Oxford`s teachhing methods of english language

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 remem

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