Bài giảng môn Phương pháp giảng dạy tiếng Anh: Chapter 3 - Phan Thị Thu Nga

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Chapter 1 presents about how to manage teaching & learning. This chapter include main contents as: Teacher’s physical presence in class, teacher’s voice, marking stages of the lesson, seating arrangement, groupings, evaluating a lesson (success or failure).

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Nội dung Text: Bài giảng môn Phương pháp giảng dạy tiếng Anh: Chapter 3 - Phan Thị Thu Nga

Chapter 3 How to manage teaching & learning  Teacher’s physical  Seating arrangement presence in class  Groupings  Teacher’s voice  Evaluating a lesson  Marking stages of the (success or failure) lesson
1. 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
2. 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
3. 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
4. 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
5. 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
6. 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 do 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 do 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.