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METH WEDNESDAY chapters 4 and 13 - Coggle Diagram
METH WEDNESDAY chapters 4 and 13
Motivation B.Á.
External motivation B.Á.
Internal motivation B.Á.
Organising students into levels (T.M.)
Advanced
Upper intermediate
Intermediate
Pre-intermediate
Elementary
Beginner
CEFR (T.M.)
B2 Vantage
B1 Threshold
C1 Operational proficiency
A2 Waystage
C2 Mastery
A1 Breakthrough
Most common reasons of mixed-level classes (D.E)
Keeping groups together
Placement testing
Grouping by age
Insufficient levels
Different intelligences people can have (M.M.)
Logical/Mathematical
Bodily/Feeling
Musical
Interpersonal (contact with other people)
Visual
Interpersonal (Understanding oneself)
Linguistic
Needs Analysis B.Á.
Speaking B.Á.
Observation B.Á.
Writing B.Á.
Fill in a questionnaire(Sz.K.)
Choose the best answer from the selection(Sz.K.)
Gap-fill sentences(Sz.K.)
Delete the things that are not true for you (Sz.K.)
Take a lg. test(Sz.K.)
Tick the picture/diagram that represent their use of E.(Sz.K.)
Write a paragraph about topics set by teacher (Sz.K.)
Write a letter to your teacher(Sz.K.)
Write a homework essay about what you want to learn and why (Sz.K.)
Why is it useful and effective at certain groups? (R.T.)
having a word in what's going to happen motivates the students
encouraging students to take ownership of their course
Sensory preferences (Ny Gy)
Auditory
Visual
Kinaesthetic
Learner training (D.E)
Let them into secrets
Discuss process as well as content and procedure
Integrate study-skills work
Help students understand the meaning (P.J.)
avoid complex language (P.J.)
focus on the most important usages (P.J.)
use examples (P.J.)
use our knowledge and feelings to focus on what we undestand by this word (P.J.)
ESP
- English for Specific Purposes (B.J.)
Purposes
Academic purposes (EAP)
Business purposes (BE)
Mainly job purposes
Topics
You don't need to be an expert in a topic (e.g. nuclear engineering)
Learners know about the topic (in their native lg.), you know about the English lg.
Information gap
Needs
You shouldn't teach only 'general English' in class
You must take the learner's goals and needs seriously
You can't address specific needs without knowing what they are
Needs Analysis
is (almost) essential
General Needs Analysis isn't enough to discover the learners' the real needs
Digging deeper
Start with the general job
Explore wide-rangingdetails of that task
Focus onto one specific task
Dig deeper after every answers
EAP
- English for Academic Purposes (T.B.M.)
Context and Culture
Plagiarism and Cheating
Attitudes to marking
possible differences in lg learners (M.N.)
previous learning experiece (M.N.)
learning styles (M.N.)
reason needing English (M.N.)
intelligences (M.N.)
difficulties (M.N.)
topics they find interesting (M.N.)
motivation (M.N.)
sensory preferences (M.N.)
skills, abilities and aptitudes (M.N.)
beliefs: political views, prejudices (M.N.)
degrees of focus / distraction (M.N.)
Business English (K.B)
Pre-experience courses (K.B)
In-service courses(K.B)
In-company courses (K.B)
Teaching one-to-one business lessons (K.B)
Least successful teachers
Sz. Zs.
work 'at right angles' to the class
create a physical and psychological distance between learners and teacher
do not pick up signals from learners about what they think, what they want
do not elicit feedback about opinions on course, content, methods, working styles, etc.
do not deviate from their own plan/agenda
keep up their own 'radio babble' to block out the incoming signals from the class
find time-filling activities to save them from having to communicate more with learners
individual differences (G.L.)
previous learning experience
preferences for classroom methodology/ for what content to work in class
beliefs about what a teacher can/should do
learning styles, intelligences
reasons for needing English
personalities, motivation
speeds of working and learning
ability to remember things
topics they find interesting
levels of language, skills, aptitude
knowledge of the world and special areas
sensory preferences
jobs, home, lives, friendship, health
difficulties or physical disabilities
senses of humour
political views, ideas about morality, prejudices
Conclusions about levél. N. B. Á.
Every learners has an individual range of leveles.
Every class is a mixed-level class.
Getting genuine feedback (B.A.)
two-way communication between students & teacher (B.A)
it can establish a better relationship beween students & teacher (B.A)
can build rapport & a positive learning environment (B.A)
asking for feedback regularly, with a variety of questions (both factual & evaluative ones, shorter & longer ones, etc.) (B.A)