Communicative writing activity- presents language in realistic and meaningful context appropriate to students level of proficiency, in which students express their opinion in their own words.

Creative writing- imaginative tasks such as writing poetry, stories and plays

Methods of language teaching:

Teaching English for communication:

PPP- presentation, practice, production- teacher introduces a situation which contextualizes the language to be taught. (choral repetition)

Audiolingual method- (behaviorism)-Stimulus-Response-Reinforcement model, attempt through process of continuous positive reinforcement gain good habits. Rely heavily on drills to form good habits, student is shielded from the possibility of making mistakes, learner is to give responses as rapidly as possible; teacher is an orchestra conductor who directs and controls the lg use, very teacher centered method.

Communicative approach- (CLT)- activities involve students in realistic communication, where accuracy is less important than successful achievement of communicative task. Student should have a desire to communicate something (buy an airline ticket)

Direct method-The method would include lots of oral interaction, spontaneous use of language, no translation between first and second languages, and little or no analysis of grammar rules.

Methods rooted in psychology:

Silent way method- teacher is not entering conversation but says as little as possible

Suggestopedia- physical surroundings and classroom atmosphere of vital importance, students must be comfortable, relaxed, their affective filter must be lowered- T and SS exists in a parent-children relationship, students are given different names from their real ones. 3 main parts: oral review, presentation and discussion of new material, concert- listening to music- teacher reads material in a way which synchronizes with music

Community language learning- it is up to students what they want to do, teacher is a counselor or knower and provides or corrects sentences

Total Physical Response- learning have similar patterns to that of child language acqisiton, TPR asks students to respond physically to language- walk quickly to the door and hit it

Grammar translation method- Its focus was on grammatical rules, the memorization of vocabulary and of various declensions and conjugations, translations of texts, doing written exercises.

Controlled writing activity??- Students are provided with pieces of text or/ and illustrations and are asked to complete story

Inductive presentation- T presents many examples including particular rules that he used, student task is to find out and come up with those rules

Deductive presentation- T gives rules, explains them, Students are to put them into practice; do activities

Process writing- interrelated set of recursive stages: drafting, structuring (ordering info, experimenting with arrangement), reviewing (checking context, connections, editing), focusing, generating ideas and evaluation

Pre listening activity- is to familiarize student with vocabulary or other material which will be used in listening activity

Grammar practice- accuracy- focus on correctness; fluency- focus on speak as fluent as possible

Spoken and written discourse- It covers the basic units and processes of sentence formation and combination in English, and the forms and meanings of grammatical constructions in their contexts of use

Strategies: Metacognitive: advance organizers, direct attention, selective attention, self-management, functional planning, self-monitoring, delayed production, self-evaluation Cognitive: repetition, resourcing, translation, grouping, note-taking, deduction, recombination, imagery, auditory representation, keyword, contextualization, elaboration, transfer, inferencig, Socioaffective: cooperation, questions for clarification,

Language aptitude- the amount of time it takes an individual to learn the task in question

Pragmatic competence- ability to use language in socially appropriate ways

Hyponomy???- relation where one element stands above other

Collocation- pair of lexical content words commonly found together

schemata - pre-existent knowledge of the world that we need to employ in order to make any sense of any text

Discrete point testing- tests only one thing at a time (chose correct form of a verb)

Global/ integrative testing- students must use a variety of lg at any one given time (composition, essay)

Direct test item- student perform communicative skill which is being tested (real life lg use)

Indirect test items- measure student receptive and productive skills (multiple choice, grammar transformation)

Test reliability- instructions absolutely clear, restricted scope for variety of answers, test conditions must be the same (result in 2 different groups should be similar)

Successful speaking activity: Learners talk a lot. As much as possible of the period of time allotted to the activity is in fact occupied by learner talk. Participation is even. Classroom discussion is not dominated by a minority of talkative participants: all get a chance to speak, and contributions are fairly evenly distributed. Motivation is high. Learners are eager to speak: because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective.Language is of an acceptable level. Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy.

Examples of pre-listening activity: show a map, ask of locations; show other map say a sentence that indicates a particular location, students are given cards with particular location, others are given fragments of map, students must find location on map

Types of syllabuses- the grammar syllabus- items are sequenced in a way that students gradually acquire a knowledge of grammatical structures, the lexical - organized on the basis of vocabulary and lexis- applying those criteria is very complex, the functional- categories of communicative functions events such as inviting, the situational- sequence of different real life situations (at the supermarket), the topic based- organized around different topics (the weather, sport) , the task based- lists a series of tasks and language to be used, the multi-syllabus- competes claims of different syllabus types

Reading- extensive- teacher encourages students to choose for themselves what they read and do so for pleasure and general language improvement, intensive- teacher choose and directed material designed to develop specific receptive skills. Role of the teacher in intensive reading- organizer-tell S about purpose, observer- not interrupt, feedback organizer- feedback session to check if its done successfully, prompter- prompt S to notice language features, role of the teacher in extensive reading-promote reading as a valid occupation, persuade students of benefits, organize reading programs (how many books S is expected to read), explain how to make a choice (favorite genre), act as an organizer and tutor

Listening- extensive-students chose what to listen, intensive- T choose, role of the teacher in intensive listening- organizer- tell S about purpose, machine operator- know the listening material, feedback organizer- feedback session to check if its done successfully, prompter- prompt S to notice language features

Writing- motivator, resource, feedback provider,

Speaking- prompter, participant, feedback provider

Discipline- causes of disruptive behavior: 1.the family- difficult home situation, 2. education- previous learning experience, 3.self-esteem-lack of respect from teacher or others, 4.boredom- lost engagement in task, 5. external factors- hot, cold, noise, time of a day, 6. teacher- reaction to discipline problems.

