Harmer’s elements for successful lg learning:
Engage>>>Study>>>Activate sequence E S A
Three models of lesson suggested by Harmer:
1. Straight Arrows sequence:
ESA Engage>>>Study>>>Activate:
- Ss practice in a controlled way;
- good procedure for lower level Ss.
2. Boomerang sequence:
EAS(A)
- T responds to Ss` needs;
- appropriate for intermediate and advanced levels.
3. Patchwork sequence:
EAASASEA etc.
- a mixture of procedures and mini- procedures; a variety of short tasks building up to a whole;
- at more advanced levels.
Four kinds of lesson by J. Scriviner:
1. Logical line:
A >>> B >>> C>>> etc.
- similar to PPP;
- one clear aim to the whole lesson;
- step by step clearly prepared sequence of activities.
2. Topic umbrella:
· TOPIC is the organizing principle/ focal point of work;
- a variety of separate activities linked by TOPIC (all skills);
- a number of different aims, e.g. vocab, grammar, etc.
3. Jungle path:
__________________________________
- responding to Ss` needs;
- T works with people, not prepared plans.
4. RAG – BAG:
- made up of a number of unconnected activities;
- variety but also ‘bittiness’;
- each activity has its own aim;
- no overall aim for the lesson;
- used mainly for revision.
Paraphasing Legutke, PROJECT WORK is task and theme-centered maodel of teaching and learning(learning by doing) and a joint process of negotiation, experiential and holistic = dualism, in which the balance between the product and process orientation schould be preserved.
CHARACTERISTICS OF PW LEARNING:
- autonomy;
- challenging;
- creativity;
- freedom;
- interdisciplinary;
- peer-learning;
- cooperative learning;
- integrated skills;
- responsibility;
- learner-centered;
- investigative;
- egalitarian.
KINDS OF PROJECTS:
1. encounter (meeting people in other country);
2. text = authentic materials; looking for info based on texts, modifying it and presenting;
3. correspondence:
- snail mail
- Internet chatrooms.
PROCESS AND PRODUCT-ORIENTEDNESS:
process-oriented becuse you learn by doing, you have to experience it to get some knowledge about, e.g. negotiation process, social/cultural differences;
PRODUCT-ORIENTED because you have to have some kind of result, no matter if it is written text or a video film, you produce sth = that is your task.
PROJECT WORK= A ROUTE TO AUTONOMY:
We learn how to work in a group, but at the same time we work individually. I think that what is most important- it is the fact that we learn “how to live” in a society, how it works and that you have to put a lot of effort to see satisfactory results. The same problems we solve in our lives, so thanks to project work we have some practice to real life problems.
Stages of a project:
· opening
· topic orientation
· research and data collection
· preparation of data presentation
· presentation (final, end product)
· evaluation (assessors= peers and teacher)
· follow- up (e.g. mistakes).
“ Pronunciation should be an integral part of an English teaching programme from the earlt stages, just as the teaching of strucyures and vocabulary.”
(TEFL: 207)
“Communicative efficiency” suggetsed by Harmer, means that it is enough to be understood, efficient, other name= INTELLIGIBILITY.
To teach PRONUNCIATION means to teach:
- sound
- stress
- intonation
- rhythm.
Tasks for improving pronunciation (Ur):
- imitation of the teacher;
- varied choral drills;
- self-correction by listening to one’s recordings;
- jazz chants;
- tongue twisters;
- clear explanation & information on the side of the teacher.
SOUND PRESENTATION:
· model (a teacher, a tape);
· transcription/ phonetic symbols:
TEACHING PRONUNCIATION OPPORTUNISTICALLY (Harmer 2001):
The teacher shouldn’t teach pronunciation every single time and put big stress on it because Ss may feel discouraged to speak. It should be done rather by the way.
HETEROGENEOUS= mixed-level, mixed-ability, mixed-proficiency classes.
CHARACTERISTICS (DIFFERENCES BETWEEN LEARNERS):
· independence;
· creativity;
· lg competence;
· tempo/ pace;
· discipline;
· motivation;
· cultural background;
· learning styles;
· L1;
· intelligence;
· world knowledge;
· learning experience;
· age/ maturity;
· gender;
· personality;
· interests;
· educational level.
A D V A N T A G E S :
- boosted motivation;
- varied options;
- increase in knowledge;
- awareness;
- tolerance;
- cooperation;
- innovations;
- professional development.
D I S A D V A N T A G E S:
- discipline;
- lazy Ss;
- attention to individuals limited;
- correction;
- T never satisfies everybody;
- &...
Ylayda