education

1. Observation tasks
Part 9: Thoughts and questions
主 ：讲主 ：讲 CHENSHACHENSHA
制作：浙江外国 学院语制作：浙江外国 学院语 0808 英本英本 33 班班
指 教 ：导 师指 教 ：导 师 VICTORGAOVICTORGAO
教材：教材： Learning TeachingLearning Teaching
Appendix

2. Thoughts and questions
 The following form may help
you recall what happened in a
lesson and remind you of your
own thoughts at the time.This
may be especially useful for
post-lesson discussions with
the teacher you watched.

3. For each box,note down a specific thing that
you observe in the lesson and then record
your own thoughts or questions or
suggestions.
I noticed……
and I thought……
I noticed……
and I wondered……
I noticed……
and I wanted to ask
you……
I noticed……
and I wanted to say
you ……

4. Observation tasks
Part 10: Stolen goods
主 ： 莎讲 陈主 ： 莎讲 陈
制作：浙江第二 范学院外国 学院师 语制作：浙江第二 范学院外国 学院师 语 0808 英本英本 33 班班
指 教 ：高歌导 师指 教 ：高歌导 师
教材：教材： Learning TeachingLearning Teaching
Appendix

5. Stolen goods
 As you observe the lesson,note
down several things that you
would like to 'steal' from this
teacher and the lesson in order
to make them part of your own
teaching.

6.  This may include personal
qualities,teaching skills and
techniques,activities,classroom
atmosphere,etc.Include notes to
help you remember any important
details.You may also want to
record why you felt good about the
stolen goods.

7. choose something you feel you
would like to give this teacher in
return for you many thefts.
Stolen item 1:
Description of item:
I stole this because:
Stolen item 2:
Description of item:
I stole this because:
Stolen item 3:
Description of item:
I stole this because:
I'd like to give you:
I think you'd like this
because:
Stolen item 4:
Description of item:
I stole this because:
Stolen item 5:
Description of item:
I stole this because:

8. The jargon bank
主 ：讲主 ：讲 CHENSHACHENSHA
制作：浙江第二 范学院外国 学院师 语制作：浙江第二 范学院外国 学院师 语 0808 英本英本 33 班班
指 教 ：高歌导 师指 教 ：高歌导 师
教材：教材： Learning TeachingLearning Teaching
Appendix

9. The jargon bank(1)
activity A single exercise or game,etc.
aims Things that you hope will be done or
achieved during an activity or a lesson.(See
objectives)
ARC A simple categorization of EFL activities.ARC
stands for Authentic use,Restricted use,
Clarification and focus.
Authentic use activities The language in these activities has not been
restricted in any way (eg not by the teacher's
Instructions,by the coursebook writer,etc).
backchaining A technique for helping a learner say a
different sentence by breaking it down into
smaller parts and practising saying those
Pieces,slowly building up again to the
complete sentence.For example:n't you ？
aren't you?thirty,aren't you?You're
thirty,aren't you?

10. The jargon bank(2)
The chain An error correction technique that involves
students passing corrections to each other
across the classroom.
Clarification and focus The part of a lesson in which learners become
clearer about language system items,
especially concerning how they are formed,
what they mean and how they are used.
classroom management The moment-by-moment decisions and
actions concerning organization of the
classroom and activities,eg seating and
grouping arrangements,starting and
stopping activities,etc.
cloze procedure A gap-fill exercise with regularly-spaced gaps
（ eg every seventh word).
communicative activity An activity that has communication as its
main aim (as opposed to practise of particular
language items).A communication activity
will normally involve an ' information gap '.
concept questions Questions that focus on the meaning of a
language item.

11. The jargon bank(3)
context Language items do not exist
independently.
They might be found in a text,a piece of
classroom conversation,a tape
recording,etc.
These are the contexts.Teachers often
create
example 'situations',perhaps using board
pictures,in order to provide a context for a
language item and give the students an
illustration of a way that it would typically
be
used.
Cuisenaire rods Small coloured rods of wood or plastic.
diphthong A phoneme containing two vowel
sounds,one
gliding into the second.
drills A common restricted use activity,involving
students in repetition or very controlled
oral
practice.

12. The jargon bank(4)
eliciting A much-used technique for involving
learners
more in lessons.
echo Repetition of what a student has said.This
may be ' aware ' echo,with a purpose(eg
indicating that an error has been made),or
' unaware ' echo (eg the teacher is feeling
the
need to fill silences).
exponent An item that is an example of a particular
function.For example,Could you make me a
cup of tea,please?is an exponent of the
function of ' making polite requests'.
extensive reading Reading or listening in order to gain a
general
/listening overview of the contents.
function The purpose for which language is used in
particular situations.

13. The jargon bank(5)
groupwork Students working together with a number
of
other learners(rather than in pairs or as a
whole class).
icebreakers Activities to help learners and teacher get
to
know each other at the beginning of a
course.
information gap One person knows something that the
other
doesn't.Such gaps of information between
people give us a need and desire to
communicate with each other.
intensive reading Careful and detailed reading of or listening
to
/listening sections of text or speech.
intonation The musical patterns of speech.

14. The jargon bank(6)
jungle path A lesson type based around working
moment-by-moment with what is happening
in the classroom.
language skills There are four language skills:listening,
speaking,reading,writing.Listening and reading
are 'receptive' skills;speaking and writing are
' productive ' skills.
language systems There are four language
systems:grammar,lexis
(vocabulary),phonology,function.
lexical item A word or a number of words that could be
considered to be a single item of vocabulary,eg
house,Wellington boot,solar system,put up
with.
lexical set A set of words that are connected in some way
(eg item found on a farm;words starting with
' head ';words that describe human qualities,
etc).

