1. July 18, 2009

2. What does that Mean? According to specialists in the field of education, communicative language teaching aims at encouraging and establishing active student participation & involvement through a process of promoting positive student achievement and behavior. Thus, while teacher efficacy is important, teacher and student behavior are also directly linked with the concept of language acquisition.

3. Agenda Activities that are multi-skilled Eliciting & Concept Checking Getting students to speak & listen Teacher’s & Students’ behavior

4. Characteristics of Effective Activities Require student to student interaction Are often multi-skill with one skill reinforcing another Involve students physically moving around the classroom Bridge information gaps by transferring information from one student to another Encourage students to monitor and support their peers

5. What happens when…. … a speaker stresses a word? 1) The speaker’s pitch rises 2) The stressed word is said longer 3) The stressed word is spoken louder

6. Say that again? I said she might consider a new haircut.

7. Eliciting & Concept Checks There are three steps to eliciting: 1. You convey a clear idea to the students, perhaps by using pictures, gestures or questions, etc. 2. The students then supply the appropriate language, information, ideas, etc. 3. You give them feedback You can elicit: ideas, feelings, meanings, context, memories… You can’t elicit: things they do not know Teach then Check 1. Practice is more important than input 2. Teach a little amount then check what the students have taken in

8. A. He managed to climb the mountain. (manage + to + base form) Concept Question: Did he manage to climb the mountain? B. I’m used to commuting to San Francisco. (be used to + verb + ing) Concept Question: Am I describing an experience which although was, at first, problematic has now become somewhat easier for me to deal with? C. He used to smoke. (used to + base form) Concept question: Did he use to drink? D. He is an optimistic person. Concept question: Is he happy?

9. Characteristics of Effective praise Include the student’s name in your praise The praise should be descriptive-let’s the student know what they are doing correctly The praise must be convincing-tone of voice and body language convey that praise is genuine The praise should not disrupt class or the lesson

10. Want your students to…. Speak louder – slowly step away Use target language – praise those who are (focus on behavior you DO want) Participate – use the 3 Cs 1. Capable 2. Contribute 3. Connect Remember the 3 Ls