) oral activities: reaching a consensusdiscussion questionsrelaying instructionscommunication gamesproblem solvingtalking ab yourself/self-descriptionssimulation/role-playinterviews etc

written activities:relaying instructionswriting reports or/and advertismentsco-operative writingexchanging letterswriting journals etc

Non-communicative activities:matchingdictationrepeatingfill in the blanks/cloze activitiesworksheetsbook work etc

Devise a three-stage sequence activities to improve listening skills at advance level.

Eu l-as face cu pre -listening.while-listening,after-listening,dar nu prea stiu la pre-

listening ce sa scriu..(oare trebuie sa inventam noi un text pentru ,,listening,,?)

In pre-listening poti face prediction, nu?

In pre-listening poti face prediction, nu?

Why do pre-listening tasks?In real life it is unusual for people to listen to something without having some idea of what they are going to hear. When listening to a radio phone-in show, they will probably know which topic is being discussed. When listening to an interview with a famous person, they probably know something about that person already. A waiter knows the menu from which the diner is choosing their food.

In our first language we rarely have trouble understanding listening. But, in a second language, it is one of the harder skills to develop - dealing at speed with unfamiliar sounds, words and structures. This is even more difficult if we do not know the topic under discussion, or who is speaking to whom.

So, simply asking the students to listen to something and answer some questions is a little unfair, and makes developing listening skills much harder.

Many students are fearful of listening, and can be disheartened when they listen to something but feel they understand very little. It is also harder to concentrate on

listening if you have little interest in a topic or situation.

Pre-listening tasks aim to deal with all of these issues: to generate interest, build confidence and to facilitate comprehension. Prediction & raising the students' interest in the topicpentru acest subiect eu ma inspir din unul din manualele avute la dispozitie: Ex Going for gold-presupun ca e destul de avansat. Si de aici ma uit la partile de listening cu activitatile propuse, in general sunt activitati in 4-5 pasi si se face acelasi listening de 2,3 ori.exemplu: A. Look at the photos and discuss these questions with a partner:1 Where is Antarctica?2.How would you describe Antarctica?3.What animals do you associate with Antarctica?4. Do you know how changes in Antarctica affect the world's climate?

B. You will hear four people talking about different aspects of Antarctica. First look at the list of subjects(a-d) and the words in the box below. For each subject, which two words do you expect to hear?abcd

Box with 8 words connected to the four subjects

C.Listen and match each speaker with the correct subject in the list a-d.Speaker1Speaker2Speaker3Speaker4

D. Listen again and answer these questions:....7 questions.

. lead-in - ceva cu "What's your opinion? Mark the following statements true or false."2. listening - "Listen and check if you were right."3. listening cu o activitate de fill in sau multiple choice

Explain the difference between formative and summative assessment. Refer to:- objectives- moments during learning- instruments- relevance for learning and teachingDo not write more than 20 lines. (10 points)Formative assessments are those that you do when the marks ultimately don't count toward a student's final grade. They can be as simple as asking a student to answer a

homework question aloud in class, and then giving him/her feedback. They can be quizzes, self-assessments, peer assessments, first drafts of major projects/essays, mock exams, just about anything that will give you an idea of how a student is doing. They are sometimes considered to be "assessment FOR learning" - the point of the exercise is not to generate a mark, but that the student learns by doing the task, and from your comments.

Summative assessments are the things that will count for marks. They should come after students have had a few opportunities to check their learning and improve their skills with formative work. They are the traditional assignments and tests. They are "assessment OF learning" - the point is to measure in a final way what the student learned, and to put a grade on it.

Teacher: DATE: 23rd of October 2009.CLASS: 12 FLEVEL: Super Advanced COURSE BOOK: Prospects UNIT: 3LESSON: High Drama TIME: 50’

COMPOSITION 30 students aged 17-18

GENERAL DESCRIPTION they do not show an interest concerning literature, but they may be stimulated if they get in the position of arguing on different subjects. Sometimes they lack enthusiasm in the beginning so they need to be encouraged that something interesting is going to happen.

ASSUMPTION They are familiar with discussion upon literature texts but they discourage themselves if the vocabulary is unknown. They have certain grammar problems.

