Transcript post CLT

St. Martin’s/ Cheam approach
Harris, V., Burch, J., Darcy, J., and Jones, B.
(2001) Something to Say? Promoting
Spontaneous Classroom Talk, London: CILT
1
Aims
To reflect on lesson
observations
Q8: critical approach and adapt
practice
To understand how progression Q22: plan for progression
is through both topics and
classroom routines
To practiSe teaching a routine
Q25a: use a range of strategies
and resources
To explore how grammar can be Q25c: effective questioning,
explanations
integrated into lessons
Q23: opportunities to develop
literacy
To develop pupil independence Q25d: manage the learning of
and to provide ‘stir’ and ‘settle’ whole class and groups
2
Assignment reminders(p.54)
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Choose a focus eg Grammar,
Intercultural Understanding , Learner
Strategies, spontaneous interaction
Discuss debates in the context of ‘post
CLT’ using background literature
Discuss how your focus can contribute
to pupils’ general education
Draw on own experiences as teacher
and learner
3
Prior knowledge
Learner
strategies
Support literacy
Adapting
3SQ
Learning styles
Stir & settle
Grammar
Issues in
lesson
planning
National
Curriculum
Spontaneous
classroom language
Progression
National Strategy
Related?
Topic related?
Short bursts of
practice pair-work
Clear lesson
objectives
Verbal and written
outcomes
Choice
of
language
Support >
for real
4
Feedback from Cheam
1- Seat yourselves so that there is one person from each
group (A/ B/C) from Monday:
2. Share what you saw by looking through the handout. This
a) reminds you of the activities for breaking up 3 stage
questions that we did b) lists some of the grammar
activities in Susan’s and Rachel’s classes. Tick the
breaking up 3 s question activities you saw and explain
them to each other. Explain the grammar activities to the
Germanists in group B and the Germanists explain what
they saw
2. What if anything do these activities contribute to fluency/
accuracy? What parts of the New National Curriculum
does the Cheam method address?
5
Breaking up 3 stage questions
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1.Hands on head
2. ABC: A= 4 ( una granja)
3. lip read
4. stop start
how do you say…in German/ Spanish?
5.Memory- what’s number 5?
6 Ping- pong
7.write in the air
6
Grammar activities
1. ‘Here we go song’; De…… Delante de, detras
de, al lado de but not for entre etc
2. Seating plan routine: estoy sentadO/A
delante de Jasmin
3. Seating routine: Est-ce que je peux….. Estce que tous les garçons qui aiment peuvent
s’asseoir
4. Permission routine + mime+ battleships- il
est interdit de….
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5. Objectives routine (with high frequency
words)
Tout d’abord on va…..la chanson des règles
Ensuite on va ….. des verbes
Puis on va …… avec un partenaire
Parler travailler
gagner
jouer
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6. Terminology routine
A mon avis
C’est un verbe
Pourquoi?
Parce que c’est une
action
A mon avis
Ce n’est pas un verbe
Pourquoi?
Parce que ce n’est pas
une action
Chanter
maison
Faire cahier anglais
bleu stylo petit manger
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7. Points routine: puedo tenir una señal
porque …….
he
levantado
La mano
Mucho en
classe
He
hablado
Mucho
espagnol
De memoria
He
cantado
muy bien
Hoy en classe
He escrito
Los deberes
En mi agenda
10
Making sense of the Cheam High School
methodology
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The accuracy v.
fluency debate
11
Making sense of the Cheam High School
methodology
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The accuracy v. fluency debate
‘in many cases current practice in schools is neither
spontaneous nor reflective to an appropriate degree. There
is still a substantial amount of unspontaneous and
unreflective drill and practice’ ie neither accurate nor
fluent- it’s all 3 stage questions or role plays that pupils
just read out (Johnstone 1989, p.8. in Harris, V., Burch, J.,
Darcy, J., and Jones, B. 2001).
Ofsted reports note pupils’ inability to express themselves
spontaneously as well as their inability to manipulate the
language independently
National Strategy emphasises both fluency and accuracy
HOW TO DO IT? PPP?
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Limitations of Presentation, Practice
Production
Given what is known about Second Language
Acquisition (SLA), critics think that it is
unlikely that:
‘a given item can be learned and subsequently
employed in spontaneous language use within
the space of a single lesson or unit. They
therefore point to the inappropriateness of
standard coursebook objectives such as “by the
end of this unit you will be able to talk about
the past using the perfect tense”’. (Klapper
2003 p. 35)
13
Cheam/ St. Martin’s approach:
Builds in lots of practice BUT makes the practiCe
meaningful through:
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the focus on classroom routines ( interesting
CONTENT)
more interesting practice opportunities which
recognise different learning styles eg
kinaesthetic activities, and the importance of
scaffolding through pair work (ACTIVITIES)
combining meaning-focussed learning with a
spotlight on certain aspects of form e.g. by
helping pupils to ‘notice’ AND also information
about how the parts relate to the whole
14
Mitchell (in Harris, V., Burch, J., Darcy, J., and
Jones, B. 2001)
‘Basically we need to accept that classroom
learning is messy. There are at least three
different types of learning going on and it is
our responsibility to make sure that we offer
pupils a diet of all three:’
1- Behaviourism; pupils need to memorise
things, get their tongues round sounds
2- Cognitive approach to learning- spot verbs
and know what they do in a sentence. Let's
reinstate language itself as part of what we
talk about, the 'content' of our lessons
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Different kinds of learning
3- The third area is the kind of experiential,
unconscious approach associated with Krashen.
