Narita Denisa - Georgiana

Year II, R - E

1.Background to language learning

1. I started learning English in the second grade as an optional subject, under the suggestion of
my parents, which paid for the lessons. I would have not chosen another language because I
do like English and because it has international use.
I think an adolescent will learn English faster, while the younger and the adult will follow at
the same level.
2. I expected little, since I was so young. Though it seemed quite fascinating, while honestly I
did not expect to reach a certain level because I had no previous knowledge about tha. I only
found out about levels in 9th grade, by reading what level the manual was for.
3. I liked to work individually, mainly because my colleagues were not that interested in the
subject and I felt
unconcern would drag me down. I also like the teacher and did not want to disappoint her.
This matter did not influence me in any way, because Later I would do groupworks with
people at the same level or better prepared than me, and enjoy that. I enjoyed the tenses
grammar exercises because I knew that was my weak point and hope it would improve it. I
found effective most activities, except that when the teacher, in high school, did not explain
very well the words we did not understand.
4. In high school I had a teacher whom during the class spoke half time Romanian, half English.
I wish she would have insisted more on grammar exercises and on written expression, on our
accent and pronunciation.
5. I did not have a native speaker teacher, though I wish I had. Not for better learning process,
but for a better pronunciation and to take the accent.

1.2 Learners age

Young learners have a high amount of energy and a potential optimism. In the matters of
optimism, one can assume that younger audience is always eager to embrace new information, but in
reality is about their preferences. Yes, children are not always welcoming when talking about learning.
This is happening because they imagine their space and the time will be all for activities that limit their
movements and will not allow them to play as much as before.
On the other hand, children are scared of things that are beyond their understanding, anything that
an not be perceived by sensory perception. At this age, children are not able to project abstract
representations in their minds and can not work with logical processes. Also, regarding their their vocal
apparatus, it is continually developing, so from earlier ages, there may be problems with spelling even
in their mother tongue, thus the defectuos English pronunciation
Because of their speed movements, childrens attention spans for about fifteen minutes, maximum
of thirty, no matter the age. Even adults have a harder time paying attention after that interval. But
adults have an easier time getting their attention back on the subject matter, while children may actually
be completely lost.
At this age information is easily memorized, but not at once. Learning is gradually, in stages of
difficulty, accompanied by colored materials, either natural or replicas (images, models, toys). The
material is also used in combination with sounds or movements.
Adolescences already have some experience in learning. For them, things grow at a faster pace,
and the information must be plenty and diverse. An important part in learning content is how much it
binds with the surrounding reality. They will feel more attracted to it because it refers to everyday life
and gives the impression of a practical sense.
Also, adolescents tend to be more picky, more selective in terms of what and how to learn.
Thus, the contents are no longer raw, but are filtered before recording into memory.
In addition, it is developing a strong sense of individuality, everyone wants to show their
knowledge, especially in workgroups situations. From now, marks gain more importance because it
reflect the results of their work.
What differentiates the adults from other age groups is probably their dedication and desire to
learn. Precisely because it no longer at that age in which learning was a natural thing, it requires an
intense effort.
Also, the emphasis on individual learning, while groupwork is regarded with reluctance. That's
because their behaviors are finalized and the margin of tolerance must be a little forced..

1.3 Learning styles

1. First, I would give them a piece of paper where the learning styles are explained, then I would ask
them to recall the way they are learning at home and write down, also, I would give them a selfquestionnaire. . Then, successively, I would use the methods and observe which students react best to it.
2. These questions are quite general and some people can not give a single answer, because they have
different styles of learning, depending on the mood or attitude. Sometimes they can learn through
repetition, if they are rested and not expect the teacher to give them all the information , if they feel
secure about the subject. But when they did not fully understand the subject and the teacher gave little
information in order to let them discover more, they might feel that writing down or moving all the
time is the best way.
3. The answer could be given either by an adolescent whom is more an individualistic that learns by
listening, or could be an adult, with some previous language experience, trying to link the sentences
fluently after an audio model
1.4 Learners need, goals, expectations
1. For the visual learner I would suggest exercises using a projector, because this way he could
visualize better the exercises, also making a graphic organizer of the contents.
For the musical learner, listening activities are the best choice. Also, exercises through dialogues.
2. When teaching new information, I would try to alternate between the style, and when practicing, I
would form groups for each learning style and have them work on special designed exercises.

