classroom management (kurs ishi)

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1534870005_72239.docx classroom management content introduction chapter i english language teaching approaches and methods 1.1 managing a class 1.2 teaching large classes chapter ii elt methods: a basic appraisal 2.1 humanistic approaches 2.2 teaching listening skills teaching listening skills conclusion used literature introduction this course is an introduction to english language teaching methods. it develops the students’ pedagogical knowledge and the basic skills needed to teach english efficiently. the course is divided into 3 main areas: 1. basic teaching and learning beliefs and terminology in relation to the palestinian context 2. critical survey of the main elt methods 3. a variety of teaching techniques related to teaching the four language skills and the four language components. aims of the work: 1. to increase students’ awareness of basic concepts and principles related learning and teaching english in palestine. 2. to provide students with a brief, critical survey of the main elt approaches. …

the ability to reflect critically on learning experiences on the course and relate them to educational contexts.2 subject of the work: introduction to elt: basic beliefs & concepts main elt methods and approaches 1. grammar translation method 2. direct method 3. audio-lingual approach 4. cognitive code approach 5. humanistic approaches (cll, silent way, suggestopedia and tpr) 6. the communicative approach teaching techniques how to teach listening how to teach speaking how to teach reading how to teach writing how to prepare lesson plans task of the work: teaching methodology  active participation in class  whole class discussion  pair and group work  giving presentations an analysis and evaluation of a book of choice, focusing on its approach to the teaching of the four language skills. length required: 1000 words preparing a plan for a 45 minute lesson, focusing on the teaching of a specific language skill taken from …

instruction 9. using the bb appropriately: a. dividing bb into parts b. write sideways c. writing clearly, accurately & naturally d. upper & lower case 10. careful pointing to learners 11. asking and then nominating learners 12. accepting collective answers sometimes 13. varying techniques to exert authority and stop activity 14. using gestures is a natural part of face-to-face communication especially with low level learners 15. activity instructions should be simple, clear and carefully planned. if necessary, they should be repeated. 16. seating arrangements: if you keep your students in rows, and never change the seating arrangements, they will get bored! create simulated hardware store by placing realia items in various places around the classroom. make sure students know where each item is. practicing describing location of each. divide class into pairs. use "tango seating" with one member facing front of classroom; the other facing toward back of room. go …

ods: a basic appraisal this section very briefly outlines the basic principles and features of the main elt (english language teaching) methods and approaches, listed below: 1. the grammar-translation method 2. the direct method 3. the audio-lingual method 4. humanistic approaches a. community language learning (cll) b. the silent way c. suggestopedia d. total physical response (tpr) 5. communicative language teaching carefully reading each of the principles and features of each elt method and taking the palestinian teaching-learning context in consideration, try to identifying the main weaknesses and strengths of each method in relation to: 1. level of focus on language skills (reading, writing, listening and speaking) 2. level of focus on language sub-skills (grammar, vocabulary, pronunciation and spelling) 3. teacher’s role 4. learner’s role 5. level of focus on affective factors 6. level of focus on thinking skills 7. types of activities and exercises used in class 8. other …

n language” (richards and rodgers 1986:3). 2. reading and writing are emphasized and no focus on listening and speaking. 3. students learn vocabulary in bilingual lists: l1 and l2 are always compared. 4. accuracy is emphasised and grammatical rules are taught explicitly (deductively). 5. deductive learning is essential: the teacher gives rules explicitly then the rules are reinforced with examples and exercises. 6. l1 is the medium of instruction classes are taught in the students' mother tongue, with little active use of the target language. 7. the role of the teacher is very traditional and authoritarian in the classroom. 8. most of the interaction in the classroom is from the teacher to the students. there is little student initiation and little student-student interaction. in-class reflection ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………14 the direct method principles & characteristics 1. advocated first by french and german educators and then introduced to american commercial language schools by berlitz …

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1534870005_72239.docx classroom management content introduction chapter i english language teaching approaches and methods 1.1 managing a class 1.2 teaching large classes chapter ii elt methods: a basic appraisal 2.1 humanistic approaches 2.2 teaching listening skills teaching listening skills conclusion used literature introduction this course is an introduction to english language teaching methods. it develops the students’ pedagogical knowledge and the basic skills needed to teach english efficiently. the course is divided into 3 main areas: 1. basic teaching and learning beliefs and terminology in relation to the palestinian context 2. critical survey of the main elt methods 3. a variety of teaching techniques related to teaching the four language skills and the four language component...

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