YouTube transcript (QxsIUxNCSNE) — Transcript

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1. 0:05So, welcome everyone to this session
2. 0:07where we're going to be talking about
3. 0:08elicitation and concept checking
4. 0:11questions, also referred to as CCQs.
5. 0:15Now, in this particular session, we're
6. 0:17going to be focusing on how to lesson
7. 0:19plan because this is going to be very
8. 0:21important for when you're actually here
9. 0:23in the school starting your teaching
10. 0:25practices. And so, we're going to focus
11. 0:27on two things. One is what you can
12. 0:29actually write in your lesson plan
13. 0:31regarding elicitation and CCQs, and the
14. 0:35other thing is then what does that look
15. 0:36like when you're in the classroom with
16. 0:38your students.
17. 0:39>> [snorts]
18. 0:40>> So, by now you will have seen the model
19. 0:42classes and have completed your
20. 0:44assignment one with the guided
21. 0:45observation journal, which allowed you
22. 0:48to watch some teachers, including myself
23. 0:51and my team, um teaching different
24. 0:53groups, different levels, and you will
25. 0:55have noticed for sure the way that the
26. 0:57teacher uh engages the students in their
27. 1:00learning process. Whether the teacher
28. 1:03has decided to teach vocabulary or
29. 1:05grammar, it doesn't matter. In each
30. 1:07class, during the presentation section
31. 1:10particularly, as we go through the
32. 1:12teaching of the vocabulary or the
33. 1:15grammar, we're using this particular
34. 1:17process of elicitation and CCQs.
35. 1:20So, what I'd like to do first is take
36. 1:23you to one of the lesson plans from
37. 1:25Carlos's class, which was a B2 class
38. 1:28where he was teaching vocabulary. Let's
39. 1:30take a look and so you can see how you
40. 1:32can actually lesson plan these
41. 1:34questions.
42. 1:37So, here we have um a copy of Carlos's
43. 1:39lesson plan, and uh we can look very
44. 1:42particularly at this section where he's
45. 1:45talking about teaching the words. You
46. 1:47may remember these words from the model
47. 1:49class. Um he was talking about rights
48. 1:52and different human rights, etc.
49. 1:55So, in his lesson plan, the first thing
50. 1:58that he's going to do is establish the
51. 1:59word that he's teaching at the time.
52. 2:02We can see it here, rights. And then
53. 2:04afterwards, he actually writes out what
54. 2:06he's going to ask the students. So,
55. 2:08we're going to start with an elicitation
56. 2:10question.
57. 2:12Now, the whole purpose of elicitation is
58. 2:14to get the students engaged in the
59. 2:16learning process.
60. 2:18What we're trying to do here is find out
61. 2:20what the students know
62. 2:22with their English, and can they use
63. 2:25their English to describe words, to
64. 2:27describe what they mean. Okay? So, what
65. 2:30we're not trying to do here is test
66. 2:32their intelligence about the meaning of
67. 2:35a word, because they are very
68. 2:36intelligent people. They know the word
69. 2:39in their own language. What we're trying
70. 2:41to do here is get them to express
71. 2:43themselves using English. That is
72. 2:45something quite different.
73. 2:47So, Carlos is preparing to teach the
74. 2:50word rights. So, his elicitation
75. 2:53question is very simply,
76. 2:56what are rights? And he will ask this to
77. 2:58the students to engage them in the
78. 3:00process.
79. 3:02Now, what you'll see here is we don't
80. 3:04say, "Does anybody know what rights are?
81. 3:06Can you describe what rights are?" No,
82. 3:09we're using very open questions here.
83. 3:11We're moving away from closed questions,
84. 3:13do you and can you, and just going to a
85. 3:16nice clear open question. What are
86. 3:18rights?
87. 3:20Now, we're assuming that the students
88. 3:22will know or be able to describe this in
89. 3:24the lesson and use in their English,
90. 3:26then Carlos would move directly to a
91. 3:28CCQ, which is a concept checking
92. 3:30question.
93. 3:32So, this isn't just about what does the
94. 3:34word mean, but actually now can you use
95. 3:36it in a sentence? Can you use your
96. 3:38English to correctly um portray this
97. 3:41word in your own sentence? And this can
98. 3:44help your students build structure, use
99. 3:46other words in English, make sure
100. 3:48they're using the correct form of the
101. 3:50word, especially if it's um a verb that
102. 3:52might be conjugated differently.
103. 3:55So, a very simple CCQ question that we
104. 3:58would expect you to ask and we would
105. 4:00like you to be asking your class is this
106. 4:02one here. Give me a sentence using the
107. 4:05word writes.
