Scribd Logo
Upload

Welcome to Scribd!

  • 21 views

    Proficiency and Age

    Uploaded by

    Miguel Fonseca
    This document discusses language proficiency levels versus age groups and how to best teach each group. It covers teaching approaches for novices/children, intermediates, adults, and teens. For children, it recommends using simple vocabulary, repetition, and engaging their senses. For intermediates, it suggests increasing interaction and practice. For adults, it advises capturing their interests while gently encouraging further learning. For teens, it stresses ensuring activities are relevant to their lives and thoughts to maintain engagement.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Proficiency and Age

    Uploaded by

    Miguel Fonseca
    21 views3 pages
    This document discusses language proficiency levels versus age groups and how to best teach each group. It covers teaching approaches for novices/children, intermediates, adults, and teens. For children, it recommends using simple vocabulary, repetition, and engaging their senses. For intermediates, it suggests increasing interaction and practice. For adults, it advises capturing their interests while gently encouraging further learning. For teens, it stresses ensuring activities are relevant to their lives and thoughts to maintain engagement.

    Original Description:

    Miguel Ángel Fonseca Sánchez Gabriel Alejandro Villamil Carreño

    Original Title

    Proficiency and age

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document discusses language proficiency levels versus age groups and how to best teach each group. It covers teaching approaches for novices/children, intermediates, adults, and teens. For children, it recommends using simple vocabulary, repetition, and engaging their senses. For intermediates, it suggests increasing interaction and practice. For adults, it advises capturing their interests while gently encouraging further learning. For teens, it stresses ensuring activities are relevant to their lives and thoughts to maintain engagement.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    21 views3 pages

    Proficiency and Age

    Uploaded by

    Miguel Fonseca
    This document discusses language proficiency levels versus age groups and how to best teach each group. It covers teaching approaches for novices/children, intermediates, adults, and teens. For children, it recommends using simple vocabulary, repetition, and engaging their senses. For intermediates, it suggests increasing interaction and practice. For adults, it advises capturing their interests while gently encouraging further learning. For teens, it stresses ensuring activities are relevant to their lives and thoughts to maintain engagement.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    PROFICIENCY

    LEVEL
    VERSUS

    AGE
    HOW TO TEACH USING THEM.

    NOVICE. CHILDREN.
    Intelectual
    development
    At this level teachers Grammar is teached
    must take into account in a implicit way.
    that students are
    dependent on them. The rules are teached
    Besides, student should by following easy to
    work on groups understand patterns.

    Students learn by Attention span


    repetition so, teachers It's important to capture
    should use simple inmediate interests and
    vocabulary, simple awakening their
    curiosity by mixing
    phrases and a slowly variety and a good sense
    speech of humor.

    Sensory input
    TPR can be used.
    Teachers must engine a
    several of short, simple In order to facilitate the
    intenalization of the
    and mechanical language project-based
    techniques because of learning is effective.

    language capacity Sensory aids like smells,


    recordings, images and
    our nonverbal language
    are essential tools

    Affective factors
    Novice students are Create a funny mood were
    invited to talk mistakes are well-accepted
    while they learn as a way to
    between themselves. fix them.
    Teachers are prepared
    Have in count their feelings
    to correct grammatical and self-steem. be kind!
    an phonological
    mistakes. Give them the oppotunity to
    be better and stand out
    Authentic language
    Intermediate Understand the
    student's needs and
    Students at this level knowledge, don't
    are starting to understimate them.
    automatize
    information, Students Ensure that
    also are able to everything you do in
    maintain topics and class respond to a
    discuss about them. pertinent context.

    It is important that
    teachers increasse ADULTS.
    interaction learning Try not to be too abstract.
    and promote their
    students to ask It's important to capture
    questions, make their interests too
    comments, etc..

    Because of students Play with their senses because


    they are more developped.
    interaction, teachers
    should not talk too much Make them understand in a
    gentle way that they have
    and give the opportunity knowledge but there still a
    to the class to practice long way to go.
    speaking. You can focused on non-
    Interlanguage errors are abstract things (but try not to
    take long periods of time on it
    a good clue for language
    learning

    Remember that
    Teachers speech is adults can be treated
    more complex and as adults but show
    they create some respect every time,
    techniques as: give them
    Interviews, Surveys, opportunities to
    Role plays, etc... develop their skills in
    a positive
    environment

    Advanced TEENS.
    Students are ongoing Make sure your
    automatizing and classes are in context,
    teachers should focus try to sync with them,
    on interaction, their thoughts,
    negotiation and worries and
    interpretation of objectives when
    meaning. learning a second
    language

    At this point teachers Even knowing in teens the


    are independent of attention spans could be
    longer than with children,
    students and they this could not happen if
    must be cleverly into the activities not seem to
    class and use authentic be relevant.
    language materials.
    Students now are Have in count all of
    prepared to apply all the senses to make
    those materials given everything
    in class into real meaningful
    contexts.

    Teachers use a natural Ensure your classes


    speed language. Their aim to create and
    techniques are focus environment without
    on pragmatics and and mockeries, students
    sociolinguistic at this stage are
    competences. pretty sensible to
    many factors.

    Students can argue


    their position in Make sure your
    complex role plays. activities focus on
    activities that help
    They are able to break
    them inmerse in the
    down written works.
    real life, we all grow
    fast.

    MIGUEL ÁNGEL FONSECA SÁNCHEZ.


    26171131

    GABRIEL ALEJANDRO VILLAMIL CARREÑO.


    26171050

    You might also like