RECENT WORK:Reading: for general, specific, detailed informationWriting: argumentative essay using a certain title or quoteListening: for detailed, general information, for gistSpeaking: about their hobbies and their lives, discussions starting from certain quotes, (brainstorming)

LESSON AIMS: To introduce a famous piece of literatureTo develop the students’ reading and speaking skillsTo get the students express thoughts and exchange personal opinionsTo introduce new vocabulary

LESSON OBJECTIVE:Students will be able to use new words in sentences of their own Students will be able to use their knowledge of the English Language to read a literary textStudents will be able use English in order to express their thoughts and feelings concerning a certain subjectStudents will be able to argue their points of view and support their positions with examples

SKILLS INVOLVED: reading, listening, speaking, writingINTERACTION: T-S, S-S, Group Work, Whole class work, Individual work. MATERIALS, AIDS: course book,.EVALUATION: continuous – through observation and analysis of answers

STAGES

ACTIVITY 1: warm upAIM To get Ss attentionPROCEDURE T greets Ss and asks them different questions as How are you? T checks the attendance , the homework TECHNIQUE discussionINTERACTION T-S, S-TTEACHER ROLE controllerTIME 3’

ACTIVITY 2: pre- reading

AIMSTo activate the Ss’ personal experiencesTo involve them and motivate them to participate in the activityTo personalize the topic and make it plausibleTo activate Ss’ knowledge of the languageTo raise expectationsTo create emotional involvementTo prepare reading

PROCEDURET asks the Ss to comment upon the first quotation of the lesson. They are encouraged to express their opinionTECHNIQUE discussion . INTERACTION T-S, S- T, S-SCLASS MANAGEMENT whole class activity. TEACHER ROLE controller, organizer, participant SKILLS listening, speaking, MATERIAL course book TIME 5’

ACTIVITY 3: reading

AIMSTo develop loud readingTo promote global reading for understanding To introduce new vocabulary in the contextTo encourage the Ss to infer the meaning of unknown items in the context To develop summarizing skillsTo verify expectationsTo keep the Ss interested in the subject

PROCEDURET asks the Ss to read the text. Ss find out the meaning of unknown words. They also have to solve certain vocabulary exercises. TECHNIQUE reading aloud, comprehension questions, writing

INTERACTION T-S, S- T,CLASS MANAGEMENT whole class activity, TEACHER ROLE controller, SKILLS listening, reading speaking, MATERIAL course book TIME 15’

ACTIVITY 4: post- reading – listening

AIMSTo develop listening skills on the topicPROCEDURET asks the Ss to listen the message on the tape They are asked certain questions about the listened fragment TECHNIQUE comprehension questions, speaking INTERACTION T-S, S- T,CLASS MANAGEMENT whole class activity, TEACHER ROLE controller, organizerSKILLS listening, speaking, writing MATERIAL course book TIME 15’

ACTIVITY5: writing AIMTo practice writing skillsPROCEDURET asks the Ss to solve ex. 5 page 17 . they write the sentences on their notebooks. .Teacher may need to explain some aspects of this task. TECHNIQUE, writing INTERACTION T-S, S- T,CLASS MANAGEMENT whole class activityTEACHER ROLE controller, SKILLS reading , writing MATERIAL course book TIME 10’

Follow up activity- write an opinion essay: The essence of drama is conflictTeacher explains clearly what the Ss must do. Time: 2’

Model Text related task....luat de pe AJUTOR ENGLEZA TITULARIZARE

ObjectivesInteraction: T-SS, SS-SSMaterials: coursebookEstimated time: 18 minuteslevel: upper-intermediate

Stages: PRE-READING: (3 min)obj:

to get SS involved in the topic and raise expectationsto practice making predictionsto facilitate readingProcedure: T offers information about the fragment ( title of the book, author, contex)T asks SS to predict what the text is about starting from the titleSS try to make several predictionsT asks SS to rhink of similar authors they studied in classroom/ heard about from diff sourcesSS answer (if not T helps them)

WHILE-READING (10 MIN)obj: to practice reading and scannigto develop recognition and guided discoveryto facilitate interpretationProcedure:T asks SS to read the text and answer the following questions:------------- Nu am inspiratie acum SS read the text and try to answer the questions

POST-READING: (5 min)obj: to develop awareness and interpretation to prepare SS for the follow-up and homeworkProcedure:T asks SS to imagine how MIss Havisham and Estella would influence Pip's lifeT gives them 2 min to thinkSS give their interpretations

At the and of the activity T makes a few comments on the SS performance. T takes notes on SS performance.T's role: ressorce, organiser, observer, assessor.

subiect de la iasi din 2008 urmatorul subiect la metodica: "Specify the two basic

principles governing lesson planing and the three main areas teachers should know

before planning their lessons" ... daca prima parte am inteles la ce se refera (desi

sunt 3 principii nu doar 2 )...partea a doua imi da de furca...nu gasesc in niciunul

dintre materialele mele chestia asta...ma poate lamuri cineva la ce se refera?

