
- •Contents
- •Acronyms related to tefl The Most Frequently-used Acronyms
- •Commonly-used Acronyms
- •Other Acronyms Related to tefl/tesl
- •Предисловие
- •The scientific prose style as opposed to the belles-lettres style
- •Skim the following 4 boxes and identify which style they refer to: poetic, belle-lettres, newspaper, or scientific prose style. What features help identify the latter style?
- •Analyze the proposed examples of texts of the two distinct styles from the point of view of the criteria given in the table and put down your findings.
- •Find examples from the texts illustrating the most noticeable characteristics of the scientific style.
- •The vocabulary of the scientific prose style
- •Vocabulary Work 1
- •Provide Russian equivalents of the following English words:
- •Find synonyms for the following words:
- •Odd one out. Underline the wrong word in each line.
- •Provide derivatives and restore the word combinations that follow.
- •Decode the following abbreviations using the list of abbreviations and group them according to their meanings:
- •The vocabulary of the scientific prose style
- •Vocabulary Work 2
- •Choose the proper variant of translation of the italicized words.
- •Fill in the necessary word according to the meaning using the following words. Use: assessment, assignment, accomplished, crucial, superior performance, insight, encounter, utilized, authentic.
- •Match synonyms from the two groups (numbers and letters):
- •Match the terms (numbers) and their definitions (letters).
- •Paraphrase the underlined words/expressions.
- •Translate the following sentences into Russian paying attention to the terms and scientific vocabulary:
- •Students as textbook authors
- •Can you think of benefits and shortcomings of commercially-produced materials (textbooks)? Make a map of associations.
- •Vocabulary Enrichment
- •Make sure you understand the following terms from the text:
- •Match the definitions with the proper words.
- •Fill in the blanks with the following words and combinations: assignment, blogs, designing, engaged, information gap, invest, journals, miming, proficient, student-centered.
- •Match the text subtitles with the ideas they develop.
- •Scan the text and get ready to explain the following ideas:
- •Share your vision of the following ideas presented in the introduction to the text:
- •Follow-up.
- •Can you describe the key characteristics of the article? To do it follow the guidelines:
- •Student Profile Questions for Middle School
- •Ways to use a student-produced booklet
- •Brainstorming before speaking tasks
- •What is brainstorming in pedagogics (structure, process, aims)? Is it the same according to this article?
- •V ocabulary Enrichment
- •Consult the dictionary for the following terms:
- •Match the definition with the word from the list.
- •Match the two parts of word combinations and explain their meaning.
- •Paraphrase the sentences using your active vocabulary.
- •Do you remember which part…
- •Follow-up.
- •Reaching reluctant readers
- •Vocabulary Enrichment
- •Translate the sentences into Russian.
- •Errors and corrective feedback: updated theory and classroom practice
- •Vocabulary Enrichment
- •Read the following definitions and think which type of mistake they refer to:
- •Match the words from the list with their synonyms from below and make up word combinations or sentences with them.
- •Follow-up:
- •Develop the ideas from the text in your own words trying to explain their essence.
- •Imagine some other involving ways of working with mistakes students make in writing or orally.
- •Write a self-analysis about the types of mistakes you / your students make and how you handle them. Be specific.
- •Implications for our Classroom Practice
- •Integrating reading and writing for effective language teaching
- •To teach or not to teach writing in the target language? What answer does the text give? And you?
- •They distinguish the following types of writing. Give your vision of them. Are they described in the text?
- •Match the stages of process-writing (numbers) with the actions (letters). Do you follow the structure proposed here passing all the stages?
- •Vocabulary Enrichment
- •Make sure you can explain the terms from the text:
- •Find equivalents from the list for the following groups of synonyms:
- •Use the following words to fill in the blanks: demanding, inventory, objective, outline, performance, springboard, sufficient, technique, worksheet.
- •Translate the last paragraph of the article into Russian. Compare your variants of translation for accuracy.
- •See the following plan made on the basis of the analysis of text paragraphs. It is jumbled. Restore its order according to the text.
- •Scan the plan for information on the following subtopics. Be ready to develop the points into a speech.
- •Follow-up:
- •Integrating reading and writing for effective language teaching
- •Integrated Reading and Writing Course Objective
- •Metaphoric intelligence and foreign language learning
- •To know if you are right see the following text. Be ready to share and think which intelligences are vital in learning foreign languages and why; and what is metaphoric intelligence?
- •Vocabulary Enrichment
- •Make sure you can explain the following terms:
- •Match the words with their definitions:
- •Use the proper derivative:
- •Translate paragraphs 2 and 3 into Russian. Compare your variants of translation for accuracy.
- •See the plan of the text. Make it complete. Compare your plans. Plan
- •Deep impact storytelling
- •Vocabulary Enrichment
- •Make sure you can explain the following terms:
- •Use the words in brackets in the proper form:
- •Translate from English into Russian:
- •Scan the meaningful parts for the key ideas. Select the sentences from the text, paraphrase complex sentences or summarize ideas in your own words. Compare with another student.
