Main components of class management: discipline, t-roles, patterns of interaction
Minor components of class management: BB management, clear instructions, t-movement, seating arrangement, classroom environment
T-roles:
controller-at the front, leads the class, directs Ss work
resource-language informant, X-should guide Ss where find info
prompter-encourages Ss
facilitator-allows Ss to achieve their goals themselves.
assessor-examiner, gives regular feedback, correct and grade.
organizer (classroom manager) of a range of activities
participant (co-communicator) in an organized activity such as debate or role play
Lockstep-T working with whole class, everybody involved
+all Ss focused +safety security +controlled practice
-TTT>STT -Tcentered -Ss may hide of switch off
Pair work +peer learning +Ss involved +social skills
-Ss use L1 -stronger S dominates -noisy, loud
Group work +joint learning +sense of belonging +learner centered
-stronger dominate, -distraction, -discipline, -L1
Solo work +own pace +everybody involved +stronger Ss may shine
-Ss stop working -stressful for weaker Ss
Error-competence error, students doesn't know the correct form because of genuine lack of knowledge.
Mistake-performance error, slip of.., loose of memory, if chance Ss correct the mistake.
Types of mistakes:
L1 interference=negative transfer errors
renationalization=analogical errors
teaching/T induced errors
Ways of showing incorrectness:
-repeating(T asks Ss 2 repeat),
-echoing(T repeat emphasizing mistake)
-questioning(do you think it is correct?)
-expression(facial expressions, body lg),
-hinting(T gives hints),
-reformulating(T gives correct form), -denial(Wrong, No)
Who corrects: T/Peer/Self
When: on the spot/delayed correction
gentle correction=T just give correct form
Types of errors: local errors, global errors, productive (pragmatic), receptive, linguistic, phonological,
Errors in eclecticism: perceived as evidence of making progress by Ss. They try to communicate experiment with lg.
Correction during speaking activities -There should be delayed correction, T can make notes while Ss are speaking give feedback later.Lesson planning main principals: variety, flexibility, appropriate levelVarying lesson: variety of tasks, variety of interaction, variety of materialsAuthoritative teacher - places limits and controls on the students but simultaneously encourages independence.Authoritarian teacher - places firm limits and controls on the students.
Good lesson planning Harmer: variety, flexibility, coherence
Varying the lesson: tempo, organization, mode&skill, difficulty, topic, mood, stir-settle, active-passive activities
Spoken vs Written Penny
Permanence: WR permanent, SP fleeting
Explicitness: WR must have clear context, SP can be explained/assumed
Density: WR dense, SP diluted
Detachment: WR detached in space and time, SP immediate interaction
Organization: WR well organized more formal
Speed: WR slower in production and reception
Standard LG: WR universally understood, SP regional dialects, accents
Process of WR 1.generating ideas 2.Focusing(narrowing down the ideas) 3.Structuring 4.Drafting(1st draft, evaluation, 2nd draft, re-viewing) 5.Finished draft 6. Final responding to draft
Process vs Product approaches WR
focus on what wrtrs do <=> fcs on what wrtrs produce
writing integrated os <=> writing taught separate
model txt after Ss finish <=> model txt starting point
outcome decided by Ss <=> otcm prdtrmnd by T/model
wr collaborative process <=> wr done alone
wr in classroom <=> wr outside classroom
T-reader, collaborator <=> T-judge
Comm vs Non-Comm
communicative activity-based on information gap
desire, purpose <=> no desire, no purpose
content>form <=> form<content
variety of lg <=> one lg item only
later correction <=> T intervention
no materials control <=> T prepares materials
Cooperative writing-mutual writing and evaluation the written text by all Ss
Wr as a means-practising all skills except of writing, making notes
Wr as an end-wr skills are practised, writing letter, essay
Interaction talk-conventional formulae of courtesy greetings, apologising, thank,
Target lg-foreign lg which T expects Ss use during lesson
T-feedback provider-T corrects Ss performance to improve it
Task-oriented activity-main objective is focused on doing the task
Foreignising as a strategy-pronunciation of a new En word using mother tongue sounds
Speaking skills problems – inhibition, nothing to say, low/uneven participation, mother tongue use
Speaking success - Ss talks a lot, even participation, high motivation, lg on acceptable lvl
Writing skills problems – correlation between wr skills in L1 & L2, Ss unwillingness, WR solitary action, negative feedback, correction
Simulations Harmer: reality of functions(Ss participants in the situation), simulated environment (classroom=airport), structured well, goal oriented, rather task oriented than topic oriented, group work
Role-play: more topic oriented, work in pairs, Ss think and do as they are told
Simulation Activity Dakowska: role choice>>strategy round>>negotiation round>>decision round>>follow-up
Grammar: a way words are put together to make correct sentences.
<<What do we introduce?>>
We must show what lg means, how it is used, show what the grammatical form of the new lg is and how it is said or written
<Presentation of meaning and use
The best way of showing Ss how the lg is used is to present it in context
1. show what the new lg means
2. show how it is used
3. be interesting for students
4. provide the bckgrnd for a lot of lg use
<Types of context
Cntxt: situation or body info which causes lg to be used
1. Ss world
- physical surroundings(limited[classroom, school])
- Ss lives(unlimited[facts about families, friends, experiences])
2. outside world
- stories
- situation
- examples of lg
3. formulated info(simulated or made-up[presented in form of timetables, notes, charts])
<Presentation of structural form
1. Form: e.g. How certain nouns become plural
2. Grammatical pattern
<The importance of meaning: It is very important to check if Ss understood new lg.
-information checking: asking Q and saying incorrect sentences
-immediate creativity: you ask Ss to create sentences on their own
<Discovery techniques: give Ss a L/R txt or some e.g. of eng sentences & ask them to discover how lg works
-inductive: learners generalize the rule thmslvs from examples before practising it
-deductive: rule is 1st presented to the learners and then they go on to apply it in practise activities
<<General model for introducing new lg>>
1. Lead-in: the context and the meaning and use of new lg is demnstrated
2. Elicitation: T checks if Ss can produce the new lg: if they can=T skips othr stgs & move to creativity
3. Explanation: T shows how the new lg is formed
- xpl statements
- xpl question forms
- Using hands & gestures
4. Accurate reproduction: Ss are asked to repeat & practise a certain nr of models: the emphasis on accuracy RaTh meaning & use
- Choral repetition: when explained we ask for repeat
- Individual repetition: T nominate>S response>T feedback=Acknowledge, Show incorrectness
- Cue-response drills
*Showing incorrectness: we indicate to the student that mistake has been made(should be handled with tact, should be seen as a positive act)
-repeating: ask S to repeat(Again! Repeat Please!)
-echoing: we repeat what S just said
-denial: we tell S that response is incorr
-questioning: asking any S if it was corr
-expression: gestures etc.
*Using correction techniques
-S corrects S; we ask sb else to give the correct response
-T corrects S; if majority of class having same problem
5. Immediate creativity: Ss try to use what they have just learned to make sentences on their own, Ss and T can see if Ss really understood the meaning & form
<!PPP=presentation-practise-production
1. Presentation of meaning, form, use
2. Practise
-form: controlled activities (diff kinds of drills)= T provides the form to be used
-meaning, use & form: controlled, semi-controlled, guided activities
3. Production: focus on meaning(free communic activities)
Receptive skills-...
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