zkouška - otázky

ACTIVITIES

Warm-ups / Warmers
activity at the beginning
get the pupils into English, “tune-in”
enjoyment ( puzzle, game, song …)
give time to prepare materials, tapes
revision of the language, it makes pupils to be creative

Fillers
space time, 5 minutes before the end of the lesson
change the pace, they give variety
source of relaxation for teacher and pupils

Icebreakers
new course, new pupils
to destruct “the wall”
e.g. : throwing an orange, the one who catches it talks about himself
acquisition = subconscious learning, children, language chunks, 1st stage, 10-11 years

Effective class management
Knowing yourself as a teacher
1.how good we are in the language
2.our talents (draw, write legibly, act…)
3.general knowledge of the English speaking countries
4.speaking and reading around, classroom phrases, intonation, board well organized, write reasonably quickly, using equipment
5.know what to do if the pupils don’t work
6.attitude to discipline, how to maintain order in the class
7.how much you consider tolerable and what do you believe is an acceptable behavior
Knowing your school
1.philosophy of the school
2.relationship between the colleagues
3.extent of your responsibilities
4.how much and often homework
Knowing your students
1.interests
2.attitudes to English
3.previous experience
Encouraging the class atmosphere
1.respect, avoid favoritism, don’t show it!
2.address pupils by their names
3.always be polite to the students and expect them to be polite to each other and to you
4.plan clearly what to do but don’t stick to it strictly
5.tell what you want to achieve in the lessons, at the end say how successful they were and you were
6.include every pupil in some way during the lesson if possible
7.opportunities for the students to talk and listen to each other, pair work
8.say what you mean and mean what you say
9.do things, you have told the students you would do
10.be consistent how you deal with your students
11.ensure that English is spoken, don’t speak Czech
12.balancing fluency and accuracy
13.using appropriate and correct language
14.give encouragement and praise them
15.the place of examination and tests
16.extra-curicular activity, pupils and teacher closer to each other, learn more about pupils
The classroom itself
1.lightness and brightness of the class, temperature, fresh air, aesthetics, the lines of vision
2.the layout of the desks (two together, U shape)
3.the other furniture
4.the facilities for displaying pictures, charts
Be prepared
1.know your timetable, not to be late
2.know the classroom to make your lesson plan
3.having a lesson plan
4.timing at the beginning
Lesson routines
1.arrive with everything you need
2.have a look around to see that the room is ready
3.look around to see where pupils are sitting
4.be sure you are ready
5.make a clear and definite start
6.say briefly what the plan for the lesson is
7.ending a lesson always keep an eye on the time
8.give the homework towards the end but not in the last few seconds
9.do finish a little early than late
10.leave the classroom in good order
11.conclude the lesson rather than just stop
12.using audio-lingual aids:
black or white board
*write clearly, letters large enough
*avoid speaking to pupils while writing
*use only colors, show up well
the overhead projector = OHP
*prepare materials in advance
*keep them to use them later
*can cover a part and present into
*can back it, facing a class
audio-cassette recorder
slide projector
video recorder
other English speakers
your resource box

Effective Lesson Planning
planning best before the lesson and other previous lesson
vary lesson components:
1.tempo
fast, brisk x slow, reflective activities, composition x writing, reading
2.organization
lockstep (frontální), individual, pair work, group work
3.Mode and skill
written or spoken, productive and receptive
4.difficulty
easy, non-demanding x difficult, requesting
5.topic
may vary rather than several lessons on one topic, should vary from activity to activity
6.mood
light, fun-based x sad, tense x relaxed
7.stir – settle
stirring activities x setting activities
/discussion/ /didactic/
8.active x passive
own interest x what they are told to

Guideline:
harder tasks earlier ( fresher pupils)
quieter activities before lively/difficult , to calm pupils down
think aloud transitions, summary of previous, information about following
pull the class together at the beginning and the end, open and close the lesson
end on a positive note

Presentation Guided Practice Free Practice
introduction of new piece of language controlled practice not only new piece, but
use of in real life

