DISCUSSIONS THAT WORK PENNY UR PDF

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Discussions that work: task-centred fluency practice /​ Penny Ur. Author. Ur, Penny. Published. Cambridge ; New York: Cambridge University Press, response, could be nominated and discussed in turn, and the Prentice Hall, Discussions That Work. Penny Ur. Cambridge University Press Discussions that Work -- Task-centred fluency practice by Penny Ur. Once Upon a Grammar Practice Activities – A practical guide for teachers by Penny Ur.


Discussions That Work Penny Ur Pdf

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Discussions and More - Download as PDF File .pdf) or view presentation slides online. Teachers' A course in english language teaching - Penny ciofreedopadkin.cf [PDF] ↠ Free Read ☆ Discussions That Work: by Penny Ur µ, How can you make a discussion really work This text provides guidelines on the organization of. 'Penny Ur writes lucidly and sensibly, emphasizing that in the classroom why you need to talk about something is more important than what you should talk.

I've decided to write a different review this time always? You'll find below a list with the 13 best activities for your classes. Simple, fun and easy to do. Roll it down!

Now you think of a word that shares one letter with the one on the board. Give a definition and the student who guesses it is the one writing the next w Would you like to spice up your classes? Give a definition and the student who guesses it is the one writing the next word by also giving clues.

Alternate between horizontal and vertical words. Check how many words they can think of in 5 minutes.

Variation 1: you may draw a grid of squares and proceed as above. Variation 2: if your class is small, this is a good way to introduce and learn names. My variation: I've adapted this activity as a competition in my class. I asked students to be in 2 groups and I wrote the word "verb" on the board. Taking it in turns, they had to write as many verbs and they could think of but only using the letters from the last verb written.

Collect 7 or 8 objects from your students and put them in a bag.

Take one object from the bag and ask them to write the name of its owner. Don't say if they're right straight away.

Discussions That Work: Task-Centred Fluency Practice

Encourage argument! My variation: I've done it a bit different to practice possessive and the genitive case. I invited one student to leave the room and I asked one of the other students to lend me an object for a while.

I placed the object on a desk in the middle of the classroom. The student who was outside had to come back to the classroom and guess whose the object was. For very basic level: you may use it to revise vocabulary. You do the same and start by reading out your points and adding some details to it. Encourage students to ask you questions. Variation 1 not from the book : I've seen a teacher once asking students to do the same but when all students wrote down their likes and dislikes, they were supposed to fold their pieces of paper and play "paper war" with them.

After 30 seconds, the teacher said "stop" and each student had to take a piece of paper from the floor and try to guess who it belonged to. My variation: I've done a bit similar to the variation above.

I collected the students' pieces of paper and distributed them randomly. So, students had to stand up and ask questions to each other to guess who the paper belonged to. I've also done a second version of it: ask students to write their names on their pieces of paper and distribute the pieces at random.

Each student has to read out the information without saying the student's name.

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The authors and publishers are grateful to the authors, publishers and others who have given their permission for the use of copyright information identified in the text. While every endeavour has been made, it has not been possible to identify the sources of all material used and in such cases the publishers would welcome information from copyright sources.

Brumfit and K. Johnson eds. White, Heinemann Educational Books, , by permission of R. Drawings by Tony Dover. Artwork by Peter Ducker. If it is your coursebook in a trainer-led programme of study, then your trainer will tell you how to use it. If , however, you are using it on your own for independent study, I suggest you glance through the following guidelines before starting to read.

How to use the book 1. Skim through, get to know the 'shape' of the book Before starting any systematic study, have a look at the topics as laid out in the Contents, leaf through the book looking at headings, read one or two of the tasks or boxes. On the whole, however, they are ordered systematically, with the more basic topics first.

Do not try to read it all! This book is rather long, treating many topics fairly fully and densely.

Discussions and More

It is not intended to be read cover-to-cover. Using the tasks The tasks are headed Task , Question, Inquiry, etc. They often refer you to material provided within a rectangular frame labelled Box: for example in Module 1, Unit One there is a task in which you are asked to consider a series of classroom scenarios in Box 1.

The objective of the tasks is to help you understand the material and study it thoughtfully and critically - but they are rather time-consuming.

Those that are clearly meant to be done by a group of teachers working together are obviously impractical if you are working alone, but others you may find quite feasible and rewarding to do on your own. Some you may prefer simply to read through xi Read this first without trying them yourself. In any case, possible solutions or comments usually follow immediately after the task itself , or are provided in the Notes section at the end of each module.

