APPROACHES TO YILL

YILL - ADVANTAGES

• Constant exposure to target language

• No serious other curricular commitments

• Scope for longer term, more extensive language tasks

• Good opportunities to develop personal study skills

• A VERY INTENSIVE PROGRAMME

YILL - ISSUES

• A VERY INTENSIVE PROGRAMME

• Overload

• Loss of motivation

• Course management: syllabus design, assessment

• Life after YILL

Syllabus Design

input practice input input

input practice test input input

input

skillswork input recycle

practicetest

input input

skillswork lg. project

skillswork check progress

lg. project

PREDICTABILITYVARIETY

Loss of Motivation

Variety of• Syllabus• Staff • Materials• Skills• Lesson types• Focus• Approaches

Syllabus Design

• Skills based lessons:– Language skills– Study Skills

• Dosing input

• Frequent Checking / Recycling / Assessment lessons

• Different lesson types (eg. role lg projects)

Variety of Materials • The course book (is it necessary to have more than 1?)

• Grammar books

• Readers

• Dictionaries

• Software

• DVDs

• Net based

• Authentic

learnInvolve me

rememberand I’ll

Show me

forgetTell me

Main learning strategy types• Cognitive

– Analogy (comparing lg rules) (‘I speak German and comparing new structures to German

structures helps me a lot ‘) – Memorization (visual / auditory) (‘I can only learn it if I see it.’ )

– Repetition

– Writing things down (‘I always write new things down as soon as I can’ )– Inferencing (forming guesses about form / meaning of a new item) (‘I like to have

a go with language I don’t know’)

• Metacognitive– Planning for learning (I think it is very important that we have a plan about our learning)

– Thinking about making learning more effective (‘It’s great when we discuss how we could become better learners’)

– Self-monitoring

• Socio – affective - Seeking opportunities for practice• inititating conversations (I don’t mind talking to people I don’t know just to practise my English.’)

• Radio, tv, language lab (‘I watch and listen to as many English language programmes as I can. I also go to the language lab to practise.’)

You are Marcus. It’s Sunday today and you have just met Tanya, a younger friend of yours who you know very well. Find out what she did yesterday: where she was, who she was with, how long she stayed and how she went home.

You are Tanya and you have just met Marcus who you know very well. Yesterday it was Saturday and you went clubbing again with your friends. There were a lot of other people in the club and you think you stayed until 2 am or a bit later. You liked it there and you took a taxi home but it was not easy to catch one.

Marcus and Tanya role play stages

1. Dialogue from book given out as role play

2. Feedback – elicit questions

3. Listen to original

4. Compare

1. Select a dialogue in your course book

2. Design a role play around it

3. Feedback – sort out basic language issues

4. Listen to / Read original text

5. Compare the 2

6. Discuss

TASK BASED APPROACH

Rules to form Comparatives in English

Adjective Comparative Why?

warm warmer Regular, monosyllabic adjective.

expensive

big

easy

nice

far

little

good

GUIDED DISCOVERY

GUIDED DISCOVERY• Find lg point and relevant

resource material • Design worksheet • Give out wsheets and resource

materials• Learners work individually / in

pairs / small groups• Feedback Input

TEST TEACH TEST

TEST TEACH TEST - STAGES• Find an exercise that practises target

language • TEST (Get learners to do it as a first

activity)

• TEACH (Input based on results of previous stage.)

• TEST (Quick exercise to see if they really

got input)

There are many anecdotes about Pablo Picasso the famous Spanish artist and sculptor. Once Charlie Chaplin went to see him in his studio. While Picasso was working on one of his paintings he accidentally split some paint on Chaplin’s trousers. Picasso immediately offered to get some alcohol to remove it but Chaplin said: ‘Please, don’t. Just leave the paint where it is, and make sure you also sign my trousers.’

DICTOGLOSS

DICTOGLOSS• Choose text • Read out text 3 times• Learners reconstruct contents of text

• Feedback INPUT

Thank you