Download - ELT I 3rd WEEK –ÇANAKKALE-March/ 2009
![Page 1: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/1.jpg)
ELT I 3rd WEEK –ÇANAKKALE-March/ 2009
![Page 2: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/2.jpg)
How to be a good teacherHow to be a good teacherWhat criteria can you set What criteria can you set for being a good teacher?for being a good teacher?
LECTURE 3 Week: 2-3LECTURE 3 Week: 2-3
![Page 3: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/3.jpg)
To be a good teacherTo be a good teacher
Makes the lessons interestingMakes the lessons interesting Must love her jobMust love her job Behaves not only as a teacher Behaves not only as a teacher
but as a human so that students but as a human so that students understand that he is not only a understand that he is not only a teacher but a person as wellteacher but a person as well
![Page 4: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/4.jpg)
HoW TO be a GOOd TeacherHoW TO be a GOOd Teacher
Must have general knowledge Must have general knowledge besides field knowledge,besides field knowledge,
Should be entertainer Should be entertainer (edutaiment)(edutaiment)
Should be approachable. (When Should be approachable. (When you have a problem you can talk you have a problem you can talk to him)to him)
![Page 5: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/5.jpg)
To be a good teacherTo be a good teacher
Should have affinity with the Should have affinity with the students (identify with the students (identify with the hopes, and difficulties of hopes, and difficulties of their students while teaching their students while teaching them)them)
![Page 6: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/6.jpg)
To be a good teacherTo be a good teacher
Should try and draw out the Should try and draw out the silence students and control the silence students and control the more talkative ones (asks give more talkative ones (asks give chance to students who don’t chance to students who don’t always put their hands up),always put their hands up),
The ability to control the classThe ability to control the class
![Page 7: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/7.jpg)
To be a good teacherTo be a good teacher
PersonablePersonable (Smiles, greets (Smiles, greets students, initiates conversations, students, initiates conversations, invites questions, responds invites questions, responds respectfully to student respectfully to student comments,comments,
AuthoritativeAuthoritative (Establishes clear (Establishes clear course rules; maintains course rules; maintains classroom order; speaks in a classroom order; speaks in a loud, strong voice)loud, strong voice)
![Page 8: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/8.jpg)
To be a good teacherTo be a good teacher
Creative and InterestingCreative and Interesting (Experiments with teaching (Experiments with teaching methods; uses technological methods; uses technological devices to support and enhance devices to support and enhance lectures; uses interesting, lectures; uses interesting, relevant, and personal relevant, and personal examples; not monotone),examples; not monotone),
![Page 9: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/9.jpg)
To be a good teacherTo be a good teacher
Encourages and Cares for Encourages and Cares for StudentsStudents (Provides praise for (Provides praise for good student work, helps good student work, helps students who need it, offers students who need it, offers bonus points and extra credit,bonus points and extra credit,
![Page 10: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/10.jpg)
To be a good teacherTo be a good teacher
Effective CommunicatorEffective Communicator (Speaks clearly/loudly; uses (Speaks clearly/loudly; uses precise English; gives clear, precise English; gives clear, compelling examples),compelling examples),
![Page 11: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/11.jpg)
To be a good teacherTo be a good teacher
Enthusiastic about Teaching Enthusiastic about Teaching and about Topicand about Topic (Smiles during (Smiles during class, class,
prepares interesting class prepares interesting class activities, activities,
Prepares/follows the syllabus Prepares/follows the syllabus and has goals for each class),and has goals for each class),
![Page 12: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/12.jpg)
To be a good teacherTo be a good teacher
uses gestures and uses gestures and expressions of emotion to expressions of emotion to emphasize important points, emphasize important points, and arrives on time for and arrives on time for class),class),
![Page 13: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/13.jpg)
To be a good teacherTo be a good teacher
Flexible/Open-MindedFlexible/Open-Minded (Changes (Changes calendar of course events when calendar of course events when necessary, will meet at hours necessary, will meet at hours outside of office hours,outside of office hours,
![Page 14: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/14.jpg)