If you are interested in more detailed information about the material in this book and the theory behind it, go on to read the Introduction on pages To the trainer This book presents a systematic programme of study intended primarily for pre- service or novice teachers of foreign languages.

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Each module is divided into units of study; a unit usually takes between one and two hours to do. A foundation course is provided by the core units labelled with black arrowheads in the margin where they occur in the book, and in the Contents ; such a course would take about hours of class time if you do not supplement it in any way. Some of the optional units may be substituted for core units where you feel it appropriate for your own context, or simply added for further enrichment.

An even shorter course may be based on the core units of only the first eleven modules. Individual modules may be used as bases for short in-service courses; a single module, studied in its entirety, should take about one study day about six hours to get through. Content The material in the modules includes information, tasks and study based on practice teaching and observation. The information sections can furnish either a basis for your own input sessions or reading for trainees.

There are often brief tasks questions, checks on understanding interspersed within these sections, which may be used for short discussions or home writing assignments. Tasks are usually based on responses to material laid out in the boxes: for example a box may display a short scenario of classroom interaction, and the reader asked to criticize the way the teacher is eliciting student responses.

Where appropriate, possible solutions or my own ideas on the issues are given immediately below the task. This close juxtaposition of questions and answers is intended to save the reader from leafing back and forth looking for the answers elsewhere, but the disadvantage is that trainees may be tempted to look on to the answers without engaging properly with the task themselves first.

How much you use the tasks involving teaching practice and observation depends, of course, on whether your trainees are actually teaching or have easy access to active language-learning classes. Peer-teaching and the viewing of video recordings of lessons for example, Looking at Language Classrooms Cambridge University Press may be substituted if necessary.

They also include estimates of the timing of the units, based on my experience when doing them with my own trainees; however, this is, of course, only a very rough approximation, and varies a great deal, mainly depending on the need felt by you and the trainees to develop or cut down on discussions.

The following Introduction provides more details on the content and layout of the book and its underlying theory and educational approach. At the 5 5 end of most modules is a set of Notes, giving further information or comments on the tasks.

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Also attached to each module is a section entitled Further reading, which is a selected and annotated bibliography of books and articles relevant to the topic. The modules are grouped into seven parts, each focussing on a cerftral aspect or theme of foreign language teaching: Part I, for example, is called The teaching process, and its modules deal with the topics of presentation, practice and testing.

Each part has a short introduction defining its theme and clarifying the underlying concepts. Each module is composed of several separate units: these again are free- standing, and may be used independently of one another. Their content includes:. These sections may simply be read by teachers independently, or mediated by trainers through lecture sessions. Input sections are usually preceded or followed by questions or tasks that allow readers to reflect on and interact with the ideas, check understanding or discuss critically; in a trainer-led session they can serve as the basis for brief group discussions or written assignments.

The point of this is to ensure that trainees process the input and make their own sense of it rather than simply accepting a body of transmitted information.

Its aim is to allow teachers to process new ideas thoughtfully, and to form or test theories.

Discussions and More

For teachers who are not in a position to try out experiential procedures themselves, some possible results and conclusions are given within the unit itself or in the Notes at the end of the module. Tasks: learning tasks done by teachers in groups or individually, with or without a trainer, through discussion or writing. These may involve such processes as critical analysis of teaching materials, comparison of different techniques, problem-solving or free debate on controversial issues; their aim is to provoke careful thinking about the issues and the formulation of personal theories.

Brief tasks may be labelled Question, Application or To check understanding, and usually follow or precede informational sections. As with the experiential tasks, suggested solutions, results or comments are supplied where appropriate: immediately following the task if they are seen as useful input in themselves; or in the Notes at the end of the module if they are seen rather as optional, perhaps interesting, additions my own personal experiences, for example, or further illustration.

Different components are often combined within a unit: a task may be based on a reading text, or on teaching experience; an idea resulting from input may be tried out in class. This integration of different learning modes provides an expression in practice of the theory of professional learning on which this book is based, and which is discussed in the Rationale below.Practical Examples: Penny Ur takes the reader from the approach to application in her text. Tabor College Library.

Title P If you are interested in more detailed information about the material in this book and the theory behind it, go on to read the Introduction on pages Don't say if they're right straight away.

Includes bibliographical references. Citing articles via Google Scholar.

Sydney Library. Content The material in the modules includes information, tasks and study based on practice teaching and observation.