РОССИЙСКАЯ ФЕДЕРАЦИЯ
МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ
ФЕДЕРАЛЬНОЕ ГОСУДАРТВЕННОЕ БЮДЖЕТНОЕ ОБРАЗОВАТЕЛЬНОЕУЧРЕЖДЕНИЕ
ВЫСШЕГО ОБРАЗОВАНИЯ
«ТЮМЕНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ»
Программа «Тренер – преподаватель по английскому языку»
ИТОГОВАЯ РАБОТА
на тему
« Spoken English »
СЛУШАТЕЛЬ:
Cабагинова З.В. ______________
ФИО (подпись)
РУКОВОДИТЕЛЬ: ________________
Евдаш Валерия Михайловна (подпись)
зав. отд. англ.яз. РИМС ТюмГУ
Салехард – Тюмень 2015
Content
Page
Training plan_____________________________________ 3-5
Reference _____________________________________ 6
Appendix I _____________________________________ 7
Appendix II ___________________________________ 8
Appendix III ____________________________________9-11
Appendix IV ____________________________________12-15
Appendix V ____________________________________16-17
Reflection _____________________________________ 18
Training plan form
Target teacher group: Yamalskaya boarding school
- experienced school teachers of more than 3 years of teaching and who have no experience at all
- their level of English should be Upper-Intermediate or Advanced
- graduates from Philological Institutes
Topic:
Spoken English
The aim -to help participants in teaching spoken English
The tasks:
to expand trainees’ views on some problems of speaking
to find some approaches in studying speaking skills
to define teachers' view on practicing speaking skills
Learning outcome by the end of the workshop the trainees will be able:
Materials & References
A4 size paper, handouts, pens
Audio-visual aids: a presentation
Stage (time)
Trainer procedures
Teacher actions
Materials
Interaction form
Greeting and warming up, introduction to The subject (10 min)
Begin with chants to concentrate trainees and to identify the topic .
Give them a sheet of paper and ask them to put all types of activity (speaking, listening, reading, writing and translating) in order as they prefer.
They repeat chants together
They match each column according to their learning preferences and give the sheets back to the trainer.
Appendix 1
The chants
sheets of paper from Appendix 2
collection of information
pair or group work
Discussing the results (10min)
Collect all the sheets and put them on the board without asking owner's names. Make comment on each paper and try to sum up the results. Offer your trainees to divide into two small groups of 3 or 4 persons in each,
They got the results and try to find the balance among all the class activities like speaking, reading, writing, translating and listening together and then they share their opinions.
handouts on the board, sheets of A4 size paper
discussion, group work
Theoretical part (10 min)
Tell about problems of teaching Spoken English.
Listen, make note, prepare questions
Appendix 3
group work
Practical part (40 min)
Give clear instructions at the beginning. Offer the trainees a variety of tasks which may help to overcome the problems with speaking, explaining the final result - fight with fear of speaking English. Make two groups of trainees to brainstorm together.
Find the most suitable complex of tasks which may help their trainees to do and start talking. Give their reasons and explain your choice.
Appendix 4
discussion
individual, pair and group work
Peer assessment (5 min)
Explains the roles of the participants
Follow the instructions
A4 size paper, pens
Feedback pair, group work
Reflection (15min)
Sum up all the group variants giving comments. Ask all the listeners to vote for tasks from Appendix 4
Reflect on the workshop
A4 size paper, pens. Blackboard
Pair, group work.
Sharing opinions.
References
1. Celce-Murcia. M. (2001). Teaching English as a Second or Foreign Language (3rd ed). USA: Heinle&Heinle.
2. Long M.H & Richards, J.C. (1987). Methodology in TESOL. USA: Heinle&Heinle.
3. Nunan. D. (1991) Language Teaching Methodology. UK: Prentice Hall International (Chapter two & three)
4. Tanner .R. & Green.C.(1998) Tasks for teacher education. UK. Addisson Wesley Longman. Ltd.
5. Notes from own experience. Sabaginova Z.V. Yamalskаyа boarding school.
6. [link]
Reflection
At the beginning of the workshop, participants were asked a task which considered all kinds of speech activity, and determined how much time is devoted to each. Then analyzed and found thaton the 1st place -Reading, the 2nd-Writing,the 3d -Translating, 4 th -Listening and the 5 th -SPEAKING. During the training, participants have listened to and discussed the theory of speaking skills and their problems. Each of the participants shared his opinion. After analyzing all the existing methods of activating skills spoken language, it became clear that these methods are not as complicated as they seem, and each teacher can choose those or other, which it considers more appropriate for the students according to their level of proficiency in English. Emphasis was placed on the fact that when speaking in the first place to overcome their uncertainty and the most important thing is not strictly find mistakes.
The best way to express your thoughts are simple words and phrases. You can train the ability to understand the meaning of speech, using keywords. Moreover, it is very important to find and offer interesting topics for discussion. And, of course, the conditions of dialogue should be favorable.
During the practical part we were offered a variety of tasks that could help overcome the problems with speaking, explaining the final result - the struggle with fear. Participants were eight people so divided into two groups and held a joint brainstorming. Students were to discuss each activity. All the proposed tasks were interesting . Summing up the training workshop, we came to a conclussion that in order to overcome the language barrier, it is necessary to include and fairy tales, poems and songs, not just the standard activities.
In my opinion, there is a language barrier or not, we should try to overcome it and find a better way. Otherwise it will be impossible to improve our speaking skills and learn to speak fluent in any foreign language.
At the end of the training there was a reflection. It was necessary to evaluate the content; on methods of interaction; the group’s activities; your sown activities ,forms and methods, then an analysis has been made of reflection. All participants took an active part in the seminar-training, goals and objectives have been achieved, we have proved that the integrated use of modern methods can yield positive results and lead to the improvement of communicative competence. New methods of learning English help us to overcome the language barrier. This kind of work has been approved, the participants expressed their wishes, it was mentioned about necessity of such workshops with an invitation of other teachers of their school and between schools necessity, and in the future, and between necessity.
Thank you very much!
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