Adolescents/Teenagers (13 – 18 years)

There is no doubt that for most families, the teen years present a challenge for both parents and children.

Middle School is not fondly remembered by most who attend. It is often fraught with scary body changes, bullying by peers and a new surge for independence. This leads to passive-aggressive behavior (“I’ll do it in a minute”), self-consciousness (“What are you staring at?”) and self-doubt (“I’m not good at anything.”) and/or over-confidence (“Well, I thought I could do that.”) and of course moodiness (“Leave me alone.”).

High School is usually better for most. It is a time to really begin defining ones self and realistically contemplating the future. Skill development is accelerated to prepare for college or job training programs. Talents are perfected. Social skills are honed and relationships take on more of a serious nature. Peer pressure is at its max and in today’s teen society there are more tempting sidetracks than ever.

During adolescence, kids need their parents more than ever. Research shows that a positive family environment including fun family activities, open parent-child communication and the encouragement to participate in positive extracurricular and community activities, teens are able to navigate these years with relative ease.

 

3.1 Look at three definition of the word ATTITUDE, taken from three different dictionaries. Which of them do you consider to be more suitable when speaking about ATTITUDES TO TEACHING? Give your reasons.

ATTITUDE 1.manner, disposition, feeling, position, etc., with regard to a person or thing; tendency or orientation, especially of the mind; 2. position or posture of the body appropriate to or expressive of an action, emotion, etc.

 

ATTITUDE 1. the way you think and feel about someone or something; 2. a feeling or way of thinking that affects a person's behavior;3. a way of thinking and behaving that people regard as unfriendly, rude, etc.

 

ATTITUDE 1. A manner of thinking, feeling, or behaving that reflects a state of mind or disposition. 2.A position of the body or manner of carrying oneself:

 

3.2 Read the definitions of APPROACH, given in the dictionaries. Which of them can be used when speaking about teaching? Prove your ideas with the examples. In the given definitions find the synonym, used by educators, to APPROACH.

 

APPROACH 1. the act of drawing near; 2. nearness or close approximation; 3. any means of access, as a road or ramp; 4. the method used or steps taken in setting about a task, problem, etc.; 5. the course to be followed by an aircraft in approaching for a landing or in joining a traffic pattern; 6. Sometimes, a presentation, offer, or proposal.

 

APPROACH   1. a way of dealing with something; 2. a way of doing or thinking about something; 3. the act of moving or becoming near or nearer to someone or something; 4. the act of approaching; 5. an act or occurrence in which something comes nearer; 6. the act of speaking to someone for some purpose (such as to ask a question or make a request).

 

APPROACH 1 an act or instance of approaching; 2. the taking of preliminary steps toward a particular purpose, a particular manner of taking such steps; 3 a means of access.

 

3.3 Using dictionaries formulate your own definition of TEENAGE CLASSES.

3.4 Look at the three definitions above. What do you think we are going to speak about? Discuss your answer with a partner.

 

Exercises

Face to face

4 Watch the video “What makes a good teacher”. Make a list of suggested answers. Add two other statements of your own.

https://www.youtube.com/watch?v=wkT2ECTaKUI

 

5.1 The axiom is that teachers usually teach in the way they were taught. Listen to A.J.Hoge, the Director of Effortless English, talking about English Teacher Secrets, which make English classes boring. Decide which of the statements above you would agree with.

https://www.youtube.com/watch?v=dSC0vzDMZAU

 

5.2 Listen again and make notes in the chart below. Then compare your answers with the partner.

English Teacher Secrets	Disadvantages
Using specific textbooks

 

5.3 Look at the list below of words and expressions from the video. With a group, write definitions of each one. Then explain them to someone from a different group, as if you were explaining them to students. Would you explain them just by using the definitions or in some other way?

Group N1	Group N2	Group N3
Middle school grading fluent English pair work to do activities worksheet	High school testing Standard English group work to lead a class to take notes	Higher school score topic to discuss to follow the textbook to control a class planning lessons

 

6.1 Read the abstract from the article Five Attitudes of Effective Teachers: Implications for Teacher Training by Bonni Gourneau ( University of North Dakota) and decide, if examining past educational experiences future teachers can decide what they should or should not do with a class of students, if effective attitudes and actions employed by teachers can make a positive difference on the lives of their students.

