
- •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.
5. Films
Here we start with audiovisual input using a film that deals with love and human relationships. After a thorough discussion of the whereabouts of the characters, the analysis of the setting, main events, message and so on, the students are asked to establish a connection between the story and themselves. The focus is on critical and analytical skills while reporting about and reflecting on their own experiences, feelings and ideas.
Four Weddings and a Funeral
Tell us about Yourself.
Choose one of the following topices and write 100-150 words. Your production will be shared with your classmates in the next month's issue of THE BOX, our class magazine.
The perfect match / the ideal partner / the other half.
Have you found him/her? Qualities you look for? Ways to find out if you like or love somebody: physical attraction? Intellectual communion? Just a look? Energy?
Your first boyfriend/girlfriend: How did it all start? Was it similar to the film in any way?
Write about your first meeting with the person you now love or like very much. Decribe the situation and your first impressions.
If you are already married, tell us about your wedding day. If you are single, tell us about your expectations: Religious ceremony? White dress? Big party? Honeymoon on the Caribbean? Secret marriage: just you and your partner? Blue jeans? No party? Honeymoon by a river? List of gifts? Money as a gift? No marriage at all?
Do you believe in eternal love, i. e. that you will love your partner and that he/she will love you till death separates you? Is it possible or is it just a human law to organize society in a better and perhaps, simpler way?
Reviews, Stories and Opinion Articles
Choose one of the following topices and write 100-150 words. Your production will be shared with your classmates in the next month's issue of THE BOX, our class magazine.
Do you consider the film 'Four Weddings and a Funeral' too far-fetched? Write a review pointing out any flaws you can find in the story or the characters. Submit it to the editor of our class magazine for publication.
Write your own short story in which a coincidence either brings a young couple together for the first time, or enables them to meet again after a sad and disagreeable parting. Submit it to the editor of our class magazine for publication.
What do you hope for in the person you might eventually marry? Write a short article in which you describe in detail the qualities you look for in your ideal partner.
Write your own imaginary poem looking back on forty years of marriage. Submit it to the Editor of the Poets' Corner Section.
Have you made your choice? Fine! Do not forget to provide a title.
Other favourite 'love comedies' that have been used as springboards to the development of written expression are: Only You, When Harry Met Sally, My Best Friend's Wedding, The Mirror Has Two Faces and As Good as It Gets, inter alia.
6. Providing an Alternative Ending
Some students love to play professional writers and indulge in the sophisticated use of words to shock their audience which is their own classmates, in this particular case. This writing activity is based on a reading stimulus (an open-ended story) and its presupposes the class discussion of the issues at stake, the reconstruction of the semantic shemata of the text in question, plus an evaluation of the situation at the end and a subsequent hypothesis as to the way it may go on. The skills involved in this task are reading, speaking and writing.
Instructions
Participate in the First Contest of Short Story Endings. Continue developing Lamb to the Slaughter (by Roald Dahl) in one more paragraph. In it, provide an alternative ending and illustrate it with some original artwork. A student committee will select the most creative piece and the author(s) will receive a miniature lamb as a gift.
Lamb to the Slaughter deals with the relationship between a pregnant woman and her husband. One day, he returns home from work and tells her that he's leaving her for good. Her unexpected reaction allows us to discover another facet of her personality.
Other stories with open endings or with unexpected twists in the end that require the reader to take an active part in the overall interpretation are: Charles (Shirley Jackson), Embroidery (Ray Bradbury), Compassion Circuit (John Wyndham), All Summer in a Day (Ray Bradbury), The White Bungalow (A. J. Alan), When We Dead Awaken (Ronald Duncan), Hills Like White Elephants (Ernest Hemingway) and The Interlopers (Saki), among many others. Students may be required to make the end explicit in some cases or to provide optional endings in others.