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 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.

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(1^st draft, evaluation, 2^nd 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 1^st 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- ways in which we extract meaning from the discourse we see or read.

What we bring to task

Schema-pre existent knowledge of the world

Purpose-In real life we always have a purpose when r/l

Expectations-of what we are going to r/l before you actually do so

Reasons for r/l

Interest-r/l for enjoyement, pleasure, intellectual stimulation

Usefulness- we read of listen because we need to or want to know sth(directory,rules,regulations)

Differences between R/L texts

Problems

*-long sentences, long words: more diffi to und

*-large number of unfamiliar wrds

*-negative expectation: Ss feel they not going to und passage, predict tb 2 diffi

Solutions

*-pre-teach vocab: wrds which re likely 2 hold down Ss back

*-extensive r/l: at length for pleasure, when Ss on their own(overall und of lngr piece of tx)[lg dvlpmnt, Ss more positive eba r/l, improves oval cph's, wider passiv&activ vocab]

*-intensive r/l: more concentrated less relax dedicated 2 achieve study goal(oftn T hlp, effrt cncntrtd on smll portion of tx, we need 2 und info in detail)

*-athenticity: auth material can B used by Ss at low lev=task shd B smaller/simpler

*-manufacturing success: gttn lev of challenge right in terms of lg tx & tsks

*-agreeing on a purpose: if Ss know why they re r/l they can choose how 2 approach tx

<<TEACHING R>>

Reasons for R in class

1. Preparing Ss for R outside class

*-pleasure

*-career

*-academic reasons

2.Exposing Ss to eng(subconcious lrnng)

3.Lnng on purpose(vocab, gramm, way construct sentes, para, txs)

4.Providing model for wrtng

5.Introduce interesting topics, simulating discussion, exciting imaginative responses

Characteristics

1.dominated by eyes(receive mssg)&brain(work out significance of mssg)

2.reading tx moves at spd of Rr(stationary tx, exc. Flashing advrtsmnts)

R at loud

ADVa: practising, checking pronunciation, to make correction btw snd & spell

DisADVa: have 2 fllw spd of Rr, not nature in RealLife, Ss may listen 2 bad model

prepare Ss to it use variety of ways

*-T or tape read sentence class fllw chorally

*-T reads paragraph class fllw

*-T reads sentence Ss fllw indiv

*-Ss prepare & read indiv

*-Ss prep & read roles(dialog)

Model for introduce R

Pre R

*-1 tsk(predict expect)

*-intro, lead-in, vocab present

While R

*-tsks 2 focus on gist

*-tsks 2 focus on spec details

*-tsks requiring more compreh und

*-fdbck

Post R

*-investigate in more depth

*-personalization

*-integrate R with other's (speaking, writing, grammar, listen, vocab)

*-closing: drawing conclusion, review, rounding off

Improving R's

LG: lg of tx comprehensive≠lg 2 diffi

Content: accessible for Ss they know enough 2 aply bckgrnd kno≠2 diffi content 2 far from kno & exp Ss

SPD: fast, Rr atomatized recognition≠slow, Rs not have large vocab of auto items

Attention: Rr concentrate on improtant bits, skim rest≠same attention on all parts tx I

ncompreh vocab: Rr guess meaning or ignores≠cannot tolerate, use dict, discouraged from compreh tx as whole

Prediction: Rr thinks ahead, predict≠deals with tx as it comes

Bckgrnd info: Rs use BI to hlp und tx≠Rr not use BI

Motivation: Rr mot by interest content or challenging tsk≠no interest in Rng

Purpose: Rr aware of purpose, to find out sth, get pleasure≠no clear purpose

Strategies: Rr use differ Stra for differ kinds of Rng≠same Stra for all txs

<<TEACHING L>>

Reasons for L

1.for pleasure

2.for social reasons

3.to get info

Reasons for L in class

1. Dvlp L's

2.Exposing Ss to variety of accents

3.Subconscious learning (intonation, vocab, gramm, pronounc, stress)

RealWorld vs Class L

Reciprocity: interactive, speaking+L≠passive L tapes

Predictability: unpredictable≠content known in advance

Recording: no record kept≠tape script available

Number of hearings: one≠more than once

Visual clues: context, gestures≠may be no VC

Feedback: Lr can give F≠no F

Context: shared Cx≠no real Cx

Task: no set Tsk≠tsk provided by T

Purpose: Lr has P, establish relation~,get info≠P created by task

Evaluation: no Ev of success/failure≠T may Ev Ss success in doing tsk

Discourse: informal&spontaneous speech≠Rng aloud or reciting from memory

Reasons for using tapes

*-no limit of voices tp can contain

*-tp small, tp rec portable

*-more and more tpd material

*-focus Ss attention on spoken eng

DisADVa of Tps

*-unnatural for 30p to sit and listen tp

*-Ss feel threatened if not und they lose thread

*-disembodied voices harder to understand

Types of L activit

1.No overt response: songs,films,theatre,video,stories

2.Short responses: T/F,detect mistake,ticking off,cloze,skimming,scaning,

3.Longer responses: paraphrasing,translating,answering Qs,gap-filling,note taking

