teacher or learner centered
Why Learner-Centered
Communicative Goals
Teaching Techniques
Info Gap Activities
100
Mary: I read a story aloud while the class listened. Then I asked the class questions.
Teacher-centered. Mary was in control all the time and the learners only spoke when she asked them a question.
100
At the start of the lesson, the teacher asks learners to talk about cafés they knew. This is done to (two reasons)
1. increase their interest in the topic. 2. give them a chance to speak English.
100
Which of the three activities would help learners to achieve the level descriptor of "giving practical information and advice" 1 Pair work: Information desk 2 Discussion: Recent visit to another city or country 3 Group work: Best places
1 Pair work: Information desk
100
What can a teacher do to give language preparation before a role play? Two things
Write words on the board that learners could use in the pair work. Do some quick practice of the grammar form to be used
100
Guess the picture. Learner A has a picture of a person doing an activity and Learner B guesses if it’s a man or a woman and what he/she is doing. This could be used to practice: Choose the best two answers A) there is/are - B) action verbs - C) present continuous tense
B) action verbs C) present continuous tense
200
Anja: I had a lesson on clothes. So to start off, I put learners in groups and asked them to write all the words for clothes they could remember. Then we wrote them on the board.
Learner-centered. The learners helped each other and they created the list of words they knew, not the teacher.
200
Instead of just writing words and expressions on the board, the teacher elicits them from the class. This is done to (two reasons)
1. involve learners in the presentation. 2. keep their attention.
200
Which of the three activities would help learners to achieve the level descriptor of " Talking about recent experiences" 1 Pair work: Information desk 2 Discussion: Recent visit to a country 3 Group work: Best places
2 Discussion: Recent visit to a country
200
During a board game activity, learners make a lot of mistakes. What can a teacher do? two things
Note important mistakes and focus on them later. Review answers during feedback.
200
Remember the picture. Learner A shows Learner B a picture of a street for 30 seconds. Then Learner B tries to remember what it is in it. This could be used to practice: 2 answers A) there is/are - B) giving street directions - C) vocabulary: things in a town
A) there is/are - C) vocabulary: things in a town
300
Chang: I played the class a dialogue and they repeated it line by line. Then I asked two learners to come to the front to act it out.
Teacher-centered. He was in control all the time, even when learners were acting out the dialogue. The class were just repeating what he said or listening.
300
When learners fill the gaps in a dialogue, they work in pairs and compare answers to questions. This is done to (two reasons)
1. encourage them to help each other. 2. encourage them to work independently of the teacher.
300
Which of the three activities would help learners to achieve the level descriptor of "Agree and disagree with other people’s opinions" 1 Pair work: Information desk 2 Discussion: Recent visit to another city or country 3 Group work: Best places
3 Group work: Best places
300
In this mingling activity what level is it suitable for? Each learner has a short personal problem from a magazine problem page. They move around the class, telling other learners their problem and asking for suggestions and comments. • Elementary • Pre-intermediate • Intermediate or above
Intermediate or above
300
Describe and draw. Learner A has a street map with places marked and Learner B has a blank version of the same map. Learner A tells Learner B how to get to places, and Learner B draws the route on the map. This could be used to practice: 2 answers A) present continuous tense - B) giving street directions C) vocabulary: places in a town
B) giving street directions C) vocabulary: places in a town
400
Sonya:I asked learners to write three questions to ask the person next to them. I went round the class and helped them. Then they sat in pairs and asked and answered the questions.
Learner-centered. The learners decided what questions to ask and they talked to each other. The teacher’s role was one of helper.
400
What can a teacher do to help develop fluency during a role play based on a dialogue? One thing.
1. Ask learners to change roles and have the conversation a second time. 2. Make sure learners cover the dialogue while they have the conversation.
400
What context would you use to teach the level descriptor of "transition markers" Choose 1. telling a story - patient telling a doctor about symptoms - friends talking about what their week at work was like
telling a story
400
What context would you use to teach the level descriptor of "repair" Choose 1. patient telling doctor about symptoms - a simulation of a business meeting - giving instructions how to use a new software.
patient telling doctor about symptoms
400
Spot the difference. Learner A and Learner B have slightly different pictures of a room. They describe their picture or ask questions to find out how the two pictures are different. This could be used to practice: 2 answers A) giving directions B) place prepositions C) vocabulary: rooms and furniture
B) place prepositions - C) vocabulary: rooms and furniture
500
Chris: Learners read a newspaper article in groups. I told them they should guess the words they didn’t know or ask other members in their group. Then they discussed the article in their groups.
Learner-centered. He encouraged the learners to work independently and help each other. And then they conducted their own discussion.
500
What can a teacher do to show learners what to do during a role play based on a dialogue? One thing
Demonstrate the role play with a stronger learner before asking the class to do it in pairs.
500
What context would you use to teach the level descriptor of "turn taking" Choose 1. telling a story - a simulation of a business meeting - giving instructions how to use a new software.
a simulation of a business meeting
500
What context would you use to teach the level descriptor of "seeking clarification" Choose 1. telling a story - a simulation of a business meeting - giving instructions how to use a new software.
giving instructions how to use a new software.
500
Prepare two versions of the same text about the bio of a famous person. Each version contains some missing key words. Student A has version A and student B has version B. Students take turns asking each other questions about the missing information. This can be used to practice: A) past tenses B) asking for details C) giving compliments
A) past tenses and B) asking for details
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