2) it was created especially for adult learners who might fear to appear foolish ; so the teacher becomes a language counselor , he understands them and leads them to overcome their fears . 1) build relationship 2) explain procedure 3) set time limit 4) language for communication 5) human computer a- teacher stands behind students b- teacher repeats , doesnt correct c- interaction among students d- students feel in control / responsible 6) native language + translation 7) reflect on experience , talk about feelings 8) teacher = counselor => he understands, he listens 9) accepting , non-threatening atmosphere, non-defensive learning => security, involvement, attention, reflection, retention, discrimination 10) one task at a time 11) cooperation , no competition 12) language experience approach : create a story after an experience , feelings are the main focus 13) teacher-student centered : both are decision-makers 14) syllabus designed by students at the beginning 15) creative thinking + self-evaluation 16) integrative test : paragraph writing or oral interview 1) tape recording 2) transcription 3) reflection on experience 4) reflective listening 5) human computer a- teacher stands behind students b- teacher repeats , doesnt correct c- interaction among students d- students feel in control / responsible 6) small group tasks course title : teaching french/esl to adult learners (1st session) place : private language institute frequency : twice a week time : 2 hours (evenings) number of stud : 10 objective (approximately) to be able to greet people , introduce oneself/others , ask for/give information (the students design the syllabus in some way) introduction 1) teacher greets students , introduces himself & students introduce themselves (native language) 2) teacher explains what students will be doing : a- conversation in french/esl with teachers help (+ time limit) b- conversation tape-recorded c- create a transcript d- various activities using the language on the transcript · pronunciation (human computer) · create sentences (group work) · conjugate verbs · reconstruct conversation · describe a picture lesson presentation 1) teacher gives clear directions : student raises his hand , teacher comes behind him student says phrase/sentence in native language teacher helps him say it in target language record target language only listen to recording 2) teacher sits and asks students how they feel about the experience 3) they listen to the conversation 4) teacher plays tape again + writes french/esl sentences on the board + waits for volunteers to give native language equivalents (students dont write anything down) 5) teacher writes french/esl translation 6) teacher asks students to relax and just listen while he reads/plays the transcript 3 times .
says a word/sentence/number of sentences in any language teacher gives back only correct french/english and stops only when student stops.) 7) my name is 8) nice to meet you / pleased to meet you 9) why are you studying french? 11) where are you from?
in order to be able to accomplish lessons where student autonomy is central to the process, you have to plan every detail so that once you let go of the reigns, students can confidently take over, with you in the background as the expert and time keeper, as the need arises. of course, this may mean that they have to direct the recording czar to ‘go back’ in the recording so they can listen again and correctly record their words.
it is very important to inform students at this point that they may or may not be accurate in their assessment of writing ‘errors’—what they think is an error might not be, and things they consider correct might not be. letting go of controlling 80 to 90% of the learning activity time and becoming comfortable with setting up lessons meticulously so that the students were somewhere between 50 and 80% in control (depending on their confidence & competence as a group), is not something i recommend unless you are comfortable with less obvious power in the context of your classes. what are the most common mistakes that teachers make when they are about to embark on a teaching career in thailand?
1) teacher gives clear directions : 2) teacher sits and asks students how they feel about the experience 3) they listen to the conversation 4 community language learning: introduction by diane larsen-freeman. 1. students are whole persons. video demonstration lesson plan. teaching points. pdf | a lesson plan for beginner level students of english, using community language learning method | find, read and cite all the research, community language learning sample lesson plan, example of community language learning, example of community language learning, community language learning classroom activities, community language learning ppt.
community language learning how it works in the classroom. in a typical cll lesson i have five stages: stage 1- reflection stage 2 – recorded conversation this 4-part lesson plan (lp) is intended for roughly 8 to 15 intermediate to high intermediate level students. please read my creative lesson plan /articles. do not forget to comment and subscribe my blog!, community language learning pdf, 5 stages of community language learning. what are the five stages in community language learning? what is community language learning? what is the role of the teacher in community language learning? what are the advantages of community language learning?
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