Communicative Grammar Teaching - Americancenterjapan
CommunicativeGrammarTeachingJenny SelvidgeUS Embassy TokyoAugust 1, 2020
This webinar will help you consider ways to use morecommunicative approaches to grammar teaching that balanceinput and output.Participants will:1. reflect upon the meaning of a “communicative classroom”2. understand the balance between input and output3. analyze lesson plans that use the communicative approach4. gather ideas and resources to use in their classes
Today’s Topics the definition of a “communicative classroom” the balance between input and output (theory) two lessons plans that balance input and output activity ideas / grammar resources
Discussion Question:What is a communicative classroom?Please share your thoughts in the chatbox.In a communicative classroom, students:- learn language by using it rather than by only being toldabout it.
Teachers as FacilitatorsInstead of teaching about language, teachers become facilitatorsof language learning and acquisition.Input alone will not produce language fluency in productive skills.(Brown & Larsen-Hall, 2012)*Mindset shift regarding the role of the teacher.
Today’s Topics the definition of a “communicative classroom” the balance between input and output (theory) two lessons plans that balance input and output activity ideas / grammar resources
balancing input vs. outputinput - receptive skillsoutput - productive skills reading speaking listening writing
Participant PollWhat are the top two challenges of balancing input/output inyour class?
lesson planning: input and output1. exploring a topic2. focusing on language3. responding to the topic4. producing language (practice, practice, practice)
4 strands of a language classroom (Nation, 2007)1. meaning—focused input3. meaning-focused output2. language-focused learning4. fluency activities*4 strands should be given roughly equal time in a class
the 4 strands in lesson planning1. meaning-focused input exploring a topic2. language-focused learning explicit language instruction3. meaning-focused output responding to the topic4. fluency activities producing language, “getting good at it”(Nation, 2007)
Today’s Topics the definition of a “communicative classroom” the balance between input and output (theory) two lessons plans that balance input and output activity ideas / grammar resources
2. Teacher writes sample sentences on the boardand explains the singular/plural difference.inputSampleLesson 11. Teacher shows picture of a living room and asksstudents what they see.Audience: Beginners(adapted from Lemaich, 2019)outputGoal: to identifyhousehold objectsusing there is/thereare
Let’s use objects that are in ourclassroom as examples:Let’s use objects that are in ourclassroom as examples:There is a teacher.There are many students.There is a projector.There is a laptop.There are five windows.There are many drawings.There is an ALT.There is a teacher.There are many students.There is a projector.There is a laptop.There are five windows.There are many drawings.There is an ALT.
2. Teacher writes sample sentences on the boardand explains the singular/plural difference.inputSampleLesson 11. Teacher shows picture of a living room and asksstudents what they see.Audience: Beginners(adapted from Lemaich, 2019)3. Students brainstorm a vocabulary list of itemsfrom their own living room and write sentences.4. Students practice sentences using there is / thereare:outputGoal: to identifyhousehold objectsusing there is/thereare
2. Teacher writes sample sentences on the boardand explains the singular/plural difference.inputSampleLesson 11. Teacher shows picture of a living room and asksstudents what they see.Audience: Beginners(adapted from Lemaich, 2019)3. Students brainstorm a vocabulary list of itemsfrom their own living room and write sentences.4. Students practice sentences using there is / thereare:outputGoal: to identifyhousehold objectsusing there is/thereare
2. Teacher writes sample sentences on the boardand explains the singular/plural difference.inputSampleLesson 11. Teacher shows picture of a living room and asksstudents what they see.Audience: Beginners3. Students brainstorm a vocabulary list of itemsfrom their own living room and write sentences.4. Students practice sentences using there is / thereare: Gallery Walk padlet(adapted from Lemaich, 2019)outputGoal: to identifyhousehold objectsusing there is/thereare
Gallery Walk- can be done in aclassroom ifthere’s space- can be done inthe hallway- students have atask to do whilelooking at studentworkThis Photo by Unknown Author is licensed under CC BY-SA-NC
padlet.com – collaborative writing space
1. Teacher reads dialogue between two people.Goal: to describe lifeexperiences usingthe present perfectand simple past(adapted from Lemaich, 2019)4. Students get in groups of three to state a claim(only one person wrote it). The rest of the classasks questions to determine who is telling thetruth.outputAudience:Intermediate/Adv.3. Students create sentences of things they havedone.inputSampleLesson 22. Teacher analyzes text with students to identifytarget grammar. Discusses difference betweenpresent perfect and simple past.
