Applications in the Classroom

1. Applications in the Classroom

2. The Adult Learner • There is no decline in the ability to learn as people get older • The context in which adults learn is the major influence on their ability to acquire the new language

3. The Adult Learner • Workbook – readings and exercises combine what we understand assists adults in their  quest for learning and understanding • Augmentation and extension of the exercises needs to be adapted according to various regional contexts

4. Points to Consider • Adults want immediate, applicable learning • activities grounded in real-life experience • Adults want to know why something needs to be learned – instructions explain to learners why they need to know the material • post an agenda on the blackboard, chart paper

5. Lesson Ideas • Not willing to tolerate boring or irrelevant content, or • Lessons that stress the learning of grammar rules out of context • To avoid boring them, there are activities that also challenge them that speak to their lives, concerns, and goals as adults

6. Implications for Teaching • Present structures and vocabulary that will be of immediate use to them, in a context which reflects the situations • Materials and activities that do not incorporate real life experiences will not succeed with older learners • Focus on understanding rather than producing language

7. Exercises • IDIOMS, PHRASAL VERBS and BUZZ WORDS: Match the letter to its meaning: • A. look up to date • B. feel like a million bucks • C. 5-o’clock shadow • D. out of style • A day old growth of beard on men __________________ • To walk and talk with confidence ________________ • To be smartly dressed in the latest styles ___________ • Not aware of social trends ___________________

8. Exercises • WRITING: • CLB 5 – Write a paragraph describing what you would wear on your first day of work in your chosen profession. • CLB 6 – Work in pairs. Develop a dialogue between an employer and an employee about his/her hygiene problem. • CLB 7 – Write a two or three paragraph description of yourself for a cover letter. Consider the attributes that will contribute to your professional image. • CLB 8 – Research two or three sites on professional image. Describe and summarize your points in a four paragraph essay. Remember to give an introduction, develop your main points and finish with a conclusion

9. Focussed Activities • Activities designed to recognize that adults have a short attention span – after about 10 minutes of continuous input, people cease to absorb much new material • Material chunked into 10-20 minute segments

10. Exercises • LANGUAGE PATTERNS: • Research the meanings of “dressed”. • Adjective______________________ • Complete these definitions: • Get dressed: __________________ • Smartly dressed:________________ • Dressed to kill:_________________ • Dressed up: ___________________ • Dressed down:_________________ • Well dressed:__________________ • Dressed to the nines_____________ • Half-dressed:__________________ • Dressed for dinner:______________ • Dressed for success_____________ • Overdressed___________________

11. Grammar • Why is it important that the learner learn this specific grammar point or communicate an idea? • Learners need to apply the grammar, vocabulary they are learning • grammar must also be embedded in a context

12. Good Boss Bad Boss • Grammar: Exercise F Following a meeting or a conversation with your employer, you may want to recap the discussion with someone else, such as a colleague. This will involve the use of reported speech. • Mr. Smith said, “The meeting is at 9:00 on Thursday.” Mr. Smith said that the meeting would be at 9:00 on Thursday.

13. Points to Consider • Activities are focused so the learners are not trying to process and monitor too many points at one time • Learners exposed to language that is both at and slightly above what they can comfortably understand – offers a balance of easier tasks with more challenging ones • Challenge, not stress • The degree of difficulty should be set high enough to challenge participants but not so high that they become frustrated by information overload. The instruction should predict and reward participation, culminating in success.

14. Points to Consider • Activities ask learners to work together or share information to build a sense of familiarity and community • Group Work: Exercise A • Work in pairs. Discuss the steps you could take to build a positive working relationship with your boss.

15. Points to Consider • Activities focus on overall ability to communicate meaning • Learners need a ‘silent period’ - time to adjust to the new language and begin to internalize it • Some of the activities in the workbook allow them to demonstrate comprehension without having to produce language

16. Goal Setting • Learners need to set short-term goals and long-term goals • Learners need to recognize and acknowledge their own progress

17. Conclusion • Bottom line = keep in mind the unique needs of adult learners adapting to culturally new workplace settings