MOTIVATION

thoughts and feelings which make us want to and

continue to want to do something

FACTORS

IT CAN HELP THEM OUR INTEREST IN THE FEELING GOOD ABOUT ENCOURAGEMENT AND WISHING TO OUR INTEREST IN THE
ACHIEVE PRACTICAL TARGET LANGUAGE LEARNING THE LANGUAGE SUPPORT FROM OTHERS. COMMUNICATE FULLY LEARNING PROCESS.
THINGS CULTURE WITH PEOPLE WHO
MATTER TO YOU.
To want to learn We may live in a country
finding a (better) job, If we think we are good at or family or go to a school
Japanese, for example, so
getting onto a course of something, we want to do it. People may have friends,
they can understand where learning a foreign simply because we enjoy
study, getting good Managing to communicate in boy or girlfriends, business
Manga comics better, language is highly valued our language class; we like
marks from the teacher, a foreign language can make partners, etc. This is a
want to become part of and much encouraged. to the teacher, how he/she
or booking hotel rooms. us want to communicate strong motivation to learn a
that culture, perhaps realise the importance of teaches, the classroom
more and better. language
because we are moving the foreign language and activities,
to the country gives us emotional
support as we learn

STRATEGIES

CLASSROOM RAPPORT(COM SELFCONFIDENC

TEACHER THE TASK INTEREST AUTONOMY GOAL TARGET CULTURE
ATMOSPHERE PENETRACION) E

*Give positive *Select interesting *Encourage *Set up specific

* Show a good *Create a *Give clear *Treat each *Make learners
feedback and tasks and topics creativity learning goals for
example by pleasant, calm, instructions learner as an familiar with the
praisE(ELOGIOS) imaginative the learners
being secure and individual cultural
*Make sure your *Make tasks ideas, questions *Encourage the
committed and ordered *Point out background
PERSONAL students challenging and learners to set
motivated atmosphere in the purpose *Invite native
RELEVANCE experience contributions goals
* Try to behave the classroom and speakers to
success *Use learners' from students *Do a needs
naturally * Bring in usefulness of *personalise some classes
*Accept mistakes interests rather than *Share analysis of the
* Be as sensitive humor, every task tasks to make *Find penfriends
they are a natural tests or grades, to responsibility for learners' goals
and tolerant as laughter, and them relevant for your learners
part of learning encourage learning the learning and needs
you can. smile.
process
 EXPUSURE AND FOCUS ON FORM

*One main way we learn a foreign language is by exposure to it by hearing and/or

reading it all around us and without studying it. learn it without realizing.
empirically .
*The form of the foreign language involves how it is pronounced and written, and
how its grammar and vocabulary are formed and used.

FOCUS ON FORM
AQUISITION EXPUSURE

*This means the same as picking
up language. To learn a foreign
language we need lots of exposure
to it and that we learn from being
surrounded (RODEADOS)by
language
*Is the process by which humans
acquire the capacity to perceive
and comprehend language
*To learn language successfully we need to
use it in interaction with other people.
*We need to use language to express
ourselves and make our meanings clear to
them, and to understand them, we need to
try again, using other language
(paraphrasing), until we manage to
communicate successfully.
*This means that they need to pay attention
not just to the meaning of language but also to
its formal features, e.g. pronunciation, word
order, affixes, spelling, grammatical structures.
*Nowadays, it is thought that, depending on
our age and learning style, we learn language
best by picking it up. This suggests that several
approaches to language teaching

*Learners need to hear and read a
wide variety of language at the
right level for them. They need
exposure to language both inside
and outside the classroom.
* Learners need time to acquire
language. This is a slow process
that necessarily involves making
mistakes.
*In the classroom this can be with
classmates or the teacher. This gives them
the opportunity to experiment with
language and find out how successful
their communication is.
*When they try to communicate, learners
will often make mistakes, the learners will
be forced to paraphrase what they have
said.
* There are many ways teachers can help
learners notice forms by presenting new target
language to learners, by asking them to find
certain grammatical patterns in listening or
reading texts
• Some learners may like to learn and/or are
used to learning in particular ways. This means
that teachers should consider learners' age,
learning experience and learning styles when
deciding how to teach.
 ROLE OF ERRORS

