module 5 planning of the english language teaching-learning process

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UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career giving examples of their use. Developing your own understanding of language There are a number of books for teachers which aim to increase our language awareness (our understanding of how language works) and our awareness of how to teach language. They often include tasks that we can do by ourselves or with a colleague and detailed explanations and comments as well as answers. Anticipating learners’ difficulties Reference materials about learners' errors can help us anticipate particular language problems that our learners might have. Many difficulties with vocabulary or grammar are the result of interference from LI. Books or articles about specific differences between the learner's LI and English can help to explain these problems. Looking for new approaches to teaching lessons and new classroom activities If we are looking for new approaches or activities, or if we want to give our learners something different from their coursebook, there is a wide range of supplementary materials (i.e. materials you can use in addition to or instead of your coursebook), focusing on grammar, vocabulary and particular skills. There are also very many teacher's resource books with ideas and materials for all kinds of lessons. Some of these provide a wide range of activities for extra grammar or communicative practice, for example, while others focus on a particular type of classroom activity, such as dictation or storytelling. Most of these books have very dear indexes, giving information about timing, preparation, level, etc. There is also a growing number of free websites with articles for teachers on different teaching topics. Finding out how to use the material in your coursebook Teacher's books provide suggestions about how to use the material in the coursebook. Even if the lesson planning ideas in the teacher's book do not suit a particular teaching situation, it is still useful to look at these suggestions, as it may be possible to adapt them. Some teacher's books include different possible ways of planning a lesson, as well as explanations of answers to exercises and extra resources (i.e. things teachers can use to support their teaching in the classroom), such as homework tasks and activities for further practice. Getting advice about particular lessons or teaching materials Colleagues who have taught at the same level or used the same teaching materials may be able to offer useful advice. As with the suggestions in teacher's books, a colleague's approach may not suit us, but may help us to think about our own planning. Key concepts and the language teaching classroom Some grammar books and dictionaries may contain dearer explanations or [Escribir texto] Página 76
UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career examples. So when checking a language item, we should try to look at more than one reference resource. Language changes, as new words appear and people stop using some older words. Grammatical usage, too, changes slowly over time. One way to keep up to date is to use the most recently published grammar books and dictionaries. Dictionaries on CD-ROM have many extra features, such as practice activities, We can learn a great deal from other teachers' experiences. Many teachers' magazines include regular articles by teachers describing successful lessons they have taught. It may be easier to visit websites than to find the books and articles we need. There are many sites on the Internet where we can find free resources such as lesson plans, worksheets (pages with tasks and exercises on them that a teacher gives to learners during a lesson) and ideas for teaching. Some sites also offer simple programs for making classroom resources, such as crosswords and gap-fill exercises. The best way to find these materials is to visit one of the sites that has lists of links to useful teaching resources on the Internet. FOLLOW-UP ACTIVITY Try to find resources 1-10 below. Then decide which type of resource (A-D) they are. 1. A-Z of English Grammar and Usage by Geoffrey Leech, Pearson Education Ltd 2001 2. Cambridge Learner's Dictionary, Cambridge University Press 2001 3. Discussions That Work by Penny Ur, Cambridge University Press 1981 4. Planning from Lesson to Lesson by Tessa Woodward and Seth Lindstromberg, Pearson Education Ltd 1995 5. http://wwwruthvilmi.net/hut/LangHelp/Grarnmar 6. Working with Words by Ruth Gairns and Stuart Redman, Cambridge University Press 1986 7. http://www.preschookainbow.org 8. Motivating High-Level Learners by David Cranmer, Pearson Education Ltd 1996 9. Five-Minute Activities by Penny Ur and Andrew Wright, Cambridge University Press 1992. 10. http://www.puzzlemaker.com A. Language reference resources B. ideas for planning lessons C. resources for teachers and learners producing their own materials D. materials for very young learners REFLECTION 1 What were the reference resources you used when you were studying English? Do they still help you? [Escribir texto] Página 77
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