3. I- What is interaction?
• Interaction is the collaborative exchange of
thoughts, feelings, or ideas between two or
more people, resulting in a reciprocal effect on
each other.
• " Telling is not teaching: listening is not learning”
• “Teaching is listening, learning is talking.”
4. • A.Theory of language
• a) The structural view :
• b).The functional view:
• c) The interactional view: sees language as a
vehicle for the realization of interpersonal relations
and for the performance of social transactions
between individuals. Language is seen as a tool for
the creation and maintenance of. social relations.
6. Risk taking:
interaction requires the risk of failing to produce
intended meaning, of failing to interpret intended
meaning…
Communicative competence:
all of the elements of communicative competence
(grammatical, discourse, sociolinguistic, pragmatic,
and strategic) are involved in human interaction.
7. III- Roles of the interactive teacher:
• 1.the teacher as Controller
• 2.the teacher as Director
• 3.the teacher as Manager
• 4.the teacher as Facilitator
• 5.the teacher as Resource
8. IV- Questioning strategies
for interactive learning
Categories of questions and typical
classroom question words:
1) Knowledge questions: common question
words: define, tell, list, identify, desciribe..who? What?
Where?when?..
2) Comprehension questions:
explain, define, locate, select, indicate, summarize…
9. 3) Application questions: demonstrate
how, use the data to solve, illustrate how, show
how apply. What is (…) used for? What would
result? What would happen?
4) Inference questions: common question
words: how? Why? What did(…) mean by?
What does (…) believe? What conclusions can
you draw from..?
10. 5) Analysis questions:
distinguish, diagram, chart, plan, deduce…what is
the relationship between? What is the function of?
What motive?
6) Synthesis questions:
compose, combine, develop…what if? What would
you have done in this situation? What would
happen if?
7) Evaluation questions:
evaluate, defend, decide
12. I- Group work
It ’s a generic term covering a multiplicity of
techniques in which two or more students
are assigned a task that involves
collaboration.
13. II- Advantages
It encourages the development of critical thinking
skills.
It requires the establishment of an environment
of support, trust and co-operation.
learning can be nurtured.
Students have the opportunity to learn from and
to teach each other.
14. It promotes student learning and achievement.
Deep rather than surface approaches to learning are
encouraged.
It facilitates greater transfer of knowledge and
learning.
The focus is on student centered approach to
teaching and learning, and assessment.
Students are involved in their own learning.
15. It enhances social skills and interactions.
Learning outcomes are improved.
Group work offers an embracing affective climate.
Group work promotes learners responsibility and
autonomy.
It’s a step toward individualizing instruction.
16. III- Excuses for avoiding group
work
The teacher is no longer in control of the class.
We Can’t Tell Who’s Done What.
Group Work is Unfair.
Allocating Different Marks is Too Time Consuming to
Track.
Students are Not Responsible (Mature) Enough for
Team Work.
17. Students Don’t Perform At “Their” Level In Group
Work.
Students will use their native language.
We Can’t Mark Them Separately so Freeloaders
get it Easy.
Teachers can’t monitor all groups at once.
Some learners prefer to work alone.
18. IV- Rules for successful group
work
Selecting appropriate group Techniques:
Games
Role-play and simulations
Drama
Interview
Brainstorming
Information Gap
Jigsaw
Problem solving and decision making.
Opinion Exchange
19. Planning group work:
Introduce the technique
Justify the use of small groups for the techniques
Model the technique
Give explicit detailed instructions
Divide the class into groups
Check for clarification
Set the task in motion
22. Taking cultural expectations and
belief systems into account.
The teacher should emphasis on the group
harmony.
‘the nail that sticks out is hammered down.’
proverb
A belief in group work requires teacher to
accept that students learn best when they work
together.
23. Arranging the classroom space for
active student participation
The seating arrangement in the classroom
should facilitate small group learning.
Students should be able to interact in a face
to face manner.
24. Emphasizing the importance of
group work
point out to students that all members will benefit.
Let students know that they will be expected to
work in groups composed of culturally and
linguistically diverse members.
25. Teach students how to work
cooperatively
Students should be taught group work skills and
terms related to it.
Share ideas take turn Assign roles student teacher
Conflict should not be viewed negatively.
