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The Creative English Classroom

The Creative English Classroom. Duriya Aziz Marshall Cavendish 4 th Annual VUS TESOL Conference 2009 Ho Chi Minh City 18 July 2009. NAMASTE! Let’s learn some Hindi!. khaasi. kaan may dard. sar may dard. daat may dard. payt may dard. khaasi. daat may dard. sar may dard.

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The Creative English Classroom

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  1. The Creative English Classroom Duriya Aziz Marshall Cavendish 4th Annual VUS TESOL Conference 2009 Ho Chi Minh City 18 July 2009

  2. NAMASTE! Let’s learn some Hindi!

  3. khaasi

  4. kaan may dard

  5. sar may dard

  6. daat may dard

  7. payt may dard

  8. khaasi daat may dard sar may dard payt may dard kaan may dard

  9. Mujhay daat may dard hay.

  10. Mujhay dentist say milna hay. Theek hay. Baitho.

  11. Mujhay daat may dard hay. Mujhay payt may dard hay.

  12. Aap ko kya hua hay? Mujhay khaasi hay.

  13. Mujhay sar may dard hay. Mujhay kaan may dard hay.

  14. Yay to dentist ka clinic hay. Dentist sirf daat ko dekhta hai

  15. payt may dard khaasi sar may dard daat may dard kaan may dard

  16. Mujhay kaan may dard hay. Mujhay khaasi hay. Mujhay sar may dard hay. Mujhay payt may dard hay. Mujhay daat may dard hay.

  17. 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

  18. 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

  19. 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

  20. Materials should be developed based on a systematic framework for: • Development • Monitoring & • Assessment of language learning outcomes.

  21. Group task 1. Decide your target learners. 2. Identify potentially engaging core text (s). • Make decisions about activities with specific language learning outcomes.

  22. 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

  23. duriyaaziz@sg.marshallcavendish.com

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