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GROUPING STUDENTS                                                                                CHAPTER 8

WHOLE-CLASS TEACHING (Demonstration )

Advantages of whole-class grouping :

-          It reinforces a sense of belonging among the group members

-          It is suitable for activities where the teacher is acting as a controler

-          It allows teachers to ‘ gauge the mood ‘ ( observe and get an idea about the students’ mood rather than individually basis ) ; it is a good way for us to get a general understanding of student progress.

-          It is the preferred class style in many educational settings where students and teachers feel secure when th whole class is working in lockstep and under the direct authority of the teacher.

Disadvantages of whole-class grouping :

-          It favours the group rather than the individual.Everyone is forced to do same thing at the same time and at the same place.

-          Individual students do not have much of chance to say anything on their own.

-          Many students are reluctant to participate in front of the whole class since to do so brings with it the risk of public failure.

-          It may not encourage students to take responsibility for their own learning.They have no chance to discover things.

-          It is not the best way to organise communicative language teaching or specifically tas-based sequences.

STUDENTS ON THEIR OWN

  Working in a pattern of individualised learning can range from students doing exercises on their own in class,to stituations where teachers are able to spend time working with individual students  or when students charge of their own learning in self-access centres or other out-of-class environments.Such individulaized learning is a vital step in the development of learner autonomy.

They  can learn their tastes and abilities and so it will help them to choose what they wan to read or listen especially in which this concerns extensive reading .

Advantages of individualized learning :

-          It allows teachers to respond to individual student differences in terms of speed of learning.

-          It is likely to be less stressful for students than performing in a whole-class setting or talking in pairs or groups.

-          It can develop learner autonmy and promote skills of self-confidence and investigation over teacher-dependence.

-          It can be a way of restoring peace and tranquility (sakinlik ) to a noisy and chaotic stituation.

Disadvanteges of individualized learning :

-          It does not help a class develop sense of belonging.It does not encourage cooperation in which students may be able to help and motivate each other.

-          When combined with giving individual students different tasks, it means a great deal more thought and materials preparation than whole-class teaching involves.When we work with individual students as a resource or tutor , it takes much more time than interacting with the whole class.

-          It needs more effort from teachers.

PAIRWORK ( Discovery , Teacher talk time )

In pairwork students can practise language together , study a text , research language or take part in information-gap activities. We are trying to increase student talk time.

Advantages of pairwork :

-          It dramatically increases the amount of speaking time any one student gets in the class.

-          It allows students to work and interact independently without the necessary guidance of the teacher, thus promoting learner indepedence.

-          It allows teachers time to work with one or two pairs while the other students continue working.

-          It recognise the old maxim that ‘ twp headds are better than one ‘ and in promoting cooperation helps the classroom to become a more relaxed and friendly place.

-          It is relatively quick and easy to organise.

           Disadvantages of pairwork :

-          Pairwork is frequently very noisy and some teachers and students dislike this.

-          Students in pairs can often veer ( saptırmak ) away from the point of an exercise , talking about something else completely ,often in their first language.

-          It is not always popular with students , many of whom feel they would rather relate to the teacher as individuals than interact with the another learner who may be just as linguistically weak as they are.

-          The actual hoice of paired partner can be problematic  especially if students frequently find themselves working with someone they are not keen on.

GROUPWORK  ( discovery )

Time,  instruction , modelling , goal are important in groupwork.

Advantages of groupwork :

-          Like pairwork , it dramatically increases the amonut of talking for individuall students.

-          Unlike pairwork , personaal relationships are usually less problematic ; there is also a greater chance of different opinions and varied contributions than in pairwork.

-          It encourages broader skills of cooperation and negotation than pairwork and yet ia more private than work in front of the whole class.

-          It promotes learner autonmy by allowing students to make their own decisons in the group without being told what to do by the teacher.

-          Although we do not wish any individulas in groups to be completely passive nevertheless some students can choose their level of participation more readily than in a whole-class or pairwork situation.

Disadvanteges of groupwork :

-          It is likely to be noisy

-          Not all students enjoy it since they would prefer to be focus of the teacher’s attention rather than working with their peers.

