Презентация на тему: Navigate to teaching adults !

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Navigate to teaching adults !
Approach to teaching
Challenges of teaching adults
Approach to teaching Grammar - explicit teaching of rules yields better results
Listening: a very different skill
The Navigate approach to teaching listening –psycholinguistic models -5 distinct operations
Speaking: putting it all together
Reading: not just a guessing game
Writing for different purposes
Navigate to teaching adults !
Navigate to teaching adults !
Navigate to teaching adults !
Navigate to teaching adults !
Navigate to teaching adults !
Visit us at
Useful links
Navigate to teaching adults !
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Первый слайд презентации: Navigate to teaching adults !

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

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Слайд 2: Approach 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

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Слайд 3: Challenges 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

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Слайд 4: Approach 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

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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

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Слайд 6: The 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

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Слайд 7: Speaking: putting it all together

Comprehensive 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

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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

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Слайд 9: Writing 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’

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Слайд 10

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Слайд 11

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Слайд 12

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Слайд 13

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Слайд 14

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Слайд 15: Visit us at

https://vk.com/club19846950 and https://vk.com/bookshop247

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Слайд 16: Useful 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™

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Последний слайд презентации: Navigate to teaching adults !: Navigate to teaching adults !

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

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