Teaching Strategies to Trick your Students into Learning ... · PDF fileWorksheet . Rocky...
Transcript of Teaching Strategies to Trick your Students into Learning ... · PDF fileWorksheet . Rocky...
Teaching Strategies to
Trick your Students into
Learning English
Presented by Alex Husband and
Mika Ogasawara
Susono High School
Introduction
1st grade Communication English I (Oral Communication, once a week)
2nd grade 異文化理解, Cross Cultural Class
3rd grade English Communication class
3rd grade 時事英語, Current Events/Debate class
What is the goal of this seminar?
• To better understand how to use
different teaching methodologies
(specifically Content-Language
Integrated Learning and Task-Based
Learning) to build a better ‘Learning in
English” classroom.
• To see English as a skill rather than a
subject
Timeline
• Introductions/Seminar Goals
• Input / Output terms
• What methods do we use now?
• What is Content-Language Integrated Learning?
– Case Study #1: Learner Training
• What is Task-Based Learning?
– Case study #2: Input / Output
– Case study #3: “Noticing”+Acquistion
Input vs Output
Input / Receptive / Passive skills
Reading
Listening
Output / Productive / Active skills
Writing
Speaking
Comprehensible Input
- NEW Material/Information
- Slightly above student’s level
- Student Level +1
- Teacher’s job is to make input
comprehensible to student’s level
- Ex. Words, pictures, gestures, tone, hands
on activities, demonstrations, repeat,
recycle vocabulary
Comprehensible Output
• Student made writing or speaking
– Tests, projects, speeches, drills, etc.
• Clarification + Answer
– During class, after school, reviewing material
• Evaluations
– Marking tests, journal responses, project remarks
– Time spent helping student’s English become comprehensible
So………
Input:
– Teaching the progressive form in class
– Introducing vocabulary
– The history of Manchu Picchu
Output: Drills, speaking activities, practice,
writing, marking/grading, any time you ask the
student to produce something, even if it’s just the
answer
*clarifying and re-teaching, or re-explaining
5% input,
95% output
Grammar Translation Method
• Traditional
• L2 L1 and L1L2
• Produces good readers/writers
• Passive form of learning
Audio-Lingual Method
• “Repeat after me”
• Builds pathways/muscle
memory
• Passive form of learning
Total Physical Response Method
• Engages the body and
memory
• How do you use TPR in the
classroom?
eg: stand up, open your
textbooks, etc.
• Passive form of learning
Content-Language Integrated Learning
AKA Content-Based Learning
• CLIL or CBL
• Teaching content, not English
• English learning is a means/consequence,
not the goal
How do ALTs and JTEs use CBL
already?
• When we teaching about
– Culture
– Holidays
– ALT Self Introductions
– Expanding on textbooks
• When students do
– Reading comprehension questions
– 感想/Response Writing
– Research projects
– Etc.
What separates CBL from other
methodologies?
• Presentation of the material – Doesn’t introduce new grammar/vocabulary as the
focus
– Less emphasis on correctness of language.
– Pictures, graphics, videos, “authentic” material.
– “Chunks” of information
• Evaluation – Listening tests based on content, Reflections,
Research projects, Creative writing, teacher observation, speeches.
– Similar to what you would find in non-English classes.
But how do you evaluate English
as well as content?
• “Less emphasis on correctness of language”
Examples of CBL classes
• 50 minute structured class
• Textbook-Based activities
• Case Study #1 : Content-Based Class 異文化理解 / Understanding differences between
cultures (Cross Culture Class)
One Shot CBL lesson!
Worksheet
Rocky Mountains
Rocky Mountains
Worksheet
Rocky Mountains
Long: 3000 km
High: 4400 m
Quiz: How high is Mt. Fuji?
Answer: 3776 m
Prairies
Prairies
The Prairies are
very, very, very
flat.
Highway 1 is
7820 km.
Tomei from Tokyo
to Nagoya is 387 km
Quiz:
Why is Highway 1
dangerous
in the Prairies?