The learner started the course because he/she wished a certain outcome, this is why he needs
particular language priorities. He expects that by working on those priorities, to use the language
in target situations.
I would have the learners answer the questions or write comments in a questionnaire because
this way they would share how they learn outside school or course. Also,by observing them in
class while completing a pre-task. Of course, the disadvantages are that they cannot be completely
honest during the questionnaire or will use a method to solve the task learnt from another source,
and not use their own method of working. Also, having them take a language test can, again, not
show their learning styles, because its main focus is on theoretical areas it could be possible if
there would be a multi-task test by writing, reading or learning, to observe which they are best at.
I would combine the linguistic test by having them listen to something and then later written an
email about the subject, or what they understood; I would also have them watch a short movie
without subtitles, then try to complete the blank spaces or multiple choice exercises about details
from the movie or characters lines.
In the end, I would make a survey about what kind of methods or materials they would
prefer to use during the class
A)
B)
C)
D)
E)
F)
G)

E.I.L. intermediate level, aiming for proficiency level

E.F.L basic user
E.S.P. basic user, aiming for intermediate level
E.A.P. intermediate to proficiency level
E.F.L basic user, aiming to intermediate level
E.S.L
E.S.P basic level

Bogdan: his expectations are to improve both in speaking and grammar, which are real
considering how important and difficult IELTS is. The only way the teacher could become more
aware is either from the conversation (observing if there are grammar or pronunciation errors) ,
but that is not enough. The teacher should also focus on writing or reading activities.
Iulia: her expectation is that her teacher organizes more communicative activities so she could
improve her speaking skills or her pronunciation. Her expectation is real since she is not confident
on her skills and the teacher is fixed solely on accuracy, not fluency. The teacher could become
more aware when the students do not have fluency when asked to answer a question; the teacher
could do activities that involve debates or discussions over different topics and give students more
speaking time.
1.5 Motivation
1. A motivated learner always pays attention to what is being taught and is doing his best to
succeed achieving his goal, no matter his language level or how smart he is.
2. It is important to be motivated because this way we can learn easier. We pay more attention to
classes and we do extra work. Also, we know our weak points and try to overcome them
3. I am learning English mainly for career perspective, but also for myself. Since is an
international language, it is easier to communicate with foreign people as a common language.
You also need English while surfing the Internet because most sites are in English.
4. In my culture the motivation boosters are money, yes money and trends. People learn English
because every good job requires this language; also, because it is so commonly spoken, it is cool
to use English expressions for every reaction or attitude, especially among teenagers.
5. Sometimes when I had difficulties in grammar exercises or when I had to read a very elaborated
course for college, I would be disappointed and start to hate this language. But later, while
processing again and having a better understanding, I would cheer up.
1.6 Learning awareness
1. Teachers used to give us small advices regarding spelling, pronunciation or how to place words
in a text, but that was all. It was good because we developed a sense of aesthetic and certitude.
2. English learners need to be aware that English has some rules that do not coincide with their
mother tongue grammar, also pronunciation is important, because bad pronouncing misleads the
listener.
3. Mostly yes, it is not students job as long the teachers choices are efficient. Also, there will
always be subjectivity among leaners ad it is impossible to please each ones expectations.
2.1 Classroom size, organizing and seating
1.

2.
3.
4.