1. Teacher reads dialogue between two people.Goal: to describe lifeexperiences usingthe present perfectand simple past(adapted from Lemaich, 2019)4. Students get in groups of three to state a claim(only one person wrote it). The rest of the classasks questions to determine who is telling thetruth.outputAudience:Intermediate/Adv.3. Students create sentences of things they havedone.inputSampleLesson 22. Teacher analyzes text with students to identifytarget grammar. Discusses difference betweenpresent perfect and simple past.
1. Teacher reads dialogue between two people.Goal: to describe lifeexperiences usingthe present perfectand simple past(adapted from Lemaich, 2019)4. Students get in groups of three to state a claim(only one person wrote it). The rest of the classasks questions to determine who is telling thetruth.outputAudience:Intermediate/Adv.3. Students create sentences of things they havedone.inputSampleLesson 22. Teacher analyzes text with students to identifytarget grammar. Discusses difference betweenpresent perfect and simple past.
1. Meaning-focused Input: DialogueHiroko: Hey, Fumika! You and your family have traveled a lot, right?Fumika: Oh, yeah. We love to travel! My favorite place to visit was Australia. We saw wildkangaroos and visited the Sydney Opera House. So beautiful!Hiroko: Have you had many outdoor adventures?Fumika: Some! I’ve been scuba diving, rock-climbing, and water skiing. I went snowskiing in Hokkaido last year, and that was amazing!Hiroko: What’s still on your travel list?Fumika: I’ve never been to Africa or South America. I’ve also never seen the desert, sothat’s on my list, too.Goal: comprehension of the topic / build student interest
2. Language-focused learning: focus on formHiroko: Hey, Fumika! You and your family have traveled a lot, right?Fumika: Oh, yeah. We love to travel! My favorite place to visit was Australia. We saw wildkangaroos and visited the Sydney Opera House. So beautiful!Hiroko: Have you had many outdoor adventures?Fumika: Some! I’ve been scuba diving, rock-climbing, and water skiing. I went snowskiing in Hokkaido last year, and that was amazing!Hiroko: What’s still on your travel list?Fumika: I’ve never been to Africa or South America. I’ve also never seen the desert, sothat’s on my list, too.Goal: to process the form and function of the present perfect/simple past
Present perfect:“started in the past, continues to thepresent, unfinished (may cont. to future)”Simple past:“started and ended in the past, finished /specific time”form: have/has past participleform: ed ending / irregular endingsYou and your family have traveled a lot,right?We visited the Sydney Opera House.You traveled in the past and will continueto travel present perfectYou went to the Opera House at aspecific time in the past. It’s finished.
3. Meaning-focused outputTask:Write 5-8 sentences of things you have done (in general) andthings that you have done at a specific time.Goal: to convey meaning
4. Fluency DevelopmentThree people will come to the front of the class. They’ll all same the samesentence, “I have ridden a camel,” but only one person is telling the truth.Students will ask simple past questions, such as:- Where did you ride a camel?- How tall was the camel?- Did you have to take riding lessons first?- Was the camel friendly?- Were you scared?- Was there a camel guide there to help you?Goal: to practice/feel comfortable and confident using the simple past
Today’s Topics the definition of a “communicative classroom” the balance between input and output (theory) lessons plans that balance input and output activity ideas / grammar resources
“How do my studentsuse grammar tocommunicate in real life?”
Lesson DevelopmentQuestions1. What is the target grammar?2. How can students apply this grammarto real-life communication? Tailor toyour students.
