Transcript Diapositiva 1

An overview
to effective techniques
in EFL Teaching
Programa Nacional de Capacitación Idiomática IDIOMAS
Caracas, May, 2012
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Content
 The Communicative Language Teaching (CLT)
 Main tenets, types of activities, roles of learner,
teacher and materials
Classroom Management. The learner:
importance, learning styles and teaching context.
Student-centred techniques for developing the
four language skills: reading, writing, listening and
speaking.
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(Littlewood,1981), Main types of activities in CLT
Functional
communication
activities
Social interaction
activities
• SS comparing sets of pictures (differences and
similarities).
• Sequence in a set of pictures.
• Discovering missing features in a map or
picture.
• Giving instructions on how to draw a shape to
a partner.
• Following directions
• Solving problems with clues
•
•
•
•
•
Conversations and discussion sessions.
Dialogues and role plays.
Simulations
Improvisations
Debates
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Learner roles according to
Breen & Candlin (1980)
Negotiator
&
Contributor
The
group
Him/herself
Activities,
Classroom
procedures
L2.
Learning process
Source: Richards & Rodgers, 2002
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Teacher roles in CLT Breen & Candlin
(1980)
Main
role
2ndary
Roles
Facilitates the
communication
process between all
ss in the class
Organizer of
resources.
Guide within the
classroom
procedures and
activities.
Researcher and
learner
Manager
Counselor
Needs analyst
Facilitates the
communication
process between the
ss and the activities
and texts.
Source: Richards & Rodgers, 2002
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As a
needs
analyst a
teacher
should…
1. Determine the learner
language needs.
2. Respond to such
language needs.
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Activities in CLT
Appropriateness:
formal and
casual styles of
speaking.
The message is
the main point.
The learner takes
risks.
Psycholinguistic
Process
Freer practise is
allowed.
Source: Richards & Rodgers, 2002
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Roles of Materials according to Breen &
Candlin (1980)
Text-based
Instructional
materials
Task-based
Realia
Source: Richards & Rodgers, 2002
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Communicative Language Teaching:CLT
• Learners learn a language through using it to
communicate.
• Authentic and meaningful communication should
be the goal of classroom activities.
• Fluency is an important dimension of
communication.
• Communication involves the integration of
different language skills.
• Learning is a process of creative construction
and involves trial and error.
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CLASSROOM MANAGEMENT
Activity I:
Divide the class into 2 groups.
Each group writes a list of ideas about
classroom management.
Socialize ideas with the whole class.
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CLASSROOM MANAGEMENT
Prepares and plan the class before teaching it.
Organizes the learning space, sets up the
rules and routines.
Adecquates language to the class (register).
Varies interaction pattern (T-Ss, ss-ss, group).
Provides ss with simple and straight-to-thepoint instructions.
Checks understanding with direct questions.
Monitors and help the learners.
Organizes the board (use coloured markers).
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PROCEDURE
Planning
the class
Redefining
Activities
Learning
styles
Activities
Feedback
MPF
Source: Spratt , Pulverness, Williams (2005)
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Learning styles
Learning styles are the ways in which a learner naturally
prefers to take in, process and remember information and
skills.
Visual
Auditory
Kinaesthetic
Group vs individual
Reflective vs impulsive
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Learning strategies
Learning strategies are the ways chosen and used by the
learner to learn a language.
E.g.:
Repeating new words in your head until you remember
them.
Guessing the meaning of unknown words
Asking a speaker to repeat
Recording yourself speaking
Writing key words in order to remember
Drawing meaning instead of translating.
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Developing language skills
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Language skills
Reading (receptive)
Writing (productive)
Listening (receptive)
Speaking (productive)
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Reading (receptive skill)
Extensive reading
• Outside the classroom
• Authentic reading:
newspaper, books, ads,
booklets, brochures,
flyers, magazines,
internet articles and
anything you can read.
Intensive reading
• Within the classroom:
• Graded readings or
authentic texts suitable
for the classroom.
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Reading (receptive skill)
Subskills:
• Reading for gist
• Reading for specific
information
• Inferring
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Listening (Receptive skill)
• Create interest
• Preteach vocab
• Listening for gist
• Listening for specific information
•Follow-up: working with the language
•Use this skill as a springboard to a productive one
Source: TKT Essentials (2005)
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Listening
 Extensive listening (outside the classroom)
 Intensive listening (within the classroom):
Live listening:

Reading aloud

Story-telling

Interviews

Conversations
Source: TKT Essentials (2005)
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Writing (Productive skill)
Subskills: using the right words, correct grammar and
Spelling, Layout and puctuation, sentence and paragraph
linking. Writing is both a process and a product
Stages in the writing process:
Brainstorming
Making notes
Planning
Writing a draft
Editing
Proof reading
Source: TKT Essentials (2005)
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Speaking
• Interaction: 2-way communication uses
language and body language.
•Fluency speaking at a normal speed, no
hesitations, repetition or self correction.
•Accuracy speaking with correct forms of
grammar, vocab and pronunciation.
Source: TKT Essentials (2005)
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Speaking activities
• Interviews
• Guessing games
• Jigsaw tasks: involves learners combining
different pieces of information to form a whole.
• Ranking exercises
• Discussions
• Values clarification
• Problem solving activities
• Role plays
• Simulations
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Types of Drilling
• Choral drill: learners repeat after teacher as
a whole class, then in groups.
• Substitution drill: T gives a sentence and a
different word or phrase the learners must
use in the same place. E.g.
• If you go to Maturin you will see La Puerta de
Miraflores.
• If you go to Maturin you will see el Baile del
Mono.
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Types of Drilling
• Transformation Drill: learners change
the grammatical structure of the sentence
given by the teacher according to which
rule is being practised. E.g.
I went to Margarita
I didn´t go to Margarita
I went to Del Valle Virgin Sanctuary
I didn´t go to Del Valle Virgin Sanctuary
etc.
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Interesting sites to visit
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www.rinksworks.com/brainfood/p/latreal1.shtml.
www.onestopenglish.com
www.aphraseaweek.com
VenTesol.com
www.busyteacher.com
www.aboutESL.com
www.brithcouncil.org
www.teachingenglish.org.uk
http://teachandlearn.missouri.edu
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MICROTEACHING
Each group/pair prepares a microclass taking
into consideration what we have practised.
Use a template of lesson plan.
Timing: 30 minutes per group/pair.
Choose the skill, try to combine two or more.
Choose activities which meets different
learning styles.
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Bibliografía
Brown, D. (2007), Teaching by Principles, Pearson Longman
Harmer, J. (2007). The Practice of English Language Teaching,
Pearson-Longman.
Oxford, R. (1989) ERIC Clearinghouse on Languages and
Linguistics Washington, DC.
Richards, J. and Rodgers,T. (2002). Approaches and Methods in
Language Teaching (Cambridge University Press).
Spratt, M., Pulverness, A. and Williams, M., (2005) The Teacher´s
Knowledge Test Course, TKT University of Cambridge.
Thornburry, S. and Watkins, P. (200) The Certificate in English
Language Teaching to Adults CELTA Course. University of
Cambridge.
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