- •Follow up:
- •Introduction
- •Why don’t teachers learn what learners learn? taking the guesswork out with action logging
- •Read the text and identify what “gold mine” the author has discovered.
- •Vocabulary Enrichment
- •Make sure you can explain the following terms:
- •Match the following definitions with the proper words from the list:
- •See the plan of the article. Put a question that may summarize each part.
- •Summarize the ideas of part I and III in as few words as possible. Compare with other students.
- •How many and which activities are mentioned in the article? Scan them for the following information:
- •Select some three activities you like best. Get ready to explain their essence and aims, and say why you find them efficient. Identify the most popular activities.
- •Follow-up:
- •Pronunciation & grammar using video and audio activities
- •Can teaching pronunciation and grammar be fun? Propose as many ways as possible and be ready to clarify your point.
- •Vocabulary Enrichment
- •Make sure you can explain the following terms:
- •Guess the word by its definition:
- •Use the proper derivative:
- •Translate the Conclusion in writing. Compare the translations for the most accurate.
- •Look through the text and find answers to the following questions:
- •Check other fellow-students if they’ve got answers to the questions above.
- •Explain the following sentences from the text or paraphrase:
- •Follow-up:
- •Humanising the coursebook
- •Make sure you can explain the following terms:
- •Match the following definitions with the proper words:
- •Use the proper derivative:
- •Translate the second paragraph of the article into Russian. Compare your variants of translation for accuracy.
- •See the plan of the article and identify how its points and subpoints are interrelated.
- •Put a question to every meaningful part of the text.
- •Answer the questions trying to sum up shortly.
- •Use the plan to answer the questions:
- •Using the plan present the the key ideas of the text orally as shortly as possible.
- •Using the plan select one point which has attracted your special attention and on which you would like to share your views and attitudes.
- •Follow-up:
- •Introduction
- •Adapting authentic materials for language teaching
- •Remember your teaching practice and say:
- •Vocabulary Enrichment
- •Make sure you can explain the following terms from the text:
- •Match the definitions with the proper words:
- •Propose derivatives of the words and make up word combinations:
- •Fill in the following sentences using your active vocabulary:
- •Infrequently Used Words
- •Verbal Complexity
- •Verbal Ambiguity
- •Implicitness
- •Interactive writing in the efl class: a repertoire of tasks
- •What writing strategies can you remember? (e. G.: fluent writing, free writing, etc.) What is meant by “interactive writing”? Find passages in the text that explain its essence.
- •Vocabulary Enrichment
- •Scan the vocabulary for words dealing with a) the Internet; b) reading and writing. Be ready to explain their meanings.
- •Match the words and their groups of synonyms:
- •Use the proper derivatives:
- •The author says the activities are interactive and involve problem-solving. Choose one you liked best and try to prove it.
- •Follow-up:
- •Interactive writing in the efl class: a repertoire of tasks
- •2. Sending a Letter Abroad
- •3. Writing a Letter to the Author of a Story
- •5. Films
- •6. Providing an Alternative Ending
- •7. An Introduction to an Anthology of Short Stories
- •8. Journal Writing
- •9. A Personal Anthology
- •10. The Writing Portfolio
- •Discussion examination: making assessment match
- •Instructional strategy
- •Vocabulary Enrichment
- •Match the definitions with the words from the list:
- •Use the correct derivative:
- •Paraphrase the following using the active vocabulary from the list:
- •Better teaching through provocation
- •Vocabulary Enrichment
- •Make sure you can explain the following terms:
- •Match the following definitions with nouns:
- •Use the proper derivatives:
- •Match the words to make up word combinations and be ready to explain their meanings:
- •Remember the names of the parts of the article. Which parts do you consider vital for the abstract and which not?
- •Scan the key parts of the text for the subtopics. Compare with other students.
- •See which of the parts provides answers to the questions:
- •Propose theses for every subtopic. Present the theses and compare if they are the same with everybody.
- •Explain the following ideas as you see them:
- •Follow-up:
- •Creativity
- •Can you describe what a creative person is like? Why is it necessary to be creative today? Can you give examples illustrating that creativity is required in all fields of life?
- •See the following list of verbs taken from the texts on creativity and decide which of them may be used to describe a creative approach to teaching? And a counterproductive approach?
- •Can you sum up information for each of the columns?
- •Imagine examples illustrating the above columns to show that they do work. Let your group mates guess what column you are trying to illustrate (e. G. A decision, a strategy or environment).
