1. Teachers have a crucial role to play in increasing motivation to learn.
We can influence
learners’ motivation in three main ways:
- By taking every opportunity to show them how important it is for them to know
English.
- By fostering their self-image as successful language learners.
- By ensuring that classroom activities are interesting.
2. • A lesson is like Television shows Climbing a mountain, A football game, A menu, A
conversation, Eating a meal, A wedding, Consulting a doctor
3. Teaching the text:
- Comprehension of content: 1. General gist 2. Detailed understanding 3. Reading
between the lines 4. Critical analysis
- Language learning: Vocabulary, Grammar
- Discourse analysis: Discussion of the text as a whole. Takes place after students fully
understand its content. Deals with questions of function, genre, style, structure, and
meaning.
- Follow-up tasks: Language learning tasks Students’ production (speech or writing)
Based on the actual content of the text, or on aspects of the language, style, or discourse
genre.
4. Heterogeneity (of demand and level): it provides opportunities for students to engage with
it at all, or most, of the different levels of proficiency within a class.
5. Formative Assessment
• Purpose:
To monitor students’ learning progress during the instructional process and provide
feedback for improvement.
• Key Characteristics:
o Conducted during the learning process.
o Focuses on providing actionable feedback.
o Examples: quizzes, classroom discussions, group activities, homework, or exit
tickets.
• Goal:
Helps students and teachers identify areas for improvement and adjust learning
strategies accordingly.
Summative Assessment
• Purpose:
To evaluate students’ learning at the end of a unit, term, or course by comparing it
against a standard or benchmark.
• Key Characteristics:
o Conducted at the end of an instructional period.
o More formal and used for reporting outcomes.
o Examples: final exams, standardized tests, or final projects.
• Goal:
Measures overall achievement and provides a summary of what students have
learned.
Key Differences
• Formative Assessment is ongoing and focuses on improving learning during the
process.
• Summative Assessment is cumulative and focuses on evaluating learning outcomes.
6. Advantages of a coursebook: Framework, Syllabus, Ready-made texts and tasks,
Guidance, Autonomy
7. Different kinds of content:
• Zero or trivial content.
• The students themselves.
• The local environment.
• Moral, educational, political, or social problems; cultural issues.
• Another subject of study.
• (Native) English-speaking countries.
• World or general knowledge.
• Literature.
• Linguistic
8. BLENDED LEARNING
• Face-to-face classroom situation + Computer-mediated interaction
• A wider definition includes the use of computerized equipment as it functions:
• within the lesson
• outside the classroom (asynchronous teaching/learning)
• instead of the lesson (synchronous teaching/learning) Within the lesson
• ◆The interactive whiteboard (IWB)
• ◆Computers
• Outside the classroom
• ◆Asynchronous teaching through computer-mediated communication means that
teacher input is not immediately followed by student response, and vice versa.
There are various digital tools that enable some or all of the asynchronous
interaction with students: the most common are email, wiki, blog, and LMS.
Instead of the lesson
• ◆Online synchronous teaching, i.e. Illumination Live, enables the teacher to
interact in real-time with students even though they may be miles away.
9. Checklist for effective teacher questioning :
1. Clarity
2. Interest
3. Accessibility
4. Level of answer
5. Learning value
6. Teacher reaction
10. Classroom discipline exists when the teacher and students accept and consistently
observe rules relating to classroom behavior to facilitate smooth and efficient teaching and
learning. Some possible characteristics of a well-disciplined classroom are:
1. Learning is taking place.
2. It is quiet.
3. The teacher is in control.
4. The teacher and students are cooperating smoothly.
5. Students are motivated.
6. The lesson is proceeding according to plan.
7. The teacher and students are aiming for the same objectives.
8. The teacher has natural charismatic authority.
11. Yes, young children learn differently from adolescents and adults due to differences in
cognitive development, social-emotional growth, and motivational factors.
. Implicit versus Explicit Learning
• Young Children:
o Primarily engage in implicit learning, acquiring knowledge and skills
unconsciously through play, exploration, and imitation.
o They learn language, social norms, and problem-solving skills naturally
through interactions with their environment.
• Adolescents and Adults:
o Rely more on explicit learning, where learning is conscious, deliberate, and
involves structured instruction.
o They use logical reasoning and abstract thinking to process new information.
. Discipline and Cooperation
• Young Children:
o Often struggle with self-discipline and require external guidance and positive
reinforcement.
o Cooperation is usually developed through guided group activities and social
play.
• Adolescents and Adults:
o Typically exhibit more self-discipline and can engage in cooperative activities
with less supervision.
o Peer relationships play a significant role in motivation for adolescents, while
adults often cooperate with a clear goal in mind.
. Concentration Span
• Young Children:
o Have a shorter attention span and need frequent breaks and engaging activities
to maintain focus.
o They are more responsive to sensory and hands-on learning experiences.
• Adolescents and Adults:
o Have a longer concentration span, enabling them to engage in more sustained,
complex tasks.
o They can process abstract concepts and focus on long-term goals.
. Motivation
• Young Children:
o Intrinsically motivated by curiosity and a desire to explore their environment.
o Learning is often seen as a play, and external rewards can enhance their
engagement.
• Adolescents and Adults:
o Motivation becomes more extrinsic (grades, career goals) and intrinsic
(personal interests, self-improvement).
o Adults, especially, may be motivated by practical applications of knowledge.
12. Teaching large heterogeneous classes is a challenge, and there are no perfect solutions.
However, some simple techniques can help:
• Variation: Give time and attention to the different groups of students in a balanced way
by varying activities so that different learning styles and levels are addressed.( Task,
Level and pace, Classroom organization, Topic, and Skill)
• Interest: Make them interesting so that more advanced students won’t be bored by
lower-level activities. ( Topic and Task )
• Individualization: Individualize choice, to allow flexibility in level and pace.
• Start wherever you like
• Set time, not quantity
• Personalization: ‘Personalize’ activities to allow room for self-expression of different
individual students.
• Backgrounds
• Experiences
• Personalities
• Tastes
• Collaboration :
• Encourage collaboration, to take advantage of possibilities of peer-teaching and
– learning.
• Stronger students + Weaker students = Problem?
• Use collaboration mainly for tasks where a larger number of students will
always get better results, regardless of their level.
• What activities?
• Brainstorming or memorizing activities
• Open-ended: ‘Open-ended’ activities provide opportunities for responses at various
levels. Convert Closed-ended textbook exercises to open-ended ???
• Compulsory plus optional:
• Design activities whose basic task is fairly easily done successfully, plus further
optional extensions for faster or more advanced students.
• The key phrases in the instruction are:
-At least
• Do at least five of the following questions (more if you can)
• Find at least five vocabulary items to put in teach column (more if you
can)
• Write a story of at least 100 words: if you can, then longer.
-If you have time
• Finish this exercise for homework; if you have time, do the next one as
well.’