The responsibility for preparing teachers is assumed to begin with teacher education programs at higher education institutions. However, by the time undergraduate students enroll in an Introduction to Teaching course they have already experienced and survived many teachers and at least fourteen years of schooling. Since these students have achieved this wealth of educational opportunities; they can serve as credible resources in identifying the attitudes and actions that were implemented in prior classrooms by their effective teachers. When preservice teachers or teacher candidates are asked, "Why do you want to be a teacher?" The response is commonly, "I want to be able to make a positive difference in the lives of my students." Many teacher candidates continue to say they also want to be an effective teacher who will be remembered fondly by their former students. Some want to have a chance to be a better teacher than the teachers they personally experienced. However, many researchers (i.e., Frank, 1990; Fulton, 1989; Goodlad, 1990; Handler, 1993) state the axiom that teachers usually teach in the way they were taught. This compelling statement highlights the importanceof reviewing and analyzing students’ prior educational experiences for insight into the effective and ineffective attitudes and actions of teachers. Teachers have the opportunity to leave an indelible impression on their students’ lives. School experiences mold, shape, and, can influence how children view themselves inside and outside of school. These school memories have the potential to last a lifetime in students’ minds and can play a consequential role with present and future decisions. It does not take long for students to realize that teachers make the difference between a long and boring school year and an exciting and challenging year. The effective attitudes and actions employed by teachers ultimately can make a positive difference on the lives of their students, and this belief will serve as the central focus of this paper. By examining past educational experiences, preservice teachers can discuss what they should or should not do with a class of students. http://usca.edu/essays/vol132005/gourneau.pdf

6.2 Complete the chat below with words from article, or words based on them.

Noun	Verb	Adjective
education	educate	educated
	enroll
		credible
	identify
		effective
response
difference
	influence
importance
experience
impression
decision
	realize
		boring
		exciting
		challenging

 

6.3 Now write 5 sentences, proving that attitudes to teaching are important, using as many words as possible out of each horizontal row. For example:

As teaching is a very responsible profession we should not only understand the importance of our knowledge about attitudes, but have skills to be e ffective teaches.

 

Then discuss your sentences with your partner.

 

7 Now discuss with your partner:

· how you were taught English at teenage classes, if the way you learnt was a good way

· if knowledge about attitudes and approaches to teaching teenage classes important for future teachers.

· if teaching teenagers differ from teaching kids

Try to use words and expressions above at appropriate places in your discussion.

 

8 Watch the video “Motivating students”. Different teachers give their recommendation how to motivate students. Arrange them according to importance when speaking about teaching teenagers. Then discuss them with your partner.

https://www.youtube.com/watch?v=s0liljEmtQ0

 

9.1 Listen to Garrett Robinson’s thoughts on teaching teenagers

https://www.youtube.com/watch?v=BzD2sYKYhkM

and read the abstract from the article by Ingrid Veira. What are the common ideas of two authors?

Why is teaching teenagers such a challenge for most teachers? Adolescents are often seen as problem students, but with their great ability for abstract thought and enthusiastic commitment to what they are doing once they are engaged, ‘teens may well be the most exciting students of all’ (Harmer J.) Teenagers have a greater learning potential than young children, but they are much more difficult to motivate and manage. Creating a positive learning environment in which adolescents feel happy, secure, valued and motivated to learn can be incredibly difficult. According to Worgan M., the reasons for this are many: teenagers are going through a lot of physical and emotional changes, including changes in their brains; if they come to class, it may be because that is the place where the rest of their friends are; they have a strong need for peer approval and this can have a very negative effect during a lesson; teens search for identity and they have a need for self-esteem; adolescents need to feel valued and good about themselves. These are just some of the reasons why it can be extremely difficult to work with this age group; however, once a teacher finds the correct balance between respect and authority, teaching teenagers can become a rewarding experience. The key to good teaching, then, is to find out what gets the students' attention and use it to help them learn. Graham R. mentions in one of his articles: ‘you can't teach anybody anything, all you can do is open the door’. The modern version is that you're not teaching English, you're selling it to them!’ In other words, you have to convince students to learn and like English by using the right activities and topics for them. http://pearsonclassroomlink.com/articles/1212/1212_0202.htm

 

9.2 The word combinations below are from the passage. Match those in the left-hand column with the appropriate one(s) in the right-hand column.

abstract	motivate and manage
enthusiastic commitmentto	peer approval
learning	valued
difficult to	thought
physical and emotional	experience
need for	changes
search for	potential
need for	identity
feel	what they are doing
rewarding	self-esteem

Now read through your answers and tick those that personally you consider to be characteristic of teenagers. Discuss your answers with a partner.

