I.

The importance of student motivation

- Extrinsic motivation: the motivation students bring into the classroom outside
(external factors family, society, peers)

- Intrinsic motivation: motivation generated by what happened inside the classroom

-> teachers should help students to sustain their motivation (involve them, excite
their curiosity, provoke participation, have them to stay interested in the subject)

Advantages and disadvantages of different age groups children adolescents

- Children

Advantages

Respond well to individual attention

Curious about almost everything

Respond well to involving activities

Have an unlimited acquisition potential (depending on age)

Disadvantages

Short attention span

Inability to deal with abstract thought.

Ability to forget languages as quickly as they acquire them

- Adolescents

Advantages

Developing abstract thought.

Understand the need for learning

Largely untapped creative potential

Passionate commitment

Disadvantages
Search for identity can make them awkward

Need for self-esteem can make them awkward

Peer group is highly influential

- Adults

Advantages

Wide range of life experiences to drawn on

Good at application to learning

Clear understanding of learning purposes

self-disciplined

Disadvantages

Fear of failure

previous negative learning experiences

Strong ingrained views about teaching

II. Teacher attitude

- Personality

A blend between a person and a teacher

Dress sense

- Rapport (positive enjoyable and respectful)

Recognizing students -> teachers know students’ names

Listening to the students -> available to listen to individual and in the lesson

Respecting students -> teachers use a respectful professionalism when correcting

Being even handed -> teachers show impartially

III. Teacher skills

The teacher is to able to

- Involve students in activities

- carry out procedure to make the activity successful

- put students in groups

- give clear and appropriate instructions

- decide whether students work in groups, in pairs or individually

Managing tasks and groups

the teacher is able to

make the lesson ingesting

make activities and topics to different groups

Variety: teacher changes type of activity (even in a lesson)

Destination

- teacher persuade Ss usefulness of the activities

- activities should have some kinds of destination (learning outcome)

Adaptability

- Teachers’ ability to react to unexpected events or unforeseen problems as the

IV. Teacher roles

Controllers

The teacher is the focus of attention

- little chance for student learning responsibility

- often for grammar explanation and other information presentation

Promters

the teacher encourages students and pushé them to achieve more

Assessors

A resource

V. Teacher tasks

Preparation

the teacher should think in advance what he or she is going to achieve in a lesson
-> think about learning outcomes

keeping record: recording after each session helps the teacher to evaluate
how successful an activity (student engagement, learning outcomes) to
amend his or her teaching practice

being reliable

VI. Teacher knowledge

The language system

- teacher have knowledge of the language or the subject they are in charge of

- teacher have knowledge to deal with the questions raised from students

- teacher may have difficulties giving an answer -> promise to bring students a more
complete answer next time or introduce them reference materials

Materials and resources

- Teachers can show student books and websites available when they asked

- teacher should read over the materials they had using before the lesson ->
enhancing students’ confidence

Classroom equipment (board and chalks, overhead projector,

- teacher know how to make use of classroom equipment

- T avoid being overzealous about the equipment itself

Keeping up-to-date teacher try to stay in touch with the development

Teachers physical presence: appearance

Proximity (closeness)

- teachers should be conscious of how close they are to students

- teacher decide how close to the student (nether too close -> students feel
uncomfortable, not too far -> a sign of coldness)

- remember rapport is essential

movement the way teachers move and stand (motionless: T can bore Ss,
too much motion can confuse and exhaust student) -> move around the classroom
to retain students’ interest.

awareness (most important)

-response-ability

- T need to be as conscious as possible what is going on in the students’ heads

-T assess Ss’ work and give appropriate response

VII. Using the voice

v Audibility

- speaking too softly or unpleasantly loudly are both irritating and unhelpful for
students

- teachers must make sure that student at the back can hear them

v Variety: voice quality is important. Teachers need to vary the quality of

- give instruction/ introduce a new activity

- give conversation an informal exchange of views

- raise voices (sometimes beneficial)

v Conservation: teachers should conserve their voice avoid shouting

VII. Teacher Talking Time

38 % of meaning is the way the words are said. (tone of voice)

55% of meaning is in facial expression (body language)

teacher should rarely limit his speaking to 20% to 30% of the class time

- it allows the teacher to restrict his speaking to vital areas of the lesson. When he
then speaks students know the information is important. They listen more attentively
and work harder to successfully process the information

- as the teacher speaks less, students have added opportunity for interest and
challenge. For example, think back to your life as a student which classes did you
enjoy the most part with a long lecture or ones that allowed active engagement.

