PTE Módszerver » Angol nyelv

Tarnai Gábor: Quiz show

admin — Fri, 25 Nov 2011 14:31:28 +0000

In this class L2 learners do a quiz show in class. It is based on cooperative work, and Ls work in pairs. First, they choose their favourite comedies and do their own research on them. Afterwards, they compile questions and answers, and insert them into a Jeopardy PowerPoint in class. In fact, they put on their own show and gather all the ideas to produce the ideal visual representation of their cherished TV show. Finally, they act out their quiz shows while they take turns so that everyone should have the chance to act as a host (or hostess) and a player to make the best use of the Jeopardy PowerPoint Activity.
The lesson is entirely based on cooperative work with the extensive use of the Direct Method and ICT in class.

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Tarnai Gábor: Breaking news

admin — Fri, 25 Nov 2011 14:26:38 +0000

In this class, L2 learners read different news items from around the globe. (In the case of advanced learners, Ls should compile their news items.) Afterwards, they write headlines for them. Ls do creative thinking exercises to practice diverse registers. Then they produce TV newsreels with anchors, cameramen, reporters and interviewees. In fact, they build their own studios and accumulate ideas to produce not only an oral but also a graphic representation of the particular news item. Finally, they show their project to the class while the others evaluate the recorded material. Since listening to spoken English can easily be done by using the Direct Method, this method is significantly used here with the essential support from audio-visual input from Internet based excerpts.

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Rózsa Mónika: Is plastic surgery useful?

admin — Mon, 14 Nov 2011 10:41:47 +0000

Students often get into such situations in their everyday life when they have to communicate effectively. Debate technique does not only improve skills and competences in the first language but it can also be a useful technique in the second language education. The aims and objectives of this debate lesson are to develop communication and cooperative skills, to think logically and critically, to gain, select and arrange information properly, to practice vocabulary in connection with medical issues and plastic surgery. The importance of looks, health and their connection to our lifestyle and personality is a very actual topic especially in the life of the target group, the teenagers.

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Rózsa Mónika: Do clothes make the man?

admin — Mon, 14 Nov 2011 10:39:21 +0000

Students often get into such situations in their everyday life when they have to communicate effectively. Debate technique does not only improve skills and competences in the first language but it can also be a useful technique in the second language education. The aims and objectives of this debate lesson are to develop communication and cooperative skills, to think logically and critically, to gain, select and arrange information properly, to practice vocabulary in connection with clothing, fashion and human values. The importance of clothing, looks, wealth and its connection to our lifestyle and personality is a very actual topic especially in the life of the target group, the teenagers.

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Fodor Bálint: Once upon a time…

admin — Mon, 14 Nov 2011 10:17:52 +0000

One of the many arguments brought up against cooperative learning is that teachers must prepare and plan much more than in the case of different teaching/learning strategies. With this lesson plan I am intending to show that teachers’ creative thinking can and should substitute fancy (and often expensive) accessories – while still keeping Kagan’s four basic principles of cooperative learning. My aim is to provide an easy way to utilize basic cooperative structures in the language classroom environment, as well as giving some ideas to teachers to spice up their regular activities and lessons.

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Fodor Bálint: Our Zoo

admin — Mon, 14 Nov 2011 10:12:44 +0000

Most supporters of cooperative learning agree that one of the main advantages of the strategy is that not only the language, but the personal competences can evolve through constant interaction and shared experience of the learners. It is never too early to start working on these skills, and one should grasp every opportunity presenting itself to improve language and social skills alike – even in first grade. After all, young learners must not only cope with their demanding first year in school, they must also adapt to new social situations. Everyday conflicts are abundant in the life of a six-year-old.