 

On-line task · Read the article and be ready to answer the questions FOSTERING TEENAGERS’ WILLINGNESS TO LEARN A FOREIGN LANGUAGE byCarmen Fonseca Mora Carmen http://www.academia.edu/1432557/FOSTERING_TEENAGERS_WILLINGNESS_TO_LEARN_A_FOREIGN_LANGUAGE   1. Why does teaching teenagers constitute a very challenging experience for most teachers? 2. What peculiar characteristics does this age group have? 3. What kind of language learning activities do teenagers need? 4.Why are motivation, language-aptitude skills and self-confidence so necessary for teenagers` learning? 5. Why are such relational elements as teaching style, teacher behavior and the characteristics of the learner group relevant? 6. What view of the teacher as facilitator was presented in the article? 7. Why is engaging teenage learners emotionally so important? 8. Smith’s model to foster willingness to learn a foreign language is named BASICS, whichis an acronym that encompasses six elements: belonging, aspirations, safety, identity, challenge and success. Why are these elements so important for teaching teenagers? · Make up your model to foster teenagers` willingness to learn a foreign language. Name it ATTITUDE (it is also going to be an acronym with 8 elements). Prove that all the elements are necessary in teenage classes. · Be ready to present it in Students` online forum.

 

10 Look t the headlines of the articles below. What do they suggest the articles are about?

 

Tips For Teaching TeenagersIngrid Veira

 

Five Attitudes of Effective Teachers: Implications for Teacher Training Bonni Gourneau

 

Why Teach Attitude? by Don Berg

 

On-line task · Read these articles http://pearsonclassroomlink.com/articles/1212/1212_0202.htm http://www.usca.edu/essays/vol132005/gourneau.pdf http://www.teach-kids-attitude-1st.com/teach-attitude.html and list the attitudes three authors consider to be important in teenage classes. · Write essay about a teacher who made a positive or negative impression on your life. Include thoughtful examples, descriptions, and details of how you were treated by these teachers.

 

11 In groups of four orally share your essays. Choose a group member who will keep a written list of the described teacher attitudes and actions. Assess the generated list and decided which five attitudes and actions are most desirable of teachers. Write your list on the chalkboard.

 

12 Whole class discussion, based on each group’s findings:

“The attitudes and actions demonstrated by effective teachers”.

 

13.1 Before listening to Diane Larsen-Freeman’s presentation of her book Techniques & Principles in Language Teaching read the passage below about her. Then answer the question. Can we say that Diane Larsen-Freeman’s is famous all-over the world?

 

Diane Larsen-Freeman Professor Emerita, School of Education; Professor Emerita, Department of Linguistics, College of Literature, Science, and the Arts; Research Scientist Emerita, English Language Institute   Diane Larsen-Freeman received her PhD in linguistics from the University of Michigan. Following appointments at UCLA and the Graduate SIT Institute (where she remains affiliated as distinguished senior faculty fellow), she returned to the University of Michigan in January 2002 to direct the English Language Institute for six years. She is currently a research scientist emerita at the English Language Institute, as well as a professor of education emerita, a professor of linguistics emerita, and a faculty associate of the Center for the Study of Complex Systems at Michigan. Larsen-Freeman has made presentations in sixty-five countries around the world and is the author of eight books. She was the editor of the journal Language Learning for five years. http://www.soe.umich.edu/people/profile/diane_larsen-freeman/

 

13.2 You are going to listen to Diane Larsen-Freeman presenting her book Techniques & Principles in Language Teaching. What do you imagine this book is about? Listen and to see if you guessed correctly.

