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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
Less Common Topics:
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Topics General English Adult Coursebooks
Topics General English Adult Coursebooks
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