There are about twenty five to thirty students in a high school English class, which is much
considering the space and how little attention every students receives from the teacher. The
teaching process is not that effective and the teacher should always be extra prepared in order
to assure that everybody is working.
The seats were arranged in line, for rows; do not think there was enough space for a different
arrangement.
If I were a teacher and I formed groupworks, I would mix the weaker students with the
brightest, for harmony.
I would arrange the seats so all students face the others and are able to see everyone
elsesfaces, while the teacher faces all the students. Its important that the teacher observe all
the students in order to see how they interact; it is also important that all the students see each
other in order to communicate better.

2.2 Teachers role

Usually the teacher was sitting on the desk and watching over us, only sometimes would come
between us if it was too much noise. When she gave us the feedback, she would work with all of us,
and would make signals so we pay attention. It was not a desirable activity and now thinking back, I
wish she used more alternatives.
2.3. Native vs. non-native speakers
1. I did not have a native English speaker teacher, though I would have liked to because I would have
been accustomed to native British accent and their fast pace in talking, I would have to formulate my
lines faster and more fluent, and maybe I would have had a better accent.

2. A native speaker teacher would have an authority over students just by his presence, as students
would be fascinated by his speaking skills, by his accent and his attitude. So, he would inspire the
students if he was methodically well prepared.
3. One disadvantage is that he/she might have higher expectations from the student. Also, the students
might not understand while he/she is talking and might be distracted.
2.4. Behaviour issues
1. consistent, conscientious, astute, knowledgeable, confident
2. A teacher should impose discipline by his mere presence. Ifhe have an authority figure and is well
prepared profesionally, he will inspire the students to study.
3.2. The Grammar-Translation Method
1. Translation is not a proof that you are a good speaker of a certain language. It is more than technical
writing to be successful language learner. You should also have good pronunciation and speak
correctly grammatically, to be fluent.
2. One disadvantage is that the students may have a hard time applying the rules. Those rules are quite
general and there are exceptions discovered by practice. Also, there are students who learn by doing,
not by theory, so even repeating the rules for a thousand times and not doing enough exercises, they
will not understand a thing.
3. Sometimes is alright to point out similarities between target language and native language because
by association, some strucres will be learned easier. But on a long way, there will cases when there is
no correspondant of the target language in the native language and the students will be left confused,
because some rules simply do not apply over.
3.3 The Direct method
1. The native language should not be used in the foreign language class on a level where students have
the basic level or where they are old enough to make association with forms from the enviroment. If
they are too young, it is imposible to not use the native language, because that is the only way to teach
the basic words, by association with the terms from the native language.
2. It is important to have a limit for pronunciation. Not to require all the students to be on the same
level, but for the communication to achieve an efficient communication, they must know and be able to
use the basic pronuntation rules, otherwise the sounds coming out from their mouth would be mumbles
and would result in a chaos.
If not, nobody would understand eachother and the act of mispelling would become an long habbit.
3.4 The audio lingual method
1. It is important to learn the language forms in context because the language is used in different
situation and it is needed to use different tones, intonations or styles according to requirements.
2. Iulia is involved on a single direction learning process because she lacks opportunities to use the
language in various situations, while Carlos is acquiring because he is exposed to different situation of
communication, because he takes from others different expressions and attitudes and because he is not
limited on the use of language, he is using it everyday.
3.5 The silent way
1. Because it is easier to start from something already founded and which became a part of speech and
communication, taking those items already learned and adding new ones. This does not always work,
because sometimes the things that are learnt are not always enough or not correct. For example, we
learned a specific pronunciation and went on with it, until we were told it was not.
2. The teacher could be removed from the class during speaking activities or the activities where
students move more freely. We cannot completely remove the teacher because the students are involved
in a process of learning, not self-education. They need someone to provide material and to supervise, to
advise and to correct. Someone qualified, and that is the teacher.
3.6 Suggestopedia
1.
2. The most common barriers are emotional ones. It is not necessarily that learners do not know, but
probably because of inhibition fail to speak fluently. Also that they are not confident in their abilities
contribute to these psychological blockages.
To overcome these blockages, I would organize activities where participants can speak freely without
the pressure of scoring.

