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Title: The Interactive Language Classroom: Vardit Ringvald Ph.D Director of Hebrew and Arabic Languages pro


1
The Interactive Language Classroom Vardit
Ringvald Ph.D Director of Hebrew and Arabic
Languages program Brandeis University
Waltham MA e- mail Ringvald_at_brandeis.edu
2
An interactive classroom is a place where
learners are encouraged to communicate with peers
and teachers in a meaningful way.To
engage meaningfully communicative text
3
Lee defines meaningful communication
asExpression, interpretation and negotiating
of meaning
(Lee )
4
Lee claims that the act of communication can be
viewed as a social activityTo assert that
language learners are communicating Is to assert
that they are given opportunities to say what
mean and to work towards a mutual understanding
with other interlocutors. (Lee.. )
5
The Importance of Creating an Interactive
Classroom
6
Creates useful learning opportunities in which
the teacher presents the linguistic model in a
way that is interactive and therefore meaningful
to the learner. These opportunities are
particularly useful because they individualize
the learning process, whether overtly or
covertly. (Allwright)Video- Vardit
7
Creates opportunities for target language
practice turns knowledge that into knowledge
how by asking learners to practice realistic
interaction activities so that they are skilled
in what they have learned about.
(Allwright)VideoThe name
8
(No Transcript)
9
Interaction allows for language development.The
acts of expression, interpretation and
negotiating of meaningare not only the
mechanisms whereby people deploy their current
linguistic resourcesbut also the mechanisms
whereby they simultaneously develop them (
Allwright 6)
10
In order to create language development,
interaction must beSeriously meaningful,
about matters of serious concern to the
participants and therefore conducive to a serious
attempt to communicate (Allwright
7)Learning occurs through interaction.
(Vygotskys socio-cultural theory)
11
Interactive classroom Task-oriented
classroom According to Lee
  • Task-based activity focuses on
  • problem solving
  • consensus building
  • These characteristics not only promote the active
    participation of each individual class member,
    but also provide learners with varying degrees of
    linguistic support.

12
Task the behavioral blueprint, Activity the
behavior produced when an individual or group
performs the Task. (Coughlin and Duff)Brooks
and Dedonato claim that students require the
freedom to construct their verbal activity, while
accomplishing the Task, so that the target
language is acquired.
13
  • In order to maximize learners language
    development, Task should be carefully conceived
    beforehand.
  • A loose framework may lead students to negotiate
    meaning in areas in which they have no
    appropriate linguistic support and may therefore
    cause them frustration.
  • Tasks can be preformed by
  • individual
  • pairs
  • group

14
How to construct a task (for all skills for all
levels)1. To identify the purpose of the
Task
  • To create useful learning opportunities- (new
    material)
  • To turn knowledge that into knowledge how-
    (practice)
  • To make language development happen
    (reinforcement)

15
  • 2. To articulate the goal of the task
  • What learners will be able to produce
    linguistically by the end of the task in terms
    of
  • Content/context - The theme / The environment
  • Task/function- Talk, describe, narrate argue
  • Text type - Length, Type of discourse
  • Grammar aspects -Verbs, Structure
  • Accuracy - The expected quality

