GSE Methods
WEEK 10
Today’s Schedule

How to write your activity lesson plan for presentation 2

CLT methods
 The
Natural Approach
 Cooperative
 Task-based
 Content

Language Learning
Language Teaching
Based Instruction
Time for Q&A and 1-on-1 conferencing
Introduction to Current Methods

Communicative Language Teaching marked the beginning
of the current language teaching methods period

Began in the 1980s

Applied linguistics began emphasizing functional and
communicative potential of language, and modifying
teaching practices to emphasize these

The philosophy of CLT has spawned several teaching
practices including the Natural Approach, Content-Based
Teaching, Task-Based Teaching, and others
Communicative Language Teaching
Is seen as an approach to language teaching (not method)
 Learning to use English (weak) vs using English to learn it (strong)
 No one book or authority on CLT
 Focus on communication from the beginning (not delayed)
 Learner-centered and experienced-based
 Language carries out a task and is meaningful to learners
 Syllabi consist of
 Topics (food, weather)
 Functions (describing, requesting info)
 Notions (time, frequency, duration,
 Vocabulary and grammar needed

Comparing Current Methods (handout)
Project #2 Current Methods

1-2 people per group (Natural, Coop, CBI, TBLT)

Assignment: Teach an activity (mini lesson) ~15 minutes using
your selected method.

Structure
Introduce yourselves, introduce method,
tell us what age we are
Teach your lesson
2 minutes (1-2 PPT
slides)
12 minutes
Conclusion and Q&A
1 minute
Presentation #2: Considerations for
Groups of 2

Your project’s unity (dividing up the roles equally) is very
important

Your lesson plan should state everyone’s roles


Team-teach the lesson

Team-teach as a Korean/foreign teacher team

Someone could introduce the lesson, and the other could teach
Someone will need to make materials (worksheet + PPT)
Grading Rubric

Method clearly explained
10 points

Method clearly demonstrated in mini lesson
15 points

Materials (handouts, PPTs, etc)
10 points

Teaching skills
10 points

Preparedness
5 points

Total 50 points
Application of Methods to Teaching
 How
will you teach a mini-lesson using this method?
 All
methods we are studying are variations of
Communicative Language Teaching
 Focused
on communication
 Learner Centered
 Students complete tasks by using English
 Materials: text-based, task-based, and realia
Application of Methods to Teaching
 Determine
your students’
 Age
 Ability
 Background
 Decide
knowledge (in relation to task)
what content you want to teach
 Reading,
Writing, Listening, Speaking focus?
 Grammar or vocabulary?
 Do you want to teach about culture?
How to write your activity lesson
plan: Activity Route Map
 Title/Explanation
 Level/age
 Time
 Aims:
By the end of the activity, SWBAT ____ by ____
 Materials
 Before
(Lead-in)
 During
(Set up and Run the activity)

After (Close the activity and post-activity)
Types of Materials
 Text-based:
Textbooks
 Task-based:
handbooks, cue cards, activity
cards, pair communication materials
Games,
Role plays, Communication
activities (information gap, jigsaw)
 Realia:
Real life materials
advertisements,
menus, maps, charts
The Natural Approach
Input hypothesis i+1
Acquisition/Learning Hypothesis: competency can be
developed through acquiring an L2 like an L1, and
through learning conscious rules about the language
Monitor hypothesis: Ss need time, focus on the form,
knowledge of rules to initiate conscious learning
Affective Filter Hypothesis: Motivation, Self-Confidence,
and anxiety reduction needed for effective learning
The Natural Approach
 Basic
personal communication skills
 Academic learning skills
 Stages
of learning: pre-production, earlyproduction, and speech-emergent
 Use
 No
realia rather than textbooks
unique techniques, so do whatever you like 
Cooperative Language Learning

Most speech is organized in conversation, focus on
communicative competency

Critical thinking skills, question matrix

Cooperative activities: formal groups, informal groups,
cooperative base groups

Individual accountability
Question Matrix

Use both dice to generate a two-word question starter.
 Dice
 Die
1: What, Where, Which, Who, Why, and How
2: Is, Did, Can, Would, Will, and Might