This would give free discussion on any topic. I would also introduce substitute materials, so they
substitute these fears to imaginary characters and remove them.
3. I chose the group of adults. The first activity consists of them making masks and creating a personna.
Later, they would give a name and try to create a character inside a story. Every person has its turn in
speaking and it's time to participate. There would be conflicts based on real life and use language as
something natural.
3.7. Community Language Learning
1. It is important to build a relationship based on trust with learners because the role of teacher is to
create a proper enviroment and provide the necessary meterial, but if the connection between teacher
and learner is absent, there can not be an educational process.
Competition happens when standards are too high and the benefits are not for everyone. In this case,
the ongoing process is not correct, since not all the learners have acces or do not benefit of the teacher's
complete attention. This creates tension among the participants. In order to develop the optimism in
learning, the students should be encourage and should feel that everyone is on the same level and that
htey have the same goal.
2. If the learner is independent, from the start he does not fully dependent on the teacher to provide
him all necesarry for learning. He starts seeking information by himself and takes the initiative of selfeducation. Usually independent learners tend to dislike workgroups, as they think the others may slow
down. But if they are given separated tasks on their level and are told that each one contributes to
solving the task alltogether, they will be driven and become passionate.
3. Learners should know about what will happen in each activity in order to know what kind of
activity it is, what kind of skills are involved or will be developed. They could benefit of this by being
more active during class or by being more motivated if the topic attacts him. If they reflect at the end of
every class, they could see if there is any improvement or if there is anything unclear regarding the
subject matter.
3.8. The Total Physical Response Method
1. The advantage for learners to convey meanings by the mean of actions and body movements is that
their response is seemed as a natural reaction or attitude towards the subject and take into account
their needs and emotional balance. If they do not feel confident enough, they are not obligated to
answer or to solve the task.
Any age group could benefit of this method. There is no age restrictions : as memorizing is not
reciquired, it is easier for adults; because the immediate answer is an option, adolescents are free of
pressure and have more freedom of expression.
2. Some errors shouldbe tolerating considering the age. For children, pronunciation is acceptable until
they start learning how to write and after that they should be avoided so that the writing does not take
after speaking manner.
Also, for adolescents there should not be much presure upon vocabulary and an elaborated vocabulary;
also, minor grammar rules may be ommited if they are not a habbit.
Sometimes errors do not become habbit and are corrected in time. Even if an individual makes errors, if
the collective is working correctly, he will follow and correct it. If the teacher insists too much on small
errors, the learner might hurt his esteem.
3. Feelings of succes tend to define who we really are. If anxiety has controll over us, we are
inhibited.Usually succes is associated with good marks or good results in tasks. If we set various
scoring sistem for many types of students,it will not be general and will have a particular character,
closer to each individual person.
3.9. Task-Based Learning
1. One advantage is that it appeals to the previous knowledge of learners and how well are they
grounded as also working in groups is a transfer of knowledge between them. Also, it is not
tested a single skill, but more skills used together to solve a proposed task. A disadvantage is
the fact fact that the old knowledge may be incomplete or may not be sufficiently strengthened
so that students will have trouble working with these new methods of information collection,
especially if theyare not familiar with these methods. Also, if there is enough oversight of all
learners, it is not guaranteed that all students will understand or will learn what the teacher
wanted.
2. In a group I feel competent enough to work together with other colleagues, but I feel nervous
that I might not be afle to complete the task together. This is happening because I lack self

3.

confidence and I think that every word I say say a negative connotation or is not context
appropiate.
In a class the teacher roles are to conduct the activity, to provide materials and to supervise the
students activity.

