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- 2. Plan: Whole class versus pairs or groups Teacher control. What is your goal: accuracy or fluency?
- 3. There are different ways of class organization such as, whole-class teaching individualized learning, pair work and
- 4. Teacher control. Secondly, you must decide whether you want – or need – to control what
- 5. What is your goal: accuracy or fluency? Thirdly, what is your main goal. If you want
- 6. Interaction Patterns 1. Closed-ended teacher questioning (‘IRF’) Only one 'right' response gets approved. Sometimes cynically called
- 7. 6. Group work Students work in small groups on tasks that entail interaction: conveying information, for
- 8. Questioning Questioning is a universally used activation technique in teaching, mainly within the Initiation-Response-Feedback pattern described
- 9. Criteria for effective questioning 1. Clarity: do the learners immediately grasp not only what the question
- 10. Group work In group work, learners perform a learning task through small-group interaction. It is a
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Plan:
Whole class versus pairs or groups
Teacher control.
What is your goal:
Plan:
Whole class versus pairs or groups
Teacher control.
What is your goal:
Interaction Patterns
Questioning
Individualization
There are different ways of class organization such as, whole-class teaching
There are different ways of class organization such as, whole-class teaching
Whole class versus pairs or groups. The teacher will continually have to decide whether he will teach the whole class together or he will divide the students into pairs or groups.
Teacher control. Secondly, you must decide whether you want – or
Teacher control. Secondly, you must decide whether you want – or
What is your goal: accuracy or fluency? Thirdly, what is your
What is your goal: accuracy or fluency? Thirdly, what is your
Interaction Patterns
1. Closed-ended teacher questioning (‘IRF’)
Only one 'right' response gets approved.
Interaction Patterns
1. Closed-ended teacher questioning (‘IRF’)
Only one 'right' response gets approved.
2. Open-ended teacher questioning
There are a number of possible 'right' answers, so that more students answer each cue.
3. Full-class interaction
The students debate a topic or do a language task as a class; the teacher may intervene occasionally, to stimulate participation or to monitor.
4. Choral responses
The teacher gives a model which is repeated by all the class in the chorus, or gives a cue which is responded to in chorus.
5. Student initiates, teacher answers
For example, in a guessing game: the students think of questions and the teacher responds; but the teacher decides who asks.
6. Group work
Students work in small groups on tasks that entail
6. Group work Students work in small groups on tasks that entail
Questioning
Questioning is a universally used activation technique in teaching, mainly within
Questioning Questioning is a universally used activation technique in teaching, mainly within
Criteria for effective questioning
1. Clarity: do the learners immediately grasp
Criteria for effective questioning 1. Clarity: do the learners immediately grasp
Group work
In group work, learners perform a learning task
Group work
In group work, learners perform a learning task