16
For exampleTo create useful learning
opportunities- To present new
materialGoalBy the end of the task all
learners will be able to get familiar with the
vocabulary that relates to the members of the
core familyThey will be able to connect
particular names to their role in the family when
appearing in a format of a list or of isolated
wordsThey might have difficulties remembering
the list by heart, and may need support
17
See how the task is articulated for the
learners.Sara and Uri published the following
announcement in the newspaper about the birth of
their grandchild, Tamar. Complete the missing
information by writing the correct relationship
from the list on the right (look at the family
tree in the previous pages)
??? ??? ?? ??? ???? ???? ??? ?????? ???
???? ????? ?????? _________ ??????
??????? _________ ???? ????? _________ ??? ????
???? ??? ??-????,
18
?????? ?? ???
??? ??? ?????? ?? ?????? ???
Study the names and relationship in Hagars
family tree
19
Goal By the end of this task learners will be
able to familiarize themselves with the
vocabulary that relates to the days of the week
. They will review the numbers. They will be
exposed to the way numbers are used in authentic
format (I.e. weekly planner).
??? ?????
????? ? ?????? ?? ???? ??? ????? ?? ???? Fill
in the missing information according to Rinas
planner above
20
Goal By completing the task learners will get
familiar with the vocabulary that relates to
clothing, and will be able to pronounce them.
Task Read the dialogues above again. This time
use different intonations and gestures
???? ??????
??????? ??????
?????
???? ????
21
2. To help learners turn knowledge that to
knowledge how(Practice )
  • Goal
  • By the end of the task student will be able to
    describe their health using the structure it
    hurts in the context of their own experiences.
  • They will able to connect the structure with
    different parts of the body using phrases and
    short sentences. They will able to describe in
    2-3 simple combined sentences the reasons for
    their feelings.
  • They will make some errors in gender
    agreement.
  • Task
  • Complain to your Israeli summer-camp counselor
    about the bad food and sleeping arrangements,
    which made you quite ill. Use
  • ???? ?/?? ?? ?????.

22
Additional examples
  • Goal
  • By the end of the task, the students fluency in
    pronouncing the numbers will increase
    significantly
  • Task
  • You register for a Hebrew Summer Program in
    Israel. The administrator asks you for all your
    phone numbers in case they need to contact you.
    Dictate your phone numbers to a classmate

????? ????? Home ____________________ ???))
Dorms ____________________
(??????) Parents __________________ (?????)
Cell. _____________________ (????) Work
_____________________ (?????) Emergency
__________________ (????)
23
Goal By the end of the task students will be
more fluent in pronouncing the vocabulary that is
related to housing and numbers
Task ????????? ?????

?????- questionnaire You
are looking for a roommate to share an apartment
in Jerusalem. The university housing office is
willing to help you find the right candidate.
Fill out the following questionnaire together
with a classmate
1.????? ???? ?????? _______________ 2. ?? ?? ??
?????? ________________ 3. ??? ????? ?? ??????
_____________ 4. ??? ???? ???? ?? ??????
__________ 5. ?????? ?????? ?? ?????? ___________
6. ????? ??????? _________ 7. ???? ?????? ??
????? ?????? 8. ?? ?? ??????- ???????? 9. ??
?????? ________ 10. ?? ?? ??????______
24
????? ????????? ???????????????
  • 2. ???????/? furnished
  • Call the people in the ads and ask for more
    information such as price, size, convenience etc.
  • b. Tell a friend about the information you
    found out.
  • c. Fill a rental questionnaire according to
    your rental requirements.
  • d. Write your own ad advertising something for
    sale or rent.

25
Goal By the end of these tasks students will be
more fluent in pronouncing the vocabulary that
are related to housing ( rooms and furniture)and
numbers while using the structure need in
present tense. ????????? (??????????????) 1.
????????? The universitys housing committee
would like to improve student housing. Make a
wish list of things you would like to have.
________________________________________________
______________ ___________________________________
___________________________ ______________________
________________________________________ _________
__________________________________________________
___
  • 2. ??????????????
  • You are participating in a house designing
    contest. You need to design a house for one of
    these people. Make a list of amenities, rooms and
    draw a floor-plan.
  • A family of four people
  • An artist
  • 3. ????????? ???????
  • You are moving to a new house/apartment. Give the
    movers instructions in which room to put each
    piece of furniture