IX. Student talk time should be around 80% during the cost of lesson

- students get to speak more. When students speak more they have increased
opportunities to become familiar with the new material.

- students have more chances to experiment with the personalized the language,
they can miss previous vocabulary and grammar structure what the target language
of the lesson as well as steer conversation to words their individual interests.

- As students speak more, they must also rely on their skills. For example, if 2
students fail to understand one another, they must work together to repair
miscomprehension. this better replace the class for the real world where they can't
rely on the teacher for help.

X. creating lesson stage

-Teachers arrouse Ss’ interest -> they come engaged

- teacher tells student what they will be doing/ what they can achieve

- T make it clear when an activity has finished or another is about

- teachers need to refocus students’ attention

- T summarized when bringing the lesson to finish

- T give some idea of the next lesson -> creating enthusiasm

XI. Different student groupings

- suitable for presenting information for control practice, for class lower levels

- Fewer individual opportunities either to speak or to reflect

- less effective when teachers want to encourage individual contribution and

- inhibiting than speaking in smaller groups (only one student can talk at a time)

Grammar translation method

- the primary skills are reading and writing

- grammar and vocabulary are emphasized

- little/ no attention to speaking, listening and pronunciation

- vocabulary selection is based solely on the reading texts used

learning process

-translating (mainly) teachers translate the text from the target language (L2)
back to the students first language (L1) and vice versa

-accuracy is necessary

-memorizing grammatical rules to be tested afterwards

teaching process: deductive approach

-Use of L1

teachers supply students with explicit grammar rules

teachers give the correct answers

a list of vocabulary items is presented it with their translation equivalents

interaction: one way from the teachers to students

interaction between Ss: none

grouping: whole class

learning procedure

SS should learn how to think in the target language as soon as possible

one basic rule: no translation (no students native language)

speaking is emphasized

students are asked to use the language not to demonstrate the knowledge of
language

Teaching procedure

- T and Ss use L2

- T should demonstrate not explain or translate

- T use pictures, objects to illustrate

- pronunciation is important: teachers interrupt student to correct pronunciation

Self-correction facilities language learning: the teacher correct grammar by

it requires teachers who are native speakers or who have nativelike fluency in
the foreign language

it is largely dependent on the teachers’ skills rather than on the textbook (not
all teachers are proficient enough in the foreign language to adhere to the
principles of the method

T avoid to use the native tongue when sometimes a simple brief explanation in
the student's native tongue would be more efficient to comprehension

Grammar translation method

• Communication Is not a goal

• Deductive approach

• Use of L1

• Students know about language

• Explicit grammar rules

Direct method

• Grammar is taught inductively

• Teachers demonstrate, not explain or translate

• Students use the language

• Use of L2

• Two- way interaction

• Self- correction

Audio lingual method

- structural- situational teaching (grammatical structure are presented in

- Emphasis on grammar patterns

- Teachers have Ss repeat and learn the grammatical patterns of English

- Oral skills receives most of the attention

- Teachers correct Ss' pronunciation error immediately

- Teachers conduct, guide, and control Ss' behavior in the target language
 Silent Way

• The Silent Way student is expected to become "independent,

(they gain autonomy by exploring the language and by making choices)

-> To teach is to serve the learning process

• The inner criteria allow learners to monitor and self-correct their own
production

PPP

(Present-Practice-Produce)

Teachers present the situation for the language

Teachers explain and demonstrate the meaning and the form of the new
language

Ss then practice (controlled practice)

Ss produce (e.g. talk and write) freely (produce stage)

Suitable for drilling, pronunciation, low level

ESA lesson sequences

Engage: Ss are involved in an activity that leads to the lesson

Study: Ss study the lesson (practice the language)

Activate: Ss are able to use language by themselves

- ESA straight arrows sequence: much like ppp 2 phases: study (practice) and
activate

(produce) -> appropriate for low level

-ESA boomerang (much like TBL where the task came first): Ss are first asked
to use language in an activation stage and then taught how to deal with things
they made mistakes)
-> appropriate for Ss at intermediate + advanced level/ BUT difficult for T to
find appropriate materials

ESA patchwork: Engage -> activate -> study-> activate -> study

->whatever main focus the lesson, Ss always need to be engaged

When Ss are properly engaged, their involvement in the study and activation
stages is greater