Navigate to teaching adults !

teacher trainer
www.bookshop247.com

adult students
Young adults 18 – 30 yrs Adults :

35+
Most modern ELT courses are labeled as ‘young adults’ and they certainly are
Adults need THEIR content, system of scaffolded language and speech activities
Adults have life experience we can rely on
Adult thinking is not the same as young adult thinking

which are absolutely or relatively irrelevant for adults
Think of some

topics that should be included in ELT syllabus for truly adult students
How should we present new language if we teach truly adult students?

the most important vocabulary – syllabus based on Oxford 3000™

and BNC
Knowing vocabulary makes listening and reading more rewarding

More than just knowing words

but not to get bored
To teach but not to preach
To

rely on adult experience and brain development
To simulate relevant communication &professional contexts
To boost ‘learning to learn’ but to provide necessary guidance and support

than implicit teaching (Norris & Ortega, 2000)
for both simple and

complex forms (Spada and Tomita, 2010)
combined with communicative practice, leads to unconscious knowledge of the grammar forms that lasts over time (Spada and Lightbown, 2008)
there is no difference in results between integrating the teaching of rules with a communicative activity and teaching them separately (Spada and Tomita, 2010). In other words, presentation-practice-production works just as well as more integrated methods.
there is theoretical support and hard evidence that teaching grammar rules, combined with communicative practice, is the best way for adults in classrooms to learn to use the grammar of their new language.

Accuracy
Fluency

of Reading
Listening is linear you can not look back at

the text and re-read it!
Listening depends on understanding the sounds of English
Fluency development activities that teach understanding English at natural speed
Progressive practice in getting better at listening

operations
Decoding: matching the signals to the sound system of the

language
Lexical search: matching groups of sounds to words in our oral vocabulary
Parsing: combining groups of words into grammatical units to obtain a simple point of information
Meaning construction: interpreting information in terms of context
Discourse construction: ideas and thoughts through chunks of language
Micro-skills in ‘unlock the code’ sections
See John Field ‘Listening in the Language Classroom’ Cambridge: Cambridge University Press http://www.cambridge.org/us/cambridgeenglish/catalog/teacher-training-development-and-research/listening-language-classroom-1/listening-language-classroom

given situation
Tactics for holding the floor in a conversation
Fluency development
Building

rapport
Meaning-focused output-speak in order to communicate meaning
See Nation, I.S.P., Newton, J. (2009) Teaching ESL/EFL Listening and Speaking. London: Routledge

than teach
Explicit teaching sound-spelling relations
Teaching vocabulary
Speculating about syntax
Micro skills on

reading ‘Unlock the code’
Learn the most common and useful words
Awareness of vocabulary systems
Learning vocabulary rather than guessing
High –frequency grammatical features in nftural contexts

of texts learners will have to write
Drafting, discussing and re-drafting

texts
‘Language for writing’

Hadfield

University of Oxford
https://elt.oup.com/teachers/navigate/?cc=ru&selLanguage=ru&mode=hub ‘Navigate’ teacher’s site
https://www.youtube.com/watch?v=PfY3GkDLMko Michael Swan about

current ELT trends Drawbacks and perspectives
http://www.sk.com.br/sk-krash.html Stephen Krashen’s theory of language acquisition
https://www.youtube.com/watch?v=NiTsduRreug Stephen Krashen’s lecture on his approach
https://www.youtube.com/watch?v=qvSfn4rGqBE What is Grammar?
http://www.bookshop247.com/search/ Navigate synopses