Describe how communicative language teaching (CLT) was introduced:
The main issues in languages teaching in Haiti are that the methods are not communicative. Whatever the foreign languages teaching, students are overwhelmed with grammatical rules and vocabularies just to pass the tests and final exams. For instance the most common methods have always been about to copy vocabularies off the board and try to memorize then recite them before the Teachers. But it is more than that just pass a test and memorize vocabularies, it is actually a question of communication: how useful or practical is what the students have learned. It is a serious point which has an impact on all a generation.
Introduction communicative language teaching (CLT):
As Professors Ruth and Vanessa did, to introduce the (CLT), we shared some sentences and asked each teacher to think on it and to give his feedback if the sentences are communicative or not. And we asked them to create activities they think which could be more practical. In fact they did it.
Describe how SWBATs were introduced and what that trainees developed:
SWBATs were well introduced. First of all we ask to share their ideas on what SWBATs is, if they are familiar with it. In their intervention, the teachers said that they did not know SWBATs before; they were used to apply other method to determine their objective but definitely they will use SWBATs in their next class.
We present SWBATs as follow: Students Will Be Able To… (SWBATs). It states what our objective or our learning goal is for a particular lesson. Then in the practical phase we brought them to perform SWBATs activities.
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