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: HHcontroller-at the front, leads the class, directs Ss work resource-language informant, X-should guide Ss where find info prompter-encourages Ss HHfacilitator-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 renationalisation=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 level Varying lesson: variety of tasks, variety of interaction, variety of materials Authoritative teacher - places limits and controls on the students but simultaneously encourages independence. Authoritarian teacher - places firm limits and controls on the students.

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: HHcontroller-at the front, leads the class, directs Ss work resource-language informant, X-should guide Ss where find info prompter-encourages Ss HHfacilitator-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 renationalisation=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 level Varying lesson: variety of tasks, variety of interaction, variety of materials Authoritative teacher - places limits and controls on the students but simultaneously encourages independence. Authoritarian teacher - places firm limits and controls on the students.

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: HHcontroller-at the front, leads the class, directs Ss work resource-language informant, X-should guide Ss where find info prompter-encourages Ss HHfacilitator-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 renationalisation=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 level Varying lesson: variety of tasks, variety of interaction, variety of materials Authoritative teacher - places limits and controls on the students but simultaneously encourages independence. Authoritarian teacher - places firm limits and controls on the students.

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