Making mistakes plays an important and useful part in language learning because it
allows learners to experiment with language and measure their success in
MISTAKES communicating, you realize that you don't know something and you try to put it right

INTERLANGUAGE FOSSILISED
ERRORS SLIPS ERRORS

It occurs when learners try to say the learners' own version of the second
something that is beyond their current Are the result of tiredness, *Are errors which a learner does not stop
worry or other temporary language which they speak as they learn. making and which last for a long time, it
level of knowledge ,they are still processing Learners unconsciously process, analyse
or don't know this part of the language, emotions or circumstances. happens when learners are able to
We make them because we and reorganise their interlanguage. It communicate as much as they need to in the
learners cannot correct errors themselves develops and progresses as learners learn
because they don't understand what is are not concentrating . They foreign language and so have no
are not a result of a lack of more. Is an· essential and unavoidable stage communicative reason to improve their
wrong. in language learning. interlanguage and
knowledge. These kinds of language.
mistakes can be corrected by errors are necessary to language learning.
interference or developmental learners themselves, once
transfer error they realise they have made
them. *lack of exposure to the *Lack of motivation to
*learners make errors is L2, the result of a learner's improve their level of
*influence from conscious or unconscious accuracy
because they are
the learner's first
unconsciously working out,
language on the
organising and
second language
experimenting with language
*Learners may use
they have learnt, but this
sound patterns,
process is not yet complete.
lexis or
* These errors disappear, and *Developmental and interference errors can
grammatical
as a second language disappear by themselves, without correction, as
structures from
learner's language ability the learner learns more language.
their own language
increases, these errors often
in English.
disappear, too.
 DIFFERENCES BETWEEN LL AND L2
LEARNING

CONTEXT AND WAYSS OF

AGE LEARNING

L1 LEARNING L2 LEARNING L1 LEARNING L2 LEARNING

*Learning starts when is *Usually starts in

a baby, continues primary school and/ or *By exposure to and picking up *Trough taught specific language items.
through the early years secondary school. It may language, hearing the language around
of childhood, and lasts also start or continue in them all the time.
into adolescence adulthood. *By learning a lot of language in chunks. • Often by focusing on structures and
individual words.
*Babies learn language *Primary learners are *Strong motivation to express ideas *With strong, little or no motivation to
at the same time as still developing many of through to communicate. communicate.
their cognitive skill their cognitive Adult
learners have fully *Through interaction with family. *Through interaction with a teacher and
developed cognitive sometimes with classmates.
skills. They show
maturity in their *By talking about things present in their *Often by talking about life outside the
attitudes to language surroundings, and by doing things. classroom.
learning. *By listening to and taking in language *Often by using language in controlled
for many months before using it (silent practice activities and being corrected
* are motivated to learn *There must is an period).
language as they need interest so that they *By playing and experimenting with the *The learner is not exposed to the L2
to communicate. want to learn about language. any more than about three hours per
foreign language, may week.
not be fully motivated to
learn the language. *By having lots of opportunities to *teachers vary in the amount of praise
experiment with language or encouragement they give learners.
* getting lots of praise and *Teachers usually simplify the language
encouragement for using the language.. they use.
By hearing simplified speech.
 WHAT ARE LEARNER They are factors which influence learners' attitude to learning
a language, how they learn it, how they respond to different
CHARACTERISTICS? teaching styles and approaches in the classroom, and how
successful they are at learning a language.

