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Chapter 4 + chapter 13, Common European Framework of Reference for…

- - - - Reasons to learn English
      - 7 Intelligences
        
        Linguistic
        
        Visual
        
        Interpersonal
        
        Intrapersonal
        
        Musical
        
        Logical
        
        Bodily / feeling
      - Humour
      - Learning styles
      - Motivations
        
        Internal
        
        External
      - Difficulties
      - Sensory preferences
        
        Kinaesthetic
        
        Visual
        
        Auditory
      - Language levels
- - - - Informal (getting info from chatting and speaking over a period of time)
      - Formal (questionnaire, test)
      - Key tools:
        
        Speaking (for example: with the students about the things they would like to learn or interested in.)
        
        Observing (for example: students speak with each other to analyse lang. difficulties)
        
        Writing (for example: a letter containing hopes about the course)
      - Problems with needs analysis (students may find the concept difficult, some students did not choose to get into the course)
        
        You can choose to ignore the needs analysis and come up with a new idea
- - - - Integrated study skills work (look up words in dictionaries for example)
    - - Unveil the plan behind a lecture (why did we do this particular exercise? etc.)
- - - - In company course
        
        Adventages: participants can bring up real, in-company problems
        
        Problems: late arrival, absenteeism, company vs. student expectations
      - Teach: presentation, diagrams, models, try blog writing and role play
    - - Intro to the world of business
      - Teach: reports, phone calling, e-mails, negotiating, meeting and greeting
  - - - Misbehaviours are natural if the students feel powerless and out of touch with something they are expected to do. The more they feel that they have chosen what to do, the more active they will be.
      - Avoid tasks that may be deemed too childish by the students
      - Ask them to bring materials and select relevant reading and listening tasks
      - Share responsibility for key decisions
    - - Children may:
        
        Be noisy and hard to calm down
        
        Not respond well to explicit input. They want to use the language not study it.
        
        Not see the point of learning English but they love fun and games.
        
        Be chatterboxes
      - Very young learners.
        
        Get children to act out stories
        
        Implement listen and do tasks
        
        Sing songs with the children
        
        The teacher should approach language teaching as any other activites. They can:
      - Middle and higher primary
        
        The teacher should:
        
        Not worry about accuracy
        
        Illustrate besides talking
        
        Prepare them for possible language exams
        
        Keep activities short
  - - - Separate language support (even during classes)
      - Fully integrated classrom--> no separate English lessons
      - Integrating themes across school subjects
      - Small segments of some lessons
  - - - Limited eye contact
      - Hiding
      - Hard to move around
      - Can't give enough attention
    - - Rearrange seating
      - Separate the class into smaller classes
      - Go outside