Communicative Language Teaching for session with Kazakh teachers of Science
•Descargar como PPTX, PDF•
1 recomendación•313 vistas
Dec 2016
Recomendados
Recomendados
Más contenido relacionado
La actualidad más candente
La actualidad más candente (20)
Destacado
Destacado (20)
Similar a Communicative Language Teaching for session with Kazakh teachers of Science
Similar a Communicative Language Teaching for session with Kazakh teachers of Science (20)
Más de Robert Dickey
Más de Robert Dickey (20)
Último
Último (20)
Communicative Language Teaching for session with Kazakh teachers of Science
- 1. Communicative Language Teaching Robert J. Dickey Keimyung University Korea TESOL
- 4. Engagement?
- 5. Engagement
- 8. Teacher as “Facilitator” • “Jug and Mug” model of education (fountain of knowledge) • Respecting Students ability to learn • Providing the learning environment
- 9. Krashen’s i+1 and Vygotsky’s Zone of Proximal Development
- 11. Focus on Communication • Accuracy vs. Fluency • Teacher Talking Time vs. Student Talking Time (TTT/STT) • Authenticity –Inputs –Outputs • Activities, Tasks, Projects • Genuine exchanges with peers
- 12. Themes for L2 work • Student Talking Time vs. Student THINKING Time • Rehearsal (repeated production) • Error Correction –Focus on Meaning vs. Focus on Form • Teaching the Lesson Plan vs. Teaching the Learners • Learners’ Prior Knowlege
- 13. Linguistic Elements • Role and Importance of –Vocabulary –Grammar (Structures) –Pronunciation, etc • Time and Place for (the above) • Role of the Science Teacher???
- 14. Student Work • Teacher’s Role • Groups (Collaboration) –Formation –Duration –Sharing • Assessment –Performance stress (good and bad) –(more on Friday)
- 15. Robert J. Dickey Keimyung University (Daegu, S. Korea) robertjdickey@yahoo.com See all Powerpoints at http://content-english.org/kazakh/ http://slideshare.net/RobertDickey/
Notas del editor
- Four skill areas: Listening, Speaking, Reading, Writing, but also need/desire to communicate
- How to make science more than mere memorization? How do students aid their peers? How integrate English?
- Typical lecture class, sleeping, info in one ear and out the other, taking notes for regurgitation perhaps without comprehension -- a teacher-centered lecture-style classroom. Do they start out like this? Throughout?
- Attention in any class or activity quickly fades if no engagement, until the magic words “And in Conclusion...”
- More than lecture, have learners receiving information through more than one “channel” and allow for preferences in learning. Learning is more than “Input”. Kinesthetic/Tactile (finger-sketching in air, etc)
- Aim for English, allow some L1 to ensure they meet content-targets and use as much English as possible rather than complete communicative failure “because of one word” Negotiation of meaning
- However, can’t have communicative lessons success if the test only addresses the linguistic elements (grammar & vocabulary)
- ZPD & i+1 = an appropriate challenge with scaffolding (support)
- Look Familiar? Csikszenmihalyi’s “Flow”
- However, can’t have communicative lessons success if the test only addresses the linguistic elements (grammar & vocabulary)
- Does an “ENGLISH CLASS” complement the CLIL Science class, or compete, or no relation between these two classes? Has ENGLISH CLASS been eliminated?
- In-class work vs. “homework”, role of the CLIL Science class versus the English Class
- Facilitator (teacher, get out of the way) How group members are selected. Regularly change group memberships (students rotate). Groups report their findings to whole class, whether groups have same or different projects