Raspuns: Harmer - ed. din 1991: pag. 260:

1. the job of teaching2. the institution3. the students

am si eu o intrebare legata de Class Management.In anul 2004 s-a dat urmatorul subiect:" Write about CLASS MANAGEMENT stating its main aspects and its importance to the success of the class activities organised by the teacher" , la rezolvare trebuie sa scriem despre toate aspectele? De ex in " In-distance..." sunt prezentate 5 aspecte: Classroom organisation, Classroom interactions, Teacher ressources, Teacher's roles, Trouble in the classroom. La un asemenea subiect scriem despre toate aceste aspecte?Cred ca da. Eu as scrie despre teacher's roles, class organization (student groupings -

lockstep, groups, pairs, indiv. study) si disruptive behaviour.

fetelor, plssssssss help me........... ce trebuie sa scriem la metodica la tipuri de activitati? de 1 ora tot rasfoiesc cartile ..dar nu

pricep (...un raspuns scurt daca se poate sau o pagina ..multumesc...

pey eu m-as gandi la writing activities, speaking, reading and listening activities

Communicative/non-communicative activities

niste lesson aims la o lectie de literatura? practic pe textul de la literatura sa fac un lesson plan la advanced learners...cam care r putea fi obiectivele?

aims: to give ss practice to extract specific information

- ii - in getting a general picture of the text

chance to communicate , to work in pairs etc

to introduce the new vocabulary

objectives : swbat use the new words

use the english language to express their thoughts and feelings (for eg. ) concerning

Huck's dillema

Depinde si ce activitati iti propui sa faci

swbat summarize a paragraph (daca le dai asa ceva)- swbat to use English to describe a character (daca le dai la final ca tema caracterizarea personajului)

Esti liber/a sa formulezi oricum vrei tu, important e sa incadrezi bine opera si autorul, sa caracterizezi epoca din punct de vedere istoric, cultural si literar; sa vezi cat se oglindeste societatea in opera si cat nu; sa demonstrezi daca scriitorul si opera sa apartin sau nu canonului literar al vremii; sa spui ce are in comun sau nu cu ceilalti scriitori contemporani; sa faci (acolo unde poti) o paralela cu celelalte literaturi din alte tari din aceeasi perioada. Eu asa inteleg acest "contextualize

Mention the visual aids used in language teachingvideo base teaching? ?

Nu neaparat, pot fi si fisele de lucru, manualul, plansele...tot ceea ce presupune

contact vizuRealia, handouts, books, pictures, blackboard...

''explain the concepts of lead-in and dwell on what you would do to arouse your

students' interest in this particular text?" Lead-in = an initial stage of lesson

planning, in which the teacher tries to raise the students' interest in the topic to be

presented. You cannot simply start teaching something, because this way the lesson

will be monotonous and the students won't probably pay much attention to you.

During the lead-in stage teachers should try to introduce the topic little by little,

without specifically express it. Teachers should think of activities such as questions,

brainstorming, discussion... related to the topic.

Vizental prezinta detaliat types of tests...mult mai bine ca Harmer...si metode

alternative de evaluare... In Vizental, paginile 102-104 gasiti alternative methods of

evaluation

gasit un subiect la metodica: 3 common mistakes within the language process? la ce

se refera?

skimming and scanning sunt la while-reading. The way of reading the text involves 4

strategies: skimming, scanning, sequential, focusing

as avea si eu o intrebare. legat de correcting students' mistakes: de unde ati citit?

Din Harmer Ultima editie la pg.97,131,120)si din "In-service distance training for

English teachers". Cel putin eu. Correction in W, can be done both by tt. & Ss; tt must

show the Ss where work was effective and where it was not; tt can use a lot of

symbols,underline the mistake and put a mark (WO, S,....)in the margin to show what

kind of mistake is

In Speaking-a gentle correction might take the form of reformulation,where tt.repeats

whwt ss has said,but correctly this time, echoing... SHOWING INCORRECTNESS AND

CORRECTION TECHNIQUES

There are a number of techniques for showing incorrectness:

1 Repeating: Here we simply ask the student to repeat what he or she has

just said by using the word 'again'. This, said with a questioning

intonation, will usually indicate that the response was unsatisfactory

(although it could be misunderstood as only indicating that the teacher

has not heard the student's response).

2 Echoing: We will be even clearer if we repeat what the student has just

said, using a questioning intonation since this will clearly indicate that we are

doubting the accuracy or content of what is being said.

3 Denial: We can simply tell the student that the response was

unsatisfactory and ask for it to be repeated. This seems somewhat drier

than the techniques so far discussed; it may be a bit more discouraging.

4 Questioning: We can say 'Is that correct?' asking any student in the class to answer

our question. This has the advantage of focusing everybody's mind on the problem,

though it may make the student who made the mistake seem somewhat exposed.

5 Expression: Many teachers indicate that a response was incorrect by their

expression or by some gesture. This is very economical (and can be quite funny) but

can be dangerous if the student thinks that the expression or gesture is a form of

mockery.

In general, showing incorrectness should be handled with tact and

consideration. The process of student self-correction which it provokes is an

important and useful part of the learning process. Showing incorrectness should be

seen as a positive act, in other words, not as a reprimand.

Frequently, however, we find that showing incorrectness is not enough

for the correction of a mistake or an error and the teacher may therefore

have to use some correction techniques.

Using correction techniques:

If students are unable to correct themselves we can resort to one of the

following techniques.

