ing activities
1sing *udaci"Dm s"uden"s can indi0iduallD or colla/ora"i0elD record manD "D-es o5 s-eaEing
assignmen"s, lis"en "o i" 5or sel5 andAor -eer assessmen", edi" "!eir >orE "o -er5ec" i", and su/mi" i" "o
"!eir ins"ruc"or) <!e "asEs o5 collec"ing, sa0ing, arc!i0ing, and organi9ing all "!ese s-eaEing
assignmen"s is made ex"remelD e55icien" and easD 5or "!e "eac!er >!o recei0es all "!ese audio 5iles 0ia
email, 5orums or elec"ronic dro- /oxes)
C/ Usig >Sur*e8 'o=e8? i class
<:at is Sur*e8 'o=e8O
@ur0eD MonEeD is a "ool "!a" allo>s users "o crea"e "!eir o>n sur0eDs using Nues"ion 5orma" "em-la"es)
<!e /asic 0ersion o5 @ur0eD MonEeD is 5reeM an en!anced 0ersion is also a0aila/le a" a cos")
7!""-:AA>>>)sur0eDmonEeD)comA 8
@ur0eD MonEeD o55ers sel5$guided "u"orials, so one >aD o5 ge""ing "o gri-s >i"! "!e /asics is "o go "o "!e
>e/si"e, clicE on l<aEe a <ourM and 5ollo> "!e ex-lana"ionsM "!eD co0er crea"ing a sur0eD, ge""ing
res-onses and analD9ing resul"s) Xou can also >a"c! "!e Xou<u/e 0ideo crea"ed /D lCool <eac!ers
C!ris JasEell and Bar/ara @c!roeder >!ic! "aEes Dou "!roug! "!e s"e-s o5 se""ing u- a sur0eD and
analD9ing i" 7!""-:AA>>>)Dou"u/e)comA>a"c!W0^X"E0"F<T0*88)
<:8 @ould I @at to use Sur*e8 'o=e8 i m8 classroomO

1) Because Dou can use i" in 5ace$"o$5ace and online "eac!ing and learning en0ironmen"s)
Xou can crea"e a sur0eD and discuss "!e resul"s ei"!er in Dour 5ace$"o$5ace class or in a
sDnc!ronous or asDnc!ronous en0ironmen")
2) Because i" is a rela"i0elD sim-le >aD o5 ge""ing "!e s"uden"s "o in"erac" >i"! eac! o"!er
=" gi0es Dou -ossi/ili"ies "o "acEle a "o-ic in a more in"erac"i0e >aD
3) Because i" crea"es some in-u" 5or class discussions or e0en assessmen" -ur-oses
=" is jus" a ma""er o5 5inding an a--ro-ria"e "o-ic
&) Because "!e au"!en"ici"D o5 "!e ma"erial and "!e communica"i0e si"ua"ion allo>s s"uden"s "o
5ocus on /o"! language and con"en"
Xou can gi0e s"uden"s "!e c!ance "o asE "!eir o>n Nues"ions)
5) Because i" a--eals "o "!e s"uden"s L usuallD i" is -ar" o5 "!eir >orld
#or ins"ance, Dour s"uden"s are liEelD "o !a0e 5illed in online Nues"ionnaires)
6) Because i" 5acili"a"es a "asE$/ased a--roac! "o learning,
i" allo>s s"uden" "o learn "!e language >!ile crea"ing, carrDing ou" and analD9ing sur0eDs
7learning /D doing8
%us" liEe >i"! anD o"!er classroom ma"erial, Dou need "o Eee- "!e -edagogical considera"ions in mind
7e)g) learning o/jec"i0es, au"!en"ici"D, language 5ocus, e"c)8)
<!ere are ">o main >aDs o5 using @ur0eD MonEeD >i"! Dour s"uden"s) #irs"lD, Dou can crea"e a sur0eD
Doursel5 a/ou" anD as-ec" o5 Dour course, Dour "eac!ing, Dour s"uden"sC in"eres"s e"c)M secondlD, Dou
can ge" "!e s"uden"s "o do "!eir o>n sur0eD and Nues"ion ei"!er "!eir class ma"es or o"!er -eo-le)
<!e "o-ic "!a" Dou c!oose 5or "!e ac"i0i"D needs "o /e one >!ic! is o5 in"eres" "o Dour s"uden"s, e)g)
a" /eginners le0el and >i"! Dounger s"uden"s "!e ac"i0i"D could 5ocus on !o//ies, -e"s, or "!eir
dailD rou"ineM
ma"ure s"uden"s a" in"ermedia"e le0el could ex-lore as-ec"s around "!e >orld o5 >orE, "!e use
o5 "!e media, or "!e 5u"ure o5 "!e "radi"ional 5amilDM
a" a more ad0anced le0el Dou could linE i" in"o an examina"ion o5 in"ercul"ural issues, -oli"ical
o-inion -olls, or o"!er more sensi"i0e "o-ics s"uden"s mig!" 5eel reluc"an" discussing in class)
=n "erms o5 in"egra"ing "!e sur0eD in"o Dour sDlla/us, Dou !a0e ">o o-"ions:
155
Xou can in"roduce "!e "o-ic in class /e5ore s"uden"s "acEle "!e sur0eD so "!eD !a0e "!e
o--or"uni"D "o discuss some o5 "!e issues and are ex-osed "o some o5 "!e 0oca/ularD needed)
Xou can s"ar" >i"! "!e s"uden"s crea"ing "!eir o>n sur0eD and carrDing i" ou", and "!en use "!eir
5indings as a s"imulus 5or in"roducing a ne> "o-ic and a -ossi/le >aD o5 Ude$-ersonalising6
sensi"i0e issues)
@"uden"s s!ould >orE in small grou-s and Dou maD >an" "o ensure "!a" e0erD grou- includes
some/odD >!o is con5iden" a/ou" using "ec!nologD)
Sample acti*it8
<!is is a "asE "!a" is a--ro-ria"e 5or an u--er in"ermedia"e A ad0anced grou- o5 uni0ersi"D or ma"ure
s"uden"s) =" s!ould /e -ar" o5 a "eac!ing /locE dealing >i"! in"ercul"ural communica"ion and can /e
com/ined >i"! using ma"erials 5rom "!e =C* -rojec" 7!""-:AA>>>)inca-rojec")orgAindex)!"m8)
<!e o/jec"i0es o5 "!e sam-le ac"i0i"D are as 5ollo>s:
learning a/ou" in"ercul"ural com-e"enceM
-rac"ising rele0an" 0oca/ularDM
designing, carrDing ou" and analD9ing a sur0eDM
discussing 5indings o5 "!e sur0eDM
<!e "asE is organi9ed in"o 5our 60L90 min sessions) @"uden"s can organi9e sessions 2 and 3 in "!eir
o>n "ime /u" some "eac!er in-u" mig!" /e use5ul) @u55icien" "ime >ill !a0e "o /e allo>ed in$/e">een
session 2 and session 3 so -eo-le can res-ond "o "!e sur0eD)
S' U
SUR6EK
'O"LEK
STEPS
%E#R"ER
OAJECTI6ES
DUR#TIO" C%#SS #CTI6ITIES
#"D I"TER#CTIO"S
TO #C7IE6E T7E
OAJECTI6ES
'#TERI#% G
TOO%S
(OR'#T
?ead$in Raising issues
around "o-icM
re!earsing
rele0an"
language
@ession 1
20 mins
(iscussion: P!a" is
in"ercul"ural com-e"ence
and !o> can i" /e
de"erminedW
P!i"e/oard 5or
no"es and
0oca/ularD
P!ole
class
+resen"a"ion
o5 "ool
=ni"ial
5amiliari9a"ion
>i"! @M
@ession 1
30 mins
<eac!er "alEs s"uden"s
"!roug! "!e "ool, !ands
ou" ins"ruc"ions and
-ossi/lD ge"s "!e
s"uden"s "o 5ill in a /rie5
@M Nues"ionnaire
Com-u"erM
!andou" >i"!
ins"ruc"ionsM
-ossi/lD @M
Nues"ionnaire
P!ole
class
<asE
ins"ruc"ions
and grou-
5orma"ion
Ge""ing
o0er0ie> o5
"asE and
5orming
grou-s
@ession 1
10 mins
<eac!er ex-lains "asE:
s"uden"s -lan and carrD
ou" sur0eD on
in"ercul"ural com-e"enceM
s"uden"s are organi9ed
in"o small grou-s
+oss) !andou"
>i"! ins"ruc"ions
P!ole
class
?anguage
5ocus
Re0ising !o>
"o asE
Nues"ionsM
learning
rele0an"
ex-ressions
used in
sur0eDs
@ession 1
30 mins
Farious language
ac"i0i"ies 5ocusing on
asEing Nues"ions and on
>ords and ex-ressions
used in sur0eDs
Jandou"s P!ole
class
+re-ara"ion o5
sur0eD 718
(esigning
Nues"ions
@ession 2
30 mins
7-oss) ou"side
class "ime /u"
"eac!er in-u"
use5ul8
@"uden"s discuss
-ossi/le Nues"ions
7sDnc!ronouslD or
asDnc!ronouslD8 710
max8
P!i"e/oard @mall
grou-s
156
+re-ara"ion o5
sur0eD 728
Crea"ing
sur0eD in @M
@ession 2
30 mins
7-oss) ou"side
class "ime8
@"uden"s u-load
Nues"ions in"o @M,
discuss >!o "!eD >ill
"arge", and send linE "o
-o"en"ial -ar"ici-an"s in
sur0eD
@M @mall
grou-s
@ur0eD "aEes
-lace
Collec"ing
da"a
*" leas" 1 >E
7ou"side class
"ime L
asDnc!ronous
>orE8
*nalDsis o5
sur0eD
*nalD9ing
sur0eD resul"s
@ession 3
30L60 mins
7-oss) Bu"side
class "ime8
@"uden"s examine resul"s
5rom sur0eD and
summari9e "!em
@M @mall
grou-s
+resen"a"ion
o5 sur0eD
resul"s
+resen"ing
sur0eD resul"s
@ession &
30 mins
Grou-s -resen" "!eir
5indings "o "!e class
+-" -resen"a"ion
or !andou"M
@M s"a"s 7-oss)
*s -rin"ou"s8
P!ole
class
(iscussion o5
resul"sM
discussion o5
sur0eD
(iscussing
sur0eD resul"s
@ession &
30 mins
=den"i5ica"ion o5
in"eres"ing A sur-rising
resul"sM discussion o5
resul"sM discussion o5
use5ulness o5 sur0eD
Nues"ions
P!ole
class
+ossi/le
5ollo>$u-
Pri"ing re-or" Bu"side class
"ime A !ome$
>orE
Based on "!e sur0eD
resul"s and discussions,
re$using language
genera"ed
@mall
grou-s or
indi0idual
>orE
STEP 5/. CP#IR <ORLD: P%#""I"$
=@<R1C<=B@
C!oose a "o-ic 5or ad0anced s"uden"s 7o"!er "!an "!e one in "!e sam-le lesson -lan8 and 5ill in "!e
"a/le) Pri"e: a lead$in, 2 ac"i0i"ies 5or "!e V?anguage 5ocusC sec"ion, a marEing sc!eme 5or "!e
-resen"a"ion o5 "!e sur0eD resul"s, as >ell as a 5ollo> u-)
@M ^
@1RF2X
MB[2X
@<2+@
?2*R2R
BB%2C<=F2
@
(1R*<=B C?*@@ *C<=F=<=2@
*( =<2R*C<=B@
<B *CJ=2F2 <J2
BB%2C<=F2@
M*<2R=*? A
<BB?@
#BRM*<
?ead$in
?anguage
5ocus
#ollo> u-
M*R[=G @CJ2M2
#ssessmet
descriptors
#al8tical scales <B<*?
100 +
+BBR *F2R*G2 2]C2??2<
157
D/ USI"$ #UDIO-CO"(ERE"CI"$ (OR %#"$U#$E %E#R"I"$ T#SLS
*udio$con5erencing "ools ena/le users "o "alE "o 7and some"imes see one ano"!er8 in real "ime o0er "!e
=n"erne") =n "!is ac"i0i"D >e >ill ex-lore !o> "!ese "ools can /e used "o -ro0ide learners >i"!
o--or"uni"ies "o -rac"ise "!eir s-eaEing online in -airs or small grou-s)
(ue "o i"s >ides-read -o-ulari"D and ease o5 use, >e >ill concen"ra"e s-eci5icallD on @ED-e, al"!oug!
muc! o5 "!e general in5orma"ion is also rele0an" 5or "!e o"!er audio$con5erencing "ools) *s >e s!all
see, @ED-e sessions can /e easilD recorded using call recording so5">are, "!us ena/ling "eac!ers and
s"uden"s "o re-laD "!e con0ersa"ions)
<:at is audio-coferecig soft@areO
*udio$con5erencing so5">are uses Foice o0er =n"erne" +ro"ocol 7Fo=+8 "ec!nologD "o allo> ">o or more
users "o !a0e a s-oEen con0ersa"ion online in real "ime) 2xam-les o5 5our 5reelD a0aila/le audio$
con5erencing "ools are:
@ED-e: >>>)sED-e)com
Google <alE: !""-:AA>>>)google)comA"alEA
2llumina"e 0Room: !""-:AA>>>)learncen"ral)orgAuserA0roomreg
#las!Mee"ing: !""-:AAo-enlearn)o-en)ac)uEAcourseA0ie>)-!-Wid^3101
<:8 @ould I @at to use audio-coferecig i m8 classroomO
<!ere are a num/er o5 reasons >!D Dou mig!" >an" "o use audio$con5erencing in a 5oreign language
class) Bne o5 "!e mos" o/0ious >ould /e 5or a "andem s-eaEing exc!ange "o allo> Dour learners "o
come in"o con"ac" >i"! na"i0e s-eaEers o5 "!e language "!eD are learning) =5 "!e na"i0e s-eaEers are
also learning "!e language o5 Dour s"uden"s, "!e /ene5i"s 5or /o"! grou-s could /e reci-rocal, >i"!
