Adult Education
Content
ADULT EDUCATION
Understanding the learner. About the language. Assessment & Placement.
UNDERSTANDING THE LEARNER
Understand the Ss and their motives for attending
classes. Adults are not just large children. a. Life experience. b. Motivation. c. Inmediate goals. d. Self concept.
KINDS OF Ss
Literacy. Age.
Late teens Young adults Middle aged adults Older retired adults Motivation. Survival Job enhancement Education Social interaction Native Language Background. Native Culture.
MOTIVATING Ss
Adult Ss are much more likely to come with specific purposes for their learning. Help them feel progress towards their goals. 2. Enjoyment. Oportunities for real social interaction. 3. Relevance. Life-coping skills.
1.
ABOUT THE LANGUAGE
1. 2. 3.
Correct English or appropriate English? The relationship of the speakers. The situation in which communication takes place. The topic of the communication.
GRAMMAR PROBLEMS
Word Order.
Subject + Verb + Object(s) + Place + Time
Verbs.
Past, present and future tense. Two-Word Verbs (Phrasal Verbs). The Verb Do.
As a verb, as a sign of emphasis, as an Aux.
Prepositions. Nouns.
Countable and non-countable.
PRONUNCIATION PROBLEMS
Voicing.Voiced or unvoiced.
Voiced and unvoiced Articulators Stressed and unstressed syllables. Rising intonation and rising-falling intonation.
Mouth, tongue and lip position.
Stress and Rhythm.
Intonation.
ASSESSMENT AND PLACEMENT
Many adult Ss come to the classroom with a lot of
fears. Oral Assessment. Literary Assessment.
A cloze test. A dictation test.
FINAL COMMENTS
Spending a lot of time talking about the language being learned and
not talking in that language. Learning a language is not only learning rules (as formulas), but also listening, understanding and producing. Learning of rules can help. Just do not make them the focus of the course. Repetition and memoritazion, if used, must be accompanied by activities requiring the application of the learned patterns with variation in vocabulary and even structure. Grammatical development takes place gradually. The learner develops many aspects of the grammar simultaneously. The teacher’s efforts should be focused on providing the Ss with lots of opportunities to hear and comprehend the language and to interact in a realistic way.
Understanding the learner. About the language. Assessment & Placement.
UNDERSTANDING THE LEARNER
Understand the Ss and their motives for attending
classes. Adults are not just large children. a. Life experience. b. Motivation. c. Inmediate goals. d. Self concept.
KINDS OF Ss
Literacy. Age.
Late teens Young adults Middle aged adults Older retired adults Motivation. Survival Job enhancement Education Social interaction Native Language Background. Native Culture.
MOTIVATING Ss
Adult Ss are much more likely to come with specific purposes for their learning. Help them feel progress towards their goals. 2. Enjoyment. Oportunities for real social interaction. 3. Relevance. Life-coping skills.
1.
ABOUT THE LANGUAGE
1. 2. 3.
Correct English or appropriate English? The relationship of the speakers. The situation in which communication takes place. The topic of the communication.
GRAMMAR PROBLEMS
Word Order.
Subject + Verb + Object(s) + Place + Time
Verbs.
Past, present and future tense. Two-Word Verbs (Phrasal Verbs). The Verb Do.
As a verb, as a sign of emphasis, as an Aux.
Prepositions. Nouns.
Countable and non-countable.
PRONUNCIATION PROBLEMS
Voicing.Voiced or unvoiced.
Voiced and unvoiced Articulators Stressed and unstressed syllables. Rising intonation and rising-falling intonation.
Mouth, tongue and lip position.
Stress and Rhythm.
Intonation.
ASSESSMENT AND PLACEMENT
Many adult Ss come to the classroom with a lot of
fears. Oral Assessment. Literary Assessment.
A cloze test. A dictation test.
FINAL COMMENTS
Spending a lot of time talking about the language being learned and
not talking in that language. Learning a language is not only learning rules (as formulas), but also listening, understanding and producing. Learning of rules can help. Just do not make them the focus of the course. Repetition and memoritazion, if used, must be accompanied by activities requiring the application of the learned patterns with variation in vocabulary and even structure. Grammatical development takes place gradually. The learner develops many aspects of the grammar simultaneously. The teacher’s efforts should be focused on providing the Ss with lots of opportunities to hear and comprehend the language and to interact in a realistic way.
