This course introduces students to methods and techniques for teaching English as a foreign language. The course aims to prepare prospective secondary English teachers by familiarizing them with concepts of language learning and teaching, presenting an overview of ELT methods, and enabling students to design language tasks, plan lessons, and create assessments. The course covers topics like language learners and teachers, ELT methods, teaching language skills and systems, lesson planning, and language testing across 5 units. Students will learn through lectures, seminars, exercises, projects and independent study, and their performance will be evaluated through participation, presentations, assignments, exams and a project.
Grammatical form and grammatical function Ibrahim Muneer
A useful distinction in grammar is that of form and function. Grammatical form is concerned with the description of linguistic units in terms of what they are, and grammatical function is concerned with the description of what these linguistic units do. Note that we use capital letters at the beginning of function labels.
Understanding the way that form and function relate to one another has important implications for text production and comprehension, and enables students to more accurately discuss how grammatical structure relates to meaning.
Grammatical form and grammatical function Ibrahim Muneer
A useful distinction in grammar is that of form and function. Grammatical form is concerned with the description of linguistic units in terms of what they are, and grammatical function is concerned with the description of what these linguistic units do. Note that we use capital letters at the beginning of function labels.
Understanding the way that form and function relate to one another has important implications for text production and comprehension, and enables students to more accurately discuss how grammatical structure relates to meaning.
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Psycholinguistics and foreign language teaching.Tony Viethao
PG20- topics presented by group 4 with contents:
1, Definitions of linguistics2, Key concepts of psycholinguistics3, First language acquisition (FLA)4, Second language learning ( SLL)5, The similarities & differences between FLA & SLL
Presentation for the first class of the course "Language Course Design" at the Advanced Graduate Deploma in Teaching English as a Foreign Language at Universidad Simon Bolivar, Caracas, Venezuela.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Psycholinguistics and foreign language teaching.Tony Viethao
PG20- topics presented by group 4 with contents:
1, Definitions of linguistics2, Key concepts of psycholinguistics3, First language acquisition (FLA)4, Second language learning ( SLL)5, The similarities & differences between FLA & SLL
Curso orientado a promover capacidades investigativas para la investigación acción en estudiantes de pedagogia en ingles.
8vo semestre / 2014
Profs: Carmen Cecilia Montes y Mauricio Miraglia
Didactic guide for building the needs analysis of any ESP course. I hope this material cab be useful for identifyng the proficiency level of English in any group.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
1. 1
Far-western University
Faculty of Education
B.Ed. in English Education
Course Title: ELT Methods and Techniques Semester: Fifth
Course No. : Eng.Ed.354 Full marks: 100
Credit Hour: 3 (45 hours) Pass marks: 45
1. Course Introduction
This is an introductory course in English language teaching primarily meant for prospective
secondary level English teachers. The course aims at orienting the students to the essentials
of English language teaching thereby enabling them to design tasks and activities for
successful delivery of English language lessons. The course consists of five units. The first
unit familiarizes them with the basic concepts of language learners, teachers and language
teaching. The second unit presents the overview of English language methods and
techniques. The third unit engages the students in designing tasks and activities for teaching
language systemand skills. The fourth unit prepares them to plan lessons, manage class and
deliver lesson sequence in class. Finally, the last unit enables them to design language tests,
administer them and assess the language performance of the students.
2. General Objectives
General objectives of this course are to:
a) orient the students to the essentials of language teaching
b) familiarize them with various methods and techniques of language teaching
c) help them design language tasks and activities
d) enable them to plan and deliver lessons effectively
e) assist them to design and administer language tests.
3. Contents in detail with Specific Objectives
Specific Objectives Contents in Detail
Discuss the context for language
learning
Realize and reflect on the good
characteristics of good language
teachers
Create environment for successful
language learning
Unit One: Language learners and teachers
1.1 Language learners
1.1.1. Reasons and contexts for learning
1.1.2. Learner differences
1.1.3. Student motivation
1.1.4. Responsibility for learning
1.2 Language teachers
1.2.1. Good teachers
1.2.2. Rapport building
1.2.3. Teacher knowledge, skills and tasks
2. 2
1.3 Describing learning and teaching
1.3.1. Children and language
1.3.2. Acquisition and learning
1.3.3. Successful language learning
Assess the various ELT methods and
techniques in terms of their
relevance, merits and demerits
Adapt the features of various
language teaching methods for their
classroom purposes
Unit Two: Overview of ELT methods and techniques
2.1. Introduction to English language pedagogy
2.2. The Grammar-Translation Method
2.3. The Direct Method
2.4. The Audio-lingual Method
2.5. The Silent Way
2.6. Desuggestopedia
2.7. Community Language Learning
2.8. Total Physical Response
2.9. Communicative Language Teaching
2.10. Content-based Instruction
2.11. Task-based Language Teaching
2.12. The Political Dimensions of Language Teaching
and Participatory Approach
2.13. Learning Strategy Training, Cooperative
learning, and Multiple Intelligences
2.14. Emerging Uses of Technology in Language
Teaching and Learning
Design tasks and activities for
teaching language system and skills
Present model lessons and get
feedback from peers
Design activities integrating various
language aspects and skills
Unit Three: Teaching the language system and skills
3.1. Teaching the language system
3.2. Teaching listening
3.3. Teaching speaking
3.4. Teaching reading
3.5. Teaching writing
Plan language lessons in a
sequential order
Manage classes appropriate to the
lesson objectives
Select and use appropriate activities
from the reference into the lesson
Unit Four: Planning lessons and classroom
management
4.1. Planning lessons
4.2. Planning sequence of lessons
4.3. Planning activities for a language lesson
4.4. Classroom dynamics
4.5. Materials and tools in language teaching
4.6. Activities in the language classroom
Explain the qualities of good tests Unit Five: Language testing
5.1. Reasons for testing
3. 3
Design and administer the tests
Assess the language performance
5.2. Qualities of good tests
5.3. Test types
5.4. Designing and marking tests
4. Methodology and Techniques
Modes of instruction:
Lecture
Seminar
Exercises
Guided study
Tutorial
Independent study
Project work
Modes of learning:
Attending lectures,
Doing assignments,
Writing papers,
Independent and private study,
Reading books, reviewing journals and papers,
Critiquing
Group study
Peer discussion
5. Evaluation Scheme
Internal 40%
External 60%
The internal examination will be conducted as follow:
a) Regularity and class participation 5%
b) Quizzes: 3 5%
c) Class presentation: 1 20%
d) Term paper/assignment: 1 20%
e) Mid-term Exam 20%
f) Investigative Project Work: 1 20%
g) Group Work and Pair Work/Group Project: 1 10%
6. Prescribed Texts
1) Harmer, J. (2008). How to teach English. London: Pearson Longman.
2) Larsen-Freeman, D and Anderson, M. (2011) Techniques and principles in language
teaching. Oxford. OUP
3) Lindstromberg, S. (Ed.) (1999). The standby book: Activities for the language
classroom. Cambridge: CUP.