Презентация Teaching Teenagers( from CELTA courses)
методическая разработка по английскому языку по теме

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SLOW CHILDREN AHEAD

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Most people ignore most poetry because most poetry ignores most people. [Adrian Mitchell] Most students ignore most classrooms because most classrooms ignore most students. [Luke Prodromou]

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Teaching teens Do you enjoy teaching teenagers? Why (not)? What do you enjoy about teaching teenagers? What are your beliefs that influence your approaches / methods when teaching teenagers? What do you think are the main challenges of teaching teenagers?

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We do not teach a group, but thirty separate people. Because of this, the problem of mixed abilities in the same room seems absolutely natural, and it is the idea of teaching a unitary lesson that seems odd. Mario Rinvolucri (1986)

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Terminological traps! weak student low achiever bad student reluctant learner poor performance problem student slow learner remedial class difficult student less able student less competent student bottom of the class

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Terminological traps! weak student low achiever bad student reluctant learner poor performance problem student slow learner remedial class difficult student less able student less competent student bottom of the class

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Terminological traps! handicapped disabled differently abled mixed ability mixed levels (of attainment)

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Fundamental beliefs Students do want to learn! Learning can be a pleasurable experience. No one likes to fail. Weakness is simply the tip of an iceberg of strength. Luke Prodromou Mixed Ability Classes (1992)

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Mixed-level classes: the challenges We often feel out of control Management is sometimes problematic We are frustrated by the diversity of needs We can’t always cater for different styles It’s difficult to stimulate weaker students

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Mixed-level classes: Some reasons to be cheerful! Rich variety of human resources The teacher is not the only teacher in the room Natural source of professional development Life is never boring!

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An introductory letter… Dear --------- My name is Alan Pulverness , and I have taught ESOL (English to speakers of other Languages) for many years and in several different countries. I enjoy being a teacher because it gives me the chance to meet lots of different people, and no two days are ever the same. When I’m not working, I enjoy walking, reading and going to the cinema. I hate getting up in the mornings and I hate changing my routines. For me, the hardest part of learning a language has always been listening – perhaps that’s because I’m a visual learner. Please write and tell me a bit about yourself Best wishes Alan

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Topics for discussion Encouraging students to speak in English Correction techniques Coping with group work Making the most of the textbook

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Observation Sheet Watch your colleagues discussing the topic they have chosen. Concentrate on the structure of their exchanges and make notes on the following: - how the speakers opened the conversation - how the conversation was extended - the use of silence - turn-taking - interrupting - strategies for making sure the listener was following (used by speaker and listener) - body language (including eye contact) - anything else you found interesting - whether you thought the conversation was successful or unsuccessful

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Peer review form One thing I liked was ……………………….. I also liked…………… My questions are: ……………………….?.................................? I didn’t understand …………..................... I would like to know more about ………… ………………………. Peer editor’s form I think the writer should find a different way of saying ..…… ……………………… I think the writer should find some different words for …. ……………………….. Some other things that could be changed are…………………….

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Group work Train students how to work in groups Balance groupwork with other modes of interaction Find out which activities are best suited to different modes of interaction Demand some form of written output

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Questions about group work What can I do if I feel I have lost control of the class as they chat away in groups? What about the silent students who just sit there and never participate? What if students revert to using Russian during group work? What can I do when some groups finish a task long before the others?

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Multi-level task-types Multi-level dictation Graded readers Choice of vocabulary storage tasks Open-ended tasks Interrogating texts Poster displays Talks , presentations & panel discussions Self-access task box

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Low maintenance self-access tasks Writing test questions on a reading text Simplifying a text Double translation Journal writing Grammar exercises (+ key) Outlining a text Mind-mapping a text Creating a puzzle Recycling recently acquired vocabulary Redrafting or correcting written work Gap-filling (+ key ) ……………………………………………

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Task feedback My task was……………………………….. I decided to do this because……………… I enjoyed / didn’t enjoy doing this because ……………………………………………….. The thing I found most difficult was ……… ……………………………………………….. The thing I found easiest was …………….. ………………………………………………...

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Find out what students are really interested in Build on what students know Make use of Russian

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Using Russian Explanations Contrastive analysis False friends…and good friends Mediation Community Language Learning

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Polar questions Wh - questions Either/or questions Tag questions Multiple choice True/False Drilling Re-ordering Transformation Completion Connecting Substitution Identification Matching Categorising Information transfer Labelling Prediction Comparison Contrasting Jigsaw reading/listening Dialogue completion Interview / questionnaire Dictation

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An open-ended task can be defined as one that allows learners to work in their own way, at their own pace, within the framework of the same lesson.

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Closed or open-ended? Allow a range of acceptable answers Expand the scope of questions Use personalised follow-up Vary frequency and/or focus of gaps Enable strategic approaches Invite students to construct questions Give students choices (texts & tasks) Grade dictations Allow personal responses

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Open-ended Prediction headlines , titles ROBOT MANAGER RUNS FACTORY Global warming is probably the most serious problem facing the world today words , phrases, sentences - sauce / mix / salt / heat / fry - take exercise / blood-flow / get up / drink milk / in the country - visuals

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Communicative activities Re-ordering Ranking Consensus Response Questionnaires Surveys Information gap

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Mary from Manchester Students choose new names for themselves. Students then choose a city or town. Next, students choose occupations for themselves. Invite the class to question each student in turn. Decide who would have been most likely to have met whom.

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Mary from Manchester First encounters An evening out - Persuasion “You’re late!” ……………………………….

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12 coping strategies “Tomorrow is another day !” Variety & pace Cross-checking Interest Collaboration Individualisation Personalisation Choice Open-endedness Routines Maximising involvement Questioning our questioning

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Motivation – How? Tapping into learners’ interests  topics Taking an interest in your learners’ lives Using stimulating and age-appropriate topics & texts Providing choice to enable Ss to feel independent Providing opportunities for critical thinking, e.g. differentiating, challenging, justifying / supporting opinions, evaluating pros & cons Stimulating learners “desire to explore and retrieve less accessible language”

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12 things to keep in mind when teaching teenagers Bring music into the classroom. Bring in topics of current interest. Use plenty of group work. Use role-play activities. Provide for learner autonomy & individual choice. Enable Ss to bring their own interests into the classroom Adapted from Gary Anderson (Cambridge University Press) Try out different warmers, starters & fillers. Give Ss opportunities to move around. Think carefully about classroom management. Use L1 when appropriate. Use games, but make the rules very clear! 12. Make use of project work  display http :// www.cambridge.org/servlet/file/store7/item2421966/version1/EiM%20LALL%20ART20AndersonTeachingTeenagers.pdf