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    Luyện thi FCE, speaking online

    Free Practice Tests for learners of English
    The following practice tests are at B2 level: The ability to express oneself in a limited way in familiar situations and to deal in a general way with nonroutine information.All practice tests at this level
    About FCE Reading 1 Reading 2 Reading 3
    Use of English 1: Use of English 2 Use of English 3 Use of English 4
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    writing 1 writing 2. Grammar test FEC Listening test

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    How to make your classroom more dynamic

    Nhấn vào đây để tải về
    Báo tài liệu có sai sót
    Nhắn tin cho tác giả
    (Tài liệu chưa được thẩm định)
    Nguồn: st
    Người gửi: Phan Thanh Tân (trang riêng)
    Ngày gửi: 21h:03' 16-04-2011
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    Số lượt tải: 5
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    How to make your classroom more dynamic!
    Alan S. Mackenzie
    Head of Professional ELT Development
    British Council, Thailand
    How to make your classroom more dynamic!
    Alan S. Mackenzie
    Head of Professional ELT Development
    British Council, Thailand
    For VTTN Conference 8th – 9th December 2006
    What is this?
    Destroy the order!
    Increasing interaction
    Ask five people…
    How long they have been teaching
    Where their family lives
    If they are enjoying themselves
    Find someone who…
    likes the same kind of movies as you
    has been teaching for the same length of time as you
    was born in the same month as you
    Re-structuring is change with a purpose
    Have a clear reason for the change
    Give clear, easy instructions
    Make the language to be used clear and check that students use it
    Give feedback on language use if needed
    Change the task a little and repeat
    Stir and settle
    Stir: You are calm in the centre of chaos
    Settle: You are active while tasks are being completed
    Paired Heads Together
    are better than one
    Why is it good to find people who are the same as you?
    Humans love sharing similar experiences
    Common understanding is comfortable
    Bridges between two people
    Something to talk about
    4’s
    What happens in a traditional classroom?

    Imagine I am an alien from another planet! I have never seen a traditional classroom on earth.
    Explain to me what happens in them.
    What happens in a traditional classroom?
    Students stay in their seats and don’t move around
    Boys and girls are separated and rarely communicate with each other
    The teacher is often “fixed” at the front of the class
    Students tend not to volunteer

    The traditional classroom
    Changing the physical setup, changes the interaction
    Students can move around more
    Boys and girls are mixed so can communicate more with each other
    The teacher can move around more
    Students can talk to each other and may be more likely to volunteer
    Different people have different ideas to share

    How much attention do the students at the back really get?
    Teacher and students are getting closer!
    Roles are useful
    Leaders
    Questioners
    Recorders
    Reporters
    Motivators
    Rotate the roles so that everyone can try everything
    Choose the roles to suit the task
    What are the positives and negatives of these classroom setups:
    Positives
    Negatives
    How is this different?
    What about this?
    Moving group members
    1
    2
    3
    4
    1
    2
    3
    4
    1
    2
    3
    4
    1
    2
    3
    4
    1
    1
    1
    1
    1
    1
    Use language points to set up groups:
    I’m a 1!
    Are you a 1?
    Yes, I am
    Oh, Good!
    No, I’m a 3.
    OK, bye!
    Sorry, I have a group!
    Why is it good to talk to different people?
    Different people have:
    Different experiences
    Different opinions
    Different vocabulary

    Changing the group members changes the information
    Designing activities where different group members have different pieces of information, creates opportunities for communication.
    Moving group members
    1
    2
    3
    4
    1
    2
    3
    4
    1
    2
    3
    4
    1
    2
    3
    4
    1
    1
    1
    1
    1
    1
    activities where different group members have different pieces of information
    Information Gaps: Examples
    Cut up texts: Jigsaw readings
    Gapped texts
    Texts on the same topic with different information about it
    Slightly different pictures
    Different pictures of the same type
    Same questions to different people
    Opinion role-plays



    How does group size change interaction patterns?
    More people,
    more ideas
    less confidence speaking in front of the group
    more structure needed
    Less people,
    more talking time
    more groups
    more noise?
    Task
    from?
    school?
    problems?
    Structuring order within chaos…
    Other ways to change group members
    What’s your favourite ice-cream flavour?
    Group leaders are the first 4 different flavours. Others chose what flavour they want.
    Adjectives
    Four adjectives: good, beautiful, fantastic, great! Tell the students who is who.
    Animals
    Are you a dog? No I’m a cat!
    1
    1
    1
    1
    great
    beautiful
    fantastic
    wonderful
    4’s!
    The teacher is active: How?
    What does the teacher do?
    Really listen carefully to what students are saying
    Note language difficulties
    Only encourage students
    Talk about what they are doing well
    Make changes to what the group is doing if necessary
    Interfere as little as possible
    Observe what students are doing and how they are communicating
    M
    O
    N
    I
    T
    O
    R
    Structure is Key
    Unstructured interaction in a group almost always leads to unequal participation, or no communication.
    For more equal participation and learning, teachers need to structure the interaction.
    Can be integrated into any lesson, not just English language.
    A structure is a content-free sequence of steps designed to structure the interaction of students with each other and/or the curriculum.
    Content + Structure = Activity

    A good lesson is a series of activities carefully sequenced to reach an important educational objective.
    Motivation
    Give individuals and groups opportunities to earn Points.
    Acknowledge all contributions from students.
    Praise students when they do a good job or give a good answer, and have them praise each other.
    Highlight particularly good work.
    Make sure you give clear Yardsticks so that students have a target to work towards and measure their work against.
    HAPPY
    Spencer Kagan: www.kaganonline.com

    the single most powerful determinant of the cooperativeness of children is the situations in which they are placed
    Situations determine social behaviour
    Teachers need to design situations that elicited cooperation among students
    at every moment in the classroom, there is always a structure!
    Another useful resource
    Oxford Resource Books for Teachers: Jill Hadfield: Classroom Dynamics
    This presentation is available at:
    http://access.britishcouncil.or.th

    Resources
    http://www.kaganonline.com
    Oxford Resource Books for Teachers: Jill Hadfield: Classroom Dynamics

    Contact
    alan.mackenzie@britishcouncil.or.th


     
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