bc phase one_session11

Session 11: Communicative Activities for Large Classes

British Council 2013

Communicative Activities for Large Classes

Learning outcomes

By the end of Session 1, Formadores will be better able to:• Understand and inform others about the advantages and challenges of working with large classes• Understand the ten principles for teaching large classes• Evaluate and adapt communicative activities for large classes

Excitement •Although they may be noisy, large classes can be exciting if we channel the energy creatively

Timing•Time flies in a large class! Activities may take longer and extra activities that you did not use can be saved for later

Advantages of teaching large classes

Participation•There will always be someone who wants to answer questions!

FillersTeachers don’t need so many extra activities, since main activities take longer in general

Can you think of any others?

Advantages of teaching large classes

Teacher can feel out of control • Having so many students can make some teachers feel helpless.Classroom Management• Instructions may need repeating more often and moving furniture can be problematic.

Challenges with large classes

Teacher can feel out of control • Having so many students can make… So careful planning and management are vital!Classroom Management• Instructions may need repeating… So involve students more! They can sign a list on the door, students can repeat instructions, and you can make arrangements to use the patio …


Large amounts of paperworkEnormous amounts of homework can be problematic

Individual Learner DifferencesIt is hard to cater for different types of intelligence and learning styles

Quieter studentsIt can be harder to reach andencourage quieter students


Large amounts of paperworkEnormous amounts of homework… So develop self-correction, peer correction groups and get stronger students to help with correctingIndividual Learner DifferencesIt is hard to cater for different types… So plan activities to appeal to different student types


Intimacy•It can be hard to remember student’s names and it can seem hard to get to know their students

Distractions•More students means more people arriving late, chatting or playing together

Preparation•Making extra materials and photocopies for a large class can be very expensive


Intimacy•It can be hard to remember student’s names and it can seem hard to get to know their students …So ask them to have their names on their desks and get them to draw or write pictures about themselves, their families, their worries their dreams and have wall displays!

Distractions•More students means more people arriving late, chatting or playing together …So get students involved in making and keeping rules!

Preparation•Making extra materials and photocopies for a large class can be very expensive …So use realia, items in the classroom, wall charts and flash cards and projector!


Noise levels•Large classes can get over-excited and noisy in pair or group activities.

Monitoring students•It can be difficult to get to every pair or group during when monitoring


Noise levels•Large classes can get over-excited and noisy in pair or group activities. …So develop awareness that people can enjoy themselves quietly without disturbing others!

Monitoring students•It can be difficult to get to every pair or group during when monitoring..So keep careful notes and be sure that you get to each goup, say, once per week!


Space• Certain activities which involve movement may not be possible for lack of space

Textbooks and resources• There may not be enough textbooks or computers available for all students


Space•Certain activities which involve movement may not be possible for lack of space …So make arrangements to use the auditorium or the patio for some classes!

Textbooks and resources•There may not be enough textbooks or computers available for all students…So encourage a culture of sharing and caring!


10 principles for teaching large classes

1. Variety

2. Pace


3. Interest


4. Collaboration


5. Individualisation


6. Personalisation


7. Choice


8. Routines


9. Inclusion


http://www.google.com.mx/imgres?q=inclusion&um=1&hl=es&qscrl=1&nord=1&rlz=1T4SKPB_esMX347MX347&biw=1600&bih=702&tbm=isch&tbnid=OFOnn0Q1JBb-7M:&imgrefurl=http://www.fundacionluisvives.org/temas/inclusion_social/informacion_clave_sobre_la_pobreza_y_la_exclusion_social_en_espana/conceptos__pobreza__exclusion_social__vulnerabilidad__inclusion_social_e_inclusion_activa/index.html&docid=_SPfgv-Vm1ZHYM&imgurl=http://www.fundacionluisvives.org/upload/86/44/inclusion_social3.jpg&w=252&h=250&ei=CovuTvjkN8KK2wXWj72lDw&zoom=1&iact=hc&vpx=501&vpy=190&dur=1991&hovh=200&hovw=201&tx=141&ty=262&sig=113876540447862224780&page=1&tbnh=147&tbnw=148&start=0&ndsp=22&ved=1t:429,r:2,s:0

10. Analyse your own questions.



Communicative activities for large classes

• Now please work in small groups and appoint a scribe for the group.