a--roxima"elD !al5 "!e "ime de0o"ed "o "!e language Dour s"uden"s are learning and "!e o"!er !al5 "o
"!e language "!e o"!ers are s"udDing) =5 Dou are in"eres"ed in se""ing u- suc! an exc!ange, "!e
5ollo>ing si"es are excellen" sources o5 in5orma"ion:
<!e =n"erna"ional <andem e">orE: !""-:AA>>>)cisi)uni"o)i"A"andemAemailAidxeng00)!"ml
<!e e<>inning +rojec": !""-:AA>>>)e">inning)ne"AenA-u/Aindex)!"m
<andem exc!anges, !o>e0er, are no" "!e onlD -ossi/le use 5or audio$con5erencing) @"uden"s
/elonging "o "!e same class could /e asEed "o do -air or small grou- s-eaEing "asEs online ou"side o5
class as !ome>orE)
P!en designing an online s-eaEing "asE, "!e /asic -rinci-les o5 5ace$"o$5ace -air or small$grou-
s-eaEing "asEs s"ill a--lD) #irs" o5 all, s"uden"s mus" /e -ro0ided >i"! a reason "o "alE "o and, cruciallD,
"o lis"en "o one ano"!er) Remem/er "!a" "asEs "!a" onlD reNuire s"uden"s "o gi0e "!eir o-inion on a "o-ic
"end no" "o genera"e muc! meaning5ul in"erac"ion) 1nless -ar"ici-an"s !a0e a com-elling reason "o
-aD a""en"ion and reac" "o >!a" "!eir in"erlocu"ors saD, "!is "D-e o5 "asE o5"en resul"s in a series o5 mini$
monologues) Pi"! "!is in mind, /elo> are a 5e> exam-les o5 "asE "D-es "!a" are more liEelD "o Dield
meaning5ul in"erac"ion:
=n5orma"ion ga- "asEs 7i)e), 2ac! -ar"ici-an" !as /i"s o5 in5orma"ion "!e o"!ers donC" !a0e) =n
order "o com-le"e "!e "asE success5ullD, "!is in5orma"ion mus" /e communica"ed "o and
com-re!ended /D "!e o"!er -ar"ici-an"s)8
RanEing "asEs
+ro/lem$sol0ing "asEs
@imula"ions
Cul"ural exc!anges 75or ideas 5or "asEs, see "!e 5ollo>ing 5rom "!e <andem @er0er:
!""-:AA>>>)sl5)ru/)deA"andemAEul"urAenglis!Aindex)!"ml8
Bnline s-eaEing "asEs mus" /e care5ullD s"ruc"ured and !a0e clear ins"ruc"ions so "!a" s"uden"s Eno>
exac"lD >!a" "!eD are ex-ec"ed "o do) 1nliEe 5ace$"o$5ace con"ex"s >!ere "!e "eac!er can immedia"elD
ans>er Nues"ions, "!is is no" -ossi/le in a si"ua"ion >!ere s"uden"s are in an audio$con5erence on "!eir
o>n) <!ere5ore, i" is im-or"an" "!a" areas "!a" mig!" /e con5using /e -re$em-"ed as muc! as -ossi/le)
158
*no"!er considera"ion is !o> "o -ro0ide s"uden"s >i"! in-u" or 0isual s"imuli in order "o do "!e "asE) =n a
5ace$"o$5ace classroom, "!e "eac!er mig!" gi0e one -!o"oco-D "o s"uden" * and ano"!er "o s"uden" B)
<!is is o/0iouslD no" -ossi/le in an online si"ua"ion, so care5ul "!oug!" needs "o /e gi0en on !o> "o
deli0er "!e in-u" "o "!e s"uden"s) Bne >aD "o do "!is is "o u-load di55eren" documen"s "o "!e Pe/ and
-ro0ide s"uden"s >i"! "!e 1R?s)
Remem/er "!a" >!en -lanning cul"ural exc!anges /e">een di55eren" coun"ries Dou s!ould "aEe in"o
accoun" "!e di55eren" "ime 9ones and o"!er -ossi/le "ime cons"rain"s 5or "!e sDnc!ronous online
mee"ings)
STEP 5/2 CI"DEPE"DE"T <ORLD: #UDIO CO"(ERE"CI"$ USI"$ SLKPE
=@<R1C<=B@
#ind$"!e$di55erences "asEs are exam-les o5 ">o$>aD in5orma"ion ga- "asEs) =n order "o com-le"e "!e
ac"i0i"D success5ullD eac! -ar"ici-an" !as in5orma"ion "!a" mus" /e communica"ed "o "!e o"!er)
Researc! !as s!o>n "!a" "!ese "D-es o5 "asEs are muc! more e55ec"i0e in genera"ing "alE "!an "!ose in
>!ic! s"uden"s sim-lD exc!ange "!eir o-inions)
Pi"! "!is in mind, !o> >ould Dou use an audio con5erencing "ool suc! as @ED-e "o encourage Dour
s"uden"s "o communica"e >i"! one ano"!erW Consider "!e 5ollo>ing as-ec"s: -ossi/le
-airingsAgrou-ings, ac"i0i"D "o-ics, 5eed/acE, in"egra"ion in"o curriculum) Can Dou "!inE o5 ano"!er
in5orma"ion ga- "asE Dour s"uden"s could do using @ED-eW Jo> >ould Dou se" "!is u- 7i)e), direc" "!em
"o di55eren" Pe/ -ages, -ro0ide "!em >i"! di55eren" -rin" documen"s, e"c)8W
STEP 5/0 CP#IR <ORLD: STUDE"TS #"D #UDIO CO"(ERE"CI"$
=@<R1C<=B@
=5 Dou !a0e alreadD im-lemen"ed a "asE using audio con5erencing >i"! Dour s"uden"s, consider "!e
5ollo>ing Nues"ions:
1) Jo> did "!e ac"i0i"D goW P!a" >as Dour ex-erience as "!e "eac!erW P!a" >as "!e learnersC
ex-erienceW P!a" >ere "!e mos" and leas" success5ul as-ec"s o5 "!e ac"i0i"DW P!ic! as-ec"s >ould
Dou im-ro0e i5 Dou re-ea"ed "!e ac"i0i"D >i"! ano"!er grou-W
E/ USI"$ <ILI I" C%#SS
<:at is @i=iO
.9i0i9i0i -Ja>aiian 5or U0erD NuicE
PiEis are sim-le >e/-ages >i"! onlD ">o 5unc"ionali"ies, namelD reading and edi"ing) <!eD can /e
>ri""en and u-da"ed 0erD NuicElD using "ex" edi"ing) <!e sEills users need "o >ri"e and u-da"e a >iEi are
com-ara/le "o sim-le "ex" -roduc"ion in >ord -rocessing so5">are, e)g) Pord) PiEis also allo> "!e
im-or" o5 images and o"!er media 5iles in"o "!e >e/-age)
Because "!e >iEi is so sim-le, >iEi-ages can /e edi"ed >i"!in seconds and made a0aila/le "o "!e nex"
user) <!is maEes "!em ideal colla/ora"i0e >ri"ing and reading s-aces on "!e >e/)
PiEis 5i" >ell >i"!in "!e -rac"ice o5 cons"ruc"i0is" "eac!ing and learning) BasicallD, i5 Dou /elie0e "!a"
s"uden"s learn /e""er /D ac"i0elD -ar"ici-a"ing in "!e learning -rocess, genera"ing "!eir o>n U"!eories6
a/ou" !o> language >orEs, and -rac"ising language in colla/ora"ion >i"! -eers, "!en >iEis are a "ool
Dou canno" neglec")
PiEis su--or" "!is Eind o5 colla/ora"i0e learning as "!eD allo> users "o de0elo- "!eir o>n roug! 0ersion
o5 a "ex" 7or "!eorD8 >!ic! can "!en /e u-da"ed and edi"ed /D o"!ers) Pri"ing /ecomes a colla/ora"i0e
-rocess, and e0erD con"ri/u"or /ecomes a" once a cri"ic o5 o"!er en"ries, an au"!or or co$au"!or and a
reader) C!ecEing, correc"ing and u-$da"ing "!e >iEi en"ries can /e a -o"en"iallD 0alua/le >aD o5
learning "o >ri"e in a 5oreign language, >i"! !el- and su--or" 5rom -eers 7ra"!er "!an solelD 5rom "!e
"eac!er8, and also >i"! a readD$made audience)
<:8 @ould I @at to use @i=isO
* 5e> good reasons 5or using >iEis in language "eac!ing:
1) <!eD are NuicE and sim-le "o use and allo> colla/ora"ion, inde-enden"lD o5 "ime and s-ace,
0ia easilD accessi/le online s-aces)
2) <!eD o55er au"!en"ic >ri"ing -rac"ice)
3) <!eD allo> s"uden"s "o /e ac"i0elD engaged in reading and >ri"ing: correc"ing, edi"ing, and u-$
da"ing)
&) <!eD "eac! s"uden"s "!e sEills o5 colla/ora"ion alongside language sEills)
5) <!eD -resen" "!e s"uden" >ri"ers >i"! a readD$made audience and cri"ics)
6) <!eD are 5lexi/le enoug! "o incor-ora"e mul"i$media con"en" 7>i"!ou" clogging u- Dour email8)
159
') <!eD can -o"en"iallD /e s!ared >i"! a >ider audience and made -u/lic)
8) Mos" s"uden"s >ill alreadD Eno> a" leas" one >iEi 7UPiEi-edia68)
=n addi"ion, >iEis can also su--or" "eac!ers in "!eir classroom managemen")
PiEis are es-eciallD sui"a/le 5or reading and >ri"ing) <!eD are less use5ul 5or lis"ening ac"i0i"ies)
Because mos" >iEis 5ocus on >ri"ing, s"uden"s need "o alreadD !a0e a minimum le0el in "!e language
"!eD learn and /e a/le "o -roduce some >ords, -!rases, or sen"ences)
STEP 5/2 CI"DEPE"DE"T <ORLD: #UDIO CO"(ERE"CI"$ USI"$ SLKPE
=@<R1C<=B@
#ind$"!e$di55erences "asEs are exam-les o5 ">o$>aD in5orma"ion ga- "asEs) =n order "o com-le"e "!e
ac"i0i"D success5ullD eac! -ar"ici-an" !as in5orma"ion "!a" mus" /e communica"ed "o "!e o"!er)
Researc! !as s!o>n "!a" "!ese "D-es o5 "asEs are muc! more e55ec"i0e in genera"ing "alE "!an "!ose in
>!ic! s"uden"s sim-lD exc!ange "!eir o-inions)
Pi"! "!is in mind, !o> >ould Dou use an audio con5erencing "ool suc! as @ED-e "o encourage Dour
s"uden"s "o communica"e >i"! one ano"!erW Consider "!e 5ollo>ing as-ec"s: -ossi/le
-airingsAgrou-ings, ac"i0i"D "o-ics, 5eed/acE, in"egra"ion in"o curriculum) Can Dou "!inE o5 ano"!er
in5orma"ion ga- "asE Dour s"uden"s could do using @ED-eW Jo> >ould Dou se" "!is u- 7i)e), direc" "!em
"o di55eren" Pe/ -ages, -ro0ide "!em >i"! di55eren" -rin" documen"s, e"c)8W
STEP 5/0 CP#IR <ORLD: STUDE"TS #"D #UDIO CO"(ERE"CI"$
=@<R1C<=B@
=5 Dou !a0e alreadD im-lemen"ed a "asE using audio con5erencing >i"! Dour s"uden"s, consider "!e
5ollo>ing Nues"ions:
1) Jo> did "!e ac"i0i"D goW P!a" >as Dour ex-erience as "!e "eac!erW P!a" >as "!e learnersC
ex-erienceW P!a" >ere "!e mos" and leas" success5ul as-ec"s o5 "!e ac"i0i"DW P!ic! as-ec"s >ould
Dou im-ro0e i5 Dou re-ea"ed "!e ac"i0i"D >i"! ano"!er grou-W
STEP 5/1 C$ROUP <ORLD: <ILI OR "OTO
=@<R1C<=B@
=n grou-s, maEe a lis" o5 /ene5i"s and dra>/acEs o5 >iEis)
STEP 5/5 C$ROUP <ORLD: <ILI SCE"#RIO
=@<R1C<=B@
Crea"e a Vse0en s"e-s "o success5ul >iEisC scenario, -ro0iding "!e missing ones:
@"e- 1:
@!o> s"uden"s an exam-le o5 a success5ul >iEi "o mo"i0a"e "!em)

@"e- 2:
*llo> s"uden"s "o c!oose "!eir o>n "asEs, agreed u-on colla/ora"i0elD, in order "o s"imula"e and
main"ain "!eir in"eres")

@"e- 3:
U@eed corn6 "!e >iEi) Pri"e "!e s"ar" o5 "!e 5irs" sen"ence on "!e >iEi -age) Pri"ing on an em-"D -age is
al>aDs di55icul", so s"ar" "!e >iEi Doursel5 >i"! a s!or" en"rD or a se" o5 linEed -ages)

@"e- &:

@"e- 5:

@"e- 6:

@"e- ':
160
Refereces
1) AlaisdellH ') 720068) =n i+od >e "rus") <)J)2) %ournal, 33788, 30$36)
2) 78ladH L) ?anguage$?earning @imula"ions: * +rac"ical Guide
3) T:oreH S/ %/H I Pa8eH J/ S) 720058) =n"erne"$Media"ed <ex" and Mul"i$Modal 2x-ression in #oreign
?anguage 2duca"ion )
$ !""-:AA>>>)d)umn)eduAs"uden"AloonAacadAs"ra"Amo"i0a"e)!"ml
$ !""-:AA>>>)ed-sDcin"erac"i0e)orgA"o-icsAmo"i0a"ionAmo"i0a"e)!"ml
$ !""-:AA>>>)!l"mag)co)uEAjan0&Amar"2)!"m
$ !""-:AA>>>)grea"daD)comAmo"i0a"eA
$ !""-:AA>>>)"e5l)ne"Aesl$ar"iclesAmo"i0a"ion$esl)!"m
$ !""-:AA>>>)e!o>)comA!o>T'888586Tmo"i0a"e$esl$s"uden"s$learn)!"ml
$ !""-:AA>>>)ins-ira"ionals-eaEers)co)uE
$ !""-:AA>>>)ones"o-englis!)com
$ !""-:AA>>>)ou-)comAel"
$ !""-:AA>>>)longman$el")com
$ !""-:AA>>>)eslca5e)com
$ !""-:AA>>>)linguis"ic$5unland)com
$ !""-:AA>>>)englis!$5orum)com
$ !""-:AA>>>)englis!no>)co)uE
$ >>>)esl$la/)com
$ >>>)englis!lis"ening)com
$ >>>)//c)co)uE
$ >>>)ne>s-a-ers)com
$ >>>)!ollD>ood)com
$ >>>)imd/)com
$ >>>)5ilm)com
$ >>>)le"ssingi")com
$ !""-:AA"i"ania)co/uild)collins)co)uE
$ >>>)encar"a)msn)comAencar"a!ome)as-
$ >>>)/ri"annica)com
$ >>>)/iogra-!D)com
$ >>>)s9)comA/iogra-!D
$ >>>)cam/ridge$e5l)org)uE
$ >>>)iel"s)org
$ >>>)"oe5l)org
$ >>>)"oeic)org
$ !""-:AA>>>)Eumc)eduA@*JAB<2dAjradelA+os"erT+resen"a"ionsA+s"r@"ar")!"ml
$ !""-:AA>>>)grea"daD)comAmo"i0a"eA
$ !""-:AA>>>)-resen"a"ion!el-er)co)uE
$ !""-:AA>>>)esl/ase)comAresourcesA"!eorDA
$ !""-:AA/oggles>orldesl)comAglossarD)!"m
$ !""-:AA>>>)n"!uleen)comA-a-ersA'20re-or")!"ml
$ !""-:AA>>>)a/er)ac)uEAjm5l>>>AseclangacNAlang"eac!3)!"ml
$ !""-:AA>>>)-ersonal)-su)eduAusersAmAxAmx!392AinsDs&&1AMe"!odologDAgrammarT"ransl"ion)!"m
$ !""-:AA>>>)englis!ra0en)comAme"!odTsilen")!"ml
$ !""-:AA>>>)j>el5ord)demon)co)uEA/rain>arema-Asugges")!"ml
$ !""-:AAesl)a/ou")comAli/rarDA>eeElDAaa0&2699)!"m
$ !""-:AA>>>)englis!ra0en)comAme"!odTsugges")!"ml
$ !""-:AA>>>)/"in"erne")comAj"ed)-o>erAesl0308)!"ml
$ !""-:AA>>>)asa!i$ne")or)j-Ajge9m$m"m"Aaudioandcommu)!"m
!""-:AA>>>)sil)orgAlingualinEsA?*G1*G2?2*R=GAPaDs<o*--roac!?anguage?earningA<!ea"ural
*--roac!)!"m
$ !""-:AAcoe)sdsu)eduA-eo-leAjmoraAa"*--r<!eorD$2ngA(e5aul")!"m
$ !""-:AA>>>)a/er)ac)uEAjm5l>>>AseclangacNAlang"eac!5)!"ml
$ !""-:AA>>>)a/er)ac)uEAk'2m5l>>>AseclangacNAlang"eac!5)!"ml
161
$ !""-:AA>>>)arl")co)uEAd!"mlAdirec"me"!od1)-!-
$ !""-:AA>>>)"eac!ingenglis!)org)uEA"!inEAme"!odologDAcll)s!"ml
$ !""-:AAmem/ers)5or"uneci"D)comAnada/sAcommuni"Dlearn)!"ml
$ !""-:AA>>>)"eac!ingenglis!)org)uEA"!inEAme"!odologDAcll)s!"ml
$ !""-:AAi"eslj)orgA*r"iclesA[o/a$C??)!"ml
$ !""-:AA>>>)"eac!ingenglis!)org)uEA"!inEAme"!odologDA"asET/ased)s!"ml
$ !""-:AA>>>)languages)dEAme"!odsAdocumen"sA<B?T-resen"a"ion)-d5
$ !""-:AA>>>)"eac!ingenglis!)org)uEA"!inEAme"!odologDA"-r)s!"ml
$ !""-:AA>>>)"-r$>orld)comA*BC)!"ml
$ !""-:AA>>>)"-rsource)comAas!er)!"m
$ !""-:AA>>>)"eac!ingenglis!)org)uEA"!inEAme"!odologDAlexicalTa--roac!1)s!"ml
$ !""-:AA>ri"ing)/erEeleD)eduA<2@?$2%Aej09Ar10)!"ml
$ !""-:AA>>>)cal)orgAresourcesAdiges"A0102lexical)!"ml
$ !""-:AA>>>)ns-eaE)comAlexical)!"m
$ !""-:AA>>>)google)comAuAa"mWN^Ga""egnof*n"!ologD\sa^Go)))
$ !""-:AA>>>)sE)com)/rAsE$Eras!)!"ml
$ !""-:AA>>>)"-r$>orld)comAorigina"or)!"ml
$ !""-:AA>>>)au/urn)eduAjnunna"!Aengl62&0A-rinci-l)!"ml
$ !""-:AAcoe)sdsu)eduA-eo-leAjmoraA*?MMe"!ods)!"m
!""-:AA>>>)sil)orgAlingualinEsA?*G1*G2?2*R=GAPaDs<o*--roac!?anguage?earningACommunic
a"i0e?anguage<eac!ing)!"m
$ !""-:AA>>>)cal)orgAresourcesAdiges"Agallo>01)!"ml
$ !""-:AA>>>)/"in"erne")comAj"ed)-o>erAesl0&0&)!"ml
$ !""-:AA>>>)/"in"erne")comAj"ed)-o>erAesl032&)!"ml
$ !""-:AA>>>)asa!i$ne")or)j-Ajge9m$m"m"Aaudioandcommu)!"m
$ !""-:AA>>>)Dou"u/e)comA>a"c!W0^siD50]P/BX
$ !""-:AA>>>)as-/)orgAeduca"ionA-os"er)c5m
$ !""-:AA>>>)-ro"eac!er)comA03000&)s!"ml
$ !""-:AAsc!ool)disco0erD)comAsc!rocEguideA/ulle"inA
$ !""-:AA>>>)!oagiesgi5"ed)orgAericAe638)!"ml
$ !""-:AA>>>)cal)orgAresourcesAdiges"Adiges"T-d5sA0302co!en)-d5
$ !""-:AAi"eslj)orgA?essonsA
$ !""-:AAoel-)uoregon)eduA"eac!T0ideo)!"ml
$ !""-:AA>>>)eslmag)comAmodules)-!-Wnameê>s\5ileâr"icle\sid^18
$ !""-:AA-odcas"ing5or--)-/>orEs)comA5ARosell$*gularf?anguages)-d5
$ !""-:AA>>>)lsri)no""ing!am)ac)uEAms!A+a-ersA[uEulsEa Julmek20e"k20al)k20=%MB?k20-re-rin")-d5
162
163
'ODU%E .0 5 %ESSO"
P%#""I"$
164
#cti*it8 .: Goals and <ec!niNues 5or ?esson +lanning
#cti*it8 2: @"ages in ?esson +lanning
#cti*it8 0: ?esson +lanning $ 255ec"i0e 0s) =ne55ec"i0e
#cti*it8 1: <i-s 5or lesson -lanning
#cti*it8 6: @am-les o5 lesson -lans
16

O)9ecti*es
o "o !el- "!e "eac!er "o 5ace "!e di55eren" educa"ional si"ua"ions aided /D a !ig! degree
o5 sel5$con5idenceM
o "o !el- "!e "eac!er "o a0oid "!e a>E>ard si"ua"ions in 5ron" o5 !is -u-ils or >!ene0er
classroom -ro/lems maD riseM
o "o !el- in "!e "eac!erCs con"inuous -ro5essional gro>"!M
o "o !el- "!e "eac!er in organi9ing -u-ilsC learning 0ia organi9ing "!e sides o5 "!e
educa"ional si"ua"ion "!a" are7 "!e "eac!er, "!e s"uden", educa"ional ex-erience and
"!e class en0ironmen"8M
o "o !el- "!e "eac!er in ac!ie0ing "!e educa"ional o/jec"i0es easilD on /e!al5 o5 !is
-u-ilsM
o "o !el- "!e "eac!er in im-ro0ing, enric!ing and de0elo-ing "!e curriculaM
o "o ena/le "!e "eac!er "o Eno> "!e -riori"ies o5 "!e "eac!ing -rocessM
o "o gi0e "!e "eac!er "!e o--or"uni"D "o -redic" -ossi/le -ro/lems and "!ere5ore consider
solu"ionsM
o "o maEe sure "!a" lesson is /alanced and a--ro-ria"e 5or classM
o "o gi0e "!e "eac!er con5idenceM
o "o em-!asi9e "!e 5ac" "!a" "o -lan lessons is generallD good -rac"ice and a sign o5
-ro5essionalismM
#cti*it8 .: $oals ad Tec:iFues for %esso Plaig
+lanning and organi9ing sEills are use5ul "!roug!ou" li5e /ecause >!ene0er >e !a0e a major o/jec"i0e,
>e need "o -lan "!e s"e-s "!a" !a0e "o /e "aEen "o ac!ie0e i" and organi9e "!e resources, ac"ions and
"ime reNuired "o accom-lis! eac! s"e-) =n -lanning "o ac!ie0e an o/jec"i0e >e mus" 5irs" iden"i5D i" and
do researc! "o 5ind ou" >!a" s"e-s "o "aEe along "!e >aD and >!a" resources >ill /e needed) 2ac!