108. 4:08So, at this point we would engage the
109. 4:09students again and get them practicing.
110. 4:12Now, that's a very basic model. What
111. 4:15does writes mean? Give me a sentence
112. 4:17using writes.
113. 4:19If you use those simple questions,
114. 4:22um you know, associated with the words
115. 4:23that you're teaching or the grammar that
116. 4:25you're teaching, then this will work
117. 4:26perfectly.
118. 4:28When you have a bit more experience, you
119. 4:30can also
120. 4:31um add other types of CCQ questions, as
121. 4:33Carlos has here, which is what is the
122. 4:36most important right for you?
123. 4:38This also allows us to understand if the
124. 4:40students have truly understood the
125. 4:43meaning of the word as they get to
126. 4:44express themselves uh using it.
127. 4:48So, we've got two other examples here.
128. 4:50Free and freedom, where Carlos elicits
129. 4:53is, what is the difference between free
130. 4:56and freedom? And later he CCQs, give me
131. 5:00a sentence using free and freedom, and
132. 5:02why is freedom important?
133. 5:05And we have the same here with dignity.
134. 5:07What is dignity?
135. 5:09And why is dignity important? Give me a
136. 5:12sentence using dignity.
137. 5:15Now, by having this in your lesson plan,
138. 5:17you have a better chance of remembering
139. 5:20to ask these questions in the class.
140. 5:23In our experience, the more that you
141. 5:24prepare on paper or through uh your
142. 5:27computer, the more likely you are to
143. 5:29remember to do this in the classroom. If
144. 5:32you don't specifically um think through
145. 5:35and consider these questions, there's a
146. 5:37good chance you won't remember to ask
147. 5:39them in the moment.
148. 5:41So, let's just take a look now how this
149. 5:43actually works when you're in the
150. 5:44classroom.
151. 5:48So, let's imagine right now I'm in the
152. 5:49classroom, you are watching me, so
153. 5:51you're my students, and I'm going to
154. 5:53start with the first word of seven to 10
155. 5:56words that perhaps I'm preparing to
156. 5:58teach, and I will write up on the board
157. 6:01here, or maybe on my online digital
158. 6:03board if it's an online class, the words
159. 6:05rights.
160. 6:06And then I would literally just say to
161. 6:08my students and say, "What are rights?
162. 6:11What does it mean to have rights?"
163. 6:14And then we'll go through it. Once we've
164. 6:16done that, and then the CCQ, we can then
165. 6:19return to the board
166. 6:20and add up the next
167. 6:23um word, which we know from the lesson
168. 6:27plan was free
169. 6:30and freedom.
170. 6:31And we return to the students and ask
171. 6:33them again,
172. 6:35"What is the difference between free and
173. 6:36freedom?"
174. 6:38We go through the process of the CCQ,
175. 6:40and when everybody is clear with that,
176. 6:42we can move on to the next word,
177. 6:45which we know was
178. 6:47dignity.
179. 6:49And this is how you would perform that
180. 6:50particular part of teaching the
181. 6:52vocabulary in the classroom.
182. 6:56Now, we also know that students like to
183. 6:58add visuals to this particular part of
184. 7:00the presentation section, because it can
185. 7:03make a a more interesting class. We can
186. 7:06now have the digital boards, which make
187. 7:08images look really attractive in class,
188. 7:11but you could be setting it up for your
189. 7:13online class. Let's just have a look at
190. 7:15how you use it when you're actually
191. 7:17using an image.
192. 7:19I'm showing an image where we can
193. 7:21actually make it more interesting for
194. 7:23the students to uh learn about the words
195. 7:26that we're teaching. So, in this case,
196. 7:28we're showing an image that is not the
197. 7:30exact answer to the meaning of the word
198. 7:32rights, but just something that gets the
199. 7:33students engaged. So, for this example,
200. 7:36perhaps here you will say, um or I will
201. 7:39ask you, "What is happening in this
202. 7:40image?" And you will say, "Oh, maybe
203. 7:42it's a celebration. Maybe it's a
204. 7:44protest, etc."
205. 7:46Once you've had that conversation, then
206. 7:49you can move to writing on the board
207. 7:55the word that you're going to teach, and
208. 7:57then elicit the question. So, rights.
209. 8:00What are rights?
210. 8:02And then we'll remain going through the
211. 8:04same process to your CCQs.
