2. The Starting Point
• everyone has direction and knows what is
expected of them
• Lessons are structured
• They know the questions and the expected
answers
• They have their perception of “the good
teacher” and a “good lesson”
3. What the participants need to
know to be able to behave
appropriately from minute to minute
in changing circumstances (Furlong,
1976).
4. Student Expectations
1. Cultural Transmission
2. Previous Experience of Learning and
Teaching
3. Folklore about the nature of language
and language teaching
4. Ideas as to the status of English
5. Lockstep
- A teacher wholly controls the content, stages,
and the pace of the lesson
1. Teacher initiates all languages exchanges in
the room
2. Student’s tasks is to respond
3. Teacher judges the performance
6. Transmission or Communication
Transmission Model
- knowledge as something which can be
passed
I hear and I forget, I see and I remember, I do and I understand.
Communicative
- students use English independently
7. Teacher Roles
Facilitator- devising learning tasks, find sources
of information
Consultant- give advice
Instructor - pass information directly
Questioner- make sure students have learnt
what is required by asking questions
8. Teacher Roles
Organizer- materials are in the right places
Agent of Discipline- keep order
Provider - issues books and materials
Evaluator - gives feedback
Setter of Social Climate- creates the mood
and atmosphere of the lesson
9. Introducing Pair Wok
1. Giving some of the responsibility for
asking questions to the students.
a. Write the questions and answers on the board.
b. Ask student a question.
c. The student replies.
d. Point to the question and tell one student, A, to
ask another, B.
e. A asks the question and B replies.
10. Introducing Pair Wok
2. Dialogue Reading
a. Teacher reads part A. Students read part B.
b. Teacher reads part B. All students read part A.
c. Divide class into halves, A and B, for choral
practice
d. Organize class into pairs.
e. Ask the class to practice the dialogue quietly.
11. Introducing Group Work
• Same general principle as pair
work
• Think through group size in
advance
• Draw a diagram with group
composition
12. Managing Pair And Group Work
• start and stop when you tell them to
• switching quickly from one activity to
another
• working quietly
• Listening carefully to the instructions
13. Monitoring Pair And Group Work
• Circulate
• See and be seen
• Show interest
• Encourage and help the weakest
one
15. A number of observers have
suggested that there is a continuum
of activities to promote
communicative competence,
(Harmer 1983, Littlewood 1981).
16. Control Creativity
Activity A. Complete the other part of the dialogue.
Peter: Let’s have a drink. Would you like tea or coffee?
You:
Peter: I’ll put on a record first. Do you like jazz?
You:
17. Reject A’s suggestion
make another one
Ask B where he’s going
Suggest somewhere to go
You meet A in the
street. Greet A.
Say you’re going
for a walk
You meet your friend B in
the street. Greet B.
Activity B. Works in pairs and complete the dialogue between A and B.
A B
18. Activity C.
Make sentences which are the same as the
model.
Teacher: John has written the letter.
Model: John wrote it yesterday.
Teacher: John has seen the film.
Model: John saw it yesterday.
19. Part A
You wish to buy a car. You are in the showroom looking at a
second hand car that might be suitable. You decide to find out
more about it, for example how old it is, who the previous owner
was etc. You can pay about 500,000 in cash
Part B
You are a car salesman. You see customer looking at a car in a
showroom. The car is two years old and belonged to the leader
of local pop group. It does about 20 miles to the gallon. Your firm
offers a three month guarantee and can arrange hire purchase.
The price you are asking for the car is 800, 000.
Activity D.
Work in pairs and construct a dialogue. Use cards to
help you.
20. Activity E.
In groups of four devise a
questionnaire and then use it to find out
the attitudes of others in your class to
keeping fit.
21. The ‘why’ of Learner Training
Learner security can be
promoted if the students
know why they are being
asked to use English in pair
and group work
22. Training Monolingual Classes
- Fun and commitment to speaking English
- The first step is to get students accept that is
value in working in English
-Success breeds confidence, so take any
opportunity to praise students who work in
English
