Teaching Beginners Seminar

British Educational Centre
Teaching Beginners
Types of beginner
Types of beginner
• absolute beginner
Types of beginner
• absolute beginner: rare but not extinct – maybe not able to read / write
Roman script, might not even be able to say hello. L1 useful at the very
beginning.
Types of beginner
beginning.
• false beginner
Types of beginner
beginning.
• false beginner: self-taught, lessons from school etc. Recognition syndrome:
recognise something when studying that they learned in the past but
forgot – positive and help them or negative and prevent them from learning
(negative experiences)
Types of beginner
beginning.
• false beginner: self-taught, lessons from school etc. Recognition syndrome:
recognise something when studying that they learned in the past but
forgot – positive and help them or negative and prevent them from learning
(negative experiences)
• a beginner with or without foreign language learning experience
Why is it difficult to work with beginners?

Why is it difficult to work with beginners?

• don’t understand anything
• no base
• no metalanguage
• different expectations
• everything is new – overload / too much to process
• low sense of self-esteem
• feel infantilised
• illiterate in Roman script
What do beginners need?


GRAMMAR
• clear and memorable presentations of basic structures
• plenty of regular and varied practice

GRAMMAR
VOCABULARY
• to expand their knowledge of high-frequency words and phrases
• to use new vocabulary in personalised contexts

GRAMMAR
VOCABULARY
• to expand their knowledge of high-frequency words and phrases
• to use new vocabulary in personalised contexts
PRONUNCIATION
• to learn the English vowel and consonant sounds and practise them extensively
• to see where there are rules and patterns in sound-spelling relationships
• systematic practice of other aspects of pronunciation, e.g. stress and sentence rhythm

SPEAKING
• regular opportunities to use new language orally
• topics that arouse their interest and prompt them to express their own experiences and
ideas in English
• realistic and achievable tasks

SPEAKING
• regular opportunities to use new language orally
• topics that arouse their interest and prompt them to express their own experiences and
ideas in English
• realistic and achievable tasks
LISTENING
• to be exposed to as much aural English as possible
• to build their confidence by listening to short and simple utterances
• to learn to get the gist of what is being said by focussing on the key words in the
utterance

READING
• engaging topics and stimulating texts which will motivate them to read in English
• manageable tasks that help them to read
• how to deal with unknown words in a text

READING
FUNCTIONS
• to learn high-frequency functional phrases
• to know what to say in common situations, e.g. buying a drink in a café

READING
FUNCTIONS
• to learn high-frequency functional phrases
• to know what to say in common situations, e.g. buying a drink in a café
REVIEW
• regular recycling of grammar, vocabulary and pronunciation
• a sense of progress
What should they be able to do by the end of the level?


Listening: I can recognise familiar words and very basic phrases
concerning myself, my family and immediate concrete surroundings
when people speak slowly and clearly

Listening: I can recognise familiar words and very basic phrases
concerning myself, my family and immediate concrete surroundings
when people speak slowly and clearly
Reading: I can understand familiar names, words and very simple

sentences, for example on notices and posters or in catalogues.

Production (spoken): I can use simple phrases and sentences to
describe where I live and people I know.

Production (spoken): I can use simple phrases and sentences to
describe where I live and people I know.
Production (written): I can write simple isolated phrases and

sentences.

Interaction (spoken): I can interact in a simple way provided the other
person is prepared to repeat or rephrase things at a slower rate of speech and
help me formulate what I'm trying to say. I can ask and answer simple
questions in areas of immediate need or on very familiar topics.

Interaction (spoken): I can interact in a simple way provided the other
person is prepared to repeat or rephrase things at a slower rate of speech and
help me formulate what I'm trying to say. I can ask and answer simple
questions in areas of immediate need or on very familiar topics.
Interaction (written): I can write a short, simple postcard, for example

sending holiday greetings. I can fill in forms with personal details, for
example entering my name, nationality and address on a hotel registration
form.

Range: I have a very basic repertoire of words and simple phrases about family and personal
details, plus simple everyday situations

Accuracy: I can use memorised, short phrases for specific purposes with reasonable accuracy.

Fluency: I can speak in very short phrases and isolated words.


Cohesion: I can join simple phrases with words like “and” or “then”.

Cohesion: I can join simple phrases with words like “and” or “then”.
Socio-linguistic: I can use the simplest everyday polite forms of greetings and farewells;
introductions; saying “please”, “thank you”, “sorry”, etc.
How do we teach beginners?


• teacher-talk – extremely graded, keep it simple, mime, use gestures, prepare
your speech beforehand

• instructions – imperatives, modelling, separated with pauses, break the steps
up, etc.

up, etc.
• L1 if needed

up, etc.
• L1 if needed
• avoid “explaining” – it’s just noise

up, etc.
• L1 if needed
• visuals and scaffolding

up, etc.
• L1 if needed
• drills

up, etc.
• L1 if needed
• drills
• short activities, change of pace

Teaching Beginners Seminar

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Teaching Beginners Seminar

Hochgeladen von

Copyright:

Verfügbare Formate

British Educational Centre

Why is it difficult to work with beginners?

Why is it difficult to work with beginners?

What do beginners need?

What do beginners need?

What do beginners need?

What do beginners need?

What do beginners need?

What do beginners need?

What do beginners need?

What do beginners need?

What do beginners need?

What should they be able to do by the end of the level?

What should they be able to do by the end of the level?

What should they be able to do by the end of the level?

Reading: I can understand familiar names, words and very simple

What should they be able to do by the end of the level?

What should they be able to do by the end of the level?

Production (written): I can write simple isolated phrases and

What should they be able to do by the end of the level?

What should they be able to do by the end of the level?

Interaction (written): I can write a short, simple postcard, for example

What should they be able to do by the end of the level?

What should they be able to do by the end of the level?

What should they be able to do by the end of the level?

Fluency: I can speak in very short phrases and isolated words.

What should they be able to do by the end of the level?

Fluency: I can speak in very short phrases and isolated words.

What should they be able to do by the end of the level?

Fluency: I can speak in very short phrases and isolated words.

How do we teach beginners?

How do we teach beginners?

How do we teach beginners?

How do we teach beginners?

How do we teach beginners?

How do we teach beginners?

How do we teach beginners?

How do we teach beginners?

Das könnte Ihnen auch gefallen