ANGOL VMT

1. Teaching vocabulary (types of vocabulary items; presenting meaning, remembering words,

vocabulary testing
techniques)
2. Teaching reading (the nature of reading; bottom-up and top-dow reading, scanning and
skimming, types of prereading, during reading and post-reading activities, improving reading,
dyslexia)
3. Teaching writing (characteristics of written discourse, writing as a means or as an end, process
writing, giving
feedback on writing
4. Teaching listening (characteristics of real life listening situations, learner difficulties in listening,
short, long and
extended listening activities,
5. Teaching speaking (characteristics of successful speaking activities, problems with speaking
activities, topic and
task-based activities, role-plays and dialugues
6. Correction (types of mistakes, correcting oral and written language, the psychology of correction)
7. Classroom interaction (interaction patterns, effective questioning, the advantages and
disadvantages of friontal
work, group work, pair work, cooperative learning etc., teaching large classes)
8. Grammar (what is grammar, grammatical terms, presenting and explaining grammar, types of
grammar practice:
from accuracy to fluency)
9. Motivation - age (different types of motivation, different techniques of raising learner interest,
characteristics of
young learners, critical period hypothesis)
10. Warm-up activities (different types of activities and their purposes)
11. Storytelling (integrating literature into EFL teaching, types of literature, advantages and
disadvantages of using
stories, characteristics of a good storyteller)
12. Lesson planning (what does lesson planning involve, lesson components, instructions, syllabus,
curriculum,
materials)
13. Blackboard management, visual aids (DOs and DON'Ts, using pictures, flashcards, maps, realia,
computers,
video/DVD etc.)
1. Teaching vocabulary
Vocabulary: The words we teach in the foreign language. However a new item of vocabulary maybe
more than a
single word. For example: post office which is made up of two words but express a single idea. There
are also multiword idioms such as call it a day.
 synonyms: items that mean the same, or nearly the same (clever, smart)
 antonyms: items that mean the opposite (rich-poor)
Ways of presenting the meaning of new items
 concise, definiton as in a dictionary
 detailed description (appearance, qualities)
 synonyms, opposites, translation, associated
ideas
 examples
 illustration (picture, object)
 demonstration (acting, mime)
 context (story in which the item occurs)
Remembering vocabulary
There are various reasons why we remember some words better than others: the nature of the
words themselves.
Under what circumstances they are learnt, the method of theaching and so on.
 Better results: 1. Words have clear, easily meanings 2. items can be linked with each other 3.
personal or
emotive significance (mum, dad) 4. words at the beginning of the lesson or list.
Activities
 Brainstorming -> „sun-ray” effect. Mainly for revising words, but we can use for introducing a
new ones ->
new poem or literature
 Prefix in the centre -> Class have to think of words that begin with it. (apple_____)
Testing vocabulary
There are many different types of vocabulary – testing technques. Some are written out as they
would be presented
to the learners, other are described.
If the answers are clear, very
Multiple-choice quick and easy to mark. Who
doesn’t know-> guessing
Quicker and easier. The last
Matching option if the learner all others
right – becomes obvious
Odd one out Only meaning is being tested
Writing sentences
If learners can recognise and
spell an item correctly ->
Dictation
probably also know the
meaning
Gap-filling
Translation Can test all aspects of an item
Tests meaning only, buti t
Sentence-completion personalized and interesting to
do
2. Teaching reading
Reading: mean reading and understanding. A foreign language learner who says „I can read the
words but I don’t
know what they mean” is not reading in this sence.
The nature of reading
 Perceive and decode letters in order to read words -> understand all the words in order -> fitting
general
„visual shape” into a sence context.
 Amount of text and the speed of reading: number of sense unit.
 Learner: different alphabet, new symbols -> reading only after some basic knowledge of the spoken
language. 1. Single letters, phonetics. Alphabetic order -> when dictionary will be used
Activities
Conventional type of reading activity -> text followed by comprehension questions.
Motivation to read: guessing the answers before reading
own questions (tell the topic of the text->What do they want to find out/the text will say?)
matching titles with different newspaper articles or stories
1. Pre-question, 2. Do it yourself question, 3. Provide a title, 4. Summarize, 5. Continue, 6. Preface, 7.
Gapped text,
8. Mistakes in the text, 9. Comparison, 10. Responding, 11. Re-presentation of content
Improving reading skills
Improve reading speed -> training
Provide oppurtunities to do as much reading as possible (fast, slow, skimming, scanning)
Aim: automatization of recognation of common words
 Recommendations: 1. interesting tasks before reading, 2. lot of succesful reading experience, 3.
most of
vocabulary is familiar to the students, 4. practice in different kind of reading, 5. manage without
understanding every word: by the use of scanning test, 6. don’t just test understanding of trivial
details
Tasks
1. Matching small and capital letters. 2. Which letter begins wihich word? 3. Under each picture is a
se of letters.
