- •Методическая записка
- •Contents
- •Visit its webpage1, then work out a similar word map for the words “method” and “principle”.
- •After Babel, a new common tongue. It turns out to be Engiish
- •Translate and Render 1.1 Применение Lingvo 9.0
- •Speak about the most promising ones. Comment on your choice.
- •Read and Discuss 1.2.
- •Global Issues in Higher Education
- •Exercises 1.2.
- •Listen and Discuss 1.2.
- •1) What University is putting pressure on other schools to expand financial aid for students?
- •2) What is “college endowment”?
- •3) Do you think that high educational fees are always fair?
- •Read and Write 1.2.
- •Burrhus Frederic Skinner
- •Edward Lee Thorndike
- •John Broadus Watson *
- •Integrated approach
- •Students forced to sign 'I'll try harder' contracts
- •Exercises 1.3.
- •Translate and Render 1.3. Британские университеты могут "сдать мировые позиции"
- •Listen and Discuss 1.3.
- •Discuss and Write1.3.
- •What do you know about the Bologna process?
- •What are implications of those agreements and compacts that laid the foundation of single European educational space?
- •The Russian system of higher education in view of the Bologna process
- •Exercises 1.4.
- •Translate and Render 1.4 Фундаментальная методика
- •Классический подход к изучению иностранного языка
- •Listen and Discuss 1.4.
- •1) What are the changes that can be observed in teaching efl at universities?
- •2) Listen to the voa educational report “Teachers of English in Russia Feeling Winds of Change in Their Profession” and see whether you were right.
- •3) Answer the following questions.
- •Discuss and Write1.4.
- •Find and present information 1.4.
- •Suggestopedia
- •In Practice
- •Exercises 1.5.
- •Translate and Render 1.5. Интенсивная методика
- •Эмоционально-смысловой метод
- •Listen and Discuss 1.5. College, University or Institute?
- •Discuss and Write1.5.
- •To promote one of the fringe methods of teaching
- •To criticize fringe methods in favour of traditional ones.
- •1) What do the letters call stand for? What do you know about this system of learning?
- •2) What are obvious advantages of call?
- •3) Study the information provided in the right columns and find the heading to it in the left one.
- •Read and Discuss 1.6.
- •Exercises 1.6.
- •Translate and Render 1.6. Технологии дистанционного обучения в России
- •Listen and Discuss 1.6.
- •What is e-learning?
- •What can be advantages and disadvantages of e-learning?
- •Listen, fill the gaps and check your answers.
- •Discuss and Write1.6.
- •Do you know what the notion Threshold level implies? If not, read and find out.
- •Do you know any other ways to denote the level of language competence?
- •Read and Discuss 2.1.
- •For students different levels of language proficiency (Elementary, Pre-intermediate, Intermediate, Upper-Intermediate, Advanced);
- •For young learners and adult learners;
- •For professionals to communicate in academic communities, for those who need language for private communication (with friends, guests etc.) Syllabuses in elt
- •Exercises 2.1.
- •Translate and Render 2.1. Разработка Образовательной программы школы
- •Listen and Discuss 2.1.
- •What country is going to introduce a national curriculum? Why?
- •Who are the participants to the discussion. What points do they make in the report?
- •Discuss and Write 2.1.
- •A comparison of traditional and holistic approaches*
- •Unit 2.2. How to Design a Syllabus? Terminology to Study 2.2.
- •Lead-in 2.2.
- •Read and Discuss 2.2.
- •For students having different levels of language proficiency (Elementary, Pre-intermediate, Intermediate, Upper-Intermediate, Advanced);
- •For young learners and adult learners;
- •For professionals to communicate in academic communities, for those who need language for private communication (with friends, guests etc.)
- •Translate and Render 2.2. Целеполагание при проектировании урока
- •Listen and Discuss 2.2.
- •Ideas for Constructing an esl Syllabus
- •1. Decide what you need to teach.
- •2. Decide what you can teach.
- •3. Decide how to organize the syllabus.
- •4. Teacher Expectations
- •5. Helpful information (if you are giving your students a copy of the syllabus, which is advised):
- •Read and Discuss 2.3.
- •For students different levels of language proficiency (Elementary, Pre-intermediate, Intermediate,Upper -Intermediate, Advanced);
- •For young learners and adult learners;
- •For professionals to communicate in academic communities, for those who need language for private communication (with friends, guests etc.)
- •Translate and Render 2.3.
- •Listen and Discuss 2.3.
- •What do all the missing words and word combinations from Part 1 have in common? What are the possible teaching objectives of the task?
