With this presentation I show you two easy ways to learn a foreign language

3. Bussiness
man
Learning
for
pleasure
Students
Motivation

4.  Motivation is not only created by
and
also by
and feelings of
satisfaction with
but

6.  Immersion techniques and oral practice,
****immersion means more than a year,
primarily with native FL speaking teacher.
 It is very expensive.

7. CEFR
Contents
Teacher
Process
of
teaching
learnig
CURRICULUM
Students

8.  According to
(1998) the role of the
teacher in providing a
model of social
 General principles related
to learning - didactical
concepts and instruction.
The main principles are:

Taking into account
learning
and
learning
of children

Providing
with her pupils was found
to be
.

Learning from this model,
the pupils themselves
gradually were able to give
each other mutual
assistance and to progress
in a more dynamic,
way.
and relevant
thematic areas
precedes production

9. An early start offers a
longer overall period of
learning
However, an earlier start
means an in increase in
the importance of
continuity from one
year to another.
Not an optimum
age for starting a
FL
On its own, an early start
is unlikely to make a
substantial difference.
These chances will improve if an
early start is accompanied by
quality teaching from teachers who
have developed the required range
of knowledge and skills.

10. 
Frequent

Taking into account the full range of

More
production
A positive
Training of the

Training of

Encouraging
towards
others and providing familiarity with
different sets of values
Principles unique for early
language learning are:




to the
Extension and training of the
relationship in a foreign language
of
and graphemes
than
to learning

11.  Children at all levels benefit from being
encouraged to
on their
.
 It is worthwhile for
to
their pupils document, share, evaluate,
supplement and refine how they learn.
 Once pupils’ strategies have been
collected, shared, discussed and
refined, then research suggests that it
is helpful to
and refine these
further, rather than cover them once
only.

13.  Listening
 Speaking
 Reading
 Writing

14.  As a general rule, we can say that, at the
beginning, most of the class time should be
devoted to
to an intelligible input and
(by repeating, asking and answering
questions, drilling just changing one word, you
repeat the same structure for example: you
love music, you love sports, etc.)
 Once they gain confidence in speaking and
understanding messages in the foreign
language, they can begin the process of
and
in that foreign language with
vocabulary, set phrases.

15. Listening and repeating
Learner
goals
Listening and
answering
Interactive listening
the most complex but
the most
recommended





To pattern-match
Listen and imitate
Memorize

To process discretepoint information;
To listen and answer
comprehension
questions



Procedure
Asks students to :
(a) listen to a word, phrase, or
sentence pattern;
(b) repeat it imitate it; and
(c) memorize it often but not
always a part of procedure



Listen to an oral text
from sentence length
to lecture length and
Answer factual
questions. Use familiar
types of questions
adapted from
traditional reading
comprehension
exercise
Has been called a quizshow format of
teaching


Aural oral skills in
semiformal interactive
academic
communication
To develop critical
listening
Critical thinking
Effective speaking
abilities
Interactive listeningthinking-speaking
model with
bidirectional
listening/speaking
Attention to group
bonding and
classroom discourse
rules: taking/yielding
the floor, turn takin,g
comprehension checks
topic shifting agreeing
questioning
challenging.

16.  Activities based on repetition
and imitation
Speak
 Use the target language in
the class
Talk
 Pupils should be given the
opportunity to put into
practice what they have been
exposed
Communicate
 Introductory activities as
the ones called ice
breakers or warming ups
which do not normally
have a definite objective
but are used to tell the
students in an indirect way
it is English class time
 Fluency is more important
than a perfect
pronunciation and some
grammar mistakes

17. 
 Texts should be
to the
learner’s cognitive development.
 Texts should cover a wide
attending to the diversity of
interests present in the classroom.
 Texts should reflect situations
where the learner can activate
his/her schemata and enrich the
interpretation.
 Texts should introduce some of the
most important
of the target language.
One of the 4 basics skills needed
to gain competence in mastering
a language.

18.  The reader can access the information many times as
needed.
 Write words and phrases, known previously in oral
interaction.

19.  Words
 How to make sentences
 How to speak them
 How to write them

20. The first step should
be to help learners
understand the
meaning of new
words
The second to
facilitate the learning
of the pronunciation
Third step: Reading
and writing of words
and,
Finally, to make it
easy for students,
memorize them