1. CLT/TBL: Language Teaching & Media
Graduate seminar, Week #3

2. Lecture & Discussion Overview:
Review most-used methods in English language teaching
Compare methods and how they use media
Design/Procedure VS. Task
Using media with CLT, task-based teaching
Example Lesson: Blended Speaking-Reading w/Media Lesson Plan

3. methods
What are some of the most used methods in language teaching?

4. Methods Audio-lingual Grammar-Translation Direct Method
Structural Approach
Natural Approach
Task-based learning

5. Pure Method VS. Mixed methods?
It is unlikely that any teacher currently uses only one, pure type of language teaching method.
Instead, teachers will mix methods to address a variety of student’s language skills and needs.

6. Discussion
Talk about a normal lesson you have taught (or experienced as a learner).
What skills are taught?
What methods do you use?

7. Methods & Media
What types of media would most likely be used in an audio-lingual lesson?
gua6VtYG3Bo&index=2
Grammar-translation method?
Direct method?
Natural Approach?

8. Media, Method & Lesson Planning
Media and Language Teaching
(2) Categories: Design/Procedure & Task

9. Design/Procedure
For most language teaching methods, media is part of lesson design/procedure.
What does this mean? Examples?

10. Design/Procedure Listening Exercises = CD Player, Computer Needed
Grammar & Vocabulary = Chalk, board, worksheets, handouts
Movies, TV, dramas = Screen, TV, Computer, DVD, etc.

11. Communicative Language teaching, Task-based Learning
Communicative Language Teaching (CLT)
What does this mean? How is it different from other methods?
Task-based Learning (TBL)

12. Communicative… CLT Authentic language use
Students produce language content

13. Task-based learning
Students are given a task, and students are given time to complete the task.
Student-centered
Requires students to make connections from “gaps” in information, reasoning and opinions
Discussions, in-class research

14. CLT, Task-based & MEDIA With CLT and Task-Based Learning (TBL)…
… Media is often the activity itself.

15. Examples… Make a video… Prepare a presentation…
Report on self-directed research…

16. Common uses of media in CLT, TBL
1) Road Trip
2) Business “Mixer”
3) Planning a social activity (like a party or holiday gathering)
4) Be the tour guide
5) Make a video/song

17. 1) Road Trip Students choose a place they want to travel to…
They use maps, the internet and other media to find information…
They organize the information into an itinerary…
They share their trip to the class informally, or using a presentation

18. 2) Business “Mixer”
Students choose (or the teacher assigns) a job/company.
Students find information (via media) about the job/company.
Students make “business cards”
Students introduce their job/company to others and practice basic communicative tasks like greetings.

19. 3) Planning a social activity
Students choose a social activity
They decide what is needed for the activity and assign each other tasks

20. 4) Be the tour guide
The students are told a visitor from another country will be visiting…
They are responsible for planning the trip itinerary… places, meals, activities
Students use media to create the itinerary/presentation/brochure

21. 5) Make a video, song Students form groups…
In groups they plan, write and edit a script (in the target language)
They record the video/song
The video/song is played for the class

22. Example lesson plan
Long-term TBL project for Korean government lesson plan competition (2012)
Students (middle school)
Note: this lesson could be completed within 1-4 classes, or over several weeks as an ongoing, 20-min. activity.
Media is used as the activity itself through (5) tasks.

23. The lesson: “Learning English through music”
Task #1: Listen
Task #2: Information Gap
Task #3: Check for understanding (vocabulary, grammar, meaning)
Task #4: Write
Task #5: Perform & Record

24. Task #1: Listen
The teacher played a pop song using the classroom computer and TV screen.
Bruno Mars: “Just the Way You Are”
(song link, YouTube)

25. Task #2: Information Gap
The teacher gave the students a handout with the pop song lyrics…But many words were missing…
Oh, her eyes, her eyes make the stars look like they're not ___________ Her hair, her hair falls perfectly without her ___________ She's so beautiful And I tell her _____________.
Yeah, I know, I know when I ______________her, she won't believe me And it's so, it's so sad to think that she doesn't see what I see But every time she ask me do I look okay? I ____________
When I see your _________ There's not a thing that I would change 'Cause you're _____________ Just the way you are
And when you ___________ The whole world stops and stares for a while 'Cause girl, you're _________ Just the way you are

26. Task #3: Check for Understanding
After playing the pop song several times, the students completed the information gap lyric handout.
The teacher wrote key vocabulary on the board and explained the meaning of the English expressions (using the target language, Korean)
The teacher called on students to recite the correct translation of the vocabulary and expressions in front of their classmates.

