Teaching and testing English skills for big classes effectively  By: Iin Hermiyanto S.pd
Large Class <ul><li>Do large classes affect students learning? </li></ul><ul><li>Do large classes affect a teacher’s abili...
3 important factors to consider <ul><li>Pedagogical Planning </li></ul><ul><li>Classroom Learning System </li></ul><ul><li...
Pedagogical Planning  <ul><li>Have a diagnostic test at the beginning </li></ul><ul><li>Help learners set their own learni...
Classroom Learning System <ul><li>For the students </li></ul><ul><li>Move smoothly from one activity to another </li></ul>...
Classroom Learning System <ul><li>For the teachers </li></ul><ul><li>Keep explanation and direction clear and brief </li><...
Dealing with Students’ Behaviour <ul><li>Be proactive </li></ul><ul><li>Post the class rules and behaviour </li></ul><ul><...
In handling your large classes what techniques do you have to use? <ul><li>Use planning time efficiently </li></ul><ul><li...
Samples of materials for big classes <ul><li>Reading, writing and speaking activity ( A SPORTS STAR) </li></ul><ul><li>Rog...
Procedures and Students’ activities: <ul><li>Attach the paper containing the passage on the board or wall. (copy eight pie...
Procedures and Students’ activities: <ul><li>They have to determine one them in each group to write the information they w...
Procedures and Students’ activities: <ul><li>The first student in each who has got the information informs it to the one w...
Alternative activity: <ul><li>Teacher give the copied passage to one student in each group. </li></ul><ul><li>Ask him/her ...
Procedures and Students’ activities: <ul><li>Finally, attach the written information on the board or wall and have them co...
Conclusion <ul><li>By doing the activity, the students learn to trust their friend in a teamwork and they feel fun. The ac...
Teacher's Notes: speaking and grammar (using  has got) <ul><li>Objective:  To practise describing people using  has got.  ...
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Teaching And Testing English Skills For Big Classes

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Teaching And Testing English Skills For Big Classes

