Download - HOW TO TEACH A LANGUAGE
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HOW TO TEACH A LANGUAGE
CLANZ
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Interaction and learningConcepts 1
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Interactions
•Teacher Student•Teacher Students•Student Student•Student Students•Student Teacher
What promotes learning?
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Alertness •
• • • •
What keeps you on
your toes?
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Silence
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EfficiencyConcepts 2
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Efficiency• Students always active• SS dialogue•Careful planning•Controlled lessons• Success in each lesson• Time between lessons
The best use of time
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How much?• Get through the book?• Cover various areas• Enable learner to acquire
skills• Revision • And of course homework• LEARN A LITTLE REALLY
WELL
SkatingV
Mastery
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What makes a good learner?Concepts 3
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Is willing to try it out and make mistakes
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Sets goals – learns for a purpose
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Revises what they have learned in between lessons
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Aims to become independent
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Reads at least half an hour a day in the target language
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Uses the language whenever possible
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Uses learning strategies such as mnemonics, linking ideas,
vocabulary cards
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Uses a variety of methods and resources to learn
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Tries to guess the meaning of what they hear and read
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Any others?
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Communicative Language Teaching
Concepts 6
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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.
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Meaning
• Learner’s history• Learner’s needs• TV• Radio• Internet• ?
Sources
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2 • Brief explanation on how to drive the car• Then let them get in the
car and drive itLess emphasis on
studying form such as grammar and
more on communication
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CLT • Find someone who• Sticker on back• Commands• Doughnut• Recorded questions• Role play
Many types of simple activity
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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
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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
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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
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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
.
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NOTChange the following words into the plural:One boat, two ..................One cat, two ....................One house, two .................
Presentation activities
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BUTChange the means of communication, eg
Listen and drawRead and reportObserve and explain
Set an outcome, egPairs solve a puzzleGroups discuss
priorities
Engage the brain
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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
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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
.
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Warning 1 • Do not move from presentation
to “have a conversation” which is well beyond students’ ability.
• Use guided conversation
CLT≠
Free conversation
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Warning 2 • All teaching involves communication• CLT involves structured
learning through planned communication
CLT≠
Communication