Контрольная работа по "Иностранному языку"

1.          I don’t need to plan my language for giving instructions.

I strongly disagree with this statement as giving clear instructions on the spot is somehow difficult, making it necessary to pre-plan the language for both giving and checking instructions. No matter how experienced the teacher might be, it still is useful to prepare a set of phrases and expressions for instructions. For instance, we can create our own collections of cards considering anticipated problems in what tasks and activities are more likely to cause confusion or misunderstanding for learners. From my standpoint, the more we think through several problems that may arise during the lesson, the more we'll be able to design good ICQs to use. Therefore, planning the language for giving instructions beforehand is of great importance. At times teachers tend to be overconfident about their ability to respond to classroom problems as they happen. However, when learners fail to understand what have to do, how they have to do it, and when they have to complete it by, they ask questions time and again, which leaves teachers annoyed or anxious and they may end up using rude language. In order to prevent it from happening, we should check and recheck instructions for each task. Another point worthy to mention is that teachers assume that learners listen when they speak but  a teacher might give directions and find that their students haven't been paying attention, or that they only half-grasped the instructions. Giving some redirection, and some repetition can ensure that every student is focused and understands what they need to do. For this to go smoothly, we should have  pre-planned and definite language to turn to.

2. My learners speak the same L1 as I do.

I completely go along with this statement because L1 is most useful especially at beginner and low levels classroom. If our learners have little or no knowledge of the target language, the use of mother tongue can be used to set up activities and check understanding. For instance, at the set-up stage, we first should organize the students so that they can do the activity, which involves making pairs or groups, moving the seating; if we use the target language like in this sentence: 'You're now going to do a mingle activity', our learners will start wondering what the word 'mingle' means and lose time. In this case, it would surely be better to use L1, which gives our learners a head start and saves them from a lot of guessing. Next point is checking understanding, where it is also possible to use the native language. For example, we have explained the grammar rule in the coursebook and provided our learners with some example sentences. How can we check their understanding then? Our learners couldn't get the grasp of the rule given in the target language and that means by asking them CCQs, we won't be able to receive answers we expected them to give...  Here I would like to point out the usage of Grammar-translation method, which is teaching based on explicit instruction in the grammatical structure of the target language and translation of sentences from the native language into the target language and vice versa. Applying this method, classes are mostly taught in the mother tongue, with little active use of the target language. I find this approach effective for younger learners who still don't have much exposure to L2 and first need some process the target language comparing it with their native language and noticing the main differences by focusing on form.

3. I have a collection of different phrases.

I'm in total agreement with the first part of the statement .First and foremost,  possessing a collection of phrases is beneficial because сlassroom management requires appropriate use of language, i.e functional exponents for several various situations, such as greeting, checking the register, demontrating the tasks, instructing, explaining, narrating, eliciting, prompting, conveying the meaning of new language, correcting and checking learning. On top of that, there are also set of phrases designed for handling noisy classroom, giving commands, feedback and praise, negotiating, bringing in humour, etc. We can put these phrases together and pick out the most appropriate ones for classroom situations when planning lessons. I entirely disagree with the second part of the statement because we can't use one and the same language for each level.  The collection of phrases has to be chosen as for learners' getting them as language chunks. The language we use in the classroom must be appropriate for the level and age of the learners. Under no circumstances should we use language that is too formal with primary learners or language that is too simple with adult learners. We can grade our language to suit the level and age of the learners, which means exponents we use  have to be at the right level for learners to understand. Language appropriacy should be taken into consideration, i.e the right degree of formality for learners, how it is sequenced and graded. For instance, a teacher who greets a class by saying 'I'd like to wish you all a very good morning.' is probably using an exponent of the function greeting, that is too formal. A teacher who greets a class by saying 'Hi guys!' might be using language that is too informal. Both of these could be inappropriate for the teacher say. Instead, we can choose from our collection this exponent: 'Good morning, evryone!' or the similar to it. That's why using the same language for each level is in no way correct.

4.I don’t think learners need English for classroom functions.

I strongly disagree with this opinion because English is very necessary when students interact or do different activities in class. I think it is better to plan the language to give instructions. Because there may be students of different levels in the class. For example, when giving instructions, it is better to speak in a simple way to elementary level students, and to speak in a difficult way to advanced students.I think it is very good to plan before giving each lesson. Students need a range of language in the classroom to communicate effectively with each other as well as with the teacher. The language they need to do this can be very formal. Sometimes it can be much easier. It depends on the people in the group. The language required to communicate with the teacher is usually neutral or formal. - Students need to know specific words and phrases needed for certain games or activities. Example: My turn/Your turn/I'm first. - It is important to teach students the language needed for a range of classroom functions. They also need to be taught to understand the language for a number of functions of the teacher in the classroom. Usually this language is not taught in course books. When planning tasks and activities, students should consider the language they need to complete the tasks.