LEARNING
LEARNING STYLES MATURITY
STRATEGIES
are the ways in which a learner naturally Are the ways that learners choose and use to It involves becoming grown up physically,
prefers to take in, process and remember learn language. Using the right strategy at mentally and emotionally. Children, teenagers
information and skills. Our learning style the right time can help us learn the language and adults have different levels of maturity,
influences how we like to learn and how we better, and help to become more which means they learn in different ways.
learn best. independent learners..
VISUAL through watching and looking • repeating new words in your head until
you remember them
AUDITORY through listening and hearing • Taking risks by using just-learnt language in
conversations
KINAESTHETIC through being physical, while
moving or • asking others to give you feedback on your
touching things language use
• talking to tourists
GROUP through working with others
• recording yourself speaking and correcting
INDIVIDUAL through working alone your pronunciation
REFLECTIVE consider choices • asking a speaker to repeat what he/she
has said
IMPULSIVE when able to respond
immediately • thinking about how to memorize all the
new words you meet in each lesson
ANALYTIC when given the opportunity to *.Different learners use different strategies
analyse things and depend on their character and learning
style. This means there are no best
AUTONOMOU decide what learn and how to strategies.
S learn
CHILDREN
Need to move
concentrate for shorter periods
Learn through experience and doing
Arent able to control their own behavior
NO afraid of making mistakes or taking
risks
not aware of themselves and their actions
Pay attention to meaning in language
Have limited experience of life
Developing cognitive skills
Motivation to learn language is part of
communicate and learn
TEENAGERS
still need to move
Concentration developing
through thinking, and experiencing
Beginning to control “””
May worry about what others think of
them
Sometimes aware of”””
“” and increasingly to form
Beginning to increase their “””
Cognitive skills developed around age 15
Motivation varies considerably and may
not be fixed or may be absent
ADULTS
Able to keep still for longer periods
concentrate for longer periods
Can learn in more abstract ways
take control of their own behaviour
May not be so willing to make mistakes
Aware of themselves and/or their actions
“”to form and meaning in language
Have experience of life
Have mature cognitive skills
Motivation often conscious and controlled
 PRESENTATION TECHNIQUES AND INTRODUCTORY
ACTIVITIES
Presentation techniques are the ways used by the teacher to focus learners' attention on the
meaning and use a form of a new language for the first time.
Introductory activities are activities used by a teacher to introduce a lesson or teaching topic.

PRESENTATION, PRACTICE TASK-BASED LEARNING INTRODUCTORY

AND PRODUCTION (PPP) (TBL) ACTIVITIES

• Language is a clear aim and focus of the lesson. APPROACH The aim of the lesson is for students to complete a *They are the activities a
task.
•( 1) The teacher first puts the target language Into a teacher uses to introduce
situation which shows what it means •(1) The teacher starts by contextualising the topic a lesson or teaching topic,
*focuses directly on both the (putting it in a situation which shows its meaning). or sometimes to introduce
•( 2-3)Asking students to say the language rather than
giving it to them. meaning or use and form of • (3, 4, 5)The teacher gives the students tasks to do. new students to one
target language. another.
•(4) The teacher models the target language and the
students just listen. •(6) The teacher and students discuss any new or
*It gives students an problematic language they needed for the task *Their aim is to focus and
•(5) students repeat the target language in a choral drill opportunity to practise motivate students and
without making mistakes. •(7) the students do a task to consolidate the
language in a safe learning language. make a link between the
• (6) The teacher tells students about the grammatical environment. topic of the lesson and the
use of the new language. This allows the students to focus first on the
meaning of the new language rather than its form. students' own lives .
• (7) questions that check their understanding of the *Confidence-building for
use or meaning of the new language. students.
• (8) The students then do a controlled practice activity
focusing on form , *It makes students learn
language items they may not *Allows students to find new language when
• (9) practice activities focusing on meaning. APPROACH
be interested in or ready to they want to, and to use language experimentally
sets up a context for presenting the new language, then learn and creatively for real communication.
models the target language for students, moves on to a
practice stage. *It gives them few *Learners may find this approach to language
opportunities to really use learning exciting and challenging. Others may
the language for wish for more guidance and structure to help
communication. them.
.
 These are activities and tasks designed to give
Speaking and writing activities can be categorized PRACTICE ACTIVITIES AND TASKS FOR
learners opportunities to practice and extend their
according to how much they control students' use LANGUAGE AND SKILLS DEVELOPMENT use of language
of language.
Their aim is to focus and motivate students and make
a link between the topic of the lesson and the
students' own lives .
SPEAKING AND
WRITING(PRODUCTIVE)

