Az angol tanítás innovációi és legújabb módszerei a tanítóképzésben ’e-learning’ segítségével

- Innovations in pre-service education for teaching English through e-learning
- Leírás
- Tartalomjegyzék
- Abstract
- 1. Introduction
- 2. The theories and practices of teaching languages in early childhood in the British culture
  - 2.1 The reality of Globalization within teaching English
    - 2.1.1 New global perspectives
  - 2.2 Methods supporting teaching and learning
    - 2.2.1 E-Learning
  - 2.3 Teaching languages to young learners in the British culture
- 3. Exploring our current understanding and practice
  - 3.1 Motivating young learners
    - Task 1
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    - Task 13
- 4. Communication-, interactive-centred and problem-, experience-based learning and teaching
  - 4.1 Learning to learn
    - Task 1
    - Task 2
    - Task 3
    - Task 4
    - Task 5
    - Task 6
    - Task 7
- 5. The roles of questions: what, when and how to ask to be able to develop children’s practical and thinking skills
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  - Task 15
- 6. Strategies of planning to be able to equip children with competences enabling them to think critically and work creatively in the „Life Long Learning” process
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- 7. Designing learning activities on the basis of teacher’s and children’s experience, problems and questions
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- 8. Learning about the latest toolkits supporting learning
  - Task 1
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- 9. Designing toolkits, for example, case study toolkit, cooperative and peer review toolkit
  - Task 1
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- 10. Selecting an aspect of cooperative learning resources to explore
  - Task 1
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- 11. Recording the outcomes and reflect on what should be done differently next time
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- 12. Test questions
- 13. Glossary
  - A-D
  - E-I
  - J-S
  - T-V
- 14. References
- Téma

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# Task 3

Look at these toolkits for effective teaching and learning and decide if you applied them

Memorising words and enhancing thinking

Card activity toolkit[1] for teachers’ planning

Teachers can do this activity alone, in pair or teams.

The cards can contain questions, for example,

- What is the purpose of the plan?
- What support do we need?
- What are we going to learn?
- What is the timescale of the plan

After completing the activity teachers will be able

- to explain the features of good planning
- understand the skills that are needed to manage tasks
- to become aware of the need to plan for problems

Flashcard toolkit[2]

Word family frame-book (WFF) toolkit[3]

It shows how words within the same family are placed at different levels and is aimed at teachers who can use it to plan courses, syllabi and lessons. The WFF is the product of an ELT research award and was designed by Richard West.

What is the Word Family Framework (WFF)?

The WFF is a searchable resource for teachers and learners of English that consists of over 22,000 vocabulary items arranged according to six levels aligned to the Common European Framework of Reference.

What can the WFF be used for?

The WFF can be used by institutions, teachers and learners to construct target vocabularies

for individual learning, syllabus and lesson planning, materials design and exam preparation.

Phonemic chart toolkit[4]

On this chart pure vowels are arranged on the same way according to mouth shape (left to right, lips wide/ round to bottom, jaw closed/open).

Diphthongs are groped in rows according tot their second sound.

[1] The details of this activity can be studies and done here:

http://tlp.excellencegateway.org.uk/tlp/pedagogy/assets/documents/successplanner_cards.pdf

[2] For ideas on using flashcards with young learners, have a look at this article: http://www.teachingenglish.org.uk/think/articles/using-flash-cards-young-learners. On LearnEnglish Kids you can find packs of downloadable flashcards for different topics.

[3] http://www.teachingenglish.org.uk/article/word-family-framework

[4] http://www.teachingenglish.org.uk/article/phonemic-chart

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