6 Keeping track

It is worth keeping a TP file, even on courses where the tutor doesn't require one to be handed in at the end for assessment. It could include lesson plans, reflections on your own teaching, copies of supervisor's comments, examples of materials and visual aids used, students' written work. You may like to ask fellow trainees for the plans of lessons you have seen them teach and offer yours in exchange. There are further tips on how lesson plans can be stored on pi82.

You might also find it valuable to keep a personal diary of TP in which you reflect on your successes and failures: what you did, how you felt, what you resolve to do in the light of these experiences. In a diary you can include your feelings about your own TP lessons, those of colleagues, your reactions to ideas discussed in input sessions on the course and to any tasks and exercises you do.

Articulating an experience can help not only to get it in perspective but to develop self-awareness generally as a teacher. As it is of essentially private value you may or may not decide to show it to others. On some courses trainees are required to keep a TP diary and may be asked to submit part of it to their supervisor.

Основная литература: 17, 18,19,20

Дополнительная литература: 45,46,47,48

2.3 Планы семинарских занятий

Методические рекомендации по подготовке к семинарским занятиям: На семинарских занятиях углубляются и закрепляются знания, полеченные на лекциях и в результате самостоятельной работе с рекомендованной литературой, первоисточниками, Интернет ресурсами, материалами периодической печати; студенты проверяют и уточняют свои убеждения, овладевают терминологией, учатся свободно ею оперировать, отстаивать свою точку зрения. Студент, выражая свое мнение по обсуждаемым вопросам и проблемам, должен знать и соблюдать правила научной дискуссии.

1 Кредит-час/1 кредит-час

Тема семинара №2. Presentations and explanations

1. Effective presentation

2. Examples of presentations procedures

3. Explanations and instruction

Задания

1. What was the aim of the presentation?

1. If you have learned a foreign language in a course, can you recall a particular teacher presentation or explanation that facilitated your grasp of some aspect of this language? How did it help?

2. How successful do you think this presentation was, or would be, in getting students to attend to, perceive, understand and remember the target material?

3. One participant chooses a topic or item of information (not necessarily anything to do with language teaching) on which they are well informed and in which they are interested, but which others are likely to be relatively ignorant about.

Основная литература:10,16, 17, 19, 21, 24, 27, 33, 35, 43, 48

Дополнительная литература: 50, 60, 62

2-4 кредит-час/2-3 кредит-час

Тема семинара №3,4. Practice activities. The syllabus

1. Practice techniques

2. Sequence and progression in practice

3. Types of syllabus.

Задания

1. Think of one or more examples of language practice of any kind which you have experienced either as teacher or as learner, and which you consider were effective in helping the learners to remember, 'automatize', or increase their ease of use. Write down brief descriptions of them.

2. Consider: what were the factors, or characteristics, that in your opinion made these activities effective? Note down, either on your own or in collaboration with colleagues, at least two such characteristics - more if you can.

3. What is the apparent goal of the practice activity?

4. Look at the syllabuses of two or three coursebooks, not necessarily those used locally. (Coursebook syllabuses are normally defined in the introduction and/or in a listing of the content provided at the front or back of the book.) Which of the types listed above do they belong to?

Основная литература: 8, 10, 23, 28, 30, 33, 34, 44, 45,50

Дополнительная литература: 52, 56, 57, 74, 76, 77

5-7 кредит-час/4-7 кредит-час

Тема семинара №5, 6. Materials design. Lesson planning

1. Coursebook assesment

2. Supplementary materials

3. Lesson preparation

4. Varying lesson components

Задания

1. Thinking about advantages and disadvantages of using a coursebook .

2. Read arguments, ticking off those you agree with, and noting

your criticisms of those you disagree with or have reservations about.

3.Can you now make some overall evaluation of the coursebook? Note that for this you need to compare the two columns you have filled; it is not enough simply to 'add up' the right-hand column. For example, if the book has scored very high on a criterion which you rated unimportant, this is less in its favour than a fairly high rating on a criterion you see as essential.

4. Is there a balance between accuracy and fluency practice: that is to say, activities whose objective is the production of correct language forms, and those whose objective is communicative language use?

5. Do you write down lesson notes to guide you? Or do you rely on a lesson format provided by another teacher, the coursebook, or a Teacher's Book?

Основная литература: 14, 18, 20, 21, 23, 25, 27, 29, 32, 37, 40, 43, 48

Дополнительная литература: 52, 53

8-10 кредит-час/8-9 кредит-час

Тема семинара № 7, 8. Classroom interaction. Learner motivation and interest.

1. Group work / Individualization

2. The selection of appropriate activation techniques

3. The teacher’s responsibility

4. Motivation: some background thinking

Задания

1. Was there one particular type of interaction that seemed to predominate?

2. Did teacher activity predominate? Or student activity? Or was the interaction more or less balanced?

3. How appropriate did you think the chosen interaction patterns were for the teaching objectives in the different activities? Perhaps look at one or two specific examples from your observation. This point is studied more fully in Unit Five.

4. Note that we may have many of the same ideas perhaps expressed in different words; decide which terms you prefer and stick to them. Also, different ideas may overlap: for example, you may have both 'games' and 'puzzles', where puzzles are arguably one kind of game. This does not matter at all: we are, after all, simply trying to amass as many good ideas for teaching as possible, not attempting a scientific taxonomy of mutually exclusive categories.

Основная литература: 10, 13, 15, 16, 17, 21, 24, 27, 41, 43, 47, 48

Дополнительная литература: 52, 60, 65, 73, 81.

11-12 кредит-час/10 кредит-час

Тема семинара №9, 10. Language-learning research. Teacher development: practice, reflaction, sharing.

1. Research traditions in applied linguistics

2. Some key concepts in research

3. Teacher appraisal

4. Advancing further: intake, output

5. Approaching teaching practice

Задания

1. Introduce the research methods and traditions in applied linguistics.

2. What’s the difference between deductivism and inductivism in research?

3. Does your institution hold regular staff meetings? If so, how are they organized: are they only for decision-making, or do they also include any of the other kinds of sessions suggested above?

4. Ask some colleagues what book(s) have had most influence on their professional thinking, or proved most useful for their teaching. (They might find it interesting to hear your own answers to the same question.)

5. What does TP practice?

6. What should be end result of TP?

Основная литература: 1,2,4,9,18,24,26,30