Answer: It’s very boring
15/20 minute activity
Adding to the textbook Theme of reading (content): Volunteerism
- Before reading : Brainstorm ways people
can volunteer. (ex. Time, Money, Skills) or volunteer
associations students know (UNICEF, Doctors
Without Borders, etc)
- During reading : Write about a volunteer
experience, etc.
After reading: Issue a Help Each Other
Challenge (Students must do one kind thing that
week) and have students write about it.
15/20 minute activity (2) - History of Radio Taisou
- Do Taisou in English
- Teddy Bears
- Have a teddy bear picnic
- Kimchi
- K-pop dancing, looking at a map of Seoul
- ABO Blood types
- Personality test
Case Study#1: CC Class/異文化理解
• 1st semester
Getting to know the class
- Teaching students how to learn
- Learning how to teach your students
• 2nd semester
Teacher chosen topics, student chosen projects
• 3rd semester
Student chosen topics
Teach Students How to Learn Not just language training
1. Integrate study skills work
Danger
Strength
Government
Technology
Universe
Help
Secret identity
Brave
Save
Avenge/Revenge
Teach Students How to Learn Not just language training
1. Integrate study skills work
2. Explain your reasoning
Semester 1
Getting to know the class
– Topics that use information students know
• School, self introductions, geography/the world
– Group work/Pair work
• Discussions, pair writing
– Peer evaluations
– Put students outside of comfort zone
Let’s talk about school!
Do you like school? Why?
Yes, I do/ No, I don’t because…
Why do you go to school?
I want to~ / I must~
Do you think school is important? Why?
Yes, I do because~ / No, I don’t because~
What subject is most important? (Science, math, language, PE, etc.)
PE is most important because~
Do you remember????
Did Alex wear a uniform in high school? Is there an entrance exam? Entrance exam=入試
Do students have to go to high school? Have to = しなければいけません
Can students change their hair colour? When does Canadian school start? How do students go to school? Where do students eat lunch? Do students have a homeroom?
Track/ Football field
Baseball Field
Student Parking
Teacher Parking
School Bus
Town Library
One room
classrooms
School Years
0 5 10 15 20
Japan
Canada (2)
Canada (1)
No School
Kindergarten
Elementary
Junior HS
High School
When is school?
September
October
November
December
January
February March
April
May
June
July
August
1st Semester
Winter Break
2nd Semester
Summer Break
2nd
Semester
Winter
Break
3rd
Semester
1st
Semester
Summer
Break
Information
In the world, 57, 000, 000 children don’t go to elementary school.
In the world, 69, 000, 000 children don’t go to high school.
Why?
No money.
Must travel very far, no roads.
No teachers, no buildings, no books.
Must have a job.
Not safe.
Malala Yousafzai
17 years old
Born in Pakistan (パキスタン)
Wrote a blog about girls in
school.
学校に女子についてブログした
In October 2012, she was shot
in her face on her school bus.
10月2012年、スクールバスに顔を撃たれました。
Malala Yousafzai
HOMEWORK
Read Malala’s UN Speech.
マララのUNスピーチを読んでくる。
1) What do you think about her speech?
1) 何を考えますか?
2) Do you think education is important in order to change the world? Why?
1) 世界を変わるために教育は重要だと思いますか?
Write 6-10 English sentences about her speech.
B5ノートに英文を6-10個ぐらいを書く。
100 Person Project
Picture
• Camera
• People not person
• Machine
• Numbers
• Far away
• Cold
Portrait
• Pencil, paper, paint, etc
• Person not People
• Human to Human
• Stories
• Close
• Warm
Picture of Susono High School
• # of students
• # of girls/boys
• # of clubs
• # of sports clubs
• # of culture clubs
• # of students with a part-time job
• # of students who come by train/bike/walking/car
Portrait of Susono High School
Let’s interview!
• 1 Classmate (in 異文化理解)
• 1 Teacher
• 1 person in school you don’t know well
• 2 Students
– One Boy (not 2年生)
– One Girl (not 2年生)
• 1st semester
Getting to know the class
• 2nd semester
Involve students in decision process
• 3rd semester
Student chosen topics/projects
Case Study#1: CC Class/異文化理解
Why should teachers use CBL in
classrooms?