26
3.To make language development happen
(reinforcement) Goal By the end of the task
students will be able to understand the way time
is described in official places in Israel and use
the information to make decisions. They might
not understand all the information, but will be
successful in completing the task ???????????
????? ?
??????? ???????? ?"? ????? ???? ????? ????
?'-?' 830-1300 1600-1900 ??? ?' ?????
?? 930-1200
__________________________________________________
________ ????? ?
__________________________________________________
________ 2. ????? ???? ??????? ????? ??????
__________________________
27
Additional examples Goal By the end of the task
learners will be able to pronounce food items as
well as numbers in more fluency and accuracy
using the structures I need /I eat, in present
tense. Task Young adults need about 2000
calories per day. Use this chart to talk about
your diet habits with a friend
?????? ???????
28
Goal By the end of the task learners will be
able to be more fluent in using expressions that
are related to food purchasing in a small kiosk
???????
700
400
??? ?? ?? ????????????? ?? ??????, ?? ??????????
???????
?? ?? ?????? ??, ??? ????????? ?????? ?????.
2000
?????? ????? ??????? ????? ?????.
?? ??? ????? ?????, ?????? ?????????????? ???
?????.
????? ?? ??? ????? ????? ???????? ?????
29
Goal Students will have the opportunity to
reinforce the usage of past tense in the context
of a phone conversation.
????? ????/???? ????? ???? ???????. .Respond
to one of the messages (in writing or in speaking)
30
Goal Students will be able to identify more
accurately and fluently vocabulary that is
related to professions and be able to understand
easily semi -authentic materials that are related
to information about jobs.
?????? ??????
????? ???? "????" ???? ????/? - ??????
???????. - ?????? ?????? ??? ????. - ?????? ????
????. ?.? 7335 ????
?????? ????? ???? ?????? ?????? ?????
"?????" ????? ?????. ?? 03-5894321 ???
03-5894322
????? ????? ????/? ???/? ?? ?????? ??????
??????? ????? ???????. ????? ???? ????, ?.?.
5578 ???? ?????.
????? ?????? ?????? ?????? ??????
?????????? ????? ?????. ????? ????????? ?????
??"? ?????? ?? 07-9956783
31
????? ???? ???? / ?? ???? ??? ??????? 1. A
hotel is looking for waiters. T / F 2. An
infirmary in the south is looking for a medical
secretary. T / F 3. Food Company Taami is
looking for cooks. T / F 4. A moshav in the
north is looking for a landscaper/gardner.
T / F ????? ??? ?? ?????? ?????
??? ??????? 1. How many of the job postings are
for people with a background in computers?
_________________________ 2. How many of the
job postings are for people with experience
(??????)? _________________________ 3. Which of
the jobs require young people? ___________________
______ 4. Choose one of the ads and role-play a
job interview with a partner. Alternate roles.
(??????) _________________________________________
_____ ____________________________________________
__ ______________________________________________
______________________________________________ ___
___________________________________________
32
Goal Students will be able to use their
knowledge about colors and the use of verbs in
paal in order to understand the main idea
expressed in a poem by acclaimed Israel poet.
????? ????? ???-??????, ????? ??? ????
??? ???????, ?????, ??????????, ????, ????
??????, ???????? ????? "????, ???? ??????
????????? ????????. ??????? ????????? ????, ????
?? ???????? ???????? ???????? ???????????
????? ????? ???????? ,????".
???? 66 ???????, ???? ??????
???? ???? ????? ????. ???? ???? ????,
1996. ???? ?? ????? ????? ?????
33
??????? ??????? ?? ?????
?. ???? ?? ???????? ?????
?? ??? ????, ?????? ?????
Discuss the context of the following expressions
in the play ?. ???? ????? ?? ???????? ????, ??
????? ?? ?????. Roll-play different, dramatic
situations using some of the following
expressions (think of who/where/when and how to
use the sentence/expression in such situation ).
  • "??? ????????? ??????!"
  • "??? ???????? ????!"
  • "??? ?????? ?????? ??????????"
  • "????? ?? ???????? ????? ?? ????????"
  • "??? ??????"
  • "????? ???????? ??? ??????? ?????????"
  • "???? ??? ??? ?????"

34
Collaborative task group activity
35
?????? ???? ??????? Zabrotzkys motives for
keeping Lena in the palace after the war remain
ambivalent to the end. Stage a mock trial to
establish whether Zabrotzkys actions are
justified or not. Use the words and role-charts
below to prepare for the trial.
???? ?????
???????
??? / ???? / ??????? / ???
36
?????? / ??????
????
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