ANL1810MA_ANL1030MA_Classroom_P_in_Focus_15au

ANL1810MA & ANL1030MA CLASSROOM PRACTICES IN FOCUS

Term 1, 2015/16
Tutor: Dr. Cspes Ildik
Office Hours: Thursday 13:00-13:45, Friday, 12:00-12:45
E-mail: csepes.ildiko@arts.unideb.hu
Time: Friday, 8.00-9.40 & 10:00-11:40
Place: Room 109, Main Building

Course Description and Aims

The course aims to raise students awareness of the factors that make FL teaching successful
and effective for a variety of student groups in the Hungarian context; furthermore, to develop
their analytical and critical thinking and presentation skills. Designed primarily for practicing
teachers with an understanding of the basic issues of ELT methodology, the course will revise
and take a fresh look at the questions of English language teaching. Each session will be
devoted to the analysis and evaluation of procedures and techniques applied in order to
develop various aspects of communicative and intercultural competence. Input for the
awareness-raising exercises and discussions will be provided by readings from the relevant
literature, students presentations, and videoed lesson extracts.

Course outline
Week 1 (18/09)
Orientation: introduction to the course, requirements, expectations
Developing communicative competence
Week 2 (25/09)
Ways of developing communicative competence. What is the right method?
(student presentations all students)
Readings:
Approaches and Methods in Language Teaching by Richards and Rogers (1986 CUP)
The Grammar Translation Method (pp. 1-5)
The Direct Method (pp. 9-12)
The Audiolingual Method (pp.44-61)
The Silent Way (pp. 99-111)
Community Language Learning (pp.113-126)
Suggestopedia (pp.142-152)
Total Physical Response (pp. 87-97)
Communicative Language Teaching (pp.64-86)
Chapter 2 in Teaching by Principles by Brown (2001 Pearson) and The Practice of English
Language Teaching by Harmer (1991 Longman) pp.31-43
For a brief overview, you can also see http://ieas.unideb.hu/index.php?p=941
Week 3 (02/10)
Issues in dealing with vocabulary 1.
Student presentation:
Newton, J. (2001). Options for vocabulary learning through communication tasks.
Weeks 4 (09/10) no class

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Week 5 (16/10)
Issues in dealing with vocabulary 2.
Micro-teaching
Reading: Teaching and Learning in the Language Classroom by Hedge (2000 OUP) pp. 109142.
Student presentation:
Papathanasiou, E. (2009). An investigation of two ways of presenting vocabulary.
Week 6 (23/10) no class
Bank holiday
Week 7 (30/10)
Consultation week
Week 8 (06/11) joint class for all at 8.00 and 10.00
Developing oral communication skills: teaching speaking
Reading: Teaching and Learning in the Language Classroom by Hedge (2000 OUP) pp. 257297.
Micro-teaching
Developing intercultural competence
Project work
Reading: Peck, C., Rot Gabrovec, V, akov, M., Lzr, I. & Vief-Schmidt, G. Methods and
materials to develop intercultural competence. Chapter 4
http://archive.ecml.at/mtp2/Iccinte/results/en/methods-materials.htm
Week 9 (13/11)
Issues in dealing with grammar/structures
Micro-teaching
Reading: Teaching and Learning in the Language Classroom by Hedge (2000 OUP) pp. 143179
Student presentation:
Scheffer, P. & Cinciala, M. (2011). Explicit grammar rules and L2 acquisition.
Week 10 (20/11)
Developing reading skills
Micro-teaching
Reading: Teaching and Learning in the Language Classroom by Hedge (2000 OUP) pp. 187225.
Student presentation:
Macalister, J. (2011). Todays teaching, tomorrows text: exploring the teaching of reading.
Week 11 (27/11)
Developing listening skills
Micro-teaching
Reading: Teaching and Learning in the Language Classroom by Hedge (2000 OUP) pp. 227258.
Student presentation:
Wilson, M. (2003). Discovery listening.

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Week 12 (4/12)
Developing writing skills
Micro-teaching
Reading: Teaching and Learning in the Language Classroom by Hedge (2000 OUP) pp. 299333
Student presentation:
Ellis, R. (2009). A typology of written corrective feedback types.
Week 13 (11/12)
Diagnostic assessment
Student presentation:
Mok, J. (2011). A case study of students perceptions of peer assessment in Hong Kong.
Bullock, D. (2011). Learner self-assessment: an investigation into teachers belief.
Week 14 (18/12)
Learner motivation, lesson planning
Student presentation:
Drnyei, Z. & Csizr, K. (1998). Ten commandments for motivating language learners: results
of an empirical study.

