a presentation to discuss the role of an english teacher in a communicative language teaching class, especially one teaching functional english to graduate students.
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Form groups
Discuss the topic
Make notes
Consolidate views
Produce a poster
Time – 20 + 5 minutes
Discuss & Create a Poster
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Group L – Differences between Teaching & Learning
Group E – Minimum & Higher Objectives of Teaching
Group A – Communicative Language Teaching (CLT)
Group R – Communicative Language Teaching Tools
Group N – Classroom Management (CRM) Skills
Topics for Group Discussion
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Call out L - E - A - R – N
Form five groups & sit in circles
Group Formation
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Member 1 – Chairperson
Member 2 – Spokesperson
Member 3 – Secretary
Member 4 – Poster maker
Member 5 –Time keeper
Member 6 – Materials Manager
Member Roles
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Group E
What are the minimum
objectives of teaching?
What are its nobler
outcomes?
Presentation
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Why Do We Teach?
Knowledge
Skills
Application
Information Literacy
Imagination
Creativity
Aptitude
Attitude
Obligation to college, students & world
Professional satisfaction and growth
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CLT classes use
1. Pair work
2. Group work
3. Good instructions
4. Eliciting
5. Thought provoking questions
6. Activities & Games
14. to facilitate interactive communicative
opportunities
to establish situations that prompt communication
(information gap, choice)
to monitor performance & offer feedback
to use authentic materials
to emphasize function over form
to promote all language skills from the beginning
to tolerate errors during fluency-based activities
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CLT Teacher Skills
16. CRM Skills
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to question, to wait & to listen
to make quality interventions
to give good instructions
to elicit & to involve
to explain/demonstrate
to synthesize responses
to monitor & to support
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Greater opportunity for Application
Learners gain confidence/overcome fear
Real time feedback/response
Peer learning
Cooperation – a life skill
Pair Work - Advantages
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More student participation time
More listening time
More fun
Exchange of ideas
Seeing others’ points of view
Improved social skills
Improved problem solving skills
Group Work - Advantages
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Explain the activity
Arrange the groups
Set time limit
Give example/demonstration
Move & Monitor
Follow up
Discuss the activity
Group Work - Review
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Let students think and formulate
Do not interrupt
Show interest in answers
Involve other students
Ask follow-up questions
Do not discourage students
Responding to Questions
29. Evaluation
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Include variety – HOT/LOT/FIVE
Avoid routine questions
Test application of learning
Encourage imagination
Encourage creativity
Promote further learning
32. Visual Aids
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Relevance to lesson
Ease of use
Reusability
Legibility, clarity
Not distracting
2/2 & 6/6 Rules
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Send your comments to
lionnagaraju@gmail.com
This slideshow is available at
www.slideshare.net/lionnagaraju
www.authorstream.com/tag/lionnagaraju
This slideshow is available at
www.slideshare.net/lionnagaraju
www.authorstream.com/tag/lionnagaraju
Editor's Notes
Let’s begin with an icebreaker. Call out the letters L E A R N by turns and form five groups. All Ls together, all Es in one place and likewise. Each group - sit in a circle or in a compact group. Discuss with the members of your group “why do we teach” and shortlist three important reasons. Nominate a spokesperson for your group and make one-minute presentations on your group’s views. Avoid repeating what the previous groups have already listed.
Let’s begin with an icebreaker. Call out the letters L E A R N by turns and form five groups. All Ls together, all Es in one place and likewise. Each group - sit in a circle or in a compact group. Discuss with the members of your group “why do we teach” and shortlist three important reasons. Nominate a spokesperson for your group and make one-minute presentations on your group’s views. Avoid repeating what the previous groups have already listed.
Teaching-Learning should foresee the practical scope for giving students opportunities to know more, comprehend better, acquire both physical and mental skills. It should not just stop there. It should also aim at strengthening the application skills of the learners. This is particularly important because our system usually stops with the imparting of information. Information literacy is a student’s ability to distinguish, classify and tell apart what is what and what belongs where. This ability to discriminate is a basic educational objective.
Use of appropriately designed teaching aids makes the teaching-learning process highly effective. Each teacher may make a wise choice of the aids depending on factors such as availability of infrastructure, cost effectiveness, reusability, student achievement levels etc. The web is a very rich resource for ready-to-use teaching aids. However, be warned that it is a dense jungle where you may easily get lost, if you do not predetermine your exact needs. Activity: Which ones do you prefer and why?
What is it? How is it done? Have you ever used it?
By splitting the students up into small groups, you will instantly increase communication, interaction and engagement because they will have to work with each other to complete the task. Once they have finished their group work, they may feel more comfortable sharing with the entire class because the spotlight will be distributed to three or four of them, instead of resting solely on the shoulders of one student.
Keep these guidelines in mind when you administer any kind of evaluation. A good evaluation includes questions of various kinds – questions that promote both high order thinking and low order thinking. Questions may test the factual, inferential or experiential knowledge of students. Language teachers should include questions on vocabulary and subject teachers should test the knowledge of basic concepts and definitions. Where is this induction training happening? What is the most important objective of this induction? Can you define ‘induction’? How have you benefited from this induction so fare? These are four different kinds of questions. There should be at least a few questions included to test the student’s application, creativity and imagination in the target subject. Keep your students’ entry level behavior and expected exit level behavior in mind while designing evaluation. The answer sheet is a mirror report of the student’s mind.
Use of appropriately designed teaching aids makes the teaching-learning process highly effective. Each teacher may make a wise choice of the aids depending on factors such as availability of infrastructure, cost effectiveness, reusability, student achievement levels etc. The web is a very rich resource for ready-to-use teaching aids. However, be warned that it is a dense jungle where you may easily get lost, if you do not predetermine your exact needs.