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Teaching different classes - Coggle Diagram
Teaching different classes
ESP (English for Specific Purposes)
the specific purposes are often jobs (receptionists, salesmen, call centre operators, etc.)
every student has a 'specific purpose'
rather than teaching 'general English', everything is tailored to the particular requirements
teaching the 'normal' English you already teach, but using relevant lexis, topics and practising relevant skills
Needs Analysis is an essential starting point
not a general direction, but discovering the real needs
digging deeper
clarifying real problems
Business English
pre-experience courses
many students are still at school, before they begin to work
based around generic business skills, language and texts
a second aim may be to provide an introduction to the world of business, how business works (terms and expressions, marketing, etc.)
likely to include skills like writing letters and emails, conference calls, making presentations, etc.
learning about social English (meeting and greeting, small talk)
in-service courses
participants are already in work
more tightly focused onto real and immediate needs
Needs Analysis is necessary
making use of daily experiences (presentations, diagrams, blogs, role play)
in-company courses
courses within the workplace
it is important to be clear about the importance of the course and attendance
to be taken seriously by the students, it has to be taken seriously by the company first
tends to become spontaneous, responsive teaching
teaching one-to-one business lessons
rapport (relationship is crucial)
needs (spend time on discovering needs)
plan lesson to lesson (rather than entirely in advance)
study what is live and relevant (material suggested by errors)
plan beginnings, not whole lessons
take your lead from the participant (pace from the students, be flexible)
vary the challenge and pace
cooperative work (work with your student)
reformulate (as a correction strategy)
use the Internet
EAP (English for Academic Purposes)
focuses on the language and skills that students will need on a future course of study (usually between the ages of 16 and 20)
it is likely to include: understanding lectures, note-taking, researching, essay writing, making presentations, seminar discussions, learning to learn, academic language and stylistic conventions
has to be focused on the context in which the student will be studying
the question of plagiarism and cheating, how it is viewed in different cultures
different attitudes to marking need to be made clear to learners
Exam classes
a class preparing for an exam
should include: language work, activities to raise general language skills, practice on exam techniques, work on study skills
doing practice tests alone is not adequate
being systematic is a good idea
posters
useful aide-memoire (phrasal verbs, tense problems, etc.)
lexis box
writing down words worth recording (good source of material for future exercises)
IELTS (proving English language level, nine bands covering all levels)
general or academic qualifications
Young learners
children are curious, noisy, they get easily excited, they want to use language instead of studying it in its own right
very young learners (pre-school and lower primary)
the kind of work being done in the rest of the school day, but in English
telling and acting out stories, singing songs, learning basic skills
middle and higher primary
How do you believe that children learn a second language?
finding motivating tasks, use tools, don't worry too much about accuracy, keep activities short, keep the focus on their life
popular ideas for young learner classes
teach around a topic
teach around a book
show and tell
circle time
TPR (total physical response)
carousel
CLL (communicative language learning)
Teenage classes
Why are they demanding on the teacher?
strong emotions, changing interests, lack of personal investment, low motivation, discipline can be a problem
personal choice and investment
the learner may feel out of touch with what is required to do
the more a learner feels in control, the more likely it is for them to be engaged
specific ideas for teenage classes
avoid anything childish
experiment with classroom management
select up-to-date material
consider what the students are interested in, what they like, their ideas
be truthful
dare to ask important questions
CLIL (Content and Language Integrated Learning)
teaching curriculum subjects through a second language of the learners, language is integrated
aims: the learning of both the subject and the language
hope: achievement in both subjects will be higher
fear: both may end up worse
comparing CLIL with General English
subject content
CLIL: everything studied is useful
GE: general-interest topics
methodology
CLIL: learning the lg by using to learn about sg else, understanding meanings that are directly useful
GE: classes remain artificial, created for the purpose of learning
language focus
CLIL: works with the lg as you need it
GE: works on lg you might need
CLIL approaches
small segments of some lessons
integrating themes across school subjects
separate language support
fully integrated classrooms
important points about CLIL
different ways of working > specific techniques
not just subject vocabulary
BICS (Basic Interpersonal Communication Skills) may give the wrong impressions
CALP (Cognitive Academic Language Proficiency) is much more challenging
translation is not sufficient
Large classes
common resulting difficulties
moving around is not easy
limited eye contact
interaction tends to be restricted
wide range of abilities
discipline
lecturing may seem to be the only option
Inside or outside issue?
Can we affect the situation?
rearrange the seating
move to a different classroom, or go outside
divide the large group into smaller groups
don't worry about the noise