212. 8:07So, this is a good way to use images to
213. 8:09keep people engaged. We do not want to
214. 8:11give the answer away by giving an image
215. 8:14that just tells them what the meaning
216. 8:16is. We just want them to be engaged in
217. 8:18the process before we display the word.
218. 8:23So, let's go back to another lesson plan
219. 8:26now with Carlos's A2 class, where he was
220. 8:29teaching some grammar. And let's take a
221. 8:31look at how we do elicitation and CCQs
222. 8:35for grammar classes.
223. 8:38So, here you'll see, um, the content or
224. 8:41one part of the content of Carlos's
225. 8:43lesson plan. And in this case, when
226. 8:46we're teaching grammar, we tend to use
227. 8:48sentences and structures that are
228. 8:50already formed and elicit the different
229. 8:53parts of that sentence or structure that
230. 8:56needs to be listed for them to be able
231. 8:58to understand how to use the grammar
232. 9:00that you're teaching. So, in this
233. 9:02example, Carlos has prepared in his
234. 9:04lesson plan the sentences that he's
235. 9:07going to be using and what questions
236. 9:09he's going to ask to get the students
237. 9:12engaged in learning.
238. 9:14So, in here we've got the boy has a dog
239. 9:16and they will live in a big apartment.
240. 9:19The first thing he's going to do is
241. 9:21underline the words or ask the students
242. 9:24first, "Where are the nouns?"
243. 9:26Okay? Or he could underline the words
244. 9:28and say, "What type of words are these?"
245. 9:32Asking them to come up with the answer,
246. 9:34nouns.
247. 9:36Later, he has some more um, um
248. 9:39elicitation and CCQs. So, what are
249. 9:42nouns? Well, they're people, they're
250. 9:44places, we refer to them as things. And
251. 9:46then a CCQ,
252. 9:48give me more nouns.
253. 9:51So, let's have a look at this in
254. 9:52practice.
255. 9:55We can see here that the sentences are
256. 9:57written on the board ready for my
257. 9:59students. If you have time, it's ideal
258. 10:02to have these sentences ready before the
259. 10:04class so that they're not watching you
260. 10:06write them out. But, if you don't have
261. 10:09time, then please do write them out or
262. 10:11you can have them prepared on a document
263. 10:13that you can share on the screen.
264. 10:15In this case, I've pre-written out these
265. 10:17words or these sentences. The boy has a
266. 10:20dog. They live in a big apartment. So,
267. 10:23my elicitation question is,
268. 10:25"Where are the nouns in these
269. 10:27sentences?" And then when the students
270. 10:29shout them out,
271. 10:30I'm happy to underline them as we go.
272. 10:37Other sentences and other grammar points
273. 10:39will could be the same. We could say,
274. 10:41"Where are the verbs? Where are the
275. 10:44prepositions?"
276. 10:45If we're teaching a tense like the
277. 10:47present simple or conditionals for
278. 10:50higher levels, we can use the sentences
279. 10:52and ask, "Okay, where are the verbs?
280. 10:54What tense are the verbs in? What is the
281. 10:57formula to construct a conditional
282. 11:00sentence? Why do we use the conditional
283. 11:04at the first conditional? What is its
284. 11:05purpose?" All of these are elicitation
285. 11:08questions.
286. 11:09Then the CCQ is simply
287. 11:12give me your own sentence using the
288. 11:14nouns, give me your own sentence using
289. 11:17the second conditional,
290. 11:19etc. etc. So, this is the important part
291. 11:22of using it as a grammar class.
292. 11:27So, let's just go back to Um, of the
293. 11:30main points with the lesson planning
294. 11:37The whole idea here is to make sure that
295. 11:39you have everything in your lesson plan
296. 11:41considered, thought through, and then
297. 11:43ready to execute in the class. So, it's
298. 11:45really important that you do think about
299. 11:48your elicitation and CCQ questions ready
300. 11:50to stand up. We know that you'll be
301. 11:53nervous when you're teaching your
302. 11:54students in these teaching practices.
303. 11:57So, it's a good idea to have something
304. 11:58written. It will help uh embed it in
305. 12:01your mind, but also you can use your
306. 12:02lesson plan during the sessions to help
307. 12:05you.
308. 12:07So, in this session, we've talked about
309. 12:09elicitation and CCQs based on your
310. 12:13students being able to answer the
311. 12:15question if you ask them what does mhm
312. 12:18mean, for example.
313. 12:20In the next video, you'll see what we
314. 12:22can do if your students don't know the
315. 12:24meaning and what we can do in between
316. 12:27the elicitation and CCQ to help that and
317. 12:30give them examples. So, we'll see you
318. 12:32then.