s"e- is a goal in i"s o>n rig!") Mee"ing a series o5 small goals !el-s s!o> clear -rogress "o>ards "!e
o/jec"i0e)
*ccording "o ClarE \ (unn 719918, -lanning is a -sDc!ological -rocess o5 en0isioning "!e 5u"ure, and
considering goals and >aDs o5 ac!ie0ing "!em) #rom "!is -oin" o5 0ie>, lesson -lanning can /e de5ined
as a sDs"ema"ic de0elo-men" o5 ins"ruc"ional reNuiremen"s, arrangemen", condi"ions, and ma"erials
and ac"i0i"ies, as >ell as "es"ing and e0alua"ion o5 "eac!ing and learning)
7,ttpGGfindarticles@comGpGarticlesG 8
@e""ing goals >!en -lanning a lesson can !el- "eac!ers laD ou" a course o5 ac"ion 5or mee"ing "!ose
goals) * >ell "!oug!" ou" lesson -lan >ill !a0e clearlD de5ined goals) ex" "!e s"e-s "!a" mus" /e "aEen
"o ac!ie0e "!e goal s!ould /e ou"lined) *" "!is s"age a goal maD /e /roEen do>n in"o se0eral VminiC
goals, "o increase ins"an" success and -ro0ide "!e V>inningC 5eeling "!a" /oos"s eac! -erson "o>ards
more in"ense e55or"s "o reac! "!e 5inal o/jec"i0e) +ossi/le o/s"acles mus" also /e recogni9ed and
addressedM -lans can /e laid "o com/a" "!ese /locEs and ul"ima"elD ac!ie0e "!e goal) #inallD, a 5irm
deadline s!ould /e se" in -lace 5or com-le"ion o5 eac! goal and miles"one on "!e >aD "o "!e goal) <!is
>ill crea"e "!e "ime line 5or "!e goalCs ac!ie0emen")
=n order 5or some"!ing "o Nuali5D as a goal, i" s!ould /e -ersonallD im-or"an" "o "!e indi0idual, >i"!in
"!eir -o>er "o accom-lis!, clearlD de5ined and mus" /e com/ined >i"! a course o5 ac"ion laid ou" 5or
ac!ie0ing i")
16
165
* goal mus" /e:
Specific - <!is is a Goal @"a"emen", and s!ould /e a s!or" -aragra-! o5 one or ">o sen"ences
descri/ing "!e goal)
'easura)le - <!is is a descri-"ion o5 !o> "o measure "!e goalM !o> can Dou "ell >!en "!e goal is
accom-lis!edW
#c:ie*a)le - <!is -or"ion o5 "!e >orE s!ee" s!ould go o0er >!a" ac"ions maD /e reNuired "o reac! "!e
goal, >!a" o/s"acles maD arise, and !o> suc! /locEs can /e !andled and o0ercome)
Rele*at - P!D is "!is "!e goalW Jo> is "!is im-or"an" "o Dou, and >!a" /ene5i"s >ill come "o Dou /D
reac!ing "!is goalW 7SRS can also s"and 5or Realis"ic8)
Timel8 - <!is is "!e sec"ion >!ere Dou laD ou" Dour "ime line $ "!ere s!ould /e a de5ini"e s"ar" and end
da"e and anD miles"ones s!ould !a0e clearlD de5ined -arame"ers)
%esso plaig is a s-ecial sEill "!a" is learned in muc! "!e same >aD as o"!er sEills) Bne o5 "!e
-rimarD roles "!a" Dou >ill -er5orm as a "eac!er is "!a" o5 designer and im-lemen"or o5 ins"ruc"ion)
<eac!ers a" e0erD le0el -re-are -lans "!a" aid in "!e organi9a"ion and deli0erD o5 "!eir dailD lessons)
<!ese -lans 0arD >idelD in "!e s"Dle and degree o5 s-eci5ici"D /u" regardless o5 "!e 5orma", all "eac!ers
need "o maEe >ise decisions a/ou" "!e s"ra"egies and me"!ods "!eD >ill em-loD "o !el- s"uden"s mo0e
sDs"ema"icallD "o>ard learner goals)
Being a/le "o crea"e Dour o>n lesson -lans means Dou !a0e "aEen a gian" s"e- "o>ard So>ningS "!e
con"en" Dou "eac! and "!e me"!ods Dou use) *cNuiring "!is sEill is 5ar more 0alua/le "!an /eing a/le "o
use lesson -lans de0elo-ed /D o"!ers) =" is a sEill "!a" >ill !el- "o de5ine Dou as a "eac!er)
<!ere are 5undamen"al com-onen"s o5 all lesson -lans "!a" Dou s!ould learn "o >ri"e, re0ise, and
im-ro0e) <!e old adage, S+rac"ice doesnY" maEe -er5ec"M -er5ec" -rac"ice maEes -er5ec"S is a" "!e core
o5 learning "!is sEill)
Good lesson -lans do no" ensure s"uden"s >ill learn >!a" is in"ended, /u" "!eD cer"ainlD con"ri/u"e "o i")
?esson -lans also !el- ne> or inex-erienced "eac!ers organi9e con"en", ma"erials, and me"!ods)
P!en Dou are learning "!e cra5" o5 "eac!ing, organi9ing Dour su/jec"$ma""er con"en" 0ia lesson -lans is
5undamen"al) ?iEe mos" sEills, DouYll ge" /e""er a" i" "!e more Dou do i" and "!inE o5 >aDs o5 im-ro0ing
Dour -lanning and "eac!ing /ased on 5eed/acE 5rom Dour s"uden"s, "!eir -aren"s, and o"!er "eac!ers)
(e0elo-ing Dour o>n lesson -lans also !el-s Dou So>nS "!e su/jec" ma""er con"en" Dou are "eac!ing,
and "!a" is cen"ral "o e0erD"!ing good "eac!ers do)
="Ys sim-le $ effecti*e lesson -lans communica"e, ieffecti*e ones donY") <eac!ers crea"e lesson -lans
"o communica"e "!eir ins"ruc"ional ac"i0i"ies regarding s-eci5ic su/jec"$ma""er) *lmos" all lesson -lans
de0elo-ed /D "eac!ers con"ain s"uden" learning o/jec"i0es, ins"ruc"ional -rocedures, "!e reNuired
ma"erials, and some >ri""en descri-"ion o5 !o> "!e s"uden"s >ill /e e0alua"ed) *ll lesson -lans /egin,
or s!ould /egin >i"! an o/jec"i0e)
#ind ou" more on: !""-:AA>>>)ad-rima)comA>lo5)!"m
#cti*it8 2: Stages i %esso Plaig
* lesson -lan iden"i5ies "!e ena/ling o/jec"i0es necessarD "o mee" "!e lesson o/jec"i0e, "!e ma"erials
and eNui-men" needed, and "!e ac"i0i"ies a--ro-ria"e "o accom-lis! "!e o/jec"i0e)
0nabling ob"ectives are "!e /asic sEills 7language sEills suc! as 0oca/ularD, grammar and
-ronuncia"ion8 and "!e li5e sEills 7including cul"ural in5orma"ion8 "!a" are necessarD "o accom-lis! "!e
o/jec"i0e)
5aterials and eHuipment s!ould /e iden"i5ied and secured >ell /e5ore class "ime "o
ensure "!a" ac"i0i"ies can /e carried ou" as -lanned) <!ese maD include realia 7real li5e
ma"erials liEe /us sc!edules and c!ildrenCs re-or" cards8, 0isual aids, "eac!er made
!andou"s, "ex"/ooEs, 5li- c!ar" and marEers, o0er!ead -rojec"or, "a-e recorder, e"c)
166
Activities generallD mo0e 5rom more con"rolled 7e)g), re-e"i"ion8 "o a less s"ruc"ured
or 5ree 5orma" 7e)g), in"er0ie>ing eac! o"!er8) <!eD s!ould /e 0aried in "D-e 7e)g), >!ole grou-, -aired,
indi0idual8 and modali"D 7e)g), s-eaEing, lis"ening, >ri"ing8)
Good lesson design /egins >i"! a re0ie> o5 -re0iouslD learned ma"erial) e> ma"erial is "!en
in"roduced, 5ollo>ed /D o--or"uni"ies 5or learners "o -rac"ice and /e e0alua"ed on >!a" "!eD are
learning) =n general, a lesson is com-osed o5 "!e 5ollo>ing s"ages:
./ <arm-upGRe*ie@Zencourages learners "o use >!a" "!eD !a0e /een "aug!" in
-re0ious lessons
2/ Itroductio to a e@ lessoZ5ocuses "!e learnersC a""en"ion on "!e o/jec"i0e o5 "!e ne> lesson
and rela"es "!e o/jec"i0e "o "!eir li0es
0/ PresetatioZin"roduces ne> in5orma"ion, c!ecEs learner com-re!ension o5 "!e ne> ma"erial, and
models "!e "asEs "!a" "!e learners >ill do in "!e -rac"ice s"age
1/ PracticeZ-ro0ides o--or"uni"ies "o -rac"ice and a--lD "!e ne> language or in5orma"ion
5/ E*aluatioZena/les "!e ins"ruc"or and learners "o assess !o> >ell "!eD !a0e gras-ed "!e lesson
* good lesson -lan in0ol0es considera"ion o5 more "!an jus" >!a" is going "o /e "aug!" 7"!e o/jec"i0e8
and !o> i" >ill /e "aug!" 7ma"erials, eNui-men", and ac"i0i"ies8) <!e 5ollo>ing elemen"s also need "o /e
"!oug!" a/ou" and -lanned 5or:
@eNuencingZ(o "!e ac"i0i"ies mo0e logicallD so learners are -rogressi0elD /uilding on
>!a" "!eD alreadD Eno>W (o "!e ac"i0i"ies 5lo> >ellW *re "ransi"ions /e">een ac"i0i"ies
smoo"!W
+acingZ*re ac"i0i"ies "!e rig!" leng"! and 0aried so "!a" learners remain engaged and
en"!usedW
Gauging di55icul"DZ(o "!e learners !a0e enoug! sEill and Eno>ledge "o do "!e -lanned
ac"i0i"iesW *re "!e ins"ruc"ions clearW
*ccoun"ing 5or indi0idual di55erencesZ(o "!e ac"i0i"ies allo> 5or learners o5 0arDing
-ro5iciencD le0els "o recei0e ex"ra a""en"ion "!eD mig!" need, >!e"!er /elo> or a/o0e "!e
normW *re all s"uden"s ac"i0elD in0ol0edW
Moni"oring learner 0ersus "eac!er "alEZP!a" is "!e /alance /e">een learner "alE and
"eac!er "alEW (oes "!e lesson allo> a "ime 5or learners "o in"erac", -roducing and ini"ia"ing
languageW
<imingZPas "!e amoun" o5 "ime allo""ed 5or eac! -ar" o5 "!e lesson su55icien"W =5 "!e
-lanned lesson 5inis!es earlD, is "!ere a /acEu- ac"i0i"D readDW =5 "!e lesson >asnC"
com-le"ed as -lanned, !o> can "!e nex" class /e adjus"ed "o 5inis! "!e ma"erial
Step 2/. 5 idi*idual @or= P!a" do Dou "!inE are "!e /ene5i"s o5 -re-aring lesson -lansW
Step 2/2 5 idi*idual @or= P!a" do Dou "!inE are "!e di55icul"ies o5 -re-aring lesson -lansW
Step 2/0 5 idi*idual @or= (esign a lesson -lan 5or "!e "o-ic Chopping L5ollo> "!e s"ages
men"ioned a/o0e and donC" 5orge" "o men"ion "!e o/jec"i0es, ma"erials AeNui-men" and ac"i0i"ies Dou
>ill use "o "eac! "!is "o-ic) ?ooE a" "!e sam-le lesson -lan 5orma" /elo>:
167
7"aEen 5rom >>>)cal)org 8
168
2/. Pre- plaig lesso acti*ities
+lan for 7our pupils) #irs" o5 all Dou need "o Eno> as muc! as -ossi/le a/ou" "!e class /e5ore
Dou decide >!a" "o "eac!) Xou !a0e "o consider "!eir le0el o5 language, "!eir /acEground, "!eir
mo"i0a"ion and "!eir learning s"Dles) Besides Eno>ing Dour -u-ils, Dou also need "o Eno> "!e sDlla/us)
=n Dour lesson -lan Dou >ill need "o include 5our main elemen"s: activities, s0ills, language and
content 7Jarmer, 20018)
(ecide >!a" "!e -u-ils >ill /e doing in "!e classroom and !o> "!eD >ill /e grou-ed) <!inE
>!a" Eind o5 ac"i0i"D >ould 5i" "!em a" anD -ar"icular -oin" in "!e lesson) <!e ac"i0i"ies
s!ould /e c!osen a--ro-ria"elD so "!a" eac! -u-il >ill /e mo"i0a"ed and >ill /e an ac"i0e
-ar"ici-an")
<!inE o5 "!e language sEill7s8 Dou >ill de0elo- in "!a" lesson) *l"!oug! Dour c!oice maD /e
limi"ed /D "!e sDlla/us or "!e "ex"/ooE, Dou s"ill need "o -lan !o> "!e -u-ils >ill >orE on
"!ose sEill7s8 )
<!e nex" s"e- is "!e language 7e)g) lexical i"ems, grammar s"ruc"ures8 Dou need "o
in"roduce and -rac"ise)
<!e "ex"/ooE s!ould /e a s"ar"ing -oin" so c!ecE i" and selec" "!e con"en") Xou s!ouldnC"
consider "!e "ex"/ooE as "!e "eac!ing "ool "!a" >ill decide "!e direc"ion o5 "!e lesson) Consider i" as a
guide, Dou s!ouldnC" 5eel com-elled "o use all "!e ac"i0i"ies in i" e"c) Xou can re-lace >!a" is gi0en in
"!e "ex"/ooE >i"! some"!ing else) Xou are, a5"er all, "!e class "eac!er >!o Eno>s "!e -u-ils -ersonallD
and can -redic" >!ic! "o-ics >ill /e 5ound in"eres"ing and >!ic! /oring) Remem/er !o>e0er, "!a" "!e
mos" in"eres"ing "o-ic >ill /ecome /oring i5 "!e "asE se" 5or "!e -u-ils is unin"eres"ing and "!a", on "!e
o"!er !and, "o-ics "!a" are no" -ar"icularlD in"eres"ing can /ecome 0erD success5ul i5 Dou assign a "asE
"!a" Dour -u-ils 5ind engaging)
Step 2/./ C!oose a "ex"/ooE and iden"i5D a cer"ain lesson) Baring in mind "!e in5orma"ion -resen"ed
a/o0e, "!inE o5 "!e ac"i0i"ies Dou >ill Eee- and "!ose Dou >ill add, o5 "!e sEills, language and con"en"
Dou >ill "eac!)