Real-world Applicationstell a story- mini-bookexplain how to dosomethingexplain how to play agame/sport- skit- give directions- ride a unicycle- show-and-tell- science experiment- soccer- cook- sumo rules- post on Instagram
Real-world Applicationshypotheticalsadvice-givingapply to college- What would happen if - design an idealschool/city- “If I had a milliondollars ”- If I could change theworld - for tourists- oral interview- for incomingstudents- personalstatement- for teachers
Where do you go forideas and resources?(You don’t need to reinvent the wheel.)
americanenglish.state.gov
AE Live 4.6: Communicative Grammar Games for the Young Learner(Coulson, 2019)
AE Live 4.6: Communicative Grammar Games for the Young Learner(Coulson, 2019)1. Brainstorm list ofadjectives.2. Teach question formand Yes/No answerform3. Students write downlist of questions.4. Game 1
Build your networkof support
Recap: Four Steps toLesson Planning1. Introduce/explore a topic2. Focus on target language3. Students personalize the topic4. Students practice, practice,practice
References Brown, S., & Larson-Hall, J. (2012). Second language acquisition myths: Applyingsecond language research to classroom teaching. University of Michigan Press ELT. Coulson, W. (2019, March 22). American English. Retrieved from American EnglishWebinars: an-englishwebinars#child-2505 Lemaich, S. (2019, March 6). American English. Retrieved July 2020, from AmericanEnglish Webinars: an-englishwebinars#child-2504 Nation, P. (2007). The four strands. International Journal of Innovation in LanguageLearning and Teaching, 1(1), 2-13.
Questions?
communicative approaches to grammar teaching that balance input and output. Participants will: 1. reflect upon the meaning of a "communicative classroom" 2. understand the balance between input and output 3. analyze lesson plans that use the communicative approach 4. gather ideas and resources to use in their classes
Communicative Teaching Applying Communicative Teaching Practices in a Culturally Inclusive Classroom . Agenda Communicative Language Teaching: Merits and Problems . Culturally Responsive Communicative Teaching is an EFL teaching approach that was developed by Dr. Li Yin, to provide a teaching framework appropriate for Asian classrooms .
The Application of Communicative Approach in English Teaching . Hu Shen, Gong Wei . Art and Science department, Chengdu College of UESCT, Chengdu, Sichuan, 610000, China . . Communicative Language Teaching (CLT) is the English name of Communicative Language Teaching (CLT). Communicative teaching method originated in the 1970s, and has undergone
2.4.15 Conceptualization of Communicative approach 43 2.4.16 Communicative Language Teaching (CLT) implementation 47 2.4.17 Application of CLT around the World 53 2.4.18 Educational reforms in Asian countries 60 2.4.19 Adapting communicative approach for Asian countries 64 2.5 Teachers‟ perceptions of Communicative Language Teaching (CLT) in .
claimed that communicative language teaching is a cornerstone to develop many forms of teaching methods; it covers four English skills: listening, speaking, reading and writing. In the book Communicative Language Teaching Today, Richards [5] (2006) stated that "Communicative Language Teaching can be understood as a set of principles about the .
English teachers seriously. Communicative approach is a teaching method rising in t he 1970s to train the learners' practical language communicative ability. As an innovative teaching mode, the effective application of communicative teaching in the teaching process has a very positive effect on
Phase 2: Classic communicative language teaching (1970s to 1990s) Phase 3: Current communicative language teaching (late 1990s to the present) Let us first consider the transition from traditional approaches to what we can refer to as classic communicative language teaching. Phase 1: Traditional approaches (up to the late 1960s)
The aim of this thesis is to apply the theoretical basis of communicative language teaching (CLT) to English pronunciation teaching within the context of Finnish school and curriculum for grades 7-9. Communicative language teaching is a prevailing teaching method used in English language teaching in Finland among many other Western countries.
Andreas Wagner - Curriculum Vitae CURRICULUM VITAE Name Wagner Andreas . Date of birth 14.April 1966 . Place of birth Leibnitz, Austria . Nationality Austrian . Address CERN IT/IS . CH-1211 Geneva 23, Switzerland . Telephone 41.22.76.74888 . Private address Espace République, Rue de la Liberté 65
