지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술대회자료
- 저자정보
- 발행연도
- 2013.5
- 수록면
- 121 - 124 (4page)
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초록· 키워드
오류제보하기
English language is necessary in many spheres of modern life: in professional activities and everyday life. More and more people feel need in practical mastering of English. Therefore course “English for Communication” was developed and is conducted now at our institute. At the lessons students learn how to behave in different situations, for instance: traveling, visiting friends, discussing plans, etc. Besides we learn how to write a resume, to negotiate, to hold a meeting, and to take part in it, to compose an agreement, thus we combine English for everyday situations with Business English.
Before starting the course we had a number of questions: How to make classes interesting and informative but not boring? How to stimulate students’ work? How to give a coherent qualitative explanation? How to teach students be sociable, eager to cooperate and cultured? How to develop students’ autonomy? Intensive methods, multimedia programs, video and karaoke helped to answer all these questions.
Intensive methods which include centering, music, positive emotions, physical movement, games, role-play, group work, pair work, brainstorming, discussion, open-ended tasks are integral parts of our lessons. They help to create peaceful atmosphere, to get rid of error’s fear, to leave the outside world and immerse us into the world of English. Role-play is very popular. Students find it fun and quiet students are found to speak more openly in a “role”. Besides in a role-play students are encouraged to use communication imaginatively and creatively. During group work students can learn language and information from each other. We set groups on different basis according to ability, birth season, by numbering, and so on. Pair work involves students to work simultaneously, it allows getting more practice, students are able to share ideas and help each other. Students produce dialogues, questions, wrong statements, etc working in pairs. For generation and gathering ideas we often use brainstorming. Discussions allow students to give their own ideas, to practice using English, to say what they want to say. Open-ended tasks give me, as a teacher, an idea of what the students are capable to produce and moreover they develop students’ autonomy.
Before starting the course we had a number of questions: How to make classes interesting and informative but not boring? How to stimulate students’ work? How to give a coherent qualitative explanation? How to teach students be sociable, eager to cooperate and cultured? How to develop students’ autonomy? Intensive methods, multimedia programs, video and karaoke helped to answer all these questions.
Intensive methods which include centering, music, positive emotions, physical movement, games, role-play, group work, pair work, brainstorming, discussion, open-ended tasks are integral parts of our lessons. They help to create peaceful atmosphere, to get rid of error’s fear, to leave the outside world and immerse us into the world of English. Role-play is very popular. Students find it fun and quiet students are found to speak more openly in a “role”. Besides in a role-play students are encouraged to use communication imaginatively and creatively. During group work students can learn language and information from each other. We set groups on different basis according to ability, birth season, by numbering, and so on. Pair work involves students to work simultaneously, it allows getting more practice, students are able to share ideas and help each other. Students produce dialogues, questions, wrong statements, etc working in pairs. For generation and gathering ideas we often use brainstorming. Discussions allow students to give their own ideas, to practice using English, to say what they want to say. Open-ended tasks give me, as a teacher, an idea of what the students are capable to produce and moreover they develop students’ autonomy.
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UCI(KEPA) : I410-ECN-0101-2014-320-002486646