To be a good teacherTo be a good teacher
pays attention to students when pays attention to students when they state their opinions, they state their opinions, accepts criticism from others, accepts criticism from others, and allows students to do make-and allows students to do make-up work when appropriate)up work when appropriate)
![Page 15: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/15.jpg)
To be a good teacherTo be a good teacher
Good ListenerGood Listener (Doesn’t interrupt (Doesn’t interrupt students while they are talking, students while they are talking, maintains eye contact, and asks maintains eye contact, and asks questions about points that questions about points that students are making)students are making)
![Page 16: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/16.jpg)
To be a good teacherTo be a good teacher
Happy/Positive Happy/Positive Attitude/HumorousAttitude/Humorous, laughs , laughs with students)with students)
HumbleHumble (Admits mistakes, (Admits mistakes, never brags)never brags)
![Page 17: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/17.jpg)
To be a good teacherTo be a good teacher
Knowledgeable About Knowledgeable About Subject MatterSubject Matter (Easily (Easily answers students’ questions, answers students’ questions, does not read straight from does not read straight from the book or notes, the book or notes,
uses clear and uses clear and understandable examplesunderstandable examples))
![Page 18: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/18.jpg)
ProfessionalProfessional (Dresses (Dresses nicely- neat and clean nicely- neat and clean shoes- and no profanity)shoes- and no profanity)
To be a good teacherTo be a good teacher
![Page 19: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/19.jpg)
To be a good teacherTo be a good teacher
RespectfulRespectful (Does not (Does not embarrass students in class,embarrass students in class,
is polite to students [says is polite to students [says thank you and please, etc.], thank you and please, etc.],
![Page 20: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/20.jpg)
To be a good teacherTo be a good teacher
does not interrupt students does not interrupt students while they are talkingwhile they are talking
![Page 21: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/21.jpg)
To be a good teacherTo be a good teacher
Strives to Be a Better Strives to Be a Better TeacherTeacher (Requests feedback (Requests feedback on his/her teaching ability on his/her teaching ability from students, from students,
![Page 22: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/22.jpg)
To be a good teacherTo be a good teacher
continues learning [attends continues learning [attends workshops, conferences etc. workshops, conferences etc. on teaching], and uses new on teaching], and uses new teaching methods)teaching methods)
![Page 23: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/23.jpg)
To be a good teacherTo be a good teacher
Technologically CompetentTechnologically Competent (Knows how to use a (Knows how to use a computer, knows how to use computer, knows how to use e-mail with students, knows e-mail with students, knows how to use overheads during how to use overheads during class,class,
![Page 24: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/24.jpg)
To be a good teacherTo be a good teacher
feedback (appropriate feedback-feedback (appropriate feedback-error correction,error correction,
Uses effective questioning Uses effective questioning techniquestechniques
Have students summarize the Have students summarize the lessonlesson
Uses the classroom’s space Uses the classroom’s space appropriatelyappropriately
![Page 25: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/25.jpg)
To be a good teacherTo be a good teacher
Gives instructions clearlyGives instructions clearly
Maintains eye contactMaintains eye contact
Uses target language effectivelyUses target language effectively
Uses mother tongue when is Uses mother tongue when is necessarynecessary
![Page 26: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/26.jpg)
Monitors students during the Monitors students during the activitiesactivities
Uses the board effectivelyUses the board effectively
Considers multiple intelligence and Considers multiple intelligence and individual differencesindividual differences
Makes repetitionMakes repetition
![Page 27: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/27.jpg)
brings interesting&different brings interesting&different materials to the class materials to the class appropriate to the target appropriate to the target groupgroup
Provides clear examplesProvides clear examples
![Page 28: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/28.jpg)
To be a good teacherTo be a good teacher
Warm-up:Warm-up:Effective and Effective and enjoyable related to the topic (it enjoyable related to the topic (it is prefered) is prefered)
Uses tUses techniques in all echniques in all category:controlled:category:controlled:Dictation,RDictation,Repetition Drills etc.epetition Drills etc.
