.18.02.09. .DAY 3 - Mavis' afternoon session.

TERMINOLOGY in ELT: Acronyms

http://www.tefl.net/teacher-training/terminology.htm

ACTFL	American Council on the Teaching of Foreign Languages
ARELS	Association of Recognised English Language Services
BASELT	British Association of State English Language Teaching
BC	British Council
CALL	computer assisted language learning
CEELT	Cambridge Examination in English for Language Teachers
CELTA	Certificate in English Language Teaching for Adults (replaces CTEFLA)
CILT	Centre for Information on Language Teaching and Research
CTEFLA	Certificate in the Teaching of English as a Foreign Language to Adults (replaced by CELTA)
DELTA	Diploma in English Language Teaching for Adults (replaces DTEFLA)
DOS	director of studies
DTEFLA	Diploma in the Teaching of English as a Foreign Language to Adults (replaced by DELTA)
EAP	English for academic purposes
ECIS	European Council of International Schools
EFL	English as a foreign language
ELICOS	English Language Intensive Courses for Overseas Students (Australian)
ELT	English language training or teaching
EMT	English mother tongue
ESL	English as a second language
ESOL	English for speakers of other languages
ESP	English for specific purposes
IATEFL	International Association of Teachers of English as a Foreign Language
IELTS	International English Language Testing System
L1	first language
L2	second language
LCCIEB	London Chamber of Commerce and Industry Examinations Board
TEFL	teaching (of) English as a foreign language
TESL	teaching (of) English as a second language
TESOL	a) teaching (of) English to speakers of other languages b) Teachers of English to Speakers of Other Languages, Inc.
TOEFL	Test of English as a Foreign Language
TOEIC	Test of English for International Communication
UCLES	University of Cambridge Local Examinations Syndicate

.18.02.09. .DAY 3 - Damian's afternoon session.

EXAM TRAINING: PAPER 1 (tomorrow, 19/02/2009)

- not knowledge 

+ how much you can write

.18.02.09. .DAY 3 - Mavis' morning session.

(background assignment - grammar - lexis - phonology - discourse)

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WHAT IS THE VERB?

- words that represent ACTIONS + STATES

"A word which (a) occurs as part of the predicate of a sentence (b) carries grammatical categories such as tense, aspect person, number and (c) refers to an action or a state."

- subject:

noun phrase

article + adj, nouns

the / angry crowd 

- predicate:

verb phrase 

verb + objects, complements

out / of control

- what is "verb phrase"?

• "The part of the sentence which contains the main verb and also any objects, complements and adverbials. e.g. (Tom) gave a watch to his daughter."
  
• "Can consist of the word or of more than one word, in which case the phrase consists of a head verb preceded by one or more auxiliary verbs." - no mention of objects, complements, etc.
  
• "The verb phrase is often heavily packed with meaning. Tis is becaise we build into it a number of concepts and devices."
  

- action/state

- tense/time

- passive/active voice

- mood indicative, subjunctive, imperative

- modality

- aspect/progressive, perfect

.18.02.09. .DAY 3 - Damian's morning session.

READING SKILLS

4 skills - MACRO SKILLS

- listening (receptive)

- speaking (productive)

- reading (receptive)

- writing (productive)

*in order of acquisition*

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reading sub-skills

- skimming - quickly, for the general idea

- scanning - pick out information you need without processing information looking for something specific

- reading for detail - pick out info + process it

-  guessing new words - using context (the whole) / co-text (the surroundings of the text) to derive a general understanding

- inference - reading between the lines 

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TOP DOWN processing - Native (big picture)

BOTTOM UP processing - Elementary students, trying to read every word

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the task needs to be given before they approach the text / set a time limit

- what are the necessary pre-conditions for effective reading?

1. language - level
   
2. content - relevance
3. speed - different paces (efficient reading is fast! slow is painful!)
4. attention - focus on significant parts
5. incomprehensible vocab - reading for the context (be aware of it not becoming a vocabulary class!)
6. prediction - use pictures
7. background info - they will use background knowledge 
8. motivation - content, level = is it challenging enough?
9. purpose - clear task before they approach the text
10. strategies - what we do in class (getting settled, activating schematic knowledge, using headings and sub-headings, using pics and diagrams, considering the length of the text)

- while reading:

• combining new info
• contextual / co- textual guessing
• ignoring new vocab
• using cohesive devices
• using illustrations
• highlighting the main points
• dictionary
• genre recognition

- post-reading:

• how the text made you feel
• summarizing
  
• new info learned
• info transfer
• comparing ideas with another student
• discussion

.17.02.09. .DAY 2 - Damian's afternoon session.

PHONOLOGY

Reference book: Phonetics and Phonology, by Peter Roach

1. bead

2. bid

3. bed

4. bad

5. bard

6. bud

7. bird

8. bared

9. bayed

0. beard

(Try and make the students say their phone numbers...)

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- how many letters are there in the English Alphabet?

26

- how many sounds are there in English?

44

- what's the difference between Phonetics, Phonemics and Phonology?

* Phonetics is the study of the sounds (any sounds)

* Phonemics are the symbols (help with a study of a particular language)

(both of them are segmental aspects of pronunciation)

* Phonology is the science (supra-segmental = intonation/features of connection speech)

- what are the different articulators we use to produce sounds?

nasal tract, hard palate, 

upper teeth, oral tract, soft palate,

alveolar ridge, tongue, uvula,

lower lip,

lower teeth, pharynx wall,

larynx

- how is the phonetic chart arranged?

http://www2.arts.gla.ac.uk/IPA/IPA_chart_(C)2005.pdf

- what is an allophone?

different ways in which the same sound can be pronounced (like/silly/pull)

- which sound has a "clear" and "dark" form?