1 Student corrects student: we can ask if anyone else can give the correct

response. We can ask if anyone can 'help' the student who has made the

mistake. If another student can supply the correct information it will be

good for that student's self-esteem. However, the student who originally

made the mistake may feel humiliated if this technique is used

insensitively.

2 Teacher corrects student(s): Sometimes we may feel that we should take charge of

correction because the students are extremely mixed-up about what the correct

response should be. In that case we can re-explain the item of language which is

causing the trouble. This will be especially appropriate when we see that a majority

of the class are having the same

problem. After the re-explanation we can move to choral and individual

repetition (if necessary) before moving on.

The object of using correction techniques, of course, is to give the

student(s) a chance to (know how to) get the new language right. It is

important, therefore, that when we have used one of the techniques

suggested above, we ask the student who originally made the mistake to

give us a correct response.

THE TEACHER IS AN ASSESSOR (sfatuitor)...apare gentle correction involves

showing students that a mistake has been made but not making a big fuss about it.

si mai e si self correction (when the student is aware about it and correct him/herself

immediatelly)

If it is a literary text, text-related tasks could include any of these:

1. What specific issues does the text approach? (hate, power, love, belief...)

2. How is the text organized and how is the experience of the text shaped by its

organization? (structure, setting, point of view, chracterization, plot elements with

implications, the turning point/climax...)

3. Occurences of figurative language/symbolic representations and their

significance(s)

4. What particular uses of language define the tone of the text (dialogue, rhetorics,

colloqualisms,...)

4. Grammar issues

nu nu . cand ai text related task faci o activitate finala. TASK=a short classroom activity ( dureaza 15-20)

min, e o parte din lectie

m-ati innebunit cu text-related task

a. Based on the text from SUBJECT 1, devise a text-related task within

timing and

objectives at advanced level. 16 points

(i) specify the objectives and the estimated time;

(ii) describe the stages of the activity;

(iii) specify the teacher’s role and the results of the activity.

din punctul meu de vedere seamana a un plan de lectie...pe care il poti

face in 50 de minute sau in 20 de minute...si poti sa structurezi acest task

folosind activity 1, 2, 3, 4, sau warm-up, pre-readnig, while-reading, after-

reading, follow-up....sau poate fi writing, or listening, or

speaking..important e sa combini un productive skill cu un receptive skill...

eu asa am facut si mi s-a dat punctajul...

ca pe un text literar il poti face intr-o ora sau in 20 de minute...important e

specifici ce vrei sa faci cu textul ala

text related task este 1 activitate . una singura . intr-un plan de lectie faci mul mai

multe activitati. in harmer 4 scrie clar : text related task = a follow up activity (eg.

have sss use their imagination). Daca era plan de lectie scria lesson plan. Plus k task

inseamna activitate, cerinta , nu plan. Fiecare face cum vrea. Depinde f multe si cine

iti corecteaza lucrarea. La ce programa au facut, cred k nici ei nu stiu ce vor de la noi

si nu faci cu stage-urile unui lesson plan. ci cu stage-urile unei activitati :

engae, instruct, initiate, feedback . corect, am vorbit cu o fata care anul trecut a

luat 9, 80 la titularizare si mi-a spus ca a scris la text-related task o activitate, atat.

de exemplu un role play pe baza textului. Ti se cere text-related task,nu ti se

cere/impune una anume.E ca si cum ai avea un text si ai preda ceva pe el, mai ales

ca e un task din tot planul de lectie.adica:daca in 50' vrei sa predai Dickens, in text-

related task activity, care are doar 15', de ex. poti preda pornind de la fragmenul

dat doar o trasatura a victorianismului.Daca e un text cu multa gramatica, poti preda

problema respectiva.Si tot asa de 1 luna de zile ma lupt sa inchei acest capitol cu

text related task. concluzia mea este ca se bazeaza pe o activitate , care o faci la

sfarsit de lectie , in care sa antrenezi imaginatia elevilor ( un role-play, un dialog cu

unul din personaje), si ca orice activiate, are si ea timing ( 15-20 min), objectives

(SWBAT) si stages : engage, instruct, initiate. 1)pe vocabulary practice

Previous activity:reading comprehension

SS read skim the text and arrange the adj &adv in rank to show/express the intensity

of the situation

Activity:teaching vocabulary

Aim:to teach descriptive vocab.

Time:10-15 min

Interaction:T-SS;SS-SS

Procedure:

-T asks SS to skim the text and replace the highlited words with synonims(si pe textul

dat de ei, eu scot 4-5 cuvinte si le dau si sinonimele, sa vada ca stiu!)

-SS solve the task &exchange their answers

-T asks SS to debate on the use of the specific vocab used by the writer

-SS provide logical argumentative answers

_T explains SS that the words are descriptive elements used in a descriptive style of

the Victorian/Modern/... writers

Follow-up activity:

T asks SS to create a descriptive context on the topic"..."

