The Creative English Classroom

© 2005 Marshall Cavendish International

The Creative English

Classroom

Duriya Aziz Marshall Cavendish

4th Annual VUS TESOL Conference 2009

Ho Chi Minh City18 July 2009

© 2005 Marshall Cavendish International

NAMASTE!

Let’s learn some Hindi!

© 2005 Marshall Cavendish International

khaasi

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kaan may dard

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sar may dard

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daat may dard

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payt may dard

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khaasikhaasi

sar may dardsar may dard

daat may darddaat may dard

payt may dardpayt may dard kaan may dardkaan may dard

© 2005 Marshall Cavendish International

Mujhay daat may dard hay.Mujhay daat may dard hay.

© 2005 Marshall Cavendish International

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

© 2005 Marshall Cavendish International

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

© 2005 Marshall Cavendish International

Mujhay khaasi hay.Mujhay khaasi hay.

Aap ko kya hua hay?Aap ko kya hua hay?

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

© 2005 Marshall Cavendish International

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

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

© 2005 Marshall Cavendish International

kaan may dardkaan may dard

daat may darddaat may dard

sar may dardsar may dard

khaasikhaasi

payt may dardpayt may dard

© 2005 Marshall Cavendish International

Mujhay kaan may dard hay.

Mujhay khaasi hay.

Mujhay sar may dard hay.

Mujhay payt may dard hay.

Mujhay daat may dard hay.

© 2005 Marshall Cavendish International

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

© 2005 Marshall Cavendish International

• 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

© 2005 Marshall Cavendish International

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

© 2005 Marshall Cavendish International

Materials should be developed based on a systematic framework for:

Development

Monitoring &

Assessment

of language learning outcomes.

© 2005 Marshall Cavendish International

Group task

1. Decide your target learners.

2. Identify potentially engaging core text (s).

3. Make decisions about activities with

specific language learning outcomes.

© 2005 Marshall Cavendish International

• 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

© 2005 Marshall Cavendish International

duriyaaziz@sg.marshallcavendish.com