  1. 1. Teaching and testing English skills for big classes effectively By: Iin Hermiyanto S.pd
  2. 2. Large Class <ul><li>Do large classes affect students learning? </li></ul><ul><li>Do large classes affect a teacher’s ability to teach? </li></ul><ul><li>How do large classes affect the quality of learning? </li></ul>
  3. 3. 3 important factors to consider <ul><li>Pedagogical Planning </li></ul><ul><li>Classroom Learning System </li></ul><ul><li>Dealing with students behaviour, or discipline management </li></ul>
  4. 4. Pedagogical Planning <ul><li>Have a diagnostic test at the beginning </li></ul><ul><li>Help learners set their own learning </li></ul><ul><li>Think that the students have range of ability </li></ul><ul><li>Individualize interactions as much as possible </li></ul><ul><li>Create a plan that allows us to give individual attention </li></ul><ul><li>Encourage students responsibility and independence </li></ul>
  5. 5. Classroom Learning System <ul><li>For the students </li></ul><ul><li>Move smoothly from one activity to another </li></ul><ul><li>Shift and out of group work quickly </li></ul><ul><li>Self check and peer check student work </li></ul>
  6. 6. Classroom Learning System <ul><li>For the teachers </li></ul><ul><li>Keep explanation and direction clear and brief </li></ul><ul><li>Set up routines for classroom </li></ul><ul><li>Post the day agenda on the board </li></ul><ul><li>Create purposeful activities that keep learners on task </li></ul><ul><li>Give learners responsibility </li></ul><ul><li>Display the student work and project </li></ul><ul><li>Use any available aids </li></ul>
  7. 7. Dealing with Students’ Behaviour <ul><li>Be proactive </li></ul><ul><li>Post the class rules and behaviour </li></ul><ul><li>Use reward system and peer reinforcement </li></ul><ul><li>Establish consequences </li></ul><ul><li>Build into lesson plan both purposeful and opportunity to move around the class </li></ul><ul><li>Try to find reasons for misbehaviour </li></ul>
  8. 8. In handling your large classes what techniques do you have to use? <ul><li>Use planning time efficiently </li></ul><ul><li>Establish rapport with the students </li></ul><ul><li>Monitor individual student work </li></ul><ul><li>Provide individual attention or feedback to help students improve </li></ul><ul><li>Deal with differences in proficiency and ability level </li></ul><ul><li>Provide opportunity for actual language production and practice </li></ul><ul><li>Maintain control and provide discipline in a way that puts focus on learning </li></ul><ul><li>Provide activities which can involve students in groups (such as games, role plays, project work) </li></ul>
  9. 9. Samples of materials for big classes <ul><li>Reading, writing and speaking activity ( A SPORTS STAR) </li></ul><ul><li>Roger Federer </li></ul><ul><li>Roger Federer is a great tennis player. In this photo, he is with his girlfriend. They are on a wall. Roger has got long, fair hair. He has got a blue T-shirt and flowered shorts. He hasn 't got shoes or trainers. His girlfriend has got long, dark hair. She has got a pink top and white trousers. </li></ul>
  10. 10. Procedures and Students’ activities: <ul><li>Attach the paper containing the passage on the board or wall. (copy eight pieces if there are 40 students in the classroom) </li></ul><ul><li>Divide the students into group of five. </li></ul><ul><li>Ask them to stand in row. (there are 8 rows all) </li></ul><ul><li>Each group stands a few meters from the attached message </li></ul><ul><li>Tell them that they have to get the information from the attached passage in 5 minutes. </li></ul>
  11. 11. Procedures and Students’ activities: <ul><li>They have to determine one them in each group to write the information they will get. </li></ul><ul><li>Ask one sitting in the most front row first to run toward the attached message, read the sentences and try to remember the information in their mind. Then, continue it with the second person till the fourth one. (limit the time, 1 minute for each person) </li></ul>
  12. 12. Procedures and Students’ activities: <ul><li>The first student in each who has got the information informs it to the one who has to write the information. This activity is followed by others. </li></ul><ul><li>one student in each group read the written information while others listen and respond if they find the missing information. (the teacher give signs when they have to stop the activity). </li></ul>
  13. 13. Alternative activity: <ul><li>Teacher give the copied passage to one student in each group. </li></ul><ul><li>Ask him/her to read it for his/her group. </li></ul><ul><li>Ask the students in the group draw while listening to his/her friend reading the passage. </li></ul><ul><li>When they finish, compare the picture with the picture that teacher have </li></ul>
  14. 14. Procedures and Students’ activities: <ul><li>Finally, attach the written information on the board or wall and have them correct the grammatical mistakes. </li></ul>
  15. 15. Conclusion <ul><li>By doing the activity, the students learn to trust their friend in a teamwork and they feel fun. The activity involves mind work by remembering the chunk of information and physical work by running while trying to remember the information. </li></ul>
  16. 16. Teacher's Notes: speaking and grammar (using has got) <ul><li>Objective: To practise describing people using has got. </li></ul><ul><li>Materials: None </li></ul><ul><li>Time: thirty minutes </li></ul><ul><li>Step 1: </li></ul><ul><li>Demonstrate the activity. Describe a famous person and ask the students to guess who it is. They can ask three 'yes/no' questions before they guess. You win if they guess wrongly. </li></ul><ul><li>Example </li></ul><ul><li>He has got brown eyes and long, dark brown hair. He has got a ponytail. He has got a thin face and big teeth. He's a footballer from Brazil. </li></ul><ul><li>(Answer: Ronaldinho). </li></ul><ul><li>Step 2: </li></ul><ul><li>Divide the class into groups of three or four. Students take turns to describe a famous person. They should write down the name of the person on a piece of paper before they begin (they can show this to the group after the others have finished guessing). The others in the group can ask up to three 'yes/no' questions before they guess who it is. </li></ul>
  17. 17. Thank you

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