Group 6

Teaching Methods

In This chapter we have

1) What if students are all at different levels? By NGUYEN THUY2) What if the class is very big? By NGUYEN THUY3) What if students keep using their own language? By TO TAI4) What if students don’t do homework? By TO TAI5) What if students are uncooperative? By KHANH NGUYEN 6) What if students don’t want to talk? By KHANH NGUYEN 7) What if students don’t understand the radio track ? By TAN THANH8) What if some students finish before everybody else ? By TAN THANH

Part 1: What if students are all at different levels?

By NGUYEN THUY

When we face this problem, what will we do to have effective lessons? What are the possible ways we can

apply? Four ways are suggested:• Use different materials or technology.• Do different tasks with the same material or technology.• Ignore the problem • Use the students.=> These ways here are done in a supportive and non-judgmental manner.

by NGUYEN THUY

Part 2: What if the class is very big?

If you have a big class, it is difficult for you and your students. You can do some things in this

case.• Use worksheets.• Use pairwork and groupwork.• Use chorus reaction.• Use group leaders.• Think about vision and acoustics.• Use the size of the group to your advantage.

by NGUYEN THUY

Part 2: What if students keep using their own language?

• Students use their native language rather than English to perform classroom tasks: having a discussion or doing an English role-play.

• Practising English in such situation remains paremount.

by TO TAI

Here are some ways:Talk to them about the issues: • Overuse of their own language means that

they will have less chance to learn English, for rehearsal and feedback.

Encourage them to use English appropriately: • There is not a total ban on the students’

own language. It depends on what’ happening.

• A speaking exercise will lose its purpose if not done in English.

by TO TAI

Only respond to English use: • Teachers can make clear that they want to hear English

and ignore what students say in their own language.Create an English environment: • Teachers should speak English for the majority of the time

( plus listening material, video, anglicise students’ nameKeep reminding them: • Encouraging, cajoling, pleading, offer help; gradually

change most student’ behaviour over a period of time.by TO TAI

What if students don’t do homework?• Homework is good for students: the

more time they spend working with English, the better they get at it

• Homework is also a dispiriting affair: homework tasks with no enthusiasm, students don’t do it and teachers don’t enjoy marking it.

• A homework ‘diary’: the role of the parents

by TO TAI

Here are some ways:

• Ask the students: what they think about homework? Set homework tasks which are relevant to them

• Make it fun: the students engage: the tasks are varied, give out homework tasks in envelopes or send them in email

• Respect homework: the students give homework in on time but the teacher keeps forgetting to mark it and hand it back, the effort and reciprocated of the teacher.

• Make post-homework productive: the feedback that teachers give on homework is useful; the students are encouraged to correct their mistakes and learn from them.

by TO TAI

Part 5: What if students are uncooperative?

What kinds of uncooperative students?• Chatty students• Not listening• Disagreement from what’s going on• Rude behavior• …..=> There are a number of ways teacher can react to problem behavior, teacher need to keep calm and respond objectively.

by KHANH NGUYEN

Teachers must be proffesional and avoid to react emotionally.

It is important to find out what cause the problem and act as a friend instead of authorities to help students; also explain for bad behavior as the last resources.

Explain for the whole class the norms at the beginning of the school year , and then according as an essential agreements, which reminded the Language- Learning contract.

by KHANH NGUYEN

Motivate students to change their behavior in the future.

Approaching- Communicatons by talking to invidual student gently with highly relevant explanation , tell them about the consequences and how effective on the classroom because of those behaviors. Or sending email , lettering or setting appointments.

Talk to colleagues instead of suffering alone. Teachers also might ask help from the higher authority from being struggling.

by KHANH NGUYEN

Part 6 ; What if students don’t want to talk?

• There are another type of sudents in the classroom who don’t seem to want to talk . Sometimes, they’re just being quiet and do with their own characters and simply not used to taking freely.

• It makes no sense to try forcing them to talk reluctantly . Teachers should try some methods and activities which inspire and motivate them effectively.

by KHANH NGUYEN

• Use pairwork and group work to make students to feel comfortable with small among students.

• For ex: teachers let pairwork making long sentences with detail and using attractive words to describe the dream job in their future. First, let students talk about their opinions open-mindedly, then they write down into sentences. In general, t are able to respond psychologically.

• Create activity where the progress is slowly by steps in order to make students to gain self-assured. by KHANH NGUYEN

• Teacher must encourage students to act out dialogues by rise and fall, try to be a risk taker with no fear of being right or wrong. Using their natural voices loud and clear for the rest of class could hear.

• Use recording as a homework which let students involve in with commitment, then teachers correct by giving feedbacks or suggestions to reflect their results. This activity also helps students avoid the embarrassment of making mistakes.

by KHANH NGUYEN

Part 7 : What if students don’t understand the radio track ?

Đào Tấn Thành – 1436.701.071

- Listening material seems to be too difficult for students to understand.

Many times the teacher plays the track, it just doesn,t work. The teacher then abandons the activity and everyone loses face.

- Preview interview questions. Students can be given the questions of an interview and are encouraged to role-play what be said before listening to it.

- Use “jigsaw” listening. Diffenrent groups can be given different audio excerpts. After lisening, they can get the whole picture by putting the “jigsaw” pieces together.

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• - One task only . Students can be a straightforward task, does not demand too much detailed understanding.

• - Play a/the first segment only. The teacher can play the first segment then let students predict what,s coming next.

• - Play the listening in chunks so that students understand the content of part.

• - Use the audioscript so that help students know what the listening text is going to be about.

• - Use vocabulary prediction and have students listen all the time. Carry listening extracts in their car or MP3 players, the news in English on radio, or internet etc.Đào Tấn Thành – 1436.701.071

 Part 8 : What if some students finish

before everybody else ?

• - Suggested that teachers should always have some spare activities “up their sleeve” for situations where somes finish long before others.

• - To plan extensions to the original task so that if groups finish early, they can do extra work on it.

Đào Tấn Thành – 1436.701.071