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GSE M ethods. WEEK 10. Today’s Schedule. How to write your activity lesson plan for presentation 2 CLT methods The Natural Approach Cooperative Language Learning Task-based Language Teaching Content Based Instruction Time for Q&A and 1-on-1 conferencing .
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GSE Methods WEEK 10
Today’s Schedule • How to write your activity lesson plan for presentation 2 • CLT methods • The Natural Approach • Cooperative Language Learning • Task-based Language Teaching • Content Based Instruction • Time for Q&A and 1-on-1 conferencing
Introduction to Current Methods • Communicative Language Teaching marked the beginning of the current language teaching methods 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 teaching practices including the Natural Approach, Content-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
Project #2 Current Methods • 1-2 people per group (Natural, Coop, CBI, TBLT) • Assignment: Teach an activity (mini lesson) ~15 minutes using your selected method. • Structure
Presentation #2: Considerations for Groups of 2 • Your project’s unity (dividing up the roles equally) is very important • Your lesson plan should state everyone’s roles • Team-teach the lesson • Team-teach as a Korean/foreign teacher team • Someone could introduce the lesson, and the other could teach • Someone will need to make materials (worksheet + PPT)
Grading Rubric • Method clearly explained 10 points • Method clearly demonstrated in mini lesson 15 points • Materials (handouts, PPTs, etc) 10 points • Teaching skills 10 points • Preparedness 5 points • Total 50 points
Application of Methods to Teaching • How will you teach a mini-lesson using this method? • All methods we are studying are variations of Communicative Language Teaching • Focused on communication • Learner Centered • Students complete tasks by using English • Materials: text-based, task-based, and realia
Application of Methods to Teaching • Determine your students’ • Age • Ability • Background knowledge (in relation to task) • Decide what content you want to teach • Reading, Writing, Listening, Speaking focus? • Grammar or vocabulary? • Do you want to teach about culture?
How to write your activity lesson plan: Activity Route Map • Title/Explanation • Level/age • Time • Aims: By the end of the activity, SWBAT ____ by ____ • Materials • Before (Lead-in) • During (Set up and Run the activity) • After (Close the activity and post-activity)
Types of Materials • Text-based: Textbooks • Task-based: handbooks, cue cards, activity cards, pair communication materials • Games, Role plays, Communication activities (information gap, jigsaw) • Realia: Real life materials • advertisements, menus, maps, charts
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-Confidence, and anxiety reduction needed for effective learning
The Natural Approach • Basic personal communication skills • Academic learning skills • Stages of learning: pre-production, early-production, 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
Question Matrix • Use both dice to generate a two-word question starter. • Dice 1: What, Where, Which, Who, Why, and How • Die 2: Is, Did, Can, Would, Will, and Might • Users take that question beginning to generate the questions to ask about the content or concept being studied • Can be used in pairs, small groups orin a whole class setting
Cooperative Language Learning • Team practice from common input, jigsaw activities, discovery learning • Importance of materials to aid cooperative learning
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, organizational functions, adaptation, and motivational functions • TBLT is a learning theory rather than language theory – language is a means of making meaning, draw on structural, functional and interactional models of language
Task-Based Language Teaching • Choose a real world task that meets needs of learners • Figure out what pedagogical tasks can be accomplished through the real world task • Figure out what your goal is and how students will achieve that goal • Figure out how to prepare learners, and sequence the task for optimal learning (pre task, task and post task) • Real world materials emphasized
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 language • Language is text and discourse based on integrated skills, and is 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
Sheltered instruction observation protocol (SIOP) • There are 30 criteria for SIOP, which are arranged under: • Lesson preparation • Building Background knowledge • Comprehensible Input • Strategies • Interaction • Practice and Application • Lesson Delivery • Review and Assessment