MICRO-TEACHING
one of techniques of foreign language teacher training
supposed to develop experiential knowledge
= teaching short lessons, practicing certain skills
lessons are often video-taped and discussed with fellow trainees
two drawbacks of techniques
1.criticism by fellows or supervisor
trainees put themselves up for their criticism, risky
2.expensive of hardware used and time spent
classic example of classic experimentalism
denotes training context in which teaching situation reduced in scope and simplified in some systematic way
three main ways of this reduction
1.teacher’s task may be simplified and made very specific – usually the teacher is asked to practice only one skill at a time
2.the length of the lesson may be shortened 15-10 minutes in most programs
3.the size of the class may be reduced
the students may be the real students or fellow trainees

STAGES
1.BRIEFING
trainee is given oral or written information on a skill he or she is to practice and the way it is to be done
2.THE TEACH
the trainee actually teaches the micro-lesson, sometimes real students or fellow trainees=peer teaching
lesson is possibly video-taped
3.ANALYSIS/DISCUSSION
lesson taped back if video-taped, discussed, analyzed and perhaps evaluated
4.RETEACH
final stage not in all programs, trainee practices the same skill again
in the light of discussion in stage 3

Preparing the Micro-teaching lesson
Can be the responsibility of an individual trainee, if can be a joined undertaking with a particular or group of trainees
In the latter case a group of trainees can prepare the micro-lesson together and one number of the group volunteers to teach the lesson

PEER TEACHING
variety of micro-teaching with fellow trainees
can promote discussion
nothing works so well as using
real learners, only then is the true nature of the teaching and learning process revealed at the appropriate level

Extended Micro-teaching
1.one linked micro lessons – form of team teaching in which a group of trainees is responsible for different stages of a lesson
this can be done either (1)by the trainees preparing lesson together as a whole and then deciding who does which part or (2)by each trainee being assigned activity in a sequence of activities which have a common topic or a common content, the former is preferable and more common.
2.mini lessons
longer micro lessons / 20 minutes, may get closely to a real lesson
OBSERVATION
is a learning tool, as such does not include the time observing but the time spent on the preparation of the lesson and the follow-up after the lesson
we need to know: what we should observe (pupils, teacher, some aspect)
the preparation can include the selection of focus and purpose and a method of data collection
the follow-up includes analyses, discussion and interpretation of the data and experience acquired in the classroom
ethnographic observation = sheets for recording, sitting and putting down notes, methods of observation
interpreting the material
you can table discuss it with the teacher, can be learned and improved with a practice, can serve a number of people in different context towards a number of different purposes
WHO: head-masters, colleagues, teacher trainees, supervising teacher, teacher trainer
PURPOSE: professional growth and development, to help the teachers gain better understanding of their own teaching, to improve their own teaching, to refine their ability to observe
WHY: gives different point of view

AIMS OF TEACHING PRACTICE
1.to relate methodology to course content
2.to show trainee teachers that teaching in schools is not very easy
3.to give trainee teachers a chance to evaluate new ideas and experiment with new techniques
4.to show teachers that they have a lot to learn
5.to help teachers to develop the self-confidence in the use of different teaching techniques
6.to help teachers to develop self-reliance and the ability to evaluate their own teaching skills
7.to help teachers to improve their classroom English
8.to find out whether a trainee teacher is good or not
9.to teach the trainee teacher the right way of teaching
10. to show the trainee teachers different possible ways of teaching
11. to develop teacher’s awareness of why they do certain things












STAGES IN LANGUAGE LEARNING TEACHING




presentation


practice : controlled and guided


p r o d u c ti o n / f r e e p r a c ti c e

U S E


Introduction of a new piece of language
form: how we say/write it, grammatical
function: purpose you use the structure for suggesting, inviting …
meaning: what means in the context
use: in particular situation, conditions
many ways: translation method, the rough game stories, pictures, dialogues, texts
deductive way: you get rules, patterns, examples
inductive way: you elicit the rules from the material given

PRACTICE
it may begin in a tightly teacher controlled way ( e.g.: pupils repeating a modal chorally or individually)
plenty of correction at this stage
if well --- practice less controlled ( e.g.: pair practice, dialogue building)
lessons develop from controlled practice to less controlled practice
where pupils have a wider choice in what they can say
the teacher monitors and may use a variety of correction techniques
either immediately or later on /fluency and accuracy/
this stage can last more than one lesson

