Přednášky - topic 4, 5, 6

1. Students on their own

Advantages:

• Teachers to respond to individual student differences

• Less stressful for students

• Develops learner autonomy and promote his self-reliance

• Restoring peace and tranquillity to a noisy situation

Disadvantages:

• It does not help a class develop a sense of belonging, encourage cooperation, encourage mutual motivation

• When combined with assigning individual tasks, it means much more thought and preparation – and time

Organising pairwork and groupwork

Making it work:

• Creating pairs and groups – principles: friendship, streaming, chance, changing groups

• Get into groups; three students to/in each group; I’d like you to work in fours; work together with a friend; you two together; team up with two other people.

• WE SHOULDN’T SAY: Find a pair

• Procedures for pair-work and group-work (before; during; after)

• Troubleshooting (finishing first, awkward groups)

2. Activities

• Setting up activities (controlled, guided, creative or free communication)

• Giving instructions- must be simple and logical

• Monitoring activities

• Timing activities

• Bringing activities to an end

• 1. Prepare for activity, 2. We encourage students, 3. Explain, 4. They run the activity, 5. We monitor the activity, 6. Finish

Examples

• After you give instructions check that they understood them- especially complicated ones

• A) before a roleplay, after you have signed roles

• B) before an information gap activity in which one student has information which the other student has to find out

• C) before a dictation

3. Giving instructions

• Orally or through gestures

• Use simple language and short expressions

• Be consistent

• Use visual or written clues

• Demonstrate Break the instructions down

• Target your instructions

• Be decisive

• You should avoid – “Do you understand?” – they may lie.

Classroom English

• The target language in the classroom - an important resource for the learners

• Language of daily routines

  • Open your books on page 55

  • Who’s absent today?

  • Sit down

  • Who is on duty?

  • Can a have a volunteer to clean the board?

  • Come on, try harder

  • Listen everybody. I need your attention now.

• Language of pedagogical purposes

  • Look at the board

  • There are five pictures on the board

  • Try to say the words after me.

  • We are going to listen to a song

  • Do you get the idea?

  • What is wrong with the sentences?

  • Do these words go together?

• Language of social interaction

  • Good afternoon

  • You have lovely glasses, Peter, are they new?

  • How are you today?

  • What are your plans for the Christmas holidays?

  • What is the weather like today?

• Unlike the language of everyday routines, the language of social interaction is often neglected by teachers

• The most difficult - language of pedagogical purposes – language used for clear instructions (grading is necessary – to adjust to the level of our learners)

4. Authority

• Gathering and holding attention

• Deciding who does what – e.g. answer a question, make a decision etc.

• Establishing or relinquishing authority as appropriate

• Getting someone to do something;