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  • 1. METHODOLOGY AND DIDACTICS 1 ESCUELA : NOMBRES: Inglés Mgs. Orlando V. Lizaldes E. BIMESTRE: Segundo Octubre 2011-Febrero 2012
  • 2. Second Bimester – Generic competences
    • Ability to work in an autonomous way
    • Ability to abstract, analyze, and synthesize
    • Ability to put into practice all the acquired knowledge
    • Ability to search, process, and analyze information from different sources
    • Ability to identify and solve problems
    • Ability to make logical decisions
    • Ability to value and respect cultural diversity
  • 3. How to teach Reading?
  • 4. Teaching Reading
    • Why is Reading so Important?
    • It is useful for language acquisition.
    • It has a positive effect on students’ vocabulary knowledge.
    • Reading and Writing are a single strand….
    • good reader = good writer
    • Reading stimulates discussion.
    • Reading excites imaginative responses and provide fascinating lessons.
  • 5. Teaching Reading…what kind of?
    • Extensive
    • Intensive
    • Personal
    • Cooperative
    • For pleasure (joyful reading)
    • Genre reading
    • Authentic reading
  • 6. Reading Principles
    • Encourage SS to read as often and as much as possible.
    • SS need to be engaged with what they are reading.
    • Encourage SS to respond to the content of a text, not just concentrate on its construction.
    • Prediction is a major factor in reading.
    • Match the task to the topic when using intensive reading texts.
    • Good teachers exploit reading texts to the full.
  • 7. Reading suggestions
    • Reading a text developing reading ability.
    • Get the general meaning
    • Silent reading (which words catch your attention)
    • Checking comprehension
    • Discussion questions
    • Reproducing the text
    • Gap-filling activities
  • 8. What really matters is …
  • 9. How to teach Writing?
  • 10. Teaching Writing
    • Why is writing so important?
    • Writing gives SS more thinking time.
    • It allows Language Processing , that is thinking about the language.
    • It helps to make a distinction between writing-for-learning and writing-for-writing
    • There are good real-life reasons for getting SS to write: emails, letters, etc.
    • Writing reinforces the perception of new words and phrases (gram. structures)
  • 11. Writing styles
    • In order to help SS write successfully and
    • enthusiastically in different styles; we need
    • to consider:
    • GENRE (type of writing into a discourse community)
    • WRITING PROCESS (P-D-R-E) – even if it is time consuming
    • BUILDING THE WRITING HABIT (become a normal part of the classroom)
  • 12. Writing suggestions
    • INSTANT WRITING
    • NEWSPAPERS AND MAGAZINES
    • BROCHURES AND GUIDES
    • POETRY
    • COLLABORATIVE WRITING
    • WRITING TO EACH OTHER
    • WRITING IN OTHER GENRES
  • 13. How to teach Speaking?
  • 14. Teaching Speaking
    • REASONS FOR TEACHING SPEAKING
    • - Rehearsal opportunities
    • - Feedback for teacher and SS
    • - Activate various elements of language
    • This means that SS will be able to use words or phrases fluently without very much conscious thought.
    • Speaking provides sympathetic and useful feedback.
  • 15. Speaking
    • Good speaking activities provide tremendous satisfaction for both T and SS.
    • Remember the ESL trilogy (E-A- S)
    • We as teachers should conceive the idea of a “speaking-as-skill classroom”
    • Create as a teacher the “Talking classroom atmosphere”
  • 16. TALKING CLASSROOMS
  • 17. Speaking
    • HOW CAN YOU CORRECT SPEAKING?
    www.google.com.ec/igres?q=shut+up+and+do+it
  • 18. Correcting speaking
    • GENTLE CORRECTION might take the form of REFORMULATION.
    • The best way of correcting speaking
    • activities appropriately is to talk
    • to students about it.
  • 19. HOW TO TEACH LISTENING ?
  • 20. Main reasons
    • Most people want to be able to understand what the others are saying in English.
    • Listening is good for SS’s pronunciation.
    • Listening texts are good pronunciation models.
    • One of the main sources of listening for SS is the voice of their teacher.