- •Choose a quotation from the text and get ready to comment on it:
- •Identifying and developing creative giftedness
- •Investing in creativity: many happy returns
- •Implications of Phase Theory
- •Implications of Studies of Organizational Climates
- •The general outline of a scientific article
- •Text compression
- •Writing abstracts Approaches to Writing Abstracts
- •Use of Abstracts
- •Types of Abstracts
- •Guidelines for Writing Abstracts
- •Stages of Writing Abstracts
- •Paragraph
- •Unity in paragraphs
- •Continuity in paragraphs
- •Integrity of Paragraphs
- •Some Guidelines for Building Effective Paragraphs
- •Sentences
- •Some Guidelines for Writing Effective Sentences
- •Some Guidelines for Writing Compressed Sentences
- •Self-check questions
- •Chat abbreviations/lingo
- •Chat Faces
- •Chatiquette
- •If they won't write, get them to text. Hamish norbrook gets predictive about the learning opportunities presented by mobile phones
- •Sample of reading log and its structure
- •Self-check test
- •An algorithm of analyzing and interpreting of english-language academic texts
- •Subject index
- •References
- •Интерпретация англоязычного научного текста
- •Interpretation of english-language academic texts Учебно-методическое пособие для студентов языковых специальностей вузов
- •2 25404, Г. Барановичи, ул. Войкова, 21.
2. Sending a Letter Abroad
This task is suitable for young students at intermediate levels, who are generally fascinated at the “miracle” of receiving news from English-speaking people through pen-pal groups or letters sent to an organization. When they realise that they can actually “do” things with words, their confidence and motivation increase enormously and they feel the satisfaction of achieving an apparently impossible goal. For example, before or after working intensively on a unit on ecology and the environment, the writing task below may add some interest and stimulate a lot of further discussion and project work.
Instructions
Are you interested in protecting the environment? If so, here is a challenge. Go through the following 'ecological' addresses. Choose one and write a letter asking for information about the organization, aims and objectives. Explain that you are a students and tell which school you go to. Then request brochures, booklets or posters containing the on-going research and campaings they have recently launched to do something about the environment.
GREENPEACE 1436 U Street N. W. Washington, D. C. 20009 U. S. A. Fax: (202) 462-4507
The assignment has two stages:
Prepare the letter and submit it to your language teacher, who will check for grammar and vocabulary inaccuracies.
Send the letter by e-mail, fax or snail-mail. If you get any material, let us know so that it can be discussed in class.
If you get an answer, you'll get extra credits for your assignment. So rack your brains to make the letter as interesting as possible. Good luck!
This task can easily be adapted to different situations. For those students who are about to stretch out in other directions after the course or wish to embark on programs to improve their overall performance in an English-speaking country, here is an alternative.
Would you like to get up-dated information about intensive English programs in the USA or in the UK? Here are some addresses. Write a letter asking for information on the courses offered, their description, duration, costs, accommodation facilities, application procedures and any other detail that you consider relevant.
For trainees who are about to graduate and start working in 'the real world', an interesting option is to help them get in touch with some publishing houses so that they can get information on the latest teaching material on the market. Some addresses can be supplied by the teacher and they can also be encouraged to surf the Web to make further contacts. Other possibilities include writing to tourist boards, embassies, museums and charity organizations.
3. Writing a Letter to the Author of a Story
Short stories provide stimulating ways to explore the potentialities of the linguistic system, and their inclusion in the language class in English training centres is common practice nowadays. After a detailed analysis of text structure and global meanings, summary writing and dramatization, for example, an extension task might include writing a letter to the author providing some kind of response, with comments on how the students felt after reading the story in question.
Instructions
After reading The Fun They Had, write a letter to the author, Isaac Asimov, expressing your views on it. Explain your feelings towards the main character and provide your opinion about the central theme of the story.
The Fun They Had is about a student, Margie, who lives in the year 2155 and has a computer as a teacher. Everything goes on well until the day when she finds a book about school in the past.
The World Wide Web offers numerous sites with stories written by young authors in different parts of the globe, and this opens up new possibilities to enhance the students' written expression as well as their cultural awareness.
4. E-mail Writing
The development of new virtual spaces for communication has favoured the emergence of e-mail writing, a hybrid genre that combines features of both written and oral discourse. After analysing some samples in class and exploring the formal characteristics and some of the linguistic strategies displayed in electronic discourse, the students can be invited to try their hands at computer-mediated-communication. Their data will provide the right corpora for comparison and contrast between spoken and written discourse, spotting the politeness codes, the language registers, the nettiquette codes, the expression of emotions using emoticons and the like. An alternative is to encourage students to use e-mail and computer networking in a collaborative fashion for formal and informal consultations among themselves and with the teacher (M. Warschauer 1995).
Instructions
Have you got an Internet connection at home? Do you have e-mail access? Are you an e-mail enthusiast? If so, this is the right writing project for you. Would you like to contact e-mail key-pals? Surf the Web and make a link with partners from other countries and cultures!. Pluck up courage and give it a try. We'll have our own school up in lights.
You should collect all the e-mail you send and receive in a file, which we will check every fortnight. You are absolutely free to choose your own key-pal. The only requisite is that you should communicate with him/her at least once a week. We will not be critical about your messages since we are interested in developing your motivation to write in English. So relax, meet a new friend and start writing. You will get credits for your extra effort. Good luck!