15. The jargon bank(7)
lexis =vocabulary
logical line A type of lesson that has a clear,logical
progression from one item to the next.
metalanguage The language used to describe language
items
(eg ' present simple tense ')or used in class to
give instructions,explain
thing,etc.Metalanguage
usually needs to be clear and concise and
avoid
complexity.
monitoring When the learners are working on an activity
where the teacher does not have an active
role,
the teacher can keep an active eye over what
is going on,checking that instructions are
being
followed,collecting a list of language used for
use
later in the lesson,etc.

16. The jargon bank(8)
objectives Intended student achievements in a lesson.A
specific task to be done while an observer is
watching another teacher in class.
observation task A specific task to be done while an observer is
watching another teacher in class.
pairwork Students working with one other student.This
may
be to discuss something,to check answers,to do a
communicative activity,etc.
phoneme The basic unit of sound from which we build up
words and sentences.For example,the word
caught has six letters but only three phonemes:
/k/,/ :/and /t/.ɔ
phonology The study of phonemes,intonation,word stress,
sentence stress,rhythm and aspects of connected
speech.

17. The jargon bank(9)
practice Giving the learners chance to use the
language
being studied.
presentation The ' giving ' of language to students.
PPP =Presentation,Practice,Production.An
approach
to grammar lessons based on the idea of giving
(ie presenting) small items of language to
Students,providing them with opportunities to
use it in controlled ways (practice) and finally
integrating it with other known language in
order
to communicate (production).
rapport The quality of relationship within the
classroom.
restricted use activities In these activities the language
available for the
learner to use,hear or read has in some way
been
restricted(eg a written exercise on the present

18. The jargon bank(10)
roleplay Learners take on a character or make use of
given
information or ideas in order to get speaking
practice.
scanning Reading with the aim of finding out items of
specific
information.
schwa The phoneme/ /.(The only phoneme with aə
name!)
sentence stress The main syllables emphasized in a sentence.
skimming Reading,usually done quickly,with the aim of
understanding the general meaning or ' gist ' of
a text.
stage One distinct part of a lesson, usually a single
activity.
STT =Student Talking Time (the amount of time that
students get to talk within the lesson).

19. The jargon bank(11)
substitution tables A way of writing out grammar information as
patterns that can allow for generation of further
Sentences.
syllabus A list of course contents.
task Something the student is asked to do.Many tasks
are in the form of questions requiring
answers,but
a task may require a student to do things like
draw . a
picture,choose an object from the table,etc.
timetable The plan of work showing lessons as units and
identifying what goes on in each one.
topic umbrella A lesson type where a variety of work done is
based
around a single topic.

20. The jargon bank(12)
TTT Teacher Talking Time(the amount of time the
teacher talks within the lesson).
weak form Vowel sounds in unstressed syllables tend to
have a
weak pronunciation.Compare for when you say it
On its own(strong form)and when it comes in the
Middle of a sentence,eg I came back for my books.
The vowel sound has changed from / :/to / /(=ɔ ə
the 'schwa',the most common weak form vowel).
word stress The emphasized syllable(s) in a word.

21. Bibliography and
references
主 ： 莎讲 陈主 ： 莎讲 陈
制作：浙江第二 范学院外国 学院师 语制作：浙江第二 范学院外国 学院师 语 0808 英本英本 33 班班
指 教 ：高歌导 师指 教 ：高歌导 师
教材：教材： Learning TeachingLearning Teaching
Appendix

22. Bibliography and
references
 There are hundreds of EFL
books around.This is a short
list of just a few books you
might find
helpful,inspiring,time-saving
or life-saving during your first
years of teaching.

23. Working with people
Houston, G.1990 The Red Book of Groups(The
Rochester Foundation)
Hadfield, J.1992 Classroom Dynamics(OUP)
The English laguage
Close,R.A.1992 A Teachers' Grammar(LTP)
Swan,M.1980 Practical English Usage(OUP)
Speaking
Klippel,F.1984 Keep Talking(CUP)
Hadfield,J.1990 Intermediate Communication
Games(Nelson)
(elementary and advanced also available ）
Ur, P .1981 Discussions that Work(CUP)
Frank,C, Rinvolucri,M.and Berer,M.1982 Challenge to
Think(OUP)
Bibliography and references(1)

24. Listening
Underwood,M. 1989 Teaching
Listening(Longman)
Reading
Grellet,F.1981 Developing Reading Skills （
CUP)
Hess,N.1991 Talking Texts(Longman)
Writing
White,R.and Ardt,V.1991 Process
Writing(Longman)
Hedge, T.1988 Writing(OUP ）
Davis, p.and Rinvolucri,M.1988
Dictation(CUP)
Grammar
Ur,P.1988 Grammar Practice
Activities(CUP)
Bibliography and references(2)

25. Vocabulary
Gairns,R.and Redman,S.1986 Working with Words(CUP)
McCarthy,M.1992 Vocabulary(OUP)
Pronunciation
Bowen,T.and Marks,J.1992 The Pronunciation
Book(Longman)
Underhill,A.1994 Sound Foundations(Heinemann)
Current issues in EFL(two books to get you thinking)
Lewis,M.1993 The Lexical Approach(LTP)
Cook,G.1989 Discourse(OUP)
Reference books
I have found the Collins COBUILD series of reference
books very helpful,especially:
COBUILD English Dictionary
COBUILD English Grammar
COBUILD English Usage
Bibliography and references(3)

93. Any questions?