2/2/ T:e formal lesso pla
*ccording "o @cri0ener7?earning <eac!ing 20058, 5ormal lesson -lans are o5"en di0ided in"o "!ree
sec"ions:
/acEground in5orma"ion a/ou" "!e class, "!e "eac!er, "!e ma"erials and "!e o0erall aim o5 "!e
lessonM
language analDsis o5 i"ems "!a" >ill /e >orEed on in "!e classM
a de"ailed c!ronological s"age$"o$s"age descri-"ion o5 "!e in"ended -rocedure 5or "!e lesson
Mos" 5ormal lesson -lans need "o include:
a clear s"a"emen" o5 a--ro-ria"e aims 5or "!e >!ole lessonM
a clear lis" o5 s"ages in "!e lesson, >i"! a descri-"ion o5 ac"i0i"ies, "!eir aims and es"ima"ed
"imingM
a lis" o5 s-eci5ic "arge" language i"ems7i5 i" is a language "!a" includes language sDs"em >orE8
*5"er >ri"ing "!e /acEground in5orma"ion, an im-or"an" -ar" o5 "!e -lan is a Us"a"emen" o5 "!e in"ended
-rocedure o5 "!e lesson67@cri0ener8) <!is means >ri"ing a lis" o5 se-ara"e s"ages con"aining
indica"ions o5 >!a" "!e "eac!er and s"uden"s >ill do, "!e dura"ion, in"erac"ion, "!e aims o5 "!e
s"age e"c) 2ac! s"age can /e num/ered or named as men"ioned earlier 7>arm$u-, in"roduc"ion,
-resen"a"ion, -rac"ice, e0alua"ionA 5eed/acE8)
<!e -lan s!ould gi0e sim-le and clear ou"lines 5or eac! s"age and s!ould include 7@cri0ener8:
"!e essen"ial s"e-s o5 eac! s"ageM
169
classroom managemen" in5orma"ion, suc! as -air$>orE, grou-$>orE, indi0idual , >!o >ill "alE
e"c)M
assum-"ions regarding cer"ain -ro/lems)
="Cs no" ad0isa/le "o:
gi0e long descri-"ions o5 e0erD"!ing "!a" >ill !a--enM
descri/e in de"ail "!e rou"ine ac"ions 7e)g) Us"and u-6 e"c)8M
gi0e >ord$5or$>ord "ex"s o5 all "!e ins"ruc"ions and ex-lana"ions
Jere >e !a0e a sam-le o5 a 5ormal lesson -lan 7s!or" 0ersion8$ "!e /lanE 5orm is "aEen 5rom
@cri0enerCs U?earning <eac!ing6)
<eac!erCs name Gre"a
Class name 5
"!
B$2lemen"arD
(a"eA ?esson s"ar" "ime 12
"!
MaD
?eng"! o5 lesson 50 minu"es
Main lesson aims
BD "!e end o5 "!e lesson "!e -u-ils >ill /e a/le "o:
com-are sc!ool su/jec"s, using "!e long adjec"i0es in "!e
com-ara"i0e and su-erla"i0e 5orms
use "!e 0er/ U"o !a0e6 in discussions a/ou" "!eir "ime"a/le and
com-are i" >i"! o"!er -u-ilsC
5orm accura"e oral and >ri""en sen"ences using com-ara"i0e and
su-erla"i0e 5orms o5 long adjec"i0es
+ersonal goals =n "!is lesson =Cm going "o use 0isual aids "o "eac! degrees o5 com-arison
o5 long adjec"i0es as >ell as a +o>er +oin" -resen"a"ion)
= >an" "o !a0e mD -u-ils mo"i0a"ed and ac"i0e, so =Cll "rD "o use a game >i"!
sc!ool su/jec"s and adjec"i0es
<ime"a/le 5i" +u-ils !a0e /een -rac"icing degrees o5 com-arison o5 s!or" adjec"i0es 5or
"!e -as" ">o lessons) <!eD !a0e lis"ened "o a descri-"ion o5 se0eral
-ersons and "!eD !a0e c!ecEed "!e correc" in5orma"ion in a "a/le 5or
exam-le, "!eD !a0e 5ormed sen"ences >i"! degrees o5 com-arison o5
s!or" adjec"i0es, "!eD !a0e s"udied 0oca/ularD rela"ed "o -!Dsical
a--earance)
<alEing a/ou" degrees o5 com-arison o5 irregular adjec"i0es >ill /e "!e nex"
s"e-
*ssum-"ions +u-ils alreadD !a0e some Eno>ledge a/ou" "!e 0er/ U"o !a0e6, so
discussing and com-aring "ime"a/les using "!is 0er/ s!ould no" /e a
-ro/lem)
+redic"ed -ro/lems
=ncorrec"lD using "!e >ord U"!an6 in su-erla"i0e sen"ences)
1sing Umore6 in su-erla"i0e sen"ences and U"!e mos"6 in com-ara"i0e ones)
Ma"erials used
+o>er$+oin" -resen"a"ion, >orEs!ee"s >i"! exercises, 5las!cards,
"ime"a/les o5 di55eren" -u-ils in 1[
170
Bn "!e o"!er !and, Jarmer saDs in !is U<!e +rac"ice o5 2nglis! ?anguage <eac!ing6 "!a" no one can
saD exac"lD >!a" a 5ormal -lan s!ould looE liEe, or >!a" in5orma"ion s!ould /e gi0en) Jo>e0er, a
5ormal -lan s!ould !a0e "!e 5ollo>ing 7some o5 "!em can /e seen in @cri0enerCs 0ersion a/o0e8:
#ims 5 "!e resul"s >!ic! >e >ill "rD "o ac!ie0e) *ims s!ould re-resen" >!a" a "eac!er !o-es "!e
-u-ils >ill /e a/le "o do 7/D "!e end o5 "!e lesson8, no" >!a" "!e "eac!er is going "o do)
* lesson >ill !a0e more "!en one aim, usuallD an o0erall o/jec"i0e 75or exam-le -rac"icing lis"ening
sEills8 and s-eci5ic aims 75or exam-le lis"ening 5or s-eci5ic in5orma"ion, guessing or -redic"ing "!e
con"en"8
#ssumptios: "eac!ers s!ould assume >!a" "!e -u-ils Eno> and can do)
Persoal aims: "!ese are >!a" "eac!ers "rD ou" 7>!ic! "!eD !a0e ne0er done /e5ore8 or "rD "o im-ro0e
a "eac!ing "ec!niNues) *n exam-le o5 suc! -ersonal aim can /e read in "!e "a/le a/o0e)
S=ills ad laguage focus: naming "!e s"ruc"ures, 5unc"ions, 0oca/ularD or -ronuncia"ion
Timeta)le fit: "!is means "!e lesson >!ic! is a/ou" "o /e "aug!" needs "o /e -laced in a seNuence o5
classes, >!a" !a--ens /e5ore and a5"er i") *n exam-le can /e 5ound in "!e "a/le a/o0e)
#ssumed pro)lems ad possi)le solutios: 20erD "eac!er s!ould "aEe in"o considera"ions "!e
9ea0 spots o5 "!e lesson, >!a" "!e -u-ils mig!" 5ind di55icul" and s!ould also come u- >i"!
-ossi/le solu"ions) #or exam-le "!e -u-ils mig!" 5ind i" di55icul" "o unders"and "!e use o5 +resen"
+er5ec" @im-le, in >!ic! case "!e "eac!er s!ould /ring ex"ra exercises >!ic! s!ould 5ocus on i")
2/0 Post-plaig cosideratios
* lesson -lan maD no" >orE as >ell as ex-ec"ed due "o a num/er o5 ex"raneous circums"ances)
<eac!ers s!ould no" ge" discouraged L i" !a--ens "o e0en "!e mos" ex-erienced onesb o one
can mo0e 5or>ard >i"!ou" some re5lec"ion and im-ro0emen" and a desire "o e0ol0e) @o "!e las"
s"e- a "eac!er needs "o do is "o !a0e a s!or" -os"$lesson re5lec"ion "ime /D asEing !imsel5A!ersel5
Nues"ions suc! as:
P!a" >en" >ell in "!e lessonW
P!a" -ro/lems did = ex-erienceW
*re "!ere "!ings = could !a0e done di55eren"lDW
Jo> can = /uild on "!is lesson "o maEe 5u"ure lessons success5ulW
=den"i5Ding success5ul and less success5ul organi9a"ion o5 class "ime and ac"i0i"ies >ould maEe i"
easier "o adjus" "o "!e con"ingencies o5 "!e classroom) #or addi"ional 5eed/acE on -lanning and
managing class "ime, Dou can use "!e 5ollo>ing resources: student feedbac0, self reflection, peer
observation, vie9ing a videotape of 7our teac,ing and consultation 9it, a staff member@
Studet feed)ac=
Recei0ing s"uden" 5eed/acE in "!e middle o5 "!e semes"er can !el- Dou Eno> >!a" Dou are doing "!a"
5acili"a"es "!e learning o5 "!e s"uden"s and i" >ill !el- maEe Dou a>are o5 anD di55icul"ies "!eD maD /e
!a0ing >i"! Dour ins"ruc"ion) =" allo>s Dou "o maEe adjus"men"s needed /D s"uden"s in Dour class
/e5ore "!e end o5 "!e semes"er and >ill 5os"er a 5eeling among Dour s"uden"s "!a" Dou care a/ou" Dour
"eac!ing) B5"en minor adjus"men"s on Dour -ar" can maEe a "remendous di55erence in "!e classroom)
Self Reflectio
[ee-ing a "eac!ing journal can /e a use5ul "ool "o !el- Dou re5lec" on Dour "eac!ing and can assis" Dou
as Dou >orE "o de0elo- Dour o>n -ersonal "eac!ing s"Dle) #ollo>ing are some >aDs Dou mig!" use
suc! a journal
171
$ *s Dou are -lanning Dour ins"ruc"ion, >ri"e in Dour journal "!e goals o5 a class session and !o> Dou
-lan "o reac! "!ose goals) =5 Dou ar"icula"e >!a" Dou >an" s"uden"s "o /e a/le "o do a5"er a -ar"icular
class -eriod, i" >ill !el- Dou design more e55ec"i0e ins"ruc"ion)
$ =mmedia"elD a5"er a class session, re5lec" on >!e"!er Dou reac!ed "!e goals, >!a" >orEed, >!a"
didnY" >orE as >ell as Dou >ould liEe, and al"erna"i0e "!ings Dou mig!" "rD ano"!er "ime) *lso >ri"e do>n
anD"!ing Dou learned: e)g), o/ser0a"ions a/ou" a -ar"icular s"uden", a com/ina"ion o5 s"uden"s in small
grou-s "!a" >orEed >ell, or some"!ing "!a" Dou learned a/ou" Doursel5 as a "eac!er)
Peer O)ser*atio
Ja0ing ano"!er "eac!er si" in on a class -eriod can /e a ric! source o5 in5orma"ion) *s an o/ser0er,
"!is -erson o5"en can !el- Dou unders"and "!e dDnamics o5 Dour classroom) ManD "eac!ers 5ind i"
/ene5icial "o -air u- >i"! ano"!er "eac!er and si" in on eac! o"!erYs classes$$"!is -a0es "!e >aD 5or
discussion a/ou" "eac!ing "!a" can /e /ene5icial "o /o"! "eac!ers)
6ideotapes ad Cosultatio
Bne o5 "!e mos" -o>er5ul and !el-5ul 5orms o5 5eed/acE on Dour "eac!ing can /e "!e 0ie>ing o5 a
0ideo"a-e o5 one o5 Dour class sessions) =" >ill gi0e Dou in5orma"ion on Dour "eac!ing una0aila/le anD
o"!er >aD$$i" >ill !el- Dou see Doursel5 as o"!ers see Dou) Fie>ing "!e "a-e >i"! a consul"an" can /e
e0en more use5ul) * consul"an" can !el- Dou see "!e >!ole -ic"ure, assis" Dou in 5ocusing on Dour
/e!a0iors "!a" 5acili"a"e s"uden" learning and s"imula"e a discussion a/ou" al"erna"i0e >aDs o5
a--roac!ing as-ec"s o5 Dour "eac!ing "!a" Dou >ould liEe "o c!ange)
#cti*it8 0: %esso Plaig - Effecti*e *s/ Ieffecti*e
<o /e e55ec"i0e, "!e lesson -lan does no" !a0e "o /e an ex!aus"i0e documen" "!a" descri/es eac! and
e0erD -ossi/le classroom scenario) or does i" !a0e "o an"ici-a"e eac! and e0erD s"uden"Cs res-onse
or Nues"ion) =ns"ead, i" s!ould -ro0ide Dou >i"! a general ou"line o5 Dour "eac!ing goals, learning
o/jec"i0es, and means "o accom-lis! "!em) =" is a reminder o5 >!a" Dou >an" "o do and !o> Dou >an"
"o do i") * -roduc"i0e lesson is no" one in >!ic! e0erD"!ing goes exac"lD as -lanned, /u" one in >!ic!
