PTE Módszerver » Angol nyelv

Hegyi Zsófia: Learning and practising vocabulary and grammar

admin — Mon, 27 Feb 2012 13:18:12 +0000

The aim of this lesson is to improve Ss’ active vocabulary and deepen their knowledge of grammar. Ss discuss the topic of celebration/festives with a special focus on Christmas and love in today’s world, which we approach in different ways. The topic is dealt with with the help of the T, precut vocabulary cards, vocabulary cards from previous lessons and different handouts. (These methods can be applied in any classes, as additional material to any books).
Most of the tasks require pre-cut vocabulary cards that are going to be used during the lesson in which Ss will do individual tasks, will work in groups and also will get information with the help of frontal teaching. They will see how the new vocabulary they deal with works in context and also will use it in context themselves. For the above reasons, I give methodological ideas that can be applied in any language course, but in this module the focus is on teaching English in a high-school. Feel free to choose any books that can be used for teaching English in high-schools. The following methods can be used and mixed in all kinds of ways besides many other teaching methods throughout the four years of high-school to help Ss acquire a greater vocabulary and a clear understanding of grammar that Ss can use confidently. The aim of all these methods is that Ss gain a joyful attitude towards the English language and an appropriate usage of it. The basis of these methods is the idea of the necessity of additional materials in classes, instead of using strictly one book in order to bring everyday language usage closer to Ss. Ss can use these methods at home or during individual studies as well as in class, in groups. The following methods require much preparation in advance but bring along useful results. These ideas should be taken as samples serving as thoughtprovokers for student teachers. The methods I am going to introduce can be used in any 45 minutes class and their varieties can be applied if any longer time is available to prepare Ss for exams or simply for teaching. Considering that Ss studying English with the help of these methods get much homework, they should cooperate with each other and/or use their creativity in word-collection by reading, watching movies in short parts and cutting/writing vocabulary cards in the target language.

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Rózsahegyi Ágnes: The song and the quiz: animal protection

admin — Mon, 27 Feb 2012 13:16:36 +0000

The aim of this particular class is to capture and enhance secondary language learners’ motivation as part of the ‘lead-in’ process to the topic of Animal Protection, which can be treated as a an individual module, or as an essential part of the more extensive aspect of Environmental Protection. Students will be listening to a song and are expected to carry outcontent-related tasks in the form of class, group or individual work. However, it is also
possible to use the very same song for a large variety of different purposes, or to exploit it only for pleasure. The tasks the learners have to do are supported by authentic listening and reading materials as well as audio-visual input. The lesson can be expanded into further activities, such as individual research on a great variety of topics with the help of the Internet or other resources.

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Szakmódszertan: Tarnai Gábor: Module: Learning and Practising Vocabulary and Grammar with Authentic Listening Material Using Project-work and ICT

admin — Thu, 01 Dec 2011 11:31:16 +0000

In this class we discuss the topic love, friendship and happiness while we do an extensive listening comprehension practice using audio-visual input. Then as their homework they collect pictures in order to produce a project which may well be a graphic representation or a montage of the events and their own ideas. Finally, they show their compilation to the class while the others evaluate them. Since listening to authentic spoken English can easily be done by using the Audio-Lingual Method, this method is significantly used here with the essential support from audio-visual input from excerpts of an episode of Friends, namely Season 5, Episode 2: The One with All the Kissing and pictures from the official site on the Internet.
For the student teachers, the aim of the module is as follow:
• - to understand how listening works as a skill;
• - to get to know where the authentic listening materials can be found;
• - to familiarize themselves with the various types of exercises;
• - to understand how listening exercises can be constructed;
• - how to comply with the different levels of the Listening skill as described in the Common European Framework of Reference for Languages;
• - how to produce exercises which are eligible practice tests for the Hungarian Érettségi and different language exams.

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Szakmódszertan: Tarnai Gábor: Travel Broadens the Mind

admin — Thu, 01 Dec 2011 11:20:57 +0000

Teachers and L2-learners (Ls, henceforth) may feel fortunate as they often stand the chance to organise field trips not only to different parts of their own country but abroad as well. In this class we are going to show and discuss how to make various didactic preparations for a field trip to the target language country, that is, a project of some aspects of Britain. In the first part, Ls do extensive research using audio-visual input into the places they are going to visit. Then they are going to show their research through a compilation of ideas in a quiz format to the class while the others evaluate them. During the trip, Ls do different on-the-spot activities, take loads of pictures, gather realia, do quizzes and, most of all, they use the target language.
For the student teachers, the aim of the module is as follows:
• - to understand cooperative projects;
• - to get an insight into know how to prepare for a field trip to the target country;
• - to understand how to produce picture description exercises;
• - to utilise the authentic L2 materials gathered in the target country;
• - to practice the use of realia in class;
• - how to comply with the different levels of Listening Comprehension as described in the Common European Framework of Reference for Languages;
• - how to produce eligible speaking exercises and picture-based tests for the Hungarian Érettségi and different language exams.

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Szakmódszertan: Tarnai Gábor: Elements of Pop Culture in Second Language Acquisition

admin — Thu, 01 Dec 2011 11:19:04 +0000

Pop culture offers many possibilities not only for teachers and second language learners (Ls, henceforward), but for those who want to practice their language skills and cultural knowledge in new environments. In this class we discuss how we can use the different facets of infotainment for SLA purposes – namely sitcoms and movie excerpts for classroom activities. Although these genres may well provide Ls with extensive listening comprehension practice using audio-visual input, they should be used with caution for educational purposes so as to meet Ls’ needs and interests as well as our didactic, pedagogical and institutional goals. Certainly, sitcoms and movie excerpts merely serve as starting points for our projects, but they can be used as bases for peer tutoring lessons, wide range of authentic listening exercises, discussions and free writing practice. Bear in mind, although pop culture has a potentially powerful and motivating role in SLA, no matter what exercises we do in class, we should always assess and evaluate them to comply with the different levels for Listening Comprehension tasks as described in the Common European Framework of Reference for Languages. Moreover, they ought to be construed as eligible practice tests for the Hungarian Érettségi and different language exams.
Finally, Ls always stand the chance to be absorbed in listening to and watching these sitcoms in their everyday lives, thus they can get engaged into second language acquisition and interaction outside the class at all times.

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