Introduction
This information about teaching
methodology was created to support methodology teaching. It is based on the idea that language teaching should be
communicative - that language is taught for the purpose of communication and
that classroom activities should develop communication skills. This book was designed for pre-service training for at the university (Master 1 &
2), in-service training seminars for working teachers and self-study by
teachers who want to learn more about methodology, but can’t attend methodology
seminars.
What’s in this teaching unit?
On the first page of each section, there is a list of key concepts, key words, learning outcomes and teaching strategies. Additionally there “check yourself” questions for teachers reading this book independently, a list of resources contained in this book and references available at the Osh Resource Center or on the Internet.
After the summary page there is a teaching outline that gives the essential information about the subject. Following the teaching outline is a collection of supporting materials connected with the subject, including sample lesson plans, texts and quizzes, information galleries with example exercises or tasks and cards to use in the classroom.
Where should I start?
The topics are arranged in alphabetical order for easy access. At the end of the book there is a Menu of Activities that describes many of the tasks included in the Teaching Strategies sections. Methodology teachers can find sample syllabi and schedules at the end of this book. It is recommended that teachers who are reading this book independently begin with the following sections: Learner-centered Teaching, Perceptual Styles, Sequencing, Planning a Lesson, Grammar, Vocabulary, Reading, Listening, Speaking, Writing, Error Correction, Assessment and Evaluation and Adapting and Enriching Textbooks. These subjects are the most basic and will give teachers or students a foundation in communicative methodology. The sections on Music, Poetry, and Graphic Organizers are easy to understand don’t require background in methodology.
When teachers have finished the basic topics, they should continue with other sections that interest them from the following list: Learning Preferences, Learning Strategies, Multiple Intelligences, Methods and Approaches, Action Research and Research Design, Observing and Giving Feedback, Planning Extra-curricular Activities, Teacher Expectations and Student Performance. Teachers can read about Young Learners or Adult Learners according to their teaching context.
We hope that you will use these materials in your teaching and with your students, but please give credit to the authors when you make photocopies or use this information in research or diploma papers or conference presentations.