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- 2. Diagnostic of the structure of educational motivation. Matuhina M.V., Fetiskin N.P., Kozlov V.V., Manuilov G.M. •
- 3. ZPD –Zone of Proximal Development (Lev Vygotsky, 1978) The space between what a learner can do
- 4. 10 ways to motivate SS. Motivating the unmotivated Make your SS curious Challenge them Avoid the
- 5. ZPD To assist a person to move through the zone of proximal development, educators are encouraged
- 6. What can motivate an adult student? •Interesting material •Good influence on the career •Willingness to read
- 7. What can motivate a primary school or preschool child? • Materials connected to their interests •Gamification
- 8. Scaffolding (Wood, Bruner and Ross (1976). Scaffolding consists of the activities provided by the educator, or
- 9. Scaffolding. Models of teaching Gain attention -> disappear -> reappear Get attention -> direct attention where
- 10. Three related pedagogical scales of scaffolding Planned curriculum progression over time The procedures used in a
- 11. Features of pedagogical scaffolding Continuity (tasks are repeated with variations and connected to each other) Contextual
- 12. Sources of scaffolding Being assisted by an expert (when a learner needs guidance, advice and modeling)
- 13. Types of instructional scaffolding Modeling (students need to be given clear examples of what is required
- 14. Student autonomy The ability for someone to act without guidance. In language learning it refers to
- 15. One of the primary goals of a teacher is to help students build autonomy How does
- 16. What’s more important? Accuracy A focus on accuracy is a focus on the correctness of one’s
- 17. Grammar explanations, lexical definitions, drilling, controlled practice activities with error correction and minimum of improvisational speaking
- 18. How else can you help your students? Body language Gestures Being open and confident Smile Eye
- 19. Terms: Exposure – environment that surrounds the learner Target language – the language which a person
- 20. Stephen Krashen’s theory of language acquisition (Learning/Acquisition Distinction Hypothesis ) Acquisition - Subconscious Interaction, communication Exposure,
- 21. Learning (monitoring) system (S. Krashen’s Monitor Hypothesis) We use learning (monitoring) system to control ourselves In
- 22. Terms used in Krashen’s theory Aptitude – natural ability to learn a L Attitude – feelings
- 23. Parts of acquisition Input ввод, всё что даём Language learner produces ~ exposure Language which a
- 24. i + 1 = comprehensive input -> acquisition Things they already acquired Information slightly more complicated
- 25. Factors that influence acquisition from the point of a learner: Motivation Self-confidence Attitude Anxiety
- 26. Affective filter (S. Krashen’s Affective Filter Hypothesis) It is a metaphorical barrier that prevents learners from
- 27. Teacher’s roles The controller/observer The prompter The resource The assessor The organizer/manager The participant The coach
- 28. Lesson design. Robert Gagne (1965): 9 events of instruction/lesson Elicit If you elicit a response or
- 29. Starting a lesson Warm-up activities. What, why, what kind? Which events do usually appear in the
- 30. Different types of lesson objectives/aims - when do we set them?
- 31. Stage aims
- 32. Models of presenting and instructing TMQ (Teach-Model-Question) * provide more than one model -> ICQ, CCQ
- 33. Models of presenting and instructing 22. 2.Inductive reasoning (Model – Infer – Elaborate) Why may this
- 34. Next step – guided practice (controlled) What is it? Why is it important? In which part
- 35. Independent practice. What is it? Why? Examples? Essay Test Speech THINK OUTSIDE THE BOX
- 36. Feedback Confirmatory feedback informs the student that they did what they were supposed to do. This
- 37. Ending a lesson What have you learnt today? Feedback Summary, HW End in a positive way
- 38. Assessment Clear and measurable objectives Begin with the end Alignment Memory vs. Knowledge
- 40. Models of lesson structure PPP (Presentation-Practice-Production) ESA (Engage-Study-Activate) TTT (Test-Teach-Test) TBL (Task-Based Learning) PBL (Project/Problem-Based Learning)
- 41. PPP + / - ?
- 42. ESA + / - ? Example?
- 43. TTT + / - ?
- 44. TBL + / - ? - Closed task/Open task
- 45. Watch a video about different lesson structures, revise the ones we discussed. Think of which ones
- 46. PBL (project) (can be similar to TBL)
- 47. PBL (problem) (can be similar to TBL)
- 48. Flipped Classroom
- 49. CLIL
- 50. What’s new?
- 51. Planning Prospective (КТП) Topical Lesson
- 52. Prospective planning (календарно-тематическое планирование) Terms of implementation (Sep - June) Educational areas (social, communicative skills; cognitive
- 53. Topical planning Goals and objectives Educational material The competences to improve The number of lessons Types
- 54. Lesson planning Common mistakes: Planning before getting to know the class Not having a clear goal
- 55. Classroom interaction and organization Common Interaction Patterns in an ESL classroom T - Ss: Teacher talking
- 56. Classroom interaction and organization
- 57. Error correction Slips ‘Slip of a tongue’ Can be a result of tiredness, worry, etc. Unconscious
- 58. Types of errors and mistakes Interference errors (mother tongue interfere with SL ‘By me not have
- 59. Range of correctness Nearly right (- Have you seen him today? - No, but I’ve seen
- 60. Ways of error correction Interrupt them to correct Use body language Give delayed correction Errors can
- 61. TTT – Teacher talking time. Why should we manage it?