integrate four skills integrate four skills Listening,Speaking,Reading,writiListening,Speaking,Reading,writingng
![Page 29: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/29.jpg)
PERSONAL PERSONAL CHARACTERISTICSCHARACTERISTICS
leadership leadership alertnessalertness initiative initiative originalityoriginality İndustryİndustry judgmentjudgment
![Page 30: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/30.jpg)
Personal CharacteristicsPersonal Characteristics
cooperation cooperation AdaptabilityAdaptability courtesy courtesy voice qualityvoice quality poise tactpoise tact speech mannerismsspeech mannerisms
![Page 31: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/31.jpg)
ATTENTION: 2ND ATTENTION: 2ND ASSIGNMENT:ASSIGNMENT:
Ask the same question to your friends Ask the same question to your friends from different branches (Language from different branches (Language departments geography, maths, departments geography, maths, chemistry, science, preschool, primary chemistry, science, preschool, primary and other fields)and other fields)
And then form a set of criteria And then form a set of criteria regarding their answers. Compare the regarding their answers. Compare the differences and similarities between differences and similarities between language department and other language department and other departments. Keep it in your portfolio departments. Keep it in your portfolio (individual study)(individual study)
![Page 32: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/32.jpg)
How should teachers talk How should teachers talk to studentsto students
In a manner of interaction (it In a manner of interaction (it does not demand technical does not demand technical expertise) expertise)
Types of interaction:T-S,S-STypes of interaction:T-S,S-S
![Page 33: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/33.jpg)
How Should Teacher Talk to How Should Teacher Talk to studentsstudents
Empathise with the people they Empathise with the people they are talking to.are talking to.
Adapt your language to childrenAdapt your language to children
![Page 34: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/34.jpg)
How should teachers talk to How should teachers talk to studentsstudents
no complex grammatical no complex grammatical structuresstructures
Eye contact while speaking Eye contact while speaking (other physical contact) (BE (other physical contact) (BE CAREFUL!!!)CAREFUL!!!)
![Page 35: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/35.jpg)
How should teachers talk to How should teachers talk to studentsstudents
ROUGH-TUNE (Unconscious ROUGH-TUNE (Unconscious simplificationsimplification Which Both Which Both Parents And Teachers Make)Parents And Teachers Make)
For effective use of voice:For effective use of voice: physical movement, physical movement, gestures,gestures, expressions expressions mimemime
![Page 36: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/36.jpg)
How should teachers give How should teachers give instructioninstruction
There shouldn’t be a waste There shouldn’t be a waste of time,of time,
Students should understand Students should understand what they are supposed to what they are supposed to dodo
![Page 37: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/37.jpg)
How should teachers give How should teachers give instructioninstruction
First try to give the First try to give the instruction in the TL,instruction in the TL,
If still something remains If still something remains vague then use MT,vague then use MT,
![Page 38: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/38.jpg)
How should teachers give How should teachers give instructioninstruction
instruction must be clear,instruction must be clear, Simple as possible,Simple as possible, Be logical, (to teach Be logical, (to teach
something),something),
![Page 39: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/39.jpg)
How should teachers give How should teachers give instructioninstruction
Teachers should ask Teachers should ask themselves questions as;themselves questions as;
What is the important What is the important information I am trying to information I am trying to convey?convey?
![Page 40: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/40.jpg)
After giving instruction:After giving instruction:
Check whether students Check whether students have understood what they have understood what they are being asked to do. (ask are being asked to do. (ask them is there any)them is there any)
![Page 41: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/41.jpg)
After giving instruction:After giving instruction:
Have a student/students Have a student/students verify your instructionverify your instruction
İnsruction can be explained İnsruction can be explained in MT.in MT.
![Page 42: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/42.jpg)
How should teachers give How should teachers give instructioninstruction
What must the students What must the students know if they are to complete know if they are to complete this activity successfully? this activity successfully? (aims&outcomes),(aims&outcomes),
![Page 43: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/43.jpg)
How should teachers give How should teachers give instructioninstruction
Which information do they Which information do they need first? need first?
What should come next?What should come next?