• Look at the 5 suggestions for communicative activities with large groups in your books.

• Discuss the advantages and disadvantages of each activity, in relation to your own classes and how you might adapt the activities for your students.

• The scribe will take careful notes to post on the wall for the whole group .


1. The Hot Seat

English Skills: Speaking, Listening, VocabularyObjective: Communicate words without saying them

• Put students into groups of 4/5. One of the students must sit with their back to the board, the other students facing the board.• The teacher can draw or put a flashcard on the board (or write a word). The students have to describe what is on the card to help the student (with their back to the board) to guess what it is.

http://www.onlinetefl.com/tefl-chalkboard/travel-guides/231-Top-5-Activities-for-Large-TEFL-Classes



2 (a). Guess Who

English Skills: SpeakingObjective: Form questions and identify a person or thing

•Choose a student leader for the class (or smaller groups)•Ask the leader to think of a famous person•Group members have to ask yes/no questions to get information•When a group member receives a 'yes' to their question, they can ask one follow up question•If the answer to a group member's question is no, the next student gets to ask a question•The game continues until the students guess who it is




Guess What

English Skills: SpeakingObjective: Form questions and identify a person or thing

The same game can be played as 'Guess What', in which case students are playing to identify an object, animal, etc (it’s a good idea to start with an object in the room until students get the hang of it).You may choose to prepare a handout of possible questions to get things started and help weaker students. Some possible questions are: ‘Are you famous?’ ‘Are you a man?’ ‘Are you a woman?’ ‘Are you an actor?’ ‘Are you a singer?’** Music can add to the fun and tension of this game. Add recorded sound effects such as a ticking clock, Jeopardy, etc. to create a better atmosphere for the game.




3. I Went to the Market English Skills: Grammar, Speaking, VocabularyObjective: Use memory to reinforce past-tense structure and focus on correct use of articles• Divide class into groups; select one group to help demonstrate the rules• Teacher starts by saying, "I went to the market and I bought an apple."• Student next to the teacher follows by saying, "I went to the market and I bought an apple and some eggs."• The next student continues by saying, "I went to the market and I bought an apple, some eggs, and a potato."• Play continues with each student repeating what previous members said and adding one item to the “shopping list”Variation: you can change the game to practice all kinds of verb tenses and vocabulary!




4. Hold them up!

English Skills: Listening, Reading and VocabularyObjective: For students to revise vocabulary.

• Split the class into groups 4/5• Before the activity, write a different word on a separate piece of paper for each team (the vocabulary you want students to revise)• Have one student from each team sit in an allocated chair with the papers on a desk in front of them or on the floor• Say one of the vocabulary words on the board (or you could give a definition for higher levels)• Students have find the word on the board and hold it up!• The student to hold it up first gets one point for their team• Repeat until everyone has had at least one turn




5. Word Challenge Number of Students: Teams of 4-10English Skills: Listening, Speaking, SpellingObjective: One team says a word and the other tries to spell it• Have students get into teams of 4-10 people• One person from each team does rocks, paper, scissors/rolls a dice• Winner says a word and opponent tries to write the word correctly• If they get it right, their team gets a point• If they get it wrong, the person who said the word can write it out for a point for their team• Have another person from each team play 'Word Challenge'• Make an 'arena' in the middle of the class for two students to face off• Students will start to look up difficult words to stump the other team! Remember to do a follow-up assignment for new words used such as teaching the class the meanings and having students make sentences with the new words.




The scribe will now post a report on the wall

Participants should go and compare reactions with their own.

Finally, discuss points of agreement and disagreement together



Reflection activities

•Think about how you can apply what you have learnt today to your training sessions.

•Choose three things you have learnt from this session about teaching large classes and try to use them with at least one of your groups.


Bibliography

Benwell, T., Teaching Large Classes

Tefl.net, http://edition.tefl.net/ideas/teaching/teaching-large-classes/

Hess, N. (2001) Teaching Large Multilevel Classes, Cambridge Handbooks for Language Teachers. Cambridge. Cambridge University Press.


bc phase one_session11

Education

large classesintimacyit

large classesexcitement

students names

large classesbritish

large classeslearning

extra activities

communicative activities

stronger students