/o"! s"uden"s and ins"ruc"or learn 5rom eac! o"!er)
Good -lanning or e55ec"i0e -lanning s!ould :
Eee- "!e "eac!ers and -u-ils on "racEM
ac!ie0e "!e o/jec"i0esM
!el- "eac!ers a0oid un-leasan" sur-risesM
en!ance s"uden" ac!ie0emen"M
-ro0ide "!e road ma- and 0isuals in a logical seNuenceM
encourage re5lec"ion and im-ro0emen"M
+oor -lanning, >!ic! is ine55ec"i0e, leads "o:
5rus"ra"ion 5or "!e "eac!er and -u-ilsM
unme" o/jec"i0esM
no connec"ions "o -rior learningM
lacE o5 needed ma"erialsM
disorgani9a"ionM
a >as"e o5 "imeM
-oor managemen")
#cti*it8 1: Tips for lesso plaig
?esson -lanning >ill !el- Dou "eac! >i"! con5idence) <!e longer Dour class session, "!e more
im-or"an" i" is "o !a0e a good lesson -lan) Jere are some "i-s "o consider)
Pla #lterati*e #cti*ities $ al>aDs !a0e one or ">o al"erna"i0e ac"i0i"ies in case "!e ma"erial
DouY0e selec"ed doesnY" "aEe all "!e "ime Dou "!oug!" i" >ould) Jo> >ill Dou 5ill an ex"ra 10
minu"esW 20 minu"esW
172
Auild o Pre*ious 'aterial $ "rD "o con"inuouslD -rac"ice ma"erial "!a" DouY0e co0ered
recen"lD) ="Ys o5"en -ossi/le "o "eac! "!e same "!eme se0eral sessions in a ro> >!ic! can !el-
ingrain 0oca/ularD and conce-"s)
Aalace t:e C:allege of Cotet ad #cti*it8 T8pe $i=5 Dour con"en" is c!allenging, c!oose
ac"i0i"ies "!a" are rela"i0elD easD "o do liEe 5ill$in$"!e$/lanE exercises or guided discussion
Nues"ions) =5 Dour con"en" is 5airlD sim-le, "rD more c!allenging ac"i0i"ies liEe role -laDs or
-ro/lem$sol0ing)
Create Kour O@ 'aterials $ /uild Dour o>n li/rarD o5 ma"erials "o su--or" Dour lessons) Xou
can 5ind se0eral ideas in "!e ?esson +re-ara"ion sec"ion o5 "!is guide) Be crea"i0e) =5 Dou
in0es" some "ime in"o de0elo-ing and collec"ing ma"erials, DouYll cu" do>n on Dour -re-ara"ion
"ime >!en Dou are ac"uallD -lanning lessons)
Ceter %essos #roud t:e Studet $ Eee- "!e 5ocus on "!e learners and minimi9e "!e "ime
Dou s-end "alEing as a "eac!er) =n o"!er >ords, maEe "!e lesson as in"erac"i0e as -ossi/le)
#ocus on communica"ion)
#ssess "eeds $ -eriodicallD "aEe "ime "o "!inE "!roug! Dour -ar"icular learnersY needs) <!inE
a/ou" cul"ural 5ac"ors as >ell as language de5iciencies) <!is can !el- Dou -riori"i9e >!a" Dou
c!oose "o s"udD) *re anD o5 Dour s"uden"s dealing >i"! cul"ure s!ocEW P!a" Eind o5 language
sEills mig!" !el- alle0ia"e i"W <rD asEing "!e s"uden"s "!emsel0es >!a" "!eD >ould liEe "o learn)
Leep a %og $ a5"er eac! class, >ri"e a /rie5 log o5 >!a" Dou did) =nclude no"es a/ou" >!a"
>orEed or didnY" >i"! ideas 5or im-ro0emen") Pri"e do>n s-eci5ic -age num/ers Dou co0ered
in a "ex"/ooE) Xou could also Eee- Dour lesson -lans collec"ed "oge"!er, maEing sure "o >ri"e
no"es on "!em a/ou" "!e success o5 0arious ac"i0i"ies and >!e"!er Dou modi5ied "!e lesson
during class)
!""-:AA>>>)nclrc)org
!""-:AA>>>)ones"o-englis!)com
!""-:AA>>>)el"!illside)com
!""-:AA>>>)esl/ase)com
!""-:AA5indar"icles)comA-Aar"icles
!""-:AA>>>)ad-rima)comA>lo5)!"m
!""-:AA>ri"ing)colos"a"e)eduAguidesA"eac!ingAeslAlesson"i-s)c5m
Refereces
1) AritoH D/') U<eac!ing 2nglis! as a @econd or #oreign ?anguage6, Bos"on: Jeinle and Jeinle
+u/lis!ers,1991
2) Ce:aH #)$ UMe"!odologD &6$ a uni0ersi"D course
3) 7armerH Jerem8 L l<!e +rac"ice o5 2nglis! ?anguage <eac!ing6, ?ongman +u/lis!ing Jouse,
Cam/ridge, 2002
&) 'urp:8H Ra8mod L U2ssen"ial Grammar in 1se6, Cam/ridge 1ni0ersi"D +ress, Cam/ridge, 2006
5) Scri*eerH J)$ U?earning <eac!ing6$ Macmillan, 2005
6) UrH P/- U* Course in ?anguage <eac!ing6, Cam/ridge 1ni0ersi"D +ress,1998
$ U?esson +lanning and ?esson +lan =deas6 on !""-:AA>>>)scri/d)comAdocA38539'21A?esson$+lanning
$ U<ools 5or 2@? ?esson +lanning6 7second edi"ion8M 2@? and Ci"i9ens!i- +rograms (i0ision o5 *dul" and
Career 2duca"ion ?os *ngeles 1ni5ied @c!ool (is"ric" 200& 7re0ised8 a0aila/le on !""-:AA>>>)scri/d)com
$ U?esson +lanning Resource Guide6, #e/r) 2008,de0elo-ed /D @*B2@ and *C?@a0aila/le on
!""-:AA>>>)scri/d)com
$ U2nglis! (ic"ionarD6, Macmillan +u/lis!ing Jouse, ?ondon, 200&
$ "!e 2nglis! Curriculum 5or 5"! grade, Bucure;"i, 2009
$ !""-:AA>>>)eas"o5"!e>e/)comAs!or"$s"oriesA1BooEsA#oxCro>)s!"ml
$ !""-:AA>>>)nclrc)org
$ !""-:AA>>>)ones"o-englis!)com
$ !""-:AA>>>)el"!illside)com
$ !""-:AA>>>)esl/ase)com
$ !""-:AA5indar"icles)comA-Aar"icles
$ !""-:AA>>>)ad-rima)comA>lo5)!"m
$ >>>)crl")umic!)edu
$ !""-:AA>>>)scri/d)com
173
'ODU%E .1 -
#SSESS'E"T
174
#cti*it8 .: *ssessmen" -ur-oses
#cti*it8 2: <es" "D-es
#cti*it8 0: +rinci-les o5 "es"ing
#cti*it8 1: @el5$assessmen":<!e 2uro-ass ?anguage +ass-or"
#cti*it8 5: MarEing scales
#cti*it8 6: @am-les o5 "es"s
#cti*it8 .: #ssessmet purposes
Classroom *ssessmen" can /e de5ined according "o i"s -ur-oseM "es"s can /e:
./ Placemet tests - "es"s usuallD gi0en "o a s"uden" en"ering an educa"ional ins"i"u"ion "o de"ermine
s-eci5ic Eno>ledge or -ro5iciencD in 0arious su/jec"s 5or "!e -ur-ose o5 assignmen" "o a--ro-ria"e
courses or classes
2/ #c:ie*emet tests- "es"s designed "o measure "!e Eno>ledge or -ro5iciencD o5 an indi0idual in
some"!ing "!a" !as /een learned or "aug!" o0er a -eriod o5 "ime)
0/ Progress tests- <!ese "es"s measure -rogress in a s-eci5ic "ex"/ooE series) <eac!ers usuallD
-re-are "!eir o>n -rogress "es"s, al"!oug! manD "ex"/ooE series o5"en -resen" some -rogress or uni"
"es"s)
1/ Stadardi,ed testig
@"andardi9ed "es"ing is anD "es"ing >!ic! is gi0en "o large num/ers o5 s"uden"s under s"andard
condi"ions and >i"! s"andardi9ed -rocedures) 1suallD "!eD are mul"i-le c!oice) <odaD manD sc!ools
adminis"er a s"andardi9ed ac!ie0emen" "es" "o -re-are 5or "!eir s"a"eYs annual assessmen" 7 in
Romania$ B*C 8
5/ Pu)lic e;amiatios ad proficiec8 tests- Ce;it testsD de"ermine >!a" le0el a s"uden" !as
reac!ed a" anD one "ime and are used /D em-loDers and uni0ersi"ies >!o >an" a relia/le measure o5 a
s"uden"Cs language a/ili"ies)<!is "D-e o5 "es"ing is o55ered /D <!e 1ni0ersi"D o5 Cam/ridge 2@B?,
+i"man or <rini"D College in "!e 1[ and in "!e 1@, "!e 1ni0ersi"D o5 Mic!igan and <B2#?)
2orm-re/erenced and 4riterion-re/erenced assessment
* dis"inc"ion in "es"ing is made /e">een norm-referenced and criterion-referenced assessmen" as
>ell) * "es" can /e used, 5or exam-le, "o com-are a s"uden" >i"! o"!er s"uden"s, >!e"!er locallD 7e)g),
in a class8, regionallD, or na"ionallD as in @*< "es"s) Classroom, regional, or na"ional norms maD /e
es"a/lis!ed "o in"er-re" jus" !o> one s"uden" com-ares >i"! ano"!er) @ome"imes "eac!ers s-eaE o5
using a Ucur0e,6 >!ic! sim-lD means "!a" "!eD "es" a s"uden"Cs -er5ormance in com-arison >i"! "!a" o5
o"!er s"uden"s in "!e same class or in o"!er classes)7con"es"s, BlDm-iads8) * "es" can also /e used "o
de"ermine >!e"!er a res-onden" !as me" cer"ain ins"ruc"ional o/jec"i0es or cri"eria) #or "!is reason,
suc! a "es" >ould /e re5erred "o as Ucri"erion$re5erenced6 assessmen")7 B*C, C*MBR=(G2, <B2#?8)
Step ./.-I<$ Jig! jum-ing is cri"erion$re5erenced$ can a"!le"es jum- 1m 50, 1m 60 or1m '0 , and so
onW =5 "!eD can, "!eD !a0e me" "!e cri"erionM i5 "!eD canC", "!eD !a0enC") Com-le"e "!e lis" >i"! o"!er
exam-les o5 cri"erion$re5erenced "es"s o5 language:
1) can s"uden"s -roduce +as" <ense 5ormsW
2) ccccccccccc
3) ccccccccccc
&) cccccccccccc
5) ccccccccccc))
175
Ctep %$:-*'- /,ic, of t,e t,ree t7pes of anal7sis normall7 preceeds a proficienc7 test- deficienc7,
error or needs anal7sis? /,7?
#cti*it8 2: Test t8pes
%$ According to the purpose o/ testing there can be:
#/ Summati*e assessmet
=s usuallD a--lied a" "!e end o5 a -rede"ermined -eriod o5 ins"ruc"ion 75or exam-le, mid$"erm,
5inal8
Ra"es "!e s"uden" in rela"ion "o an ex"ernal s"andard o5 correc"ness 7!o> manD rig!" ans>ers
are gi0en8
=s "!e usual "radi"ional and s"andardi9ed "es"s a--roac!
A/ (ormati*e assessmet
<aEes -lace on an ongoing /asis as ins"ruc"ion is de0elo-ing
Ra"es "!e s"uden" in "erms o5 5unc"ional a/ili"D "o communica"e, using cri"eria "!a" "!e s"uden"
!as !el-ed "o iden"i5D
Jel-s s"uden"s iden"i5D >aDs o5 im-ro0ing "!eir learning
=s more o5 an an al"erna"i0e assessmen" a--roac!
2/ <:e desigig tests @e ca distiguis: )et@ee:
#/Discrete L * com-le"elD discre"e$-oin" i"em "es"s sim-lD one -oin" or o/jec"i0e suc! as " es"ing 5or
"!e meaning o5 a >ord in Ga-$5ill e)g) #ill in "!e s-ace >i"! one >ord onlD)
+eo-le !a0e /een di0ing >i"!ou" mec!anical aids))))))) ancien" "imes)
*ns>er: since
Mul"i-le c!oice e)g) (ecide >!ic! >ord 7*, B, C or (8 /es" 5i"s eac! s-ace)
<!e ele-!an" !as some)))))))))) rela"i0es called mammo"!s, >!ic! li0ed in "!e @"one *ge)
*) 5ar B) dis"an" C) remo"e () dis"inc"
*ns>er: B) dis"an"
A)Itegrati*e L =n"egra"i0e "es"s7 see 5ur"!er on$(irec" "es"s i"ems8
@uc! "es"s reNuire "!e s"uden"s "o demons"ra"e simul"aneous con"rol o0er se0eral as-ec"s o5
language, jus" as "!eD >ould in real language use si"ua"ions 7 ">o or more language sEills "o com-le"e
a "asE8$eg) clo,e-procedureH dictatioH iformatio trasfer7a non or semi$0er/al "ex" Lma-,
diagram, -ic"ure$con"ains all "!e mos" im-or"an" in5orma"ion 5rom all or a large -ar" o5 "!e "ex")="
assesses glo/al com-re!ension8
0/ #ot:er distictio ca )e made )et@ee
#/ Idirect tests items$ di55eren" >aDs o5 "es"ing "!e s"uden"sC Eno>ledge o5 language elemen"s
'ultiple c:oice >!ere s"uden"s are reNuired "o c!oose "!e correc" ans>er 5rom "!ree or more
al"erna"i0es and dual c:oice "o "es" reading or lis"ening com-re!ension) P!en cons"ruc"ing
"!e "es", assessors s!ould /e 0erD care5ul a/ou" distractors C "!e incorrec" al"erna"i0es8 >!ic!
!a0e "o maEe i" Nui"e di55icul" 5or s"uden"s "o c!oose "!e correc" ans>er, due "o i"s degree o5
similari"D >i"! "!e incorrec" ans>ers)
*ssessmen" /D "rueA5alse or mul"i-le$c!oice can /e relia/le /u" i" !as a nega"i0e >as!/acE
176
e55ec" since i" can !ardlD !el- "raining s"uden"s /ecome /e""er language learners)
(ill-i items are easD "o >ri"e , maEing marEing a li""le more com-lexe
Clo,e procedure 5 ga-s are -u" in"o a "ex" a" regular in"er0als and s"uden"s !a0e "o -roduce
a >ide range o5 di55eren" >ords /ased on di55eren" grammar ca"egories)
'odified clo,e$ *s random selec"ion o5 ga-s can gi0e rise "o di55icul"ies "o guess "!e correc"
>ord or "o manD al"erna"i0es, mos" designers use modi5ied clo9e "o coun"erac" "!is si"ua"ion)
A/ Trasformatio i"ems reNuire s"uden"s "o c!ange "!e 5orm o5 >ords and -!rases "o s!o> "!eir
Eno>ledge o5 sDn"ax and >ord grammar)
C/ Direct test items re5er "o reading, lis"ening, s-eaEing and >ri"ing com-e"ences and "!eir s-eci5ic
7C2#8 iden"i5Ding >!a" s"uden"s can do >i"! "!e language in di55eren" circums"ances ins"ead o5 "es"ing
!o> "!e language i"sel5 >orEs)$eg 7 5ollo> "ex" ins"ruc"ions , gi0e an oral -resen"a"ion on a "o-ic,
inerac" orallD or in >ri""en >i"! someone)8) ManD reading and lis"ening "es"s are a /lend o5 direc" and
indirec" "es"ing) Pe can asE s"uden"s "o /e "ex"$5ocused7 direc" language8 or "es"ing "!eir glo/al
unders"anding)
<!ese i"ams, >!ic! are considered an al"erna"i0e "D-e o5 assessmen" ,!ig!lig!" >!a" s"uden"s can
do >i"! language, laDing s"ress on "!eir s"reng"!s more "!an on "!eir >eaEnesses) *l"erna"i0e
assessmen" "ools are no" onlD designed and -a""erned di55eren"lD 5rom "radi"ional "es"s, /u" are also
graded or scored di55eren"lD) Because al"erna"i0e assessmen" is -er5ormance /ased, i" !el-s "eac!ers
em-!asi9e "!a" "!e -oin" o5 language learning is communica"ion 5or meaning5ul -ur-oses)
<!e 5ollo>ing cri"eria de5ine aut:etic assessmet acti*ities:
<!eD are desined around "o-ics or issues o5 in"eres" "o "!e s"uden"s
<!eD are real$>orld communica"ion liEe con"ex"s and si"ua"ions
<!eD de5ine s"age "asEs and real -ro/lems "!a" asE 5or crea"i0e use o5 language ra"!er "!an
sim-le re-e"i"ion
<!eir e0alua"ion cri"eria and s"andards are Eno>n "o "!e s"uden"
<!eD im-lD in"erac"ion /e">een assessor 7ins"ruc"or, -eers, sel58 and -erson assessed
<!eD allo> 5or sel5$e0alua"ion and sel5$correc"ion as "!eD de0elo-
#ccordig to CE( t:ere ca )e:
. *c!ie0emen" assessmen"
2) +ro5iciencD assessmen"
0 orm$re5erencing 7R8
1Cri"erion$re5erencing 7CR8
5Mas"erD learning CR
6Con"inuum CR
2 Con"inuous assessmen"
M#ixed assessmen" -oin"s
R #orma"i0e assessmen"
.4@umma"i0e assessmen"
.. (irec" assessmen"
.2=ndirec" assessmen"
.0 +er5ormance assessmen"
.1[no>ledge assessmen"
.5 @u/jec"i0e assessmen"
.6B/jec"i0e assessmen"
177
.2 C!ecElis" ra"ing
.M+er5ormance ra"ing
.R =m-ression
24Guided judgemen"
2. Jolis"ic assessmen"
22*nalD"ic assessmen"
20 @eries assessmen"
21Ca"egorD assessmen"
25*ssessmen" /D o"!ers
26@el5$assessmen"
Step 2/.- (e0elo- an au"!en"ic "D-e o5 "es", adaminis"er i" "o "!e class and ex-lain:
0 >!o "!e "es" >as desined 5orM
0 >!D$ "!e -ur-ose o5 "!e "es"M
0 >!a" language i"ems Dou included in "!e "es" and >!DM
0 !o>$ >!ic! "es"ing "ec!niNues Dou c!ose and >!DM
0 >!en and >!ere Dou adminis"er "!e "es" and anD s-ecial -ro/lems, cons"rain"s and
circums"ances
Step2/ 2- Jere is a lis" o5 "!e main "ec!niNues o5 o/jec"i0e "es"ing) Classi5D eac! one as ei"!er discre"e
L-oin" 7(8 or in"egra"i0e 7=8
D I
1Ma"c!ing elemen"s
2<rans5orma"ion
3BlanE com-le"ion
&*dding elemen"s
5(ic"a"ion
6Clo9e -rocedure
'Re-lacing elemen"s
8Mul"i-le c!oice
9*rranging elemen"s
10(ual c!oice
11=n5orma"ion "rans5er
#cti*it8 0: Priciples of testig
20en "!oug! "rends in "es"ing c!ange in "ime, some -rinci-les o5 assessmen" are -ermanen" and