READING AND
LISTENING(RECEPTIVES)
CONTROLLED ACTIVITIES FREE ACTIVITIES FREER ACTIVITIES

*It gives students repeated practice
in accuracy and the form of
language, and allow them to make
few mistakes
* give students lots of guidance and
support in using language accurately
EX: copying words or sentences, jazz
chants, and drills (guided repetition).
Choral and individual drills repeat
some model language as a class or as
individuals,
Substitution drills replace a key
word in given sentences
Transformation drills use new words
to create sentences with a different
structure.
*It allows students to use whatever
language they wish in order to
complete a task.
*The teacher may not be able to
predict what language the students
will use
*Do not give students guidance and
support in the language they use
*These activities focus on fluency,
giving students practice joining
together the language they know
and giving them opportunities to try
to interact and communicate.
EX: Discussions, problem-solving
activities, sharing or comparing
ideas, rank ordering I prioritising ,
writing emails, stories, letters
*The teacher can predict to some
extent what language the student
will need to use.
* These activities provide repeated
practice of target language, guiding
students to use its form correctly and
integrate new language with
language students already know
*freer activities give a little less
guidance and support
EX: Are role-plays, information-gap
activities, sentence completion, gap-
fills, surveys.
*We can see that these activities
can differ in several ways: the skill
or subskill they focus on
*Exchange information they don't
know in order to complete the
activity.
*They are talking in order to
communicate, not just to practise
language or show they have got the
answers right
EX:multiple-choice questions could
be used for reading, listening or
grammar activities and can be done
individually, in pairs or in groups or
mingling.
 ASSESSMENT TYPES AND
consist of set tasks for which a score is
given and are administered by the TASKS
teacher or an official.
Assessment means judging learners'
performance by collecting information
FORMAL about it. INFORMAL

When we observe learners to see how well they

is when we assess learners through tests
SUBJECTIVE are doing something and give them comments on
or exams and give their work a mark or a OBJECTIVE TASK their performance.
grade . TASK
INFORMAL ASSESSMENT
DIAGNOSTIC TEST. The information from this helps *The marker does not *the marker needs to
us decide what to teach and which learners need have to judge whether use their judgment to
help in which areas of language. an answer is right or decide if an answer is *does not use assessment tasks and is assessment criteria.
PLACEMENT TEST. We use the information from a wrong right or how right it is. rarely used to give the learner a grade EX: speaking
placement test to decide what level of the learners *there is only one Ex: role-plays, essays, involves the
*generally less reliable or accurate than
should go into answer. interviews, group formal assessment. subskills of:
PROGRESS TEST. After we have finished teaching a *Multiple-choice, discussions, (mark
part of a course, we may want to find out how well quality of ideas, task can be carried out by the teacher or the
true/false, gap-fills and learners.
learners have learnt it . to give learners feedback matching tasks achievement, use of
register,organisation) • fluency
PIECES OF WORK . (continuous assessment) gives a is often used with young learners, as they
may not respond well to formal assessment. • using language
truer picture of how well the learner has learnt and
is less threatening and more formative accurately
Advantages is formative. It provides the teacher with • using language
ACHIEVEMENT TEST OR A SUMMATIVE TEST we *they are quick to mark, and feedback(the strengths and weaknesses) appropriately
may give learners a test to see how well they have the results are accurate.
learnt the contents of the whole course, Learners assess students' behaviour, attitudes or • interactive strategies
*there is no judgement • pronunciation
usually receive a score from this kind of testing. learner characteristics rather than their
involved in their marking language abilities. • vocabulary range
PROFICIENCY TEST. to see how good they are at Disadvantages
language. The test measures the learner's general • discourse
Difficult to write and that they assessment criteria might be e.g. organisation.
skill or ability in the language as a whole or a use of motivation, degree of participation ingroup
it .EX: TOFEL, English for nurses. do not test real use of the
work, type of learning style, ete.
language, but rather the skills
or knowledge that language
use is based on.

