A.

Classroom Management

1. Teacher in the classroom

a. Proximity
- Consider how close they should be to the students they are working with
- Be conscious of how close they are to their students, should take this into
account when assessing their students’ reactions and should, if necessary,
modify their behaviour.
b. Appropriacy
- Consider what kind of effects such physical behaviour has so that we can
behave in a way which is appropriate to the students
c. Movement
- Motionless teachers can bore students
- Most successful teachers move around the classroom to some

extent → retain students’ interest or work more closely with

smaller groups

d. Awareness
- Be aware of what students are doing and, where possible, how they are
feeling
- Assess what students have said and responding appropriately
- Be flexible enough to respond to what is going on

2. Teachers’ voice & language use

● Audibility →Make sure that students sitting at every corner

can hear the lecture well → Most important

● Variety → Switch smoothly the tone and volume

● Conservation → Maintain the voice strongly during the whole

session

● Don’t
○ Shout
○ Speak too softly
○ Speak monotonously
3. Teachers’ instructions
● T’s instructions should be simple and logic
● Rough-tuning: Simplification of the language used by the teacher to make
students comprehension easier
● 3 things need to be aware of in order to rough-tune teachers' language:
○ Consider the kind of language students can understand
○ Think about what to say to the students and how best to do it
○ Consider the manner when speaking to students

4. TTT vs. STT

TEACHER TALK STUDENT TALK

1. Giving lectures/presentations 1. Asking & answer questions

2. Asking & answering questions 2. Correcting exercises

3. Giving instructions 3. Telling stories

4. Giving explanations 4. Giving presentations

5. Giving feedback & comments 5. Giving feedback & comments on

peers/T

6. Correcting exercises 6. Giving examples

7. Telling stories 7. etc.

8. Giving examples

9. Giving reminders/ advice/

encouragement

10. etc.

● If STT > TTT → Lesson is not summarized, little time for teacher to

reconfirm all the information

● If STT < TTT →Less chance for student to practice, less time for other activities:
reading or writing
● TTQ (Teacher Talking Quality) → engage students with their stories and

interaction, use appropriate comprehensible input will help students

to understand and acquire the language.

5. Use of L1
● Repeat the instructions in L1 to check students' understanding
● Teaching pronunciation (similar sound)
● Grammar - translation method may help students to understand things that they
are finding difficult to grasp
● Repeat the instructions in L1 to check students' understanding
● Teaching pronunciation (similar sound) - Explain to students how English has two
different sounds where the L1 does not make such a distinction
● Grammar - translation method may help students to understand things that they
are finding difficult to grasp
→ Although we have seen that L1 can be used as an enabling tool,
English should be predominant in an English lesson.

6. Creating lesson stages

[Link] to start the lesson
●Explain exactly what you’re going to do
2. How to change into the another activity
●Be clear to the previous activity's ending
●Speak quietly instead of speaking loudly
●Raise hand
3. How to end an activity
●Provide a summary or a prediction of what will take place in the next lesson
●Give students some idea of what they will be doing next

7. Seating arrangements
a. Orderly rows
●Make lecturing easier
●Enable eye contact
●Imply teacher to work with the whole class
 ●Help to arrange pair work and group work
●Activities: explain grammar points, watch videos
b. Circles and horseshoes
●Prefer in smaller classes
●Give greater feeling of equality
●Make classes become a more intimate place by
●avoiding disruption such as turning around
●Activities: share feelings and thoughts
c. Separate tables
●Much easier for the teacher to work at one table while the others get on with
their own work
●More appropriate for students when working around a computer screen,
●Activities: work around a computer screen, listen to different audio tracks in a
jigsaw listening exercise

[Link] groupings

Kind Definition Activities Pros & Cons

Whole class the process of ● Present information Advantage: Great sense of

learning together ● Controlled practice belonging
● Repetition, drilling Disadvantages
● Fewer individual
 opportunities to
speak/reflect
● Less effective for individual
contributions and discussion

Group work Group work: ● Discussing topic Advantages

and pair collaborative learning ● Doing role-play ● Enhance cooperative activities
work environment where ● Working at a ● Receive active participation
students work computer ● Give more chances to
through problems experiment with the language
and assessments Disadvantages
together. ● Ss dislike the one they are
paired with
Pair work: 2 students ● Dominating in group work and
are instructed to pair work
partner up

Solowork A learning process in ● Reading stories Advantages

which students do ● Writing individual - Allows students to work at
their tasks reflection their own speed
individually - Allows thinking time

Disadvantages
- Take longer to complete the
tasks
- Complete the entire tasks can
be heavy

Class - to - join two classes so ● Surveys Advantages

class that they can interact ● Discussion -Higher level students feel
with each other ● Lectures positive to help other students
● Presentations -Lower level students feel
motivated to receive support
 Disadvantages
- Time-consuming to organize

B. Learning & Teaching

1. Learning vs. Acquisition

Comprehensible input: The language that students understand more or less, even
if it is a bit above their own level of production

LEARNING ACQUISITION

1. L2 1. L1

2. Conscious (aware) 2. Subconscious (unaware)

3. Direct, deliberate, formal instruction 3. Meaningful interaction, exposure to L1

4. Formal & classroom input & 4. Meaningful & natural (real life) input &
communication communication

5. Taking time 5. Fast

6. Mostly explicit 6. Implicit

7. With effort 7. Without much effort

8. Older age 8. Younger age

2. PPP
Definition:
+ Presentation, Practice and Production
+ Is or teaching simple language at lower levels
Process:
+ The teacher presents the context and situation for the language
+ Students practice making sentences before going on to the production stage
+ Students are involved in the controlled practice of words using the sound before
 Activities: teach pronunciation and vocabulary

3. ESA
Engage (E) Study (S) Activate (A)

Requirement Get the students ready Demand students to do all Ask students to use
for teachers to participate in the the intellectual work English freely and
lesson communicatively

Activities Stimulating pictures, Discovery activities: Personalisation: role-

discussions (often example sentences, plays, debates, poem
challenging), dramatic crosswords, gap-fill writing, reading,
stories, amusing exercises, word searches listening,...
anecdotes,...

Benefits Raise students' interest Help students to learn new Help students apply
and engagement words and enrich their things they learned into
knowledge practice

Lesson sequences
Straight arrow: E → S → A

Boomerang: E → A → S → A

Patchwork lesson: E → A → A → S → A → S → E → A

4. ESA & Planing

●Decide our hope students will achieve throughout the lesson
●Arrange a detailed plan (description of the students, aims and adjectives,
procedures, anticipated problems, extra activities, and material to be used in the
lesson)
●Balance the three ESA elements (engage, study, and activate)
●Manipulate the activities in the book