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METH MONDAY Chapters 4 and 13 - Coggle Diagram
METH MONDAY Chapters 4 and 13
How to teach very young learners?
(pre-school and lower primary)
N.L.
tell stories
(pictures, gestures,puppets)
songs and nursery rhymes
that involves participation from children
act out stories
with the children
do practical tasks
(painting, colouring, making things)
teach basic skills
(alphabet with pictures, counting)
simple games using limited vocab
(musical, walking around)
listen and do tasks
(draw something, touch something)
Individual differences T.V.
There might be significant differences between students
Different sensory preferences
visual: learning sty by seeing it
kinaesthetic: learning stg by touching and feeling a tangible objects
auditory: learning stg by hearing it
Multiple types of intelligences
visual
musical
linguistic
logical/ mathematical
bodily/feeling
interpersonal
intrapersonal
The motivation
internal motivation: "learning because its fun"
external motivation: "learning because we want to be rewarded"
balancing act of teaching - U.T.
to maximise working at every individual's level
to fulfill as many wishes and needs as possible
keeping the entire group engaged
How to start learner training? Sz.O.
Integrate study-skills work
Inform the students what will happen and why (let them into the secret)
Discuss process, content, procedure
Common level structures - R.A.
Intermediate (B1)
Pre-intermediate (A2)
Upper-intermediate (B2)
Elementary (A1)
Advanced (C1, C2)
Beginner (A1)
Ideas for younger classes - I.K.
Circle time
TPR
Show and tell
TPR fairy stories
Teach around a book
Carousel
Teach around a topic
English for Specific Purposes K.V.
English for Academic Purposes
Business English
in-service courses
in-company courses
one-to-one business lessons
pre-experience courses
Teenage classes
Gy. R.
Why might they seem demanding on the teacher?
Low motivation
They are outspoken
Activities might be rejected
-> they feel silly or embarassed
Problems with discipline
Changing interests
-> get bored quickly
Strong emotions
-> they can alter some the workings of some techniques and activities
It's a difficult period of life
Some specific ideas for teenage classes
Ask them to bring in materials they want to work with
Consider project work on topics entirely selected by Ss
Select materials from up-to-date sources:
magazines, websites, hit song etc.
If possible, ignore coursebook and syllabus, instead work on a large project with a definite outcome
Avoid activities that put embarassed Ss in the spotlight
Be truthful
Experiment with activities:
quiet, working-alone, activities that require active participation
Don't get bothered when challenged!
Consider work groups instead of whole-class work
Dare to ask from Ss:
What would be interesting for them?
Avoid activities that seems to be childish
Firstly, work with Ss and listen to them
If discipline becomes a problem, ask Ss to give advice:
be prepared in advance
Different classes to teach - H.R.
Exam classes
preparing only for an
exam
Young learners
very young learners (pre-school,lower primary)
teenage learners
middle and higher primary
EAP
(English for Academic Purposes)
focus on the
language and skills
that uni students
will need
in a future course of study
What to prepare for as a teacher
(K.B.)
Plagiarism and cheating
copy pasting articles, sharing exam answers →
Warn the learners!
Show them
techniques
(paraphrasing, using quotes appropriately, showing them how to reference, etc.)
Attitudes to marking
different marking system
in different countries
OR what was worth 100% in high school, may only be enough for a 60% in university/college →
make it clear what, why and how to do!
Context and culture
notice if there's anyone with a different
cultural background
and help them overcome the challenges
(eg.: bravely speaking in class)
ground rules are dependent on academic environment
CLIL
(Content and Language Integrated Learning)
teaching content through a lg. other than the first lg. of the learners
learning both the
subject
and the
language
A few important points about CLIL (Gy. B. M.)
It's more about different ways of working than specific techniques
It's not just subject vocabulary
Need to differentiate between BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency)
Translation is not enough
Help students understand subject texts
How can we help subject teachers?
Language feedback to teachers
Language advice to teachers
Language support for students in subject lessons
Language support for students in English lessons
ESP
(English for Specific Purposes)
Getting useful feedback - some starting points (K.F.)
feedback at the start/end of a leeson/ a week/ a new coursebook unit/ activity
ask small questions as well as big ones
vary oral and written feedback
design a simple feedback form
ask simple questions
ask open questions
Learners and their needs - T.A.
Needs Analysis
where learners are starting from: their present lg level, current problems
what learners would like to learn (which may be different from what they need)
information about why learners might need lg in the future
how they want to study it (different preferences about how they learn things)
we can teach better if we know about these needs
What NOT to do? F.Á.
You should not
work solely on your own priorities and ignore your students needs and wishes
Create physical and psychological distance between your learners and yourself
ignore the signals that your students will give you about what they think and want
avoid getting/asking feedback from learners, these feedbacks can be so educational for you, try to incourage your students to do so
talk about silly/nonsense things just to avoid communication with your students
Learner training means:working on teaching learning, as well as teaching English
Includes: D.B
work on study skills, eg use of dictionaries, reference material, workbooks, notebooks, filed material
student examination of the process of learning and reflection on what is happening, eg of teaching strategies you use and the reasons why you use them