TECH-PACK A Collection of Up-to-date Classroom Techniques

1. TECH-PACKA Collection of Up-to-date Classroom Techniques T. Oshepkova, M.Prolygina, D. Starkova

2. How the idea appeared? Problem: students do not possess a great variety of techniques for teaching foreign language. Aim: to develop students’ ability to conduct English classes effectively with appropriate application of techniques. Idea: to work out a logically organized technique - acquiring procedure. OmINSET project

3. What is the pack for? • To help the teachers of English to conduct English classes effectively with appropriate application of techniques.

4. Who is the pack for? • School teachers • Teacher trainers • Students of pedagogical colleges and Universities • Mentors • Teachers of Methodology • Leaders of Methodological Assemblies

5. How is the pack organized? • Introduction • List of techniques • Families of techniques • Classification of techniques • Description of techniques • Bibliography • Glossary

6. How to use the pack? • Reading • Pre- • While- • Post- • Speaking • Controlled • Guided • Free • Language • Presentation • Practice • Production • Listening • Pre- • While- • Post- • Writing • Pre- • While- • Post-

7. Classification of techniques.

8. Hobbies Hobbies Planning a listening lesson. Pre-listening: Mind-mapping Task. What hobbies do you think British children have?

9. While-listening: Table-filling Task. Listen about the hobbies of British children and complete the table. Post-listening: Interview Task. Go around the class and ask two students the given questions.

10. Brainstorming techniques Drills Rhythm emphasizing techniques Drama techniques Completing techniques Ordering techniques Contrasting and matching techniques Games Transferring techniques Dealing with pictures techniques Text-processing techniques Interaction techniques Collecting data techniques Problem solving techniques Long-turn speech techniques Creative writing techniques Families of techniques.

11. Brainstorming techniques Association Eliciting Linking Listing Mind-mapping Predicting 7.Contrasting and matching techniques Categorizing Correction Finding differences/similarities Matching Multiple choice Recognition True/false statements Families of techniques.

12. Technique 10 Repetition Aims: to learn useful phrases by heart to practise grammar, vocabulary, pronunciation, stress and intonation patterns Stages:practice controlled speaking Patterns of interaction: whole-class, groups, pairs, individually, chain Examples: Variant 1. Simple repetition. Variant 2. Choral repetition. Structure of a description.

13. Variant 1. Simple repetition. Variant 2. Choral repetition. Variant 3. Ripple drill. The teacher pronounces a phrase and it ripples around the class from one student to another without teacher’s intervention. e.g. T: I can read. S1: I can read. S2: I can read. S3: … Variant 4. Chinese whispers. It is a variant of a ripple drill performed in whisper. Technique 10 Repetition

14. Variant 5. Pass and repeat. Teacher says the sentence he wants students to practise several times with the same intonation or stress. Students are to imitate him/her exactly. Having repeated the sentence each student passes the object mentioned in the sentence to the next student. e.g. T (passing a pencil): This pencil is red. S1 (passing a pencil): This pencil is red. or T (passing an umbrella): It didn’t rain, so I needn’t have taken my umbrella. S1 (passing an umbrella): It didn’t rain, so I needn’t have taken my umbrella. Variant 6. Parrots. Students are acting as parrots – they repeat what teacher says. But they only repeat true statements. If the statement is false they say nothing. e.g. T (showing a book): This is a book. Cl: This is a book. T (showing a pen): This is a book. Cl: (keep silent)

15. Gap-filling – a technique which requires the learners to insert linguistic elements into a given syntactic framework. Information Gap– a technique used when one student has information that the other student doesn’t have but needs and this situation promotes real communication. Activities based on it can integrate all four macro skills because learner must listen, make notes discuss and report back. Glossary.

16. Prioritising (Stating priorities) – a technique suggesting to organise a list of items in order of priority or importance. This can be done in the form of ranking or rating but involves expressing personal opinion. Ranking- a technique based on putting items in a certain order, for example in order of importance or superiority. Rating – a technique in which students are to value given items according to various criteria using points or per cent and to put them on the rating scale. Glossary.