Cross out what we can’t hear. 4. Copy out any words that you can read and understand. 5. Copy out
the names of
animals. 6. Which words go together? Copy out in pairs. (synonyms, antonyms) 7. Copy out only the
sentences that
are elevant to the picture.
Dyslexia: It’s a learning disabilty that manifest itself as a difficulty with reading, decoding,
comprehension or reading
fluency. It’s not an intellectual disability. 5%-17% of the population have this. -> Signs and symptoms.
Skimming: is used to quick identify the main ideas of a text. When you read a newspaper, you’re
scanning the text.
you’re scanning the text. Skimming is done at a speed 3 to 4 times faster than normal reading. People
often skim
when they have lots of material to read in a limited amount of time. Use skimming when you want to
see if an article
may be of interest in your research. Skimming works well to find dates, names and places.
Scanning: is a technique you often use when looking up a word in the telephone book or dictionary.
You search for
key words or ideas. In most cases, you know what you’re looking for, so you’re concentrating on
finding a particular
answer.
Pre-reading activities: prepare the students for reading text. They help the students gain an idea of
what the text
will be about and this increases their motivation to read.
While-reading activities: improve their ability to understand the text.
Post-reading activities: help students analyse what they have read.
Top down: We prepare the reading with a talk. Everybody knows what’s the story about. It’s a global
approach.
Bottom up: there isn’t any introduction. This method is interested in details. It is necessary to apply
the two
methods together.
3. Teaching writing
Handwriting: Students with different orthography -> difficulties with forming English letters ->
special training ->
involve practise the letters. Personal issue, but learn exactly the same style.
Spelling: Difficult -> correspodence between the sound and spelling. Single sound may have different
spellings (poor,
pour) and the same spelling may have different sounds (or, word) -> help: focus on particular variety
of English,
dictionary entries which show such differences.
Layout and puctuation: Different writing communities -> different puctuations and layout
conventions in
communication (letters, reports, publicity) -> easily seen -> direct speech, comma using (full stops,
overuse).
Different genres of writing -> business and personal letters, e-mails.
Process and product: We can focus on the product of that writing skills or the writing itself. Process
approach aim ->
to get to the heart of the various skills that should be employed when writing.
 The stages of writing a text: 1. Note various ideas 2. Select the best idea. 3. Rough version 4.
Check language
use, punctuation, spelling, unnecesary repetition/words. 5. Decide on the information for each
paragraph
and the order the paragraphs should go in. 6. Clean copy of the corrected version.
Feedback on written work: depend on the kind of writing task: undertaken exercises, workbook
exercises (right,
wrong), more creative or communicative writing (letters, reports, stories) -> clearly demonstrate our
interests.
Written feedback techniques
 Responding -> we say how text appears to us and how succesful we think it hass been and how it
could be
improved. Draft -> takes time, but more useful -> covered in correctiona marks. Final written product
-> say
what we liked, how we felt about the text and waht they might do next time. Another way ->
alternative
ways of writing through reformulation.
 Coding -> in the body of the writing itself, or in the margin -> easier. S,W,O, T, WF -> mark the
place, make
sure that students know the code and symbolls.
4. Teaching listening
Characteristics of real life listening situations
interview, instructions, radio news, shopping, telephone chat, story telling
 Informal spoken discourse: most of the spoken language -> informal and spontaneous. Various
interesting
features: 1. Brevity of chunks, 2. Pronunciation, 3. Vocabulary, 4. Grammar, 5. Noice, 6. Redundancy
7. nonrepetition
 Listener expectation and purpose: Listener almost always know something who is speaking or the
basic
topic. Linked to this is her/his purpose.
 Looking as well as listening: Small proportion of listening is done „blind” (telephone, radio).
Normally -> we
have something to look at that is linked to what is being said: usually the speaker, other visual stimuli
(map,
object)
 Ongoing purpseful listener response: Listener usually responding, rarely at the end. The
responses
moreover are normally directly related to the listening purpose, and are only occassionally a simple
demonstration of comprehension.
 Speaker attention: Usually directs his/her speech at the listenere, ofter responds, verbal and
nonverbal
reactions, changing or adapting the discourse.