AIMS
Describe what we want learners to
learn or be able to do at the end of a
lesson, a sequence of lessons or a
whole course
Aims may focus, on a grammatical
structure, on the vocabulary of a
particular topic, or on developing a
language skill.
To identify and select the most
appropriate aims,key questions:
What do my learners already know?
(or What can they already do?)
What do they need to know? (or What
do they need to do?)
In order to identify and select the
most appropriate aims for a particular
group of learners, we need to
consider what will help them to take
the next step in their learning.
PLANNING
LESSON
IDENTIFYING AND SELECTING AIMS
MAIN AIM
*Describes the most
important thing we want the
learners to achieve in a lesson
to understand and practise
using new language; to
reinforce or consolidate
*If the main aim is to teach
new language, the lesson plan
should also include an
example of the target
language we are planning to
teach.
Identifying and selecting main
and subsidiary aims
SUBSIDIARY AIMS
*show the language or skills
learners must be able to use
well in order to achieve the
main aim of the lesson.
*Contain language that is
already known to the learners
It enables us to see how the
lesson should develop, from
one stage to the next,
building up our learners'
knowledge or skills in order.
design or select the most
appropriate stage aims and
activities
PERSONAL AIMS STAGE AIMS
*Show what we would like to *Describes the particular
improve or focus on in our purpose of each stage of the
teaching, (things we can use lesson.
to support our teaching in the *Help us to check that the
classroom) or particular activities in the lesson are
teaching techniques relevant to our main aim and
that they are arranged in the
best possible sequence.
in the best order and choose
the most suitable teaching
aids and materials.

A LESSON PLAN HELPS THE
TEACHER TO:
Before the lesson
Helps us to make sure that we have
planned the clearest and logical
sequence to enable us to achieve
aims.
During the lesson
The plan can also help us to check
timing and to check that the lesson
is following the sequence and
remind us what to do next.
After the lesson
We can keep the plan as a record of
what happened, making any
changes necessary to show how the
lesson was different from the plan.
IDENTIFYING THE DIFFERENT COMPONENTS OF A LESSON PLAN
*A set of notes that helps us to think through what we are going to teach THE AIMS show us what the lesson is for
and how we are going to teach it. It also guides us during and after the THE PROCEDURES what the teacher and
lesson. the learners will do during the lesson and
*The lesson plan is something that shows us where we are going and how how they will do it
we are going to get there .
CLASS PROFILE Who are we planning the lesson for?) (24 STUDENTS B2 LEVEL)
TIMETABLE FIT How is the lesson connected to the last lesson and the next. already worked on descriptions of people
MAIN AIMS What do we want learners to learn by the end of the lesson? To extend range of vocabulary for describing
SUBSIDIARY AIMS What else do learners need to achieve the main aim? Use appropriate language for basic physical
descriptions
STAGE AIMS What is the purpose of each stage of the lesson? warmer/lead-in: to get students talking and
introduce the topic
PERSONAL AIMS What aspects of our own teaching do we want to improve?
ASSUMPTIONS What do we think learners already know already related to the aims Students can use present simple and past
simple to describe habits and past events
ANTICIPATED What may learners find difficult in the lesson? , What may they not feel Students may be unwilling to repeat the task
PROBLEMS confident about?
POSSIBLE SOLUTIONS What action will we take to deal with the anticipated problems? suggest that students report description from
their original partner rather than their own
TEACHING AIDS What should we remember to take to the lesson? Family photographs
PROCEDURES What are the tasks and activities for each stage? Students talk about their families
TIMMING What length of time will we need for each stage? 5 minutes
INTERACTION In which ways will learners work ,individually, in pairs, in groups or Pair work
PATTERNS whole class?
HOMEWORK What additional work will learners need to do before the next lesson?
 PLANNING AN INDIVIDUAL LESSON OR A SEQUENCE OF LESSONS
AN INDIVIDUAL SEQUENCE OF LESSONS
LESSON
* Is a number of related lessons that
develop language knowledge and/or
*We think about its aims, how to achieve
language skills over a period of time. .
them, the 'shape' of the lesson and the kind
of techniques that are most appropriate for SKILLS LESSONS
a particular group of learners. STRUCTRURAL INTEGRATED SKILLS PROJECT WORK
SEQUENCE SEQUENCE SEQUENCE
* Aim at developing learners' abilities in
1 revison :past simple 1.Vocabulary 1 Reading and listening
APPROACH LESSONS receptive and/or productive language skills development:describing about free- activities
*They give learners the opportunity to work on places
specific subskills,
*they always include some 2 revison present 2Reading:Choosing 2 class survey and
attention to formal features perfect holiday research : sport and
RECEPTIVE SKILLS PRODUCTIVE SKILLS entetainment
of language, with tasks that
give learners more or less
controlled practice of *we usually plan tasks or *usually an introductory 3 Contrast:pats simple 3Writting:leter to a 3Preparaction of poster
activities for learners to do stage and a feedback stage vs presenr perfect friend narrating holiday display to show results
particular structures. experience of survey about free-
*focusing on particular before, while and after after the speaking or time activities
language items, reading or listening; writing activity..

