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Think about these teachers' comments. Which do you agree with and why?
i have such big classes that it's impossible for me to try to motivate each learner.
I always put my learners' work up on the wall even if their English isn't very accurate.
You can give goals to 7-year-olds but not to 17-year-olds.
DISCOVERY ACTIVITIES
] Look at these resources. Are any of thetn suitable for motivating your learners? http://www.eslpartyland.com/teachers/ncw/music.htm http://www.english-zone.com http://www.jamiekcddie.com/
Beginner's Communication Games, elementary Communication Games, Intermediate Communication Games by Jill Had held, Longman 1999, Nelson 1987, Nelson 1990 English Vocabulary in Use (Second edition) Elementary, by Michael McCarthy and Felicity O'Dell, 2010, Pre-intermediate & Intermediate by Stuart Redman, 2003, Upper-intermediate by Michael McCarthy and Felicity O'Dell, Cambridge University Press, 2001, Advanced by Michael McCarthy and Felicity O'Dell, Cambridge University Press 2002
Watch a video of another teacher teaching, and note how he/she motivates the learners.
Take one of your lesson plans or a coursebook unit and look at where and how you could build in more motivation. Put your ideas in your Teacher Portfolio and/or share them with a colleague.
Underline two strategies in the table on pages 54-5 that you will try next week (or very soon).
TKT practice task 9 (See page 245 for answers)
For questions 1-5, look at the advice for motivating learners and the three classroom activities listed A, В and G.
Two of the activities match the advice. One activity does MOT.
Choose the letter (A, В or 0) which does NOT match the advice.
Promote learner autonomy.
A Give learners advice on how to use study resources.
В Go over the answers with the whole class.
G Give learners a set of goals to choose from.
Familiarise learners with the target culture.
A Explain that culture covers many kinds of activities.
В Watch and discuss soap operas from an English-speaking country. C Show the class photos of your last holiday in London.
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Unit 9 Motivation
Personalise the learning process.
A Discuss with learners the personal hobbies of some famous politicians.
В Ask learners to evaluate the opinions in a text according to their own experience. C Give learners a task in which they draw and label their favourite foods.
Increase the learners5 awareness of their goals.
A Ask learners to tick on a checklist the language functions they think they need to learn.
В Ask learners what they will learn from completing today’s homework.
C Ask learners which learning strategies helped them learn best.
increase the learners’ self-confidence.
A Ask learners to predict what the answer to a problem might be.
В Allow learners to move around the classroom whenever they want.
C Show learners how a dictionary is organised and what it contains.
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.y.pi{t.40'~'Exposufe''a'nd"foctiS''On form
What are exposure and focus on form?
Across the centuries people have studied how foreign languages are learnt. Many experts now believe that one main way we learn a foreign language is by exposure to ip i.e. by hearing and/or reading it all around ns and without studying it. They say we then pick it up automatically, i.e. learn it without realising. This, of course, is the main way in which children learn their first language (the language they learn as a baby).
Experts also say that to learn a foreign language, particularly as adults, exposure to language is not enough. We also need to focus our attention on the form of the foreign language, i.e. notice how it is pronounced and written, and how its grammar and vocabulary are formed and used. They say that to learn language we also need to use language to interact.
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