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