27. Task #4: Write
The students were then given another task: replace the words from one song verse and the chorus with their own.
Yeah, I know, I know when I compliment her, she won't believe me ---- Verse And it's so, it's so sad to think that she doesn't see what I see But every time she ask me do I look okay? I say
When I see your face -----Chorus
There's not a thing that I would change 'Cause you're amazing Just the way you are1
And when you smile The whole world stops and stares for a while 'Cause girl, you're amazing Just the way you are

28. Task #4 = … Takes time
Students worked in groups to write their own song lyrics.
This task took the most time and required the teacher to move from group to group and help them translate and edit their writing.

29. Task #5: Perform & Record
After completing the writing task, the students sang and recorded their song.
The teacher played the recordings in class and the students voted on the best performance (they could not vote for their own group)
The winning group received a prize.

30. Discussion: With a partner or small group…discuss…
1) What language skills were taught and used in this lesson?
2) What language skills were used most?
3) What are the lesson outcomes (what is the point???, why do this???)
4) Teacher-centered or student-centered… or both?
5) How would you improve this lesson? Do you think this lesson is useful? Why? Why not?

31. Our course: What/how to study, homework/testing schedule
(2) Types of student evaluation: Participation and Testing
Testing = Answering objective questions on lecture/reading content
March 28 (take-home, short answer)
May 2 (take-home, short answer)
Questions will come from PPT slides, class discussion related to PPT
Testing = Comparison of textbook lessons (provided by the instructor)
Smart Choice/ Ventures Lesson Comparisons
Respond (short-answer)
DUE: April 18 (Mid-term Exam)

32. Testing = Answering objective questions on lecture/reading content
Some example questions:
1) What are two categories of media used in language teaching?
Answer: Technical, non-technical
2) Name two types of teaching methods using media as design/procedure?
Answer: Audio-lingual, grammar –translation
For these questions, keep your answers short and specific.

33. Testing = Comparison of textbook lessons (provided by the instructor)
Your mid-term exam will ask questions that compare the Smart Choice and Ventures textbook chapters.
Taking notes in class and asking the instructor questions will help you prepare for this exam.
Focus on comparing similar tasks presented in both chapters, how they can be taught, what skills they use, how effective tasks are for communication, how they can be practiced and tested.

34. Our schedule* Today (Week 3): March 21 (Week 4):
Lecture CLT/TBL Language Teaching & Media
Review Smart Choice
Introduce Ventures
March 21 (Week 4):
Lecture Video in the ELT Classroom
Review Ventures
Begin Comparison of Smart Choice, Ventures
March 28 (Week 5): Assign Testing 1 Questions
Lecture The Internet and Language Teaching
Continue Comparison of Smart Choice, Ventures, Questions

35. OuR Schedule* April 4 (Week #6): Testing 1 Questions DUE
Lecture Computer-assisted Language Learning & Teaching
April 11 (Week #7):
Lecture  Mobile-assisted Language Learning & Teaching
Mid-term Questions and Discussion
April 18 (Week #8…Mid-term)
Submit Mid-term via

36. OuR Schedule* April 25 (Week #9): May 2 (Week #10):
Lecture
Assign Test 2
May 2 (Week #10):
Collect Test 2
Teaching Training, submit early if needed
* DATES SUBJECT TO CHANGE

37. ALL Study materials on course homepage
Test Questions & Mid-term Questions will be sent via to students. Type all answers, print and submit in-class on appropriate due date