Pe parte de gramatica, problema ar sta cam asa

Devise an activity to explain the differences between Past simple &Past contin. to

interm SS.Si avem:

Previous activity:to read a text containing the 2 different aspects of Past Tense

Activity:grammar practice;

Aim:to explain the diff.between(si aici reluam cerinta din task);

TIme:

Interaction;

Procedure;

-T gives SS hand-outs containing a dialogue & asks SS to uderline the vbs;

-SS solve the task & report their answers to the calss;

-T draws a chart on the BB and asks SS to devide the vbs. according to their

aspect( sa nu uitam ca sunt intermediate SS si ca vb de PAST , adica ideea de aspect

continuu o au de la PRESENT, deci stiu ce-i aia aspect!);

-SS perform the task & report thei answers;

-T asks SS to express their opinions on the difference between the 2 aspects starting

from the given dialogue;

-SS provide possible answers;

-T concludes & states that the contin aspect takes place when a past action happens

Follow-up activity:T asks SS to write a similar context using the presented

grammatical situation

tentativa de text-related task dupa super modelul lui harmer

Elevii vor citi un text din Huck Finn:

Lead-in: time 3’

Aim: to stimulate Ss’ attention

(The teacher facilitates an activity that enables students to use previously taught

language)

For the lead-in stage the teacher and students discuss about the books/texts they

recently read in class.Teacher asks questions about each story: „What was the

title?”, Who was the author?, Who was in the story? etc.

Teacher directs comprehension task: 2’

Aim: to get Ss involved in the topic and raize expectations

The teacher then tells the students they are going to read a text from Twain’s novel

Huck Finn.

The students are asked to read 5 questions - only the questions. They are then told

to read the text as fast as they can in order to answer those questions.

They do not have to undestand every word. The objective is only to find the answers

to the questions, and they should do this as quicky as possible.

Read this questions. Then read the fragment to find your answers.

Students listen/read for the task: 5’

Aim: to develop the Ss reading and speaking skills

The tacher asks students to scan the text to extract specific information in order to

answer the questions.

When the students have finished answering the questions they can check

their answers with each other.

Teacher conducts feedback: 3’

Aim: To let the SS know that they have done their best on the activity

The teacher finds out how well they did and explains any misunderstandings. It may

be usefull to find out how many students got the correct answers and which one

these were.

Teacher directs text-related task: 7’

Aim: to use the new vocabulary

As a text-related task the students are asked to imagine that they are in a law court.

Huck in on trial for having helped the negro Jim to run away. In groups of four or six

they have to role play the scene of the trial. The roles are: Huck, Jim, the prosecutor

who brings a criminal charge against Huck,

seven methods and approaches to language learning:

grammar translation method

the audio-lingual method

the silent way

suggestopedia

community language learner

total physical response

the communicative approach

the relation between continuous assessment and examsSuggested answer:

Continuous assessment should normally support exams through:

- assessment strategies, techniques and instruments that are in current class use …

2p

- training teachers to use assessment methods and instruments … 2p

- using its results in exams, in whole or in part …6p

There are three possible models:

• the results of continuous assessment are only included in part in the final grade of

the exam;

• the results of continuous assessment are not included in the final grade of the

exam at all;

• the results of continuous assessment are included in whole in the final grade of the

exam.

Present and exemplify four strategies a teacher might use when faced with

students’ grammar errorswriting: 1) responding to Ss work in a form of a letter;

takes time but it more effective, than covering in red an entire draft, this is required

when the students re-do their work after the response

2) coding (the T establishes and uses a code in either the body of the text or on the

margins, this type of correction is less threatening, more helpful than random

comments; WO-wrong word order, WT-wrong tense; the students should be given

time to correct their mistakes when they receive their work back-they must know the

code)

speaking:

3) echoing-precise way to pinpoint the error DO the plane land?

4)hinting- hint to certain words referring to the rule they broke

oral feed -back : cum,cand ,ce greseli corectam . de exemplu,in speaking activities ,

nu -i oprim la fiecare greseala de gramatica,imp e daca ei reusesc sa indeplineasca

task ul , sa comunice eficient,etc ; se poate folosi si : self correction-peer corection-

teacher's correction

Revin cu niste minunatii de ex. de lead-in la diverse opere pe care le-am gasit in foile mele de la cercuri pedagogice ca am multe. Acum chiar trebuie sa uati 10 macar ptr. lead-in. The t. starts by setting the scene and stirs the ss' curiosity by showing them an intriguing cover design and asks them to speculate about the book, its story and mood. One which shows a sad-looking in black and white enclosed by a big red letter A . The t. asks her ss to describe the: Is she simple or sophisticated? Is she rich? Honest? Law-abiding?Affectionate? What could be the big red letter A signify: adultery, able, Adam, America? Aici ghiciti voi.

alta opera; lead-in: The class is asked to relax, close their eyes, try to make a note of what they feel , see, say, and so on.Ss are told that they are 11 years old again and are asked questions like: What do you look like? What is your hair like? What do you like doing? What are you interested in? Pause for mind painting.Next the t. tells the ss to imagie they hae been dropped on a tropical island, from a plane just before it crashed. They are alone. What are their first thoughts? What do they do to start with? Next they are asked to write down their thoughts. Ss are told to close their eyes and to imagine what things they see on the island, they hear, touch, smell.