Preventing - create a code of conduct- S know what is allowed and what not, interest and enthusiasm- engaged S do not exhibit behavior problems, professionalism- S respect T who know what he's doing, rapport between T and S- make sure that you listen to student

Discipline - disruptive behavior Discipline (learning is taking place, quiet, teacher in control, smooth cooperation, motivated students, according to the plan, same objectives for Ss and T, T's charismatic authority

Things you can't do to keep discipline 1) extreme negativity (believe me I can make your life difficult), 2) authoritarian climate 3) overreacting 4) mass punishment 5) blaming 6) lack of clear instructions 7) dealing with 1 student too long 8) lack of recognition of ability level

Don't: go unprepared, be inconsistent, issue threats, raise your voice, give boring classes, be unfair, have a negative attitude, break the code, overuse Polish,

Do: Start by being firm, get silence before you start, know and use students' names, start with sth interesting, be mobile-walk, speak clearly, make instructions clear, have extra materials, look at the class when speaking, use proper words, develop effective question techniques, develop timing lessons, vary techniques, avoid confusion, clarify rules, show yourself as a supporter, use humor constructively, choose topics which will activate students, be punctual, avoid anger, avoid overfamiliarity, focus attention, don't humiliate, be confident and well organized

Harmer: Act immediately, focus on behavior, take things forward, keep calm, use colleagues & institution, punish not verbally, resist the student, assign punishment (extra task), write a note to parents, contact parents or head master

Intelligence (H. Gardner)- linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal

Different skills we use while reading/listening: identifying the topic - getting idea of what we are reading/listening to, predicting and guessing - reading/listening to in order to confirm our expectations of what we have predicted, reading/listening for general understanding (for gist) - not stopping for every word, not analyzing everything that is included, skimming - running your eyes over a text to get a quick idea of the gist of a text, reading and listening for specific info - we ignore all the other info until we come to the specific item we are looking for = scanning, reading and listening for detailed info - we read and listen in order to understand everything we are reading/listening to in detail, interpreting text - understanding (beyond the literal meaning of words) what the writer or speaker is implying or suggesting

Styles and registers (M.Joos)- oratorical (frozen presentation), deliberative, consultative -dialog (formal-doctor-patient), casual (talking to friends), intimate (family &closest)

Functions of language (M.Holiday)- instrumental, regulatory, representational, interactional, personal, heuristic, imaginative

Testing reading skills

Vocabulary: multiple choice, matching items, completing items Reading tests: multiple choice, true/false, completion, cloze

Testing listening skills

dictation, completing pictures, following instruction, short answers, table completion, diagrams/maps/pictures, listing, true/false, multiple choice, sequencing texts/pictures, text completion, problem solving

Testing speaking skills

Pronunciation: words in isolation, minimal pairs, words in sentences, reading aloud, re-telling stories, using pictures (description, comparison, sequences of pictures, maps), oral interviews (asking questions, testing students in pairs), grading oral ability

Testing writing skills

guided writing, broken sentences, punctuation, summary, note-taking, dictation, combined (read&write), form-filling, notes and diaries, essay questions, using pictures for writing, compositions,

Testing vocabulary sets (associated words), matching items, word formation, synonyms, opposites, rearranging letters, definitions, completion

Testing grammar: multiple choice items, error recognition, rearrangement&ordering, putting words in the correct form, transformation, completion, changing words (passive-active),

Types of tests PLACEMENT TESTS, PROGRESS/ACHIEVEMENT TESTS, PROFICIENCY TESTS

Format of tests: INDIRECT vs DIRECT, GLOBAL vs DISCRETE POINT, SUBJECTIVE (essay) vs. OBJECTIVE (multiple choice)

A good test: (features) validity (tests what it is to test), reliability (does it measure real knowledge), practicality (easy to administer and check?),

The stages of progress testing: 1) planning (syllabus objectives-->assessment programme a) weighing skills b) timetable for assessment) 2) Construction (test format --> test construction -->writing/editing a test) 3) Administration (a) test conditions b) answer sheets c) marking scheme/criteria 4) Results (student scores-->conclusion a) students' progress, b) information for evaluation of a course

Test preparation: A GOOD TEST SHOULD DISCRIMINATE BETWEEN GOOD AND BAD STUDENTS 1) Task selecion and design (level of difficulty, discrimination, appropriate sample, clarity of task, timing, layout, checking) 2) scoring (clear information, marking scheme-weighing of items), standarisation

Checking tests: Is there more than 1 possible anwer? Is there no correct answer? Is there enough context to provide a correct answer? could a testwise studen guess? does it test what it is to test? does it test the ability to solve puzzles or IQ rather than lg? Does it test imagination rather than lg ability? does it test real skills or content knowledge of other areas/general knowledge of the world/cultural knowledge? are instructions clear? are the instructions more difficult than the test itself? will it be time consuming to mark? are there typing errors?

Ausbel-defined 6 human needs: exploration, manipulation, activity, stimulation, need of knowledge, understand ego enhancement

B.F Skinner- behaviorist invented theory of positive/ negative reinforcement

D. Hymer????- defined the influence of social background on student

European language portfolio: for learners, certain language passport, write about certificates

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