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There are many ways to approach creating a CBI lesson. This is one possible way.
Preparation
Choose a subject of interest to students.
Find three or four suitable sources that deal with different aspects of the subject. These
could be websites, reference books, audio or video of lectures or even real people.
During the lesson
Divide the class into small groups and assign each group a small research task and a
source of information to use to help them fulfill the task.
Then once they have done their research they form new groups with students that used
other information sources and share and compare their information.
2. TASK BASED APPROACH
Task -based learning offers an alternative for language teachers. In a task-based lesson the
teacher doesnt pre-determine what language will be studied, the lesson is based around the
completion of a central task and the language studied is determined by what happens as the
students complete it. The lesson follows certain stages.
Pre-task
The teacher introduces the topic and gives the students clear instructions on what they will have
to do at the task stage and might help the students to recall some language that may be useful for
the task. The pre-task stage can also often include playing a recording of people doing the task.
This gives the students a clear model of what will be expected of them. The students can take
notes and spend time preparing for the task.
Task
The students complete a task in pairs or groups using the language resources that they have as
the teacher monitors and offers encouragement.
Planning
Students prepare a short oral or written report to tell the class what happened during their task.
They then practice what they are going to say in their groups. Meanwhile the teacher is available
for the students to ask for advice to clear up any language questions they may have.
Report
Students then report back to the class orally or read the written report. The teacher chooses the
order of when students will present their reports and may give the students some quick feedback
on the content. At this stage the teacher may also play a recording of others doing the same task
for the students to compare.
Analysis
The teacher then highlights relevant parts from the text of the recording for the students to
analysis. They may ask students to notice interesting features within this text. The teacher can
also highlight the language that the students used during the report phase for analysis.
Practice
Finally, the teacher selects language areas to practice based upon the needs of the students and
what emerged from the task and report phases. The students then do practice activities to
increase their confidence and make a note of useful language.
The advantages of Task Based Approach
the students are free of language control. In all three stages they must use all their
language resources rather than just practising one pre-selected item.
The students will have a much more varied exposure to language with TBL. They will be
exposed to a whole range of lexical phrases, collocations and patterns as well as language
forms.
The language explored arises from the students needs. This need dictates what will be
covered in the lesson rather than a decision made by the teacher or the course book.
It is a strong communicative approach where students spend a lot of time communicating.
It is enjoyable and motivating.
3. PARTICIPATORY APPROACH
Participatory approach started being widely discussed in the language teaching literature. In
some ways the participatory approach is similar to the content based approach in that it begins
with content that is meaningful to the students and any forms that are worked upon emerge from
that content. It is not the content of subject matter texts, but rather content that is based on issues
of concern to students.
The Principles of Participatory Approach :
What happens in the classroom should be connected with what happens outside that has
relevance to the students.
The curriculum is not a predetermined product, but the result of an ongoing context
specific problem posing process.
Education is most effective when it is experience centered, when it relates to students
real needs.
Student learn to see themselves as social and political beings.
Language skills are taught in service of action for change, rather than isolation.
A goal of the participatory approach is for students to be evaluating their own learning
and to increasingly direct it themselves.
A. KIND OF METHODS
1. THE GRAMMAR-TRANSLATION METHOD
The grammar-translation method also called The classical method. This method was used
for the purpose of helping students read and appreciate foreign languages literature. Students
would become more familiar with the grammar of their native language better. Foreign language
learning would help students grow intellectually, it was recognized that students would probably
never use the target language, but the mental exercise of learning it would be beneficial anyway.
a. The Principles of Grammar-Translation Method
The principles of the Grammar Translation Method are organized bellow by answering the ten
question. The question are addressed by The Grammar Translation Method.
b What are the goals of teachers who use The Grammar Translation Methods?
A fundamental purpose of learning foreign language is to be able to read literature written in the
target language. Students need to learn about the grammar rules and vocabulary of the target
language. It is believed that studying a foreign language provides students with good mental
exercise witch help develop their minds.
c What is the role of the teacher? What is the role of the students?
The roles are very traditional the teachers is the authority in the classroom. The students do as
she says so they can learn was she knows.
d What are some characteristic of the teaching / learning process.
Students study grammar deductively ; that is, they are given the grammar rules and examples, are
told to memorize them, and than are asked to apply the rules to other examples. They also learn
grammatical paradigms. They memorize native language equivalents for target language
vocabulary words.
e What is the nature of student-teacher interaction? What is the nature of student-student
interaction?
Most of the interaction in the classroom is from the teacher to the students. There is little
students initiation and little student-student interaction.
f How are the feelings of the students dealt with?
There are no principles of the method which relate to this area.
g How is the language viewed? How is culture viewed?
Literary language is considered superior to spoken language and is therefore the language that
students study. Culture is viewed consisting of literature and the fine arts.
h What areas of language are emphasized? What language skills are emphasized?
Vocabulary and grammar are emphasized. Reading and writing are the primary skills that the
students work on. There is so much less attention given to speaking and listening. Pronunciation
receives little, if any attention.
i What is the role of students native language?
The meaning of target language is made clear by translating it into the students native language.
The language that is used in class is mostly the students native language.
j How is evaluation accomplished?
Student are asked to translate from their native language to the target language or vice versa are
often used.
k How does the teacher respond to student errors?
Having the students get the correct answer is considered very important. If students make errors
or do not know an answer, the teacher supplies them with the correct answer.
b. The Techniques of Grammar-Translation Method
Translation of a literary passage
should not translate idioms and the like literally, but rather in a way that shows that they
understand their meaning.
Reading comprehension questions
Students answer question in the target language based on their understanding their meaning.
Antonyms/ Synonyms
Students are given one set of words and are asked to find antonyms in the reading passage.
Cognates
Students are taught to recognize cognates by learning the spelling or sound patterns that
correspond between the language.
Deductive Application of Rule
Grammar rules are presented with examples. Students understand a rule, they are asked to apply
it to some different examples.
Fill in The Blanks
The teacher gives students a certain kind of sentence patter, an affirmative sentence for example.
Students are asked to transform this sentence into a negative sentence..
Question and answer drill
The drill gives students practice with answering questions. The students should answer the
teachers questions very quickly. This gives students practice pattern.
Use of minimal pairs
The teacher works with pairs of words which differ in only one sound : for example,
ship/sheep. Students are first asked to perceive the difference between the two words and later
to be able to say the two words. The teacher selects the sound to work on after she has done a
contrastive analysis, a comparison between the students native language and the language they
are studying.
Complete the dialog
Selected words are erased from dialog students have learned. Students complete the dialog by
filling the blanks with the missing words.
Grammar game
The games are designed to get students to practice a grammar point within a context. Students
are able to express themselves, although it is rather limited in this game. Notice there is also a lot
of repetition in this game.