Learning Differences Take Into Account Individual Learning

Learner differences.
Reasons for learning

Learning differences take into account individual learning
motivators; learner aspirations, interests, experience and cultural
background; and individual students' strengths and needs.
Reasons for learning
Communicate. Reduce stress. Knowledge is power. Socialising. Have fun.
Rediscover.
Lesson aims
Aims are what teachers and learners want to achieve in a lesson or a course.
... In other words, the aims on lesson plans often describe what the teacher
wants learners to be able to do by the end of a lesson
Teaching reading
For alphabetic languages, many studies have shown that phonemic
awareness is closely associated with reading ability.
Practical application
• Phonics is based on the systematic teaching of sound and letter
relationships, as well as sound and spelling patterns.
 Teachers can focus on individual syllables and sounds in language in the
context of book reading.
• Teachers can develop students’ phonological skills through a wide variety
of activities. Rhymes, alliteration (words which start with the same sounds)
and poetry.
• Word recognition is necessary but not sufficient for fluent reading.
The reader must construct meaning from the recognized words.
• Teaching word recognition skills is an important first step. The second
step is to ensure that students can develop speed and ease in recognizing
words and reading connected text.
Practical applications
• By talking to students about the different purposes for reading,
they will become more aware of what to focus on as they read.
• The use of different types of texts (stories, news articles,
information text, literature) promotes different purposes and
forms of reading.
• The use of authentic texts and tasks will promote purposeful
reading.
• Books and reading materials that are interesting and relevant to
students will motivate them to read more.
• Make connections between reading and students’ lives.
• Develop a love for reading, because it extends beyond academic
success.
Learning styles and teaching
Learning Styles
Visual, tactile/Kinesthetic, and Auditory/and Reading & Writing learning
style examples.
A Task-based Approach
Task-based language learning is an approach where the planning of
learning materials and teaching sessions are based around doing a task. In
education, a task refers to an activity where communication is necessary:
In a task-based approach, learners learn by doing. Task activities are
usually rich in language, involving a wide variety of language areas, as
well as all the skills; reading, writing, listening and speaking.
What is the aim of a task-based course?
In task-based learning, a lesson or unit is designed to help learners to
complete a task. We use a task-based, topic-based approach.
Teaching lexis
One word-collocation-chunks
Productive (Use ) and receptive lexis (understand)
Ways to Present Lexis Pictures. Context. Definition. Realia. Matching

synonyms/ antonyms. Mime. Grouping or classifying.
Good teachers. Rapport. Teacher skills

Good teachers-How I may describe «good teacher-characteristics»
Rapport-haw teacher and learners relate and behave with each other.
Teacher skills- Communication/ Patience/ Creativity/ Enthusiasm/
Confidence/ Organisation/ Leadership/ Adaptability
A text-based presentation lesson plan

Text-based presentations
Lead-in – generate interest in the topic / text
Orientation to text – What do you need to tell the students about the text to
prepare them for reading/listening? This could be text type, text source,
speakers’ accents, etc. Whatever is relevant.
Pre-teach vocabulary – Teach any blocking vocabulary (that will hinder

understanding)
Gist task – set a short task based on general understanding of the text as a
whole. Students compare their answers together (pairs/groups) first before
class feedback on content.
Focus on language from the text – clarify and check meaning, form and
pronunciation of target language presented in the text. Guided discovery
tasks work well with text-based presentations
Controlled practice of the target language (gap fills, sentence completion,

multiple choice, etc)
Freer practice of the target language – give the learners a chance to use the
target language in a freer context.
Teaching writing
Communicative Language Teaching
Communicative Language Teaching (CLT) is an approach that aims to
achieve communicative rather than linguistic competence through learner
interaction. To encourage students to use English.
• Picture different tasks/ Puzzels+problems/ Real-Life Scenarios /Role-play
• Group planning task/
• Ranking tasks (1/2/3)/
• Pyramid discussion (topic/problem/lexics)Accuracy Fluency

Guided discovery
Guided discovery, also known as an inductive approach, is a technique
where a teacher provides examples of a language item and helps the
learners to find the rules themselves.
The role of the teacher is to provide the language the learners need to
and then to provide more opportunities to practice.
Why use the inductive approach?
1. It moves the focus away from the teacher as the giver of knowledge to
the learners as discoverers of it.
2. It moves the focus away from rules to use – and use is, after all, our
aim in teaching.
3. It encourages learner autonomy. If learners can find out rules for
themselves.
4. It can be particularly effective with low levels and with certain types
of young learners. It enables these students to focus on use, not
complex rules and terminology.
5. If we use authentic material as our context, then learners are in
contact with real language, not coursebook English.
6. We can exploit authentic material from a wide range of sources to
present our target language.
7. The action of discovery helps learners remember.
Teaching grammar
3. Text-based-text/fill in in blank space

Methodology: historical perspectives
Concept checking: vocabulary and grammar
Concept checking is finding out if a learner has understood a new item.
Vocabulary
 find pairs of word that seem to go together/
 find phrases of 3 or more words that go on together «fixed phrases»
 find combination of noun+verb/collocation
 find the odd one
 provide the situation where cab be used vocabulary
Grammar
 Questions about form
 Questions about function
 Problems and puzzle
 Reflecting on use
 Hypothetical questions
 Sentence analysis
 Discussion about language
 Contexts and situation
Errors and correction
Types of errors
Second Language Acquisition
Is learning a second language after a first language is already established.
What is the best way to teach a second language?
 language spoken in the home
 amount of opportunity to practice the second language
 internal motivation of the learner
 reason that the second language is needed (e.g., to learn at school, to
talk to a friend, or for work)

There are different ways that to introduce the second language?
by setting (e.g., English is spoken only in the school, and Urdu is spoken
only in the home)
by topic (e.g., French is spoken only during meal time, and Spanish is
spoken during school/work activities)
by speaker (e.g., Mom will speak only in German, and Dad speaks
Russian only)
The task-feedback circle

Learning Differences Take Into Account Individual Learning

Uploaded by

Copyright:

Available Formats

Learning Differences Take Into Account Individual Learning

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Learning Differences Take Into Account Individual Learning

Uploaded by

Copyright:

Available Formats

Learner differences.

Reasons for learning

Ways to Present Lexis Pictures. Context. Definition. Realia. Matching

Good teachers. Rapport. Teacher skills

A text-based presentation lesson plan

Lead-in – generate interest in the topic / text

Pre-teach vocabulary – Teach any blocking vocabulary (that will hinder

Controlled practice of the target language (gap fills, sentence completion,

• Pyramid discussion (topic/problem/lexics)Accuracy Fluency

3. Text-based-text/fill in in blank space

 amount of opportunity to practice the second language

 internal motivation of the learner

 reason that the second language is needed (e.g., to learn at school, to

talk to a friend, or for work)

You might also like