are no" a55ec"ed /D curren" a--roac!es) <!eD mus" /e Ee-" in mind /D assessors >!ene0er "!eD /uild
a "es", >!e"!er "!is /e a common class ac"i0i"D, an essaD or an examina"ion 5or cer"i5ica"ion ) <!e mos"
im-or"an" o5 "!ese -rinci-les are: 0alidi"D, relia/ili"D and >as!/acE)
./ 6alidit8
YFalidi"DY is rela"ed "o Nues"ions a/ou" >!a" "!e "es" is ac"uallD assessing) =s "!e "es" "elling Dou >!a"
Dou >an" "o Eno>W (oes i" measure >!a" i" is in"ended "o measureW * "es" is no" 0alid, 5or exam-le, i5 i"
is in"ended "o "es" a s"uden"Ys le0el o5 reading com-re!ension in a 5oreign language /u" ins"ead "es"s
in"elligence or /acEground Eno>ledge)
* "eac!er de0ising a classroom ac"i0i"D maD no" !a0e "!e "ime or "!e s-ecial concern "o c!ecE
>!e"!er "!e "es" is 0alid, /u" "!e cons"ruc"ors o5 an examina"ion >!ic! >ill a55ec" candida"esY 5u"ures
!a0e "o examine as manD as-ec"s o5 0alidi"D as -ossi/le) =" s!ould /e remem/ered "!a" i" is no" "!e
"es" i"sel5, /u" "!e use o5 "!e "es" 5or a -ar"icular -ur-ose, "!a" s!ould /e examined)
2/ Relia)ilit8
178
<!e relia/ili"D o5 a "es" is an es"ima"e o5 "!e consis"encD o5 i"s marEsM a relia/le "es" is one >!ere, 5or
exam-le, a s"uden" >ill ge" "!e same marE i5 !e or s!e "aEes "!e "es", -ossi/lD >i"! a di55eren"
examiner, on a MondaD morning or a <uesdaD a5"ernoon) * "es" mus" /e relia/le, as a "es" canno" /e
0alid unless i" is relia/le) Jo>e0er, "!e con0erse is no" "rue: i" is -er5ec"lD -ossi/le "o !a0e a relia/le
"es" >!ic! is no" 0alid) #or exam-le, a mul"i-le$c!oice "es" o5 gramma"ical s"ruc"ures maD /e
>onder5ullD relia/le, /u" i" is no" 0alid i5 "eac!ers are no" in"eres"ed in "!e gramma"ical a/ili"ies o5 "!eir
s"uden"s andAor i5 grammar is no" "aug!" in "!e rela"ed language course)
=5 "!e "es" consis"s o5 rig!"A>rong i"ems suc! as multiple-c:oice items or some sor"s o5 s:ort
as@er Fuestios, a relia/ili"D es"ima"e suc! as "!e *l-!a Coe55icien" or [uder Ric!ardson 21 maD /e
calcula"ed 7see *lderson, Cla-!am \ Pall 1995: 8'$898M /u" i5 "!e "es" consis"s o5 an essaD or an oral
in"er0ie>, 5or exam-le, "!en o"!er 5orms o5 "es" relia/ili"D mus" /e es"ima"ed)
0/ <as:)ac=
*nD language "es" or -iece o5 assessmen" mus" !a0e -osi"i0e >as!/acE 7/acE>as!8, /D >!ic! =
mean "!a" "!e e55ec" o5 "!e "es" on "!e "eac!ing mus" /e /ene5icial) <!is s!ould /e Ee-" in mind /D "!e
"es" /uildersM i" is onlD "oo easD "o cons"ruc" a "es" >!ic! leads, 5or exam-le, "o candida"es learning
ma"erial /D !ear" or ac!ie0ing !ig! marEs /D sim-lD a--lDing "es"$"aEing sEills ra"!er "!an genuine
language sEills 7see Pall 199'8)
1/ Practicalit8
Bne o5 "!e cri"eria /D >!ic! a "es" is assessed) +rac"icali"D is "!e ex"en" "o >!ic! a "es" is NuicE and
con0enien" "o adminis"er and score)<es"s >i"! !ig! -rac"icali"D usuallD "es" large num/ers o5 s"uden"s
a" "!e same "ime, in a s!or" "ime, >i"! li""le eNui-men", are easD and economical "o su-er0ise and are
NuicE and sim-le "o score)<!eD "end, "!ere5ore "o /e descre"e$-oin" and o/jec"i0e and "o "es" rece-"i0e
language sEills ra"!er "!an -roduc"i0e ones)
Step 0/.-P<$ =" is generallD agreed on "!a" o/jec"i0e7B8 and su/jec"i0e7@8 "es"s !a0e -ar"icular and
and con"ras"ing c!arac"eris"ics) MarE B or @ in "!e a--ro-ria"e /ox "o iden"i5D "!ese c!arac"eris"ics)
2asier "o se" Jarder "o se"
2asier "o score Jarder "o score
BnlD one rig!" ans>er o single rig!" ans>er
Rig!"A>rong scoring @coring /ased on
o-inion
Be""er relia/ili"D +oorer relia/ili"D
Be""er 5ace 0alidi"D +oorer 5ace 0alidi"D
2asier "o guess ans>er Jarder "o guess
ans>ers
2ac! i"em "es"s one
"!ing
2ac! i"em "es"s manD
"!ings
Step 0/2-$<- (iscuss "!e "es" /elo>, dra>ing u- a c!ecElis" 5or assessing i"s lcommunica"i0eness6
)Jere is a series o5 Nues"ions >i"! >!ic! Dou e0alua"e Dour "es")<!e more lXes6 ans>ers i" recei0es,
"!e more communica"i0e i" is)
1) (oes "!e "es" assess meaning and con"en" as >ell as 5ormW
2) (oes "!e "es" assess in"egra"i0e ra"!er "!an discre"e$-oin" languageW
3) *re "!e in-u" "ex"s au"!en"ic or au"!en"ic LliEeW
&) (oes "!e "asE gi0e "!e learner a real$>orld -ur-oseW(oes "!e "asE re-lica"e a real$
>orld real "asEW
5) (oes "!e "asE reNuire "!e learner "o in"erac" >i"! someone7 in >ri"ing or in s-eec!8W
6) (oes "!e "asE in0ol0e an in5orma"ion$ga-W
') =s "!e ou"-u" au"!en"icW
8) =s "!e communica"i0e si"ua"ion one >!ic! learners can recognise as -lausi/le or
necessarD in "!e real >orldW
9) (oes "!e "es" !a0e a -osi"i0e >as!/acE e55ec"W
179
10) I# it ea#y to a(mini#te!8
#cti*it8 1: Self-assessmet:T:e Europass %aguage Passport
A$ Cel/- Assessment
@"uden"s can /ecome /e""er language learners >!en "!eD 5eel res-onsa/le 5or >!a" "!eD are
learning and !o> "!eD are learning i") <!a" is >!D, s"uden"s "end "o ignore "!e learning -rocess "!inEing
more a/ou" "!eir learning s"ra"egies and "!eir -rogress as language learners) @uc! sel5 assessmen"
encourages s"uden"s "o /ecome inde-enden" learners and can increase "!eir mo"i0a"ion)
<!e success5ul use o5 s"uden" sel5$ assessmen" de-ends on "!ree EeD elemen"s:
Goal se""ing is 0erD im-or"an" /ecause s"uden"s can e0alua"e "!eir -rogress more clearlD >!en
"!eD !a0e aims "!eD can rela"e "!eir -er5ormance "o) =n addi"ion, s"uden"sY mo"i0a"ion "o learn
increases >!en "!eD !a0e sel5$de5ined, and "!ere5ore rele0an", learning goals)
Bne >aD "o /egin "!e -rocess o5 in"roducing s"uden"s "o sel5$assessmen" is "o crea"e s"uden"$
"eac!er con"rac"s) Con"rac"s are >ri""en agreemen"s /e">een s"uden"s and ins"ruc"ors, >!ic!
commonlD in0ol0e de"ermining "!e num/er and "D-e o5 assignmen"s "!a" are reNuired )
A/ $uided practice @it: assessmet tools
@"uden"s do no" learn "o moni"or or assess "!eir learning /D "!emsel0esM "!eD need "o /e s!o>n
s"ra"egies 5or sel5$ moni"oring and sel5$ assessmen") <!e "eac!er models "!e "ec!niNue 7use o5 a
c!ecElis" or ru/ric, 5or exam-le8M s"uden"s "!en "rD "!e "ec!niNue M 5inallD, s"uden"s discuss >!e"!er and
!o> >ell "!e "ec!niNue !as >orEed and >!a" !as "o /e c!anged nex" "ime)
@"uden"s can use no" onlD c!ecElis"s and ru/rics 5or s-eci5ic communica"ion "asEs, /u" also
/roader sel5$assessmen" "ools "o maEe a good selec"ion o5 "o-ics "!eD !a0e s"udied, sEills "!eD !a0e
learned and "!eir s"udD !a/i"s)
C/ Portfolios
+or"5olios are -ur-ose5ul, organi9ed collec"ions o5 s"uden" >orE "!a" "ell "!e s"orD o5 a s"uden"Ys e55or"s,
-rogress, and ac!ie0emen" in s-eci5ic areas) +or"5olio assessmen" is a join" -rocess 5or "eac!er and
s"uden")
+or"5olios assess s"uden"sY -rogress, -rocesses, and -er5ormance o0er "ime) <!eD:
Re-resen" a colla/ora"i0e a--roac! "o assessmen"
*ssess a s"uden"Ys -er5ormance in reading, >ri"ing, s-eaEing, and lis"ening as >ell as cul"ural
unders"anding
Jig!lig!" >!a" s"uden"s can do ra"!er "!an >!a" "!eD canno" do
Re-resen" a s"uden"Ys -rogress o0er "ime
Ge" s"uden"s es"a/lis! ongoing learning goals and assess "!eir -rogress "o>ards "!ose goals
Measure eac! s"uden"Ys ac!ie0emen" >!ile allo>ing 5or indi0idual di55erences /e">een
s"uden"s in a class
Re0eal im-ro0emen", e55or", and ac!ie0emen"
2na/le assessmen" o5 -rocess and -roduc"
?inE "eac!ing and assessmen" "o learning

Europass laguage passport
<!e 2uro-ass ?anguage +ass-or" is a documen" in >!ic! Dou can record Dour sEills and
com-e"ences in ?anguages, a5"er Dou maEe a sel5$assessmen" o5 Dour language sEills in
unders"anding 7lis"ening and reading8, s-eaEing 7s-oEen in"erac"ion and s-oEen -roduc"ion8, and
>ri"ing) <!is sel5$assessmen" is made according "o "!e Common 2uro-ean #rame>orE o5 Re5erence,
180
>!ic! is a six$le0el grid de0elo-ed /D "!e Council o5 2uro-e) <!e grid consis"s o5 "!ree /road le0els as
5ollo>s:
Basic user 7le0els *1 and *28
=nde-enden" user 7le0els B1 and B28
+ro5icien" user 7le0els C1 and C28
2uro-ean language le0els $ @el5 *ssessmen" Grid

*1 *2 B1 B2 C1 C2
1
n
d
e
r s
" a
n
d i
n
g
?is"ening
= can unders"and
5amiliar >ords and
0erD /asic -!rases
concerning mDsel5,
mD 5amilD and
immedia"e concre"e
surroundings >!en
-eo-le s-eaE slo>lD
and clearlD)
= can unders"and
-!rases and "!e !ig!es"
5reNuencD 0oca/ularD
rela"ed "o areas o5 mos"
immedia"e -ersonal
rele0ance 7e)g) 0erD
/asic -ersonal and
5amilD in5orma"ion,
s!o--ing, local area,
em-loDmen"8) = can
ca"c! "!e main -oin" in
s!or", clear, sim-le
messages and
announcemen"s)
= can unders"and "!e
main -oin"s o5 clear
s"andard s-eec! on
5amiliar ma""ers
regularlD
encoun"ered in >orE,
sc!ool, leisure, e"c) =
can unders"and "!e
main -oin" o5 manD
radio or <F
-rogrammes on
curren" a55airs or
"o-ics o5 -ersonal or
-ro5essional in"eres"
>!en "!e deli0erD is
rela"i0elD slo> and
clear)
= can unders"and
ex"ended s-eec! and
lec"ures and 5ollo>
e0en com-lex lines o5
argumen" -ro0ided "!e
"o-ic is reasona/lD
5amiliar) = can
unders"and mos" <F
ne>s and curren"
a55airs -rogrammes) =
can unders"and "!e
majori"D o5 5ilms in
s"andard dialec")
= can unders"and
ex"ended s-eec! e0en
>!en i" is no" clearlD
s"ruc"ured and >!en
rela"ions!i-s are onlD
im-lied and no"
signalled ex-lici"lD) =
can unders"and
"ele0ision -rogrammes
and 5ilms >i"!ou" "oo
muc! e55or")
= !a0e no di55icul"D in
unders"anding anD Eind
o5 s-oEen language,
>!e"!er li0e or
/roadcas", e0en >!en
deli0ered a" 5as" na"i0e
s-eed, -ro0ided) = !a0e
some "ime "o ge"
5amiliar >i"! "!e accen")
Reading
= can unders"and
5amiliar names,
>ords and 0erD
sim-le sen"ences,
5or exam-le on
no"ices and -os"ers
or in ca"alogues)
= can read 0erD s!or",
sim-le "ex"s) = can 5ind
s-eci5ic, -redic"a/le
in5orma"ion in sim-le
e0erDdaD ma"erial suc!
as ad0er"isemen"s,
-ros-ec"uses, menus
and "ime"a/les and = can
unders"and s!or" sim-le
-ersonal le""ers)
= can unders"and
"ex"s "!a" consis"
mainlD o5 !ig!
5reNuencD e0erDdaD
or jo/$rela"ed
language) = can
unders"and "!e
descri-"ion o5 e0en"s,
5eelings and >is!es
in -ersonal le""ers)
= can read ar"icles and
re-or"s concerned
>i"! con"em-orarD
-ro/lems in >!ic! "!e
>ri"ers ado-"
-ar"icular a""i"udes or
0ie>-oin"s) = can
unders"and
con"em-orarD li"erarD
-rose)
= can unders"and long
and com-lex 5ac"ual
and li"erarD "ex"s,
a--recia"ing
dis"inc"ions o5 s"Dle) =
can unders"and
s-ecialised ar"icles
and longer "ec!nical
ins"ruc"ions, e0en
>!en "!eD do no"
rela"e "o mD 5ield)
= can read >i"! ease
0ir"uallD all 5orms o5 "!e
>ri""en language,
including a/s"rac",
s"ruc"urallD or
linguis"icallD com-lex
"ex"s suc! as manuals,
s-ecialised ar"icles and
li"erarD >orEs)
@
-
e
a
E i
n
g
@-oEen
in"erac"ion
= can in"erac" in a
sim-le >aD -ro0ided
"!e o"!er -erson is
-re-ared "o re-ea"
or re-!rase "!ings
a" a slo>er ra"e o5
s-eec! and !el- me
5ormula"e >!a" =Ym
"rDing "o saD) = can
asE and ans>er
sim-le Nues"ions in
areas o5 immedia"e
need or on 0erD
5amiliar "o-ics)
= can communica"e in
sim-le and rou"ine "asEs
reNuiring a sim-le and
direc" exc!ange o5
in5orma"ion on 5amiliar
"o-ics and ac"i0i"ies) =
can !andle 0erD s!or"
social exc!anges, e0en
"!oug! = canY" usuallD
unders"and enoug! "o
Eee- "!e con0ersa"ion
going mDsel5)
= can deal >i"! mos"
si"ua"ions liEelD "o
arise >!ils" "ra0elling
in an area >!ere "!e
language is s-oEen) =
can en"er
un-re-ared in"o
con0ersa"ion on
"o-ics "!a" are
5amiliar, o5 -ersonal
in"eres" or -er"inen"
"o e0erDdaD li5e 7e)g)
5amilD, !o//ies,
>orE, "ra0el and
curren" e0en"s8)
= can in"erac" >i"! a
degree o5 5luencD and
s-on"anei"D "!a"
maEes regular
in"erac"ion >i"! na"i0e
s-eaEers Nui"e
-ossi/le) = can "aEe an
ac"i0e -ar" in
discussion in 5amiliar
con"ex"s, accoun"ing
5or and sus"aining mD
0ie>s)
5luen"lD and
s-on"aneouslD >i"!ou"
muc! o/0ious
searc!ing 5or
ex-ressions) = can use
language 5lexi/lD and
e55ec"i0elD 5or social
and -ro5essional
-ur-oses) = can
5ormula"e ideas and
o-inions >i"! -recision
and rela"e mD
con"ri/u"ion sEil5ullD "o
"!ose o5 o"!er
s-eaEers)
= can "aEe -ar"
e55or"lesslD in anD
con0ersa"ion or
discussion and !a0e a
good 5amiliari"D >i"!
idioma"ic ex-ressions
and colloNuialisms) =
can ex-ress mDsel5
5luen"lD and con0eD 5iner
s!ades o5 meaning
-reciselD) =5 = do !a0e a
-ro/lem = can /acE"racE
and res"ruc"ure around
"!e di55icul"D so
smoo"!lD "!a" o"!er
-eo-le are !ardlD a>are
o5 i")
@-oEen
-roduc"ion
= can use sim-le
-!rases and
sen"ences "o
descri/e >!ere =
li0e and -eo-le =
Eno>)
= can use a series o5
-!rases and sen"ences
"o descri/e in sim-le
"erms mD 5amilD and
o"!er -eo-le, li0ing
condi"ions, mD
educa"ional /acEground
and mD -resen" or mos"
= can connec"
-!rases in a sim-le
>aD in order "o
descri/e ex-eriences
and e0en"s, mD
dreams, !o-es and
am/i"ions) = can
/rie5lD gi0e reasons
on a >ide range o5
su/jec"s rela"ed "o mD
5ield o5 in"eres") = can
ex-lain a 0ie>-oin" on
a "o-ical issue gi0ing
"!e ad0an"ages and
o5 com-lex su/jec"s
in"egra"ing su/$
"!emes, de0elo-ing
-ar"icular -oin"s and
rounding o55 >i"! an
a--ro-ria"e
= can -resen" a clear,
smoo"!lD$5lo>ing
descri-"ion or argumen"
in a s"Dle a--ro-ria"e "o
"!e con"ex" and >i"! an
e55ec"i0e logical
s"ruc"ure >!ic! !el-s
"!e reci-ien" "o no"ice
181
recen" jo/)
and ex-lana"ions 5or
o-inions and -lans) =
can narra"e a s"orD or
rela"e "!e -lo" o5 a
/ooE or 5ilm and
descri/e mD
reac"ions)
disad0an"ages o5
0arious o-"ions)
conclusion)
and remem/er
signi5ican" -oin"s)
Pri"ing
= can >ri"e a s!or",
sim-le -os"card, 5or
exam-le sending
!olidaD gree"ings) =
can 5ill in 5orms >i"!