Another lead-in for another work: Before the ss arrive for their lessons, the t. arranges the desks in 2 separate clusters. When the ss arrive , the t. invites them to sit down without changing the arrangements. What might the camps signify? Speculations is fed by informing the ss that the classroom is a city and they are some of its inhabitants. The t tells them they are separated by an ancient feud and the one camp is calle Montague and the other Capulet. The city is Verona in Italy. The t. asks ss to brainstorm and discuss possible causes of the feud. Si multe altele,dar nu mai pot sa scriu ca am obosit. Sper sa va placa.

Harmer o shita in carte -basic methodological model for teaching productive skills:lead-in--->setting the task--->T monitors the task--->task feedback--->task- related follow-up Productive Skills:1. lead-in: we engage Ss with the topic- we ask them what they know about a certain subject2. setting the task: T explains exactly what Ss are going to do; we may need to demonstrate the activity in some way3. T monitors the task: T goes round the class, listening to ss working and helping them where they have difficulties4. Task feedback: -after the activity finished- help ss to see how well they have done, we will respond to the content of the task and not just the language the ss use- T shows positive aspects of what they have achieved5. Task -related follow-up lead-in stage T. engage Ss with the topic then T sets the task, we explain exactli what Ss have to do , we may need to demonstrate the activity . we make sure that the Ss are given all the information they need to complete the task. we will monitor the task by going round the class, listening the Ss working and helping them where they are having difficulties. with writing task we may become actively involved in the writing process. when the activity has finished we give the feedback. this is where we may help Ss to see how well they have done, we wil show positive aspects of what they have achieved and not concentrate solely on their failings. finally we may move to the task related follow-up.

Harmer, ed a 4-a.Receptive skills:lead-in--->T directs comprehension task--->Ssread/listen for task--->T directs feedback--->T directs text-related taskLead-in: Here the students and the teacher prepare themselves for the task and familiarise themselves with the topic of the reading or listening exercise. One of the major reasons for this is to create expectations and arouse the students' interest in the subject matter of the spoken or written text.T directs comprehension task: Here the teacher makes sure that the students know what they are going to do. Are they going to answer questions. fill in a chart, complete a message pad or try and re-tell what they heard/saw? This is where the teacher explains and directs the students' purpose for reading or listening.SS listen/ read for task: The students then read or listen to a text to perform the task the teacher has set.T directs feedback: When the students have performed the task the teacher will help students to see if they have completed the task successfully and will find out how well they have done. This may follow a stage in which students check their answers with each other first.T directs text-related task: The teacher will then probably organise some kind of follow-up task related to the text. Thus if the students have answered questions about a letter the text-related task might be to answer that letter.

TEXT RELATED TASK/ACTIVITY

DEFINITION

Lead-in stage T. engage Ss with the topic then T sets the task, we explain exactly what Ss have to do , we may need to demonstrate the activity . We make sure that the Ss are given all the information they need to complete the task. we will monitor the task by going round the class, listening the Ss working and helping them where

they are having difficulties. With writing task we may become actively involved in the writing process. When the activity has finished we give the feedback. This is where we may help Ss to see how well they have done; we will show positive aspects of what they have achieved and not concentrate solely on their failings. Finally we may move to the task related follow-up.

The teacher will then probably organize some kind of follow-up task related to the text. Thus if the students have answered questions about a letter the text-related task might be to answer that letter.

Eu m-am gandit la o solutie, nu stiu daca e buna, dar astept parerea voastra. Lolici a scris:

Harmer, ed a 4-a.Receptive skills:lead-in--->T directs comprehension task--->Ssread/listen for task--->T directs feedback--->T directs text-related task .....(de spus la fiecare cate putin, cum a scris Lolici)

Si poate ar fi mai bine ca, in caz de plan de lectie, sa scriem acesti pasi inainte de a face planul de lectie, ca sa se vada ca stim, dupa care sa facem (eu asa as face) warm-up, pre-reading, while-reading, post-reading, homeworksi ...daca ni se cere text-related task, sa scriem iar ce a scris Lolici, dupa care facem o activitate, dar numai una (un interviu, un role-play, change the end of ...., ....ce vreti voi acolo), dar am inteles de la alte fete ca specificau foarte scurt ce se facea la lead-in, T directs comprehension task, ....., astfel incat corectorii sa stie cum am ajuns noi la acest text-related task......