 

https://www.youtube.com/watch?v=cNSmrbkYKx8

 

Why does Diane Larsen-Freeman consider language teaching methods to be an essential part of language teaching education? What are her reasons for studying them?

 

13.3 Listen again and complete the chart below in note form. Some cells can be unfilled. Then compare and discuss your answers with a partner.

Language teaching method/Approaches	The reason of emergence	Learner’s role
Audiovisual Method

 

14.1 Read the headline of the article. What do you think the article is about?

What is the best teaching method for learning English? According to academic research, linguists have demonstrated that there is not one single best method for everyone in all contexts, and that no one teaching method is inherently superior to the others. Also, it is not always possible – or appropriate – to apply the same methodology to all learners, who have different objectives, environments and learning needs. Methods of teaching English have developed rapidly, especially in the previous 40 years. As a language learner, training manager, or teacher, it is important to understand the various methods and techniques so that you are able to navigate the market, make educated choices, and boost your enjoyment of learning a language. Each teaching method is based on a particular vision of understanding the language or the learning process, often using specific techniques and materials used in a set sequence. What are the Differences? Each method has a different focus or priority, so let’s look at what this means in practical terms in the classroom.   Method Focus Characteristics Grammar Translation Written literary texts Translate from English into your native language Direct Method (Natural Method) Everyday spoken language Student learns by associating meaning directly in English Audio-Lingual Method Sentence and sound patterns Listening and speaking drills and pattern practice only in English Cognitive Code Approach Grammar rules English grammar rules deduced and then understood in context The Silent Way Student interactionrather than teacher Teacher is silent to allow student awareness of how English works Suggestopedia Meaningful texts and vocabulary Relaxed atmosphere, with music; encourages subliminal learning of English Community Language Learning Student interaction Understanding of English through active student interaction Comprehension Approach (Natural Approach, the Learnables, and Total Physical Response) Listening comprehension English speaking delayed until students are ready; meaning clarified through actions and visuals Communicative Language Method Interaction, authentic communicationand negotiating meaning Understanding of English through active student interaction; negotiating meaning games,information gaps Content-based, Task-based, and Participatory Approaches What is being communicated, not structure of English Content based on relevance to students’ lives: topics, tasks, problem-solving Learning Strategy Training, Cooperative Learning, and Multiple Intelligences How to learn Teach learning strategies, cooperation; activities vary according to different intelligences

http://blog.tjtaylor.net/teaching-methods/

 

14.2 The words and expressions below are from the article. Read them and put a tick next to those whose meaning you know. Ask a partner or partners the meaning of the other words and expressions. Keep on asking until you can put a tick against each one.

 

a) academic research (line 1)

b) teaching method (line 3)

c) objectives, environments and learning needs (line 5)

d) materials used in a set sequence (line 13)

e) to focus or priority (line 15)

f) associating meaning (line 23)

g) sound patterns (line 26)

h) student awareness (line 33)

i) student interaction (line 33)

j) meaningful texts and vocabulary (line 37)

k) subliminal learning (line 38)

l) listening comprehension (line 44)

m) visuals (line 46)

n) authentic communication (line 49)

o) negotiating meaning (line 51)

p) information gaps (line 52)

q) problem-solving (line 56)

r) learning strategies (line 57)

 

 

14.3 Talk about one or both of the points below with a partner or partners.

· Has this article helped you to identify Language Teaching Methods?

· Can you speak about their advantages and disadvantages?

 

15 The article below by Alex Taylor tells about the Principled Eclecticism approach which is followed by many teachers today. Read the article quickly. Then answer the question: what is the main idea of the Principled Eclecticism approach.

