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The document discusses the characteristics and classroom implications of teaching different English proficiency levels. For elementary levels, it notes limited language skills, a teacher-centered approach using simple activities and materials. For intermediate levels, it describes expanded knowledge and creativity, less focus on fluency, and more complex, learner-centered techniques like problem-solving and pair/group work. More advanced learners have basic speaking and writing skills and do more sophisticated writing.
The document discusses the characteristics and classroom implications of teaching different English proficiency levels. For elementary levels, it notes limited language skills, a teacher-centered approach using simple activities and materials. For intermediate levels, it describes expanded knowledge and creativity, less focus on fluency, and more complex, learner-centered techniques like problem-solving and pair/group work. More advanced learners have basic speaking and writing skills and do more sophisticated writing.
The document discusses the characteristics and classroom implications of teaching different English proficiency levels. For elementary levels, it notes limited language skills, a teacher-centered approach using simple activities and materials. For intermediate levels, it describes expanded knowledge and creativity, less focus on fluency, and more complex, learner-centered techniques like problem-solving and pair/group work. More advanced learners have basic speaking and writing skills and do more sophisticated writing.
o repetition of limited words o limited native language use o limited knowledge and creativity o natural and authentic languag o limited by grammar and vocabulary o peripheral learning o inductive learning o interactive atmosphere o frozen language use o sensitive to errors Elementary o teacher as main input provider o clear articulation o teacher centeredness o brief and real life materials o high TTT(Teacher Talk Time) o simple and short activities o habit formation process fill in the blanks,pair/group work o fluency as a goal substitution drills,dictation o concrete,contextual,functional,meaningful language no abstarct discussion,exercises
expanded knowledge more learner centered class
more creativity an ideal minimum of grammatical metalanguage some automatic processing use less native language diminish teacher centeredness authentic and real language more focus on accuracy fluency exercises as a must Intermediate less focus on fluency complex techniques increase in language capasities chain stories decrease in TTT problem solving story telling basic competence in speaking and writing information tarnsform more sophisticated writing pair&group work