5. My learners usually use the L1 when they working groups.

A well trained and resourceful L2 teacher can act out, demonstrate, illustrate or coach new learners to do what is required in class without every using L1. Teachers of heterogeneous groups ALWAYS have to use these techniques because they cannot use all of the L1´s of all the students and certainly not the L1 of just some of the students in the group. There is no reason why the techniques used in heterogeneous classes can’t be used in homogeneous classes too.Of course it is important for teachers to feel fine in L2 too, so they need to be helped to break out of the L1 straight-jacket and be given a repertoire of techniques to operate effectively in L2 with beginners and all other students. It seems to me that maybe it is the TEACHERS who subconsciously are imparting to their students the impression that L2 is the only way to feel comfortable and at ease. This is simply not true, but if the teacher believes it or simply doesn’t know how to help students feel empowered in L2, then the students will not feel empowered in L2 and will be stuck in L1 (maybe even forever). -You can’t learn a language by speaking or listening to another language. No one ever has learned a language this way, and no one ever will. Teachers who speak to students in L1 to make them feel better are misguided. - The skilled teacher will use the L2 to make students feel comfortable and not simply assume that the only way to reduce stress is to use L1. - The more the student speaks L1 instead of L2, the longer they will remain in the miserable limbo of being unable to communicate in L2.

6. I put examples of appropriate language for classroom functions on the walls of my classroom to prompt my learners.

I agree with this opinion because every day students see the examples and practice their language or start learning the language according to the class. However, we can teach students through interaction or different task activities, not only by examples and limitations.The purposes for which students use language in the classroom are known as functions. They include participating in tasks, activities, asking questions from the teacher and interacting with other students. Some examples of students’ language functions are asking for clarification from the teacher or other students as well as checking information on understanding. Moreover, Functional language is a language that is needed in different everyday situations. For example: greeting, introducing oneself, asking or giving advice, explaining rules, apologizing or agreeing and disagreeing. Any of these functions can have several different exponents or regular expressions. A language function explains why someone says something. For example, if you are teaching a class you'll have to give instructions. "Giving Instructions" is the language function. Language functions then require certain grammar. To use our example, giving instructions requires the use of the imperative. If you are a teacher this method will be. It is very helpful for new learners. If various examples, phrases, dictionaries are hung on the wall, they will help to quickly memorize it. In this way, they can use it in everyday life through speech.

7. It’s very difficult to ignore mistakes and spelling for grammar.

I go along with this statement only to a certain extent because some teachers can't stand when their students make grammar or spelling mistakes and feel a strong urge to correct them on the spot. On the one hand, it is considered normal since error correction, especially in grammar and spelling is of utmost importance. It is indeed difficut to neglect them. On the other hand, however, not all mistakes should be corrected by teachers. Learners should be given time and opportunity to correct themselves. For example, let's say a student with good performance said: 'The clouds were dark and it was raining hivily /'hiːvəli/ but she quickly corrected himself and said /ˈhev.əl.i/ heavily. In this case, self-correction is taking place. Even if the student doesn't correct herself right after she makes a slip, we should let her continue speaking, as in fluency activities we can make notes and point out her mistakes after she finishes speaking. On condition that we constanly correct minor mistakes like this on the spot, our learners are highly likely to feel anxious or lose track of mind or even the logical sequence of what they are going to say. Now let's discuss grammatical mistakes, which are also inevitably made by learners. For instance, let me analyze one of the comments of the teacher I confronted in our TKT Course Practice task (Module 1), : 'I have several students in my top class who still say things like 'is very nice'; 'he do; 'I am student'. I just don't know what to do about it.' In this given example, learners make fossilised grammatical mistake, which they don't stop making and are not able to correct themselves. What actions can be taken by the teacher? We may correct them immediately time and again when they repeat the mistakes but it may not bear any positive outcomes... I suppose the best solution would be to try to discover what results in our learners making fossilised errors. For example, we can assume that the the lack of exposure to the L2, unconscious lack of motivation to improve their level of accuracy or the fact that they think these errors cause no problems in communication. Then we should work on these problems(allocating some time for indicating learners' mistakes at the end of each lesson, i.e offering space for feedback and correction in the self-learning process) which in turn, helps our learners realize how their repeated mistakes make their speech disgusting....

