TIẾNG ANH CHUYÊN NGÀNH Chapter 3

Chapter How to manage teaching & learning    Teacher’s physical presence in class Teacher’s voice Marking stages of the lesson    Seating arrangement Groupings Evaluating a lesson (success or failure) Teacher’s physical presence in class Proximity: - short distance: Ss uncomfortable - long distance = coldness  Teachers should consider how close they want to be to Ss  Appropriacy:  Deciding how closely teachers should work with Ss  Movement - Teacher’s movement: retaining Ss’ interest - How much? Depending teacher’s personal style - Motionless teachers bore Ss  Contact: helping teachers to be aware of - what Ss are doing - how they are feeling - the nature of contact  varying  Teacher’s voice  Teacher’s most important instrument  Audibility: - to be audible, not shouting - to get balance b/w audibility & volume  Variety: - varying the quality of voice (depending the type of lesson/activity  Conservation: taking great care of voices Marking stages of a lesson  Start the lesson where possible & appropriate (kind of lesson, learning activities, objectives)  Not always explaining exactly what to do maintaining an element of surprise Seating arrangement  Orderly rows  Circles & horseshoes  Separate tables Orderly rows - Advantages:  Having a clear view (T  Ss & T  Ss )  Maintaining eye contact (Ss/ individual)  Suitable for explaining grammar points, watching video, using the board, demonstrating text organization, language practice (choral drill….)  The best or only solution: large classes (40-200Ss) Circles & horseshoes     Ideal for small classes Teacher’s position: less dominating Lowering the barriers b/w T & Ss Easy to share feeling & information through talking, eye contact & body movements Separate tables    Easy to check Ss’ work, help weak Ss & prompt & explain sth to Ss The class atmosphere: less hierarchical Its own problems: Ss dislike working with the same partners; difficult for ‘whole class’ teaching Different student groupings  Whole class  Group work & pair work  Solo work Whole class   The best type of classroom organization Classroom activities: - choral drill (structural drill) - introducing the new lesson - checking Ss’ reading tasks after pair work or group work Group work & pair work  Giving Ss chances for greater independence (making learning decision, sharing responsibilities)   Giving teachers opportunities to work with individual Ss Tasks for group work: discussing a topic, doing a role play, solving a problem Problems of group work     Some Ss don’t like working with partners Strong Ss dominate # others : silent Encouraging Ss to be more descruptive Ss with the same L1: reverting to their L1 if the teacher is not working with them Solo work Allowing Ss to work at their own speed, thinking time & to be individuals  Relaxing & considering their own needs & progress  pair work, group work or solo work depending teacher’s style & Ss’ preference  Evaluating the success or failure of the lesson    Getting feedback from Ss by asking some simple questions Inviting colleagues to observe & make suggestions (the lesson is videoed) Homework assignment, speaking activities (observing/scoring Ss’participation, progress tests in class) Activity 1: Choose appro situations for the behaviors below of the teacher      the teacher shouts the teacher is in front of the class the teacher is at the back of the class the teacher is sitting on the floor the teacher is ‘sitting’ on the table round which four students are working Activity 2: Choose the most suitable interaction patterns for the activities below      Learners an information-gap with two sets of information Learners write their own stories Learners take part in an oral drill Learners decide together how to report their conclusions to the rest of the class Learners a written test Activity 3:What is the best seating arrangement for each situation below     Students are designing an advertisement in groups You want to explain a grammar point You have some reading tasks in a class of over 40 learners In your class of 16 students, you want them to work in pairs  ... together how to report their conclusions to the rest of the class Learners a written test Activity 3: What is the best seating arrangement for each situation below     Students are designing an