This document discusses different aspects of language teaching methodology, including how people learn languages through acquisition and learning. It covers 4 common teaching methods (grammar-translation, audio-lingual, task-based learning, communicative approach) and examines factors like student mistakes, scaffolding, and creating a student-centered approach. The document also addresses learner characteristics, aptitude, intelligence, contexts, levels, class sizes, and motivation.
English for Specific Purposes - What is it?analia24
English for Specific Purposes is a specific area inside the teaching and learning of English connected to specific fields of the language as well as students' needs. Learn more about it in this presentation.
Text based Presentation Technique for ESL teachersFella Boudjema
This is a practical and based on experience short presentation of the use of Text-Based Presentation in ESL teaching; with detailed steps used and modified depending on experience.
Here you will find the main characteristics of ESP and what to have in mind when appoaching our students in connection to the course disign: students' necessities, lacks and wants.
English for Specific Purposes - What is it?analia24
English for Specific Purposes is a specific area inside the teaching and learning of English connected to specific fields of the language as well as students' needs. Learn more about it in this presentation.
Text based Presentation Technique for ESL teachersFella Boudjema
This is a practical and based on experience short presentation of the use of Text-Based Presentation in ESL teaching; with detailed steps used and modified depending on experience.
Here you will find the main characteristics of ESP and what to have in mind when appoaching our students in connection to the course disign: students' necessities, lacks and wants.
By the end of the lesson you will have…
read an advertisement and discussed a candidate’s needs
analyzed your own needs
read a passage on the necessity for learning English & discussed some questions in small groups or pairs
prioritised the skills you need to improve
written a paragraph of advice
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: M S. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Primero
Development Language Disorder (DLD) is the term used to describe children who have difficulties that affect how they think about, understand and use language in the absence of another diagnosis. All students attending the LDC have these difficulties. Children with DLD may require specialist support, however your involvement in your child’s learning journey is equally important.
This workshop will cover:
• Introduction to the Language Development Centre
• Information about Developmental Language Disorder (DLD)
• How to support your child’s language development at home
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. HOW PEOPLE LEARN LANGUAGES
ACQUISITION & LEARNING
COMPREHENSIBLE INPUT: Exposed to language above their own
level.
INPUT HYPOTHESIS, Stephen Krashen
EXPOSURE
Subconscious process
More than one language in
childhool
Age Important factor
We do it
CONSCIOUSLY
Grammar – functions -
vocabulary
The language we learn
consciously is different from de
language we acquire through
comprehensible input
Learnt language could
not become acquired
anguage.
3. PROBLEMS
Not have the opportunity to live in a foreign country.
Children are not ready to learn language (STUDY)
because their age.
Effort to acquire a new language.
Activities of language-learning lessons: focused on
acquisition/on learning.
5. STUDENTS MAKE MISTAKES
Why? DEVELOPMENTAL
ERRORS (try to work out
how language system work)
OVER-GENERALISATION
(use the new rule too widely)
INTERFERENCE (use the
first language knowledge)
INTERLANGUAGE
FOSSILISED (mistakes are
left uncorrected for too long)
6. KINDS OF MISTAKES
SLIP
Result of
tiredness/speak
quickly and
careless.
ERRORS
Learn something
incorrectly.
Developmental or
interference
factors.
ATTEMPS
To say things
beyond their
language.
CORRECT IT APPROPRIATELY
7. TEACHERS SHOULD SCAFFOLD
STUDENT’S LEARNING
LEARNING AT DIFFERENT AGES
Children are better language learners than
other age groups.
VYGOTSKY
Children learn best when they are in
the ZONE OF PROXIMAL
DEVELOPMENT.
Adolescents need PEER APPROVAL The good
opinion of their classmates
8. Tips for teaching teenagers:
- Encourage teenagers to have opinions and to think critically and
questioningly about what they are learning
- Use the students’ own knowledge and experience as much as posible
- Treat the students like adults but remember they are still children
- Encourage the students to have agency
- Be organised
- Be consistent whe they are discipline problems
9. STUDEN-CENTRED TEACHING
PERSONALISATION: think about the right language to
use to express their own ideasand talk.
AGENCY: learners have some responsability for their
own learning.
LEARNER TRAINING: get students to think of the best
ways of doing things.
Some adults…
Are not keen on COMMUNICATIVE LANGUAGE TEACHING, want
to translateevery word into their own language and have some
problems with memory (necesary to RECYCLE and REVISE).
Some teenagers…
Need to understand the LESSON OUTCOMES we expect for them,
have unresolved problems with SELF-ESTEEM, are
far more likely to enjoy lessons and want to know that their
teacher is interested in their progress.
10. LEARNER CHARACTERISTICS
Try to guess when they don’t know something
Try to get their message across even if their knowledge of
the language isn’t very good
Are prepared to make mistakes
Try to figure out how language works
Practise whenever they can
Analyse the way they and others talk
Have a good self-image and confidence
THEGOODLEARNER
11. APTITUDE depends on MOTIVATION
Theory of MULTIPLE INTELLIGENCES
Everyone has the same intelligences,
but we are all differents.
EMOTIONAL INTELLIGENCE
Ability to understand and deal
with our own emotions and the
emotions of others
Students are categorized according to the LEARNING STYLES.
Neuro-linguistic programming has been used to explain
learners differences:
Different lessons for different kinds of student preferences
Try to encourage LEARNER AUTONOMY by offering
LEARNER TRAINING
12. DIFFERENT CONTEXTS, DIFFERENT LEVELS
We can do a NEEDS ANALYSIS to find out what future contexts learners will need to use English in.
DIFFERENT KINDS
OF ENGLISH
LEARNING
GENERAL ENGLISH
Learning the language
for no special reason
ENGLISH FOR SPECIFIC
PURPOSE (ESP)
BUSINESS ENGLISH
ENGLISH FOR
ACADEMIC PURPOSE
(EAP)
ONE-TO-ONE CLASSES
(one student, one teacher)
CONTENT AND LANGUAGE
INTEGRATED LEARNING (CLIL)
Specially at primary and secondary
Marries the learning of new
language to the learning of school-
curriculum subjects
14. LARGE AND MIXED-ABILITY CLASSES
In large classes is IMPORTANT:
o Be very organised
o Give very clear instructions
o Make it clear when we are moving for one stage of a lesson
o Establish clear routines
o Maximise the use of pairwork and groupwork
o Use choral repetition
15. MOTIVATION
⋆ EXTRINSIC MOTIVATION: comes from outside the learner.
⋆ INTRINSIC MOTIVATION: comes from the task it self.
⋆ INTEGRATIVE MOTIVATION: language learner wish to
integrate into the target language culture.
⋆ INSTRUMENTAL MOTIVATION: language learner is studying
because some materialistic reason.
The students’ motivation may be affected by a number of factors
(society, people around them, their learning experiences…).