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.They determine the methods that are best for them as individual learners.They learn form others and experiment with different methods.llorganize their study of the language, and they organize information about the language they study.llAre creative.They understand that language is creative.They experiment with the language and play with grammar, words, and sounds.llmake their own opportunities for practicing the language inside and outside of the classroom.lllearn to live with uncertainty by focusing on the meaning of what they can understand, by not getting flustered, and by continuing to talk or listen without necessarily understanding every word.lluse mnemonics and other memory strategies to recall what they are learning.llmake errors work for them and not against them.lluse linguistic knowledge, including knowledge of their first language, in learning a second language.lllearners use contextual clues to aid their comprehension of the language.They maximize use of all potential contexts around the language attended to for enhancing comprehension.lllearn to make intelligent guesses.lllearn certain tricks that keep conversations going.lllearn certain production techniques that also fill in the gaps in their own competence.lllearn different styles of speech or writing to learn to vary their language according to the formality of the situation.lYou can be a good language learner if you develop the above skills.lQualities of good language teacher.lA good teacher:lShould make lessons interestingllMust love, enjoy jobllShould have his own personalityllHas a lot of knowledge not only of his subjectllIs an entertainer in a positive wayllShould try and draw out the quiet ones and control the more talkative onesllHas an affinity with the students that he is teachingllShould be able to correct people without offending themllHelp rather than shoutllKnows students namesllCan manage the class and inspirellGives instructions in a simple, logical wayllUses gestures, expression, mimellUses his common sense and experiencellIs flexible enough to cope with different situationsllDiscipline problems: origins and ways of dealing with them.lOrigins in teacher:lLack of preparationllLack of consistencellManner of speakingllAttitudellNeglecting studentsllNot being example for studentsllPersonalityllStrictnessllExaggerated friendlinessllPreferences towards some of the studentsllNot keeping eye on students and not maintaining eye contactlOrigins in students:lBoredom - ss don't know what to dollTopic is too easy or too difficultllATTENTIONllPOWERllREVENGEllSELF CONFIDENCElThere are 7 primary needs: hunger, thirst, sexuality, air rest, escape form painAnd secondary:laggressionllInquisitivenessllAffiliationllAchievementllPowerllStatusllAutonomyllGregariousnesslExternal factors:lNoisellTemperaturellForthcoming weekend/holidaylPREVENTING:lPlanning and organizingllClear and assertive instructionsllKeeping eyes and ears openllClear routinesllBeing consistentllRespectful but assertive tone of voicellClear fair positive rules (consequences for braking them)llVarious teaching styles and their advantages and disadvantages.llThe roles of teachers in the classroom.lTeacher's roles:Assessor - Assessing students performance and progress and giving feedback.Controller - Controlling the whole lesson and group.Observer - Observing what is happening, drawing conclusion, seeing how things work, being reflective
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