Communicative Oral Language in the Classroom PEER Center Training Surin April 30-May 2, 2014.

Communicative Oral Language in the Classroom

PEER Center TrainingSurin

April 30-May 2, 2014

Survey Activity (#10)Directions:1. What 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!

A Review: 4 Principles of CLT

Communicate

effectively with

accuracy & fluencyGet the

message across

Risk-taking

behavior in

cooperative groupsStudent-

to-student

talk

Language connecte

d to meaning & contextMoveme

nt, sounds, image

Critical Thinking

SkillsHow? Why? What if…?

Extended

responses

Theory into the ClassroomAnalyzing videos of communicative language teaching in the classroom

Aims of CLT

Traditional Approaches• Goal is to master

forms and pronunciation

Communicative Approaches • Goal is to accomplish

functions and carry out tasks… to engage in verbal interactions

Looking at Lessons

SeeDon’tSee

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”)

See/Don’t See Before-During-After

• Become an expert on 1 of the principles. • Re-read the items for your principle. • Turn & talk: explain to a partner what each

item means under your principle. • Prepare to watch the classroom video:

Primary classroom in Indonesia; survey activity

• Watch the classroom video (8 minutes)• Put a check in the box next to the items you

see in the instruction. • Make a note of what is effective.• Make a note of how it might be improved.• Make a note of what you can use in your class.

**Don’t worry if you did not write everything down: you will have time after the video.

See/Don’t See Before-During-After

• Review your principle & think about the video.• If you have not already done so, put a check in

the box next to the items you saw.• If you have not already done so, write what is

effective or needs improvement.• Think, pair, share! Did you check () the same

things as your table? • One to two people from each table share with

the whole group about your principle.

See/Don’t See Before-During-After

Observe to AnalyzeWhat do you see? What don’t you see?

Directions: 1. Watch video.2. As you watch (or after you watch), tick what

you see from the list.3. Make notes about what you thought was most

effective.4. Make notes about what needed improvement.5. Turn & Talk with someone near you.

From Indonesiahttp://www.youtube.com/watch?v=XuZed8Y_AnU

See / Don’t See: Report Out

Communicate

effectively with

accuracy & fluencyGet the

message across

Risk-taking

behavior in

cooperative groupsStudent-

to-student

talk

Language connecte

d to meaning & contextMoveme

nt, sounds, image

Critical Thinking

SkillsHow? Why? What if…?

Extended

responses

Turn & Talk

What did you see? What didn’t you see?Was this an effective way to view the lesson?