نعم هذه الاختبارات خاصة بالمملكة العربية السعودية - لأنهم يطورون التعليم أيضاً هناك ولابد أن يجتاز المدرسون هناك هذه الامتحانات للترقي وتسمى امتحانات الكفاءة - ويزاد عليها المهارات الحسابية ( الكادر المصري ليس به اختبار المهارات الحسابية numracy ,ولكن خلي بالك أن هناك الكثير من الخبراء المصريين الذين وضعوا اختبارات السعودية وايضا اشتركوا في وضع الاختبارات المصرية ( لقد سمعت هذا الكلام من البعض( ولكني لست متأكداً من هذه المعلومة) . و لكن هذه الامتحانات مجرد نماذج وليست مضرة ، والان خد لك شوية تربوي انجليزي وعربهم انت بمزاجك- تحياتي- سامي - الفيوم
EFL METHODOLOGY: SOME GUIDING PRINCIPLES
Language Presentation
1-The new language (vocabulary, structures, etc.) is generally introduced in the presentation stage of the lesson, i.e., before the practice drills and exploitation of the listening or reading text. It is preferable to do this before students open their books for the following reasons: (a) to focus students' attention on the teacher's presentation.
( b ) to focus the spoken form before the written form, and
( c) to motivate the students with a variety of supplementary aids not found in the textbooks.
2-The use of supplementary teaching aids ( realia , pictures , charts, drawings, etc.) in language presentation is very important for the following reasons: ( a ) to convey the meaning without having to translate into Arabic , ( b ) to facilitate learning and comprehension, ( c) to motivate the students and enhance the classroom atmosphere, and
(d) to use as prompts in the subsequent Practice Stage for eliciting student response with less teacher-talk.
Pairwork & Groupwork
1-Pairwork and groupwork are very important, especially with large classes, for the following reasons: ( a ) to increase student participation, i.e., to increase student-talk and decrease teacher-talk, (b) to provide more individual practice , (c) to encourage cooperation and collaboration among the students, and (d) to add variety to classroom activities.
2- Pairwork (and groupwork) must be carefully organized and demonstrated ( open pairs before closed pairs ) so that students understand exactly what they are to do . The teacher should move around the class to monitor the activity as closely as possible.
3-Timing is very important. Pairwork, especially, should be used regulary ( to get students accustomed to the activity) and in small doses ( often one or two minutes only) This will help to minimize the obvious disadvantages( e.g., noise, errors, control, etc.) and if the activity is suitably organized and timed the advantages will by far outweigh the disadvantages.
Error Correction
1- Errors are a natural and necessary part of the learning process and therefore should not be viewed negatively. Too much focus on errors may even impede learning and limit fluency.
2- Error correction is more appropriate when the focus is on accuracy of form (pronunciation), such as during the Practice Stage (drills), which follows the Presentation Stage of the lesson. During the Performance Stage , when the focus is on fluency and communicative ability is advisable to correct only those errors which impede comprehension and communication.
3- Teacher-correction is not always the preferred means of dealing with errors. It is generally less intimidating for the students if the teacher elicits self-correction and /or peer-correction.
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