2.5 Планы занятий в рамках самостоятельной работы студентов под руководством преподавателя

Методические рекомендации: Следует добиваться свободного владения материалом, используя рекомендуемую литературу, материалы периодической печати, а также изучая передовой педагогический опыт.

1-4 кредит-час/1-4 кредит-час

Тема СРСП №1. Models of teacher learning. Presentations and explanations.

Форма проведения: беседа

Задания:

1. How appropriate and effective would a similar procedure be for you, in your teaching situation (or in a teaching situation you are familiar with)?

2. For each presentation, pick out and discuss what was effective about it, using where relevant the criteria suggested under What happens in an effective presentation?

3. Stage 1: Experience. If you are currently teaching, notice carefully how you yourself give instructions for a group- or pair-work activity in class, and note down immediately afterwards what you did, while the event is still fresh in your memory. Better, but not always feasible: ask a colleague to observe you and take notes.

4. Read the guidelines on giving effective explanations laid out below. Think about or discuss them with colleagues, relating them to the actual instructions given in Stage 1. In what ways did these instructions accord with or differ from the guidelines? Can you now think of ways in which these instructions could have been made more effective?

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

5-12 кредит-час/5-13 кредит-час

Темы СРСП №2. Practice activities. The syllabus

Форма проведения: дискуссия

Задания:

1. What are the factors that make it effective or ineffective?

2. If you could redesign the material or offer advice to the teacher, what would you suggest?

3. 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?

4. In what ways would you restrict the syllabus if your students were: taxi driver or travel agents.

5. What are the issues that confront you whether designing the syllabus for a national educational system or simply for your own class?

Рекомендуемая литература: 4, 5, 41, 42, 46, 61, 50, 67, 78

13-19 кредит-час/14-20 кредит-час

Тема СРСП №3. Materials design. Lesson planning

Форма проведения: групповая работа

Задания:

1. Give an overview of the most commonly used types of materials in the English language classroom under two headings: published materials and authentic materials.

2. Do the tasks provide opportunities for plenty of use of the target language? Are they heterogeneous, allowing for responses at different levels?

3. With regard to a specific component of the coursebook: would this be most effectively administered through teacher-led question-and-answer? Or perhaps learners should tackle it individually, through reading and writing? Or might it be most effective if they work on it collaboratively, in pairs or groups? Or use a combination of these strategies? Does the coursebook provide you with guidance on these questions?

4. Select one unit from a coursebook you are familiar with, and make a copy of it. Study it, using the questions and comments suggested in this unit, and note in the margins of your copy which components you might omit, change or supplement, and why; and how you think those you have retained would be most effectively administered in class. If there is a Teacher's Book, look at what it says after you have done the above, and compare its ideas with your own.

5. Observe one or two foreign language lessons, noting down in detail what observation the components are and how they are organized.

Рекомендуемая литература: 8, 10, 28, 30, 33, 34, 44, 45, 50, 57, 76, 77, 79

20 – 30 кредит час/21-25 кредит-час

Тема СРСП №4.

Classroom interaction. Learner motivation and interest

Форма проведения: круглый стол

Задания:

1. How important do you think motivation is for success in language learning, compared to, for example, language aptitude?

2. What characteristics and behaviours do you associate with the image of a motivated learner?

3. Tick ideas that seem in the light of your experience to be particularly important, delete any that you think trivial or unnecessary, and make notes in the margins of any queries, criticisms or other reactions that occur to you as you read. Compare your notes with those of colleagues, and discuss the relevance of the guidelines to your own teaching situation.

4. How many ways of creating learner interest in doing a task can you think of? Either on your own or with colleagues, make as comprehensive a list as you can.

Рекомендуемая литература: 1, 2, 3, 6, 7, 9, 18, 21, 22, 29, 35, 39, 42, 43, 48

31-36 кредит-час/26-30 кредит-час

Тема СРСП №5. Language-learning research. Teacher development: practice, reflaction, sharing

Форма проведения: беседа

Задания:

1. What is action research?

2. Steps in the action research cycle.

3. If you are currently teaching, try out at least two of the three methods of appraisal suggested. Did you find the results helpful?

4. Define how “training” and “development” are different, and how they complement each other?

5. Have you attended at least one professional conference or in-service course? If so, how much do you feel the experience contributed to you as a professional, and how? If feasible, compare your experiences with those of a colleague.

6. What are the objectives of TP?

7. How can particular skills and techniques be practised?

Рекомендуемая литература: 14, 18, 20, 21, 23, 25, 27, 29, 32, 37, 40, 43, 48, 49