4.1. Communicative Language Teaching

1. Using authentic materials from the earliest stages in foreign language teaching and learning, will
ensure that the students will never have major comprehension problems as they progress from one level
of linguistic competence to another.
Benefits of using the target language as the following: conversations will be smooth and will include
several expressions of language, pronunciation practice, language used in different contexts.
2. The teacher should use the target language words all the time and avoid using the native
language as much as possible. Also, there should be debates or games. Also, when there are
unknown words, substitute materials should be used to indicate those words.
3. It is important to employ variations of language when communicating because in real life
there are diverse communication context and we can not use the same form of language for
each context in part. For example, we have to adress a formal message, but we can not use
informal or regional language.
4.7. Presentation, Practice, Production
1. a) brainstorming ideas
2. A teacher first must be a provider of situations of language models for imitation, but not silent,
because students must know hes there, but not as a controller, but as a director and as a counselor. He
should also be a demonstrator to show students besides how to activate in the target language, different
behaviors of language.
3. Authentic materials should be used to get the students used with different native accents and with the
talking speed of natives born. They should also learn how to use intonation and pronunciation correctly,
in contexts, if talking about listening material. Sometimes the authentic material is too advanced an the
students are on a lower level, so their understanding is corrupted from the beginning. Also, there are
some things that remain specific due to the aspects of mother tongue, like a certain accent or a certain
speed of speaking, so a change is hard to make.
5.1. Developing listening skills
Teacher 2: It may be efficient at some point, but in the end not all learners have the same capacity. Is
important to know that some learners just do not have the listening skill very develop, but they are
doing well in speaking or writing. Also, because of reading the transcripts, the teacher is using an
accent with an native appeal, but that is not very useful. Not every English speaker with whom the
students will communicate will talk so that they will understand it all. Talking nowadays is about speed
and quick informational reception.
Teacher 2: Try having the listen and then try to extract the overall message or the main ideas. Or they
should have some main points written down and after listening, they should speak out loud about the
context and develop their content.
Teacher 3: Maybe the students should record themselves while reading or reciting something, or
recording a role play using different intonations. Later the whole class will listen and try to correct the
pronunciation.
Teacher 4: Change the materials for better ones.
Teacher 5: It would help if the recording is not set on a fast speed so the students have time to read the
transcripts at the same time.
5.1.1. Background
Listening to a text can be pretty challenging because sometimes the speech rate is high and we may not
catch up with all the words or be mislead by a pronunciation we do not know, or by some pause which
re longer than normal. Also, we could get hints of intonations and how to respect pauses during a
conversation. Also the tone is important, because through tone we could recall moods.
In a written text we have all written, but many details are lost, so we are left to freely interpret.
5.1.2. Listening activities and sub-skills
1. Marius: speech rate, accent, listening sub skills.
2. Ioana: speech rate, accent.

3. Sandu: listening text types, listening sub-skills

A weather forecast -> marking locations on a map,

-> ticking off the types of news mentioned in the news broadcast
Breaking news -> answering open-ended questions
(Who? Where? What? Why?)
-> ticking off the types of news mentioned in the news broadcast
A pop song ->encircling the adjectives heard in the recording
An anecdote -> a picture sequencing activity (arranging pictures according to their logical order)
-> drawing a picture
-> reproducing the story
A shopping dialogue -> completing a table or a grid
A person offering information about a film or play -> taking notes
-> encircling the adjectives heard in the
recording
A physical description made by someone wh witnessed an accident ->answering open-ended
questions
(Who? Where? What?
Why?)
-> drawing a picture

1.
2.
3.
4.
5.

