In this presentation, I show you two easy ways to learn a foreign language
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1. Bussiness man Learning for pleasure Students Motivation
2. Motivation is not only created by and also by and feelings
of satisfaction with but
3. Immersion techniques and oral practice, ****immersion means
more than a year, primarily with native FL speaking teacher. It is
very expensive.
4. CEFR Contents Teacher Process of teaching learnig CURRICULUM
Students
5. 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
6. 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.
7. 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
8. 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.
9. Listening Speaking Reading Writing
10. 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.
11. 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.
12. 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
13. Texts should be to the learners 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.
14. The reader can access the information many times as needed.
Write words and phrases, known previously in oral interaction.
15. Words How to make sentences How to speak them How to write
them
16. 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