Methods

1. Methods Week 5 Direct Method & ALM

2. Discuss Homework • Take out answers for 4, 6, 13 from Ch. 4 and discuss your answers in groups. Next Week • Read Ch. 11 (TM & TP3) Read Ch. 10 pages 144-150 (TP2) • Answer Qs (TM) p. 134 Qs 4, 13-14

3. Direct Method Review and Discuss • What are the goals of this method? • Teachers role? Students role? • What are some characteristics of the teaching/learning process? • What is the nature of interaction? • How is language/culture viewed? • What aspect of the language are focused on/ what is not focused on? • Role of L1? • Evaluation? • Errors?

4. Direct Method Doubting and Believing • What are the benefits and challenges of using this method? • When might it be appropriate to use? • When would other approaches be more appropriate?

5. Direct Method • What are three techniques or strategies that you remember from the Direct Method?

6. Question Techniques • Focusing Questions (to check Ss attn.) • What do you at the bottom of page 86? • How many columns do you see? • Guiding Questions (to elicit information form Ss) • What do you see in this picture? • Do long words or short words take more? • CCQs (Comprehension/Concept Check Questions to check if Ss understand what has be said)

7. CCQs • There are three kinds of CCQs • Positive/Negative check questions: • Is this a cup? • Do doctors work in a police station? • Discrimination check questions: • Is a ghost alive or dead? • Are you working alone or with a partner? • Demonstration check questions: • What are you going to do? • Where does a doctor work?

8. Make 3 CCQs for each word or situation • Summer • Square • Pour out • Ss are going to do a cloze activity • Ss are going to listen and circle the words that they hear • Ss need to do a “find someone who” activity

9. Direct MethodExperimenting With the Method • Look at the handout “A Bad day in Whoville” • With group discuss how you could use the direct method • Remake your groups and take turns teaching using the direct method to the new group.

10. Audio-Lingual Method Review and Discuss • What are the goals of this method? • Teachers role? Students role? • What are some characteristics of the teaching/learning process? • What is the nature of interaction? • How is language/culture viewed? • What aspect of the language are focused on/ what is not focused on? • Role of L1? • Evaluation? • Errors?

11. Reviewing the Techniques • Dialog Memorization (also called controlled group practice in materials development) • Ss are A and T is B • Switch. T is A and Ss are B • Reconfigure. Ss on left are A and Ss on right are B • Switch. Ss on right are A and Ss on left are B

12. Benefits/Challenges Good for pronunciation practice because it allows Ss to practice in a safe and comfortable environment Good for low level Ss. Input (encounter) is quickly followed by output (internalization) which can help with remembering Very predictable and somewhat boring. Not appropriate for all language types Not appropriate for later in the lesson

13. Reviewing the Techniques • Backwards build-up (a kind of chunking) • Ss are learning the pattern do you like… • T starts by saying “Spaghetti” // Ss repeat • T says “like spaghetti” // Ss repeat • T says “you like spaghetti” // Ss repeat • T says “Do you like spaghetti?” // Ss repeat Can be done as a kind of chanting

14. Reviewing the Techniques • Chain Drill: T asks one S “Do you like mushrooms?” S says “Yes, I like… or No, I don’t like… and then that same S asks a new S the same Q until each S has had a chance to ask/answer the Q. Can be done as a memory game, too

15. Reviewing the Techniques • Single Slot Substitution • T says: “spaghetti” and Ss say “Do you like spaghetti?” T says “chocolate” and Ss say, “Do you like chocolate?” Can be personalized if Ss do it in triads

16. Reviewing the Techniques • Multiple Slot substitution – more then one word or phrase placed into a gapped dialog: A: I went to a ______(place) _______ (time) B: Really how was it? A: It was ______ (feeling). B: How did you learn about it? A: I learned about it _________ (phrase)

17. Reviewing the Techniques

18. Reviewing the Techniques • Transformation Drill (Active to Passive)

19. Q & A drills • T either gives Ss Qs to answer or T prompts Ss to ask Qs

20. Look at ALM techniques and Dialog A: Tommy’s going to college in the fall. B: Where is he going? A: He is going to Tufts. B: What is he going to study? A: Biology. He is going to be a doctor. Use 2d6 and discuss how you could use that technique to teach the dialog

21. Practice • Use these drills with a new group.

22. Task-based Learning • Strictest parents • Do we understand each other Jigsaw • Both of these sample lessons will be made available online tonight.

23. Defining TaskTask-Types (TM) • Look on p. 125: How is task defined? • What are some example of tasks (p. 125-126)

24. Look at the two lesson plans • What was the task in the Strictest Parents? • What was the task in Do we understand each other?

25. Adapting Task-Based Learning • Look at the task lists on pages 125-126 and discuss: What kind of task could your students do? • Please give specific examples such as: ranking their strictest parents or solving Edmundo and Sakiko’s communication problem.

26. Adapting Task-based Learning • Choose one of your ideas and decide: • What would the pre-task need to prepare the Ss to do in the task cycle? • What might be some language that the ss could focus on in the language focus part of the lesson?