Listening for attitude

Listening for specific information
Listening for specific information
Listening for gist
Listening for gist

A)
B)
C)
D)
E)

pre-listening
While-listening
Post-listening
Pre-listening
Post-listening

5.2.1. Fluency and confidence in speaking

1. Students need to be able to pronounce phonemes correctly, use appropriate stress and intonation
patterns and speak in connected speech . speakers are expected to observe the linguistic rules on the
one hand, and conform to a number of contextual or situational restrictions on the other hand. Teaching
speaking skills needs not only constant and detailed preparation of lesson stages and materials to be
used but also a certain ability of anticipating learners reaction to the activities that teachers use.
2. The advances of language learners to have regular discussion classes is that they improve their
fluency and communicate with different persons which have their own pattern of communication; also,
this is an activity that engages the whole class and the teacher and is motivating and develops the
creativity. The disadvantages are that this activities might be time consuming and might have not the
expected results; also, there is a high subjectivity, because some teacher choose only the most active
students while the shy tend to remain quiet for fear that they are constrained due to the lack of skills.
3. Real play are easier to interpret and to not require so much shift in intonation, tone or pause. Also,
real plays have a more personal approach, so the students will be more motivated to engage. The
classic plays tend to have difficult scenarios which require, often, professional interpretation; there are
subtle shifts in tone and mimic is required.
5.2.2. Fluency vs. Accuracy
1. While interrupting the learners while speaking in order to correct their mistakes leads to interrupting
their ideas sequence, thus n longer being fluent. The most appropriate way of doing correction on the

spot during a speaking activity is to write in the table both the mistaken version and the correct one,
while the student noting down on their notebooks.
2. To correct a mistake after a completed speaking activity, the teacher could initiate a game of spelling,
starting with the mistake and together with the students to find the correct version.
5.2.3. Interaction patterns, classroom layout and teachers role in speaking classes
1. Pairwork and group works are the most beneficial for language learners when focusing on the
development of speaking sub-skills.
2. The classroom layout that for me favours speaking activities is: stand up, move around and return to
a different sea
5.2.4. Stages in a speaking activity
H) The learners are provided with a feedback upon their task accomplishment.
C) The learners plan their speaking task.
D) The learners do the task.
A) The task is set (the learners are informed about what they are going to do).
E) The learners re-do the speaking task.
F) The learners rehearse their speaking task.
G) The learners decide how to improve their task.
B) The learners are provided with a demo task.
2) The task is set (the learners are informed about what they are going to do).
The learners are provided with a demo task.
5.2.5. Features of speaking activities
Practical: discussion, role plays
Productive: survey
Adaptable: information gap, guessing
5.2.6. Speaking sub-skills

Learner 1: He should help them get better by initiating conversation on a common subject.
Learner 2: If he never corrects you it means that you have good speaking skills and you make few
errors. If you want to improve your English, try speaking with more colleagues in English about
different subjects that require you to search for information.
Learner 3: The teacher knows you are good at grammar, but he is interested in developing your
speaking skills too. It doesnt really matter what you say or how you say it, it is important to stsrt
speaking fluently, it is alright to be wrong, you are still learning.
Learner 4: The role plays and the games have a purpose: to develop your skills while testing your
creativity. Try writing role plays or linguistic games to play during classes, it will be fun!
5.3.1. General features
1. First I would choose the text depending on what sub-skills I want to consolidate or depending on
what level the class is. Second, I would chose a fun text, with lots of expressions and a positive
message.
2. I would increase the level of reading the text by using developing different sub-skills at the same
time.
3. Generally, the more varied the texts, the more different in terms of topics, language, length, function
and register.
Texts may appear in the form of letters, articles, postcards, stories, information ,brochures, leaflets,
poems. While shorter texts can be used for intensive reading, the longer ones are more suitable for
extensive reading
4. Reading a text accompanied by pictures, maps or diagrams would be more easier because learners
could easier represents the content inside their mind and easily understand its message.
5. While reading the text out aloud we active two sensors - visual and listening.So its easier t
memorize the information or to understand it easier because the representations are formed faster inside
our mind.
A)
b. Read the second part of the article on the next page and check your predictions. -> Skimming
c. Explain the words or expressions in italics by saying the sentence another way. -> Reading for details
d. What do you think would be the best title for the text? -> deducing meaning from context
e. Read the text and answer the following questions: 1. How was 2. What was ? -> Reading for
specific information
f. What do these phrases tell you about her attitude/feelings? - understanding inferences about the
writers tone or attitude
B) Skimming / deducing from the context.

