The Literary Underground of the Old Regime”
1
ELT METHODOLOGY
STUDENTS’ GUIDE
“ Let us teach and learn: the few before the many; the short before the long; the simple before the complex; the general before the particular; the nearer before the more remote; the regular before the irregular’
(Comenius, 1657)
FOREWORD
The aim of the present Students’ Guide is to provide the philology students from Brasov
University who take the Methodology Practical Course, with some theoretical input and practical ideas for reference and support during the course and in their teaching practice. It is not meant to be a self-sufficient material, but rather a supplementary one to the students’ own reading and practice.
The Guide is organised in ten Units, starting with a historical perspective of Language
Teaching methodology, and focusing on the main issues of the Communicative approach to language teaching: teaching vocabulary, grammar, the four skills, as well as classroom management, lesson planning and evaluating textbooks. The theoretical input and the activities suggested have been adapted or taken from existing ELT material and have been acknowledged and listed in the Bibliography section of each unit. Almost all units suggest some Tasks for the students to solve either during the course or during selfstudy time. At the end of the Guide there is a Bank of materials section containing mainly photocopied activities for reference and practical use and a Glossary of Basic EFL
Terms, by Brian Tomlinson (in: Cunningsworth,A, 1984 ‘Evaluating and Selecting EFL
Teaching Materials’, Heinemann).
We hope this Guide will help students with extra-material which could meet their need for access to a synthetic view of Language Teaching methodology.
The authors
Brasov, August, 1998
1
2
UNIT I
INTRODUCTION TO THE METHODOLOGY OF LANGUAGE TEACHING
‘...Fashions that come and go with monotonous regularity’ (Nunan 1991)
Aims:
• to clarify concepts related to the methodology of language
ELT METHODOLOGY
STUDENTS’ GUIDE
“ Let us teach and learn: the few before the many; the short before the long; the simple before the complex; the general before the particular; the nearer before the more remote; the regular before the irregular’
(Comenius, 1657)
FOREWORD
The aim of the present Students’ Guide is to provide the philology students from Brasov
University who take the Methodology Practical Course, with some theoretical input and practical ideas for reference and support during the course and in their teaching practice. It is not meant to be a self-sufficient material, but rather a supplementary one to the students’ own reading and practice.
The Guide is organised in ten Units, starting with a historical perspective of Language
Teaching methodology, and focusing on the main issues of the Communicative approach to language teaching: teaching vocabulary, grammar, the four skills, as well as classroom management, lesson planning and evaluating textbooks. The theoretical input and the activities suggested have been adapted or taken from existing ELT material and have been acknowledged and listed in the Bibliography section of each unit. Almost all units suggest some Tasks for the students to solve either during the course or during selfstudy time. At the end of the Guide there is a Bank of materials section containing mainly photocopied activities for reference and practical use and a Glossary of Basic EFL
Terms, by Brian Tomlinson (in: Cunningsworth,A, 1984 ‘Evaluating and Selecting EFL
Teaching Materials’, Heinemann).
We hope this Guide will help students with extra-material which could meet their need for access to a synthetic view of Language Teaching methodology.
The authors
Brasov, August, 1998
1
2
UNIT I
INTRODUCTION TO THE METHODOLOGY OF LANGUAGE TEACHING
‘...Fashions that come and go with monotonous regularity’ (Nunan 1991)
Aims:
• to clarify concepts related to the methodology of language
Bibliography: a) unprepared b) unwilling c) refusing d) slow (from Penny Ur, ‘A Course in Language Teaching’, 1996 : 70) (from Penny Ur, ‘A Course in Language Teaching’, 1996 : 70) 3 (from Penny Ur, ‘A Course in Language Teaching’, 1996 : 70) 22 Dr. Grammar became a cure worse than any disease.’ Harmer,J., 1987, Teaching and Learning Grammar,Longman As Penny Ur (1996:75) defines it, grammar is ‘...the way words are put together to make correct sentences’