-          Individuals may fall into group roles that become fossilised , so that some are paasive whereas others may dominate.

-          Groups can take longer to organise than pairs ; begining and ending group activities  – especially where people move around the class – can take time and be chaotic.

 RINGING THE CHANGES

Deciding when to put students in groups or pairs , when to teach the whole class , or when to let individulas get on with it on their own will depend upon a number of factors :

-          the task , variety in a sequence, the mood

CREATING PAIRS AND GROUPS

Friendship, streaming, chance ,changing groups

Streaming : Seperate students according to their level ( low, normal , high )

PROCEDURES FOR PAIRWORK AND GROUPWORK

Before , during , after                                  “ enage – instruct- initiate “

TROUBLESHOOTING

Finishing first

-          When we see the first pairs or groups finish the task we might stop the activity for the whole class.

-          Have a series of spare activities.

-          Set a time limit a groupwork or pairwork.

Awkward groups

-          Change the pairs or groups.We can seperate best friends for pairwork and we can stream groups.

-          Observe students and note down how often each student speaks.

LISTENING                                                                                                     CHAPTER 16

EXTENSIVE LISTENING : Extensive listening will usually take place outside the classroom.The motivational power of such an activity increases dramatically when students make their own choices about what they are going to listen to.

In order for extensive listening to work effectively with a group of students , we will need to make a collection of appropriate tapes clearly marked for level , topic and genre.

INTENSIVE LISTENING : ‘ LIVE ‘ LISTENING

A popular way of ensuring  genuine communication is live listening where the teacher talk to the students.

Live listening can take the following forms :

Reading aloud : It allows students to hear a clear   spoken version of written text and can be extremely enjoyable if the teacher is prepared to make a big thing of it.

BUT before reading , they must listen. LISTENING helps :

-          Correct pronunciation ( students )

-          Improving listening     (students )

-          Confidence ( teachers )

-          Match between sounds –orthography ( imlâ ,yazım ) ( teachers )

Story-telling  : teachers are ideally palced to tell stories which , in turn , provide excellent listening material.Any stage of the story , the students can be asked to predict what is coming next or be asked  to describe people in the story or pass comment on it in some other way.

Interviews

Conversations

INTENSIVE LISTENING : USED TAPED MATERIAL

Many teachers use taped materials and increasingly material on disk when they want their students to practice listening skills.this has a number of advantages and disadvantages :

Advantages :

-          Taped material allows students to hear a variety of different voices apart from just their own teacher’s.

-          It gives them an opportunity to recognise a range of different accents.

-          Taped material is portable , readily available and cheap.

Disadvantages :

-          In big classrooms with poor acousticts, the audilibility of taped and disk material often gives cause for concern.

-          It is often difficult to ensure that all students in a room can hear equally well.

-          Everyone has to listen same speed , a speed dictated by the tape , not by the listeners.

-          It not natural occupation.

In order to counteract some of the potential problems described above  :

-          We need to check tape and machine quality before we take into class.

-          If it is possible we can have a number of machines for students to listen to tapes at their own speed.

-          If students are to get the maximum benefit from a listening then we should replay the tape two or more times , since with the each listening they feel more secure and with the each listening they will understand more than they did previously.

 INTENSIVE LISTENING : THE ROLES OF THE TEACHER

Organiser : we need to tell students exactly what their listening purpose is and give them clear instructions about how to achieve it.

Machine operator : when we use tape or disk  material we need to be as efficientas possible in the way we use the tape player.

Feedback organiser : when our students have completed the task we should lead a feedback session to check that they have completed the task successfully.We may start by having them compare their answers in pairs.

Prompter : when students have listened to a tape or disk for comprehension purposes we can have them listen to it again for them to notice a variety of language and spoken features.Sometimes we can offer them script dictations to provoke thier awareness of certain language items. 

TEACHING PRODUCTIVE SKILLS                                                                CHAPTER 17

FOLLOWING THE RULES

There are three areas of rules which we should consider :

Sociocultural rules : speakers from similar cultural backgrounds know how ro speak to each other in terms of how formal to be ,  what kind of language they can use , how loud to speak or how close to stand to each other.