4.Extended responses: interpretation,problem solve,summorizing

Factors that make text dificult

*-Text F:topic,genre,organisation of info, speed

*-Learner/Tsk F:confidence,motivation,kno

*-External F:noise,weather,time of day

How to make L easier

1.Before

*-give effective pre-L activi

*-ensure Ss und tsk

2While

*-ensure L task focus on important/meaningful info

*-realistic/useful task

*-task should guide Ss towards understanding

*-grade task not tp

*-visual material create expectations

*-Lg tsk shd hlp Ss L more effectively; shd be able to predict content

*-play whole tape at 1^st listening

3.After

*-let Ss discuss answers

*-don't immediately acknowledge correct answ

*-don't B led by one strong S

*-bits of tp until all is clear

*-give hlp if Ss stuck(not answ)

*-don't point individual Ss to answ

4.Technical

*-play rec more than once

*-keep rec short

*-equipment must be checked before

Listening with video

ADVa: Ss see speaker have visual Cx for what is said

Techniques: Silent View, Freeze Frame, Sound only, Jigsaw view, View backwards, From transcript to voice, Partial viewing

1Static 2Spd of Rr 3Can B read again 4Gramm correct 5Dvlps argument or point of view logically. Introductory sent, one ends before another 6Writers can amend, re-draft and correct	1Fluent 2Happens at own spd 3Cannot B repeated≠conversation 4Short chunks, colloquial vocab, ungramm utterances, noise, slurred pronunciation, non-repetition 5When speaking use hesitation devices, reformulation, redundancy, topic change 6Speaker redrafts what he is going to say

Types of texts

L/R texts

*-practise r/l skills

*-T has to remember about telling Ss to discard redundant information

*-authentic

*-T has to encourage Ss to make guesses

Presentation texts

*-present new structures, functions, vocab

*-often simplified, written for teaching purposes

*-students have to understand every word

Top-down and bottom-up

top-down: rr/lr gets a general view of passage; we utilise inside head kno(not dir enco in words); to understand you bring kno from outside the text

*-past experiences, language intuition and expectations

*-meaning

*-sound, pronunciation if necessary

*-kno of the subject, kno of how lg works

*-motivation, interest, attitude

bottom-up: rr/lr focuses on individual words and phrases; understanding by stringing details together, building up a whole; we utilise outside the head kno(odeiw)

*-link sounds to form words

*-chain the words together to form clauses and sentences

*-every letter discrimineted

*-meaning

Different skills enable Ss to und the topic

a) Identifying the topic: good rs/ls are able to pick up topic very quickly (allows them to process tx more effectively)

b) Predictive skills: you predict what you are going to hear or read (und=seeing how context matches up our expectations)

c) Looking for keywords

d) Looking for non-verbal clues for meaning (pictures, gestures)

e) Associate info with one's existing kno

f) Getting the general picture: have an idea of main parts of tx without bn concerned with details (skimming)

g) Extracting specific info: disregard other information

h) Extracting detailed info: for details (why, how many...)

i) Recognising function and discourse patterns: und paragraph structure, organisation.

j) Deducting meaning from context (discovery techniques)

k) Interpreting text: r/l able to see beyond the literal meaning (non smoking zone=put out cigarette)

Types of L/R tasks/techniques

1. L/R to confirm expectations: emphasis on lead in stage; students encouraged to predict content of tx, are given an interesting and motivating purpose(pictures, headlines, keywords, jumbled sentences)

Advantages: expectations aroused, they have definite purpose for l/r.

2. L/R to extract specific info: Ss see Q/tasks before l/r. They should scan the text

*-open ended Q

*-transferring info(finish statement,T/F,multiple choice Q, game)

3.L/R for communicative tasks: to fill in forms, understanding directions

*-jumbled paragraphs

*-Q(1group topic+Q 2tx+answers)

*-pulling info(2diff txs, both needed to answer)

*-jigsaw r/l *-cloze exercise(paired story completion)

4.L/R for general und: students skim tx to get general picture.

*-matching pictures with paragraphs

*-general, global Q

*-jumbled sentences, key points

5.L/R for detailed comprehension: we are interested in info

*-open-ended Q

*-detailed Q

6.R for detailed comprehension: Ss need to und way txs are structured & recognise the functions.

