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Article N1 Article N2
Commitment Interacting with Students

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.

On-line task · Watch the video where John Shackleton and Keith Morrow speak on assessing teacher competence. · Write the essay “Why is Continuing Professional Development so important for the teacher?”  

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.

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.

On-line task · Listen to the lecture by Jack. C. Richards about disciplinary knowledge of future teachers and answer the questions: 1. How does he define the disciplinary knowledge? 2. What kind of knowledge does he consider to be necessary for the future teacher? 3. How does he illustrate his point of view? · Make a summary of his lecture.

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.

Year Researcher(s) Content
  Noam Chomsky  
    Distinguished following four aspects: 1. systematic potential; 2. appropriacy; 3. occurrence; 4. feasibility
  Sandra J.Savignon  

9.1. You are going to listen to S.Laqua speaking about Hyms Communicative Competence Model. List out the four elements of Communicative Competence.

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?


Listen again. Fill in the blanks.

We are thinking about what a (a)_______ for a language course might be like; because rather than a syllabus just being built around the succession of (b)_________ how would you organize the syllabus that were focusing on Communicative Competences? Very different ways can be done using focus on (c)_________, focus on (d)________, focus on (e)________ and focus on different (f)________ and different (g)_________. There are different ways in which notion of Communicative Competences can be turned into a syllabus. And if you look at Language (h)________ today, if you look at the scope of sequence of the book that I write, for example, you will see that all of these things are there in the syllabus: functions, tasks, activities, a distinction between (i)______ and (j)_______ that reflect the distinction between Linguistic Competence and Communicative Competences. So, when we are teaching Language we are teaching both – we are teaching how sentences are created, we are teaching the students to develop their capacity to produce correct sentences, but we are also interested in the capacity the students will acquire to use these sentences as part of their Communicative Competences, as part of their communicative ability to use English as a Second or Foreign language or to use it as an International language.

Read the text about Language Competencies


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.


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.

meaningful outcomes
practical activities
learning communication
social texts
classroom conventions
authentic applications


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?


On-line tasks · Listen to the lecture of Ph.D F.Tuzi Communicative Competence in SLA.Make a summaryof the lecture in the form of critical presentation. Be ready to discuss the main ideas at the following lesson. · Study the given material before preparing your Assessment.   Students are expected to demonstrate all of the following competencies before finishing their Field Experiences at the College of Education at Wayne State University. They may be demonstrated in many ways, but the culminating activity is in a portfolio review at the end of their student teaching.  




· 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








Lesson 3



Classroom activities


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


1.1. Look at the photographs. Describe what you can see and discuss what kinds of classroom activities they seem to be.







1.2 What do you think creates a successful lesson? Discuss your answers with a partner.



2.1. The material is taken from the bookCreating 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 wholewill help you to understand the role of classroom activities in creating a lesson structure.


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