SCHEME OF WORK *helps us plan a sequence of lessons in the

(esquema de best way to cover the school syllabus
trabajoi) *helps us to think about what we want to
achieve and what materials we might need.
*helps us to include enough variety across our
lessons. Teacher and learners need to see how
lessons are linked to each other.
 Schemes of work are not as
detailed as lesson plans.
A sequence of lessons should
have a logical and learning-
friendly progression and a
good balance of approaches
and activities.
a scheme of work helps us to
identify our aims and make
sure we choose materials and
procedures that match those
aims.
PLANNING AN INDIVIDUAL LESSON
• What is my overall aim?
• Will the topic be interesting and motivating for my
learners?
• What are the learning outcomes? (i.e. What do I want the
students to have learned by the end of the lesson?)
• Are the activities and teaching materials at the right level
for all the learners?
• Have I planned enough for the time available? Do I need
any extra material?
• Have I planned too little or too much for the time
available?
• Does each step (or stage) in the lesson help to achieve
the aim?
• Do the steps/stages develop logically out of one another /
make learning easier?
• Have I thought about exactly how to start and end the
lesson?
Are there any stages I can cut if necessary?
• Are there any aspects of the lesson which I should state
as personal aims?
 Assessment means collecting information about
SINGLE-FOCUS EXTENDED
CHOOSING ASSESSMENT ACTIVITIES learners' performance, progress or attitudes in
ACTIVITIES ACTIVITIES
order to make judgements about their learning.

