methodology and grammar

7/28/2019 methodology and grammar

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CURS DE PREGATIREPENTRU EXAMENUL DE

DEFINITIVAT 2013

15.06.2013Profesor metodist- COTFAS MONICA

COLEGIUL TEHNIC MIRCEA CRISTEA,

BRASOV


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COURSE TOPICS

How to write aims and objectives inlesson planning

Planning an activity/lesson

Cleft sentences-types and exercises

The verb- aspect

Test types

Gradable and non gradable adjectives


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Lesson planning should clearly outline theexact aims and objectives of your lesson, so

that you can clearly identify the learning goalsfor your students during a lesson.

All the goals of a lesson plan should beSMART: Specific, Measurable, Attainable,Realistic, and Time-appropriate. Organizing adefined lesson plan will enable you and yourstudents to succeed in your teaching andlearning environment.

Why is planning important?


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Defining an Aim

An aim in a lesson plan is generally thoughtto encompass the lesson as a whole. The aimbroadly focuses on what you plan to do andachieve with your students in a lesson.

experienced and published teacher JamesAtherton writes, "Aims are broad statementsof what learning you hope to generate. The

Aim is the point of the whole thing.

To determine an aim for your lesson, focuson what part of the curriculum you areteaching and how you are going to achieveyour goals for the students.


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Writing an Aim

Write your aim, or end goal of yourlesson, at the top of the lesson plan.Avoid vague and difficult-to-assesswords such as "understand" or

"appreciate." Use SMART words like"design," "formulate," "practice" and"analyze."

Describe your aim using active verbs to

help track student progress. Forexample, if you want to teach yourstudents how to narrate a story in pasttense write your aim as: "To engage thestudents in practicing past tense simple

by story narration."


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Example aims -Harmer


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Objectives

Objectives are the smaller steps thatwill help you achieve your main aim.

Break down your aim into small steps

that will lead you and your students tothe end goal.

Write these objectives, or "learning

outcomes," underneath your aim.


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How should objectives be?

In order to be SMART, objectives need to be as

specific as possible.

A SMART objective is measurable. You can

evaluate a student's progress on the lesson onlywhen you can measure the objective.

The objectives you set must be realistic and

achievable for students.


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An effective learning objective sets thecourse for an entire lesson plan. A learningobjective focuses on what you want yourstudents to be able to do at the end of the

lesson. As an educator, it is your goal to teach your

students important skills and to assess themaccurately. Effective learning objectives will

help you meet those goals. They are specific, measurable, achievable,

relevant and timely (SMART)


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Instructions for writing objectives

1. Start with a basic stem for your learningobjective. "At the end of this lesson, studentswill be able to" is an example of how yourlearning objective should begin. Thebeginning of this stem provides a time-based

guideline for your objective.

Step 1


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Step 2

2. Choose a measurable action verb.What will your students be able to do?

Some measurable action verbs

include discuss, explain, demonstrate,create and write.

Avoid abstract verbs, such as

understand, know and realize.


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Step 3

3. Set the goal of your lesson. Makeyour goal specific.

If you are teaching the parts of a

speech, your learning objective mightstate, "At the end of this lesson, the

students will be able to label all of the

parts of speech in a sentence."


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Step 4

4. Review your learning objective andverify that it is achievable andrelevant. Verify that your learning

objective matches your lesson plan. Ifyour lesson does not teach the skillsyour students are expected to learnbased on the learning objective, you

need to modify the lesson or theobjective.


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For example, your objectives in thelesson centered on using past tense

forms in narrations:

1. 2.

3.

