Académique Documents
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g
• A name
• A place
• An activity
• Another important
piece of information
Considering the communicative
classroom
In order to evaluate
materials we need to set
the standard and the
principles we want to use
in the classroom.
Considering the communicative
classroom
The challenges:
• Broad spectrum of abilities-
leading up to A1 through to C2
• Need to cover:
- selection of materials to
supplement course books
including for pre- and post-
task
- self access classes and libraries
Considering the communicative
classroom
Considering the communicative
classroom
LEARNERS TEACHERS MATERIALS/LANGUAGE
Considering the communicative
classroom
MATERIALS/LANGUAGE
Considering the communicative
classroom
A task – names and personal information
Handout 1
Considering the communicative
classroom
A task – names and personal information
Handout 2a/2b/2c
Considering the communicative
classroom
Learners in the communicative
classroom
In the communicative classroom, learners will be active
participants in the learning process. This means that the
teacher will give plenty of opportunities for the learners to use
language naturally and may often set up a variety of
interaction patterns including work with groups and pairs.
This allows the learners to work creatively with language and
to become more autonomous.
Handout 2d
Considering the communicative
classroom
Teachers in the communicative classroom
The role of the teacher is very important in promoting a
communicative classroom. The teacher spends a lot of time
monitoring group or pair work activity to see how the learners are
coping. The teacher will also be guiding and helping them
complete the activity when they need it. Although there will be
some points where the teacher will do some correcting this will
often happen after the activity is completed; it is important
learners understand that making mistakes is part of the learning
process and during activities the teacher will usually focus on
encouraging and supporting the learners.
Considering the communicative classroom
(Tomlinson 2003)
Evaluating materials
External
Internal
Evaluating materials
External
Internal
Evaluating materials
External
Internal
Evaluating materials
External
Internal
Evaluating materials
Handouts 3a and 3b
Evaluation materials
External
Internal
Evaluating materials
Select effective
materials
After
evaluation
Design additional
content
Considering the communicative
Evaluating materials classroom
Select effective
materials This
afternoon
After
evaluation
Design additional
content
Day 1
Session 2
Let’s look at a
speaking
task for Preschool
children
Evaluating materials
Considering the communicative
classroom
Let’s reflect…
…and discuss
Considering the communicative
classroom
Which level?
Leading to A1 / A1
Evaluating materials
Let’s review:
Handout 4
A communicative classroom classroom
Considering the communicative context for
evaluating materials
A B C
SECONDARY PRIMARY PRESCHOOL
Active participation
Meaningful and realistic language use
Examples and activities that are personalised / related to the learners’
experience
A variety of tasks using audio, visual and kinaesthetic
Acceptance of errors
Principles for evaluating
Speaking tasks and materials
Degrees of achievement: An example
Handout 5
Sample task: C2 level
A Speaking task
Handout 6a / 6b
The Speaking skill: sub-skills
Considering the communicative classroom
The Speaking skill: characteristics of fluency in
conversational English
Possible features of a good fluency True/False
speaking task:
Produces a lot of language
Encourages the learners to read aloud
Is easy for students to follow
Has lots of different rules and activities
Involves the teacher error correcting all mistakes heard
Is economical to set up
Provides meaningful communication
Gives students a chance to interact with each other in
groups or pairs
Can be followed by error correction after the task has
finished
Should include lots of new vocabulary and grammar
forms
Will involve students standing and speaking in front of
the class one by one
Handout 7
The Speaking
Consideringskill: characteristics
the communicative of fluency
classroom
in conversational English
Possible features of a good fluency True/False
speaking task:
Produces a lot of language T
Encourages the learners to read aloud F
Is easy for students to follow T
Has lots of different rules and activities F
Involves the teacher error correcting all mistakes heard F
Is economical to set up T
Provides meaningful communication T
Gives students a chance to interact with each other in T
groups or pairs
Can be followed by error correction after the task has T
finished
Should include lots of new vocabulary and grammar F
forms
Will involve students standing and speaking in front of F
the class one by one
The Considering
Speaking skill: potential challenges
the communicative classroom for
learners
Nothing to say
• Role plays
• Group discussions and debates
• Telling stories and experiences
• Making suppositions about photos and
pictures
• Creating quizzes or questionnaires and
asking/answering questions
• Problem solving
• Interviewing
• Presentations
Tasks to focus on Speaking fluency
• Role plays
• Group discussions and debates
• Telling stories and experiences
• Making suppositions about photos and
pictures
• Creating quizzes or questionnaires and
asking/answering questions
• Problem solving
• Interviewing
• Presentations
Day 1
Session 3
A speaking task
Level B1 up to C2
Handout 8a / 8b
Considering the communicative classroom
The Speaking skill: applying the criteria
Handout 9
Considering the communicative classroom
Any queries?
Evaluation continued
Reflection
Evaluating material