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Navigate to teaching adults ! Explicit teaching approach vs communicative

Challenges of teaching adultsTo revise but not to repeatTo recycle but not to get boredTo teach but not to preachTo rely on adult experience and brain developmentTo simulate relevant communication &professional

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Слайд 1Navigate to teaching adults ! Explicit teaching approach vs communicative approach
Olga

Chekchurina
RELOD-Novosibirsk / Oxbridge
Teacher trainer Deputy director
www.bookshop247.com

Navigate to teaching adults ! Explicit teaching approach vs communicative approach Olga ChekchurinaRELOD-Novosibirsk / OxbridgeTeacher trainer Deputy

Слайд 2Challenges of teaching adults
To revise but not to repeat
To recycle

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


Challenges of teaching adultsTo revise but not to repeatTo recycle but not to get boredTo teach but

Слайд 3Approach to teaching
Topic knowledge can not compensate for vocabulary knowledge
Knowing

the most important vocabulary – syllabus based on Oxford 3000™

and BNC
Knowing vocabulary makes listening and reading more rewarding



More than just knowing words

Approach to teachingTopic knowledge can not compensate for vocabulary knowledgeKnowing the most important vocabulary – syllabus based

Слайд 4Approach to teaching Grammar -explicit teaching of rules yields better results


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

Approach to teaching Grammar -explicit teaching of rules  yields better results than implicit teaching (Norris &

Слайд 5 Listening: a very different skill
Listening is not another kind

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

Listening: a very different skillListening is not another kind of ReadingListening is linear you can not

Слайд 6The Navigate approach to teaching listening –psycholinguistic models -5 distinct

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

The Navigate approach to teaching listening –psycholinguistic models -5 distinct operationsDecoding: matching the signals to the sound

Слайд 7Speaking: putting it all together
Comprehensible pronunciation
Appropriately polite language for a

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
Speaking: putting it all togetherComprehensible pronunciationAppropriately polite language for a given situationTactics for holding the floor in

Слайд 8 Reading: not just a guessing game
Typical courses test rather

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
Reading: not just a guessing gameTypical courses test rather than teachExplicit teaching sound-spelling relationsTeaching vocabularySpeculating about

Слайд 9Writing for different purposes
The Navigate writing syllabus: genre approach-different types

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

texts
‘Language for writing’
Writing for different purposesThe Navigate writing syllabus: genre approach-different types of texts learners will have to writeDrafting,

Слайд 15Visit us at
https://vk.com/club19846950

and
https://vk.com/bookshop247

Visit us athttps://vk.com/club19846950   and https://vk.com/bookshop247

Слайд 16Useful links
http://www.natcorp.ox.ac.uk British National Corpus
http://www.education.ox.ac.uk/crdemi-oxford/emi-people/dr-catherine-walter/ Catherine Walter (series advisor)

Department of Education University of Oxford
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.oxfordlearnersdictionaries.com/about/oxford3000 Oxford 3000™
Useful links http://www.natcorp.ox.ac.uk British National Corpushttp://www.education.ox.ac.uk/crdemi-oxford/emi-people/dr-catherine-walter/ Catherine Walter (series advisor) Department of Education University of Oxfordhttps://www.youtube.com/watch?v=PfY3GkDLMko Michael

Слайд 17Navigate to teaching adults !
Olga Chekchurina
RELOD-Novosibirsk / Oxbridge
Teacher trainer
Deputy director
www.bookshop247.com

Navigate to teaching adults ! Olga ChekchurinaRELOD-Novosibirsk / OxbridgeTeacher trainerDeputy directorwww.bookshop247.com

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