This is just one question asked by teachers who feel helpless once encouraged to ditch explicitly teaching grammar. It’s a really good question, and if the answers were obvious, there wouldn’t be as much strife…Continue reading
On any given day, it’s common for teachers to have wrenches thrown into their plans without warning. Sometimes these wrenches appear during the very class teachers are required to plan for! Other times, it feels like the whole damn tool chest is being tossed our way! This post offers tips on how to structure your planning so those wrenches have absolutely no impact, whatsoever…
Last year, I ditched the TPR Word Wall for a bottom-up Word Wall (i.e. blank at start of year, then add as you go). This year, I’ll have both. As such, my TPR Word Wall just had a reboot, now featuring English meanings, pictures when possible, new verbs (that I know I’ll use more), and a cleaner look. Oh, and these posters are primarily to help me do TPR, not as a learner reference on the wall. With everything up there, all I have to do is combine things to form novel chain commands, and hilarious 3 Ring Circus scenes (i.e. assign chain commands/actions that a few learners then loop)!
On June 24th, 2018, Dr. Ashley Hastings asked teachers to stop using “Movie Talk” if they’re targeting vocabulary with the intent that the student WILL acquire what we repeat. Why? It’s antithetical to Hasting’s MovieTalk, as well as Krashen’s theory. If you do that, all it Clip Chat or something. However, the natural repetition from the movie itself, or intent to make oneself more comprehensible (but not cause acquisition), is spot on, and approved under the term “Movie Talk.”
Dr. Ashley Hastings’ original MovieTalk looked a lot different from what we see today from the CI-embracing community. Instead of using short animated clips, frequent pausing, interacting with students via Personalized Questions & Answers (PQA), and reading follow-up texts (actual or parallel), Dr. Hastings would instead played longer segments of feature-length movies while narrating as part of the FOCAL SKILLS program’s Listening Module, “where class time is devoted exclusively to improving the students’ listening comprehension.”Continue reading
On Episode 61 of Tea with BVP, Bill explained Tasks a little bit more. He said that Tasks are usually longer term goals, but also added that level-appropriate and input-based Tasks could be given right away. They certainly could be given right away, but they’re also unnecessary. Considering how hard it is to get multiple concrete examples of Tasks, the amount of planning that needs to go into an assortment of Tasks makes me want to set up a retirement countdown timer and hope it goes by in a blink.
Bill uses the terms “Exercises, Activities, and Tasks” to categorize what we do in class as they relate to communication. Exercises are drills, practicing language for language’s sake, which haven’t been shown to significantly contribute anything to a student’s acquisition or learning experience other than anxiety and frustration for most, so I don’t recommend spending any amount of time on them whatsoever. Instead, the majority of time would be best spent on Activities and Tasks, and there’s one major difference between them…
A Task is an Activity that has a purpose.