![Page 44: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/44.jpg)
Who should talk in classWho should talk in class
Not too much TTT (talking time),Not too much TTT (talking time), But STTBut STT Students should be exposed to Students should be exposed to
language language given chances to use it,given chances to use it,
![Page 45: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/45.jpg)
Who should talk in classWho should talk in class
Even if you do not find any Even if you do not find any opportunity for speaking have opportunity for speaking have your students read in the your students read in the classroom,classroom,
![Page 46: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/46.jpg)
KEEP IN MIND!!!KEEP IN MIND!!!
Students need practice, Students need practice, NOT NOT YOUYOU
Maximise STTMaximise STT
Minimise TTTMinimise TTT
Relaxed and unthreatening voice,Relaxed and unthreatening voice,
![Page 47: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/47.jpg)
How should teacher talk How should teacher talk
When teacher speaks she/he When teacher speaks she/he should give a chance to hear should give a chance to hear language above the students’ language above the students’ productive level, but more or productive level, but more or lessless
![Page 48: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/48.jpg)
How should teacher talk How should teacher talk
understandable,understandable,(comprehensible input SK)(comprehensible input SK)
I+0I+0 Teacher’s voice should not Teacher’s voice should not
drone,drone, Should be heard even from the Should be heard even from the
back rows,back rows,
![Page 49: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/49.jpg)
What are the best kinds of What are the best kinds of lesson?lesson?
Violate your own behaviour Violate your own behaviour patterns, as:patterns, as:
Change your casual clothes,Change your casual clothes, if you usually sit then stand up,if you usually sit then stand up, Go among the desks,Go among the desks, if you are talkative always then if you are talkative always then
try to be silent one day.try to be silent one day.
![Page 50: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/50.jpg)
What are the best kinds of lessonWhat are the best kinds of lesson
Do not have your students Do not have your students spend all of the course hour spend all of the course hour to do the same activity,to do the same activity,
Number of different tasks Number of different tasks especially with primary and especially with primary and secondary levels and even secondary levels and even adults,adults,
![Page 51: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/51.jpg)
What are the best kinds of lessonWhat are the best kinds of lesson
DO NOT CREATE ANARCHY, TO DO NOT CREATE ANARCHY, TO DO THIS:DO THIS:
DO NOT LEAVE THEM ALONE!DO NOT LEAVE THEM ALONE! MONITOR STUDENTS!MONITOR STUDENTS!
Consider the anticipated problems Consider the anticipated problems during during
activities and find solutions to activities and find solutions to
themthem!!!!!!
![Page 52: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/52.jpg)
Is it important to follow a pre-Is it important to follow a pre-arranged plan?arranged plan?
Do you have to follow and Do you have to follow and be rigid about the lesson be rigid about the lesson plan?plan?
In what cases flexibility?In what cases flexibility?
![Page 53: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/53.jpg)
Pre-arranged planPre-arranged plan
A balance has to be struck A balance has to be struck between teachers attempting between teachers attempting to achieve what you set out to achieve what you set out and responding to what and responding to what students are saying or doing students are saying or doing on the other.on the other.
![Page 54: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/54.jpg)
Pre-arranged planPre-arranged plan
you planned your lesson to you planned your lesson to teach a dialogue and you act it teach a dialogue and you act it out then you ask students to out then you ask students to prepare a dialogue and allow prepare a dialogue and allow 20 minutes.20 minutes.
![Page 55: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/55.jpg)
Pre-arranged planPre-arranged plan
They need more time so you They need more time so you should discover that they should discover that they need 30 mnts. Abandon the need 30 mnts. Abandon the original plan go with their original plan go with their wisheswishes
![Page 56: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/56.jpg)
Problems faced during your Problems faced during your plan:plan:
Tape recorder suddenly Tape recorder suddenly stops or you forget to bring stops or you forget to bring the CD!the CD!
Incase of the first two groups Incase of the first two groups have finished earlier?have finished earlier?
![Page 57: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/57.jpg)
Problems faced during your Problems faced during your planplan
What would you do? What would you do? Students say we’ve done Students say we’ve done
that before!that before! FLEXIBILITY!FLEXIBILITY!
![Page 58: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/58.jpg)
The Teacher should ask questions The Teacher should ask questions of TO WHOM, WHAT and WHof TO WHOM, WHAT and WH
What:The input (the language)What:The input (the language) What is language?What is language?
