The Grown Up Classroom Adults and Effective Language Learning Rob Dean

The Grown Up Classroom Adults and Effective Language Learning

Rob Dean

500g Beef Steak, Cut into Pieces

150g Beef Kidneys,

Diced

150g Onions,

Chopped

50g Mushrooms,

Sliced1 teaspoon

Fresh Herbs

375ml Gravy

(Sauce)

200g Pastry

Steak and Kidney Pie

500g Realistic, Real World

Practice Opportunities

500g Study Skills

Development

500g Useful

Relevant Language

Large Spoonful of Appropriate

Topics1tablespoon Support and

Encouragement

500g Personalisation

500g Dignity

The Effective

Adult Classroom

100g Technology

Characteristics of Adult Learners

Adult Learners …• May already be successful in other

areas of their careers or studies. • May have previous language study

experience.• May be more interested in factual or

work related topics rather than ‘lifestyle’ topics

• Depend on technology in their everyday lives

• Need a course with a high surrender value (quick results)

What can I do in English?The Common European Framework

6 levels of language competence: A1, A2, B1, B2, C1, C2.

defined as ‘can do’ statements.

What can I write at A1?

I can fill in a questionnaire with my personal details (job, age, address, hobbies).

I can write a greeting card, for instance a birthday card.

I can write a simple postcard (for example with holiday greetings).

… harmonisation between different countries

Why do we Communicate in Real Life?

•For entertainment

•To find out information

•To share opinions

•To solve problems

•For social / emotional reasons

Language Leader Intermediate (B1)

What Language Will Students Need to Complete

this Task?

1. Content Language: to talk about the subject of the task

2. Process Language: to interact effectively in completing the task

What Language Will Students Need to Complete

this Task?

Content Language:•Present tenses for habits and routines•Personality adjectives

Process Language: •Giving Opinions, Agreeing, Disagreeing•Question Forms

Focus on Vocabulary

easy-

open-

even-

hard-

self-

strong-

going

minded

tempered

working

confident

willed

Focus on Vocabulary – Practice 1

Jane does not easily become angry. She is ____________.

Albert is determined to do what he wants. He is ____________.

Annabel is not easily annoyed or upset. She is ____________.

Geoffrey accepts other ideas and opinions. He is ____________.

Focus on Vocabulary – Practice 2

Focus on Vocabulary – Practice 3

Focus on Vocabulary – Practice 3

Focus on Vocabulary – Practice 3

Focus on Vocabulary – Practice 3

Language Leader Int, Workbook

Personalisation and relevance

makes it memorable!

What else will our learners need to succeed?

Focus on language structure

Focus on language structure – one approach

Write an open question beginning with an interrogative

Follow the interrogative with subject + present simple auxiliary

Invert the subject and auxiliary verb

Follow the inversion with an active or state verb in the infinitive

Optionally, follow the infinitive with an object. For an activity, use the –ing form preceded by a possessive pronoun or article

Where does John do his shopping?

Focus on language structure – another approach

1. A Real World Context

True or False?

The psychiatrist Carl Jung came from Switzerland.

Some of the first advertisements were written on papyrus by the ancient Greeks.

The world’s first low-cost airline was founded in 1977.

The designer Trevor Bayliss invented a clockwork radio in 1995.

Focus on Language Structure – Another Approach

1. A Real World Context

Focus on Language Structure – Another Approach

Focus on Language Structure – Another Approach

‘The art of teaching is the art of assisting discovery’

Mark Van Doren, American Poet

Focus on Language Structure – Another Approach

Focus on Language Structure – Another Approach

Functional Language

– Giving Opinions, Agreeing and Disagreeing

Functional Language

I don’t know.

I think…

Come on!

Well, it’s true.

I don’t agree.

Really? You surprise me.

Great idea.

Language Leader Intermediate (B1)

Why Use such Speaking Activities in Class?

•Builds confidence / sense of achievement

•Preparation for the real world

•Lack of opportunities outside the classroom

•Caters for different learner styles

•Personalisation

•Diagnostic tool

Language Feedback:Things students say...

• I had to sing my name on the form.

• There’s an armpit next to the sofa.

• I like my coffee cremated.

• My cat was hungry because I forgot to eat him.

• My sister’s having three dogs.

Post Fluency Feedback

• That sounds like a great idea• We could offer them both a job

• Perhaps she will like working in such a dynamic place

• She can to be a little bossy• He can be a good choice

• I’m not agree • He has only 22 years.

• You’re wrong!• I prefer applicant from China

Pronunciation: comfortable quiet arrive married

Following Up

Speaking Activities

Further Practice of

Grammar and Vocabulary

Characteristics of Adult Learners

Adult Learners …• May already be successful in other

areas of their careers or studies. • May have previous language study

experience.• May be more interested in factual or

work related topics rather than ‘lifestyle’ topics

• Depend on technology in their everyday lives

• Need a course with a high surrender value (quick results)

Characteristics of Adult Learners

Adult ‘Tertiary’ Learners …• May already be successful in other

areas of their studies. • May have previous language study

experience.• May be more interested in factual or

work related topics rather than ‘lifestyle’ topics

• Depend on technology in their everyday lives

• Need a course with a high surrender value (quick results)

Study Skills

A Quiz

Reading Strategies

We start by using s______ to get the general idea of a text

We then use s______ to find specific points in a text

Which of the following are features of informal writing?

Use of contractions

Passive structures

Phrasal verbs

Direct questions

Longer words instead of shorter more common words

In a dictionary…

What does AmE mean?

What symbol tells you that you cannot add ‘–s’ to ‘advertising’ to make it plural?

What does it mean when a word entry is printed in red?

Recording Vocabulary

Which of the following do you do sometimes, always or never?

Write a translation

Write an explanation in English

Record the pronunciation including stress

Write the part of speech

Write synonyms / antonyms

Write other words in the same family

Record collocations

Record grammatical patterns

Study Skills

How to:

• Read faster effectively

• Work well in groups

• Use a dictionary

• Improve your vocabulary

• Develop listening skills

• Take notes

• Summarise

• Describe graphs and charts

• Give formal / informal talks

• Reference sources for essays

• Paraphrase and avoid plagiarism

Following Up

Speaking Activities

Study and Writing Skills

500g Realistic, Real World

Practice Opportunities

500g Study Skills

Development

500g Useful

Relevant Language

Large Spoonful of Appropriate

Topics

1tablespoon Support and

Encouragement

500g Personalisation

500g Dignity

The Effective

Grown Up Classroom

100g Technology

• Four Levels from A2 to C1- factual rather than lifestyle

content- adult and sophisticated design- scenario spreads that lead to

a final communicative task- a strong focus on study skills- a stimulating and

comprehensive writing syllabus

Language Leader A Course in Tune with the needs of adult learners

Language Leader A Package in Tune with the needs of adult learners

And finally…

‘Anyone who stops learning is old, whether at twenty or eighty.

Anyone who keeps learning stays young.’Henry Ford, Founder, Ford Motor Company

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Topics General English Adult Coursebooks

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