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Tarnai Gábor: People and jobs: job profiles and resumes

admin — Sat, 15 Oct 2011 08:32:13 +0000

In this class we utilise peer-teaching to a great extent. Learners should prepare their own teaching material and teachers should act as mere facilitators. Each class is conducted by one student who chooses an episode of his or her favourite sitcom. Then this student prepares his or her handout which is based on that particular episode. This paper focuses on the episode called Possimpible of How I Met Your Mother and uses the Direct Method by an extensive listening comprehension practice using audio-visual input. The semi-authentic script of spoken English is backed up with the original subtitles. Certainly, this format can implement any authentic audio-visual material from the electronic media. The peer-teacher’s teaching-material can be done in ITC format, using pre-edited video files and/or slideshow with hotkeys.

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Tarnai Gábor: People and jobs: politics and culture

admin — Sat, 15 Oct 2011 08:30:15 +0000

This paper focuses on politics and voting rights while exploiting British history and culture. The class concentrates on an episode called Dish and Dishonesty of Blackadder the Third. The methods involve peer-teaching, listening and project-work using audio-visual input and use the Direct Method by an extensive listening comprehension practice and scarcely the Grammar-Translation Method for the clarification of the arduous vocabulary. The authentic script of spoken English is backed up with the original subtitles. The peer-teacher’s teaching-material can be done in ITC format, using pre-edited video files and/or slideshow with hotkeys. Peer-teaching may take different forms. In this paper, peers do their own research, compile their own handouts, and are capable of carrying out even two lessons on a comprehensive topic. The teachers’ main role is to provide the peer-teachers with necessary equipment, ideas and a wide selection of background information. As facilitators, they should simply channel the peer-teachers’ concepts of the class-work, and present some further ideas and bibliography if necessary. The peer-teacher of the class is Budányi Dániel. The follow-up slides were produced by Varga Andrea.

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Rózsahegyi Ágnes: The town functioning as ‘School’

admin — Sat, 15 Oct 2011 08:05:15 +0000

Six lessons are devoted to a project on how the place we live in can function as school, in other words, what opportunities and facilities are available for the L2 learners (henceforth: Ls) to confirm or expand both the factual and the language knowledge they have acquired in the course of their general and L2 studies. The project – amongst others – provides the students opportunity to strengthen their confidence in terms of using L2, also the awareness of the many ways they can choose from in order to achieve the above goal under real-life circumstances. These lessons are meant to enhance the ability of informal learning, the capability of self-improvement. They also contribute to confirm Ls’ social competences and maintaining their motivation.
In the first lesson the teacher’s responsibility is to prepare Ls for the tasks they have to fulfill during their project. They clarify both the goal and the possible ways of execution and achievement. They discuss the tasks, form smaller groups (of about 4-6), agree on the means of presentation and evaluation. The project is to be done in the form of fieldwork.
The actual fieldwork takes up further 4 lessons, during which Ls execute their tasks. They take photos, make notes and – if possible- recordings.
In the third stage of their project at home they arrange their findings, which have to be presented in the following lesson. Ls are also expected to reflect on the task as well as on their own performance.

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Rózsahegyi Ágnes: The portfolio as a possible means of second language acquistion

admin — Sat, 15 Oct 2011 08:01:08 +0000

As one of the many aspects of modern project pedagogy, portfolio offers both teachers and the L2 learners (henceforth Ls) an effective means to develop language skills and strengthen informal as well as formal language acquisition. The necessity of lifelong learning requires Ls to attain and advance their learning strategies, reinforce cognitive competences, and use reflection in their learning processes. These lessons inspire Ls to feel responsible for the quantity and quality of their general and L2 knowledge, as – to some extent – it is them, who define the content and form of the learning material.
On the other hand, portfolio is also an effective method of assessment and self-assessment Thus it also contributes to the development of objective self-esteem and confidence.
In the first lesson(s) (Portfolio Part 1) Ls clarify the main features of portfolio and then they do some of the Treasure Hunting in order to tune in the topic. In the main phase (Portfolio Part 2) they do tasks on their own basically at home. In the final phase they introduce their portfolio and reflect on it. In order to achieve the above mentioned goals the communicative approach is used mainly applying the methods of cooperative language teaching. The topic is film related and can be used independently from any course book, however, it was meant to be the optional material to Unit 2 New English File Advanced, Oxford.

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