-ersonal de"ails, 5or
exam-le en"ering
mD name,
na"ionali"D and
address on a !o"el
regis"ra"ion 5orm)
= can >ri"e s!or", sim-le
no"es and messages) =
can >ri"e a 0erD sim-le
-ersonal le""er, 5or
exam-le "!anEing
someone 5or some"!ing)
= can >ri"e sim-le
connec"ed "ex" on
"o-ics >!ic! are
5amiliar or o5
-ersonal in"eres") =
can >ri"e -ersonal
le""ers descri/ing
ex-eriences and
im-ressions)
= can >ri"e clear,
de"ailed "ex" on a >ide
range o5 su/jec"s
rela"ed "o mD
in"eres"s) = can >ri"e
an essaD or re-or",
-assing on
in5orma"ion or gi0ing
reasons in su--or" o5
or agains" a -ar"icular
-oin" o5 0ie>) = can
>ri"e le""ers
!ig!lig!"ing "!e
-ersonal signi5icance
o5 e0en"s and
ex-eriences)
in clear, >ell$
s"ruc"ured "ex",
ex-ressing -oin"s o5
0ie> a" some leng"!) =
can >ri"e a/ou"
com-lex su/jec"s in a
le""er, an essaD or a
re-or", underlining
>!a" = consider "o /e
"!e salien" issues) =
can selec" a s"Dle
a--ro-ria"e "o "!e
reader in mind)
= can >ri"e clear,
smoo"!lD$5lo>ing "ex" in
an a--ro-ria"e s"Dle) =
can >ri"e com-lex
le""ers, re-or"s or
ar"icles >!ic! -resen" a
case >i"! an e55ec"i0e
logical s"ruc"ure >!ic!
!el-s "!e reci-ien" "o
no"ice and remem/er
signi5ican" -oin"s) = can
>ri"e summaries and
re0ie>s o5 -ro5essional
or li"erarD >orEs)
+ro5icien" user 7le0els C1 and C28
Step 1/.- #ill in "!e c!ar" >i"! in5orma"ion a/ou" Doursel5 7 sel5$assessmen" grid8
%OTE Teac:er Competecies for Professioal De*elopmet CO''U"ITIES STR#"D
CORE
L"O<%ED$E
S#'P%E PR#CTICES
$OOD
7some o5
"!e "ime
AETTER
7mos" o5
"!e "ime8
ESE'P%#RK
7almos" all o5
"!e "ime8
I =o@ @a8s
to access ad
use t:e
laguage ad
its cultural
resources
)e8od t:e
sc:ool settig/
I:
O mo"i0a"e s"uden"s "o inde-enden"lD -ursue -ersonal
enric!men" ac"i0i"ies using "!e language 7e)g), "ra0el,
researc!, reading, ne">orEing8)
O -ro0ide ex-eriences and im-lemen"s learning ac"i0i"ies
>!erelanguage sEills are used 5or -ersonal enric!men"
7e)g), -ar"ici-a"ion in social, ci0ic, and 0oca"ional e0en"s8)
O !el- s"uden"s disco0er !o> "!e language and cul"ure
can /e used in 0arious careers and s!o>s s"uden"s >!ere
and !o> "!eD maD access "!is in5orma"ion 7e)g),
uses career si"ua"ions and /usiness li"era"ureA5orms in
classroom ac"i0i"ies8)
O assis" s"uden"s in 5inding a--lica"ions 5or "!e language in
jo/ se""ings 7e)g), in"erns!i- -rograms8)
O /ring local and area resources and resource -ersons in"o
"!e classroom "o ad0ise and in"eres" s"uden"s in
career a--lica"ions 5or language)
O encourage s"uden"s "o see "!emsel0es as >orld ci"i9ens
and !el-s "!em unders"and "!a" language -ro5iciencD is an
asse" "!a" >ill !el- "!em 5unc"ion success5ullD in "!e >orld
communi"D
I =o@ :o@
to use t:e
laguage for
lifelog
learigH
persoal
eric:metH ad
career
de*elopmet/
I:
O mo"i0a"e s"uden"s "o inde-enden"lD -ursue -ersonal
enric!men" ac"i0i"ies using "!e language 7e)g), "ra0el,
researc!, reading, ne">orEing8)
O -ro0ide ex-eriences and im-lemen"s learning ac"i0i"ies
>!erelanguage sEills are used 5or -ersonal enric!men"
7e)g), -ar"ici-a"ion in social, ci0ic, and a0oca"ional e0en"s8)
O !el- s"uden"s disco0er !o> "!e language and cul"ure
can /e used in 0arious careers and s!o>s s"uden"s >!ere
and !o> "!eD maD access "!is in5orma"ion 7e)g),
uses career si"ua"ions and /usiness li"era"ureA5orms in
classroom ac"i0i"ies8)
O assis" s"uden"s in 5inding a--lica"ions 5or "!e language in
jo/ se""ings 7e)g), in"erns!i- -rograms8)
O /ring local and area resources and resource -ersons in"o
"!e classroom "o ad0ise and in"eres" s"uden"s in
182
career a--lica"ions 5or language)
O encourage s"uden"s "o see "!emsel0es as >orld ci"i9ens
and !el-s "!em unders"and "!a" language -ro5iciencD is an
asse" "!a" >ill !el- "!em 5unc"ion success5ullD in "!e >orld
communi"D
#cti*it8 5: 'ar=ig scales
*ccording "o C2# "!ere are /asicallD "!ree >aDs in >!ic! descri-"ors can /e -resen"ed 5or use as
assessmen" cri"eria:
_ #irs"lD, descri-"ors can /e -resen"ed as a scale Q o5"en com/ining descri-"ors 5or di55eren"
ca"egories in"o one !olis"ic -aragra-! -er le0el) <!is is a 0erD common a--roac!)
_ @econdlD, "!eD can /e -resen"ed as a c,ec0list, usuallD >i"! one c!ecElis" -er rele0an"
le0el, o5"en >i"! descri-"ors grou-ed under !eadings, i)e) under ca"egories) C!ecElis"s are less usual
5or li0e assessmen")
_ <!irdlD, "!eD can /e -resen"ed as a grid o5 selec"ed ca"egories, in e55ec" as a se" o5 -arallel
scales 5or se-ara"e ca"egories) <!is a--roac! maEes i" -ossi/le "o gi0e a diagnos"ic
-ro5ile) Jo>e0er, "!ere are limi"s "o "!e num/er o5 ca"egories "!a" assessors can
co-e >i"!)
<!ere are ">o dis"inc"lD di55eren" >aDs in >!ic! one can -ro0ide a grid o5 su/$scales:
Proficiec8 Scale: /D -ro0iding a -ro5ile grid de5ining "!e rele0an" le0els 5or cer"ain ca"egories, 5or
exam-le 5rom ?e0els *2 "o B2) *ssessmen" is "!en made direc"lD on"o "!ose le0els, -ossi/lD using
5ur"!er re5inemen"s liEe a second digi" or -luses "o gi0e grea"er di55eren"ia"ion i5 desired) <!us e0en
"!oug! "!e -er5ormance "es" >as aimed a" ?e0el B1, and e0en i5 none o5 "!e learners !ad reac!ed
?e0el B2, i" >ould s"ill /e -ossi/le 5or s"ronger learners "o /e credi"ed >i"! B1f, B1ff
E;amiatio Ratig Scale: /D selec"ing or de5ining a descri-"or 5or eac! rele0an"
ca"egorD >!ic! descri/es "!e desired -ass s"andard or norm 5or a -ar"icular module or examina"ion 5or
"!a" ca"egorD) <!a" descri-"or is "!en named V+assC or V3C and "!e scale is norm$re5erenced around "!a"
s"andard 7a 0erD >eaE -er5ormance ^ V1C, an excellen" -er5ormance ^ V5C8)
<!e marEing o5 "es"s is no" di55icul" i5 s"uden"s onlD !a0e "o "icE /oxes or indi0idual >ords)
*ssessmen" /ecomes more com-lex >!en >e !a0e "o e0alua"e an in"egra"i0e "D-e o5 ac"i0i"D)
B/jec"i0e "es"s are easD "o assess) <!e -a-er can /e gi0en an o0erall score 7 10 or 100 or '5k,
e"cc8) *s 5or "!e su/jec"i0e "D-e o5 "es"ing assessors usuallD use marEing sc!emes >!ic! can maEe
e0alua"ion more o/jec"i0e)
M*R[=G @C*?2@ ?2<<2R@, @<BR=2@
'#RLS Tas=
#c:ie*emet
%aguage #ccurac8 Register ad
*oca)ular8
OrgaisatioH co:esioH la8out
9$10 $Co0erage o5 all
-oin"s reNuired
$<o"al rele0ance "o
"asE
$oA0erD 5e> grammar
errors
$oA0erD 5e> s-elling
errors
$Pide range o5 grammar
s"ruc"ure
$Pide range o5 0oca/ularD
$*--ro-ria"e regis"er
$FerD clear organi9a"ion
$ManD linEing de0ices
$#ullD correc" -aragra-!ing
$#ullD correc" laDou"
'$8 $Co0erage o5 all
-oin"s reNuired
$+ar"ial rele0ance
"o "asE
$5e> grammar errors
$5e> s-elling errors
$good range o5 grammar
s"ruc"ure
$Faried 0oca/ularD
$*--ro-ria"e regis"er
$FerD clear organi9a"ion
$2noug! linEing de0ices
$Mos"lD correc" -aragra-!ing
$Mos"lD correc" laDou"
5$6 $Co0erage o5 mos"
-oin"s reNuired
$@ome rele0ance "o
"asE
$@ome grammar errors
$@ome s-elling errors
$Good range o5 grammar
s"ruc"ure
$@ome>!a" 0aried
0oca/ularD
$Mos"lD a--ro-ria"e
regis"er
$clear organi9a"ion
some linEing de0ices
$mos"lD correc" -aragra-!ing
$mos"lD correc" laDou"
3$& $Co0erage o5 a 5e>
-oin"s reNuired
$?i""le rele0ance "o
"asE
$ManD grammar errors
$ManD s-elling errors
$?imi"ed range o5
grammar s"ruc"ure
$Basic 0oca/ularD
$Mos"lD a--ro-ria"e
regis"er
$1nclear organi9a"ion
$#e> linEing de0ices
$Mos"lD incorrec" -aragra-!ing
$Mos"lD incorrec" laDou"
1$2 $Co0erage o5 5e>
-oin"s reNuired
$Grammar errors
some"imes !inder
$Basic 0oca/ularD
$@ome"imes ina--ro-ria"e
$1nclear organi9a"ion
$FerD 5e> 7ina--ro-ria"e8 linEing de0ices
183
$FerD li""le
rele0ance "o "asE
communica"ion
$@-elling errors
some"imes !inder
communica"ion
$?imi"ed range o5
grammar s"ruc"ure
regis"er $=ncorrec" -aragra-!ing
$=ncorrec" laDou"
0 $Co0erage o5 5e>
-oin"s reNuired
$o rele0ance "o
"asE
$Grammar errors o5"en
!inder communica"ion
$@-elling errors o5"en
!inder communica"ion
$FerD limi"ed range o5
grammar s"ruc"ure
$Basic 0oca/ularD
$Mos"lD ina--ro-ria"e
regis"er
$<o"al lacE o5 organi9a"ion
$<o"al lacE o5 linEing de0ices
(OR'#%G I"(OR'#% %ETTER
#al8tical
criteria
6er8 good
.44-R4
$ood
M4-24
#deFuate
64-54
<ea=
14-04
Tas=
ac:ie*em
et
<!e le""er is com-le"elD
rele0an" "o "!e "asE, 5ullD
de0elo-ing all con"en"
-oin"sM "!e 5orma" o5 "!e
le""er is 5ullD o/ser0edM
"!e -ur-ose o5 "!e le""er is
clearlD and 5ullD ex-lainedM
"!e regis"er is a--ro-ria"e
"!roug!ou")
<!e le""er co0ers "!e
reNuiremen"s o5 "!e "asE /u"
"!e con"en" -oin"s could /e
more 5ullD ex"endedM "!e
5orma" o5 "!e le""er is
o/ser0edM "!e -ur-ose o5
"!e le""er is -resen"edM "!e
regis"er is a--ro-ria"e ,
al"!oug! minor
inconsis"encies are -ossi/le)
<!e le""er addresses "!e
reNuiremen"s o5 "!e "asE /u"
no" all con"en" -oin"s are
includedM "!e 5orma" maD /e
5aul"D a" "imesM "!e -ur-ose o5
"!e le""er is -resen"ed /u" i" is
no" 0erD clearM "!ere are
inconsis"encies in regis"er)
<!e le""er does no" co0er "!e
reNuiremen"s o5 "!e "asEM /ulle" -oin"s are
a""em-"ed /u" manD irrele0an" de"ails are
includedM "!e 5orma" is 5aul"DM "!e -ur-ose
5or >ri"ing is missingM "!ere are major
inconsis"encies in regis"er)
Orgai,at
io ad
co:esio
<!ere is a logical
-rogression "!roug!ou"M
"!e -aragra-!s are >ell
/uil", >ell ex"ended, "!e
"o-ic sen"ence is clearM a
>ide range o5 co!esi0e
de0ices is used
e55ec"i0elD)
<!ere is a logical
-rogression al"!oug! minor
inconsis"encies are -ossi/leM
"!e -aragra-!s are >ell /uil"
/u" could /e more ex"endedM
a range o5 co!esi0e de0ices
is used e55ec"i0elD)
<!e "ex" is generallD co!eren"
/u" "!e in"ernal organi9a"ion o5
some -aragra-!s maD /e
5aul"DM "!e "o-ic sen"ence is no"
al>aDs clear or maD /e
missingM co!esi0e de0ices are
used /u" some"imes "!eD are
no" accura"e)
<!ere is serious inconsis"encD in "!e
organi9a"ion o5 "!e "ex"M "!e seNuencing o5
ideas can /e 5ollo>ed >i"! di55icul"DM
-aragra-!ing maD /e missingM co!esi0e
de0ices are limi"ed or mos" o5 "!em are
5aul"D)
6oca)ular
8
* >ide range o5
0oca/ularD is used
a--ro-ria"elD and
accura"elDM -recise
meaning is con0eDedM
minor errors are rareM
s-elling is 0erD >ell
con"rolled)
* range o5 0oca/ularD is
used a--ro-ria"elD and
accura"elDM occasional errors
in >ord c!oiceA 5orma"ion
are -ossi/leM s-elling is >ell
con"rolled >i"! occasional
sli-s)
<!e range o5 0oca/ularD is
adeNua"eM errors in >ord
c!oiceA 5orma"ion are -resen"
>!en more so-!is"ica"ed i"ems
o5 0oca/ularD are a""em-"edM
s-elling can /e 5aul"D a" "imes)
* limi"ed range o5 0oca/ularD is -resen"M
less common i"ems o5 0oca/ularD are
rare and maD /e o5"en 5aul"DM s-elling
errors can maEe "ex" unders"anding
di55icul")
Structure
s
* >ide range o5
gramma"ical s"ruc"ures is
used accura"elD and
5lexi/lDM minor errors are
rareM -unc"ua"ion is 0erD
>ell con"rolled)
* range o5 gramma"ical
s"ruc"ures is used
accura"elD and >i"! some
5lexi/ili"DM occasional errors
are -ossi/leM -unc"ua"ion is
>ell con"rolled >i"!
