Notes for workshop DW09
Binder

-What is CLT
—
-What do you hope to gain from today’s cert
—

Algeria x 2 / Pakistan / Ghana / Netherlands / Portugal / “Canada” / UK / USA

True or False statements
1. People learn a language best when using it to do things rather than through studying how language works.
-True (In general)

2. Grammar is no longer important in language teaching.
-False

3. Mistakes are not important in speaking a language.
-False

4. CLT is only concerned with teaching speaking.
-False

5. Lesson activities should be meaningful and involve real communication.
-True

6. Dialogues are not used in CLT lessons.
-False

7. Both fluency and accuracy are goals in CLT.
-True

Fluency and Accuracy
Fluency - When the speaker can communicate their intended meaning.
Accuracy - When the speaker says something using language that you expect to hear.

The sentences below are all requests for someone to open a door. Imagine that the context is normal communication between two co-workers. Do the requests meet the criteria for fluency and accuracy?

▶ I want the door to be opened.
● Close to fluent
● Close to accurate

▶ Would you be so terribly kind as to open the door?
● Fluent
● It depends

▶ Could you get the door?
● Fluent
● Accurate

▶ To opening the door.
● Not fluent or accurate
●

▶ Would you mind opening the door?
● Fluent
● Accurate

▶ Open the door for me.
● Not fluent (purveying a demand, not a request)
● Accurate

False CLT Correction
Level 4 Client

See the picture in the binder for the example

How did the Instructor correct the Client?
Quick, direct, strict.
The instructor gave the answer to the client.
The instructor did drills to reinforce.

What are the disadvantages to this technique?
It could discourage a client with low confidence, could intimidate them, could result in decreased output

CLT Correction
Level 4 Client

See the picture in the binder for the example

How did the Instructor correct the Client?
Confirm understanding
Correct accuracy and explain why
Reinforce with notes and repeat the correction then move on with conversation

What are the advantages to this technique?
Build confidence
Rules can apply to future conversations
Shows that they are close to the correct answer

Practice
“I almost eat sushi every week.”

What is the client trying to say?
I eat sushi almost every week

How did the mistake change the meaning?
It went from meaning they eat sushi frequently -> they almost but not actually eat every week

Level 5 Client
Clarify meaning:
Understand what they said via elicitation, have them restate what they mean to say

Reinforce understanding:
Make the correction and present an opportunity to say it themselves

Continue the conversation:
Move on by trying to continue the conversation with either moving on with more examples of the correction or explain in detail about the mistake

Sentence Correction
Changes Meaning
I was very boring at the party.
->Sounds like they were boring at the party
Bill Gates is very rich. He has much money.
->No change in meaning
I can’t come to your party. I’ll visit my parents.
->No change in meaning
Can I lend the dictionary?
->Sounds like an offer to lend, when they may mean to request to borrow
Vancouver is a very safety city.
->No change in meaning
In Japan, we don’t have to drive a car without a license.
->You don’t have to, but should be you are not able to
She got married by an American last year.
->Means that her wedding was officiated by an American -> Maybe she meant that she got married to an American
Come here, I’ll teach you where the kitchen is.
->No change in meaning
My sister is getting a baby.
->Changes meaning (adoption?)

Try it Out
Instructor: How was your friend’s party?
Client: I was very boring at the party.
Instructor: You were a boring person at the party? You didn’t try to talk to anyone?
Client: I tried but nobody was interesting.
Instructor: Ah, so you meant you were bored at the party. So we would say “I was very bored at the party”. (Write it down) If we say “I was very boring at the party” it means that we were someone who made others bored.
Client: Ah yes, I was bored at the party.
Instructor: Where was somewhere else you’ve been bored in the past?
Client: I was bored at the beach.
Instructor: Well done!
Client: So…

Application
Establish the goal for the lesson:
▶
▶
▶

Application
▶ What?
A role play or discussion where the client performs the lesson function independently
▶ Why?
Allows for a realistic experience
Demonstrates the clients true ability
Increases overall Client Talk Tile
▶ How
Create a situation relevant to the client

Group Case Study
Hiroshi Yamazaki
SSN3 Unit 5
Does this situation fit the client’s context?


How can we customize the role-play?
Congratulations you won a trip to a foreign country, where do you want to visit?

Practice
▶ What?
Exercises and activities to introduce new language
▶ Why?
Intro functions logically
Allows for variety
Models natural language
▶ How?

Target Language
▶What?
An example dialogue related to the cover image
▶Why?
Demonstrates functional language
Checks client’s language knowledge
Confirms client’s understanding of situation
▶How?
Frame the dialogue to fit the client’s context

How can we change the context?

Warm Up
▶What?
A picture illustrating a relevant situation
▶Why?
Helps the client recognize the function of the lesson
Elicits clients understanding of the function
Links lesson to clients experience
▶How?
Ask questions relevant to the client

What questions can we ask?
What emotions do you think the girls are feeling?

What could those feelings be related to? Why do they feel that way?

Have you ever felt the same about something similar?