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Communicative Oral Language in the Classroom

Communicative Oral Language in the Classroom. PEER Center Trainings Day 2 Hua Hin April 2014. Day 2 Agenda. Quick Review Exit Card Questions Survey See/Don’t See Video Analysis Demonstration of groups Microteaching Planning & Presentations. A Review: 4 Principles of CLT. Aims of CLT.

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Communicative Oral Language in the Classroom

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  1. Communicative Oral Language in the Classroom PEER Center Trainings Day 2 HuaHin April 2014

  2. Day 2 Agenda • Quick Review • Exit Card Questions • Survey • See/Don’t See • Video Analysis • Demonstration of groups • Microteaching Planning & Presentations

  3. A Review: 4 Principles of CLT

  4. Aims of CLT

  5. Exit Card • Directions for Activities Give directions BEFORE distributing materials Thumbs Up/Thumbs Down • “Shy” Students Group work, pair work Lots of practice & repetition 3. Critical Thinking Big idea: Ask hard questions! Many different responses 4. Slides Hard to See I’m sorry. We can send you them electronically.

  6. Survey Activity (#13) Directions: • Think of yourself as an English language learner. What is one thing that helped you learn English? example: Watching TV with subtitles helped me learn English. 2. Take a survey! Ask 3 new people what helped them learn English? example: What helped you learn English? 3. Write down the answers. 4. Then, ask them how. (critical thinking!) example: How did that help you? 5. If there is more time, continue asking more people!

  7. Theory into the Classroom Analyzing videos of communicative language teaching in the classroom

  8. Principle 1. Effective communication with accuracy and fluency evident ☐ Student-to-student conversations in English ☐ Dialogues practiced with repetition of key phrases or vocabulary ☐ Realistic context for communication practice Principle 2. Risk-taking behavior in cooperative groups ☐ Student attempts to talk in English (even if incorrect or mixed with native language) ☐ Groups of students share a task assigned by the teacher ☐ All students in groups or pairs contribute by speaking or listening. Principle 3. Language connected to meaning and context ☐ Real things used during the lesson to connect language to meaning ☐ Gestures or movement used to connect language to meaning ☐ Images or pictures used to connect language to meaning ☐ Games or activities connected to learning new language Principle 4. Critical-thinking skills used in the lesson ☐ Students try to solve problems during the lesson ☐ Questions that the teacher poses challenge students to think ☐ Questions require extended answers (e.g., more than “yes/no”)

  9. Observe to AnalyzeWhat do you see? What don’t you see? Directions: • Watch video. • As you watch (or after you watch), tick what you see from the list. • Make notes about what you thought was most effective. • Make notes about what needed improvement. • Turn & Talk with someone near you.

  10. Turn & Talk What did you look for? What did you see? What didn’t you see? What was something effective?

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