PRODUCTION
pupils are given purpose / reason to communicate in real life
can use the language they have learnt and may choose from variety
of options = their whole language repertoire
pupils take risks , experiment and there is no teacher intervention or control over their language used
research suggests that many aspects of learning take place inside the learner when he or she is using the language of communication
the teacher is more planning and managing the stages giving help and advice and finally giving feedback on performance
if necessary, further practice is carried out
this stage = opportunity of the teacher to see if the language has been transferred if pupils can use it in a natural situation


TERMINOLOGY
warm-up activity : a quick and interesting activity at beginning of class to get students thinking in English, ready for the lesson
fillers : a quick activity in the middle of a lesson to change pace/speed e.g. when students are tired
eye contact : teacher looks directly at student when speaking
language acquisition : when language is learned unconsciously, e.g. as a child learns it’s first language
cognitive learning : a conscious way of learning language, using knowledge of grammatical rules etc.
learner styles : the preferred way a particular student learns
language skills : ability and knowledge how to do something, reading and listening are receptive skills, writing and speaking are productive skills
sequence of learning: 1.listening, 2.speaking, 3.reading, 4.writing
form : the way a language structure is formed grammatically e.g. present perfect = to have + past participle
function : the purpose of the language being used, e.g. to agree, to persuade etc.
use : the way a language structure is used to communicate in a particular situation
method : a special way to learn a language, using knowledge of grammatical rules etc.
approach : a broad way to look at language teaching e.g. the communicative approach
technique : a particular way a teacher can do something e.g. using a gesture, finger movements to indicate student has made a mistake
eliciting : questions used by the teacher to see if students already know something / see what they know
questioning techniques : different types of questions asked by teacher for different purposes, e.g. to check that students have understood
presentation: introduction of a new piece of language / language structure
production : a practice activity where the students try to use a piece of language they have learnt in a natural situation (context)
pre-teaching : preparation before teaching something e.g. vocabulary before a reading text
controlled practice : a practice activity where language that can be used is limited by the structure of the activity
drill : repetition (normally aloud) of a language structure (often with minor changes) so as to get used to it
correction techniques : different ways of indicating the correct language to a student who has made a mistake
fluency : the ability to talk / read at a natural speed without hesitation or long pauses
accuracy : grammatically correct language
peer group teaching : trainee teachers teach others who act as pupils
team teaching : trainee teachers teach together at same time
Syllabus Design and Evaluation of textbooks

curriculum – e.g. for the whole school
what subjects + how much time + objectives
syllabus – one specific subject
Prescribed, given by State, [ osnovy]
thematic plan – prepared by teachers, which topic to cover
Teachers not interested in curricula but rather in syllabi:
needs analyses – the first step, level and abilities
objectives = aims
methods
evaluation – results, material, money, advertising
place and equipment, price of lessons



The Practice of English Language Teaching : Jeremy Harmer :

1.Why do people learn languages?

Reasons for learning languages:
-school curriculum
-advancement ( e.g. in the professional life)
-target language community ( in English speaking countries, to survive in that community), English for Specific Purposes ESP ( EOP: English for Occupational Purposes, EAP: English for Academic Purposes, EST: English for Science and Technology)
-culture of the target language community TLC
-miscellaneous (for fun, tourist aim…)
Not all the students will be treated the same way.

MOTIVATION
The motivation that students bring to class is the biggest single factor affecting their success. Motivation is some kind of internal drive. Language learners who are motivated perceive goals of various kinds. We can make a distinction between short-term goals and long-term goals. Long term goals = they wish to get a jog or a desire to be able to communicate with members of a target language community. Short-term goals = to pass an end-of-semester test or wanting to finish a unit in a book.
Strongly motivated students with long-term goals are probably easier to teach.
Two categories of motivation: extrinsic which is caused with factors outside the classroom and intrinsic motivation which is concerned with what takes place inside the classroom.
Extrinsic motivation:
-integrative motivation : students need to be attracted by the culture of the target language community
-instrumental motivation : getting a better job, the language is an instrument in their attainment, parents and peers can be very influential, it comes from the outside, we need to create a positive attitude and be supportive and encouraging
Intrinsic motivation:
supplying motivation
-physical condition ( classroom well lit, the board visible, surface in good condition, we need to make the classroom as pleasant as possible)
-method: students must have confidence in the teaching method if not they will become de-motivated
-the teacher ( he makes his course interesting, he is fun and understands the pupils, he motivates pupils, he is well prepared, he is someone to have confidence in, he’s got a strong personality)
-success ( high or low challenge activities might be de-motivating)