The New Principled Eclecticism Method by Alex Taylor Fitting the method to the learner, not vice versa Today the professional language teacher has a good grounding in the various techniques and new approaches, and they know and understand the history and evolution of teaching methodologies. The modern teacher will in fact use a variety of methodologies and approaches, choosing techniques from each method that they consider effective and applying them according to the learning context and objectives. They prepare their lessons to facilitate the understanding of the new language being taught and do not rely on one specific ‘best method’. Some Examples · The teacher proposes a variety of exercises, both written and oral, to improve the learner’s accuracy, fluency and communicative ability. · The teacher corrects errors immediately if the scope of the classroom activity is accuracy, but if the scope of the activity is fluency these errors will be corrected later on. · The teacher develops all four linguistic capabilities (reading, writing, listening and speaking). · To improve pronunciation the teacher uses drills, where students repeat automatically the phrases spoken by the teacher. · The teacher helps the student personalize the use of grammatical and lexical elements used in class. · The teacher understands that a didactic program has to include not only grammar and lexis, but also linguistic functions, colloquialisms, idioms, etc. · The teacher introduces exercises of guided discovery for new grammar rules. · At times the teacher may translate – but only if they know both languages very well and believe it is the most efficient way to provide the meaning of a new concept in that moment, especially for abstract ideas. · The teacher is committed to developing a wide range of resources in order to give relevant, stimulating, and productive lessons. It is impossible to do everything if only one method is used. As a result, professional EFL teachers follow what is described as the Principled Eclecticism approach, where students are also encouraged to be autonomous in their learning. However, some private schools and training companies still prefer to promote a specific in-house branded method or approach, though often mainly for commercial or marketing reasons rather than for didactic reasons. http://blog.tjtaylor.net/method-principled-eclecticism/

 

On-line task · Study the material about Language Teaching Methods: http://ru.scribd.com/doc/127117916/Techniques-and-Principles-in-Language-Teaching-Diane-Larsen-Freeman-Oup-210-Pp   http://moramodules.com/ALMMethods.htm · Watch the video, where 6 main Language Teaching Methods are introduced byDiane Larsen-Freeman. https://www.youtube.com/watch?v=Pz0TPDUz3FU&list=PL7BlTIDdOgZJhim70umCX0sAJFOtMRnda

Assessment

· Choose one of the modern teaching methods, find the articles devoted to it, give the critical analyses and present your point of view on its effectiveness.

· Project work: taking in consideration everything you have learned about attitudes, approaches and teenage learners choose an appropriate Teaching Method for Teenagers, studying English, justify the attitudes applied. Be ready to present and defend your project in class.

Resources

1. http://ru.scribd.com/doc/127117916/Techniques-and-Principles-in-Language-Teaching-Diane-Larsen-Freeman-Oup-210-Pp

2. http://moramodules.com/ALMMethods.htm

3. http://www.usca.edu/essays/vol132005/gourneau.pdf

4. http://www.teach-kids-attitude-1st.com/teach-attitude.html

 

Lesson 2

 

Language and Competencies

Summary

The unit will give an overview of:

· Foreign Language Teachers` Competencies;

· Foreign Language Learners` Competencies.

· Core Competencies for Educators.

It will explain:

· the terms Competence, Teacher’s Competence, Learner’s Competence;

· the necessity of Core Competencies for Educators;

· specific competencies of Foreign Language Teachers` Competencies;

· The difference between Linguistic and Communicative Competences;

· The necessity of organizing the syllabus for Learners` Competencies formation.

Learning outcomes

Students will learn the material about Foreign Language teachers` Competencies and Foreign Language Learners` Competencies, that will help them focus on the functions, tasks, activities etc. necessary for creating a lesson structure.

 

Сontent of the lesson

Spark

My teacher gave a lot of creative tasks.

1.1 Look at the statements from students below. They are about their English teachers` ability to teach. Put a tick next to those you think are necessary for effective teacher.

1.2 Write two other statements about your school teacher(s) of English. Then compare your answers with a partner.

1.3. Discussion

What is the difference between effective and ineffective teacher?

 

Input

Look at three definition of the word COMPETENCE, taken from three different dictionaries. Which of them do you consider to be more suitable when speaking about LANGUAGE AND COMPRTENCIES? Give your reasons.

 

competence 1. a.The ability to do something well or efficiently. b.A range of skill or ability: a task beyond his competence. c.A specific ability or skill: a surprising competence in dealing with animals. 2. Law The quality or condition of being legally qualified or fit to perform an act. 3. Microbiology The ability of bacteria to be genetically transformable. 4. Medicine The ability to respond immunologically to bacteria, viruses, or other antigenic agents. 5. Linguistics The knowledge that enables one to speak and understand a language. 6.Sufficient means for a comfortable existence.   American Heritage® Dictionary of the English Language, Fifth Edition. Copyright © 2011 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company. All rights reserved.