4


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Harmer- example activity


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Lesson planning


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Stages of the lesson

Raising interest

Presentation

Practice

Production (or free practice)

Checking

Further practice

(! Specify the stage of the lesson your

activities can be included in)


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Presentation

More controlled techniques

The T insists on accuracy

The T corrects Ss mistakes

Usually kept short is very important

because:

1. The student assimilates facts about

the new language

2. Uses the language for the first time


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Practice

The activities may have more or less acommunicative purpose

The T may still intervene, after

introducing the language, she maywant to practise it in a controlled

manner


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Production

Communicative activities, vital in alanguage class since the final goal is

to make Ss use the language as

individual users, arriving at a degreeof language autonomy

The T can see the real progress and

the main difficulties of the students The tendency to use mother tongue

might be a problem in this stage


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Example of communicative

activities Information gap (application

letter/form)

Games

Discussion (they are given differentstatements and mark them 0-5,

motivate, reach a consensus)

Story/poem reconstruction Describe and do/draw

Chain writing


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Language skills

Within every skill we can identify a number of

sub skills: reading for gist/ detail/ skimming/

for info transfer

They are practised in an integrated manner,not in isolation

Skill/medium SPEECH WRITTEN LG

RECEPTIVE listening Reading

PRODUCTIVE Speaking writing


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Cleft sentences

A cleft sentence is a complexsentence (one having a main clause

and a dependent clause) that has a

meaning that could be expressed bya simple sentence. Clefts typically put

a particular constituent into focus. This

focusing is often accompanied by aspecial intonation.
http://en.wikipedia.org/wiki/Complex_sentencehttp://en.wikipedia.org/wiki/Complex_sentencehttp://en.wikipedia.org/wiki/Dependent_clausehttp://en.wikipedia.org/wiki/Simple_sentencehttp://en.wikipedia.org/wiki/Focus_(linguistics)http://en.wikipedia.org/wiki/Focus_(linguistics)http://en.wikipedia.org/wiki/Simple_sentencehttp://en.wikipedia.org/wiki/Dependent_clausehttp://en.wikipedia.org/wiki/Complex_sentencehttp://en.wikipedia.org/wiki/Complex_sentence


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it+ conjugated form ofto be +X+subordinate clause where itis a cleftpronoun andXis usually a nounphrase (although it can also bea prepositional phrase, and in somecases an adjectival or adverbial phrase).

The focus is onX, or else on thesubordinate clause or some element of it.For example:

It's Joey (whom) we're looking for.

It's money that I love.

It was from John that she heard thenews.

It was meeting Jim that really started me
http://en.wikipedia.org/wiki/Noun_phrasehttp://en.wikipedia.org/wiki/Noun_phrasehttp://en.wikipedia.org/wiki/Prepositional_phrasehttp://en.wikipedia.org/wiki/Prepositional_phrasehttp://en.wikipedia.org/wiki/Noun_phrasehttp://en.wikipedia.org/wiki/Noun_phrase


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It-cleft: It is Jaime for whom we are looking.

Wh-cleft/Pseudo-cleft:[1]What he wanted tobuy was a Fiat.

Reversed wh-cleft/Inverted pseudo-cleft:AFiat is what he wanted to buy.

All-cleft:All he wanted to buy was a Fiat.

Inferential cleft: It is not that he loves her. It'sjust that he has a way with her that is different.

There-cleft:And then there's a new house hewanted to build.

If-because cleft: If he wants to be an actor it'sbecause he wants to be famous.

http://web.educastur.princast.es/eoi/eoimiere/myweb/blog/wp-

content/uploads/cleft_sentences.pdf
http://en.wikipedia.org/wiki/Cleft_sentencehttp://web.educastur.princast.es/eoi/eoimiere/myweb/blog/wp-content/uploads/cleft_sentences.pdfhttp://web.educastur.princast.es/eoi/eoimiere/myweb/blog/wp-content/uploads/cleft_sentences.pdfhttp://web.educastur.princast.es/eoi/eoimiere/myweb/blog/wp-content/uploads/cleft_sentences.pdfhttp://web.educastur.princast.es/eoi/eoimiere/myweb/blog/wp-content/uploads/cleft_sentences.pdfhttp://web.educastur.princast.es/eoi/eoimiere/myweb/blog/wp-content/uploads/cleft_sentences.pdfhttp://web.educastur.princast.es/eoi/eoimiere/myweb/blog/wp-content/uploads/cleft_sentences.pdfhttp://web.educastur.princast.es/eoi/eoimiere/myweb/blog/wp-content/uploads/cleft_sentences.pdfhttp://en.wikipedia.org/wiki/Cleft_sentence


