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SIGDAY
Special Interest Group
Teacher Training SIG (TT SIG)
A10
Language as a topic for the task-based
classroom
Dave Willis
The stated aims of this workshop were:
1) to show how language itself can be a
relevant and worthwhile topic for learners,
and 2) to use the insights gained from looking
at language to develop lesson plans for
intermediate-level learners. The first aim was
completely fulfilled but time limitations meant
that for the second aim, participants came
away with ideas rather than developed lesson
plans. However, for most of the approximately
thirty experienced teachers who took part, this
was clearly acceptable.
We looked first at some of the language topics
we might ask learners to consider. These
included: collocation, how to be polite, fixed
phrases, what is a dialect, and even, what is
a language. Bees, whales and dolphins communicate
but do they tell jokes and lies? Does
this ability define language?
We then focused on the differences between
spoken and written language using a
transcription of a recording of native speakers.
Particular features of spoken language
such as unusual word order resulting from
bringing together the main topic points early
in a statement, and frequent repetition, were
noted and discussed. This led naturally to
the subject of vague language exemplified in
words and phrases like ‘sort of’, or ‘around’,
‘about’, and so on. Do native speakers use
these imprecise terms in order to sound less
threatening? What are the equivalent terms
in other languages? Do English speakers use
these more than German speakers do?
Such examination of language may seem
rather theoretical, but learners as well as
teachers can find such aspects valuable.
As far as practical application is concerned,
I immediately thought of its usefulness for
Cambridge classes: put a transcript of a spoken
narrative into an acceptable written form,
eliminate redundancy, make the language
more formal, for example. Teachers of exam
classes usually already do these things with
their students, but the task-based approach
certainly contributes focus and structure. It
would have been interesting to have developed
a lesson plan for a General English
class.
Thank you, Dave Willis, for a stimulating work-
30 ETAS Journal 24/3 Summer 2007
shop accompanied by an excellent handout.
Julia Blackwell
Teacher Training SIG (TT SIG) & Young
Learners SIG (YL SIG)
B 10/12
Using TPR creatively in the primary
classroom
Graham Workman
Using Total Physical Response creatively in
the classroom appealed to me as I expected it
to be an active workshop, and I wasn’t disappointed.
The room filled as Graham Workman
welcomed everyone personally.
First we were asked to predict how TPR
works and then compared this to a toddler
learning his first language. We watched a
short documentary film from James Asher
and saw that children learn in a stress-free
environment and they first speak when they
are ready. Their initial language is mostly
commands and they respond physically which
means they listen and understand before they
speak. We learned that TPR tries to mimic
the way children learn their first language.
Graham gave us many examples on how to
use TPR, well, actually he made us do them.
The class followed Japanese commands such
as walk, run, and jump. Through the actions
and repetition we learned the words. Later we
were jumping out of bed, making coffee, and
singing in the shower to see how we were
learning the language through everyday situations.
We were not only learning words like
milk and chocolate, but through actions the
collocation along with them, drinking milk and
eating chocolate.
Graham showed that TPR can be as simple
as a cut and paste activity. After a physical
break chant filled with rhyme and action to
bring oxygen back into the brain, we thought
of known stories where TPR elements could
be used. The last activity showed the
effectiveness of miming, and we were acting
out gorillas, clowns, and toilets. This workshop
showed the benefits of using TPR and
many excellent examples.
We learned by doing that TPR is memorable,
kinesthetic and creates a sense of success. It
is aptitude free, can be used for adults as well
as children, and can be integrated with little
preparation. Most of all Graham, allowed us to
make the experience ourselves that learning
with TPR means less stress and less stress
equals more learning. Thanks to Graham for
another well-presented and action packed
workshop.
Sharon Mettler
Teacher Training SIG (TT SIG)
C10
Writing to read: reading to write
Antoinette Moses
The aims of Antoinette Moses workshop were
to demonstrate how classroom readers can
be used in creative writing assignments that
develop students’ writing skills as well as
reading comprehension.
The workshop included hands-on writing of
short stories based on different angles that
were created using her reader Jojo’s Story, a
story about a child soldier with an unspecified
location, which allows the reader to imagine it
takes place anywhere in the world. She created
writing assignments that developed our
creativity by having us write from the perspective
of the news journalist covering the story
or from the child soldier that murders Jojo’s
family. It was incredibly inspirational.
We also wrote poems based on clues and
questions given by her. Then we read the
actual published poems, which had inspired
the assignment, such as: This is Just to Say
by William Carlos Williams, and Cats Sleep
Anywhere by Eleanor Farjeon. It was delightful
and intriguing.
She offered so many ideas and resources that
provided us with many exercises which we
could take back and use in the classroom on
Monday. I personally liked the eye-opening
topics and being able to write about themes
that I never thought about, such as the
immense problem of children soldiers in the
world today. Also, receiving ideas that students
would actually really relate to was priceless.
All of the participants were positively
moved by this excellent workshop and gave
rave reviews and feedback of this workshop.
Tracy Tobler