Trawiński 3 – 24.10.11

Non-Conventional Teaching Methods

Humanistic approach – focus on the learner (we're interested in making learner comfortable, relaxed)

• holistic development (not only developing language but also artistic skills)

• lowering anxiety

It's not very efficient, very slow development of language, they don't develop communicating skills, we do not put learners in everyday situations

Methods

• Suggestopedia

  • tech - listening to baroque music (it has the same beat rate as when you're half-asleep, brain is alfa waves), brain functions better. Teacher reads English text slowly in a dark room, students have 2 sheets of paper one with English text, second with Polish text for 4 hours, then student comes home and reads it again, and the next day he remembers it

  • Efficient memorisation

  • - No communication practice

• Total Physical Responsibility – TPR

  • tech - physical activity

  • perfect for teaching small children

  • used during a boring grammar lesson

  • Mainly for learning vocabulary

  • - Vocabulary limited only to action words

  • - No communication skills

• Community Language Learning – CLL

  • tech - speaking L1 → L2 and translation. Gathering in a circle, teacher outside. Students speaks in Polish what they were doing 'Wstałem o 6', teachers then translates 'I woke up at six', when this repeats every day, student will finally say 'I woke up at six', he'll be bored of waiting for teacher to translate

  • - No communication skills

• The Silent Way

  • tech – speaking with use of colourful sticks and chokes. Teacher shows sticks of different colours, each colour represents some objects/features. Eg. Green-frog, pink-flamingo

  • - No communication skills practice

Wszystkie powyższe metody odwracają uwagę od tego, że się uczymy. Nie są używane jako jedyny sposób nauczania, ale jako przerwyniki, lub kiedy nie da się inaczej (dzieci)

concentration span – the time of concentration (how long you can concentrate). For children it is 2 minutes. Adults 6-7 minutes, not more than 10 minutes. So when teaching adults we should do sth to re-awake concentration span (just move a chair loudly is enough) every 6 minutes.

Learn abbreviations (CLL, TPR etc) – on the exam

LESSON STRUCTURE

1. Warm up

2. Contents

   1. Pre-stage

   2. while-stage

   3. post-stage

3. Follow up

When we teach someone we have to go through all the stages

We have about 35 minutes to teach (5 goes for attendance check and another 5 for arranging homework)

Warm up – to focus attention and activate vocabulary, motivate, focus on the topic we're going to cover today. We activate only one topic. We show why what we're doing is important

Pre-stage – we only introduce necessary vocabulary. We show the text, pictures, title and ask what it may be about. We remove all obstacles that student may encounter in the following stage.

While-stage – main objective of the lesson. General activities connected with a particular skill. Reading the text

post-stage – detailed activities. Vocabulary exerices

Fallow up – putting things into practice. They are to check weather forecast and chose what to wear to go to the mountains

Z braku czasu robimy mniej ćwiczeń w każdej z faz, ale każda z faz musi być zachowana

Listening Comprehension

1. Pre-listening stage – we use pictures, conversation, brainstorm (in this way we know what they don't know), vocabulary presentation

2. While-listening

• marking

• ordering

• drawing

• acting out (we hear sth and we do it)

• cloze test – gaps in the text

• true-false

• comprehension questions

• taking notes

We listen twice

1st – for gist (general information)

2nd – For detail

3. Post-listening

• vocabulary practice

• pronunciation practice

4. Fallow up

• Speaking

• writing

Ćwiczenia mają być naturalne, nie robić ćwiczeń gdzie Polak z Polakiem komunikują się po angielsku. 'How did you spend your weekend' – dlaczego uczeń ma mówić nauczycielowi co robił w weekend. Np historia gdzie rozmawiamy/piszemy z Anglikami.

Principles for teaching listening comprehension

• Reflecting real-life situations

• comprehensible material (not too much unknown vocabulary)

• interesting material

• selective listening (we do not require students to understand every single word)

• Clear tasks formulated before listening

• task should focus on listening (not on grammar for e.g.)

• Start form general to detail

• include information gap (jedna osoba czegoś nie wie, pyta drugą o tą informacje. )

Nie ma za trudnych tekstów, mogą być za trudne pytania. Można dać trudny tekst ale zadać pytanie “czy było ciepło czy gorąco”