Turn-taking : in any conservation decisions have to be taken about when each person should speak.This  is ‘ turn-taking’ , a term which refers to the way in which participants in              conversations get their chance to speak.They do this by knowing how to signal verbally or visually that they want a turn or conversely vy recognising when other speakers are signalling that they want to finish and are therefore giving them space to take a speaking turn.

Rules for writing : writing has rules too , which need to recognise and either follow or purposefully flout ( alay etmek )

INTERACTING WITH AN AUDIENCE

Dealing with the difficulty

Improvising : speakers sometimes try any word or phrase that they can come up with in the hope that it is about right.Such improvisations sometimes work but they can also obscure meaning. ( şezlong için long chair diyorsun )

Discarting : when speakers simply cannot find words for what they want to say , they may discard the thought that they cannot put into words.  ( konuşmaktan kaçmak )

Foreignising : ( fabrika örneği : fabric demek yerine fabrikı falan demek )

Paraphrasing : ( Türkçe bir kelimenin ingilizcesini bilmiyorsun ve okunuşunu ingilizce okur gibi okuyorsun. )

 RECEPTION AND PRODUCTION

-          Output and input

-          Texts as models

-          Texts as stimuli

-          Reception as part of production

-          Production enables reception

PROBLEMS AND SOLUTIONS

-          Supply key language

-          Plan activities in advance

TOPIC AND GENRE

-          Choose interesting topics

-          Create interest in the topic

-          Activate schemata

-          Vary topics and genre

-          Provide necessary information

     TEACHING RECEPTIVE SKILLS                                       CHAPTER 14

    What we bring to task

    Schemata : pre-existent knowledge of the world ,backround knowledge

   REASONS FOR READING AND LISTENING

     Instrumental : A large amount of reading and listening takes places because it will help us to achive some clear aim.

   Pleasurable : Another kind of reading and listening takes places largely for pleasure.

   TOP –DOWN AND BOTTOM-UP

     In top-down processing the reader or listener gets a general view of the reading or listening paasege by , in some way , absorbing the overall picture.This is greatly helped if the reader or listener ‘s schemata allow them to have appropriate expectations of what they are going to come across.

    In bottom-up processing ,on the other hand the reader or listener focuses on individual words and phrases and achieves understanding by strining these detailed elements together to build up a whole.

    DIFFERENT SKILLS

    Identifying the topic : good readers and listeners are able to pick up the topic of a written or spoken text very quickly.With the help of their own schemata they quickly get an idea of what is being talked about.

    Predicting and guessing : both readers and listeners sometimes guess in order to try and understand what is being written or talked about especially if they have first identified the topic.their subsequent reading and listening helps them to confirm their expectations of what they have predicted or to readjust ( yeniden düzenlemek ) what they tought was going to happen in the light of experience.  

   Reading and listening for general understanding : good readers and listeners are able to take in a stream of discourse and understand the gist ( ana fikir ) of it without worrying to much about the details.

  A term commonly used in discussions about reading is skimming ( which means running your eyes over a text to get a quick idea of the gist of a text. )

   Reading and listening for specific information : we almost ignore all the other information until we come to the specific item we are looking for.In discussions about reading this skill is frequently referred to as scaning.

   Reading and listening for detailed information : sometimes we read and listen in order to understand everything we are reading or listening in detail.  

   Interpreting text : readers and listeners are able to see beyond the literal meaning of words in a passage , using a variety of clues to understand what the write or speaker is implying or suggesting.    

   Do you have a watch ? ( asking for the time )

   PROBLEMS AND SOLUTIONS

-          Pre-teaching vocabulary

-          Extensive reading and listening

-          Authenticity

    TOPIC AND GENRE

-          Choose the right topic

-          Create interest

-          Activate schemata

-          Vary topics and genres

   COMPREHENSION TASKS

-          Testing and teaching

-          Appropriate challenge

   NEGATIVE EXPECTATIONS

-          Manufacturing success

-          Agreeing on a purpose