occasional sli-s)
* mix o5 com-lex and sim-le
gramma"ical s"ruc"ures is
-resen"M errors are -resen"
>!en com-lex language is
a""em-"edM -unc"ua"ion can /e
5aul"D a" "imes)
* limi"ed range o5 gramma"ical s"ruc"ures
is -resen"M com-lex language is rare and
maD /e o5"en 5aul"DM -unc"ua"ion errors
can maEe "ex" unders"anding di55icul")
$eeral
effect
<!e in"eres" o5 "!e reader
is aroused and sus"ained
"!roug!ou")
<!e "ex" !as a good e55ec"
on "!e reader)
<!e e55ec" on "!e reader is
sa"is5ac"orD)
<!e "ex" !as no" a rele0an" e55ec" on "!e
reader)
<!e scales o5 descri-"ors maEe u- a conce-"ual grid >!ic! can /e used "o:
a8 rela"e na"ional and ins"i"u"ional 5rame>orEs "o eac! o"!er, "!roug! "!e medium o5
"!e Common #rame>orEM
/8 ma- "!e o/jec"i0es o5 -ar"icular examina"ions and course modules using "!e ca"egories
and le0els o5 "!e scales)
Spea=ig 5 #al8tical scales
.D Discourse maagemet 14 mar=s
$ rele0ance i5 ideas 10 marEs
$ co!erence and co!esion 10 marEs
184
$ "ime cons"rain"s 10 marEs
$ 5luencD 10 marEs
2D $rammatical resource 24 mar=s
$ accuracD 10 marEs
$ range o5 s"ruc"ures 10 marEs
0D 6oca)ular8 resource 24 mar=s
$ a--ro-riacD 10 marEs
$ range 10 marEs
&8 Prouciatio 24 mar=s
- -ronuncia"ion and in"ona"ion 10 marEs
$ s"ress and r!D"!m 10 marEs
Total .44 mar=s
Step 5/.- $<- (iscuss "!e issue o5 su/jec"i0i"D >!en i" comes "o marEing "es"s and s!o> !o> marEing
scales can sol0e "!is -ro/lem
#cti*it8 6: Samples of tests
#/ RECEPTI6E SLI%%S
Readig
Item .-o)9ecti*e-dual c:oice
T:eme-+u/lic domain
Competece- unders"anding reading
#cti*i8-reading 5or de"ailed unders"anding o5 "!e "ex"
%e*el A2
Read t:e te;t ad decide if t:e follo@ig setece is true CTD or false C(D/
(id Dou Eno> "!a" co55ee /eans are "!e seeds o5 a 5rui" similar "o a c!errDW (id Dou Eno> "!a"
mos" o5 "!e >orldCs co55ee is gro>n /D small$scale co55ee 5arming 5amiliesW Co55ee is ac"uallD "!e
>orldCs second mos" "raded commodi"D, "aEing a /acEsea" onlD "o -e"roleum, >i"! "!e co55ee marEe"
earning nearlD six"D /illion dollars annuallD)
Coffee is t:e first @orld\s traded product
Correct as@er 5(
Item 2 5semio)9ecti*e-matc:ig
T:eme$+ersonal domain
#cti*it8-Reading 5or de"ailed unders"anding o5 "!e "ex"
%e*el A2
Read t:e essa8 )elo@ ad t:e matc: t:e )egiig of eac: setece @it: its correspodig
edig:
<atc:ig T6 is m8 fa*ourite :o))8
Pa"c!ing <F -laDs an im-or"an" role in our dailD li0es) =n 5ac" i" is one o5 mD 5a0ori"e !o//ies) *lmos"
e0erD/odD >a"c!es <F some "ime e0erD daD maEing i" -er!a-s "!e mos" common !o//D in modern
socie"D) =" /rings us a lo" o5 /ene5i"s) Pa"c!ing <F can increase our Eno>ledge o5 "!e >orld, gi0es us
in5orma"ion "o im-ro0e our li0es and -ro0ides a lo" o5 5un) Pa"c!ing <F >idens our !ori9ons) <!ere are
numerous <F -rogrammes re-resen"ing all "!e >orld>ide a55airs) +eo-le learn manD "!ings "!roug!
<F suc! as economics, !is"orD, geogra-!D, and cul"ure) ManD <F -rograms -ro0ide "!e la"es" ne>s o5
domes"ic and in"erna"ional e0en"s) Pa"c!ing ne>s e0erD nig!" on <F is manD -eo-leCs mos" im-or"an"
rou"ine) #or exam-le, -eo-le >!o are li0ing in Canada /u" !a0e ne0er /een "o Mexico are a/le "o
Eno> a/ou" Mexican !is"orD, cul"ure and clima"e /D >a"c!ing a <F -rogramme called (isco0er Mexico)
=" is "!e same 5or o"!er coun"ries) = s"ill remem/er clearlD >!en = sa> *5rican "ri/es on "!e screen) =
>as 5ascina"ed /D "!e mar0ellous jungles, "!e color5ul >ea-ons, "!e 5ierce animals and "!e 5an"as"ic
>ild game
+aren"s saD "!a" "!ese Eids are couc! -o"a"oes and indi55eren" "o nearlD e0erD"!ing) #ind "!e rig!"
c!annels, and Dou >ill !a0e -rogrammes o5 educa"ion) =5 Dou are a conscien"ious s"uden", "!e <F >ill
/e a grea" aid "o Dou) Pa"c!ing <F is an indis-ensa/le !o//D 5or e0erD/odD) Moreo0er, 5or ge""ing !el-
185
and en"er"ainmen" -eo-le can "une in "o a -o-ular -rogramme called Bind (a"e, >!ic! !el-s -eo-le
5ind a girl5riend or /oD5riend) <odaD, manD c!ildren s-end "oo muc! "ime /e5ore "!e li""le screen,
ignoring "!eir s"udies, ou"door ac"i0i"ies and e0en "!eir 5amilies) Pa"c!ing <F !as /ecome -ar" o5 our
li0es) <F, as a con0enien" communica"ion "ool, is 0erD use5ul 5or us in manD areas) Farious
-rogrammes 5i" e0erDoneCs need, liEe cooEing and exercise "o Eee- "!e /odD 5i") earlD e0erD 5amilD
o>ns a <F and >a"c!es <F -rogrammes) Pe s!ould "eac! "!e Eids "o s-end "!eir "ime >iselD >i"!
o"!er !o//ies and ou"door ac"i0i"ies) o"!ing is more en"er"aining and relaxing 5or me "!an >a"c!ing
<F a5"er a >!ole daD o5 s"udD) <!ese Einds o5 -rogrammes al>aDs !el- us do /e""er in our dailD li0ing)
@ome o5 "!em "eac! us a/ou" suc! "!ings as !ome decora"ing, !ome reno0a"ing and car-en"rD )=" is
no" unusual "o see "!e -eo-le and -laces "o"allD di55eren" 5rom Dour o>n anDmore /ecause -eo-le can
see "!ese "!ings "!roug! <F)
1)<!e mos" common !o//D in our socie"D is a8 suc! as economics, !is"orD, geogra-!D
2) Pa"c!ing <F can increase /8 our Eno>ledge o5 "!e >orld
3) +eo-le learn manD "!ings c8 >a"c!ing <F
&) +eo-le >!o are li0ing in Canada /u" !a0e ne0er
/een "o Mexico
d8 and indi55eren" "o nearlD e0erD"!ing
5)+aren"s saD "!a" "!ese Eids are couc! -o"a"oes e8 ignoring "!eir s"udies, ou"door ac"i0i"ies
and 5amilies
6)<odaD manD c!ildren s-end "oo muc! "ime /e5ore "!e
li""le screen
58 !ome decora"ing , !ome reno0a"ing and car-en"rD
')@ome o5 "!e -rogrammes "eac! us a/ou" g8 are a/le "o Eno> a/ou" Mexican !is"orD, cul"ure and
clima"e
./TTTTT2/TTTTT0/TTTTTT1/TTTTTT5/TTTTTT6/TTTTTTT2/TTTTTT
#s@er =e8 : 1c 2/ 3a &g 5d 6e '5
Item 0/
T:eme-+u/lic domain
#cti*it8-Reading 5or gis"
%e*el A2
Read t:e article a)out air pollutio ad c:oose t:e most suita)le :eadig from t:e list #-( for
eac: partC.-5D of t:e te;t/ T:ere is oe e;tra :eadig @:ic: 8ou do ot eed to use/ T:ere is a
e;ample at t:e )egiig:
*) una0oida/le causes
B) "!e real "!rea"
C) excessi0elD -ollu"ed -laces
() unseen -oison
2) -ollu"ion caused /D !uman ac"i0i"D
#) !armless -ollu"ion
#ir pollutio
./ D
<!ere are manD di55eren" c!emical su/s"ances "!a" con"ri/u"e "o air -ollu"ion) <!ese c!emicals come
5rom a 0arie"D o5 sources) *mong "!e manD "D-es o5 air -ollu"an"s are ni"rogen oxides, car/on
monoxides, and organic com-ounds "!a" can e0a-ora"e and en"er "!e a"mos-!ere)
2/
*ir -ollu"an"s !a0e sources "!a" are /o"! na"ural and !uman) #ores" 5ires, 0olcanic eru-"ions, >ind
erosion, -ollen dis-ersal, e0a-ora"ion o5 organic com-ounds, and na"ural radioac"i0i"D are all among
"!e na"ural causes o5 air -ollu"ion)
0/
186
1suallD, na"ural air -ollu"ion does no" occur in a/undance in -ar"icular loca"ions) <!e -ollu"ion is
s-read around "!roug!ou" "!e >orld, and as a resul", -oses li""le "!rea" "o "!e !eal"! o5 -eo-le and
ecosDs"ems)
1/
<!oug! some -ollu"ion comes 5rom "!ese na"ural sources, mos" -ollu"ion is "!e resul" o5 !uman
ac"i0i"D) <!e /igges" causes are "!e o-era"ion o5 5ossil 5uel$/urning -o>er -lan"s and au"omo/iles "!a"
com/us" 5uel) Com/ined, "!ese ">o sources are res-onsi/le 5or a/ou" 90k o5 all air -ollu"ion in "!e
1ni"ed @"a"es)
5/
@ome ci"ies su55er se0erelD /ecause o5 !ea0D indus"rial use o5 c!emicals "!a" cause air -ollu"ion)
+laces liEe Mexico Ci"D and @ao +aulo !a0e some o5 "!e mos" deadlD -ollu"ion le0els in "!e >orld)
#s@er =e8
.D 1A 5C 2# 0(
A/ PRODUCTI6E SLI%%S
./ Spea=ig
Item .-su)9ecti*e
T:eme-+ersonal domain
Competece- oral -roduc"ion
Specific competece-descri/ing e0en"s
%e*el #2
Xou a""ended a rela"i0eCs >edding) (escri/e Dour ex-erience) Re5er "o:
0 >!a" "!e a"mos-!ere >as liEe
0 >!o Dou me" "!ere
0 >!a" "!e /ride and groom looEed liEe
0 >!a" Dou did "!ere
#ssessmet form for oral presetatios
Poor #*erage E;cellet
./ Discourse maagemet
Rele0ance o5 ideas 1 5 6 2 M R .4
Co!erence and co!esion 1 5 6 2 M R .4
<ime cons"rain"s 1 5 6 2 M R .4
#luencD 1 5 6 2 M R .4
2/ $rammatical resource
*ccuracD 1 5 6 2 M R .4
range o5 s"ruc"ures 1 5 6 2 M R .4
0/ 6oca)ular8 resource
*--ro-riacD 1 5 6 2 M R .4
Range 1 5 6 2 M R .4
1/ Prouciatio
+ronuncia"ion and in"ona"ion 1 5 6 2 M R .4
@"ress and r!D"!m 1 5 6 2 M R .4
2/ <ritig
Item 2-structured essa8
T:eme--ersonal domain
Competece->ri""en -roduc"ion$-ersonal le""es
Specific competece-descri/ing e0en"s
%e*el-A.
<rite a letter to a pefried descri)ig a )irt:da8 C.54 @ordsG.5 liesD/ Use t:e follo@ig pla/
+aragra-! 1: -eo-le >!o came L names, -resen"s "!eD /roug!"M +aragra-! 2: descri/e "!eir clo"!esM
+aragra-! 3: >!a" Dou did and a"eM +aragra-! &: Dour im-ression)
'ar=ig scale
$"asE ac!ie0emen"
$ grammar accuracD
187
$ range o5 0oca/ularD
$ organisa"ion, laDou", co!esion
$ regis"er, s"Dle
C/$R#''#TIC#% CO'PETE"CE
Item .-semio)9ecti*e
Competece-using language s"ruc"ures correc"lD
%e*el-A2
Complete t:e seteces usig t:e @ord i )old/ Use t@o to fi*e @ords/
%us" a5"er !e le5", !e reali9ed !e !ad le5" "!e documen"s /e!ind)
t:a occcccccccc)!e reali9ed !e !ad le5" "!e documen"s /e!ind)
#s@er =e8- o sooner !ad !e le5" "!an !e reali9ed !e !ad le5" "!e documen"s /e!ind)
Item 2-semio)9ecti*e
Competece-using language s"ruc"ures correc"lDM reading com-re!ension
%e*el A.
Read t:e te;t )elo@ ad fill i t:e @ord @:ic: )est fits eac: space/ Use ol8 oe @ord i eac:
space)
<!e !ome is no" onlD a s!el"er "o Dou and Dour 5amilD /u" "o Dour -e"s as 1)TTTTTTT =" is no" a
sur-rise "!a" mos" !ome o>ners >ould -ro0ide s-ecial s"ruc"ures or -ro0isions 5or "!eir /elo0ed
animals in and 2TTTTTTTTT"!e !ouse) #or dogs exam-le, "!eir o>ners >ould /uild a dog !ouse
accordinglD) <!e "inD !ouse !as "!e rig!" insula"ion and co0er "o Eee- "!e dog >arm and sa5e >!en
"!eD 3TTTTTTTTTa -lace "o slee-) @ome"imes, "!ere is e0en a cus!ioned slee-ing /asEe" inside 5or
"!e dog "o lie do>n and ser0e as "!eir /ed) *l"!oug! mos" dogs &TTTTTTTTTT -re5er "o slee- inside
"!e !ouse i"sel5, "!ere are "imes >!en "!eD need "o /e "rained "o s"aD in "!eir dog !ouse) @ome o>ners
e0en maEe i" as a conseNuence "o slee- ou"side 5or /ad /e!a0ior -er5ormed /D "!e dog) Bu" "!is is no"
a" all "!a" !ars! as -ro-er 0en"ila"ion and insula"ion Eee-s "!e -e" com5or"a/le 5TTTTTTTTTTTTcold or
!o" nig!"s) <!is also "eac!es "!e dog in /e!a0ing in good conduc" "o su55er 5rom a 5ar less com5or"a/le
res"ing -lace)
#s@er =e8
1) >ell 2) ou"side 3) need &) >ould 5) during
Item 0-o)9ecti*e
Competece-using language s"ruc"ures correc"lD
%e*el #2
Circle t:e correct as@er C#H AH CH DD
#s soo as 7arr8 ]]]]]// Auc:arest :e @as called )ac= to Rome/
#/ is reac!ing A/ reac! C/ >ill reac! D/ reac!ed
#s@er =e8 (
Refereces
C@ #ldersoH J/ C/ 720008 8ssessing &eading) Cam/ridge ?anguage *ssessmen" @eries)
Cam/ridge:Cam/ridge 1ni0ersi"D +ress
I@ Co:eH #/ D) 7199&a8) *ssessing language a/ili"D in "!e classroom) 2nd 2di"ion) Bos"on:
e>/urD JouseAJeinle \ Jeinle)
K@ 7amp-%8osH %/H CodoH </H I (arrH ') 72ds)8, 720008) *ssessing "!e -or"5olio : +rinci-les
5or -rac"ice, "!eorD, and researc! 7>ri""en language8) CressEill, %: Jam-"on +ress)
E@ 'a=iH Pegg8 %/ 200&) 8ssessing for learning 5uilding a sustainable commitment across t,e
institution) @"erling, F*: @"Dlus)
$ +rimarilD ins"i"u"ion$le0el and -rogram$le0el assessmen"
- Hultilingual #lossar7 of 'anguage !esting !erms -CDDR1@ %dited b7 8'!% members
$ Middle @"a"es Commission on Jig!er 2duca"ion) 2003) (tudent learning assessment Mptions
and resources) +!iladel-!ia: Middle @"a"es Commission on Jig!er 2duca"ion
188

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