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Communicative Language Teaching and Task-Based Learning


Beijing Normal University

Spring 2013

One Approach to Teaching – CLT and TBL March 13, 2013 1:30-5:10pm Beijing Normal University, Bldg. 7, Room 113. 1.) Clapping Rhythm (10 min.) a. The trainer claps a rhythm to get trainees interested in the lecture; b. He asks trainees why he is doing the clapping rhythm; i. To get the attention of the trainees; ii. To signal the beginning of the lecture; iii. Work on listening and speaking – suprasegmentals iv. The importance of integration of language skills. v. (Work on memory as well… good language workout.) 2.) Self-Introduction and Get to Know Others (10 min.) a. The trainer says he is happy to be here today to help you on your journey as an English language teaching professional, and then he gives his professional background. Quick discussion of principled teaching and context of learning. b. He hands out a blank piece of paper and shows trainees the way he wants them to fold them and write their names on the front. On the back, can they quickly explain, “Why they want to be an English teacher?” c. When I take the name cards home that evening, I will read their answers because I am genuinely interested. 3.) 3-2 / 3-2 Activity (15 min.) a. The trainer explains 3-2 / 3-2 b. Questions posed are: What is language; How does one learn language; and, how do you teach language? c. (For difficult questions like these, you can scaffold and give students a handout that they can first write down --- trainees are asked to answer these questions on his or her own piece of paper). d. Trainer pauses in the middle and asks how they feel and etc. e. Explains how this activity can be utilized in all facets of the language classroom from listening and speaking to listening and taking notes to reading one’s writing and dictating… 4.) What is language Class Discussion – Theory of Language (20 min.) a. A trainee is asked to come to the front of the class and take down the notes that his fellow trainees had said; One or two groups share their mindmaps. b. Segue to the discussion of CC c. Organizational (the structural form) thus, Leo van Lier’s pyramid; Pragmatic (Functional); Strategic (structural and Functional); and Psychomotor (Structure and Functional) --- if Internet permits, show the trainees the website. 5.) How does one learn language? Mind mapping - Theory of Language Learning (20 min.) a. Another trainee comes to the front of the class and takes down notes

Beijing Normal University

Spring 2013

b. The trainer gives a lecture on the different ways to learn a language; and, in particular he focuses on SCT and Ecological Theory c. One or two groups share their mindmaps. 6.) How do you teach language? (10 min.) – More discussion on a. Trainees are asked to reflect on the following question: i. Individually or with a peer partner, reflect on the meaning of method. b. The trainer gives a quick discussion on post-methodology and CLT. c. Discussion of 3-2 / 3-2 and how it fits into i. Communicative competence ii. SCT iii. CLT iv. Task-Based Learning (BREAK – 10 min.) 7.) Communicative Language Teaching in Action (Putting Theory to Practice) – Alligator River a. Pre-Listening Task One A.) In the students group, take out a blank piece of paper and draw a line down the middle. At the top of one side write AGREE; at the top of the other side write DISAGREE. B.) The students in their groups brainstorm by passing the paper around the group and writing down one way in English we express either agreement or disagreement (gestures and other non-verbal behavior may be included); if a student needs time to think, they should pass the paper around and wait for their next turn. When the paper has passed around four times, they are done. C.) Students should check their lists with the responses on pages 12-15. D.) Class Discussion. 2.) Pre-Listening Task Two A.) The teacher places four signs up around the room: sexual harassment, physical violence, lack of understanding and forgiveness, and disinterest and apathy. B.) Students think for a moment about the following four issues and decide which one they consider, at this moment, to be the most important one to combat or eliminate from our society. C.) Students go to the relevant corner of the room and briefly discuss with those they meet there one or two ways of reducing or opposing the phenomenon they chose. 3.) Listening A.) Students listen carefully to the story of “Alligator River,” and as they listen they listen carefully to the story and then rank the following protagonists in order by writing the numbers 1-5 in column one. 5= the most offensive; 1= least offensive.

Beijing Normal University B.) The graph: Protagonist Valerie Ben Nathan Ryan Slug One Two

Spring 2013

C.) After they fill in column one they will come to a consensus on column two with their group members. 4.) Discussion A.) Each team member meets with their team and discusses the rankings with the aim of reaching a team consensus. They will write the rankings in column two. Students may not arithmetically average their individual scores. They must argue for their position, make concessions, press points, ask questions and seek clarification. 5.) Review Issues A.) Students then think about the four issues again and then go to the respective corner. B.) Students go to the relevant corner and brainstorm with their colleagues one or two ways to eliminate or combat this issue from society. They will write their ideas in a to-do list.


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