- 62. Syllabus, curriculum Curriculum - an externally imposed and prescribed set of learning objectives and content. Such
- 63. Textbooks, publishers Oxford Cambridge Macmillan Longman (+ Pearson) Pearson National Geographic Hamilton House (easy to find)
- 64. How to choose a textbook? What to do next? Set the aims Identify the level Look
- 65. Supplementary materials Given with the textbooks/downloadable from the publisher’s website Additional textbooks Books/magazines Face-to-face games (active/board/…)
- 66. Gamification Kids or adults? Why is important? How to integrate? - Group work
- 67. Today: Age groups Discipline and classroom management
- 68. Age groups. Distinctive features? “Baby English” – 1-2 y.o. Toddlers – 2-3,5 y.o. Preschool – 3,5-6
- 69. Discipline and classroom management. What is a disciplined classroom with a positive climate?
- 70. Teachers who successfully manage misbehavior … What are they like?
- 71. Basic rules?
- 72. What types of misbehavior may occur most frequently?
- 73. What can basically cause misbehavior?
- 74. Discipline is not punishment! Why? What kind off sanctions can you use?
- 75. How to deal with misbehavior? + Keep the work/fun balance + “Be funny, but not a
- 76. Other basic tips
- 77. Dealing with kids’ misbehavior Set expectations in advance Let them come up with the rules together
- 78. Gaining attention Routines Visual rules, “Maybe you forgot?” Body language and signals, eye-contact “Who hears me…”
- 79. What can cause adults’ (and sometimes teens’) misbehavior? Increase in anger in society Not knowing ways
- 80. Dealing with adults’ misbehavior Build authority Be confident Set the expectations in advance, ask Have funny
- 81. TTT managing tips
- 82. Other theories of L acquisition Neo-behaviorism Cognitive theory The Nativist Theory Connectionism Emergentism Statistical learning Chunking
- 83. Approaches in LT from a historical perspective Today: Grammar-translational approach (classical) Direct method (natural) Reading method
- 84. Grammar-translation Latin, Greek, etc. Read, write, translate – main skills Main purpose – intellectual development, reading
- 85. What we still use from GT: Synonyms/antonyms Filling the gaps/opening the brackets/etc. Reading comprehension questions Cognates
- 86. Direct method Was meant to be totally different from GT Basic idea – learn the L2
- 87. Classroom implementation Language immersion experience Show -> say Try -> correct -> repeat Ask and answer
- 88. Reading approach USA 1930-s Lessons are built on silent reading and comprehension ex. More practical Can
- 89. Reading Intensive / Extensive reading Skimming (gist) / Scanning
- 90. Approaches in LT from a historical perspective Today: Audio-Lingual approach Cognitive approach Humanistic approach Communicative approach
- 91. Audio-lingual approach (Audio-visual) 1940-50ss “The Army method” Quick results Behaviorists approach: stimulus-response learning Structuralist view (chunks),
- 92. Classroom implementation Chunks, Drilling, Substitution Visual support Listening activities
- 93. Cognitive approach 1960-70ss Focus on characteristics of the learners’ brains and strategies they can use to
- 94. Affective Humanistic approach 1960-70ss Cold War, Vietnam War, Hippie, … “A second chance approach” Sensitivity to
- 95. Names of the approach: E. Erikson A. Maslow C. Rogers “As persons are accepted and prized,
- 96. Humanistic approach + Low AF, anxiety Friendly atmosphere Motivated students Good results in developing skills Creativity
- 97. How to implement: Warm-up i+1 Scaffolding Flexible programme Ask about students’ interests, needs, moods Give time
- 98. Communicative approach 1980-now Main need is communication and social interaction (Shengen zone, etc.) Notion and function
- 99. Basic principles: Learn a L through using it to communicate Language should be contextualized Communication involves
- 100. Today: Lexical approach Structural approach Comprehension approach TPR Guided discovery The Silent Way Suggestopedia Eclectic approach
- 101. Lexical approach Michael Lewis, 1990s "Language is grammaticalised lexis, not lexicalised grammar" (Lewis 1993) Language is
- 102. Structural approach 1950s Objectives - To lay the foundation of English by establishing through drill and
- 103. Principles of the structural approach Importance of Framing Language Habits. Importance of Speech – The structural
- 104. Selection of structures Usefulness – the structures, which are more frequent in use should be introduced
- 105. Comprehension approach Natural approach/TPR Learning through listening and understanding Based on Krashen's theories of second language
- 106. Total Physical Response (TPR) US, James Asher TPR is both a teaching technique and a philosophy
- 107. Guided discovery “Guided discovery, also known as an inductive approach, is a technique or approach where
- 108. The Silent Way 1963, Caleb Gattegno Teachers should concentrate on how students learn, not on how
- 109. Suggestopedia 1970s, Georgi Lozanov Main stages: presentation, active concert, passive concert, practice “Positive belief systems” Cognitive,
- 110. Which approach is the best?
- 111. Eclectic approach The eclectic approach is a teaching style used in teaching a second or a
- 112. Main principles: Giving teachers a chance to choose different kinds of teaching techniques in each class
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