Learner difficulties in listening
1. Trouble catching the actual sound. 2. have to understand every word, if miss something -> worry,
stress.
3. Understand -> Slowly, clearly, can’t understand -> fast, natural native- sounding speach. 4. need to
hear things
more than once. 5. „keep up” with all information, and cannot thing ahead or predict. 6. Listening
goes on a long
time -> tired -> more and more difficult to concentrate.
Short, long and extended listening activites
No overt response: Stories, songs, entertainment (film, theatre, video), Short responses: Obeying
instrudtions,
True/false, Detecting mistakes, Guessing definitions. Longer responses: answering questions,
Summarizing, Long
gap-filling. Extended responses: Problem solving, Interpretation
5. teaching speaking
Characteristics of succesful speaking activity: 1. Learners talk a lot, 2. Participation is even, 3.
Motivation is high,
4. Language is of an acceptable level.
Problems with speaking activities
1. Inhibition, 2. Nothing to say, 3. Low or uneven participation, 4. Mother-tangue use
 Teacher can help: 1. Use group work, 2. Base the activity on easy language, 3. Make a careful
choice of topic
and task to stimulate interest. 4. Give some instruction or training in discussion skills. 5. Keep student
speaking the target language.
Topic and task-based activities
 Topic: Participants to talk about a subject. A good topic is one to which learners can relate using
ideas from
their own experience and knowledge. A topic-centred discussion can be done as a formal debate,
where
motion is proposed and opposed by prepared speakers, discussed further by members of the group,
and
finally voted on by all.
 Task: A task is essentially goal-oriented: it requires the group, or pair, to achieve an objective that
is usually
expressed by an observable result, such as brief notes or lists. For example: Match the words! A task
is often
enhanced if there is some kind of visual focus to based the talking on: picture, for example.
Discussion activities
1. Describing picture, 2. Picture differences, 3. Things is common, 4. Shopping list, 5. Solving problem
Different kinds of interactions
Interactional talk (learning conventional formuale: how to greet, aplogize)
Long turns (telling stories, jokes, describing a person or place in detail, lof of film, play, book)
Varied situations (feelings relationships) (role play)
Role play and related techniques
1. Dialogues, 2. Plays, 3. Simulations, 4. Role play
6. Correction
What is feedback? -> information for the student from the teacher.
 Assesment: The learner is simply informal how well or badly he or she performanced. Example: A
percentage grade on an exam.
 Correction: Some specific information is provided on aspects of the pearner’s performance. ->
1. Through explanation, 2. Provision of better or other alternatives, 3. did right/wrong -> why?
 The relationship between assesment and correction (assesment without correcting…)
 Assesment -> audio-lingualism, Humanistic metholodgies, Skill theory
 Correction -> audio- lingualism, cognitive code learning, Interlanguage, Communicative approach,
Monitor
theory
Assesment
 Evalution is important -> formative, summative
 Gathering information -> tests, other (teacher assesment, continous assesment, self assesment,
portfolio)
 Criteria -> Criterion referenced, Norm-referenced, Individual- referenced
 Assesment grades -> letters/words/phrases, profiles
Correcting mistake in oral work
 In some situation, the teacher doesn’t correct.
 Techniques of oral correction: 1. Preparation, 2. Observation, 3. Interview, 4. Summary and
conclusion
 Encouraging, tactful correction. Teacher’s sensitivity.
Written feedback (Written work -> written compositons, grammar, vocabulary, comprehension)
 Correcting written work -> 1. Reading, 2. Giving feedback, 3. Reflection
Clarifying personal attitudes
It focuses particulary ont he feelings and relationships which mabe affected by the giving and getting
of feedback ->
Task: agree or disagree
The value of assesment and correction for learner
 in general, bot positive and negative assesment should as honestly as possible
 the warm solidarity is very important, so that learners feel that the teacher’s motive is honestly to
promote
theri learning, not to put down.
7. Classroom interacitons
Interaction patterns: Different student learn in different way. Some learn best by listening,
repetition, actively
speaking, learning grammar. -> Teacher mustn’t use the same techniques -> variety of activities and
techniques.
 Needs a clear idea of: stage, skills, the learning value, level
 Learning activities: listening to a text, reading aloud, silent reading, repetation drill, substitution
drills,
question/answer practice, guessing games, role play, etc.
 Types of interactions: T->C, T->S, S->T, S->S, S->S S->S
Effective questioning- strategies: Not enough to know the questions, we have to organize. There
are many different
way -> questioning strategies -> 1. Call out, 2. pauses, 3. choose 4. raise their hands
The advantages and disadvantages of group work, pairwork, frontal work.
