Exposure is not enough just with the clasroom audio and the teacher talking, nor with the songs and videos students could study in there. It’s neccesary to find out their interests in order to have them involved with the students learning process.
I laso insist to take advantage of all the toursits our city has; I keep telling my students to try to talk a little bit with the foreing people they run into; I also ask them to get into learning websites and practice more with their movies with and without subtitles at home.
I noticed grammar with adults work well because they already have expectations and prejudices for L2.With gramamr being read and written, they feel self-confidence.
Exposure is neccesary to be mixed with interaction so I always have the students working either by pairs or in small groups in several activities.
As I’ve mentioned before, once I bring foreing visitors to the classroom, a very stron motivation comes along with their need to communicate, to find out more about their interests and just for the fun to share and getting to know them in general.
Then after all the interaction and exposure, I try to make questionnaires, ask students to write a thank you note to the visitors to have come to class, in the group journal they write a report from the meeting, etc.
From my coursebook I found for interaction role play activities; for exposure to language takes place with the course cd, and for focus on form they work in an activity workbook together with their coursebook; they also work in the notebook all the tenses, grammar and vocabulary learnt that day.
For motivation I try to link topics from the coursebook to real life ones; bring the visitors, and I bring used magazines for collages they elaborate by pairs or in small groups with a given topic, ussually one that we had just completed in the classroom.
About the links in differences in L1 and L2 or how to teach different ages groups:
There are some tips to work on the difference,s for example a blog with movies; this makes me think of a great way to approach the second language culture.
2. On the one stop website, I found this entry for “methodology”
It contains links to deal with behavior managment, classroom set up, first day, and large classes. It also includes ages development with stages.
List of watching a young child learnig her first language similarities and differences:
|Personal hygiene||It’s a real life experience||Language, perhaps time to do this.And perhaps products.|
|Greeting her grandmother||Love and tenderness||She would talk to her grandma in the “you formal” pronoun.|
The similarities are clear to me; they need to be related to real life and develop in a caring environment; the differences can be approached while teaching in bringing the real life sitiation recall to the students present moment to move from there; or once taught the vocabulary, link it to the student characteristic of items (for example-toothpaste-color of your toothpaste at home”