Methods

1. Methods Week 9 Processing TBL Silent Way – Desuggestopedia - TPR

2. Discuss Homework • Take out answers forCh 6 & 8, discuss Qs 2, 6, 10(TM) p. 61 & Qs 3-5 (TM) p. 84-85 Next Week – Last Reading! • Read Ch. 10 (TM) Read Ch. 10 pp. 137-144, 150-156 (TP2) Read Ch. 10 and Ch. 12 (TP3)(TM) p. 114 Qs 4-5, 7

3. Defining TaskTask-Types (TM) • Look on p. 125: How is task defined? • What are some example of tasks (p. 125-126) • What was the topic of the sample lesson and what was the task type?

4. Adapting TBL to our Learners • Make a list of language topics that you might in the near future teach to some Ss. • Then look at the list of task types and think of some communicative TBL learning task that Ss could do with those language topics.

5. Donald Freeman does the Silent Way • http://www.youtube.com/watch?v=41a-nq2MlK8 ESL Class Tokyo 2009 • http://www.youtube.com/watch?v=sshhHFWwukM&feature=related

6. Silent Way Review and Discuss • What are the goals of this method? • What are some characteristics of the teaching/learning process? • What is the nature of interaction? (Hint: Why is it called the Silent Way?) • Role of L1? • Errors?

7. Elicitation & Assessing Student Prior Knowledge • Practice eliciting the words on the cards using the following techniques • Gestures • Realia • Pictures • Associations • Synonyms/Antonyms • Do not say the way the word.

8. Concept/Comprehension Check Questions (CCQs) • Positive/Negative Check Qs • Discrimination Check Qs • Demonstration Check Qs

9. Make Your Own Words • Take three or four cards and write your own words on them • Exchange cards with a different group • First try to elicit the word • Then use a CCQ technique to check the other Ss understanding.

10. Using Rods • Open the TESOL Methods book to p. 50 • Look at the section called “Activities” follow the directions in the book and think about how you would use rods to teach “Long/short, comparatives and superlatives” • Switch groups and practice teaching using rods

11. Desuggestopedia Review and Discuss • What are the goals of this method? • Teachers role? Students role? • What are some characteristics of the teaching/learning process? • What is the nature of interaction? • How is language/culture viewed? • What aspect of the language are focused on/ what is not focused on? • Role of L1? • Evaluation? • Errors?

12. Let’s Watch • http://www.youtube.com/watch?v=-7Rw0mZa7pE&feature=related

13. While the music plays: Please answer these Qs in your notebook • What aspects of this method do you like? • How could you use it with your students? Make a list of three examples) • What do you dislike about this method? • Why would this be inappropriate for your Ss?

14. In your groups • Discuss what you wrote in your notebooks with your group

15. Desuggestopedia Review and Discuss • What are the goals of this method? • Teachers role? Students role? • What are some characteristics of the teaching/learning process? • What is the nature of interaction? • How is language/culture viewed? • What aspect of the language are focused on/ what is not focused on? • Role of L1? • Evaluation? • Errors?

16. In your groups • Discuss what you wrote in your notebooks with your group

17. Desuggestopedia Review and Discuss • What are the goals of this method? • Teachers role? Students role? • What are some characteristics of the teaching/learning process? • What is the nature of interaction? • How is language/culture viewed? • What aspect of the language are focused on/ what is not focused on? • Role of L1? • Evaluation? • Errors?

18. Design your own Desuggestopedic Cycle • Look at the text that will be your reading concert. • Discuss the language in the text • How will you teach it to the Ss?

19. Poster Session

20. Micro-Teaching • 20-25 min lessons • 10-15 min of group discussion and feedback • Use feedback to help you write reflective essay #2

21. You will teach in groupsNOT to whole class • I will observe both groups. I will look for the following: • 1. Student incorporates technique and principles of the method in the activity. • 2. Procedural steps are followed. • 3. Teacher shows an understanding of the activity, method, principles and technique. • 4. Activity demonstrates creative input on the part of the teacher. • 5. Activity is appropriate for young learners. • 6. Instructions are clear and comprehensible. • 7. Teachers voice is at an appropriate volume and sufficiently clear. • 8. Activity is between 5 and 10 minutes in length. • 9. Teacher is organized.

22. Methods to Use • All that we have studied • CLT, TBL, DM, Silent Way, Desuggestopedia, ALM, TPRS, MI • If you want to incorporate techniques from methods we haven’t studied you may, but please discuss it with me, so I can be sure you understand the method and principles • No GTM because it won’t help you get your TEE

23. Look at the list of language topics • With your group brainstorm activities that you could do for those items • Decide which method those activities belong to based on their principles, techniques and procedures. • Pick a different language point to teach from others in your group.

24. Procedures Soft classical music will be playing the background Rationale-Purpose-Reason To set Ss at ease Next weekI want the Following