DEFINITIVE +2

ND
DEGREE
General Ideas
Language functions and their study have an important
impact on language teaching materials;
The choice of language in interaction (using various
channels and genres) are governed by variables like:
Setting
Participants
Gender
Topic
Tone (formal/informal; polite/impolite)

Discourse Organisation
Coherence- syntax (word order) + semantics (sense);
lexical cohesion (discourse markers, phrases,
collocations) + grammatical cohesion (anaphoric
reference, substitution, tense agreement); cooperative
principle (Grice, 1975) in spoken discourse;
Genre written discourse whose organisation and layout
is recognised by discourse community members (e.g. ads,
letters, e-mails, oral presentations, etc.)

The Sounds of English
i: u:
sheep ship book shoot

e : :
left teacher her door

:
hat up far on
The Sounds of English
e
here wait


tourist coin show

e a a
hair like mouth
The Sounds of English
p b t d k g
pea boat tree dog cheese joke coin go

f v s z
free video thing this see zoo sheep television

m n h l r w j
mouse now thing hope love run we you
Fonological Issues
Attention should be paid to:
Differences between spelling and phonemes;
Phonemes characteristic of the English language;
Stress placing (differences between B.E. and A.E.);
Intonation;
Paralinguistic features: facial expression, gestures,
proximity, posture (cultural differences).
Theories
Direct method teacher uses only English in the
classroom; form-meaning association made by real
objects, pictures, demonstrations;
Behaviourist theory three-stage procedure:
stimulus, response, reinforcement;
Communicative method from the product to the
process of learning (Ss are given chances to say what
they think/feel in a supportive atmosphere;
Task-based focus on forms;
Discovery learning learner-centredness
Popular Methodology
Approach model of language competence: how
language is used and the way its constituents interlock;
Method practical realization of an approach including
procedures and techniques (activities, Ts and Ss roles,
teaching aids, syllabus organization);
Procedure ordered sequence of techniques, e.g. group
work;
Technique single activity (not sequence), e.g. silent
viewing of a movie, silent reading of a text, etc.
Methods
Grammar-translation - (sentence level, spoken
language neglected; accuracy is sacrosanct);
Direct method T-S speaking in L2 about
grammatical forms and meaning (audiolingualism
drill-based; real-life context absent);
Presentation, practice, production (PPP) T
contextualises language which is presented and
practised by Ss and recontextualised (T-centered);
Community Language Learning T helps Ss speak
by translating, suggesting, amending.


Methods
Total Physical Response (TPR)- T giving commands
to Ss; Ss giving instructions to Ss;
The Silent Way problem-solving (S-oriented);
Communicative Language Teaching (CLT)
meaning-focused communicative tasks; language in
use, interaction, appropriacy, role-play, simulation,
variety of language structures, no teacher
intervention, content not form, information gap to be
filled (over-emphasis on performance at the expense
of competence);

Methods
Task-based learning (TBL)- focus on meaningful
tasks performance (form-oriented)

Topic/task introduction

Task/ planning/ report


Language analysis and
practice
Making Choices
We have to extract the key components of various methods
always thinking of the Ss needs. We should consider:
Affect: feelings and attitudes to language and learning
experience;
Input: language awareness, focus on language form;
Output: meaning-focus tasks, chances for Ss to activate
their language knowledge;
Cognitive effort: Ss are encouraged to think about
language and discover how it works;
Making Choices
Grammar and lexis: teaching/learning how words
combine and behave semantically and grammatically
is crucial;
How, why, where: what we want to achieve, with
whom and in what context are questions that will lead
Ts to choose from various methods and procedures
(hows)those that best fit the situation we are in; at all
levels and teaching stages we should know why we are
doing what we are doing.

The Roles of the Teacher
Controller
Prompter
Participant
Resource
Tutor

N. B. The role we take on depends on what we wish the
Ss to achieve, on their profile. Ts need to switch
between roles in keeping with the types of activities.
Rapport
Successful interaction with students depends on
key characteristics , e.g.:
Recognizing students;
Listening to students;
Respecting students;
Being even-handed;
Key Elements in Group Teaching
Be organised know what we are to do before the lesson
starts;
Establish routines classroom management;
Use a different pace for different activities some tasks
need more time to process than others;
Maximise individual work building Ss portfolio,
individual homework, etc.
Use worksheets quick group feedback;
Use chorus reaction;



Key Elements in Group Teaching
Give Ss different tasks;
Give Ss different roles;
Reward early finishers;
Encourage different student responses;
Identify student strengths (linguistic or
non-linguistic), etc.
Assessing Student Performance
Comments acknowledge Ss effort first
(the medal) before showing what was wrong
and suggesting future action (the mission);
Marks and grades clear criteria are
needed to provide motivation and fairness;
Reports at the end of the term/year; Ss
should be informed on their strengths and
weaknesses.