• Motivation
• Adaptable to all levels
• Student-Generated
• Active form of learning
• Promotes “noticing”
• Break from grammar
Task-Based Learning
• TBL
• Using English, not learning English
• Accuracy is a consequence
• What will students DO rather then what will students LEARN.
• Tasks should be things native speakers are expected to do – Phone calls, ordering food, etc
– Debate
– Expressing opinion
– Creative writing
Long term task-based lessons
• Language learning isn’t a race, it’s a marathon.
• Case study #2: 1st Year OC class and the 5%/95% Ratio
• Case study #3: 時事英語 / Current Events class and how I got tricked into teaching debate
Case Study #2:
1st Year OC Class
Input / Output ratio
- Make up
- Schedule
OC Class Make Up
11HR
(40)
11A
(20)
11B
(20)
12HR
(40)
12/13
(24)
12
(28)
13HR
(40)
12/13
(24)
13
(28)
15HR
(40)
14/15
(24)
15
(28)
14HR
(40)
14/15
(24)
14
(28)
4 times a week = 3 JTE, 1 TT
OC Class
• 1st Semester (April-May)
Lesson 1: Self Intro
Lesson 2: Classroom English
Lesson 3: Canada 1
Lesson 4: Canada 2
Lesson 5:Review class
Midterm (25pt Listening test)
OC Class
Lessons 6-9: Task
“Let’s make a dialogue!”
- Meeting New People
- Making Plans
- At a Festival
Lesson 6
Lesson 6
Lesson 7
Lesson 8
Warm Up
OC Class
• 2nd Semester
Lesson 10: Big Numbers
Lesson 11: Prepositions
Lesson 12: Directions
Lesson 13: Review
Midterm (25pt Listening test)
Lesson 14: Halloween Story
Lesson 15
Lesson 15
Hey, remember that 5%/95% thing??
• 1st semester Class time = 50min x 9 = 450min
Checking dialogues = 60 min x 3 = 180min
Reading journals = 60min x 9 = 540min
Self intro (20), Classroom English (10), Canada (30), Review (15)
– Lesson 6, 7, 8, 9 (20)
TOTAL: 1170 min (~20 hours over 2 months)
75 minutes input, 1,095 output/checking
~ 7% input, 93% output/checking
Hey, remember that 5%/95%
input/output ratio??
• 2nd semester Class time = 50min x 10 = 500min
Marking Test = 60 min
Reading journals = 60min x 5 = 300 min
Checking Scripts = 60min
Big Numbers (10), Prepositions (15), Directions (15), Halloween (15), Explanation (5)
TOTAL: 920 min (~15 hours over 2 months)
60 minutes input, 920 output/checking
~ 6% input, 94% output/checking
Case study #3:
時事英語 / Current Events class
Teaching students how to learn
1. Integrate study skills work
2. Explain why! Your teaching method
isn’t a national secret!
3. Give students
opportunities to “notice”
where learning takes place
Learning vs. Acquisition
Learning
• Textbook
• Grammar
• Memorizing
• Formal
• Learner is conscious of it
Acquisition
• Natural
• “Input must be
comprehensible, slightly
above learner’s level,
interesting and relevant,
not grammatically
sequenced, in sufficient
quantity and experience in
low-anxiety contexts.”
(Richards, 23)
Rebuttal
=
Attack
How does this relate to Learning vs Acquisition and helping student “notice” English?
– Comprehensible
• Largely peer generated
– Interesting
• Topics can be freely chosen
– Not grammatically sequenced
• Skill sequenced
– Quantity
• Same task every week
– Low anxiety
• Prep time, gradual increase of tasks/expectations
Traditional Grammar-Translation
SVO+C
I like the person who is wearing glasses.
メガネをかけっている人が好きです
Student example
“We can feel happy because people who live
in Osaka enjoy talking with people who are
visiting Osaka for the first time.”
Works Cited
• Approaches and Methods in Language
Teaching by Jack Richards and Theodore
Rodgers
• Learning Teaching: The Essential Guide to
English Language Teaching by Jim Scrivener