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Booklet 3
1.
!-
2.
Teaching Grammar
J.
Material Evaluation
i3
4.
It.
Handout
a) superstitious
b) to get on wilh someone
Grammar
d) lm meetrno Sarah at ten in Tavtors
e) The lfain arrives at eiqht.
f) When l arrived, theydfinjshed eatinq.
Qt
Concept Checking.
nanaged ta da il.
You want to iccus studnts on the meaninq of naraged. Tick lhe senten@s be ow that
conlain parl of the essentialmeaning oitourlargei anguage.
12.
'm pleased
wh$
am lhe manager
I thlnk
aboll it now.
ofa @npany
13 lremembered to do
it-
CONCEPT CHITCKING
Whicbofthequestionsw.!ldchc.k$udenrJundenrlndingol
u.cdl.'l
2 \vas
he
usedloFla-ri.gJnotb.ll?
7.
whrldid
i.rl
he us. ro do?
t. Whdl doe!
he
Jo.o\rl
t
.
.
.
.
yo!rquestions,
check ihe
(t
Time lines
time
He used to smoke
b.
c
d
e.
f.
nes below:
{inish.d
No'
FPTDA!
starh d
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64t
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20t2
Concept Questions
r 1985,
yes....'1990?..yes...'1995? yes
Does she stl live here now? Yes
W she live here tomorown lhefullre? Yesprobabt
Dd
laiiived.
yes
Illhavefinished it by Friday,
ls F day i. the fllure or in the pasl? the lLtute
Wl linish lhe wolk on Friday? no
iinish belore Friday? yes
poss
ls l
b e w I nnish on Thursday? ....yes .Wednesday?. ..yes
H.vc fln sherl il now? ,o
Wl
(-.-'
2. Teaching Grammar
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3. N4aterials Evaluation
C,;
COURSEBOOKEVALUATION
Look aryo!rco!rsebook. Howwolld yo! rate it in these categories?
guidance for
'
lansuaSe references
balance ofski
authenlic/sraded malera s
focos on pronunciaion
tunctional langUaSe
use
conlents page
swork:
@,
4. Reading Skills
fro
th previons
ererciseRere c.Eecr-
Efectiv. readins
sft rtegies
we
so
Lo
udeBtltd
every word,
$lddts cd
tdk so thar
eilhd by tellng tbm, or bf
evertlling.
Of couse. ihe leacher
complete it wilhout undestddrg
cd follow up with a vocabulary exercise, o. studdts cd cone back ro
difrcult vocabd6ry in their own iime. Moy stude s will hiehlidt new
glading thc
ftet
/.:
(r'
Rerd rhe reir beloq,.nd checl ifyour rdcre froh rbe previou<
elercise were correct.
Inefiective readire sh.teeies
"Students- like the lst of ns, need to be able to ilo a nmbe. of diffe@ni
things {ilh a relding texf'. fhey need 10 be able to guess whal the tcxt
is about bcfole r,hel decide to read i! they need to be able to skim a te$
to gel a g6dal idea ofw|al it is aboul. &d th.y should be able to scd
the tet for the particuld bils of infomarion that they need. Wheiher
read$ shn or scan texts is delmddl on lvhat iley de readirg, ud
whr. Thcrefor, one ofthe teacher's main fiDctions is to nake stldents
ande not o!]y of effeciive ways to read, blt aho inetrective ways.
wo
if we de idly looki.g
al ih
back of ou. hain ticket while we wait for it ro lnally dive. Thercforq
it is not really cffective for stude s to read a lcn cold. xnefier il is to
drerulvs or r.ad aloxd 6 a class. Likewise, reading a terl jn oidd to
highlieht what thcy don't uderstmd ihpedes the students
undersbndirg, s rlris doesn't give l,!e passage a corrext o. familiatjty.
The teacher also hs no control over how the students are rcading. for
exdple. ifthey are readils every word cdetully or usirE Ineirfirgen
in ord6 to 'urddslod' evegillhe. dre readinS 9rcce$ r'ill bo
incredibll slow md impo$jbleto nonito!.
entire text.
I like my students to read difiicult passasesaioud before we
Ioften lry totnd the sentences that contain the main idea.
I
I\,4y
ldon't underctand-
REAbIN6 TASKS
Ar the following r4ding rsk5 to fo.!s on rading
2. Aad
rhe
fd
gis+ ot
fo. sPctiti'
de+'ils??
5. Redd the
o' not?
Rad the'iext dbour Johns holiddv Did he 4joy himself
in the
7. Each hodinq below sunhd.i34 one of iie Pnrag'aphs
rext ond match the heodings ro th co'rci pardgrcphs
therextond
5ee
if vour
cdri'cl htddli"eevars
stnEn living ih
EqypTsere.orrct
R@d
11.
",,ioi"
12.
di5'dvanroga of living in
Qed the taxt and hdke o lisr of the odvontdga and
13. Reod
dd
l5
listof evqts
"--."ltt.y*.l.xt
16 Red the
in
thecor4tordr'
oppos'_e dorng)
lad
-he
rre
p'rcgrophs
qhich
!bou1birrhdoy rrodiiions intheworld- Tick the fodirlons
ro thosu which do hot'
PUl d doss ndi
-unr.}ona
b,,scuss how you couid de6i wilh fhe potenliol student problens v/iih
1.
Sludeni;
2. Teacherr
donf undersidnd
haven
Gnswered
Te6cher: "SS hoven'l finished rc'xdiAg the texl when ihe lilne
.llocdied hds finished"
4.
5. Snrdenlr
To do
T'm
nol
6. Teocher: "5s reod tha tri out ioud and thn sliil coni answer the
quell'ons.
.
t
t
a
a
a
a
prediction
skim reading
gist reading
scan reading
inlensive reading
inferring meaning
extensive reading
5.
l l'
8.
10.
;^{.r.'9
tl
i9)
r\6 a
<l
io -e j.
some
ffi;l
rds^j.ocussrno
in dividat Janauaae
rndrvrdat
Jana u aae itehs:
ireirs : er ta.-butat;;i@
6\-. 6 , -o,donno."i
ro..1oo, n-",;e;., o,
"..
(z)
TEACHING READING
BASI' PRIN'IPIFS
OF
TEA'HING READING
planning influence or
promote this?
ss should be encouraged
to
read
Reading in meaninSful
encouraged
reading.
rather than
units should
be
work
1.
rn
group6anddGcusstheiolrrv/rg quenions:
2.
3.
Why is setting
4.
5.