- •Explanation
- •Modern Usage
- •Developments & Problems
- •Summary
- •1. Brainstorm bonanza
- •2. Problem-solving as a group
- •3. Clue me in
- •4. Survivor scenarios
- •5. Moral dilemma
- •Communicative Language Teaching
- •Explanation
- •Misconceptions
- •Using the Method
- •Summary
- •Four sound reasons to teach grammar with games
- •Children are more motivated to learn grammar with games
- •What kinds of games work best?
- •Comparative adjectives
- •Examples
- •Superlative adjectives
- •Examples
- •Forming regular comparatives and superlatives
- •One syllable adjectives
- •Two syllables
- •Three or more syllables
- •Irregular comparatives and superlatives
- •Advantages of role playing
- •Steps and tips for using role playing
- •1. Syntax. The definition of the phrase. Types of phrases and ways of expressing syntactic relations
- •2. The Direct Method
- •3.The Information gap technique
- •Homonymy: definition and classification
- •The Natural Approach
- •1. Simple sentence. Types of sentences according to their structure. Communicative types of sentence
- •2.Communicative competence and its elements
- •3. The Concept of Polylingual Education in the Republic of Kazakhstan
- •Composite sentences. Types of composite sentences according to their structure
- •The Silent Way
- •Backward Build-up. Expansion Drill
- •The Suggestopedia method
- •3. The Repetition Drill
- •General Notes on Styles. Styles of the English Language
- •3.Chain Drill
- •2. The Community Language Learning
- •1. Expressive Means and Stylistic Devices
- •2. The Content and Language Integrated Learning
- •2.Strategies-based instruction
- •1.Stylistic Classification of the English Vocabulary
- •2. "Total immersion technique"
- •3.Drama Techniques for Teaching English
- •1. The influence of the Latin and French languages upon English
- •2. Give the background of silent way method
- •Конец формы
- •General Notion and Peculiarities of the English Phonetics. Connection with other sciences
- •2. English for Specific Purposes teaching
- •3. Intensive and extensive reading in flt
- •Intonation of declarative type of sentences
- •Intonation of interrogative type of sentences.
- •Intonation of imperative type of sentences:
- •17Билет
- •18Билет
- •Listening Carefully
- •Pronouncing the Word
- •Methods of Grasping the Meaning
- •19Билет
- •20Билет
- •1) Phonetic stylistic devices
- •II phonetics of sequences
- •1.Alliteration
- •2. Onomatopoeia
- •3. Assonance
- •2. Effective Methodologies of teaching speaking
- •2. Effective Methodologies of teaching listening
- •Using Authentic Materials and Situations. Authentic materials and situations prepare students for the types of listening they will need to do when using the language outside the classroom.
- •3. Blended learning activities
- •1. The Old and Middle English written records
- •2. Effective Methodologies of teaching writing
- •3. Project activities
- •1. The phonetic system of Old, Middle and Modern English
- •2. Effective Methodologies of teaching reading
- •Integrating Reading Strategies
- •Using Authentic Materials and Approaches
- •3. Using computer/internet games for young learners
- •1. The laws of Carl Verner and Jacob Grimm
- •2. Reflective teaching
- •3. Brainstorming technique
- •Using the Technique
2. Reflective teaching
Reflective teaching is a process where teachers think over their teaching practices, analyzing how something was taught and how the practice might be improved or changed for better learning outcomes. Some points of consideration in the reflection process might be what is currently being done, why it's being done and how well students are learning. You can use reflection as a way to simply learn more about your own practice, improve a certain practice (small groups and cooperative learning, for example) or to focus on a problem students are having. Reflective teaching is about more than just summarizing what happened in the classroom. If you spend all your time discussing the events of the lesson, it’s possible to jump to abrupt conclusions about why things happened as they did.
Reflective teaching is a quieter and more systemic approach to looking at what happened. It requires patience, and careful observation of the entire lesson’s experience.
According to Jack Richards, reflection or “critical reflection, refers to an activity or process in which an experience is recalled, considered, and evaluated, usually in relation to a broader purpose. It is a response to past experience and involves conscious recall and examination of the experience as a basis for evaluation and decision-making and as a source for planning and action. (Richard 1990)
Approaches to Critical reflection:
Peer Observation – Peer observation can provide opportunities for teachers to view each other’s teaching in order to expose them to different teaching styles and to provide opportunities for critical reflection on their own teaching. Some suggestions for peer observation:
1. Each participant would both observe and be observed – Teachers would work in pairs and take turns observing each other’s classes.
2. Pre-observation orientation session – Prior to each observation, the two teachers would meet to discuss the nature of the class to be observed, the kind of material being taught, the teachers’ approach to teaching, the kinds of students in the class, typical patterns of interaction and class participation, and any problems that might be expected. The teacher being observed would also assign the observer a goal for the observation and a task to accomplish. The task would involve collecting information about some aspect of the lesson, but would not include any evaluation of the lesson. Observation procedures or instruments to be used would be agreed upon during this session and a schedule for the observations arranged.
3. The observation -The observer would then visit his or her partner’s class and complete the observation using the procedures that both partners had agreed on.
4. Post-observation: The two teachers would meet as soon as possible after the lesson. The observer would report on the information that had been collected and discuss it with the teacher (Richards and Lockhart, 1991).
The education department incorporates reflective thinking and teaching into a sequential curriculum pattern with initiatory, developmental, and culminating phases. Courses are arranged within the professional education sequence around five questions:
Exploring Teaching — “Shall I Teach?”
Academic Preparation — “What Shall I Teach?”
Understanding Learners — “How Do Students Learn?”
Organizing for Teaching — “How Shall I Teach?”
Schooling and Cultural Context — “Why Do We Teach?”
Classes participate in carefully arranged and fully integrated field based experiences beginning in the first year and culminating in the senior year with Student Teaching. The professional education curriculum emphasizes caring relationships, assertive but cooperative classroom management practices, peace and justice issues, and the integration of ethics with professional competency.