26. Assigning group roles
Group task is best accomplished by assigning
roles to each member.
Define and model roles for students.
Take into account English proficiency level of
students when assigning roles.
27. Strategies for engaging students in
group work
•Showdown
•Round tabl
•Three minutes review
•Talking chips
•Fan and pick
•Numbered heads together
•Jigsaw
•Think-pair-share
28. Reflection and self-assessment
Students should reflect on:
How they work together.
Individual participation
Difficulties
Good way to work more effectively
30. Outline:
1 Reasons for / against textbook use
2 Options for textbook use
3 Going beyond the textbook
4 Concluding remarks
31. 1. Reasons FOR / AGAINST textbook use
FOR
Textbooks provide an attractively
presented teaching material
Textbooks are well structured
(consistent grammar, appropriate
vocabulary exposure and practice, a range
of skills and tasks,…
32. Textbooks are time saving (it takes less time to
prepare a lesson from a textbook)
Textbook’s teacher guide helps teachers
with methodology
Textbooks are reassuring for ss (they allow to
review what has been done and prepare for
what’s coming)
33. 1. Reasons FOR / AGAINST textbook use
Against
Textbooks are boring (Teacher and ss are just
page turners)
Textbooks are lacking variety
Textbooks are not always appropriate (every
context is unique)
34. Textbooks are endangering the
engagement which a student
centered classroom offers
Textbooks are only proposals for
action, not instruction for action
35. 2. Options for textbook use
WHEN TEACHERS (FOR WHATEVER REASON)
DECIDE TO AMEND PARTS OF A TEXTBOOK, THEY
HAVE FOUR ALTERNATIVES:
Omit
Replace
Add
Adapt
36. 2. Options for textbook use
Omit
WHEN THE LESSON IS NOT APPROPRIATE, THE
TEACHER CAN SIMPLY OMIT IT AND GET ON
WITH STH ELSE.
SS MAY, HOWEVER, WONDER WHY THEY’RE
USING THE TEXTBOOK IF MANY PAGES ARE
OMITTED.
37. 2. Options for textbook use
Replace
THE TEACHER CAN REPLACE THE
TEXTBOOK’S LESSON WITH ONE’S OWN.
THIS WILL FIT MORE THE SPECIFIC
CONTEXT AND SS’ NEEDS
38. 2. Options for textbook use
Add
THE TEACHER MAY ADD TO WHAT IS IN THE
TEXTBOOK. WHEN THE TEXTBOOK’S LESSON
DOES NOT ALLOW INTERACTION AND SS’
ENGAGEMENT, THE TEACHER MAY ADD
ACTIVITIES, EXERCISES… TO ACHIEVE THAT.
39. 2. Options for textbook use
Adapt
THE TEACHER CAN ADAPT CREATIVELY
THE TEXTBOOK LESSON BY REPLACING
SOME (NOT ALL) OF THE SUGGESTED
ACTIVITIES, REWRITING PARTS OF
IT, REORDERING OR REDUCING
ACTIVITIES
40. Using textbooks creatively is one of the
teacher’s premier skills
There are no perfect textbooks, usually
advantages outweigh drawbacks
Accessing a multitude of teaching
materials is no longer a problem, but
using effectively and how using can be.
41. 3. GOING BEYOND THE TEXTBOOK
3.1) Reasons for G.B.T
3.2) How to G.B.Tise?
3.3) G.B.Tising constraints
42. 3.1) REASONS FOR GBT
it’s challenging, esp in EFL
situation, to find a real life context
in which the target lge can be used
meaningfully
GBT exposes SS to a rich linguistic and
conceptual context
43. 3.1) REASONS FOR GBT
GBT allows the teacher to address a
multitude of Lge skills and
facilitates skills integration
GBT allows SS to process
information differently based on
•
their different learning styles and
intelligences
•
44. 3.1) REASONS FOR GBT
GBT enhances teacher creativity
SS appreciate the personal touch of
their teacher on teaching materials
•
Varying sources and dealing with
•
them eclectically motivates SS
•
45. 3.2) HOW TO G.B.TISE?
Relevance to SS needs: do my SS
really need this?
Appropriateness to SS’ linguistic
and cultural background
Relevance to official guidelines
46. 3.2) HOW TO G.B.TISE?