 Advantages: 1. more language practice, 2. students are more involved, 3. students feel secure. 4.
Students
help each other.
 Disadvantages: 1. Noise, 2. Students make mistakes, 3. Difficult to control class -> clear
instructions
Cooperative learning: is an educational approach which aims to organize classroom activities into
academic and
spedial learning experiences. Students must work in groups to complete tasks collectively toward
academic goals.
Cooperatively can capitalize on one another’s resources and skills -> everyone succeeds when the
group succeeds.
Teacher’ role changes.
 Types: 1. Formal, 2. Informal, 3. Base group learning
Teaching large classes -> Very difficult -> encouraging participation, involve
 1. perception of faculty authority, 2. perceptions of the instructor, 3. fears of peer judgment
 Many students feel that the isntructor is the source of knowledge -> sit silently -> content centered,
not
teacher centered -> practice skills
8. Grammar
What is grammar? Grammar is a set of rules that define how words (or parts of words) are
combined or changed to
from acceptable units of meaning within language.
Grammatical terms: have an own fingertips the various common terms
Units of language: sentence, clause, phrase, word, morpheme
Parts of the senence -> subject, verb, objec, complement, adverbial
Presenting and explaining grammar
Difficult to present and explaing gramatical structure
 To understand yoruself what is involved in „knowing” the structure, and in particular what is likely
to cause
difficulties to the learner.
 How to present examples and formulate explanations that will clearly convey the necesarry
information.
Presentation -> clear, simple, accurate, helpful -> simple <-> accurate
Types of grammar practice: fom accuracy to fluency
Type 1: Awareness,
Type 2: Controlled drills
Type 3: Meaningful drills
Type 4: Guided, meaningful practice
Type 5: (Structure based) free sentence composition
Type 6: (Structure based) discourse composition
Type 7: Free discourse
9. Motivation
What is motivation -> Many people know motivation as the driving force behind an action.
Motivation is the
activation or energization of goal-oriented behavior. Various parameters -> beginner, intermediat…
children or adult,
enviroment…
Different types of motivation: Intrinsic/Extrinsic; Global/Situational/Task
What difference does age make to language learning?
1. Young children learn languages better. 2. Foreign language learning in school should start early.
(critical period)
3. Children and adult learn languages the same way 4. Adults have a longer contrentation span 5. It is
easier to
motivate children.
Characteristics of young learners
 enthusiastic, curious, outspoken, imaginative and creative, active and like to move around,
interested in
exploration, learn by doing/hands-on experience, holistic, natural learners searching for maningful
messages
 positive task orientation, ego-involvement, need for achievment, high aspirations, goal orientation,
perseverance,
Different techniques of raising interest
Succes and its rewards, Failure and its penalties, Authoritative demands, Tests, Competetion,
Pictures/Stories/Game
Ways of arousing interest in tasks
Clear goals, Varied topics and tasks, Visuals, Tension and challenge: games, Entertainment, Play-
activity, Information
gap, Personalization, Open-ended cues
10. Warm- up activities
The lesson structure
 45 minutes -> Lesson begins with „Warm- up” activity -> no significant challenge -> put the class in
an English
frame-of-mind.
 Warm up -> help learners put aside daily distractions and focus on English, encourage whole-group
participation -> build sense of community.
 Short activities at the start of the lesson are very important.
o 1. They set the tone for the lesson. 2. They get students to begin thinking in and focusing English.
3. They provide a transition into the topic. 4. asses ability and character
Different types
mixed letters
bingo
crossword
memory game
Who I am?
Activity
warm/cold game
20 question
Can’t say yes or No
Fact or fiction
Draw the picture
Jeopardy
Hot Seat
Broken telephone
Speculation
11. Storytelling
Why use stories and picture books?
Children love stories, motivate the children to learning, opportunity for language input, language in
context,
opportunity for cultural input, we help the pupils to develop listening skills and creative skills, help to
develope them
into good readers, stories make it easier for children to understand the new language, stories help to
us to teach a
new topic, a new word or a new grammar.