    • SS need to exposed to different ENGLISHES (regional varieties)
  • 21. Listening sources
    • Recorded Extracts ( a lot on CDs)
    • What about your own listening materials?
    • Live listening (Real Life Face-to-face encounters in the classroom)
    • Teacher talk
    • Visitors into your class
  • 22. Listening Principles
    • Encourage students to listen as often and as much as possible.
    • Help students prepare to listen.
    • Once may not be enough.
    • Encourage students to respond to the content of a listening, not just to the language.
    • Different listening stages demand different listening tasks.
    • Good teachers exploit listening texts to the full.
  • 23. We need to create
    • MAGIC MOMENTS WHEN IT COMES TO…
    • Read
    • Write
    • Speak
    • Listen
    www.google.com.ec/imgres?q=hands+up+classroom
  • 24. Using Coursebooks
  • 25.
    • The teacher decides whether or not to use it.
    • With a good coursebook, there is a strong possibility that the language, content, and sequencing in the book will be appropriate, and that the topics and treatment of the different language skills will be attractive.
    • There’s nothing wrong with omitting lessons from coursebooks.
    • PICK AND CHOOSE APPROACH
  • 26.
    • Another activity is replacing coursebooks lessons with one of our own.
    • Another option is to add what is in the book; to extend the students’ engagement with the language or the topic.
    • Finally, teachers adapt what is in the book. That is to say, they need to use the coursebooks units creatively.
    • There’s almost no limit to the ways in which we can replace coursebook excerpts.
    • ARE YOU USING YOUR COURSEBOOK?
  • 27.
    • Teachers have a very poor opinion about them.
    • People like to rely on their own methodologies.
    • Coursebooks provide good teaching material.
    • Coursebooks have appropriate grammar syllabus and they provide vocabulary exposure and practice.
    • It takes less time to prepare a lesson (teachers’ guide).
    • The book may become a millstone around the necks of all concerned, endangering the engagement.
    REASONS FOR (AND AGAINST)
  • 28. HOW TO CHOOSE COURSEBOOKS?
    • We need to consider a few steps:
    • Analyse the book (layout and design, methodology, topics, and so on)
    • Write a short description of our ideal coursebook (turn them into questions)
    • Pilot the coursebook
    • Assess its strengths and weaknesses
    • Consult colleagues for an opinion
    • Finally, let our students take a look of it
  • 29. Planning lessons
    • Determine what will be taught (both content and skills).
    • Formulate the learning objectives for the lesson (e.g., "at the end of the lesson, learners will...").
    • Match what will be taught to 1, possibly 2, of the most applicable benchmarks from the curriculum and identify in the lesson plan. If continuing from a previously taught lesson, the benchmark could be the same as the prior lesson.
  • 30.  
  • 31. Testing
    • Good tests are those that do the job they are designed to do and which convince the people taking and marking them that they work.
  • 32. Testing
    • A good test should comprise :
    • Validity
    • Practicality
    • Reliability
  • 33. Test types
    • Discrete-item test (one thing at a time)
    • Integrative test (use a variety of language and skills)
    • Direct test (to do something with language)
    • Indirect test (correct use of structures)
    • * M-C-I
    • * Fill-in and cloze
    • * Transformation
  • 34.  
  • 35.
    • PROGRAMA: Methodology and Didactics 1 Carrera: Inglés
    • Fecha: 23 de Enero de 2012
    • Docente: Mgs. Orlando Vicente Lizaldes E.
    • Hora Inicio: 19h15 Hora Final: 20h15
    GUIÓN DE PRESENTACIÓN Puntos de la Presentación Intervienen Duración Aprox. en minutos Material de Apoyo - Presentación - Objetivos Orlando Lizaldes
    • 2 minutos
    • 3 minutos
    Sin material. Sin material.
    • Desarrollo del contenido:
    • Capítulo I
    • Capítulo II
    • …………… .
    Orlando Lizaldes
    • 35 minutos
    Diapositivas (cambios cada 5 seg.), videos, otro o ningún material. - Preguntas - Despedida (Contactos, Sugerencias) Orlando Lizaldes
    • 15 minutos (Si no existen, proponer y dar solución)
    • 5 minutos
    Correo, teléfono, ext, horario de tutoría.