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Friday July 22, 10:00 am - 4:00 pm

Friday July 22, 10:00 am - 4:00 pm. Agenda 1. Thoughts/questions 2. Discussion of reading, “CLT Today,” pp. 28-36 3. Looking at content courses and task-based activities Creating content/task-based activities Microteaching. Discussion: .

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Friday July 22, 10:00 am - 4:00 pm

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  1. Friday July 22, 10:00 am - 4:00 pm Agenda 1. Thoughts/questions 2. Discussion of reading, “CLT Today,” pp. 28-36 3. Looking at content courses and task-based activities • Creating content/task-based activities • Microteaching

  2. Discussion: “Process-based CLT approaches – content based instruction and task based instruction” by Jack C. Richards

  3. Questions: • How does content based instruction (CBI) achieve the goals of CLT? • What are possible difficulties in using CBI? • How might you use CBI in your own classroom?

  4. Process-based CLT approaches – • Content based instruction (CBI) • Task based (TBI) instruction

  5. CBI & TBI: Focus is on the processes in language learning: • interaction between learner & uses of language • collaboration • negotiation of meaning • attention to feedback • incorporation of new forms • experimentation

  6. What is CBI? The teaching of content or information in the language being learned with little or no direct or explicit effort to teach the language itself separately from the content being taught.

  7. Assumptions underlying CBI • People learn a language more successfully when they use it to get information • CBI better reflects learners’ needs for learning the language • Content provides a coherent framework for developing all language skills

  8. How is it used? • As framework for unit of work • As guiding principle for entire course • As course preparing students for mainstreaming • As rationale for using English as medium to teach some school subjects • As framework for commercial ESL/EFL materials

  9. Issues/Questions • Does focusing on content provide sufficient basis for development of language skills? • Do language teachers have the necessary subject-matter expertise? • Will students be assessed according to content knowledge, language use, or both?

  10. Examples of CBI courses: ALI content electives

  11. ALI content-based elective course

  12. ALI content-based elective course

  13. ALI content-based elective course

  14. ALI content-based elective course

  15. Task: Assess an ALI content elective course Part 1: • Small groups look at one ALI content course together • Assess it as a CBI course • Would you teach this? Why or why not?

  16. Task: Assess an ALI content elective course Part 2: What are some ideas for content courses for your students?

  17. Task-based instruction (TBI) Grammar and other dimensions of communicative competence can be developed as a byproduct of engaging learners in interactive tasks: • Something learners do using their existing language resources • Outcome not simply linked to language acquisition • Involve a focus on meaning • Call upon learners’ use of communication strategies and interaction skills

  18. Examples of tasks • Listing: make a list of things you need to go on a beach vacation • Sorting and ordering: pairs make a list of most important characteristics of an ideal vacation • Comparing: compare ads for two different supermarkets • Problem-solving: read a letter to an advice columnist and suggest a solution • Sharing personal experience: discuss reactions to an ethical dilemma • Creative: prepare plans for redecorating a house

  19. Sample TBI activities • Pairs look at sample activities • Evaluate them using principles from the Richards reading and the activities evaluation guide

  20. Brainstorming: List ideas for task-based activities for an ALI content elective • Look at sample ALI content courses together • Pairs: Choose one content course and make a list of possible sample activities using principles from the Richards reading and the activities evaluation guide

  21. BREAK 10 minutes

  22. Assignment: Develop a task-based activity.

  23. Directions: • Work with a new partner • Create a task-based activity to teach us in the afternoon • Follow the guidelines on the evaluation form • Pick an activity that we can perform • Post your activities on the Task-Based Activity page so that everyone can give you feedback

  24. Lunch

  25. Microteaching • Work in pairs from this morning • Prepare to teach one of the activities you created • Teach your activity to your teammates

  26. Suggestions for reflection This is a good time to reflect on the first week of this professional development seminar. Think back to what you were thinking and/or feeling on Monday. How have your thoughts or feelings changed over the course of the week? What are your expectations, or hopes, for next week?

  27. Homework Respond to at least three of yourteammates’ content activities Read ALL reflections for both A and B teams. Respond to at least three reflections on each team.

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