8. Learners think when we’re not doing our job If we don’t correct all the mistakes.

I'm in partial agreement with this statement because learners differ in their learning styles, characteristics and strategies. Some learners learn best when they are under strict control of the teacher. For example, when their mistakes are openly indicated or when they are allowed to notice the errors with a little bit prompting from the teacher in some cases, while other learners who are characterized as 'individual' learn best through working alone; they don't like when peers or the whole class corrects his/her mistakes. Some leaarners may not even like to admit the mistakes they made despite the fact that the teacher noticed they actually gave the wrong/inappropriate answer, there are also shy learners who need gentle correction from the teacher. For instance, if the teacher exploits the humour in an attempt to correct the shy student's mistakes or discusses the errors she made with the whole class, he/she will feel a lot more ashamed and get demotived...Or let's say if we get other sts. in the class to help out, we have to make sure that the student who made the mistake in the first place isn't going to be humiliated by this and think 'How come they all know the answer? I must be stupid'.  What can we understand from this? We shouldn't correct all learners in the same way. There are quite a lot techniques we should carefully choose from not only according to the error type, but also take into consideration the language level of learners, their personality, learning characteristics, styles and strategies. So, those learners who heavily fall back on the teacher-student correction, may think that teachers aren't doing their jobs if they don't pay attention to each and every mistake they make. Some teachers might fail to notice some mistakes but the learner himself knows the error has been made. If the correction isn't made on teacher's part, this learner could probably start thinking that the teacher isn't listening to them or doesn't know how to correct them... In a nutshell, we must be aware of how our learners perceive the way we rectify their mistakes and make sure whether the technique being used is helpful for learners to self-correct or not.

        9. It’s easy to correct mistakes in accuracy than in communication.

My opinion runs counter to this statement because accuracy involves rather complex language areas such as the use of grammar, pronunciation, and vocabulary, which makes both correcting and teaching properly somehow difficult. Mistakes in accuracy tend to stand out more in written communication. Having learned about written correction codes for rectifying errors in accuracy, enabled me to understand that correcting mistakes in accuracy means we ourselves as teacher need to look into exactly what type of grammatical (wrong tense, word missing, word order, wrong prep.; or lexical mistake(wrong collocation, false friends, overusing the same word) or pronunciation (spelling mistakes:doubling or , missing letters in a word) has been made and getting our learners to know they have to find out the right answer for themselves is challenging indeed... That being said, we can also look on the bright side)) For example, let's say our learners are given controlled practice activities(grammar exercises, gap-fills or multiple choice), which tests their accuracy. Here we can discreetly monitor the class while they are doing the tasks and as we notice a learner has made a mistake, we can  just point at the error by showing it right from their paper, without saying anything, the main thing is that we shouldn't give out the right answer ourselves immediately, but by using gestures or giving a worried/confused look with raised eybrows / shaking our heads. - Fluency, on the other hand, entails the ease with which a learner can explain themselves, I mean, how well they can communicate without pauses or hesitations, without needing to search for words or phrases, and without having to think about what they are about to say/write. Of course, they might make mistakes, but they’re able to easily communicate their thoughts. That effortless and smooth way learners speak shows they are experimenting with the language and they are free to make mistakes. A conversation exercise, for example, is designed to help students practice fluency, teachers shouldn’t be regularly interrupting to correct their mistakes. Delayed correction at the end of the lesson as providing feedback is helpful in fluency practice. From my standpoint, mistakes in communication are much easily corrected than in accuracy.

10. I like my class to be organized and I like to be in control.

In the general understanding, the control of educational activity is such a stage of management, which is based on the identification of deviations in the value of the actual parameters of the educational system from the standards, which are criteria for evaluating the results of the program. There are cases when the goals are not achieved, this is due to the fact that there are various kinds of restrictions in the external environment or management system.

The peculiarity of control in a general education institution is the evaluation function, which is mainly aimed at the personality of the teacher. If the teacher is a young employee, then control is reflected in his professional development; if the teacher has some work experience, then control helps to strengthen or weaken his professional position and authority in a general education institution.

11.   I believe that my role is to enable…

Before the lesson

- We are planners of our materials to make sure that the lesson is suitable for thelearners and for the learning purpose.

-We are also diagnosticians of our learners* problems.

During the lesson

-When we are presenting new language or new vocabulary to the learners, we are informers.

- When we are setting up activities, we are managers.

-When learners are doing activities, we are monitors, diagnosticians, managers and a resource.

-When there are problems with discipline, we are managers and sometimes a parent or a friend.

After the lesson   -When we think about how successful the lesson was, what the learners understood and were able to do and what they had problems with, we are diagnosticians and planners. We look at our scheme of work to check fi thenext lesson is appropriately planned.

