Benha University Faculty of Specific Education English Language Section

Subject: Methodology Third Year

January, 2010

Model Answer
Answer the following questions: 1-Write short notes on the following:
a. The relationship between teaching and learning.
Teaching and learning: We never know how much 'learning' is taking place. It is tempting to imagine that if teaching is going on, then the learning must be happening; but in fact, 'teaching' and 'learning' need to be clearly distinguished. Here is the great and essential formula :T # L. 'Teaching' does not equal 'learning'. Teaching does not necessarily lead to learning. The fact that the first is happening doesn't automatically mean the other must occur. Learning of anything, anywhere demands energy and attention from the learner. One person cannot learn anything for anyone else. It has to be done by your own personal effort. Nobody else can transmit understanding or skills into your head.

b. The three kinds of teachers.

The explainer: Many teachers know their subject matter very well, but have limited knowledge of teaching methodology. This kind of teacher relies mainly on 'explaining' or 'lecturing' as a way of conveying information to the students. The involver: This teacher also knows the subject matter that is being dealt with. However, she is also familiar with teaching methodology; she is able to use appropriate teaching and organizational procedures and techniques to help her students learn about the subject matter. 'Teacher explanations'

may be one of these techniques, but in her case, it is only one option among many that she has at her disposal. The enabler: The third kind of teacher is confident enough to share control with the learners, or perhaps to hand it over to them entirely. Decisions made in her classroom may often by shared or negotiated. In many cases, she takes her lead from the students, seeing herself as someone whose job is to create the conditions that enable the students to learn for themselves.

c)The subjectmatter of language teaching.

Language systems: Phonological Lexical Grammatical Discourse Function So we have five language systems, though all are simply different ways of looking at the same thing. If we are considering teaching an item of language, one thing we need to decide is which system(s) we are going to offer our learners information about. Language skills: These are the language skills. Teachers normally think of there being four important macro language skills: listening, speaking, reading, writing. Listening and reading are called 'receptive skills' (the reader or listener receives information but does not produce it); speaking and writing, on the other hand, are the 'productive skills'. Skills are commonly used interactively and in combination rather than in isolation, especially speaking and listening.

Language systems Knowing Phonology Lexis Grammar Function Discourse

Language skills Doing Speaking Productive Writing Receptive Reading Listening

Language systems and skills.

2- Why is lesson planning important? What are the components

of a lesson plan?
-Language teachers may ask themselves why they should bother writing plans for every lesson. Some teachers write down elaborate daily plans; other do the planning inside their heads. Lesson plans also help new or inexperienced teachers organize content, materials, and methods. When you are learning the craft of teaching, organizing your subject-matter content via lesson plans is fundamental. Like most skills, you'll get better at it the more you do it and think of ways of improving your planning and teaching based on feedback from your students, their parents, and other teachers. There are also internal and external reasons for planning lesson. Teachers plan for internal reasons in order to feel more confident, to learn the subject matter better, to enable lesson to run more smoothly, and to anticipate problems before they happen. Teachers plan for external reasons in order to satisfy the expectations of the principal or supervisor and to guide a substitute teacher in case the class needs one.
-- The essential components of a lesson plan.

Goals and objectives: list of the learning outcomes expected from participation in the curriculum. This section includes a discussion of how the curriculum supports national, state, and local standards. Audience and pre-requisites: describes who the curriculum is for and the prior knowledge, skills, and attitudes of those learners likely to be successful with the curriculum. Description of subject-matter: designation of what area of content, facts, arena of endeavor that the curriculum deals with. Instructional plan: describes the activities the learners are going to engage in, and the sequence of those activities.

Materials: lists materials necessary for successful teaching of the curriculum. Students may need books, tables, paper, chalkboards, calculators, and other tools. Plans for assessment and evaluation: includes plan for assessing learning and evaluating the curriculum as a whole. The PPP approach to language teaching.

3- How can the teacher prevent classroom misbehavior? What are

the sources of classroom management problems?
Preventing Classroom Discipline Problems Effective managers organize and conduct their classrooms to prevent management problems from happening in the first place. By management, we mean the complex set of plans and action that teacher uses to ensure that the learning in the classroom is effective and efficient. With-itness : the ability to see deviant behavior almost before it occurs. Withitness refers to the teacher's ability to remain continuously aware of what's going on in all parts of the classroom and to communicate this awareness to the students. Overlapping: the ability to attend to different teaching events simultaneously, and deal with a disruption while continuing the lesson. Overlapping refers to the ability to do more than one thing at a time. Smoothness and momentum: in lessons - conducting smooth and wellorganized lessons without behaviors that interrupt the flow of the lesson or slow the pace
Group alerting: the ability to keep students "alerted" to the task at hand

Challenge arousal: the ability to keep students involved and interested in instruction Accountability: the ability to keep students accountable for their performance.

Sources of classroom management problems:

- Teachers themselves: Students talk to each other and fell boring. - Emotional problems: Frequent fighting on the part of a student. - Casual or capricious student action: walking by and hitting one on the shoulder, and being hit back. In order to be an effective manager, the teacher must first have a clear definition of management problems. For our purposes management

problems are any situations that occur in the classroom that disrupt the learning environment or cause distress to either students or the teacher. These problems can be as simple as students sharpening their pencils during a class discussion or as serious as fighting.