GROUP 1

1. Lê Thị Thủy Tuyên

2. Phan Hoàng Bảo Trân
3. Cao Nguyễn Đan Thy
 Managing the classroom
&
Describing learning and teaching
Managing the classroom Describing learning and teaching
Classroom management
O Children and language

The teacher in the classroom V Acquisition and learning

Using the voice E Different times, different methods

Talking to students
R Elements for successful language
learning (ESA)
Giving instructions

Student talk and teacher talk

V ESA lesson sequences

Using the L1 I ESA and planning

Creating lesson stages

E
Different seating arrangements

Different student groupings W

 Managing the
classroom
1. Classroom management
2. The teacher in the
classroom
3. Using the voice
4. Talking to students
5. Giving instructions
6. Student talk and teacher
talk
Lê Thị Thủy Tuyên - 19LT701085
 Managing the classroom
How the classroom space is
organized.

How we organize classroom

1. time.
Classroom
management
How we appear to the students.

What role -> mother tongue

Successful classroom management also involves being
able to deal with difficult situations.
 Managing the classroom
• How close teachers should be to the students
Proximity they are working with.

• Decide how close to the students the teachers should be when they
work with them.
Appropriacy
• It is important to consider what kind of effect such physical
2. behavior has.
The teacher in • Most successful teachers move around the classroom to
the classroom some extent.
Movement

• Be aware of what students are doing and feeling.

• Assessing what students have said and responding appropriately.
• “The teacher’s primary responsibility is response- ability”
Awareness
• Self- awareness to gain an understanding of how our students see
us.
 Managing the classroom
Audibility
 Everyone in the class can listen to the teacher.
 Teacher do not have to shout.

3.
Variety
Using the
voice  Vary the quality of voices and the volume
according to the situation.

Conservation
 Teachers have to take great care of their voices.
 Good teachers breathe correctly.
 Managing the classroom
4. Adapt the
Talking to language to
students the
audience

Rough-
Movements
tune
and gestures

Increase the All speak at

chances of the level which Facial
being is more or less Demonstrate expression
understood appropriate action or or mime
feelings
 Managing the classroom

5. Giving instructions

2 general rules: Simple and logical

 Check that students have understood

what they are being asked to do.
 Mother tongue and translation.
6. Managing the classroom
Student talk
and teacher There is a debate about TTT (Teacher Talking Time) and
talk STT (Student Talking Time).

Problem Solution

Less chance for students to

practice speaking Maximize STT and minimize TTT
Less time for reading and
writing Comprehensible input
TTQ ( Teacher Talking Use common sense and experience to
Quality) get the balance right
 Managing the classroom
• Using the L1
• Creating lesson stages
• Different seating arrangements
• Different student grouping

Describing learning and teaching

• Children and language

Phan Hoàng Bảo Trân - 19LT701078

 USING THE L1
 L1 is the first language of learners. L2 is English (in our case).

 It is advisable for teachers to use English as often as possible, and

not to spend a long time talking in students’ L1.
 Students with a variety of different L1s, so the use
of the L1 becomes more problematic.
 However, teachers and students share the
same L1, it would be foolish to deny its
existence and potential value.
 POTENTIAL VALUE OF USING THE L1
Beginner level Advanced level
 Use translate process in an active way.  English should
Example: ask students repeat the instructions and To-do! in the lesson
predominate
translate back into English
 Only use L1 when other
 Complicated instructions
ways of explaining the
 Translate into L1 when other ways of meaning are ineffective.
explaining the meaning are ineffective.
 Pronunciation and Grammar: recognize
connections and differences between L1 Although L1 can be used as an
and L2. enabling tool, English should
 Provide individual help or encouragement predominate in an English
lesson.
 Creating lesson stages
Arouse students’ interest
- Warm up activities such as: asking some
questions, using visual aids…
- Discuss with students what they will be doing
and what they can achieve
Get student’s attention
Example: using phrase as signal such as
“OK… thanks… let’s all face the front, shall
we?”, “Now, eyes on me please”
Give a clear start to the
lesson or activity
- Help students be aware of what is coming
next
Example: using phrase as signal such as
“Today we are learning….”
Provide some kind of closure
- A summary of what has happened, a
prediction of what will take place in the next
lesson.
=> Create enthusiasm so students come to
next lesson with a positive attitude.
 Different seating arrangements
The different arrangements of chairs and tables
indicate a number of different approaches

Orderly rows Circles and horseshoes Separate tables

 Orderly rows
Advantages
 Best solution for large classes.
 A clear view for both teachers and
students.
 The whole class gets the same
messages.
 Explaining or giving information
 Presenting visual aids, using board

Disadvantages
• Teachers have to move a lot and make
sure to keep everyone involved in the
lesson.
 Circles and Horseshoes
Advantages
 Suitable for small classes.
 Give a feeling of equality (sitting in a circle)
and less rigidity than orderly rows.
 All students can see each other.

 Greater potential for students to share

information and communication.
Disadvantages
 Take time to organize and set up.
 Teachers’ position is more dominating in
horseshoes shape.
Separate tables
Advantages
Less formal and useful in mixed-ability
classes.
Suitable for activities like working around a
computer screen, discussing a topic…
Easier for teacher to work at one table while
the others continue their own work.
Disadvantages
Students may not want to be with the others.
Teaching whole-class becomes more difficult.
 Different student
groupings
Whatever the seating arrangements in
classroom, students can be organised in
different ways, such as:

● Whole class
● Groupwork and pairwork
● Solowork
● Class-to-class
Whole class Advantages
 Students focus on teacher and the task in
hand
 Useful for presenting information and for
controlled practice at lower levels.
 Give students a great sense of belonging -
of being part of a team.
Disadvantages
 Fewer opportunities for students to speak
or reflect
 Students are afraid of speaking in front of
whole class
 Groupwork and Pairwork
Advantages
 Both foster cooperative activity such as
discussing a topic, doing a role-play…
 Students tend to participate more actively.
 Students chances for greater independence
without teachers controls.
 Teachers get more chance to focus on
particular students.

