7/20/02
July
20
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Natural
Approach
Teaching
ELL
Natural
Approach – the way we are asked to teach
2
Main categories
|
Communicative
Based |
Grammar
Based |
|
|
|
70’s
used grammar based |
|
|
|
inductive |
deductive |
|
|
gives
you samples get
the rules |
rule 1st samples 2nd |
|
|
Elementary |
High School |
|
|
Used
Grammar earlier in 70’s H200
used in inductive based |
|
|
After
Research used communicative Natural
Approach – used as a synonym for communicative (trying
not to use, as a rule based) |
|
|
Natural
Approach
Tevel
is Author
1)
Focus
on communicative
2)
Speech
production is not forced
3)
Natural
Stages
4)
Teaching
is characterized by a low anxiety setting
Lesson
Design
1)
Comprehensible
input realia/models/dramas
2)
High
interest
3)
Understanding
develops before speaking
4)
Vocabulary
develops before structural accuracy
5)
Correction
modeling is the way to go.
Natural
Approach
Topical
Approach
Motivational
Situations
concepts, visuals, manipulations,
gestures
Percentage
of Teacher Talk
i + 1
where the student is
plus 1
Critical
Thinking Skills
Conversational
Mangagement
pairs, triads
Low
Affective Filter
limit error correction – use
modeling, expansion accept primary language
responses – allow students to
volunteer
Children
may –
Write the notes on the cards when
they speak.
Group activities are good
20%
should be new.
ultimate
goal is CALP
bring critical based
What
is my target vocuabulary?
get a copy of Blooms
put a copy in planbook
Which
of Blooms was I working on Today.
Which
skills am I addressing?
Low
Affective filter
TPR
Total
Physical Response
James
Asher
Initial
Study done in 1963 with English speakers learning Japanese.
1)
Children
certain skills and concepts better through motor activities
2)
Favorable
for boys and girls
3)
Better
for students with normal or below normal intelligence
4)
Others
need more advanced concepts presented earlier.
Characteristics
of TPR
1)
totally
physical
2)
Right
brain approach
3)
C.I.
in a low anxiety environment
4)
Positive
rewards
5)
Real
life situations
6)
Instant
feedback to the teacher
7)
starts
with the imperative form (command form, put the pen down)
Characteristics
of TPR
1)
Approximates
natural patterns of first language learning
listening – speaking – reading – writing
2)
Basic
concepts presented through motor activities
3)
Long
receptive period
4)
Copying
others is not cheating
2nd
language develops more rapidly because of language sophistication – CUP
Adults
– Teens – Children – for pronunciation it is the reverse order
Physical
realities are easier to process than abstractions
Possibilities
in the future
Confluent
Approach
Beverly
Gaylean
Confluent
– merges affective goals with cognitive language proficiency goals.
Language
is the essence of who we are
Characteristics
1)
Informal
language practice based on personal activities and feelings
2)
Imaginative
situations based on students life styles
3)
Activities
which encourage responsibilities for attitudes and behavior
4)
Reinforcing
experiences for math, science and social studies
diads – group of 2
triads – group of 3
1)
Centering – breathing and imaging
visualization and body movement exercises, calming and centering
activities
2)
Focusing – whole group activities loving, supportive group experiences
students learn from all class
members
3)
Conversational
personalized conversation
experiential, child centered
activities
use movements pantomine, art, role
play to communicate information about
themselves
9:00
Broke up into groups
p.
91 - 101