Motivational differences:
Children: curious, their attention or concentration is less than that of an adult, they seek the teacher approval, they need frequent changes in activity, they need to be appreciated by the teacher, almost everything will depend on the attitude and behavior of the teacher.
Adolescents: the most interesting pupils to teach, more problems, often brittle, they need peer approval, they are highly intelligent if stimulated
Adult beginners: easiest to teach, high degree of extrinsic motivation, they succeed very quickly
Adult intermediate students: motivated extrinsically, may not perceive any progress, may be overwhelmed by the new complexity of the language, showing the students that there is still a lot to learn, getting the level of challenge right is the main factor
Adult advanced students: highly motivated, they find progress more difficult to perceive, they may not be learning anything new but learning better how to use what they already know.

2.What a native speaker knows

Pronunciation : sounds, stress, intonation (pitch, tune, music)
Grammar, ( language competence is subconscious)
Vocabulary : subtleties in meanings, connotations, literal and metaphorical meanings
Discourse : communicative competence which is subconscious
Appropriacy: how to get it to do what we want it to do in the right circumstances
setting ( situation), participants ( who ), purpose, channel ( face to face
or written), topic
Structure discourse: organize paragraphs in predictable way, intonation, strategic
competence (knowledge of how to evaluate what is said to us and
how to plan and execute what we want to say back)
Language skills
Our choice of language might depend upon the channel of communication.
Four basic language skills: speaking, writing, listening, reading.
Productive skills : speaking and writing
Receptive skills : listening and reading
Knowing a language is not just a matter of having grammatical competence. We also need a communicative competence and strategic competence and sub-skills such as the skill of listening for specific information or the skill of reading for gist.

3. What a language student should learn

Pronunciation:
We need to be sure that our students can be understood when they speak. They need to be able to say what they want to say. Students need to use rhythm and stress and they need to be able to recognize intonation and understand the relationship between pitch and intonation. Our aim should be to make sure that students can always be understood to say what they want to say, ( communicative efficiency). In order to develop communicative efficiency in pronunciation the students need to understand how sounds are made and how stress is used. They need to hear the language used. But teacher is also a model for the students. Pupils need to be exposed to other voices that is why listening to tapes is so important.
Grammar:
It is necessary for our students.
We may not teach them the finer points of style at the intermediate level.
Real language use is very untidy and cannot be automatically reduced to simple grammar patterns. Discovery activities are very valuable. Teachers should be ready to use a variety of techniques to help his students learn and acquire grammar. This involves teaching grammar rules and also allowing students to discover the rules for themselves.
Vocabulary:
Some words are to be taught at lower levels than others. We should ensure that our students are aware of the vocabulary they need for their level.
Vocabulary should be taught within a context because words do not exist on their own and they depend on each other.
Discourse:
Students need to be aware of the different ways language is used in different situations. They need to know the difference between formal and informal language use.
One of the variables which governs appropriacy is purpose. We will want to teach our students how to perform language functions and we may well decide which ones are more important for which levels. In deciding what language to teach when working with functions we need to bear in mind the level of difficulty, the level of transparency and the level of formality.
At the same time when students are studying grammar, vocabulary and language function we can encourage them to work on the way they organize what they say and write.
Skills:
We may not be teaching them to read, but we are teaching them to read in English. We will emphasize reading for gist or listening for detailed comprehension.
Our task is to give the pupils the confidence in English and to equip them hitherto unknown skills in either their own mother tongue or English.

The Syllabus
Before starting teaching we need to decide about the parts of the language we want them to have and when. How is the language organized and what skills should we concentrate on? We should teach functions first and the grammar would come later. Students need to be taught functions, but they also need to learn grammar. It is around the grammar that functional items can hang on a syllabus.
One way of organizing a syllabus would be in terms of vocabulary to give students the words in an organized and sequenced way. We could also organize our syllab