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Full-class interaction

TEACHING PRONUNCIATION

Lecture outline

Class Organisation

• Interaction Patterns

• Questioning. Criteria for effective questioning

• Group work. Group-work organization

· Individualization

Teaching Pronunciation

· The content and problems of teaching pronunciation

· How to teach pronunciation

Class Organization

There are different ways of class organization such as, whole-class teaching, individualized learning, pair work and group work. The choice depends on the lesson objectives and the desired pattern of interaction between the teacher and the students.

1. Whole class versus pairs or groups. The teacher will continually have to decide whether he will teach the whole class together or he will divide the students into pairs or groups.
2. Teacher control. Secondly, you must decide whether you want – or need – to control what the learners are doing. If you teach the whole class together, it is easily to control everything. But if you divide the students into pairs or groups, you can’t expect to control the students to the same extent.
3. What is your goal: accuracy or fluency? Thirdly, what is your main goal. If you want to make sure that the students get enough practice in a particular point of grammar or vocabulary or pronunciation. This kind of work is called accuracy activities because their purpose is to make sure the students get something right. These activities usually form the training stage of the lesson. If this is your aim you will often want to work with the whole class, but you can use pair work for this purpose (even group work).

On the other hand, you may want to give your students opportunities to use the language they have learnt: to use it freely, even if they make mistakes. This kind of work is called fluency activities. They form what is often called the production stage of the lesson. If this is your goal, you will usually want the students to work in groups. But because of the contribution you as the teacher can make you may also want to do some fluency activities with the whole class.

· Interaction Patterns

Closed-ended teacher questioning

Only one 'right' response gets approved. Sometimes cynically called the 'Guess what the teacher wants you to say' game.

Open-ended teacher questioning

There are a number of possible 'right' answers, so that more students answer each cue.{ реплика}

Full-class interaction

The students debate a topic or do a language task as a class; the teacher may intervene occasionally, to stimulate participation or to monitor.