5.4.1. General features

1. The most effective in teaching writing is organizing and running the writing task as a
collaborative in-class activity for cementing the basis, but for further development I would rather had
the writing task performed by learners individually, preferably at.home
2. It it important to make the teaching of writing fun and meaningful to learners because this way they
will develop their creativity and will enjoy the activity, having maximum determination and motivation.
3. Teaching of writting should at first focus on achieving written communication correctly, then later
on fostering accuracy in written communication after all the sub-skills have been completely developed.

5.4.2. Writing sub-skills

A)
a. creative writing -> register
b. using the appropriate layout -> organization
c. Planning -> other
d. using the appropriate register -> accuracy
e. punctuating correctly -> accuracy

f. forming letters -> accuracy

g. Linking -> organization
h. Paragraphing -> organization
i. proof-reading
B)

Punctuate the following text. -> accuracy

Match the parts of the letter (1-11) with the following elements: background information, date, the
formal close of the letter, the formal start of the letter, etc. -> organizing
Read the newspaper report, circle all the linking expressions in the text, then list them in the
columns below according to whether they add xtra information, indicate when something
happened, or contrast facts -> organization
First, write a draft of your text. Then, go through it quickly and underline the words that look
wrong. Next, try to write out the words you are not sure about in different ways to see which one
looks right. ->accuracy

This photograph shows an example of the damage caused by the storm which you heard
about at the beginning of the unit. Use your imagination to write the telephone conversation the
man is having in the telephone box. -> communicating a message
Match the words in italics in column A with their informal equivalents in column B. ->
others
You are a Member of Parliament and you are going to write to the Prime Minister to give
your views about what the government should do to protect the environment. The letter will be
semi-formal and consist of four or five short paragraphs. Make notes for each paragraph. ->
communicating a mesage, orgaizing

5.4.3. Stages in a writing activity

1. Put the following writing sub-stages into a logical order.

d. writing a second draft
a. brainstorming ideas and taking notes
e. reading the text and making improvements or corrections to it
b. planning
c. writing an initial/first draft
2. Which sub-stages mentioned above do you think are part of the pre-writing
stage?
Brainstorming and taking idead , planning.

5.4.4. Types of writing tasks

A. Which of the following types of writing tasks do you consider the most
effective in developing your current or your future learners writing sub
skills?
reading a model text and correcting the mistakes;
writing interactively (learners write purposeful texts to one another);
writing compositions (narrative, descriptive or argumentative);
completing stories;
reading a model text and filling in the missing prepositions or
connectors;

When to teach pronunciation

When and to what extent do you think it is best to teach pronunciation in class? .
a. devote periodical whole lessons or lesson sequences to the teaching
of pronunciation
b. insert short instances of focus on pronunciation into lesson sequences
c. transform the focus on pronunciation into a regular and integral part
of each and every lesson
d. focus on pronunciation incidentally, only when it turns out to be
necessary
e. all of the above
f. none of the above

Approaches in teaching grammar

TASK 1: have the learners notice a specific grammar item
practice the new language in controlled activities
TASK 2: help the learners understand the form and usage of th language
TASK 3:help the learners understand the form and usage of th language
help the learners understand the meaning of the target lang means of concept questions
TASK 4: provide the learners with an explanation
TASK 5: help the learners personalize their learning experience
TASK 6: Let the learners do self-correction
TASK 7: Let the learners do self-correction
help the learners personalize their learning experience
TASK 8: help the learners understand the form and usage of th language
help the learners understand the meaning of the target lang means of concept questions
TASK 9: let the learners do self-correction

Identifying and selecting the aims of the lesson