Unit Description 6B

UNIT DESCRIPTION Unit: Issues in Teaching and Learning English in Vietnam Lecturers Bui Thi Kim Chi Phan Thi Bich Ngoc Phan Quynh Nhu E-mail: kimchi244@gmail.com E-mail: phanbichngoc24@gmail.com E-mail: phanqnhu@gmail.com Class contact: periods per week Semester: II Academic year: 2010-2011 OBJECTIVES By the end of the unit students will be able to: - develop an understanding of the characteristics of a large class with its advantages and problems - develop the skills of effective large class management - demonstrate the ability to design suitable activities to accommodate students’ different levels CONTENT This unit will focus on four areas: problems and advantages of large classes, managing large classes, mixed-level tasks, and teacher-initiated activities MATERIALS Essential Readings: Ur, P (1996) A Course in Language Teaching - Part VI - Module 21: Large heterogeneous classes, Cambridge: CUP Nolasco, R and Arthur, L (1988) Large Classes, London: Macmillan Bell, J (1991) Teaching Multilevel Classes in ESL, Carlsbad: Dominie Press Bowler, B and Parminter, S (2000) 'Mixed-level tasks', English Teaching Professional, 15, 13-15 Recommended Readings: Felder, Richard M (1997) ‘Beating the Numbers Game: Effective Teaching in Large Classes’, ASEE Annual Conference, Milwaukee, WI Hoang, Van (2006) Tiếng Anh 10 Giao duc Publishing House Hoang, Van (2007) Tiếng Anh 11 Giao duc Publishing House Nauman, G (2001) ‘Managing a large class’, Teacher’s Edition, 5, 14-19 Phillips, B (2001) ‘Coping with large classes’, Teacher’s Edition, 7, 18-24 Seaman, A (2005) ‘Six principles for teaching large multilevel classes’, Teacher’s Edition, 17, 10-13 Zhenhui, R (2001) ‘Advantages of group-centered learning in large classes’, Teacher’s Edition, 6, 8-11 http://www.griffith.edu.au/gihe Teaching Large Classes: Challenges and Strategies http://www.uww.edu/learn/largeclasses.php Teaching Large Classes ASSESSMENT Attendance and participation : 05% Presentation (groupwork): 10% Assignment (groupwork) 25% Final exam: 60% SCHEDULE Focus Readings Large classes – Problems & Advantages Bell, J (1991) Teaching Multilevel Classes in ESL Chapter Carlsbad: Dominie Press Nolasco, R and Arthur, L (1988) Large Classes Introduction London: Macmillan Ur, P (1996) A Course in Language Teaching - Part VI Module 21, Units & Cambridge: CUP 2-3 Class Management Bell, J (1991) Teaching Multilevel Classes in ESL Chapter Carlsbad: Dominie Press Felder, Richard M (1997) ‘Beating the Numbers Game: Effective Teaching in Large Classes’, ASEE Annual Conference, Milwaukee, WI Nauman, G (2001) ‘Managing a large class’, Teacher’s Edition, 5, 14-19 Nolasco, R and Arthur, L (1988) Large Classes – Chapter London: Macmillan Phillips, B (2001) ‘Coping with large classes’, Teacher’s Edition, 7, 18-24 Seaman, A (2005) ‘Six principles for teaching large multilevel classes’, Teacher’s Edition, 17, 10-13 Zhenhui, R (2001) ‘Advantages of group-centered learning in large classes’, Teacher’s Edition, 6, 8-11 http://www.griffith.edu.au/gihe Teaching Large Classes: Challenges and Strategies http://www.uww.edu/learn/largeclasses.php Teaching Large Classes 4-6 Mixed-level Tasks Bowler, B and Parminter, S (2000) 'Mixed-level tasks', English Teaching Professional, 15, 13-15 Ur, P (1996) A Course in Language Teaching - Part VI Module 21 Units & Cambridge: CUP Teacher-initiated Activities Ur, P (1996) A Course in Language Teaching - Part VI Module 21 Unit Cambridge: CUP Week(s ) GUIDE TO GROUP PRESENTATION AND ASSIGNMENT Group presentation (10%): In groups of three or four, students will be given a task to in accordance with the topic of the week This may take the form of micro-teaching or conducting class discussion Whatever the task is, the students need to demonstrate an understanding of the matter and the techniques applied Assignment (25%): In groups of three or four, students are required to produce a portfolio Based on the assigned units in Tieng Anh 10 and Tieng Anh 11, they are to collect authentic materials (instructions, newspaper articles, recipes, songs, short stories, poems, advertisements ) and design activities of different levels for a large class The activities may be skill-focused or languagefocused The assessment will be based on both the quanlity and quantity of the portfolio  ... Language Teaching - Part VI Module 21 Units & Cambridge: CUP Teacher-initiated Activities Ur, P (1996) A Course in Language Teaching - Part VI Module 21 Unit Cambridge: CUP Week(s ) GUIDE TO... Introduction London: Macmillan Ur, P (1996) A Course in Language Teaching - Part VI Module 21, Units & Cambridge: CUP 2-3 Class Management Bell, J (1991) Teaching Multilevel Classes in ESL Chapter... In groups of three or four, students are required to produce a portfolio Based on the assigned units in Tieng Anh 10 and Tieng Anh 11, they are to collect authentic materials (instructions, newspaper