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Oxford's teachhing methods of english language

Contents


Contents2
Introduction3

Theory part: The use of games

4
Note-taking10

Practical part : Grammar games:

14

Speed

14

Spot the differences

15

Tipycal questions

16

Achievements

16

Reported advioce

17

Picture the past

18

Impersonating members of a set

18

No backshift

19

Incomparable

20

One question behind

20

Sit down then

22

Only if

22

Two-word verbs

23

The world of take

25

A dictionary game

26

Eyes

27

Umbrella

28

Listening to time

29

Guess my grammar

30

Puzzle stories

30

Word ordwer dictation

31
Grammar lessons taking notes:33
Passive voice33

Context and meaning

34
Subject matter note taking36
Conclusion37
References38

Introduction


This course work presents two teaching methods widely approved in Oxfrord Universities: grammar and vocabulary games and the variations of taking notes during the lesson.

Both of methods are embodied in the theory and practical part. As a theory part I give research works of professional lavguage teachers who studied the methods they considered as useful and effective and put their opinion and reseach works on the press. I’m very grateful to them for sharing their experiences with us. So this part of my work describes the method itself, gives tests proving its effectiveness and touches some problem spots of it. Next I offer practical part containing examples of taking these methods in the classroom.

None of these methods presented here is any brand new discovery for the language teacher. Every teacher used to practice them in his/her work, there’s only a try to add something new to well known and allegedebly usual techiques (like note-taking), to study them deeper and show more interesting and useful side of them. In short words some suggestions to make them work better.

The reason I’ve chosen this theme is the wish to know more about how to make the lesson more interesting and useful at the same time. I’ve benefitted much by collectiong and studing all this material I present here and hope you’ll find this work worth reviewing.

The Use of Games


For Vocabulary Presentation and Revision

by Agnieszka Uberman

Vocabulary acquisition is increasingly viewed as crucial to language acquisition. However, there is much disagreement as to the effectiveness of different approaches for presenting vocabulary items. Moreover, learning vocabulary is often perceived as a tedious and laborious process.
In this article I would like to examine some traditional techniques and compare them with the use of language games for vocabulary presentation and revision, in order to determine whether they are more successful in presenting and revising vocabulary than other methods.

From my teaching experience I have noticed how enthusiastic students are about practising language by means of games. I believe games are not only fun but help students learn without a conscious analysis or understanding of the learning process while they acquire communicative competence as second language users.