By Tessa Woodward
ISBN-10: 0521633540
ISBN-13: 9780521633543
This ebook bargains with the types of daily questions operating lecturers face as they plan classes and classes. every one bankruptcy comprises an research of the difficulty less than dialogue, in addition to useful ideas and pattern actions.
Read or Download Planning Lessons and Courses: Designing Sequences of Work for the Language Classroom (Cambridge Handbooks for Language Teachers) PDF
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Additional info for Planning Lessons and Courses: Designing Sequences of Work for the Language Classroom (Cambridge Handbooks for Language Teachers)
Sample text
I feel just the same way about school classrooms. I used to be an observant participant in other people’s classrooms and now I have my own. And I now see that the chore of planning and teaching is positively enjoyable and that there’s always plenty to learn. I can see many other parallels between working in gardens and working in classrooms. If you’d like to join me in exploring this metaphor, watch for the flower motifs throughout the book. 15 1 Who are the students? 1 Introduction The students we work with are the real reason for the whole learning/teaching encounter.
Whatever method you use, I feel it’s important for the whole class to hear or to read other people’s reasons so students know whether their own reasons are unusual or in line with others’. A Unfinished sentences Another way of guiding students to let you know what they like or expect is to provide them with stem sentences to complete. • On the board or on a handout, provide the beginnings of some sentences and ask the students to finish the sentences off any way they like. Here are some example sentence starters that you might want to choose from: By the end of this week/term/course I want to be able to … I learn best when … I don’t like it when the teacher … We use a book and … When we do group work … When I’m doing English homework I … I can understand … I can’t understand … I really hope I learn … In class I don’t really want … The whole point of coming to class is to … Once in my life I’d like to … Just as in the group profile activity above, it’s important to make sentence starters that will tell you something you really want to know.
If you want more ideas on how to elicit feedback in a sustained way and how to use the feedback gained to alter your classes, see Murphey and Woo (1998). A The graph The development graph can be used with adult intermediate learners. 1 Give out sheets of A3 (or large) paper and explain to the students that you will soon ask them to draw a line or graph representing their development in English so far. Give an example on the board. It’s important that the board work is not too neat as this may intimidate people and make them feel they have to be good at drawing in order to do the activity.
Planning Lessons and Courses: Designing Sequences of Work for the Language Classroom (Cambridge Handbooks for Language Teachers) by Tessa Woodward
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