Revista simpozionului Eficiență și calitate în educație - 19 mai 2017 Eficiență și calitate în educație | Page 82

learners one set of small food cards (fairy cakes, carrots, eggs, French fries, sandwiches,
ice cream). The learners are asked to ask and answer questions about what food items
they like or don’t like. The teacher goes around the classroom, monitors the activity and
makes sure that the pupils take turns asking and answering, and offers a lot of positive
reinforcement. In the production stage the learners receive less instruction than in the
practice stage. This is the stage in which the learners personalize the acquired vocabulary
items.
I believe that learning English vocabulary can turn into one of the most pleasing and
interesting experiences for students. As teachers, we should have an open attitude, but
also maintain control over the class and, perhaps, be open to suggestions on behalf of the
students.
Bibliography:
Harmer, Jeremy. The Practice of English Language Teaching. Third Edition. Harlow:
Pearson Education Limited, 2001.
Haycraft, John. An Introduction to English Language Teaching. Harlow: Longman Group
Limited,1978.
Lindsay, Cora, and Paul Knight. Learning and teaching English. A course for teachers.
Oxford: Oxford University Press, 2006.
Richards, Jack C. and Theodore S. Rodgers. Approaches and Methods in Language
Teaching. Second Edition. New York: Cambridge University Press 2001.
Scrivener, Jim. Learning Teaching. A guidebook for English language teachers. Second
Edition. London: Macmillan Education, 2005.
Wilkins, David A. Linguistics and Language Teaching. London: Edward Arnold, 1972.
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