1. GSE Methods
WEEK 10

2. Today’s Schedule
How to write your activity lesson plan for presentation 2
CLT methods
The Natural Approach
Cooperative Language Learning
Task-based Language Teaching
Content Based Instruction
Time for Q&A and 1-on-1 conferencing

3. Introduction to Current Methods
Communicative Language Teaching marked the beginning of the current language teaching methods period
Began in the 1980s
Applied linguistics began emphasizing functional and communicative potential of language, and modifying teaching practices to emphasize these
The philosophy of CLT has spawned several teaching practices including the Natural Approach, Content-Based Teaching, Task-Based Teaching, and others

4. Communicative Language Teaching
Is seen as an approach to language teaching (not method)
Learning to use English (weak) vs using English to learn it (strong)
No one book or authority on CLT
Focus on communication from the beginning (not delayed)
Learner-centered and experienced-based
Language carries out a task and is meaningful to learners
Syllabi consist of
Topics (food, weather)
Functions (describing, requesting info)
Notions (time, frequency, duration,
Vocabulary and grammar needed

5. Comparing Current Methods (handout)

6. Project #2 Current Methods
1-2 people per group (Natural, Coop, CBI, TBLT)
Assignment: Teach an activity (mini lesson) ~15 minutes using your selected method.
Structure
Introduce yourselves, introduce method, tell us what age we are
2 minutes (1-2 PPT slides)
Teach your lesson
12 minutes
Conclusion and Q&A
1 minute

7. Presentation #2: Considerations for Groups of 2
Your project’s unity (dividing up the roles equally) is very important
Your lesson plan should state everyone’s roles
Team-teach the lesson
Team-teach as a Korean/foreign teacher team
Someone could introduce the lesson, and the other could teach
Someone will need to make materials (worksheet + PPT)

8. Grading Rubric Method clearly explained 10 points
Method clearly demonstrated in mini lesson 15 points
Materials (handouts, PPTs, etc) points
Teaching skills points
Preparedness points
Total 50 points

9. Application of Methods to Teaching
How will you teach a mini-lesson using this method?
All methods we are studying are variations of Communicative Language Teaching
Focused on communication
Learner Centered
Students complete tasks by using English
Materials: text-based, task-based, and realia

10. Application of Methods to Teaching
Determine your students’
Age
Ability
Background knowledge (in relation to task)
Decide what content you want to teach
Reading, Writing, Listening, Speaking focus?
Grammar or vocabulary?
Do you want to teach about culture?

11. How to write your activity lesson plan: Activity Route Map
Title/Explanation
Level/age
Time
Aims: By the end of the activity, SWBAT ____ by ____
Materials
Before (Lead-in)
During (Set up and Run the activity)
After (Close the activity and post-activity)

12. Types of Materials Text-based: Textbooks
Task-based: handbooks, cue cards, activity cards, pair communication materials
Games, Role plays, Communication activities (information gap, jigsaw)
Realia: Real life materials
advertisements, menus, maps, charts

13. The Natural Approach Input hypothesis i+1
Acquisition/Learning Hypothesis: competency can be developed through acquiring an L2 like an L1, and through learning conscious rules about the language
Monitor hypothesis: Ss need time, focus on the form, knowledge of rules to initiate conscious learning
Affective Filter Hypothesis: Motivation, Self-Confidence, and anxiety reduction needed for effective learning

14. The Natural Approach Basic personal communication skills
Academic learning skills
Stages of learning: pre-production, early- production, and speech-emergent
Use realia rather than textbooks
No unique techniques, so do whatever you like 

15. Cooperative Language Learning
Most speech is organized in conversation, focus on communicative competency
Critical thinking skills, question matrix
Cooperative activities: formal groups, informal groups, cooperative base groups
Individual accountability

16. Question Matrix Use both dice to generate a two-word question starter.
Dice 1: What, Where, Which, Who, Why, and How
Die 2: Is, Did, Can, Would, Will, and Might
Users take that question beginning to generate the questions to ask about the content or concept being studied
Can be used in pairs, small groups or in a whole class setting

17. Cooperative Language Learning
Team practice from common input, jigsaw activities, discovery learning
Importance of materials to aid cooperative learning

18. Task-Based Language Teaching
Tasks give students a context for learning to take place.
Focus on process rather than product “Getting there is half of the fun!”
Categories of team performance: orientation, organizational functions, adaptation, and motivational functions
TBLT is a learning theory rather than language theory – language is a means of making meaning, draw on structural, functional and interactional models of language

19. Task-Based Language Teaching
Choose a real world task that meets needs of learners
Figure out what pedagogical tasks can be accomplished through the real world task
Figure out what your goal is and how students will achieve that goal
Figure out how to prepare learners, and sequence the task for optimal learning (pre task, task and post task)
Real world materials emphasized

20. Content-Based Instruction
Decide which content to teach through English
Different programs to model:
Immigrant On-Arrival Programs
Limited English Proficiency (LEP)
English for Specific Purposes (LSP)
Theme-based language instruction, sheltered content instruction (SIOP) adjunct language instruction, team- teach approach, skills-based approach

21. Content-Based Instruction
Language is a means of acquiring information. CBI activities emphasize the need to learn a language
Language is text and discourse based on integrated skills, and is purposeful
Build on learner’s background knowledge. Teach skills and strategies for acquiring knowledge.
Learn by doing and through collaborative learning
Materials are heavily used

22. Sheltered instruction observation protocol (SIOP)
There are 30 criteria for SIOP, which are arranged under:
Lesson preparation
Building Background knowledge
Comprehensible Input
Strategies
Interaction
Practice and Application
Lesson Delivery
Review and Assessment

23. Lesson Preparation
Content Objectives clearly defined, displayed, and reviewed with students
Language objectives clearly defined, displayed, and reviewed with students
Content concepts appropriate for age and educational background level of students
Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
Adaptation of content (e.g., text, assignment) to all levels of student proficiency
Meaningful Activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking

24. Building background
Concepts explicitly linked to students’ background experiences
Links explicitly made between past learning and new concepts
Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)

25. Comprehensible input
Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)
Clear explanation of academic tasks
A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

26. Strategies
Ample opportunities provided for students to use learning strategies
Scaffolding techniques consistently used assisting and supporting student understanding (e.g., think-alouds)
A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions)

27. Interaction
Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts
Grouping configurations support language and content objectives of the lesson
Sufficient wait time for student responses consistently provided
Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

28. Practice and application
Hands-on materials and/or manipulatives provided for students to practice using new content knowledge
Activities provided for students to apply content and language knowledge in the classroom
Activities integrate all language skills (i.e., reading, writing, listening, and speaking

29. Lesson delivery
Content objectives clearly supported by lesson delivery
Language objectives clearly supported by lesson delivery
Students engaged approximately 90% to 100% of the period
Pacing of the lesson appropriate to students’ ability level

30. Review and assessment Comprehensive review of key vocabulary
Comprehensive review of key content concepts
Regular feedback provided to students on their output (e.g., language, content, work)
Assessment of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson