Primary Methodology Handbook Practical Ideas for ELT with DVD 58 St Aldates Oxford OX1 1ST United Kingdom
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Primary Methodology Handbook Practical Ideas for ELT with DVD 58 St Aldates Oxford OX1 1ST United Kingdom Primary Methodology Handbook: Practical Ideas for ELT First Edition: 2014 ISBN: © Richmond Publishing, S.A. de C.V. 2014 Av. Río Mixcoac No. 274, Col. Acacias, Del. Benito Juárez, C.P. 03240, México, D.F. Publisher: Justine Piekarowicz Editor: Suzanne Guerrero Editorial Coordination: Anna Norris Art and Design Coordinator: Marisela Perez Design and Layout: Karla Avila Layout: Erick López Pre-Press Coordinator: Daniel Santillán Pre-Press Team: Susana Alcántara, Julián Sánchez Illustrations: Diego Llanso pp. xxx Photographs: xxx Cover Design: Karla Avila Cover Photographs: xxx All rights reserved. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form or by any means without prior written permission from the Publisher. Richmond publications may contain links to third party websites or apps. We have no control over the content of these websites or apps, which may change frequently, and we are not responsible for the con- tent or the way it may be used with our materials. Teachers and students are advised to exercise discre- tion when accessing the links. The Publisher has made every effort to trace the owner of copyright material; however, the Publisher will correct any involuntary omission at the earliest opportunity. Printed in Mexico by Contents Acknowledgements ...................................................................................................... 6 About the Authors ......................................................................................................... 7 Introduction .................................................................................................................... 8 Approaches and Methods in English Language Teaching .......................... 9 1 by Patricia Grounds and Suzanne Guerrero ■ Getting Started Activities ■ Introduction ■ The Development of English Language Teaching ■ Grammar Translation ■ The Direct Method ■ The Audio-Lingual Method ■ The Situational-Structural Approach ■ The Silent Way ■ Total Physical Response ■ Suggestopedia ■ The Communicative Approach ■ Task-Based Language Teaching ■ Presentation, Practice, and Production ■ The Lexical Approach ■ Competency-Based Language Teaching ■ Content and Language Integrated Learning ■ Technology and Education ■ Digital Literacy ■ Looking Back Activities ■ References Teaching Primary Learners .............................................................................. 41 2 by Caroline Moore and Joep van der Werff ■ Getting Started Activities ■ Introduction ■ Childhood Development ■ Physical Growth and Development ■ Cognitive Development ■ Social and Emotional Development ■ Learner Differences ■ Multiple Intelligences ■ Learning Styles ■ Mixed Language Ability ■ “Children, Gender, and Learning” by Carol Lethaby ■ Looking Back Activities ■ References 3 3 Teaching Learners with Special Needs .......................................................... 69 by Caroline Moore and Joep van der Werff ■ Getting Started Activities ■ Introduction ■ Addressing Students’ Special Needs ■ Taking Action ■ Conditions and Disabilities ■ Physical Conditions and Disabilities ■ Neurocognitive Conditions ■ Looking Back Activities ■ References 4 Lesson Planning ................................................................................................ 91 by Caroline Moore ■ Getting Started Activities ■ Introduction ■ The Contents of a Lesson Plan ■ Lesson Context ■ Learning Outcomes ■ Secondary and Personal Teaching Aims ■ Materials and Resources ■ Activities and Steps ■ Homework ■ Comments on the Lesson ■ Lesson Format ■ The Shape of a Lesson ■ Students’ Concentration ■ Using and Adapting Textbook Materials ■ Using Supplementary Materials ■ Using and Adapting Ready-Made Materials ■ Designing Activities from Scratch ■ Evaluating Your Lesson ■ Looking Back Activities 5 Teaching Skill Areas and Vocabulary ........................................................... 109 by Suzanne Guerrero ■ Getting Started Activities ■ Introduction ■ Speaking ■ Communicative Functions of Speaking ■ Speaking Skills Development ■ Teaching Pronunciation ■ Writing ■ Communicative Functions of Writing ■ Writing Genres ■ The Typical Shape of a Writing Activity 4 Contents Contents ■ Reading ■ Communicative Functions of Reading ■ The Typical Shape of a Reading Activity ■ Recognizing Text Organization ■ Types of Reading ■ Listening ■ Communicative Functions of Listening ■ Listening Strategies in Real Life and the Classroom ■ The Typical Shape of a Listening Activity ■ Teaching Vocabulary ■ Choosing Target Vocabulary ■ Vocabulary Presentation, Review, and Expansion ■ Integrating Knowledge and Skills ■ Looking Back Activities ■ References 6 Testing and Assessment ................................................................................ 