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Read the articles again and complete the chat below.
List the core competencies for an effective teacher. Discuss them in groups of four. Choose a group member who will keep a written list of the competencies. Assess the generated list and decided which of them the most important ones are. Write your list on the chalkboard.
As classroom management is among the main teacher’s competencies watch the video Top 10 Proven Classroom Management Tips for Teachers, write out these ten tips. https://www.youtube.com/watch?v=0XUTdaQIdKI Now read through your answers and tick those that personally you consider to be necessary for teacher, working with teenagers. Discuss your answers with a partner.
Talking point · What specificity do core competencies for educators acquire, when speaking about Foreign Language teachers? Watch the video about Communicative Competence and complete the chat Communicative Competence Notion Developing below. https://www.youtube.com/watch?v=XAPqEHpctbg
9.1. You are going to listen to S.Laqua speaking about Hyms Communicative Competence Model. List out the four elements of Communicative Competence. https://www.youtube.com/watch?v 9.2 Look at your listwiththe four elements of Communicative Competence. With a group, write definitions of each one. Illustrate them with the examples.
Now listen to Dr. Richards. He is an internationally renowned specialist in second and foreign language teaching, an applied linguist and educator, the author of numerous professional books for English language teachers, and the author of many widely used textbooks for English language students. How does he differentiate Linguistic and Communicative Competences? Why are both necessary for the learners? https://www.youtube.com/watch?v=SwMii_YtEOw&list=PLY41pjZfsiR5h7_jRDoHdeFI29MCTy8pg
Listen again. Fill in the blanks.
Read the text about Language Competencies
LANGUAGE COMPETENCE Language competenceis a broad term which includes linguistic or grammatical competence, discourse competence, sociolinguistic or sociocultural competence and what might be called textual competence. The specific learning outcomes under “Language Competence” deal with knowledge of the language and the ability to use that knowledge to interpret and produce meaningful texts appropriate to the situation in which they are used. Language competence is best developed in the context of activities or tasks where the language is used for real purposes, in other words, in practical applications. Although the outcomes isolate these components, language competence should be developed through classroom activities which focus on meaningful uses of the language and on language in context. Tasks will be chosen based on the needs, interests and experiences of students. The vocabulary, grammatical structures, text forms and social conventions necessary to carry out this task will be taught, practised and assessed as students are involved in various aspects of the task itself, not in isolation. Strategic competence is often closely associated with language competence since students need to learn ways to compensate for low proficiency in the early stages of learning if they are to use language for authentic communication from the beginning.
http://www.edu.gov.mb.ca/k12/cur/languages/asl/framework/language_competence.pdf
11.2 The words below are from the passage. Match those in the left-hand column with the appropriate one(s) in the right-hand column.
Now read through your answers and tick those that personally you consider to be important for the lesson. Discuss your answers with a partner.
12. Discussion · Which element(s) is/are most important in teaching teenagers? · Should there be specific approaches, strategies, activities etc. while Communicative Competence formation?
Assessment · Write essay “What Foreign Language Learners` Competencies should teenagers posses?’ · Project work Prepare the presentations of Student Teacher Competencies the students are expected to demonstrate before finishing their study at your University
Resources 1.http://work.chron.com/difference-between-competencies-tasks-qualities-21533.html 2.http://work.chron.com/list-core-competencies-educators-8916.html 3.http://everydaylife.globalpost.com/list-core-competencies-educators-10839.html
4.http://www.edu.gov.mb.ca/k12/cur/languages/asl/framework/language_competence.pdf
Lesson 3
Classroom activities Summary The unit will give an overview of: · classroom activities; · lesson structure; It will explain: · how to create a lesson structure; · what kinds of activities to use at different stages of the lesson. Learning outcomes Students will learn how to choose the appropriate lesson activities for Teenagers, creating a lesson structure. Сontent of the lesson Spark 1.1. Look at the photographs. Describe what you can see and discuss what kinds of classroom activities they seem to be.
1.
1.2 What do you think creates a successful lesson? Discuss your answers with a partner.
Input 2.1. The material is taken from the book Creating Effective Language Lessons, writtenby Jack C. Richards and David Bohlke (© Cambridge University Press).The chapter Your lesson is a coherent sequence of learning activities that link together to form a whole will help you to understand the role of classroom activities in creating a lesson structure.
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