TEACHING PRACTICE Nguyễn Hồng Gấm Class B – VB2 – K5 Table of contents TEACHING PRACTICE 01 Eliciting technique 02 Checking techniques 03 Giving intructions 04 Setting up classroom activities 01 ELICI.ELICIT TECHNIQUES ELICIT TECHNIQUES ELICIT TECHNIQUES ELICIT TECHNIQUES ELICIT TECHNIQUES ELICIT TECHNIQUES ELICIT TECHNIQUES
TEACHING PRACTICE Nguyễn Hồng Gấm Class: B – VB2 – K5 01 Eliciting technique 02 Checking techniques 03 Giving intructions 04 Setting up classroom activities Table of contents TEACHING PRACTICE 01 ELICIT TECHNIQUES Eliciting is term which describes a range of techniques which enable the teacher to get learners to provide information rather than giving it to them Rather than giving learners the explanation, teachers can give them clues to get what they know about the described subject through eliciting technique 01 ELICIT TECHNIQUES Advantages a Get the students involved & interested b Bring relevant information to the front of their minds c Increase the amount they talk d Help them take responsibility for their own learning e Get crucial information about what the students already know avoid teaching what students already know & easy to assess them 01 ELICIT TECHNIQUES Disadvantages a Eliciting can take time b Can’t elicit something students don’t know in the first place c There is a danger that if teachers elicit what they’re looking for from one student they assume that all the students in the group understand Techniques for eliciting Types of illustration • Visuals • Mime • Realia • Situation/Explanation • Example • Synonym/Antonym • Translation 02 Checking techniques Concept checking is a way to make sure your students have understood what you have been explaining It’s about asking the right questions 02 Checking techniques Aim of Concep t checkin g techniq ue To introduce or revise new language Use when our learners not understand something Give feedbacks To give instructions To correct misunderstanding 02 Checking techniques Check Ss’ understanding Key point: a Cover every aspects of the meaning of language items b Check understanding of the language item c Do not use target language in question d Grade the question below the target language e Keep it short and simple (yes/no question) 03 Giving intructions It is a detailed process where the teacher gives the learners instruction on improvement or advancing skills or technique By using this technique during teaching session, we can attract the students’ attention and provide them better understanding on the lesson 03 Giving intructions How to make instructions effective ? First attract the students’ attention Use simple language and short expressions Demonstrate Break the instructions down Target your instructions 04 Setting up classroom activities Classroom setup can dramatically affect students' attitudes toward and habits of learning By creating such an environment entails arranging a practical physical layout, supplying diverse materials and supplies, and setting up interactive activities, this techniques can help us encouraging students to learn better different types of activities Controlled activities Guided activities - Use prompt, maybe spoken or written on cards - Eg: + Choral + Cue in a part of class + Indicate for individual student to speak + students take - Decide on the language areas to be practised but give the students a certain amount of freedom - Use when the focus is on the practice of particular language structures or Creative or free communic ation - Teacher supply the motivation / materials but the students are free to use any language to communicate & complete the task set - Use when the focus is on the Setting up classroom activities Manage an interactive activities Organize an information gap activity Procedure of pairwork and groupwork Monitor the classroom activities Why are pairwork and groupwork useful? Gives the students more valuable talking time It gives them more of the time they acquire to practise the language than is possible when you are dealing with the class as a whole Allows you to withdraw & monitor individual performances Encourages rapport between students Provides an opportunities for the students to co-operate with one another & learn to become independent of the teacher Enables the students to invest much more of themselves in the lesson Give an opportunity for shy or unconfident students to participate whereas they would be reticent about contributing in front of the whole class Provides a change in pace Adds variety to a lesson Steps of setting up pairwork/groupwork Organizing the class (pair or work group) Planning the activity • • • • • Make it clear, flexible, easy to understand Re-arrangement classroom (if necessary) Make Ss be occupied Have different tasks for different level of Ss Have enough materials Managing an interactive activity • Give clear instructions • Get the timing right • Ask about effectiveness at the end • • • Random paring or grouping T choose the pairing/grouping Ss choose the pairing/grouping Organizing an information gap activity • • Ss exchange information to complete the task Available material: picture, chart, short text, video, etc Steps of setting up pairwork/groupwork Planning the activity • Make it clear, flexible, easy to understand • Re-arrangement classroom (if necessary) • Make Ss be occupied • Have different tasks for different level of Ss • Have enough materials • • Managing an interactive activity Give clear instructions • Get the timing right Ask about effectiveness at the end Organizing the class (pair or work group) • Random paring or grouping T choose the pairing/grouping Ss choose the pairing/grouping • • • • Organizing an information gap activity Ss exchange information to complete the task Available material: picture, chart, short text, video, etc 1 PROCEDURE Draw up a list of classroom activities Discuss which are suitable for pair work and which are better with larger groups Discuss ways in which those which seem best suited to pair work could be adapted to larger groups and vice versa Write down the organizational rules that students might be assigned within a group Discuss which of the activities from the list might require the assignment of roles like these Discuss which of the activities from the list might need students to be grouped and then re-grouped How would you this? Select an activity from a course book and discuss how it would be dealt with in pairs, threes and larger groups Discuss organizational roles that students might need to be assigned for each of these possibility Discuss how you would cope if there was an odd number of students for the activity Discuss which size of group you prefer to work in for the different activities that you may with other trainees