GSE M&MWEEK 11

Today’s Schedule Return Quizzes and other papers Review CLT and presentation groups Application of CLT methods

The Natural Approach Cooperative Language Learning Content Based Instruction Task-based Language Teaching

Sample Lesson Plan How does this lesson plan follow your method? How could you modify this lesson to better fit your

method?

Introduction to Current MethodsCommunicative Language Teaching marked the

beginning of the current language teaching meth-ods period

Began in the 1980s Applied linguistics began emphasizing functional

and communicative potential of language, and modifying teaching practices to emphasize these

The philosophy of CLT has spawned several teach-ing practices including the Natural Approach, Con-tent-Based Teaching, Task-Based Teaching, and others

Communicative Language Teaching Is seen as an approach to language teaching (not method) Learning to use English (weak) vs using English to learn it

(strong) No one book or authority on CLT

Focus on communication from the beginning (not delayed)Learner-centered and experienced-based Language carries out a task and is meaningful to learners

Syllabi consist of Topics (food, weather)Functions (describing, requesting info) Notions (time, frequency, duration,Vocabulary and grammar needed

Comparing Current Methods (handout)

Project #2 Current Methods 2-3 people per group (Natural, Coop, CBI, TBLT) Assignment: Teach a Mini Lesson ~15 minutes using your selected

method. Structure

Introduce method, tell us what we will see in your lesson, what age/level we (the students) are

Teach your lesson Conclusion and Q&A

Other considerations Your project’s unity (dividing up the roles equally) is very important You will need to turn in a lesson plan stating everyone’s roles Someone will need to introduce the lesson, 2-3 people can take turns

teaching Someone will need to make materials (worksheet + PPT) for the lesson

Grading Rubric

Unity/evenly divided roles 10 points

Method clearly demonstrated 15 points Materials (handouts, PPTs, etc) 10 points Use other resources besides textbook 5 points Participation

10 points

Total 50 points

Sign Up Sheet

Student 1 Student 2 Student 3

The Natural Approach

Yong Min JooWon

Cooperative Learning

Content Based Instruction

Peggy Rose

Task Based Language Teaching

Application of Methods to Teaching

How will you teach a mini-lesson using this method?

All methods we are studying are varia-tions of Communicative Language Teach-ingFocused on communicationLearner CenteredStudents complete tasks by using EnglishMaterials: text-based, task-based, and realia

Application of Methods to Teaching Determine your students’

AgeAbilityBackground knowledge (in relation to task)

Decide what content you want to teachReading, Writing, Listening, Speaking focus?Grammar or vocabulary? Do you want to teach about culture?

Types of Materials

Text-based: TextbooksTask-based: handbooks, cue cards, activity

cards, pair communication materialsGames, Role plays, Communication activ-

ities (information gap, jigsaw)Realia: Real life materials

advertisements, menus, maps, charts

Procedures

present a dialogueOral practice Q&AStudy communicative expressionsLearner discovery of rulesOral recognition or production activities

The Natural Approach Input hypothesis i+1

Acquisition/Learning Hypothesis: competency can be developed through acquiring an L2 like an L1, and through learning conscious rules about the language

Monitor hypothesis: Ss need time, focus on the form, knowledge of rules to initiate conscious learning

Affective Filter Hypothesis: Motivation, Self-Confi-dence, and anxiety reduction needed for effective learning

The Natural Approach

Basic personal communication skills: oral, writ-ten

Academic learning skills: oral, written

Stages of learning: pre-production, early-pro-duction, and speech-emergent

Use realia rather than textbooks

No unique techniques, so do whatever you like

Cooperative Language Learning

Most speech is organized in conversation, focus on communicative competency

Critical thinking skills, question matrix

Cooperative activities: formal groups, informal groups, cooperative base groups

Individual accountability

Cooperative Language Learning

Team practice from common input, jig-saw activities, discovery learning

Importance of materials to aid coopera-tive learning

Content-Based Instruction

Decide which content to teach through English

Different programs to model: Immigrant On-Arrival Programs Limited English Proficiency (LEP)

English for Specific Purposes (LSP) Theme-based language instruction, sheltered content

instruction (SIOP) adjunct language instruction, team-teach approach, skills-based approach

Content-Based Instruction

Language is a means of acquiring information. CBI activities emphasize the need to learn a lan-guage

Language is text and discourse based, on inte-grated skills, and purposeful

Build on learner’s background knowledge. Teach skills and strategies for acquiring knowledge.

Learn by doing and through collaborative learning Materials are heavily used

Task-Based Language Teaching

Tasks give students a context for learning to take place.

Focus on process rather than product “Getting there is half of the fun!”

Categories of team performance: orientation, organiza-tional functions, adaptation, and motivational func-tions

TBLT is a learning theory rather than language theory – language is a means of making meaning, draw on structural, functional and interactional models of lan-guage

Task-Based Language Teaching

Choose a real world task that meets needs of learners

Figure out what pedagogical tasks can be accom-plished through the real world task

Figure out what your goal is and how students will achieve that goal (p.234)

Figure out how to prepare learners, and sequence the task for optimal learning (pre task, task and post task)

Real world materials emphasized