14-05-2015_19-15-42 / AНСМОВА_ПДРУЧНИК
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311
Teaching Writing
Stages of writing acquisition
habit formation stage |
development of writing skills |
mechanics of writing/orphographical habits
the habit of converting speech sounds into their symbols –letters and letters combinations
the habit of correct spelling of words, phrases, sentences
Writing is a process of the seven activities:
Setting the goal for written communication Assessing the reader
Gathering information and generating ideas Organizing
Writing a draft Revising
Editing and proofreading.( Janis Forman and Kathleen Kelly)
Table 51 (to chapter 4.4.)
312
Teaching Writing
Product& Process Approaches to teaching writing
Traditional/Product |
Process /Communicative |
Whole class work |
Pair and group work |
Teacher –oriented |
Learner –oriented |
mode: individual, competitive. |
mode: group, co-operative. |
Ideas come from teacher |
Ideas come from learners |
Uniform content, one topic for |
Different topics, learner‟s choice |
all –artificial/unrealistic. |
–practical/relevant. |
Organization |
Organization |
Product –focused |
Process –focused |
Teacher composes –learners |
Learners compose for specific |
copy |
ideas/editing & proofreading. |
One draft process. |
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Limited reading |
Challenging reading |
Teacher judges “correct” |
As input to the letter of response. |
product, measures accuracy |
Teacher helps, supports the |
and form. |
process, evaluates. |
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Table 52 (to chapter 4.4.)
313
Functions of lesson plan
Aid to planning |
Working document |
Teacher intends – lesson |
Keeps teacher on the target |
stages, time. |
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Record
What learners have done, the basis for future lesson plan
Table 53 to chapter 5.1.
314
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Lesson aims/objectives |
What students have |
How to do the |
to do at the lesson? |
activities/exercises |
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proposed? |
Take into account:
Modes of interaction; Materials/aids used; Specific skills to practise; Specific language to propose.
Table 54to chapter 5.1.
315
Models of Instruction & Lesson Organization
Passive |
Active |
Interactive |
teacher-dominated |
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more democratic, |
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learner-centered |
authoritarian |
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less teacher- |
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dominated |
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Learner |
Learner |
is |
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OBJECT |
SUBJECT |
of teaching |
of teaching |
Table 55 to chapter 5.2.
316
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Characteristics of lesson |
Positive sides |
Negative sides |
of lesson |
of lesson |
Strict structure
Easy management
Well-structured and clear procedure
More conservative procedure than necessary which
limits possibility to keep in touch with real world .
Individual personality of each learner is not taken into consideration
Table 56 to chapter 5.2.
317
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Lesson Structure |
Traditional |
Innovative |
terms |
labels |
Introductory part of lesson
Main body
Lead-in (motivating
learning)
Main activity
Set up
Run
Close
Final part/ Round off |
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Follow-up /Post activity |
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Table 57 to chapter 5.2.
318
Changeable & Stable Parts of Lesson
Changeable |
Stable |
Presentation of new material
Training habits
Revision of what have been learned
Testing
Speech practice
Assessment and evaluation
Table 58 to chapter 5.2.
Traditional
terms
Type of lesson that aims at habit formation
Type of lesson that aims at skills development
Mixed type
Table 59 to chapter 5.2.
319
Lesson Types
Innovative
labels
Type of lesson depends on the components
of communicative competence chosen as
the objective (linguistic, pragmatic,mixed)
Aims
Promote effective learning
Stimulate & motivate students
Pre-teach new items
Table 60 to chapter 5.2.
320
Warmers/Warming-up Activities
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Functions |
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in lesson |
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Beginning |
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End |
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Middle |
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Summariser |
Energizer |
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Maintains work; |
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Filler |
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Introduces a topic; |
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Cools down; |
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Creates positive, |
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Rounds off |
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relaxed atmosphere |
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Gives a break; |
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Provides relief |
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