Contextualizing language

Contextualizing language

• 1.
  CONTEXTUALIZING LANGUAGE THE ROLE OF EFFECTIVE TASKS FABIOLA CABELLO
• 2.
  Look at thepictures: Conducting Askinq each other surveys Preparing Poster questions from presentations book Doing some research in the internet Encouraging dramatization
• 3.
  AIMS OF THISWORKSHOP  Demonstrate that this instructional technique actively involves learners in the learning process  To define the importance of combining content and context using authentic materials  To help Ss understand how language users construct language in a real context using effective tasks  To help Ts adapt, design and create their own materials for better language contextualized activities
• 4.
  WHY CONTEXTUALIZING LANGUAGE? Thereasons for contextualizing language are :  Language is constructed through to a blend of purpose, situations and social needs.  A contextualized approach to instruction also supports the use of integrated skills and interaction patterns (pair and group work)  It can foster a deeper level of use of language, especially when the themes and topics are of high interest and motivate students
• 5.
  What’s Language Contextualization? Contextualization is the meaningful use of language for real communicative purposes. A plan for teaching content through relevant materials that will keep your Ss coming back for more
• 6.
  Language learning in contextin the classroom can be expressed in such ways as:  Working with real or simulated situations.  Paying attention to the physical setting of exchange.  Knowing the purpose for the exchange.  Using language that accounts for the roles of the participants.  Using interaction patterns.  Paying attention to medium, tone, genre, and register.
• 7.
  Ts can contextualizelanguage by: Organizing the content of the language curriculum according to themes or topics. These themes or topics work best when they are threaded throughout the course of study.
• 8.
  Learn to •Search for problem solve meaning in common their own situations in a learning new way process Learners learn more effectively Integrate new when knowledge/skils Use various into already they… types of real existing resources to knowledge gather information Combine content and context
• 9.
  CHARACTERISTICS OF CONTEXTUALIZED LEARNING:
• 10.
  YOUR TURN:  Nowwork with your peers and look at the following activities and discuss if they have the characteristics mentioned in the previous slides  Choose one activity and develop it in front of the class:
• 11.
   ACTIVITY #1TOPIC OR THEME: Brands and consumerism (warm-up) Ss work in 2 groups. Go around the classroom asking each other what brands they usually buy (Clothes and electronic devices). Ss report findings and rate the brands from 1 to 5. Ss elaborate a chart o/b.  ACTIVITY #2 TOPIC OR THEME: Vacations (pre-task) Ss work in groups of 4 and decide their favorite place in Peru to go on their prom trip: What to do? What to visit? How much money they should bring? How to travel? What to take. Ss present a poster with their plans in front on the class.  ACTIVITY #3 TOPIC OR THEME: Clothes (post task) Ss role play a conversation at the mall. S1=mom or dad buying clothes for teenage son/daughter. S2=son /daughter wants to buy some wild clothes
• 12.
   ACTIVITY #4TOPIC OR THEME: The hour (while task) T divides the class into two teams ,distributes cards to each student with information: city (side 1) and hour(side 2). Ss must ask each other: What time is it in Seoul? Etc.. Ss from the opposite group answer if he/ she has the info in their cards. Ss write the hours in different colors for each team o/b.  ACTIVITY #5 TOPIC OR THEME: Frequency adverbs (while task) T has students ask and answer questions from the corresponding exercise in the book about the frequency certain people do every day activities. T calls on different students for the answers one by one  ACTIVITY #6TOPIC OR THEME: computers (pre task) T sets situation: She needs to buy a new laptop. T asks for Ss advice on what brand, model, etc to buy. T delivers catalogues to Ss. T writes o/b students suggestions.
• 13.
  WE ARE STUDENTSNOW
• 14.
  BENEFITS OF CONTEXTUALIZINGFOR OUR STUDENTS: Purpose of the language How and why it is discussed is explicit Learners share previous knowledge Ss are actively learning Learners apply learning to his/her real role in the Learning impacts real life community
• 15.
  Learners solve problems Ss use skills they have outside the classroom Self awareness is built Learners are responsible for their learning Learning shows a team effort Knowledge retention is and learning becomes memorable increased Ss end the lesson feeling they could Student motivation apply and actually use the increases language learnt for real situations
• 16.
  THE MOST IMPORTANTBENEFIT: Teachers are Students are doers guides, facilitators and organizers
• 17.
  MATERIALS WE CANUSE: Materials to meet Ss’s Target language needs:  Transportation  Bus schedules, maps  Housing  Ads, plans, photos  Food  Realia, catalogues, logos  Shopping  Shoping lists, bags, logos  The weather  Tv programs, magazines
• 18.
  REFERENCES:  : “SHAPINGTHE WAY WE TEACH ENGLISH”- HTTP://ES.SCRIBD.COM/DOC/6644654/CONTEXTUALIZING-LANGUAGE  HTTP://ELTJ.OXFORDJOURNALS.ORG/CONTENT/47/1/12.SHORT