
- •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.
9. A Personal Anthology
This activity has been very successful in our language courses at all levels of proficiency, and the students' copious comments have allowed us to get into the fascinating world of multiperspectivity. At the same time, getting to know about their likes and preferences has provided us with interesting raw material to adapt our teaching style to their own learning strategies. Adjustment to our students' entusiasm and interests may require a readjustment of our own priorities at a given moment in the academic year and this flexibility will, in turn, help us improve our own performance while catering to their needs and interests.
Instructions
You will be the editor of your personal anthology, that is, a compilation of those works that best reflect your own personality, interests and tastes. It will then be shared with the class, so that you and your classmates can get to know each other better.
This compilation should contain:
Works by well-known or professional writers which have touched your soul:
Two poems
Two articles
One short story
Work by fellow students or classmates:
Two works of your choice (compositions, reviews, short articles, reports - at least 200 words each)
Stick to the following guidelines:
The title page will include the title you have created for your anthology, your name, class and year.
The table of contents must be clearly organized by genre, topic or some other logical pattern. Title, author and page number will be given for each work.
The preface will introduce your anthology. It should reflect your thoughts, observations, and/or feelings about the works you have chosen and the reasons for choosing them. The preface will be 2-3 pages long.
All works will be neatly typed and pages will be numbered consecutively.
The bibliography delineating your sources will appear at the end of the anthology. It should be prepared according to formal guidelines and organized alphabetically by authors' last names.
All the material included in your anthology should be different from the texts discussed in class. So pluck up courage and become exploratory readers. Move in the directions indicated, and, in case of trouble or doubt, just ask your teacher, who will give you a helping hand. Work your fingers to the bone when writing your preface and make the most of it. This anthology represents YOU. You should enjoy carrying out this activity. Your classmates and I will certainly enjoy going through it since it'll broaden our own reading, while allowing us to get a glimpse of your interests and choices.
10. The Writing Portfolio
What happens when the students receive their written work back? Do they take some time to have a look at mistakes and slips? Do they make sure that they understand the teacher's comments and objections? Not always. The writing file or portfolio is meant to be a compilation of all their production plus their own reflection and self-assessment for further reference and future work. The idea behind this meta-communicative task is to encourage the students to monitor their own progress and their linguistic-strategic development over time. Towards the end of the course, the file will contain edited exponents of many different types of writing (descriptions, narrations and so on) and varied formats (letters, diary pages, reports and the like) with comments, memory aids and notes that represent an attractive “document” of academic life. Going through their own material from time to time will allow the students to evaluate their learning process and eradicate errors. In case of doubt about the teacher's final decision on their performance during the year, they may be asked to submit their portfolio for global assessment of the strategies implemented.
Instructions
Compile and organize your written production in a portfolio, which will be checked periodically. Make sure you understand your teacher's objections and provide the right choice to all the errors that the teacher has spotted. Keep a record of your own progress and rewrite your work when necessary. Towards the end of the academic year, we will analyse the linguistic strategies you have developed during the course.
You should also include some personal comments in each of the compsitions. For example, you can write down the points you need to reinforce, something you learned, the mistakes you should not make again and so on. The following questions may be of some help.
Was this piece easy or difficult to write? Why?
How many times did I revise it before handing it in?
Did I receive any responses or suggestions from the teacher or peer editor? Did he/she like my work?
Did I try something new such as an expression, a lexical item, a verb pattern?
What should I change or improve to make my writing more appealing to the reader?
How does it compare to other pieces I have written?
What did I learn from this composition?
Remember that we will always praise what you do well while pointing out what can be improved. Also keep in mind that there is a positive relationship between good writing and increased reading experience. So the more you read, the better you will write.
Concluding Remarks
The approach outlined emphasizes the discursive and cognitive aspects of the development of the writing skill. Essentially, writing is considered a problem-solving activity in which the writer faces two main tasks: generating ideas and composing them into a structure adapted to the needs of the reader and the goals of the writer, with adequacy to the context of situation. Because our objective is to highlight the discourse dimension, the discussion focuses on the effectiveness of the message as a whole, the linguistic strategies and resources utilized, the lexical options made, the writer's focus and perspective and so on. Less attention is paid to accuracy in grammar though it is certainly true that without a solid basis of the formal linguistic system, the students cannot hope to develop into effective writers. But it is our view that error-free writing is less important than writing which addresses the topic clearly, develops it in a rational and relevant way, adds persuasive evidence when necessary and takes into account the needs of the reader. Our experience agrees with the findings of many research studies which conclude that once students are writing fluently and confidently, they will be more inclined and more able to write accurately (R. White and V. Arndt 1991, C. Tribble 1996). The tasks outlined above and the general framework of reference may provide an invigorating effect on classroom writing practices and contribute to the development and reinforcement of the students' individual and social identities through functionally oriented texts.
(By María Palmira Massi // The Internet TESL Journal. Vol. VII, No. 6. June, 2001.)