147 by Suzanne Guerrero ■ Getting Started Activities ■ Introduction ■ Common Tests for Primary Students ■ Placement Tests ■ Diagnostic Tests ■ Progress Tests ■ Proficiency Tests ■ Characteristics of a Good Test ■ Common Test Activities ■ Oral, Written and Task-Based Tests ■ Oral Exams ■ Evaluating Writing ■ Graded Writing Assignments ■ Looking Back Activities ■ References English Grammar Reference .................................................................................... 167 Pronunciation Reference .......................................................................................... 207 Appendices ................................................................................................................. 210 ■ Online Resources ■ Game Bank ■ Lesson Plan Template ■ Video Activities ■ Answer Keys ■ TKT Young Learners Reference Chart Glossary & Subject Index ......................................................................................... 238 5 Acknowledgements The Publisher would like to thank the Anglo Mexican Foundation and the Churchill School in Mexico City for their collaboration on this project from its conception, especially Simon Brewster, Julia Billingham, and Liliana Sánchez. The Anglo Mexican Foundation recognized the need for such a resource for teachers and participated in content development and review as well as organization of the video component of this book. Special thanks go to Mariana Huerta Mendoza and John Cameron Rennie, both teachers at the Churchill School, for their enthusiastic participation in the videos that accompany this book, as well as to all the students: Patricio Arellano Barrón, Adriana Barajas Echevarría, Norma Catalina Bobadilla Aguilar, Verónica Cruz Flores, Nicolás Dergal Sánchez, David Uriel Escandón Anzures, Pablo Antonio Gómez Limón, Camila Rebeca González Cruz, Pablo Miguel Gutiérrez Nava, Melisa Cecilia Hernández Calatayud, Hanna Sofía Hernández Salazar, Nemili Yaxem Mares Martín del Campo, Fabio Martínez Guadarrama, Alfredo Mata Moguel, Diego Mata Moguel, Ivan Reyes Bonilla, Alejandra Rosales Valverde, Alejandro Rosales Valverde, Karla Ivonne Santos Melendez, Emilio Alejandro Torres Flores, and Gerardo Villagómez de León (all students at the Anglo Mexican Foundation). Thanks also to Black Mamba Films, who produced the videos. We are also grateful to the PNIEB Mexico National English Program teachers at Escuela Primaria Nezahualcóyotl and Escuela 18 de Marzo in Pachuca, Hidalgo, and María Guadalupe Camargo, from the Coordinación del PNIEB en Hidalgo, as well as Claudia Elizabeth Jiménez and her first grade classes at the Escuela Primaria Amado Nervo in Mexico City, for allowing us to visit and observe their classes. Thanks as well to Angela M. Caton-Abousamra for her review of Chapter 3, Teaching Learners with Special Needs. Angela is a Behavioral Specialist Consultant with ten years’ experience providing behavior-related techniques for children with an autism or other physical or psychological diagnosis. Thanks also to our colleagues at Richmond for all their valuable contributions: especially Aída Berber and Jacaranda Ruiz, for reviewing the book; Griselda Cacho and Dominic Wright for reviewing and editing in the final stages and helping bring the project to completion; also Gareth Vaughan, for all of his editorial assistance, and Joep van der Werff, for authoring the material accompanying the teaching videos. 6 About the Authors Patricia Grounds holds a PhD in Language Studies from Canterbury Christ Church University, and an MA in Applied Linguistics (ELT) from UKC, Canterbury. She also works as an online tutor for the University of Southampton’s online MA in ELT program. She is a freelance consultant for a range of training and curriculum development projects. Suzanne Guerrero has extensive experience as an EFL and ESL teacher and has worked in materials development at the Anglo Mexican Foundation, on several online learning projects, and as a development editor for EFL course books at Richmond Publishing. She holds an MA in Linguistics and a Certificate of Advanced Study in TESOL from the University of Pittsburgh. Carol Lethaby holds an MA in TESOL and has lived and worked in the United Kingdom, Austria, France, Greece, and Mexico. Carol is now based in San Francisco and works as a part-time assistant professor for the New School online MA in TESOL program. She is also an honored instructor at UC Berkeley Extension. Caroline Moore holds a PhD in Language Studies from the University of Kent and an MA in Applied Linguistics from the University of Essex. Caroline has extensive experience in teaching, teacher