WEBVTT 00:00:00.000 --> 00:00:02.005 Brandl gives you what he calls guidelines 00:00:02.005 --> 00:00:05.006 for implementing communicative activities. 00:00:05.006 --> 00:00:07.005 Make the goal clear from the beginning. 00:00:07.005 --> 00:00:11.000 Yes, we try to make it clear, but it's your job as the teacher 00:00:11.000 --> 00:00:13.007 to also make sure they understand the goal. 00:00:13.007 --> 00:00:16.004 Oh boy, how do you do this? 00:00:16.004 --> 00:00:19.009 There's a bullet point, involve all participants equally. 00:00:19.009 --> 00:00:26.003 Okay, well you can do the best you can, right, but you've already said mismatched groups. 00:00:26.003 --> 00:00:30.006 Part of that is designing the design so that it's distributed. 00:00:30.006 --> 00:00:32.003 What they have to do is distributed, so they-- 00:00:32.003 --> 00:00:38.008 you force them to communicate but you cannot force people to change their personalities. 00:00:38.008 --> 00:00:41.004 You're gonna have to-- that's a given, so there'll be shy people 00:00:41.004 --> 00:00:43.009 and they will remain shy throughout your class. 00:00:43.009 --> 00:00:46.003 That's okay. 00:00:46.003 --> 00:00:48.008 Make sure students are adequately prepared. 00:00:48.008 --> 00:00:50.003 I can say that for all of the-- 00:00:50.003 --> 00:00:54.001 the French examples, they had had all that material, they really had. 00:00:54.001 --> 00:00:57.001 We knew that by the time they got there. 00:00:57.001 --> 00:00:59.005 Provide clear instructions and examples. 00:00:59.005 --> 00:01:04.009 Every one of our activities had an example, a model. 00:01:04.009 --> 00:01:10.001 And by the way, providing clear instructions, we had to rewrite these activities because, 00:01:10.001 --> 00:01:13.009 you know, you think the instructions are clear but they're clear to you. 00:01:13.009 --> 0 people in the classroom, so. 00:01:16.005 They're not clear to 30 people in the classroom, so. 00:01:16.005 --> 00:01:19.004 >> I did have a question about that. 00:01:19.004 --> 00:01:23.006 There are first year French and the instructions are in French. 00:01:23.006 --> 00:01:27.006 >> They start out in English and I can't remember what chapter, 00:01:27.006 --> 00:01:29.008 but they go into French, right. 00:01:29.008 --> 00:01:33.000 >> 'Cause all of the ones that we read here were in French. 00:01:33.000 --> 00:01:34.008 >> Yeah, so that was in chapter 5. 00:01:34.008 --> 00:01:37.001 That's actually in chapter 4. 00:01:37.001 --> 00:01:42.008 So right, after 3 months, then they're going all into French. 00:01:42.008 --> 00:01:48.001 So we're trying to use very simple French to talk about these. 00:01:48.001 --> 00:01:51.005 Make an effort to mix groups, that's really important because, you know, 00:01:51.005 --> 00:01:54.007 how many times do you just always end up with the same partner? 00:01:54.007 --> 00:01:58.004 And typically you do this according to proximity, so you two, 00:01:58.004 --> 00:02:00.004 I do that all the time in my class. 00:02:00.004 --> 00:02:04.008 You and you and you and you and you and you, okay. 00:02:04.008 --> 00:02:04.009 [ Laughter ] 00:02:04.009 --> 00:02:07.003 >> Assign activities that are relevant and interesting to students. 00:02:07.003 --> 00:02:11.001 We've already said some of these are relevant and some of these may not be. 00:02:11.001 --> 00:02:15.009 Circulate, circulate, circulate, I think Brandl said it once, I said it 3 times. 00:02:15.009 --> 00:02:18.004 When I observe, you know, it's interesting 00:02:18.004 --> 00:02:24.001 because I said these are really student controlled and so you step back and let them, 00:02:24.001 --> 00:02:28.004 but you've gotta circulate, okay. 00:02:28.004 --> 00:02:32.009 And teach group interaction skills, and this is the biggest point. 00:02:32.009 --> 00:02:35.001 This, they break down. 00:02:35.001 --> 00:02:41.003 They always break down, so you need to teach as part of the activity how to say 00:02:41.003 --> 00:02:45.004 "what did you say, what's that word mean," in other words in the-- 00:02:45.004 --> 00:02:51.005 in going all the way back to communicative competence, that last competence was strategic. 00:02:51.005 --> 00:02:56.001 That is one of the missing pieces and they are not good at that. 00:02:56.001 --> 00:03:02.000 And you need-- instead of the linguistics, the linguistic scaffold should also include phrases 00:03:02.000 --> 00:03:05.005 for helping them strategize, have strategic competence. 00:03:05.005 --> 00:03:10.007 So every opportunity-- and I really believe this every class, you say up on the board, 00:03:10.007 --> 00:03:13.007 now if you don't know what the word is, this is how you ask. 00:03:13.007 --> 00:03:18.001 How do you say this, what's the synonym, okay, 00:03:18.001 --> 00:03:21.000 and then hold them accountable for completing the task on time. 00:03:21.000 --> 00:03:22.400 "You have one minute!", Okay.