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Aspectual categories of verbs

The four-way classification is into states,activities, achievements, and

accomplishments.

examples from Dowty are given below:

States: know, believe, hope,

desire,understand

Activities: run, push, drive

Achievements: recognize, reach, find,

lose, notice

Accomplishments: build a house, make a

chair


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Aspectual categories of verbs

a. He lived in a hotel while hebuilt/was building the house.

(imperfective)

b. He built the house and then sold itfor profit. (perfective)


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Types of tests

Achievement test measures whatlearners have learnt on a language

course.

Diagnostic testidentifies learnersstrengths and weaknesses.

Prognostic test attempts to predict how

students will perform in a course


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Objective test is scored according toright or wrong answers, i.e., it is

non-judgmental on part of examiners.

Subjective test contrasts with theobjective test because the examiner

judges learners answers.


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Placement test is used before the beginning

of courses.

Progress testmeasures learners progress

during a language course.

Summative test is an end of year/end ofcourse test measuring learners overall

achievement of course objectives.

Proficiency test measures language abilityand based on what is needed for a particular

purpose.


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Direct versus indirect testing

Direct: requires the candidate toperform precisely the skill you want to

measure

Indirect: attempts to measure theabilities that underlie the skills

(TOEFL-which of the underlined elements is erroneous or

inappropriate in standard English:

At first the old woman seemed unwilling to accept anything thatwas offered to her by my friend and I)


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Discrete point versus integrative

testing Dpt refers to testing one element at a

time, item by item.

Integrative tests require that the

candidate combines many languageelements in the completion of a task

(writing a composition, making notes

while listening)


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Norm referenced vs criterion

referenced Norm referenced tests relate one

candidates performance to that of

other candidates, place him in a

hierarchy Criterion references tests classify

people according to whether or not

they are able to perform a task, thosewho perform them satisfactorily pass,

those who dont, fail


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Computer adaptive testing

Using the computer may offer efficientways of collecting information on

peoples abilities. Those who respond

correctly may automatically be given amore difficult question and those

responding incorrectly are given an

easier task


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Types of task

Multiple choice Transformation

Gap-filling

Matching

Cloze

True / False

Open questions Error correction


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Other TechniquesThere are of course many other

techniques such as translation,

essays, dictations, orderingwords/phrases into a sequence and

sentence construction

(He/go/school/yesterday).


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Gradable Adjectives A gradable adjective can be used with "grading

adverbs" that vary the adjective's grade or

intensity. Look at these examples: grading adverbs

a little, dreadfully, extremely, fairly, hugely,immensely, intensely, rather, reasonably, slightly,

unusually, very+ gradable adjectives

angry, big, busy, clever, cold, deep, fast, friendly,good, happy, high, hot, important, long, popular,

rich, strong, tall, warm, weak, young


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Non-gradable Adjectives

A non-gradable adjective cannot be used

with grading adverbs:

It was rather freezing outside.

Non-gradable adjectives do not normally

have comparative and superlative forms:

freezing, more freezing, the most freezing

Often, non-gradable adjectives are used

alone:

It was freezing outside.


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non-grading adverbs non-gradable adjectives

absolutely awful

utterly excellent

completely terrified

totally deadnearly impossible

virtually unique

mainly digital

Her exam results were absolutely awful. She will have to take the exam again.Is there anything like it in the world? It must be virtually unique.

It starts an essentially chemical reaction.

Adjectives that can be


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Adjectives that can be

gradable and non-gradable

He's got a very old car. (Gradable) I saw my old boyfriend yesterday. (non-

gradable)

He has some dreadfully common habits.(Gradable)

"The" is a very common word in English.

(Gradable) The two countries' common border poses

problems. (non-gradable)

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