Genuine communication encourages us to
hypothesise about the language, take risks etc.
‘In the process of moving from declarative
(‘knowing’) to procedural knowledge (‘using’),
there may be a U! Pupils may get worse before
they get better! They unpack ‘chunks’ (‘je
m’appelle’) and start to try to manipulate them
( ‘comment il t’appelles-tu?’)
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The Post CLT challenge
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‘How do we stick all this together? How do we
weave this kind of experiential start with the
continuing need to reflect on, analyse and study
the language? If one reflects on CLT in the late
nineties, that seems to me to be one of the areas
that the original model did not clearly develop.’
Cheam: step 1 of the journey to accuracy and
fluency is development of the classroom routines
(Krashen, experiental acquisition). (Steps 2,3,4
after the break!!)
17
Developing Goldsmiths routines: asking for
permission:
1) Can I
Volunteer
2) to…
3) because ….
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Developing Goldsmiths routines: asking for
permission
1) Can I
Volunteer
?
2) To
Papers
Give out? Glue
Books
To keep
Have a
point?
Score?
3) because I am bright
I have
worked hard
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Classroom routine- lateness: Write
phrases on w/board.
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What is the verbal outcome?
How would you break it down so it could
be gradually developed?
20
Lateness verbal outcome: reasons and
forfeits
1) I am
sorry
21
Lateness verbal outcome
1) I am
sorry
I am late
2) I
missed
I had to
3) You
must
I spoke
English
jump
10 times
sing
…
Count to
30
The bus
train
See Ms…
conjugate to be
22
Teaching the lateness routine
Each table takes a different practiCe
focus eg a mime, song, pair work.
 You will teach the language to another
group and get their feedback:
1- positive, 2 – not sure about …, 3- try
this …

23
Autonomy: ‘Letting Go- taking hold’
Which would your group like to do?
Est-ce que NOUS pouvons….
Können WIR….
¿PodeMOS ??????!!.....
24
The BIG G! How to teach it?
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-
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Aims: To explore how grammar can be
taught:
using a range of approaches
to facilitate its internalisation
(proceduralisation)
Focus: ich meine (I think… but without the
dass!!)
25
A post CLT approach to grammar:
the 3 Es reminder
Stage
Rationale
Post CLT
Experience/
Presentation
Behaviourism3 SQ
BUT communicative context
Explanation/
Practice
Cognitive
BUT pupils deduce the rules
and there is fun practice eg
battleships
Exploration/
Production
Independence
BUT creativity
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A post CLT approach to grammar: from implicit to
explicit
Stage
Rationale
Exposure
Post CLT
Example
Classroom
routine
Register: I think
he is ill
Experience/
Presentation
Behaviourism- 3 BUT
SQ
communicative
context, songs
School
subjects- I think
it’s awful
Explanation/
Practice
Cognitive
BUT pupils
Mimes, colour
deduce the rules
and pair work to
discuss the
language
Exploration/
Production
Independence
BUT creativity
and transfer
Eastenders, he’s
cheating
27
Ich meine..
Er/Sie ist krank
Er/sie ist
auf dem
Klo
Er/sie is mit Frau…
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Presentation: School subjects
Englisch
Mathe
Sport
Deutsch
Chimie
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Presentation: School subjects
30
Wie findest-du…? Ich meine es is gut, furchtbar,
solala
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Explanation and fun practice: who?
Ich
Du
Er
Sie
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Explanation and fun practice:
Die Endung
Ich meinE
Du meinST
Er meinT
Sie meinT
Welche Farbe ist die…(ich/du) Endung?
GrÜn
Gelb
Blau
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33
You can 3 stage question anything!
1.
2.
3.
Yes/No: ich meinT: ist das falsch oder
richtig?
Either/Or: Ist es ‘was meinE du?’ oder
‘was meinST du?’
Goal: Was ist die ‘er’ Endung?
Now try it in pairs!
34
Exploration: transference
A) Contexts
Eastenders, Desperate Housewives
Was meinst-du?
B) Other verbs
Ich spiel?
Du spiel?
Er spiel?
35
Task
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Imagine you want to teach the past tense
You have already exposed them to it
unconsciously as you have developed the routine
of ‘can I have a point because I have worked
hard?’
But now you want to focus on it through the topic
of what you did last weekend
We discussed verbal and written outcomes and
materials to teach this on Wednesday
We also discussed how to use colour coding etc
to get pupils to deduce the rules
36
Task
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NOW…….
How could you use the ideas from this
session to develop the fun practice
stage and the transfer stage even
further?
37
Past tense grammar focus
suggestions
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Spanish: ‘ar’ verb endings in singular first,
second, third person
German: ‘haben’ and weak verb endings in
singular first, second, third person
French- ‘avoir’ and verb endings in singular first,
second, third person. PROBLEM- ‘tu as’ and
‘il/elle a’ sound the same so it’s harder to do the
activities. You may want to focus more on
contrasting normal activities with what I did last
weekend when I won the lottery as kids often say
‘j’ai mange’. So your questioning might be
‘normalement tu manges un hamburger ou
normalement tu as mangé un hamburger’
38
Plenary
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What did you find easy?
What did you find hard so we need to
revise it again and why was it hard?
How could this session have been
made easier?
39