12.   I teach young children. Most of the time I am more a parent than the teacher…  

There are a lot of important people in a child’s life, but none more so than their parents. Parents are the first and most important educators in a child’s life. They are the ones that lay the foundation for their education.

Teachers may come and go, but parents are always there. That’s why parents are more important than teachers in a child’s education. There’s no denying that teachers play an important role in a child’s education. They are the ones who provide the instruction and guidance that helps children learn and grow. However, there is one person who is even more important than teachers when it comes to a child’s education – their parent.

Parents are the first educators of their children. From the moment they are born, parents start teaching their children about the world around them. They instill values and beliefs in their children that will stay with them for life.

They also provide support and encouragement, which is essential for helping children thrive academically. While teachers play a vital role in a child’s education, it is ultimately the responsibility of parents to ensure that their children receive a quality education. This means being involved in their child’s schooling, supporting them at home, and making sure they have access to resources like books, tutors, and extracurricular activities. By taking an active role in their child’s education, parents can ensure that their child gets the best possible education – one that will set them up for success in school and in life.

13.   My learners are only interested in marks they get for their work. They are not interested in my comments. They don’t even read them.

I can't quite agree with this opinion 50/50. Because in reality, students of modern times are only interested in awards, grades, and praise. If the lesson is not interesting for the students, they don't even pay attention to the words of the teacher, they just try to get grades from that lesson and keep their progress. I think that both sides are wrong here. The teacher needs to be self-confident so that the students listen to his words and opinions. What is apparent from all the focus on grades is that the true purpose of education is no real emphasis on learning. A classroom-based extrinsic motivation system creates an environment in which students fear the possibility of failure rather than focus on learning. Students are afraid to speak up, ask questions and make mistakes, fearing that this will affect their grades. These are all the main reasons why students are not interested in teachers' comments or feedback given verbally or in writing. I know that it is not a happy situation for students to study only for grades. Other teachers influence them to study only for grades and ignore the teacher's opinion. Because other teachers make the lesson boring, do not monitor the students' teaching or give low marks no matter how hard the students try to teach, they discourage their motivation to study. If all teachers are able to give motivation to students, i.e. give them high grades, praise, reward them, talk openly with them and listen to their opinions, students' interest in the lesson will increase. The motivation given by the teacher to the students reveals their zest for life. If we are future teachers, we should not repeat such mistakes, we should openly talk with students, evaluate them fairly, and pay attention to them.

14.   My group of adult learners are always asking me to give feedback …

I do not think this opinion is correct. Because it's wrong, it's perfectly fine for older or younger students to want feedback from their teacher about their level and progress at each lesson. The teacher should give feedback correctly and it is better to clearly explain what he did not understand. It is a big mistake to tell students "it's wrong", "you're wrong", "you're not doing it right!", "your progress is too slow", "you're not as good as others" if students can't do or don't understand slow progress. First of all, it will hurt the child to hear himself like this in front of his classmates, and secondly, you will destroy the child's enthusiasm and motivation for studying. A teacher cannot achieve anything by scolding such a child harshly. On the contrary, the teacher should be gentle with the students and try to correct their progress by pulling them forward. Effective feedback should help students reflect on their learning, but not lose their interest and desire to learn. It is important that the feedback is positive. The teacher tells the students what is good, what the students are doing right, what needs to be improved and how to do it. This is especially important for weaker or less confident students. Teachers can provide feedback during class when they observe students working in pairs or groups, or even at the end of class or after class. During feedback, the teacher may revise or otherwise rework language that students are having difficulty with. Students should be taught to give correct feedback to each other.

15.   When I get my learners to give feedback to each other they just say ‘that’s fine’ and don’t say any more.  

I agree with this opinion. Feedback is information students receive about their work. It is good for students to give feedback one by one. But it is better not to use only "good", "very great", "great" feedback. If the students kept giving each other such feedback, they got bored. In this case, it is better for the teacher to explain fully and clearly. Students may only give positive feedback because they don't want to offend each other. They may give feedback that is great, even when they spot other people's faults. The teacher should tell the students not to give feedback such as "good", "excellent", "excellent" but instead to write your thoughts openly. For example, students say, "your group's teaching is very good, I got interesting information, but your slides have too many words", "your task is complete, but your ideas are not well conveyed", "your teaching is very good, but hey, so, mmm" if you don't use it", students will not repeat the same mistakes in the future, if students are polite to each other, they will not get offended. We foster a stress-free, supportive classroom environment with an emphasis on peer-to-peer interaction focused on collaborative learning, while supporting our students to provide honest, constructive and authentic feedback. If a teacher explains how to give good feedback to their students, they can give good feedback.