(at the end = dark / beginning and middle = little "l")

- what are the 2 "semi-vowels"? Why are they called this?

"y" and "w"

- what is a glottal stop and where does it occur? How is it transcribed?

it's the pause before a syllable. 

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START PRACTICING THE TRANSCRIPTIONS!!!

.17.02.09. .DAY 2 - Mavis' afternoon session.

MATERIALS + RESOURCES

(handout 14 + 15)

* CourseBooks:

-> advantages:

• learners have a written record of what they've learned
• learners can look ahead or back
• they are written by people with many years experince
• they save time in preparation
• often include useful appendices e.g. grammar reference
• they may have built in recycling systems
• supplementary materials e.g. workbooks, DVDs, resource packs, software
• we can adapt to suit learner's needs
• we rarely compete with the presentation
• sequencing
• comprehensive topics
• learners expect to use them

-> reasons why we may not choose not to use the CB:

• material may not be authentic, therefore contrived or artificial
• learners might need further practice - no written practice
• learners might have specific needs not met by the CBs
• subject matter may be dull or unsuitable for the cultural context
• to take a break from the CB
• to take advantage of media: internet
• not up to date
• the CB may be lexically limiting
• they can have a rigid, predictable structure

.17.02.09. .DAY 2 - Damian's morning session.

WRITTEN DISCOURSE - Guy Cooks

-> Unified whole: - coherent

      - cohesive (it fits together)

What makes a text COHESIVE?

1. VERB FORM (present tense): we use the Present Tense when telling a story: "The historic Present"
   
2. PARALLELISM (the same lexical form): - to do / not to do (prayers, poetry, songs)
   
3. PRONOMINAL REFERENCE: * anaphoric reference (going back): "John took the letter off the table and threw it in the fire." Why? Because it had woodworm. ** cataphoric reference (story telling - you build up from introduction - children's books): "Nobody seemed to know where they came from, but there they were in the forest: Kanga and Baby Roo." *** exophoric / xenophoric reference (rhetorical questions) -> out of the text
4. REPETITION AND LEXICAL CHAINS: -synonyms / -antonyms / -hypernyms (e.g. furniture) / -hyponyms (e.g. chair) / -meronyms (e.g. I saw the headlights - meaning the car - the whole)
5. SUBSTITUTION: e.g. Do you like studying discourse? - Yes, I do. / - Yes, I think so.
6. ELLIPSIS: when we drop parts of the text. e.g. Would you like a pineapple? - Yes, I would.
7. CONJUNCTION: -additive (moreover, furthermore) / -adversive (however, on the other hand) / -causal (so, because, hence) / -temporal (McCarthy: Discourse Analysis for English teachers - first, second) / -elaborative/exempletive (such as, for example) / -discoursal (anyway, moving on)

> reciprocal (e.g. application)

- (e.g. memo)

< class="Apple-style-span" style="font-style: italic;"> (e.g. biography)

1. given information

2. new information

- when we speak, we give new info to keep people's attention, and then comment on it.

- when reading, the writer is anticipating our questions.

.17.02.09. .DAY 2 - Mavis' morning session.

What is GRAMMAR?

Grammar is sometimes defined as the way words are put together to make correct sentences. Penny Ur

An oversimplification but a good starting point.

- You are able to mix different approaches when teaching Grammar.

- BE AWARE when teaching Grammar!!!

A book book to be followed on the subject is Uncovering Grammar, by Scott Thornbury.

By adding Grammar the message is made less ambiguous. E.g. "the bill please" "Could you please send the bill....."

Diane Larsen-Freeman

.16.02.09. .DAY 1 - Damian's 1st session.

the history of ELT 1 - an overview

APPROACHES AND METHODS IN LANGUAGE TEACHING

1. WHY * approach - the way you relate to the student (the idea/the theory)

- what s language? - how languages are learned?

2. HOW * method - the way you organize the syllabus 

- how we present this theory in class

3. WHAT * technique - the activity itself / reformulation

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- grammar translation - translation / grammar rules / example sentences 

- the reform movement - in the uk / IPA (international phonetic alphabet)

- the direct method - berlitz / same way as the L1

- audiolingualism - wizard / drill

- situational language teaching - PPP

- CLL (community language learning) - student centered

- the silent way - rods / problem solving

- TPR (total physical response) - imperative

- suggestopedia - background music

- functional / notional approach - "at the airport" / survivor kit

- communicative language teaching - language communication

- the natural approach - natural order / I + 1

- TBL (task based learning) - Case Study (MKT Leader)

- the lexical approach - chunks of language

- language play - how we learn languages = "language play language learning"

.16.02.09. .DAY 1 - Mavis' 1st session.

-Language

-> backgroung - should be a mix of assignments:

• theory
• practice

Teacher's roles in the classroom:

- psychologist

- dictator

- time-keeper

- counselor

- fount of all the truth

- genial host

- cheerful steamroller

- baby-sitter

- language adviser

-> lesson plan: write the different roles on different parts of the lesson:

- prompter

- assessor

- controller

- organizer

- tutor

- participator

- resourcer

a) diagnostician/assessor/observer

b) planner

c) manager/organizer

d) provider/resourcer

.16.02.09. .and the madness started today!.

DELTA - day 1 -

Mavis and Damian - an introduction to the course

- check our UP Language DELTA website... 

https://sites.google.com/site/deltad12009/Home

• module one - content - understanding language, methodology and resources for teaching; assessment: written examination - 2 parts - each 1 hr 30 mins; timescale: input and mocks to June 2009, examination in December 2009.
• module two - content - developing professional practice; assessment: assignments incorporating background essays and observed teaching; timescale: May - Nov 2009.
• module three - content - extending practice & ELT (young learners, one-to-one, etc.); assessment: an extended assignment of 4,000 - 4,500 words; timescale: first semester 2010.