According to Vizental,there are 3 mains types of activities(text -related tasks):

1)pre-reading (warm-up):

*objective tasks,used to introduce new voc.( matching words with their definitions,fill

in the blanks,continuing sentences,correcting mistakes,...

sentences builders,re-arranging sent./paragraphs;create o story, describing

objects,process;guided description,...)

*predictions:Ss are asked to make pedictions concerning to the text to come, the

voc.to be used

*discussion

*brainstorming

2) While reading task the Ss to perform a task

(skimming,scanning,...)

3) After reading tasks are generally target at:

-assessing and enhancing the comprehension of the text

-practicing voc.& structures

-loking back at the text and interpreting its message

(summarize, comment...write...)

-expanding and personalizing the text

steps in devising summative test

knowing the syllabus and its objectives, in other words, what to test

- correlating the tasks/activities/items in the test with the syllabus

- ensuring reliability and validity

- test the test

consider the level

- consider the material taught

- decide on the type

- set the task, clear instructions

- set the marks/points

- check relevance, spelling, layout

PS. pentru unii: devise=a concepe, nu a da un test

formative si summative assessment harmer ed.4 pag 379

summative = achievement test...scrie in Vizental

Din harmer rezulta asa:

- formative assessment = diagnostic, achievement, progress tests, adica testele care se fac pentru a vedea unde au probleme elevii si pt a corecta aceste probleme, sunt de obicei while-learning tests

- summative assessment = placement, proficiency tests, adica testele echivalente cu examene, care arata cunostintele elevilor raportate la obiectivele din curriculum, sunt teste care evolueaza atat elevul cat si profesorul, ca de multe ori se discuta ca un profesor e bun daca elevii lui/ei au note mari la bac, de ex.

Noi la exam am avut de scris despre summative ev., adica cum redactam examenele alea mari, de sfarsit de liceu, generala, etc."When the cook tastes the soup, that’s formative assessment; when the customer tastes the soup, that’s summative assessment"

Harmer, p. 379:

"Summative assessment is the kind of measurement that takes place to round things

off or make a one-off measurement. Such tests include the end-of-the-year tests that

students take or the big public exams which many students enter for"

si pe urmatoarea pagina: "many public examinations are proficiency tests of this

type"

si pentru ca placement e tot un fel de public exam, ca se da la admiterea in liceu,

concluzia e ca e tot summative; nu e folosit pentru a observa si rezolva problemele

pe care le are un elev.

pasii pe care treb sa ii urmam in proiectarea unui test sunt:

1. Determinarea tipului de test

2. Poiectarea matricei de specificatii

3. Definirea obiectivelor de evaluare

4. Construirea itemilor

5. Elaborarea schemei de notare

6. Pilotarea si revizuirea testelor precum si a schemei de notare

administrarea si feed-back-ul

avantaje groupwork

- communicative- casual atmosphere- co-operation- life-like situations- no stress of individual assessment

to solve a detective story in groups (the killer is among them, they are given parts of characters)stages: lead-in (have you ever watched/read...?), instruct (you will sit in groups of 6, you will solve a mystery...), initiate (off you go)feedback: one student recountsfollow-up: you are a reporter, write an article about the murder

Based on the text from Subject 1. devise a 50-minute lesson plan at advanced level.(i) specify the objectives and two skills you intend to focus on;(ii) devise the activities by means of which you reach your objectives and specify the estimated for each;

(iii) specify the strategies you intend to use;(iiii) spefify the teacher's role and the results of the activities.

Devise a three-stage sequence activities to improve listening skills at advance level.Eu l-as face cu pre -listening.while-listening,after-listening,dar nu prea stiu la pre-listening ce sa scriu..(oare trebuie sa inventam noi un text pentru ,,listening,,?)

pentru acest subiect eu ma inspir din unul din manualele avute la dispozitie: Ex Going for gold-presupun ca e destul de avansat. Si de aici ma uit la partile de listening cu activitatile propuse, in general sunt activitati in 4-5 pasi si se face acelasi listening de 2,3 ori.exemplu: A. Look at the photos and discuss these questions with a partner:1 Where is Antarctica?2.How would you describe Antarctica?3.What animals do you associate with Antarctica?4. Do you know how changes in Antarctica affect the world's climate?

B. You will hear four people talking about different aspects of Antarctica. First look at the list of subjects(a-d) and the words in the box below. For each subject, which two words do you expect to hear?abcd

Box with 8 words connected to the four subjects

C.Listen and match each speaker with the correct subject in the list a-d.Speaker1Speaker2Speaker3Speaker4

D. Listen again and answer these questions:....7 questions.

Nu stiu daca m-am facut inteleasa cu acest exemplu, care nu imi apartine de fapt, e din Going for Gold - aici, ca si in alte manuale la partea de listening ai o gramada de modele de activitati in cursul carora, am mai zis, se face un listening de 2-3 ori, si se porneste de la aceeasi pasi: creezi asteptari, faci listening, sarcina simpla pe listening, complici sarcina iar faci listening si tot asa pe masura ce creste numarul de ascultari creste si dificultatea taskurilor.