Disadvantages
 Students may not like the people they are grouped
or paired with.
 One students may dominate while the others stay
silent or engage.
 Students are more disruptive.
Solowork and Class-to-class
Solowork
 Allows students to work at their own speed.
 Provides welcome relief from the group-centered
nature of much language teaching.
 Student can relax their public
faces and go back to their
needs and progress.

Class-to-class
 Students can interact with each
other.
 Higher-level students feel
positive and lower-students feel
motivated.
Children and language
- All children acquire a language, without effort.
- Language acquisition is almost guaranteed for
children up to age 6 since they learn with incredible
facility but also forget as easily.
- Acquisition takes place when certain conditions
are met:
Exposure: the children need to hear a lot of
language.
Rough-tuning: simplify sentences and avoid
technical vocabulary.
Motivation to communicate.
Describing learning and teaching
Acquisition and learning

Different times, different method

Elements for successful language

learning (ESA)

ESA lesson sequences

ESA and planning Cao Nguyễn Đan Thy

- 19LT701070
 1. Acquisition and Learning

Acquisition Learning
Subconscious and Anxiety
A conscious process
free

- Teacher’s role: Provide comprehensible input.

- Students’ role: Focus on comprehensible input.
Focus on the aspects of the new language.

Both of Acquisition and Learning have their part to play in students’ leanirng.
2. Different times, different methods.
Grammar - Translation

Audio - Lingualism

PPP

Communicative Language Teaching

Task – Based Learning

 2. Different times, different methods.
Presenting short grammar rules and
Grammar - Translation word lists
-> Translation.

Advantage
• Easy method.
• Saving teacher’s labor.
• Helping students in building
vocabulary.
• Grammar is easily taught.
Disadvantage
• Unnatural method.
• Student becomes a passive
learner.
• Student can’t activate their
language knowlegde.
 2. Different times, different methods.
- Originated in army education in the 1940s.
- Following the principle of behaviorism.
Audio - Lingualism - Forming new habits of the second language.
- Focus on spoken language and oral
communication.

Advantage Disadvantage
• Accessible to a large group of
• No creativity.
learners.
• Making advanced students
• Simple techniques and making
bored.
use of language lab.
 2. Different times, different methods.
PPP Presentation Practice Production

Teacher introduces a Students practice Students use the

situation and shows the new language new language to
model sentences. using accurate make sentence.
techniques.

Advantage Disadvantage
• Easy for teacher to prepare. • Students may get stuck in
• Easy for learners to follow. different contexts.
• Suitable with most types of • Making high level student
class. bored.
 2. Different times, different methods.
Two main principles:
Communicative Language - CLT is not just about language, it’s also
Teaching (CLT) about how it’s used.
- Focus on communicating real messages.

Advantage Disadvantage
• Much more student – orientated.
• The requirements are difficult.
• Study in an enjoyable way.
• Focus on fluency, but not
• Providing opportunity to exibit
accuracy.
students’ ability.
 2. Different times, different methods.
Task – Based Learning
(TBL)

Advantage Disadvantage
• Improving communication skill.
• Improving confidence.
• Tasks have to be carefully
• Improving students’
planned.
understanding of the new
language.
3. Elements for successful language learning (ESA)

Engage Study Activate

Building Accuracy of Communication

engagement the new and fluency
language
4. ESA lesson sequences

Straight arrow structure

Boomerang structure

Patchwork structure
4. ESA lesson sequences
Straight arrow structure E–S–A

- Work well with certain structure.

- Not suitable for complex structure.
4. ESA lesson sequences
Boomerang structure E –A– S–A

Teacher has to predict what problems can appear to have ideas for
helping students.
4. ESA lesson sequences
Patchwork structure E –A–A– S –A– S – E –A
4. ESA and Planning

Making a plan before conducting a lesson.

Manipulate activities so that 3 elements

(E – S – A) can work well in appropriate
sequence.
What type of seating arrangements does it make students
feel equal?

a) Orderly rows
b) Circles
c) Separate tables
What conditions should be met to make language
acquisition happen?

a) Exposure and complex input

b) Rough-tuning and chances to speak

c) Exposure, rough-tuning, and motivation

to communicate
What is disadvantage of orderly rows seating?

a) Students at the back might be

dropped during the lesson.
b) Students do not like work with other
classmates.
c) Teaching whole class is difficult.
 What is Proximity?

a) How close teachers should be to the

students they are working with.

b) Create an extremely friendly atmosphere

c) Be aware of what students are doing and

feeling
 What are 3 issues to think about when
considering the use of the voice in the
management of teaching?

a) Volume, Vocal energy, Tune

b) Vocal energy, Volume, Conservation

c) Audibility, Variety, Conservation

What do TTT, STT, and TTQ stand for?

a) Teaching Talking Time, Student Talking

Time, Teacher Talking Quality

b) Teacher Talking Time, Student Talking

Time, Teacher Talking Quality
c) Teacher Talking Time, Student Talking
Time, Teaching Talking Quality
What is the correct sequence of ESA
patchwork structure?

a) E – A – S – S – E – S – E – A

b) E – A – A – S – A – E – S – A

c) E – A – A – S – A – S – E – A
 What does PPP stand for?

a) Presentation – Practice - Production

b) Presentation – Pre-task - Production

c) Proximity – Practice - Production

Which teaching method presents short
grammar rules and word list?

a) Task – Based Learning

b) Grammar - Translation

c) Audio - Lingualism