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Teaching different classes, Ways to find specific needs, Ask about general…
Teaching different classes
ESP
Stands for English for Specific Purposes
English for pharmacists
English for hotel receptionists
No need for the teacher to know about the subject itself
English for engineers
Course centered on clients' specific needs
General English is not the focus
Practice relevant specific skills
Teach normal English
Lexis
Examples
Topics
Contexts
Relevant to students
Business English
Type of ESP
Variants
Pre-experience courses
Focus on generic business skills
Provide an introduction to the business world
Practices some skills like...
writing letters and emails
writing reports
Reading business articles
Negotiating
Telephoning
Use of social English
Done while students are still at school or college
In-service courses
Done when students are already working
Focused on real and immediate needs
Students use examples form their work to...
Make presentations
Create and read diagrams and models
Write diaries and blogs
Role-play
In-company courses
Arranged by a company
Performed in the workplace itself
Late arrival and absenteeism are frequent
Sometimes the goals of student and purchasers may differ
One-to-one lessons
Tips
Build rapport
Focus on student needs
Plan each individual lesson and just the first part
Work together as colleagues
Vary
Pace
Challange
Activities
EAP
Type of ESP
Stands for English for Academic Purposes
Focused on helping students get the most out of their courses
Possible elements worked on
Listening and understanding lectures
Effective reading and researching
Raising awareness of formal language
Essay writting
Academic stylistic conventions
Presentation making
Prepares students for what's to come
Context and culture
Different education system
Ground rules of how to do things
Plagiarism and cheating
Variations in severity of punishments
Attitudes to marking
Differences in level of attention to detail of work
Differences in rigidity when marking work
Exam classes
Popular exams
Cambridge ESOL
Qualification for students internationally
IELTS
English profieciency test used in...
New Zealand
UK
Canada
Australia
TOEFL
Tests English level before entering an American universty
Examination preparation
Language work relevant to the exam
Tasks to improve
Awareness
Ability
Specific practice of exam techniques
Writing essays
Multiple choice questions
Work on study skills
Use of dictionaries
Use of grammar books
Important criteria
Class work should not just be on exam technique
Work on general language is equally important
Ideas for exam courses
Posters
Lexis box/file
Ideas to make exam technique practice interesting
Blitz
Teacherless lesson
The teacher does the exercises
Group work
Young learners
Characteristics of young learners
Don't see the point of English
They want to use not study language.
Can't concentrate for very long
Hard to calm down
Excitable
Ideas to teach very young learners
Tell stories
Sing songs/nursery rhymes
Make children act a story
Run simple games
Do practical tasks
Ideas to teach middle and higher primary students
Find activities exciting in their own right
Active tasks
Physical tasks
Hands-on tasks
Use images, videos, toys etc.
Aim for listening and understanding
Keep activities short
Think carefully if there is an actual need to explain grammar and vocabulary
Popular ideas for YL classes
Teach around a topic
Teach around a book
Show and tell
Circle time
TPR
Carousel
CLL
Process
Students say sentence in L1
Teacher translates
Student repeats translation
Process begins again with another student
Teenage classes
Why are these classes demanding?
Teens have changing interests
Discipline can be problematic
Teens are outspoken
Motivation may be low if they are forced to attend
Reject to participate if embarassed
Strong emotions can alter the way activities are done
Key techniques for teenage classes
Willingness to listen and be flexible
Follow the class a s much as lead
Getting feedback regularly
Try to share responsibility for..
Key decisions
Topics
Work methods
Work rate
Homework
Tests
Ideas for teenage classes
Avoid what is seen as childish
Avoid putting embarrassed students on the spotlight
Do work selected by learners
Avoid whole-class work if it doesn't work
Let learners bring material they want to work with
Ask learners what to do if discipline is a problem
CLIL
Has two aims
Learning the subject
Learning the language
Stands for Content and Language Integrated Learning
General English compared to CLIL
General English
Use general interest topics
Artificial classroom aimed only at learning English
Language taught is general and does not necessarily reflect usefulness
CLIL
Topics are related to subjects
Learn language by focusing on something else
Language taught is that which is needed for the subjects
CLIL approaches
Small segments of some lessonns
Integrating themes across school subjects
Separate language support
Fully integrated classrooms
Important points about CLIL
Not just subject vocabulay
Students may have BICS
More challenging than CALP
Translation is not enough
Crucial to make students understand the subject texts
Based on different ways of working more than specific techniques
Ways the English teacher helps the subject teacher
Give feedback on language use
Advising on good ways to grade their own language
Providing language support during subject lessons
Support subject work during language lessons
Large classes
Common diffiulties
Hard for students to move
Limited eye contact
Difficult to pay equal attention to all students
Lecturing seems like the only possibility
There is a wide arrange of abilities
Possible solutions
Rearrange seating
Make students sit over the seats
Go outiside
Don't worry about noise
Divide the class into smaller "classes"
Negotiate a contract
Ask students for their opinion on some ideas
Ways to find specific needs
Needs analysis
Digging deeper is necessary
Usually a Questionnaire
Not enough
Ask about general job
Focus onto an specific task
Discover details about the task
Ask more after each answer
Skills