Principles for teaching receptive skills

1. Receptive&productive skills: Ss deal with higher lev of lg in receptive's than productive's

2. Authentic&non-authentic text

*-Auth: those designed for native speakers

*-Simpl auth txs: not to demotivate Ss

*-Non-auth: txs designed for lg learners(presentation txs)

!Reasons for r/l to non-auth txs

*-bn better r/l

*-acquiring language: improves general eng lev

*-success

!Roughly-tuned input: lg Ss can und even though it's above their prod lev

!Finely-tuned input: lg precisely selected at exactly Ss lev

3. Purpose, desire & expect: teaching recept's must reflect facts about real lif

4. Receiving &doing: when r/l do sth with what they just seen or heard in order to perf some task

5. Teaching receptive skills

@Type1: operations that Ss perform when they deal with it first time(extrct spcfc inf, gt gnrl pctr, cnfrm expcttns)

@Type2: skill subsequently used when studying r/l materia, envolve detail comprehension (std f vcblr t dvlp gssng strtgs, invstgtn into sp/wr opinion&attitude)

Teaching Receptive Model

1. Lead-in: Ss &T prepare themselves for task & familiarise themselves with topic of r/l ex

2. T directs comprehension task: T makes sure Ss know what going to do AIM :explain & direct Ss purpose

3. Ss rd/ln for task: Ss rd/ln tx to perform tsk

4. T directs feedback: T help to see if tsk completed successfully & how well done(Ss check eo)

5. T directs text related task: T organise kind of follow-up tsk related to tx AIM: react to, do sth with tx

Vocabulary – items we teach in foreign lg, words, multi-w, idioms, fixed expressions.

Cobuild – cb Birmingham Uni used design learners dictionary, vocab base, course books, vocab based syllables. To find witch words used more often they need to feed in enough texts.

WHEN -teach vocab – when presenting new topic, text – when asked by students (unplanned)

Pre-teaching –

For: attention not distracted when new words crop up.

Against: no opportunity for guessing meaning from the text 8-12.

Select vocab criteria:

APPROPRIATENESS: according to students lev. concrete=lower, abstract=higher.

FREQUENCY: choose more often used words.

COVERAGE: more than one meaning.

EXPEDIENCY: suitability or uselessness.

OTHER: students wants, needs, interests, teachability.

WORD – amount of information

MEANING: in context, sense relations-relations to other words[

*polysemy-diff word close meaning,

*synonymy-items with same meaning,

*antonyms-opposite items,

*homonymy-diff meanings one word,

*hyponyms-specific examples of general concept,

*superordinates-general concept covers specific item,

*co-hyponyms / co-ordinates - other items that are the same kind of things.

USE :(what word refers into real world)

metaphor, idiom[images that extend our range of expressions],

collocation[words that go together],

style & register[words used only in certain topical or social context],

connotation[positive or negative feelings],

cliché[often used irritative expression]

INFORMATION:

parts of speech[context needed to identyfy],

prefixes & suffixes[changing parts of speech]

spelling & pronunciation[phonetic representation, choral & ind. Repetition, visual representation, phonetic symbols, graphic representation],

GRAMMAR: nouns c&u, verb complementation, patterns, phrasal verb, adj&adv possitions.

ELSE:

storage[separate notebook for vocab, semantically related groups, associations, diagrams],

dictionary skills[bilingual-not sufficient info. monolingual-whole profile of word]

Selecting vocab –

active(productive) students use words in writing and speaking,

passive(receptive) students recognise words from reading speaking,

throw away vocab-words you don't want students remember.

Vocabulary based lesson –

lead-in, presentation(alter reading/listening)-

presentation of vocab, task r/l, alter words, understanding check, practise(interaction with words),

exploration-synonyms, antonyms, lexical sets, testing

Presentation –

1.visual aids(realia, pictures, flashcards,video), sound tapes, gestures, miming

2.explanation(definitions,synonyms,antonyms,examples,enumeration)

3.translation(easiest, quick)

4.discovery techniques[students work out meanings on their own](matching, particularising/mind maps/, guessing the meaning from the context, ordering/putting in order/, filling gaps)

Interaction with words – best remember when done sth with word or personalization

1. games and puzzles(gaps, bingo, odd-one-out)

2. writing text with new word

3. writing opposites

4. ordering things

5. association

6. categorising

7. making noun or adj

Implications for teaching-better results when words clear easy comprehensible meaning, words linked witch each other. Better to teach in separated spaced sessions(back same vocab many times)

Testing vocab-

1. Multiple choice denotative meaning +quick and easy -doesn't test conotations, spelling, pron, grammar, time consuming, 25%chance

2. Matching meaning +quick easy to compose -last option obvious

3. Odd one out meaning +interesting, easy to work -not sure all items known

4. Writing sentences most aspects, not spell and pron +check knowledge well -borring, difficult to mark

5. Dictation recognition and spelling +easy to administer and check -don't test meaning, difficult with unknown words

6. Dictation-translation meaning and spell +quick, easy to check -mother-tongue translation misleading

7. Gap-filling meaning, spell some grammar & collocation +range of skills tested -testee can use acceptable items

8. GF with pool answers meaning some grammar and collocation +easier to do and mark than GF - testee can use acceptable items.

9. Translation all aspect of item -difficult to find exact equivalents between lgs., tricky to mark

10. Sentence completion denotative meaning +interesting to read and do, personalize