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HOW TO TEACH A LANGUAGE
CLANZ
Interaction and learning
Concepts 1
Interactions
•Teacher Student
•Teacher Students
•Student Student
•Student Students
•Student Teacher
What promotes learning?
Alertness •
•
•
•
•
What keeps you on
your toes?
Silence
Efficiency
Concepts 2
Efficiency
• Students always active
• SS dialogue
•Careful planning
•Controlled lessons
• Success in each lesson
• Time between lessons
The best use of time
How much?
• Get through the book?
• Cover various areas
• Enable learner to acquire skills
• Revision
• And of course homework
• LEARN A LITTLE REALLY WELL
Skating
V
Mastery
What makes a good learner?
Concepts 3
Is willing to try it out and make mistakes
Sets goals – learns for a purpose
Revises what they have learned in between lessons
Aims to become independent
Reads at least half an hour a day in the target language
Uses the language whenever possible
Uses learning strategies such as mnemonics, linking ideas,
vocabulary cards
Uses a variety of methods and resources to learn
Tries to guess the meaning of what they hear and read
Any others?
Communicative Language Teaching
Concepts 6
1• Present structures to learn
• Present vocabulary
• Then enable the students to use what they have learned, and
• Repeatedly practise it, but
• NOT in mindless repetition!
A focus on meaning by using real (or
realistic) language for authentic purposes.
Meaning
• Learner’s history
• Learner’s needs
• TV
• Radio
• Internet
• ?
Sources
2 • Brief explanation on how to drive the car
• Then let them get in the car and drive it
Less emphasis on studying form such
as grammar and more on
communication
CLT • Find someone who
• Sticker on back
• Commands
• Doughnut
• Recorded questions
• Role play
Many types of simple activity
3 • Greet students, complete admin
• Friendly chat to start
• Brief explanation and presentation
• Then they should be talking
.
Less talk by the teacher and lots of opportunity to practise with other
learners
Interaction 1T What would you do if they refused to replace the item?
L (Silence)T Would you just say Ok and leave?
L Um … T Do you think you should say you want it replaced?
L YesT OK, so you’d insist on getting it replaced?
L Yes
Interaction 2T What would you do if they refused to replace the item?
L (Silence)T (Silence)
L I say they must replace.T OK. I’m the shopkeeper. What will you say to me?
L It doesn’t work. I want replace.
T Yes, that’s good
4 • For each activity, ask
• Does it involve meaning?
• Does it engage the brain?
• Is it interesting?
• Does it relate to real life?
The learner must consciously process language to learn it
.
NOTChange the following words into the plural:
One boat, two ..................
One cat, two ....................
One house, two .................
Presentation activities
BUT
Change the means of communication, eg
Listen and draw
Read and report
Observe and explain
Set an outcome, eg
Pairs solve a puzzle
Groups discuss priorities
Engage the brain
5 • Know your learners
• Allow them to negotiate meaning
• Challenge them to respond
• Challenge them to initiate
• You are not the fount of all knowledge
A focus on the learner’s needs and their contribution to the learning process
6 • Plan the lesson according to learner needs
• Manage the class to give everyone a chance
• But hand over tasks to individual and groups to work on in their own way
The teacher’s role: planning and
facilitating rather than directing
.
Warning 1 • Do not move from presentation
to “have a conversation” which is well beyond students’ ability.
• Use guided conversation
CLT
≠
Free conversation
Warning 2 • All teaching involves communication
• CLT involves structured learning through planned communication
CLT
≠
Communication