The more we study, the more we know. The more we know, the more we forget. The more we forget,the less we know. The less we know, the less we forget. The less we forget,the more we know. So? Why study? Why study?
Students learn better and more quickly if the teaching methods match their preferred learning styles. Matching teachers modality to students is a great way to create rapport and an atmosphere of understanding.
Visual Visual Auditory Auditory Kinaesthetiс graphs, pictures, written texts, using the board, taking notes graphs, pictures, written texts, using the board, taking notes telling stories, repetition, oral explanations, songs mime, roleplays, manipulating flashcards, activities with movement
When to present the new language? Before or after learners try to use the new language? What and how many language items to present ( new grammatical structures, new vocabulary, new lexical phrases, new topics)? What context to present the new language in?( meaningful, personalised). What aids to use to create the context, e.g. pictures, video, cassette, a worksheet? How to show the meaning or use of the new language, e.g. explanation, translation, presenting through a situation? What aspects of the new language to present, e.g. one, some or all of the following: meaning/ use, pronunciation, grammar, spelling?
2.The resources available to you in your school. 3.The approach to presentation used in your coursebook. 1.Our learners- their level, interests, age, what language they already know, weaknesses and strengths in English and learning styles.
Presentation, Practice and Production(warmers). Task-based Learning (lead-ins). Presentation new language after having met it in a reading or listening text. Presentation new language in the context of the discussion on a topic. Test-teach-test. (Task that requires learners to use new language, presentation new language, another task to practice the new language.)
1.PPP: Presentation- controlled practice activity- freer practice activity 2.TBL: Discussion- tasks- presentation-focus on form 3.Skills-based lessons: Warmer& lead-in-comprehension tasks- post- task activities
The Practice of English Language Teaching, Jeremy Harmer, Longman, Teaching and Learning Languages, Earl W. Stevick, Cambridge Language Teaching Library, The TKT Course, Mary Spratt, Alan Pulverness, Melanie Williams,CUP,2005. Teenagers, Gordon Lewis, Fluent English образовательный проект Native English. Изучение английского языка School English: газета для изучающих английский язык