FORMAL ASSESSMENT INFORMAL ASSESSMENT *Are useful for assessing

We may choose to assess formally During a lesson by monitoring receptive skills, where we *Assess skills productive
(through tests and examinations) and observing learners while want to check that (e.g. summary writing,
they are doing ordinary
classroom activities. learners have understood interview). Although these
a text. are less practical to mark,
TASKS *Test *Normal classroom teahing an * includes a variety of they have the advantage
*Examinations learning activities
*Homework tasks assessment activities. of putting learners in a
(multiple-choice or situation where they have
PORPUSE *Overall language ability (profency test) *Feedback for the teacher true/false to use the language in the
*Learning at the emd of *To help the tracher improve
course(achievement test) procedures same way as in everyday
*learning at the end of part of a course *Feedback for ñearners about life.
A PORTFOLIO
(progress test) what they can do
*to decide if learners can continue to the
next level, placement ,diagnostic
ADVENTAGES DISAVENTAGE
MARKING *Learners receive grades(%, a-f ) *Teacher and learners keeps
records of progress can contain all of the student's work for a Teacher may have a large amount of
period of time, or just a selection of the marking at anyone time and much of the
The formal assessment activities are We can use an informal work. marking may be quite subjective.
used to assess learners on a single assessment activity, continuous
occasion, like a photograph. assessment or a portfolio, to we can assess their progress over a longer Each piece of work that the student gives
assess students over time, more period of time. in throughout the term contributes to a
like a film. final mark
can be used both for assessment by the
teacher and for self-assessment.
contain work that learners do as part of their
normal classroom programe
they include the whole range of learners'
*It assess test single items work, not just a few test tasks
*are easy to mark and give us clear information about
FORMAL TEST specific areas of the learners' language knowledge. assessment is continuous rather than being a
single event
*They do not tell us anything about the learners' ability to
produce longer samples of language.
*unrealistic
 TEACHER ROLES

ROLE THE TEACHER Planners before the lesson *The teacher's role is primarily to maintain
discipline, the teacher sets out clear
Planner prepares on the lesson before teaching, anticipates Rapport builders during the warm-up and classroom routines and codes of conduct in
problems, designs and adapts materials. lead-in phase which learners take turns to participate and
Manager Organises the learning space, sets up rules and language resources during the language listen to each other's contributions
routines for behaviour and interaction. input and practice phase
Monitor Checks learning and providing support as necessary. monitors during role-play, pairwork *Teachers need to behave in different ways
activities or writing, at different stages of a lesson to manage the
Facilitator helps learners to access resources and develop learner assessors during the lesson, both formally classroom and to successfully guide learners
autonomy. and informally through the lesson.
Diagnostici Works out(resuelve) the causes of learners' difficulties.
an *Teachers adopt a number of different roles
in every lesson.
Language can be used by the learners for help and advice about
resourse language. *Teacher roles vary depending on the way of
DEPEND ON THE NEEDS OF THE LEARNERS. teaching used and on the teachers' and
assessor evaluates the language level and attitudes of the
learners learners' preferred learning styles and
With young learners, we might take on the role of a
parent or a friend when a young student is unwell or learning needs .
Rapport tries to create a good relationship with and between
builder learners. unhappy.
With teenage or adult learners, two of the key
teacher roles are those of motivating students and
maintaining discipline (establishing a clear system of
rules and codes of behaviour).
With adult students the teacher's roles are often
those of facilitator, language resource and
diagnostician
 GROUPING LEARNERS

Organising learners into different

working patterns is what we mean by
'grouping learners
organized by :

INTERACTION PATTERNS ACTIVITY INTERACTION PATTERN REASON FOR USING

INTERACTION PATTERN
whole class (the teacher leads the class and the Brainstorming *Groups or pairs Develops learning
learners focus on the teacher) *Studens to strategies ,energices the
individuals, open pairs (two learners do a pairwork teachers(feedback) students and gets them all
activity in front of the class) involved

closed pairs (learners all do an activity at the same Bingo game *whole class *gives a change of pace;
time working with a partner) *student to teacher gives the teacher feedback;
energises.
Reading and filling ina chart *Individuals enables students to check
*Pair work their work together to give
*Open pair confidence
Individual activities give students a Class survey *Mingling activity(mezclar): *practice in all four skills ;
chance to work at their own pace and to asking questions of other gives opportunities for large
focus and organise their thoughts. students amounts of practice; gives a
*Groups or pairs (students change of pace(ritmo);
compare and discuss their develops learner autonomy;
answers). every student in the class is
These activities are good *Teacher asks different active and involved .
Pair and group activities provide students students in the class what
for increasing confidence,
with opportunities for developing longer especially amongst shy or they found out
turns and fluency through interaction, help weaker learners.
with confidence building and give students
opportunities for practice in a
nonthreatening environment.
 CORRETING LEARNERS
We correct learners sometimes when they have made a mistake
and we want to show them that something is wrong, this depend
ORAL CORRECTION on a number of different factors, for example the aim of the WRITTEN CORRECTION
activity, the age of the learners and the language level of the
learners

