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HOW TO TEACH ENGLISH (Jeremy Harmer), image, image, image, image, image,…
HOW TO TEACH ENGLISH (Jeremy Harmer)
Describing Learning and Teaching
Children and Language
Language acquisiton
Easy and guaranteed
Exposure
Rough-touning
Motivation to communicate
Needs, wants, feelings
Acquisition
Get language with no real effort
Acquisition and Learning
Learning
Conscious process and language study
Comprenhensive input
Teachers need to be concentrated on acquisition rather than learning
Anxiety free
Monitor learning process
Different times, different methods
Spontaneus and studical capacities
Grammar translation
Audio-lingualism
Drilling
PPP
Presentation Practice Production
structural situationalism
Communicative Language Teaching (CLT)
Communicative activities
Task Base Learning (TBL)
emphasis on the task rather than language
Achieving things with language
Elements for successful Language Learning (ESA)
Exposure, motivation and opportunities to use the language
Engage (E)
successful learning
games, music, pictures, stories, etc
Study (S)
Focus on construction
Language use
How language sounds and looks
Practice
Discovery activities
Activate (A)
Use of language freely
Free communication
No restrictions
Personalisation
Free topic
Managing the classroom
Classroom management
Handle a range of variable
Space
Voice
Appearance
Students orgnization
Deal with difficult situations
Teacher in classroom
Physically demostrative and awareness
Appropiacy
Proximity
Movement
Using the voice
Crucial impact
Variety
vary the quality
Conservation
Breathing
Vocal energy
Audibility
voice projection
Talking to students
manner of interaction
Stablish eye contact
Rough-Tone
Simplification of words
Students understanding
Tone and entonation
Adopting their language
Giving instructions
Simple
Logical
check pupils' understanding
Student talk and teacher talk
TTT (Teacher Talking Time)
Less
TTQ - Quality
STT (Student Talking Time)
More - Maximised
Need to practice
Comprenhensive Input
Receive Rough-Tone
relaxed and unthreatenng way
Language acquisition
Use of Language 1
Useful but try to emphasis the use of the language
Creating lesson stages
Start: engagement activities
Discuss the results
Refocus students' attention
keep students inform
Create enthusiasm
Seating arrangement
Student grouping
whole class
Dynamic, motivating
Groupwork or pairwork
Cooperative work
Solowork
Thinking time
Individual needs and progress
Class to class
Different level classes
Strategies
Solowork
Separable table
Horsesshoe
Orderly rows
"Great teachers inspire"
