Oxford`s teachhing methods of english language

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Contents Contents 2 Introduction 3 Theory part: The use of games 4 Note-taking 10 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 voice 33 Context and meaning 34 Subject matter note taking 36 Conclusion 37 References 38 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. Vocabulary teaching techniques There are numerous techniques concerned with vocabulary presentation. However, there are a few things that have to be remembered irrespective of the way

new lexical items are presented. If teachers want students to remember new vocabulary, it needs to be learnt in context, practised, and then revised to prevent students from forgetting. We can tell the same about grammar.Teachers must make sure students have understood the new words, which will be remembered better if introduced in a "memorable way". Bearing all this in mind, teachers have to remember to employ a variety of techniques for new vocabulary presentation and revision. Gairns and Redman (1986) suggest the following types of vocabulary presentation techniques: Visual techniques. These pertain to visual memory, which is considered especially helpful with vocabulary retention. Learners remember better the material that has been presented by means of visual aids.