Finger correction. This shows learners where in an utterance they have made a mistake,without speaking
and prompt learners to self-correct. This is effective when learners have left out a word Teacher correction The teacher corrects the learners'
in an utterance mistakes by writing the correct word(s)
on the learners' work.
Gestures and/or facial are useful when we do not want to interrupt learners, but still want to show them that
expressions they have made a slip Peer correction The learners read each other's written
work, in a draft or final version and give
feedback.
Phonemic symbols we can use them to focus on mispronounced sounds by pointing at symbols on the
phonemic chart Self-correction. The learners, usually with the help of a
guidance sheet on what types of
Echo correcting means repeating what a learner says with rising intonation is effective when learners mistakes to look for, find and correct
have made small slips which you feel confident they can correct themselves. mistakes in their own work.
Identifying the This technique is more commonly used with errors. We might say' Are you sure?' Ignoring the As in 9 above, sometimes we choose to
mistake. mistake. ignore mistakes that learners make in
their written work.
Delayed correction. At the end of the activity, we can say the mistakes or write them on the board and ask
learners what they think the problems
Peer and self- Peer correction involves learners correcting each other's mistakes it helps learners to
correction become independent of the teacher
When using a correction code or marking students'
Reformulating. They correct the mistake by repeating the utterance correctly, without drawing the
child's attention to the mistake. 'We goed to the zoo yesterday' and the parent written work, rarely correct all the mistakes that
responds 'Yes, that's right, we went to the zoo yesterday'. students make because correcting all of them can be
demotivating and confusing for students.
Recasting Sometimes we recast a student utterance improved it:I am not of the same opinion as
my friend' and the teacher says 'Oh, you mean you don't agree with him'.
Giving the rule and an This would not be appropriate in a class of young learners but might be appropriate in a
example or definition class of adult learners at an high intermediate language level

*Is giving information to someone about
their learning and/or showing them that
you have understood (or not) what they
have said.
*In the classroom, teachers can give
feedback to learners, and learners can give
feedback to the teacher.
*Sometimes we give feedback to the
whole class, at other times we give
feedback to small groups or individual
learners.
*We can give oral feedback or written
feedback.
*The purposes of feedback are to motivate
learners, to encourage learner autonomy
and to help learners understand what their
problems are and how they can improve.
GIVING FEEDBACK
TEACHERS ELICIT FEEDBACK FROM
THEIR LEARNERS.
*Learners can also make suggestions for
materials and activities to use.
*Teachers often use questionnaires or
learner diaries to find out information
from their learners.
* learner diaries
students write their feelings or
comments on various aspects of
teaching and learning as guided by the
teacher
Diaries can be written in LI or in the
target language.
Learner diaries are not read by other
learners or by other teachers. In this
way teachers and learners can give and
receive feedback within a safe and
secure context.
FEEDBACK TO LEARNERS
*can be linked to formal or
informal assessment and can be
given to learners in the classroom
or during individual tutorials
*We can also write regular
feedback in the form of
comments, grades or marks on a
learner's record sheet.
THE LEARNERS WHO GIVE THE
FEEDBACK(PEER FEEDBACK)
*reflect on (think about) the work
their classmates have done.
*The learners who receive feedback
are given information on how they
can improve.
*The learners are often guided by a
feedback observation sheet.
Peer feedback can have a positive
effect on classroom dynamics and
can help to train learners in skills
they need to become autonomous.