Users take that question beginning to
generate the questions to ask about
the content or concept being studied

Can be used in pairs, small groups or
in a whole class setting
Cooperative Language Learning
 Team
practice from common input, jigsaw
activities, discovery learning
 Importance
learning
of materials to aid cooperative
Task-Based Language Teaching
Tasks give students a context for learning to take place.
 Focus on process rather than product “Getting there is
half of the fun!”
 Categories of team performance: orientation,
organizational functions, adaptation, and motivational
functions
 TBLT is a learning theory rather than language theory –
language is a means of making meaning, draw on
structural, functional and interactional models of
language

Task-Based Language Teaching
Choose a real world task that meets needs of
learners
 Figure out what pedagogical tasks can be
accomplished through the real world task
 Figure out what your goal is and how students will
achieve that goal
 Figure out how to prepare learners, and sequence
the task for optimal learning (pre task, task and post
task)
 Real world materials emphasized

Content-Based Instruction


Decide which content to teach through English
Different programs to model:
 Immigrant On-Arrival Programs
 Limited English Proficiency (LEP)

English for Specific Purposes (LSP)
 Theme-based
language instruction, sheltered content
instruction (SIOP) adjunct language instruction, teamteach approach, skills-based approach
Content-Based Instruction

Language is a means of acquiring information. CBI
activities emphasize the need to learn a language
 Language
is text and discourse based on integrated
skills, and is purposeful
 Build
on learner’s background knowledge. Teach
skills and strategies for acquiring knowledge.
 Learn
by doing and through collaborative learning
 Materials
are heavily used
Sheltered instruction observation protocol
(SIOP)

There are 30 criteria for SIOP, which are arranged under:
 Lesson
preparation
 Building
Background knowledge
 Comprehensible
Input
 Strategies
 Interaction
 Practice
 Lesson
and Application
Delivery
 Review
and Assessment
Lesson Preparation
Content Objectives clearly defined, displayed, and reviewed with students
Language objectives clearly defined, displayed, and reviewed with students
Content concepts appropriate for age and educational background level of
students
Supplementary materials used to a high degree, making the lesson clear and
meaningful (e.g., computer programs, graphs, models, visuals)
Adaptation of content (e.g., text, assignment) to all levels of student
proficiency
Meaningful Activities that integrate lesson concepts (e.g., surveys, letter
writing, simulations, constructing models) with language practice
opportunities for reading, writing, listening, and/or speaking
Building background
Concepts explicitly linked to students’ background experiences
Links explicitly made between past learning and new concepts
Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for
students to see)
Comprehensible input
Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and
simple sentence structure for beginners)
Clear explanation of academic tasks
A variety of techniques used to make content concepts clear (e.g., modeling, visuals,
hands-on activities, demonstrations, gestures, body language)
Strategies
Ample opportunities provided for students to use learning strategies
Scaffolding techniques consistently used assisting and supporting student
understanding (e.g., think-alouds)
A variety of questions or tasks that promote higher-order thinking skills (e.g.,
literal, analytical, and interpretive questions)
Interaction
Frequent opportunities for interaction and discussion between teacher/student
and among students, which encourage elaborated responses about lesson
concepts
Grouping configurations support language and content objectives of the
lesson
Sufficient wait time for student responses consistently provided
Ample opportunities for students to clarify key concepts in L1 as needed
with aide, peer, or L1 text
Practice and application
Hands-on materials and/or manipulatives provided for students to
practice using new content knowledge
Activities provided for students to apply content and language
knowledge in the classroom
Activities integrate all language skills (i.e., reading, writing, listening,
and speaking
Lesson delivery
Content objectives clearly supported by lesson delivery
Language objectives clearly supported by lesson delivery
Students engaged approximately 90% to 100% of the period
Pacing of the lesson appropriate to students’ ability level
Review and assessment
Comprehensive review of key vocabulary
Comprehensive review of key content concepts
Regular feedback provided to students on their output (e.g., language,
content, work)
Assessment of student comprehension and learning of all lesson
objectives (e.g., spot checking, group response) throughout the lesson