 

competence 1.the condition of being capable; ability 2.a sufficient income to live on 3.(Law) the state of being legally competent or qualified 4.(Biology) embryol the ability of embryonic tissues to react to external conditions in a way that influences subsequent development 5.(Grammar) linguistics (in transformational grammar) the form of the human language faculty, independent of its psychological embodiment in actual human beings. Compare performance^7, langue, parole^5 Collins English Dictionary – Complete and Unabridged © HarperCollins Publishers 1991, 1994, 1998, 2000, 2003

 

competence 1.the quality of being competent. 2.an income sufficient to furnish the necessities and modest comforts of life. 3.the sum total of possible developmental responses of any group of blastemic cells under varied external conditions. 4.the implicit internalized knowledge of a language that a speaker possesses and that enables the speaker to produce and understand the language. Compare performance (def. 8). 5.the state of being immunocompetent.   Random House Kernerman Webster's College Dictionary, © 2010 K Dictionaries Ltd. Copyright 2005, 1997, 1991 by Random House, Inc. All rights reserved.

 

2.2. Formulate your own definitions:

Teacher` s competence

 

Learner’s competence

Exercises

Face to face

3.1 In this article Neil Kokemuller views the difference between three key concepts related to a job search, job performance and evaluation. Read the article through quickly. Then answer the question: What do all three of these concepts have in common?

Difference between Competencies, Tasks, and Qualities by Neil Kokemuller, Demand Media   Competencies, tasks and qualities are all key concepts related to a job search, job performance and evaluation. In essence, your personal qualities may contribute to the competencies required for success in a given position. In a job, you complete certain tasks that shape your role in the organization. Understanding each of these concepts and their importance helps in searching for the right career. Qualities Your personal qualities include traits or attributes that help shape your personality. The combination of qualities you possess help make you unique as a person and employee. Charisma, appearance, humor, kindness and a helpful attitude are among qualities you might bring to the table as an employee. From an employer standpoint, your personal qualities are several competency factors used to assess whether you are the right fit for the company and job. Knowing yourself and your interests also help you ensure you get into an organization and position that matches well with your interests. Competencies Job competencies include the knowledge, skills and abilities and behaviors, as well as qualities necessary for success in a position. Employers often include competencies in a job description to convey the qualifications needed for a successful applicant. This helps job seekers when giving consideration to a job posting. In the interview, hiring managers also use questions to find out whether you have the necessary competencies to do the job well. Competencies are essentially a broader umbrella of job traits that includes your personal qualities. Tasks Job tasks are significantly different from qualities and competencies. A task is a specific duty or action required of someone in a given position. As a marketing analyst, for instance, one of your tasks might be to research competitors and prepare a competitor analysis spreadsheet. Job descriptions and postings usually include thorough lists of common job tasks so you can evaluate whether you want to do the work. When you get hired, you typically collaborate with your supervisor to set performance goals for each key task area. A salesperson usually must sell a certain number of a given product, for instance. Core Differences A major difference between qualities and competencies relative to job tasks is that they are used for assessing potential employees, while tasks are performed once you have the job. Competencies, including qualities, point to what you need to successfully complete the tasks for the position. In theory, if an employer effectively evaluates your competencies in an interview and your personal qualities make you happy and productive in the work, you should achieve success in performing job tasks. http://work.chron.com/difference-between-competencies-tasks-qualities-21533.html

3.2. Read the article again and make notes in the chart below. Then compare your answers with a partner.

	They include…	They help to…
Qualities
Competencie s
Tasks

3.3 Look at the list below of synonyms to the word COMPITENCE, given in the dictionary. Choose three of the list and explain the difference in the meaning with the core word to your partner, as if you were explaining them to your pupils. Would you explain them just by using the definition or in some other way?

competence Synonyms Capability, ability, competency, capacity, proficiency quality, accomplishment, adeptness, adroitness, knowledge, expertise, expertness, skill, skillfulness, prowess, mastery, resources, faculties, facilities, talent, bent, aptitude, artistry, virtuosity

 

4. Talking point

· Why do we have to speak about competences when discussing Future Teachers’` Training?