The Creative English Classroom
description
Transcript of The Creative English Classroom
© 2005 Marshall Cavendish International
The Creative English
Classroom
Duriya Aziz Marshall Cavendish
4th Annual VUS TESOL Conference 2009
Ho Chi Minh City18 July 2009
© 2005 Marshall Cavendish International
NAMASTE!
Let’s learn some Hindi!
© 2005 Marshall Cavendish International
khaasi
© 2005 Marshall Cavendish International
kaan may dard
© 2005 Marshall Cavendish International
sar may dard
© 2005 Marshall Cavendish International
daat may dard
© 2005 Marshall Cavendish International
payt may dard
© 2005 Marshall Cavendish International
khaasikhaasi
sar may dardsar may dard
daat may darddaat may dard
payt may dardpayt may dard kaan may dardkaan may dard
© 2005 Marshall Cavendish International
Mujhay daat may dard hay.Mujhay daat may dard hay.
© 2005 Marshall Cavendish International
Theek hay. Baitho.Theek hay. Baitho.Mujhay dentist say milna hay.Mujhay dentist say milna hay.
© 2005 Marshall Cavendish International
Mujhay daat may dard hay.Mujhay daat may dard hay. Mujhay payt may dard hay.Mujhay payt may dard hay.
© 2005 Marshall Cavendish International
Mujhay khaasi hay.Mujhay khaasi hay.
Aap ko kya hua hay?Aap ko kya hua hay?
© 2005 Marshall Cavendish International
Mujhay sar may dard hay.Mujhay sar may dard hay. Mujhay kaan may dard hay.Mujhay kaan may dard hay.
© 2005 Marshall Cavendish International
Yay to dentist ka clinic hay.Dentist sirf daat ko dekhta hai
Yay to dentist ka clinic hay.Dentist sirf daat ko dekhta hai
© 2005 Marshall Cavendish International
kaan may dardkaan may dard
daat may darddaat may dard
sar may dardsar may dard
khaasikhaasi
payt may dardpayt may dard
© 2005 Marshall Cavendish International
Mujhay kaan may dard hay.
Mujhay khaasi hay.
Mujhay sar may dard hay.
Mujhay payt may dard hay.
Mujhay daat may dard hay.
© 2005 Marshall Cavendish International
Well done!We’ve just experienced what it is like to learn a second or foreign language - especially when there are very few opportunities for exposure to it outside the classroom. To learn a language in such a context the learner needs:
•Frequent input
•Opportunities for output
•Different ways of accessing and processing the new language items
•A context for learning the new language items
•Motivation and positive reinforcement
© 2005 Marshall Cavendish International
• In this workshop I will:• present principles for developing materials for language
teaching
• In this workshop we will:• Explore Texts• Determine criteria for selecting texts and designing tasks • Develop a lesson plan
© 2005 Marshall Cavendish International
What principles should we adopt?
• Focus is on making meaning and understanding how the English language is designed to make meaning
• Tasks and activities designed around text(s)• Approach looks at ‘language learners as
whole people with behavioural, cognitive, affective, social, experiential, strategic and political dimensions’ – Diane Larsen-Freeman
© 2005 Marshall Cavendish International
Materials should be developed based on a systematic framework for:
Development
Monitoring &
Assessment
of language learning outcomes.
© 2005 Marshall Cavendish International
Group task
1. Decide your target learners.
2. Identify potentially engaging core text (s).
3. Make decisions about activities with
specific language learning outcomes.
© 2005 Marshall Cavendish International
• Warm up or readiness activities for the core reading or listening text.
• Whilst reading/listening activities
• Response activities that facilitate articulation and development of the learner’s personal responses to the text.
• Response activities that facilitate development of text comprehension and awareness of the intentions and strategies of the writer/speaker.
• Thinking activities related to the topic/theme of the core text
© 2005 Marshall Cavendish International