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By the end of this session you will be able to: - Describe the characteristics of motivated learners; - Explain why motivation is important to learning; - Link various classroom activities to motivational factors

Why were you motivated to learn English? Discuss with your partner and list reasons.

Making conclusions Observing others Thinking Involvement Video materials (making and watching) Audio materials/awareness raising Taking part in discussions Imaginative tasks Optional activities New approaches(e.g. use of technology

.• • • • • • • • positive attitude to doing tasks and activities desire to succeed able to persevere goal-focused previous positive learning experience outgoing and willing to communicate not put off by making mistakes etc.

going to study/live in an English-speaking country. . • They are made to feel that they can learn the languagethey have confidence in the teacher and in their own ability. • They like the school and/or the teacher. • They are given support from the teacher and the other students in the class.• They know that improving their English will help in some aspect of their life. e. etc. job. • They are interested in the lessons-the activities and topics are interesting.g..

• Learning English will allow them to pursue a personal interest. • They gain pleasure from learning another language . • They are interested in the culture of the country. Internet. • They are in control of their learning and can do things on their own. ect.• They enjoy the social interaction with the teacher and with other students. 3A72E78DD44DE7&playnext=1&index=12 http://www. http://www.

SKILLS • Is creative • Provides sufficient support to students • Provides sufficient challenge to students • Can vary the pace of lessons • Helps students become more independent learners • Uses a variety of materials and methods to make his/her lessons interesting .

SKILLS • Uses a variety of materials and methods to cater for mixed levels in class • Can present language concepts and give instructions clearly and simply • Establishes discipline and order in his/her lessons • Helps students correct their mistakes without demotivating them .

ATTITUDE • Is interested in his/her students as individualsunderstands their individual needs • Is patient and does not give up on a student • Is enthusiastic • Has a sense of humour • Is encouraging • Is friendly and helpful to colleagues • Is open about strength and weaknesses as a teacher .

KNOWLEDGE • Knows his/her subject and keeps up to date • Knows about theories of learning and keeps up to date • Understands the particular problems due to students’ first language • Can react to students’ questions and give onthe-spot explanations .

the great teacher inspires”. the better teacher explains. the superior teacher demonstrates. taken from “Some hints for the English language teacher” by Ricardo San Martin Vadillo .“The good teacher tells.

uk/video/a/video_tc m4531622. He talked about this at HMIE Good Practice Conference in 2008: http://www.asp?strReferringChannel=search&st rReferringPageID=tcm:4-615801-64 .org. Area Psychologist.ltscotland.Here’s what Alan Mclean. Glasgow City Council says about motivating all learners.

. some of the key concepts he mentioned here are the following: children’s needs – children need to meet their needs. children need to be self motivated and as teachers can’t directly motivate children.So. they need to create the classroom climate that allows children to motivate themselves.

And how can they do that? They have to: • give children a sense of belonging (show that they are interested in them) • provide unambiguous feedback (give children information about how well they are doing) • provide stimulation (give a sense of purpose and relevance to the things they teach) • provide good structure (set clear goals) • be able to energise their students .

Whilst learners need feedback on where they went wrong. Negative feedback can be embarrassing and demotivating.Praise is very important for motivation and self-confidence. . it should be done as positively and sensitively as possible.

How important is it that your learners feel positive about the target culture? 2. How can you help your learners to set goals for their language development? 3. Why is it important for learners to develop independence in their learning? 4. Why is personalisation important? .1.

So. how can we develop this? .How important is it that your learners feel positive about the target culture? Research into language learning suggests that interest in and positive feelings towards the target language culture are important motivational factors.

Raising awareness of lesson aims and giving learners an overview of the syllabus can help learners think in terms of their own goals.How can you help your learners to set goals for their language development? Setting goals helps learners to focus and develops learner independence. . Diagnostic tests or activities that help students identify their strong and weak points can also help focus learners.

Why is it important for learners to develop independence in their learning? Developing learner autonomy may be quite difficult in countries where the culture expects teachers to be experts and learners to be passive recipients. recording vocabulary. . Some of the possible things we can do with out learners in order to work on this are: • getting learners to fill in a chart about what kind of learners they are • doing learner training activities(dictionary work.) • using authentic materials • etc. inferring meaning from the context. etc.

Why is personalisation important? Because learners’ interest is likely to be stimulated if they are dealing with topics of genuine interest. . finding out about their own views. It can also help them to process language at a deep emotional level and make it more “real” and memorable to them.



 active?  interested?  confident?  curious?  enthusiastic?  hard-working?  respectful?  passive?  bored?  nervous?  careless?  lazy?  moody?  UNMOTIVATED? .

(Some of) my students… can’t concentrate are hard to please don’t like listening or reading (especially boys) are embarrassed about speaking have lost interest by the time they reach my class think it’s useless to learn English as they do not intend to go abroad  don’t want to do homework       .

 sight  sound  touch  taste  smell .

When I speak English I … feel shy feel confident feel embarrassed feel challenged feel happy feel tongue-tied feel frightened feel anxious feel like a different person Adapted from ‘Classroom Dynamics’. (OUP) Jill Hadfield. 1992. p37 .

Exaggeration Association Movement Imagination Rhythm & Music Colour Number. order and sequence Absurdity and humour .



handlebar frame seat pedals wheel tyre chain spokes .

France • eats metal and glass can eat a bicycle in six days!!! . Grenoble.Michel Lotito • born in 1950.

handlebar frame seat pedals wheel tyre chain spokes Questions: What is the easiest part to eat? What is the most difficult part to eat? .

’ The hardest part is the tyres.’ he explains. ‘Eating a tyre isn’t as easy as eating the metal parts of a bicycle. Your stomach is full. ‘I saw off a piece in a ring as wide as my finger.’ he said. but can’t understand how he does it. Doctors have xrayed his stomach. He has eaten ten bicycles. seven TV sets. He can eat a bicycle in six days. which he ate in Caracas. ‘I start with the frame. Venezuela.’ .Michel Lotito has been eating metal and glass since 1959. but there’s no weight there. and a Cessna light airplane. a supermarket trolley. ‘It’s like eating a kilo of feathers. I eat the handlebars in the same way. then I cut up the chain and the spokes.

Group story-telling  Use pictures to tell a story in groups  Get into groups of six  Talk as a group about the pictures  Everyone chooses a picture  The group creates a story  Everyone says something about their picture and how it fits into the story .

Group story-writing  Every student will speak and write  The group tells the story and every student will write one sentence  Student A is the first writer  The rest of the group tell Student A what to write in the first sentence  Student A can ask about spelling and other information  Student A then passes the paper to Student B  Every student is involved .

Pre-recorded songs Why use songs? They’re fun and are good for listening comprehension Who chooses the songs? Student choice/teacher choice .

• Listen. setting up: • Use student knowledge/check key vocabulary • Prediction • Recognition task: example: leave out words and students guess in pairs.Pre-recorded songs How do you use a song? Pre-listening. • Sing? . enjoy and check.

Sarah Phillips.Learning in school takes place in as many as there are pupils. author of materials for English courses different ways .

com/watch?v=K_6GUx1Zx0w .