Assessment and grading

Course assessment will be based on the quality of the work invested in the course, i.e.:
participation in class discussions, presentations and a portfolio (which includes a reflection
report). Students will be expected to 1) participate actively in all class activities; 2) do microteaching and present a paper; 3) compile a portfolio.
The portfolio should contain the exercises, activities and materials introduced at the classes,
and the evaluation of these according to a set of criteria established at the beginning of the
course. A reflection/development report is an integral part of the portfolio.
Grade will be a composite of participation (20%), micro-teaching and presentation (50%) and
the class portfolio (30%).

Course Materials
Brown, H. D. (2001). Teaching by principles. Longman.
Bullock, D. (2011). Learner self-assessment: an investigation into teachers belief. ELT Journal 65(2), pp. 114125.
Drnyei, Z. & Csizr, K. (1998). Ten commandments for motivating language learners: results of an empirical
study.Language Teaching Research 2(3), pp. 203-229.
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal 63(2), pp. 97-107.
Harmer, J. (1991). The practice of English language teaching. Longman.
Hedge, T. (2000). Teaching and Learning in the Language Classroom. OUP.
Larsen-Freeman, D. (1986). Techniques and principles in language teaching. OUP.
Macalister, J. (2011). Todays teaching, tomorrows text: exploring the teaching of reading. ELT Journal 65(2),
pp. 161-169.
Mok, J. (2011). A case study of students perceptions of peer assessment in Hong Kong. ELT Journal 65(3), pp.
230-239.
Newton, J. (2001). Options for vocabulary learning through communication tasks. ELT Journal 55(1), pp. 30-37.
Papathanasiou, E. (2009). An investigation of two ways of presenting vocabulary. ELT Journal 63(4), pp. 313322.
Peck, C., Rot Gabrovec, V, akov, M., Lzr, I. & Vief-Schmidt, G. Methods and materials to develop
intercultural competence (Chapter 4), downloadable at
http://archive.ecml.at/mtp2/Iccinte/results/en/methods-materials.htm
Richards, J. C., & Rodgers, T. S. (1986). Approaches and methods in language teaching. CUP.

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Scheffer, P. & Cinciala, M. (2011). Explicit grammar rules and L2 acquisition. ELT Journal 65(1), pp. 13-23.
Scrivener, J. (1997). Learning teaching. Heinemann.
Wilson, M. (2003). Discovery listening. ELT Journal 57(4), pp. 335-343.

Some set readings will be made available electronically.

REFLECTION/DEVELOPMENT REPORT CHECKLIST

ASPECTS TO CONSIDER WHEN WRITING UP YOUR DEVELOPMENT REPORT
(You dont need to consider and comment on each and every aspect you find below. But make sure you
comment on the ones you find relevant under each heading: Planning, Implementation, Other aspects.)

PLANNING
1. Selecting aims and objectives: ability to organise these in a clear and concise fashion.
Awareness of timing, pacing, variety & appropriacy of materials. Balance. Achievement of aims in lessons.
Anticipation of problem areas, problems likely to emerge.
2. Preparation: ability to select, adapt, and organise resources. Aids. Anticipation of problem areas.

IMPLEMENTATION
3. General classroom management: Clarity and effectiveness of instructions. Grouping and pairing.
Disciplining. Use of mother tongue. Use of classroom space.
4. Teaching aids: Use of black/whiteboards. Use of other teaching aids (charts, realia, pictures, OHP, tapes,
videos, computer, internet). Appropriacy, variety.
5. Elicitation: Appropriacy. Simplicity and effectiveness of teachers language use. Involvement of
students. Questioning techniques. Examples. Miming.
6. Correction: Techniques used. Encouragement of self correction. Supportive, reassuring teacher
behaviour. Awareness of error.
7. Presentation and practice techniques: Involving students in presentation, encouraging discovery of
new material by students. Concept questions, questions to practice use of new items. Marker sentence.
Drilling procedure, controlled and semi controlled practice. Personalisation techniques. Flexibility of
teacher.
8. Timing, sequencing and organisation: Logical progression in choice and presentation of activities
(controlled to free). PPP continuum. Pacing of lesson/activities.
9. Classroom interaction: T-S talking time. Classroom atmosphere. Teacher circulation. Appropriacy of
teachers role choice. Teachers body language / confidence.
10. Assessment: evaluation of students work/ achievement. Marking, consistency, fairness. Variety of
testing procedures / techniques. Ability to reflect on teaching and learning and think out relevant changes.
11. Language: appropriacy of teachers language to age/level of students. Clarity, fluency, accuracy.

OTHER ASPECTS
12. Personal qualities: voice, presence, rapport with students and colleagues. Style.
13. Anything else you find relevant and personally significant.