Communicative Oral Language in the Classroom PEER Center Training Surin April 30-May 2, 2014

Survey Activity (#10) Directions: 1.What helped you learn English? Example: Watching TV with subtitles helped me learn English. 2. Take a survey! Ask 3 new people what helped them learn English? Example: What helped you learn English? 3. Write down the answers. 4. Then, ask them how. (critical thinking!) Example: How did that help you? 5. If there is more time, continue asking more people!

A Review: 4 Principles of CLT Communicate effectively with accuracy & fluency Get the message across Risk-taking behavior in cooperative groups Student-to- student talk Language connected to meaning & context Movement, sounds, image Critical Thinking Skills How? Why? What if…? Extended responses

Theory into the Classroom Analyzing videos of communicative language teaching in the classroom

Aims of CLT Traditional Approaches Goal is to master forms and pronunciation Communicative Approaches Goal is to accomplish functions and carry out tasks… to engage in verbal interactions

Looking at Lessons

Principle 1. Effective communication with accuracy and fluency evident ☐ Student-to-student conversations in English ☐ Dialogues practiced with repetition of key phrases or vocabulary ☐ Realistic context for communication practice Principle 2. Risk-taking behavior in cooperative groups ☐ Student attempts to talk in English (even if incorrect or mixed with native language) ☐ Groups of students share a task assigned by the teacher ☐ All students in groups or pairs contribute by speaking or listening. Principle 3. Language connected to meaning and context ☐ Real things used during the lesson to connect language to meaning ☐ Gestures or movement used to connect language to meaning ☐ Images or pictures used to connect language to meaning ☐ Games or activities connected to learning new language Principle 4. Critical-thinking skills used in the lesson ☐ Students try to solve problems during the lesson ☐ Questions that the teacher poses challenge students to think ☐ Questions require extended answers (e.g., more than “yes/no”)

See/Don’t See Before-During-After Become an expert on 1 of the principles. Re-read the items for your principle. Turn & talk: explain to a partner what each item means under your principle. Prepare to watch the classroom video: Primary classroom in Indonesia; survey activity

Watch the classroom video (8 minutes) Put a check in the box  next to the items you see in the instruction. Make a note of what is effective. Make a note of how it might be improved. Make a note of what you can use in your class. **Don’t worry if you did not write everything down: you will have time after the video. See/Don’t See Before-During-After

Review your principle & think about the video. If you have not already done so, put a check in the box  next to the items you saw. If you have not already done so, write what is effective or needs improvement. Think, pair, share! Did you check (  ) the same things as your table? One to two people from each table share with the whole group about your principle. See/Don’t See Before-During-After

Observe to Analyze What do you see? What don’t you see? Directions: 1.Watch video. 2.As you watch (or after you watch), tick what you see from the list. 3.Make notes about what you thought was most effective. 4.Make notes about what needed improvement. 5.Turn & Talk with someone near you.

From Indonesiahttp://

See / Don’t See: Report Out Communicate effectively with accuracy & fluency Get the message across Risk-taking behavior in cooperative groups Student-to- student talk Language connected to meaning & context Movement, sounds, image Critical Thinking Skills How? Why? What if…? Extended responses

Turn & Talk What did you see? What didn’t you see? Was this an effective way to view the lesson?

From Vietnam:

Turn & Talk: What do you think of when you hear the words… Observe…Evaluate…

Classroom Video Example 1 Observe Holistically: Make a running record of what the teacher & students do & say. Example: TeacherStudents T. tells the name of activity, reviews from last time. T. writes vocab on board. … T. walks around room, asks pair of students if they understand. Most Ss quiet, look at T. 3 boys in back playing with pencil. Apx. ½ Ss copy vocab on paper … Ss sit back-to-back in pairs, ask each other questions beginning with “where is…”

Turn & Talk What did you observe? Did you observe the same things? Did you choose to write the same notes?

Numbered Heads Together: How are students using Principle 2. Risk-taking?

From U.S. partners:

From U.S.: Jigsaw