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HOW TO TEACH A LANGUAGE

HOW TO TEACH A LANGUAGE. CLANZ. Concepts 1. Interaction and learning. Teacher  Student Teacher  Students Student  Student Student  Students Student  Teacher . Interactions. What promotes learning?.     . Alertness. What keeps you on your toes?. Silence. Concepts 2.

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HOW TO TEACH A LANGUAGE

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  1. HOW TO TEACH A LANGUAGE CLANZ

  2. Concepts 1 Interaction and learning

  3. Teacher  Student • Teacher  Students • Student  Student • Student  Students • Student  Teacher Interactions What promotes learning?

  4. •  •  •  •  Alertness What keeps you on your toes?

  5. Silence

  6. Concepts 2 Efficiency

  7. Students always active • SS dialogue • Careful planning • Controlled lessons • Success in each lesson • Time between lessons Efficiency The best use of time

  8. Get through the book? • Cover various areas • Enable learner to acquire skills • Revision • And of course homework • LEARN A LITTLE REALLY WELL How much? Skating V Mastery

  9. Concepts 3 What makes a good learner?

  10. Is willing to try it out and make mistakes

  11. Sets goals – learns for a purpose

  12. Revises what they have learned in between lessons

  13. Aims to become independent

  14. Reads at least half an hour a day in the target language

  15. Uses the language whenever possible

  16. Uses learning strategies such as mnemonics, linking ideas, vocabulary cards

  17. Uses a variety of methods and resources to learn

  18. Tries to guess the meaning of what they hear and read

  19. Any others?

  20. Concepts 6 Communicative Language Teaching

  21. 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! 1 A focus on meaning by using real (or realistic) language for authentic purposes.

  22. Learner’s history • Learner’s needs • TV • Radio • Internet • ? Meaning Sources

  23. Brief explanation on how to drive the car • Then let them get in the car and drive it 2 Less emphasis on studying form such as grammar and more on communication

  24. Find someone who • Sticker on back • Commands • Doughnut • Recorded questions • Role play CLT Many types of simple activity

  25. Greet students, complete admin • Friendly chat to start • Brief explanation and presentation • Then they should be talking 3 . Less talk by the teacher and lots of opportunity to practise with other learners

  26. Interaction 1 T 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 Yes T OK, so you’d insist on getting it replaced? L Yes

  27. Interaction 2 T 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

  28. For each activity, ask • Does it involve meaning? • Does it engage the brain? • Is it interesting? • Does it relate to real life? 4 The learner must consciously process language to learn it .

  29. Change the following words into the plural: One boat, two .................. One cat, two .................... One house, two ................. NOT Presentation activities

  30. 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 BUT Engage the brain

  31. Know your learners • Allow them to negotiate meaning • Challenge them to respond • Challenge them to initiate • You are not the fount of all knowledge 5 A focus on the learner’s needs and their contribution to the learning process

  32. 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 6 The teacher’s role: planning and facilitating rather than directing .

  33. Do not move from presentation to “have a conversation” which is well beyond students’ ability. • Use guided conversation Warning 1 CLT ≠ Free conversation

  34. All teaching involves communication • CLT involves structured learning through planned communication Warning 2 CLT ≠ Communication

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