Authenticity (esp. in listening
materials)
Lay out: good presentation to
interest SS
47. 3.2) HOW TO G.B.TISE
Flexibility: continuous reflection
on own materials so that these
materials don’t become other
textbooks
Variety to touch different
learning styles and intelligences
48. example
Please observe the rules prohibiting the
combustion of vegetable material and
the exhalation of noxious fumes in this
auditorium
No smoking
50. 3. GBT CONSTRAINTS
How to find appropriate materials
among the vast amount of information
available (esp on the net)
How to find appropriate materials for my
specific context. It’s preferable for materials to
focus on local or known context which allows
SS to focus on lge use rather battling with
unfamiliar contexts
51. 3. GBT CONSTRAINTS
Fitting syllabus objectives: the
teacher should know well the
syllabus
Financial constraint
52. 3. GBT CONSTRAINTS
Time pressure: the syllabus length
doesn’t allow the teacher to go beyond
the textbook
Large classes
53. 4. CONCLUSION NOTES
Teaching can never be based on a
single textbook, no textbook can fit
all teaching/learning situations (one
size does not fit all)
55. 4. CONCLUSION NOTES
Varying teaching materials is a very
important aspect of teacher’s
professional development. The more
various ways you use the more SS
you reach
56. 4. CONCLUSION NOTES
The textbook is a dead
material, it needs to be spiced
up with supplementary material
57. 4. CONCLUSION NOTES
It’s not the question of adopting or
adapting a textbook, it’s “How” which
matters.
“a poor teacher will manage to ruin the
perfect textbook while the good teacher
can work miracles with the world’s worst
textbook”
Keith Walters
59. John came back home late, his mother asked
him: John, where were you? I was looking for
you. John replied: well mum, I was teaching
my dog how to play piano.
The mother said amazingly: “and now, can
your dog play the piano?
John said: how can I know mum? I said I was
teaching the dog, I don’t know whether the
dog learned that or not.
The ONLY objective of teaching is LEARNING
61. I- authentic avtivities/tasks
“Tasks with a real-world rationale require learners
to approximate, in class, the sorts of behaviours
requeired of them in the world beyond the
classroom.”
An example of real world task might be : “the
learner will listen to a weather forecast and identify
the predicted maximum temperture for the day”
DAVIDNUNAN
62. II- Authentic Materials
DAVID NUNAN stated that a rule-of-thumb
definition of authentic materials is any
material which has not been specificully
produced for the purposes of language
teaching.
63. III-Types of authentic materials
Gebhard suggested many types of authentic
materials:
1. Authentic Listening/Viewing Materials
2. Authentic Visual Materials
1. Authentic Printed Materials
2. Realia (Real world"objects)
64. IV- Types of authentic activities
Interactive Simulations
Listening Activities
Listening/ Viewing Activities
Activities Using Cultural Objects
65. V- Advantages of authentic materials / tsks/ activities
It provides students with the opportunity to make
use of non-linguistics clues ( lay
out, pictures, colours, symbols, the physical sitting
in which it occurs) and so more easily to arrive at
meaning from the printed word.
Adults need to be able to see the immidiate
relevence of what they do in classroom to what
they need to do outside it, and real life reading
matter treated realistically makes the connection
obvious
66. It’s a way to bring real world experiences into the
classroom by focusing on practical language skills.
Motivation and renewed interest in the subject
matter will be incresed in students because they
deal with content and situations that are
meaningful for them.
authentic texts are often regarded as more
interesting than textbook materials because they
can be more up-to-date, and relate to everyday
issues and activities
67. Authentic materials, particularly audio-visual ones
such as films and TV shows, offer a much richer
source of input for learners
making connections between the classroom world
and the world beyond it makes the learning
process more easier
Exposed to more authentic activities, students can
increase confidence in using the language.
68. VI- Problemes with authentic activities /
materials
Special preparation is necessary which can
be time consuming
With listening, too many differnt accents can
confuse students perception of the in put
grammatical items show up
unexpectedly, and without warning, which
require students to have mastered a core
knowledge of grammar
69. VII- Classroom management and authentic
tasks/materials
They make students more likely to love the
subject, which makes them attend on time so
that interuptions caused by lateness can be
avoided.
They cupture and stumulate the learners
interest which can contrebute to decreasing
disruptive behaviours