![Page 59: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/59.jpg)
Principles of language learning Principles of language learning (interactive principles as well)(interactive principles as well)
Language learning principles Language learning principles are generally sorted into three are generally sorted into three sub-groupings: sub-groupings:
Cognitive PrinciplesCognitive Principles, , Affective Affective PrincipalsPrincipals and and Linguistic Linguistic PrinciplesPrinciples. .
![Page 60: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/60.jpg)
Principles of language Principles of language learninglearning
Principles are seen as theory Principles are seen as theory derived from research, to which derived from research, to which teachers need to match teachers need to match classroom practices.classroom practices.
Here are some brief Here are some brief summaries of the principles that summaries of the principles that fall into each grouping:fall into each grouping:
![Page 61: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/61.jpg)
Cognitive PrinciplesCognitive Principles
Automaticity: Subconcious Automaticity: Subconcious processing of language with processing of language with peripheral attention to meaning and peripheral attention to meaning and messages not on grammar messages not on grammar
Free from controlled modeFree from controlled mode
Meaningful Learning: This can be Meaningful Learning: This can be contrasted to contrasted to Rote LearningRote Learning, and is , and is thought to lead to better long term thought to lead to better long term retention;retention;
![Page 62: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/62.jpg)
Cognitive PrinciplesCognitive Principles
Anticipation of Rewards: Anticipation of Rewards: Learners are driven to act by the Learners are driven to act by the anticipation of rewards, tangible anticipation of rewards, tangible or intangible;or intangible;
Appreciation of their own Appreciation of their own competence to usecompetence to use
![Page 63: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/63.jpg)
Cognitive PrinciplesCognitive Principles
Intrinsic Motivation: The most Intrinsic Motivation: The most potent learning "rewards" are potent learning "rewards" are intrinsically motivated within the intrinsically motivated within the learner;learner;
Strategic Investment: The time Strategic Investment: The time and learning strategies learners and learning strategies learners invest into the language learning invest into the language learning process.process.
![Page 64: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/64.jpg)
Affective PrinciplesAffective Principles
Language Ego: Learning a new Language Ego: Learning a new language involves developing a language involves developing a new mode of thinking - a new new mode of thinking - a new language "ego";language "ego";
Self-Confidence: Success in Self-Confidence: Success in learning something can be learning something can be equated to the belief in learners equated to the belief in learners that they that they cancan learn it; learn it;
![Page 65: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/65.jpg)
Affective PrinciplesAffective Principles
Risk-Taking: Taking risks and Risk-Taking: Taking risks and experimenting "beyond" what is experimenting "beyond" what is certain creates better long-term certain creates better long-term retention;retention;
Language-Culture Connection: Language-Culture Connection: Learning a language also Learning a language also involves learning about cultural involves learning about cultural values and thinking.values and thinking.
![Page 66: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/66.jpg)
Linguistic PrinciplesLinguistic Principles
Native Language Effect: A Native Language Effect: A learner's native language learner's native language creates both facilitating and creates both facilitating and interfering effects on learning;interfering effects on learning;
![Page 67: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/67.jpg)
Linguistic principlesLinguistic principles
Interlanguage: At least some of Interlanguage: At least some of the learner's development in a the learner's development in a new language can be seen as new language can be seen as systematic; (numerous errors)systematic; (numerous errors)
![Page 68: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/68.jpg)
Linguistic PrinciplesLinguistic Principles
Communicative Competence: Communicative Competence: Fluency and Fluency and
pragmatic and pragmatic and strategic ,grammatical structures, strategic ,grammatical structures, discourse,discourse,
competence as well as competence as well as psychomotor skills.psychomotor skills.
All these are involved in All these are involved in interactioninteraction
![Page 69: ELT I 3rd WEEK –ÇANAKKALE-March/ 2009](https://reader035.vdocuments.us/reader035/viewer/2022062217/56814979550346895db6c62a/html5/thumbnails/69.jpg)
What is interactionWhat is interaction
The slides will continue next The slides will continue next weekweek
the roles of teacher in the roles of teacher in interactioninteraction
LOOK AT THE BOARD LOOK AT THE BOARD NOWNOW