- •Now consider the teaching objectives in Part 2 of this listening task. When and how can these ideas be integrated into the teaching process?
- •Lead-in 2.4.
- •Read and Discuss 2.4.
- •Translate and Render 2.4. О программах изучения английского языка
- •Listen and Discuss 2.4.
- •Adult beginners
- •Bachelors of Arts
- •Migrants to the usa
- •Intermediate Level Syllabus Outline
- •Course Structure
- •30 Hours practical application and self-instruction
- •Read and Discuss 2.5.
- •Problems with synthetic syllabi
- •Translate and Render 2.5. О типологии образовательных программ
- •Listen and Discuss 2.5.
- •Cardinal Pell wades into Victorian education debate
- •Discuss and Write 2.5.
- •Books recommended for home studies
- •Printed Journals
- •Online journals
- •Find and Present the information 1.2.:
- •Listening 1.3
- •Find and Present the information 1.3.:
- •Module 2. Unit 2.1. Listening 2.1.
- •Unit 2.2. Listening 2.2.
- •Unit 2.3. Listening 2.3.
- •Unit 2.4. Listening 2.4.
- •Unit 2.5. Listening 2.5.
- •References
In Practice
Physical surroundings and atmosphere in classroom are the vital factors to make sure that "the students feel comfortable and confident", and various techniques, including art and music, are used by the trained teachers. The lesson of Suggestopedia consisted of three phases at first: deciphering, concert session (memorization séance), and elaboration. [1] [3] Deciphering: The teacher introduces the grammar and lexis of the content. Concert session (active and passive): In the active session, the teacher reads the text at a normal speed, sometimes intoning some words, and the students follow. In the passive session, the students relax and listen to the teacher reading the text calmly. Music (“Pre-Classical”) is played background. Elaboration: The students finish off what they have learned with dramas, songs, and games. Then it has developed into four phases as lots of experiments were done: introduction, concert session, elaboration, and production. Introduction: The teacher teaches the material in “a playful manner” instead of analyzing lexis and grammar of the text in a directive manner. Concert session (active and passive): In the active session, the teacher reads with intoning as selected music is played. Occasionally, the students read the text together with the teacher, and listen only to the music as the teacher pauses in particular moments. The passive session is done more calmly. Elaboration: The students sing classical songs and play games while “the teacher acts more like a consultant[1] Production: The students spontaneously speak and interact in the target language without interruption or correction.
Teachers
Teachers should not act directive although this method is teacher-controlled but not students- controlled. For example, they should act as a real partner to the students, participating in the activities such as games and songs “naturally” and “genuinely.” In the concert session, they should fully include classical art into their behaviors. Although there are many techniques that the teachers use, the factors such as “communication in the spirit of love, respect for man as a human being, the specific humanitarian way of applying there ‘techniques’” etc. are crucial. The teachers need not only to know the techniques and theoretical information but also to understand the theory and to acquire the practical methodology completely because if they implement those techniques without complete understandings and acquisition, they could not provide learners successful results, or even could give a negative impact on their learning. Therefore the teacher has to be trained in the course that is taught by the certified trainers.
Here are the most important factors for teachers to acquire, described by Lozanov.
1. Covering a huge bulk of learning material. 2. Structuring the material in the suggestopaedic way; global-partial – partial-global, and global in the part – part in the global, related to the golden proportion. 3. As a professional, on one hand, and a personality, on the other hand, the teacher should be highly prestigious, reliable and credible. 4. The teacher should have, not play, a hundred percent of expectancy in positive results (because the teacher is already experienced even from the time of teacher training course). 5. The teacher should love his/her students (of course, not sentimentally but as human beings) and teach them with personal participation through games, songs, a classical type of arts and pleasure.
Method for Children (Preventive Suggestopedia)
The method for Adults includes long sessions without movement, and materials that are appropriate for adults. Children, however, get impacts from “the social suggestive norms” differently and their brains are more delicate than those of adults. Therefore, another method with different materials should be applied to children, which better matches their characteristics. Lessons for children are more incidental and short, preventing the children from the negative pedagogical suggestions of Society. It is important to tell the parents about the method and their roles because they could influence children both negatively and positively, depending on how they support the kids.
Side Effects
Lozanov claims that the effect of the method is not only in language learning. There confirmed favorable side effects on health, the social and psychological relations, and the subsequent success in other subjects.
Disinformation
Because Suggestopedia works on subconsciousness, it is often said that the method includes hypnosis or other techniques which gave very negative and deep impacts on human beings. However, Lozanov strongly denies this and claims that the method does not use techniques such as; hypnosis, NLP, breathing exercises, use of the alpha waves of the brain, special diets, and so on.