18.1.3. Tighter control over learner production

Finally, as was implied by the previous section, a structure lesson with a class of weak learners would possibly be limited only to presentation and controlled practice. Any free practice or production would possibly come out of the type of activity based on the reading text, mentioned in the section on limitation of aims and objectives. One way of control has already been mentioned – a written substitution table to act as a support for one of the ‘easier’ types of drill, such as a simple substitution drill or a progressive substitution drill. (Intensive repetition of the model sentences would, of course, have been necessary first, in the form of a listen and repeat drill.)

Another possible technique, based on a short dialogue, is slowly to ‘phase out’ the dialogue. Stage 1 would consist of repetition leading to virtual memorisation, then gradually words would be erased so that learners reproduce lines from the dialogue based on the skeleton that remains, until maybe only one-word cues remain.

18.2. Dealing with large classes

Speaking about large classes, we suggested that classes of over 45 learners would demand special teaching techniques and would present the teacher with numerous problems. Many of you may disagree with this very arbitrary lower limit to what might be designated a large class, and we appreciate that it is impossible to give any of realistic and meaningful definition. A class of 20 - 25 in a restricted space may present the teacher with many more problems of management and organisation than a class of 50 in a large and well appointed classroom. Lack of adequate space may well have a more damaging effect on teaching style than just additional numbers.

Although it is impossible to state with any certainty that some teaching techniques are possible and others not in a large class, we can think in terms of what is likely to be encouraged or discouraged. (A list of such possible techniques is given below.)

Possible teaching technique	Encouraged	Discouraged
Listening comprehension Dictation Language songs Reading aloud Reading comprehension Chorus work Mechanical drills Role play Group work Pair-work Using a wall picture Language games Written exercises Oral composition Grammar exercises Dramatisation Lecturing	+ + - + + + + - ? ? + ? + - + - +	? - + ? ? ? ? + + + - + ? + - + -

The main problem is really very obvious. The individual learner is in serious danger of being denied sufficient time for speech and, consequently, of spending a great deal of time listening to teacher talk. The secondary problem, related to this lack of time, is that there is a great danger that the learners and their teachers lose the sense of community. It is less easy for the teacher to remember names so that the lesson tends to become somewhat impersonal. Only the most skilful of teachers can maintain a good rapport within a very large classroom. It is a common thing that learning in a large class can become boring and over-formal. The friendly chat, in English we hope, at the beginning of the lesson is less appealing and the flashes of humour less likely. In other words, the teacher is encouraged to use ‘transmission’ type of teaching and adopt a lecturing role.

There is very little that the teacher then can do with his class of fifty students, which has not been discussed yet. That is, there is no separate methodology for the handling of large classes. What we propose is first the recognition of the dangers already outlined and then a more careful selection of appropriate teaching techniques and strategies. With the latter in mind, we shall discuss several approaches and suggest some accompanying activities.