Visual back-up
Pictures -> focus on the language -> help them to guess the meaning of unfamiliar words. Small
group -> picture
book -> use mime, flashcards, overhead, projector
Characteristics of good storyteller
 sounds support -> changed voiced and add swishes, sighs, coughs, laughs
 good perform skill, pronunciation, empathize to the story
 Children have to hear and read again and again -> important to identify the characters -> pictures
or play the
story
 The telling for stories requires an intimate atmosphere -> activate children -> holding pictures,
giving TPR,
imitating animal sounds, masks
Activities
1. Drawing and colouring
2. Put pictures into the correct order
3. Miming, role-play, making masks/puppets
4. Change/add to the story and create new endings
5. Sing a song, find a game, rhyme or poem
6. Pupils can make cards, post
Types of literature for children: Rhymes, poems, tales: fairy tales, lullabies, short novels for
12. Lesson planning
What does lesson planning involve, lesson components
Lesson -> type of organized social event that occurs in virtually all cultures. Different places -> vary in
topic, time,
place, atmosphere, metholody, materials -> main objective -> involve participation of learners and
teachers
Teaching/learning tasks and topics -> basis of different components -> presentation new material,
practice activities
or tests, accurate reception or production of the language’s pronunciation, vocabulary or grammar,
more oriented
works -> discoussing, writing, essays
Lesson preparation
1. Start days or weeks advance
2. Brief notes -> what I wanted to do, page numbers, specific language items, cues, questions, activity
for extra time
3. Teaching objectives
4. Keep notes for a while -> remembering, re-use
Practical lesson managment Varying lesson components
1. Prepare more than you need Ways of varying lesson: tempo, organization, mode and skill
2. Notes -> sacrificing difficulty, topic, mood, Active-passive
3. watch the clock Guidelines for ordering components of a lesson:
4. Homework giving important harder task earlier, quiter activities before, think about
5. Big class, lots of paper-> not alone transitions, pull the class together from the beginning/end
6. Group work -> clear instructions end on positive note
Evaluting lesson effectiveness -> important, criterias
Curriculum: In formal education or schooling education, a curriculum is the set of courses, course
work, and content
offered at a school or university. Curriculum is all the planned, guided and implemented learning that
occurs in a
school. A curriculum may be partly or entirely determined by an external, authoritative body.
Curriculum means two things:
 the range of courses from which students choose what subject matters to study
 a specific learning program -> the curriculum collectively describes the teaching, learning, and
assessment
materials available for a given course of study.
Spiral/tycoil curriculum
Syllabus
Characteristics of a syllabus
1. Consist of a comprehensive list of content (words, structures)/ process (taskas, methods) items.
2. Is ordered (easier, more essential, items first). 3. Has explicit objectives (usually expressed in
introduction)
4. Public document 5. May indicate a time shedule 6. May indicate a preffered metholody or
approach
7. May reccomend materials
Types of syllabuses
grammatical
lexical
grammatical lexical
topic-based
notional
functional- notional
mixed or „multi-strand”
procedural
process
sitational
Materials
Coursebook
 Good points: framework, syllabus, ready-made texts and tasks, economy, convenience, guidance,
autonomy
 Bad points: inadequancy, irrelevance, lack of interest, limitation, homogenety, over-easiness
Worksheets/workcards ->teacher-made materials
Supplementary materials: computers, books, overhead projectors, video equipment, audio
equipment, posters,
pictures, games
13. Blackboard managment, visual aids
Using blackboard -> one of the most usefull of all visual aids. Can be used for example: presenting
new words,
showing spelling, giving a model for handwriting
 Writing on: write clearly, large enough, straight line, not hide the board, talk as you write,
underlining the
important features, using different coloured chalk, by drawing arrows/numbers. Bad <-> good
boardplan
 Structure tables: good ways of showing the different focus of a structure is by means of the table.
Copy,
write own it, can be write before the lesson, practice read out, write sentences
 Promts for practice: on the board: ------> Students make sentences from the table ask and answers
questions
based on the table, make similiar sentences about themeselves
 Drawings -> simple, most important details, quickly and talk while drawing.
 Simple blackboard drawings: faces, stick, figures, places, vehicles
Visual aids
Showing visuals focusses attention on meaning, and helps to make the language used in the class
more real and
alive. Having something to look at keeps the students attention -> more interesting. Visuals can be
used at any stage
of the lesson.
Visual aids
 The teacher themselves
 The blackboard
 Real objects (relia) -> no special preparation or materials. Teaching vocabulary, colour,
prepositions…
 Flashcards -> very simple pictures -> single object/action. Use for question, answers, tenses,
dialogues,
memory tester. Buy/make them yourself/students. Good flashcards…
 Pictures and charts -> complex visual information. Telling a story, daily routin, tenses. Large sheet
of paper
or card. Using charts with a reading text. Displaying charts.
 Others