Explain the difference between formative and summative assessment. Refer to:- objectives- moments during learning- instruments- relevance for learning and teachingDo not write more than 20 lines. (10 points)

Text related task....luat de pe AJUTOR ENGLEZA TITULARIZARE

ObjectivesInteraction: T-SS, SS-SSMaterials: coursebookEstimated time: 18 minuteslevel: upper-intermediate

Stages: PRE-READING: (3 min)obj: to get SS involved in the topic and raise expectationsto practice making predictionsto facilitate readingProcedure: T offers information about the fragment ( title of the book, author, contex)T asks SS to predict what the text is about starting from the titleSS try to make several predictionsT asks SS to rhink of similar authors they studied in classroom/ heard about from diff sourcesSS answer (if not T helps them)

WHILE-READING (10 MIN)obj: to practice reading and scannigto develop recognition and guided discoveryto facilitate interpretationProcedure:T asks SS to read the text and answer the following questions:------------- Nu am inspiratie acum SS read the text and try to answer the questions

POST-READING: (5 min)obj: to develop awareness and interpretation to prepare SS for the follow-up and homework

Procedure:T asks SS to imagine how MIss Havisham and Estella would influence Pip's lifeT gives them 2 min to thinkSS give their interpretations

At the and of the activity T makes a few comments on the SS performance. T takes notes on SS performance.T's role: ressorce, organiser, observer, assessor.

In education, realia are objects from real life used in classroom instruction by educators to improve students' understanding of other cultures and real life situations. A teacher of a foreign language often employs realia to strengthen students' associations between words for everyday objects and the objects themselves. In many cases, these objects are part of an instructional kit which includes a manual and is thus considered as being part of a documentary whole by librarians.

''explain the concepts of lead-in and dwell on what you would do to arouse your students' interest in this particular text?"

Lead-in = an initial stage of lesson planning, in which the teacher tries to raise the students' interest in the topic to be presented. You cannot simply start teaching something, because this way the lesson will be monotonous and the students won't probably pay much attention to you.During the lead-in stage teachers should try to introduce the topic little by little, without specifically express it. Teachers should think of activities such as questions, brainstorming, discussion... related to the topic.

lesson plan cu Tristram Shandy ce ati scrie la warm-up?Care ar fi ideea principala a acestei opere,ca eu nu am prea inteles mare lucru din tot ce am citit.

Pai probabil ai citit deja despre tehnicile folosite voi adauga doar cateva idei care poate te vor ajuta:-digression structures the whole novel-the reader expects the straight line of the traditional narrative --but Sterne aims at swerving the straight line-historically speaking digressions are S's challenging response to the biographical form of the 18th cent novel, which excluded everything irrelevant to the hero's oursuit of self-perfection.-in TS digression is no longer a matter of deviation, but is to be seen as a concentric rotation around a fixed point, which is the desire to portray uncle's Toby's character.SINCE THE CHARACTERS THEMSELVES ARE INCAPABLE OF CHANGE, IT IS THE WRITING, THAT MUST MOVE, AND IT IS THIS METHOD OF UNFOLDING CHARACTER THAT MAKES THE DIGRESSIVE TECHNIQUE PROGRESSIVE.

-characters circle like satellites but when they meet, they race off in opposite directions-the machine of Sterne's writing is a perpetuum mobile of happenings.-TS = the 1st novel to attack the substantialist concept of time - instead of time mastering the narrator, he endeavours to master it.the chronological time: the clock has stopped and now the consciousness has begun to swing back and forth, according to inner rythms - the time doesn't have a linear movement but it ceaselessly re-emerges from the past T condenses a very long period of the past into a very short period of the present and compares this temporal sandwich to a musical composition.STERNE WRITES IN ORDER TO OBSERVE HIMSELF LIVINGEQUIVOCATION - if language is to be related to life it must be equivocal

STERNE LOOKS BACK TO RABELAIS AND FORWARD TO JOYCE.

Cam asta ti-am scris eu rapid din notitele mele. Ca sa fie si mai clar poti analiza in paralel ce se intampla la Defoe si ce se intampla la Sterne:Sterne: breaks all the rulles, even of punctuation, all suggestions of plot excluded ---thus, despite the length of the book nobody gets anywhere, nothing really happens, the hero doesn't succeed even in getting himself born until half-way through-blank page with a marble design on it, collection of asterisks, a long piece of Latin with the translation on the opposite page- anything is used to obstruct and mistify YETcharacters emerge from the "story".

Eu la Sterne as insista pe rolul lui in evolutia literaturii - chiar daca opera in sine nu este cine stie ce, TS este important pt ceea ce prefigureaza(Joyce).