Student Self-Assessment
A2 (ALTE Level One)
Productive Skills
Speaking - can ask simple questions, for example to check instructions or
ask for information, but cannot understand more than a very brief answer.
Writing - can note down times, dates and places from classroom boards or
notice boards.
Receptive Skills
Reading- can get basic information such as class times from notices, and
make some limited use of sources of information such as computers and
bilingual dictionaries. At this level Ss are most likely to be studying the
language itself.
Listening - can follow a very simple presentation or demonstration, as long
as it is illustrated with diagrams and examples, and in a familiar field of
study. Ss can understand basic instructions about class times and dates and
details about when assignments are to be carried out.


Student Self-Assessment
B1 (ALTE Level Two)
Productive Skills
Speaking can ask simple questions, for example, for clarification, and
take a limited part in a seminar or tutorial.
Writing Ss can write down some information at a lecture, provided extra
time is given for this; they can write a simple narrative, but not an academic
essay.
Receptive Skills
Reading- can understand a graphic presentation of a familiar topic, as long
as not much text is involved. They can extract information from a textbook
or article if it is presented in simplified form or if they are given plenty of
time and they can make use of support materials such as dictionaries.
Listening can understand some parts of a lecture and take a limited part in
a seminar or tutorial, but only if allowances are made for the presence of
non-native speakers. They can understand instructions on classes or
assignments given by a teacher or lecturer.
Student Self-Assessment
B2 (ALTE Level Three)
Productive Skills
Speaking can ask questions during a lecture or presentation on a familiar
or predictable topic, although this may be done with some difficulty. They
can also give a short, simple presentation on a familiar topic.
Writing can make notes in lectures and seminars which are of some limited
use for revision purposes; can also make notes from written sources,
although key points may be missed; can write an essay which shows some
ability to communicate.
Receptive Skills
Reading- Ss can follow a lecture, presentation or demonstration on a
familiar topic; can read simple textbooks and articles, but cannot read
quickly;
Listening - can understand the general meaning of a lecture, as long as the
topic is predictable.
Student Self-Assessment
C1 (ALTE Level Four)
Productive Skills
Speaking can give a clear presentation on a familiar topic, but may have
difficulty developing or explaining complex points; can present and, to
some extent, justify their opinions;
Writing can make notes from written sources and write an essay, although
errors of grammar and vocabulary, as well as style, may occur .
Receptive Skills
Reading- reading related to the users own subject area presents problems
only when abstract or metaphorical language and cultural allusions are
frequent;
Listening - can follow much of what is said in a lecture, demonstration or
presentation, seminar or tutorial, although unfamiliar accents, cultural
allusions and jokes, unfamiliar or complex subject matter and colloquial
language may cause difficulties.

Student Self-Assessment
C2 (ALTE Level Five)
Productive Skills
Speaking can give a presentation or demonstration, handling questions or
criticisms appropriately; can take an active part in seminars and tutorials,
arguing and expressing disagreement without giving offence;
Writing can make useful notes from text, and write essays with only the
occasional error in grammar or vocabulary. They can write accounts of
experiments with sensitivity to the conventions of presentation and style.
Receptive Skills
Reading- can use written sources of information effectively; sources of
information can be accessed, the usefulness of materials assessed and
dictionaries used effectively;
Listening - can cope with lectures, presentations and demonstrations,
although jokes and allusions and unfamiliar accents could cause difficulties.

Bibliography
J. Harmer The Practice of English language Teaching (Pearson
Longman 4
th
edition)
S. Thornbury How to Teach Grammar (Pearson Longman)
M. Swan Practical English Usage (Oxford)
B.D. Graver Advanced English Practice (Oxford)
A.J. Thomson&A.V.Martinet - A Practical English Grammar
(OUP)
M. Raymond English Grammar in Use (Cambridge)
J.G. Gebhard - Teaching English as a Foreign or Second
Language: A Teacher Self-development and Methodology Guide
A. Vizental - Metodica predrii limbii engleze. Strategies of
Teaching and Testing English as a Foreign Language (Collegium)
http://www.englishraven.com/methodology.html