English Teaching English Teaching for adult womenfor adult women

Nowadays, being able to communicate in foreign languages is a necessary Nowadays, being able to communicate in foreign languages is a necessary

requisite, both from a professional and interpersonal point of view.requisite, both from a professional and interpersonal point of view.

Speaking English is the key to successful international relationships, business and Speaking English is the key to successful international relationships, business and personal communications.personal communications.

The knowledge of other languages besides our own is an important instrument to The knowledge of other languages besides our own is an important instrument to widen one’s perception of reality, by getting into contact with different cultures and widen one’s perception of reality, by getting into contact with different cultures and mentalities. In particular, a language like English has become indispensable, as the mentalities. In particular, a language like English has become indispensable, as the basic communication in the field of international business and the new computer basic communication in the field of international business and the new computer technologies is all in this language.technologies is all in this language.

From the analysis carried out by partner institutions about the learners’ needs, also From the analysis carried out by partner institutions about the learners’ needs, also during the meeting in Naples, it has come out that there are several reasons because during the meeting in Naples, it has come out that there are several reasons because grown-up people can feel the need to learn English:grown-up people can feel the need to learn English:

to develop professional skills in order to enrich one’s own curriculum and in this way to to develop professional skills in order to enrich one’s own curriculum and in this way to facilitate the job’s search;facilitate the job’s search;

to improve abilities especially in the business, touristic, marketing and computer fields; to improve abilities especially in the business, touristic, marketing and computer fields; to enjoy one’s spare time in a creative and intelligent way, since most of the to enjoy one’s spare time in a creative and intelligent way, since most of the

magazines, Internet, music, videogames, nowadays include this language;magazines, Internet, music, videogames, nowadays include this language; to be independent while travelling abroad, since English is spoken on an international to be independent while travelling abroad, since English is spoken on an international

level.level.

Minimum standard to learn a Minimum standard to learn a foreign language succesfullyforeign language succesfully

To be considered communicative competent in a certain To be considered communicative competent in a certain language, one have to reach a standard based on linguistic language, one have to reach a standard based on linguistic functions or tasks, such as:functions or tasks, such as:

““asking for and giving personal data;asking for and giving personal data; “ “asking and answering about habits and daily activities“;asking and answering about habits and daily activities“; ““asking and answering about the weather, the time, the asking and answering about the weather, the time, the

date;date; describing oneself and people;describing oneself and people; talking about possession;talking about possession; describing one’s and other’s abilities;describing one’s and other’s abilities; asking and talking about likes and dislikes:asking and talking about likes and dislikes: asking for a direction”; asking for a direction”; ordering at the restaurant”;ordering at the restaurant”; classifying and pointing out objects;classifying and pointing out objects; asking and talking about future actions;asking and talking about future actions; asking and answering about quantity, prices;asking and answering about quantity, prices; making comparisons among things and people;making comparisons among things and people; inviting, accepting, refusing.inviting, accepting, refusing.

How to facilitate the learning How to facilitate the learning processprocess

From the interviews accomplished on a sample of 10 From the interviews accomplished on a sample of 10 teachers it has emerged that their privileged didactic method is teachers it has emerged that their privileged didactic method is not based on a “grammatical approach”, but on a not based on a “grammatical approach”, but on a “communicative and functional approach”. We don’t have to “communicative and functional approach”. We don’t have to learn an abstract language, spoken only in books, but we must learn an abstract language, spoken only in books, but we must develop a communicative competence, enabling us to solve develop a communicative competence, enabling us to solve practical problems. practical problems.

Meaningful interaction and natural communication in the target Meaningful interaction and natural communication in the target language are necessary for successful language acquisition.language are necessary for successful language acquisition.

To facilitate adult learning we have to keep in mind that To facilitate adult learning we have to keep in mind that adults are self-directed in their learning, they are practical, adults are self-directed in their learning, they are practical, problem-solving-oriented learners, they want their learning to problem-solving-oriented learners, they want their learning to be immediately applicable to their lives and finally they want to be immediately applicable to their lives and finally they want to know why something needs to be learned. Hence derives that know why something needs to be learned. Hence derives that teachers must give learners opportunities and purposes for teachers must give learners opportunities and purposes for communication that reflect or relate to their lives and use communication that reflect or relate to their lives and use authentic materials in activities whenever possible:authentic materials in activities whenever possible:

role-playing; role-playing; a doctor/patient exchange or creating a chart with information a doctor/patient exchange or creating a chart with information

on local medical services;on local medical services; listening for details in a recorded telephone message; listening for details in a recorded telephone message; reading classified ads from the local newspaper.reading classified ads from the local newspaper.

The importance of The importance of languages’ didactic languages’ didactic

With the acceleration of the globalization, to know the With the acceleration of the globalization, to know the English today means "to know itself to have a cultural English today means "to know itself to have a cultural relationship" with interlocutors of several origins.relationship" with interlocutors of several origins.

Today, therefore, the “ Glottodidattica” inquires on Today, therefore, the “ Glottodidattica” inquires on methodologies for "the intercultural" teaching of the methodologies for "the intercultural" teaching of the languages, in particular of the English language. languages, in particular of the English language.

How to prepare the student to pick and to make own the How to prepare the student to pick and to make own the shape mentis and the system of values of the interlocutors , shape mentis and the system of values of the interlocutors , anyone they are? How to prepare the student to use these anyone they are? How to prepare the student to use these cognitions in order to communicate in the way more cognitions in order to communicate in the way more comprehensible (and congenital) possible? comprehensible (and congenital) possible?

The new didactics of the language must be used to promote The new didactics of the language must be used to promote a communicative and functional approach to the languagea communicative and functional approach to the language

Effective language use involves an automatic processing of Effective language use involves an automatic processing of language.language.To become proficient, learners need to move from a To become proficient, learners need to move from a concentrated focus on grammar, forms, and structures to concentrated focus on grammar, forms, and structures to using language as a tool to accomplish communication tasks.using language as a tool to accomplish communication tasks.

Adults learn anything best Adults learn anything best when:when:

► they feel in control and have choices in the direction of the they feel in control and have choices in the direction of the learning process. learning process.

► they are given a high level of respect for their current they are given a high level of respect for their current viewpoints and status. viewpoints and status.

► there is no condescension by the teacher. there is no condescension by the teacher. ► the teaching builds on their previous experience. the teaching builds on their previous experience. ► there is 'transferability' – they can apply the teaching there is 'transferability' – they can apply the teaching

immediately to real situations in their own lives. immediately to real situations in their own lives. ► teachers realise that most people have a surprisingly short teachers realise that most people have a surprisingly short

attention span. The hour-long lecture is not, in general, a attention span. The hour-long lecture is not, in general, a good means of communication. After about 10 minutes of good means of communication. After about 10 minutes of continuous input, people cease to absorb much new continuous input, people cease to absorb much new information. information.

► there is a mixture of teaching approaches, including there is a mixture of teaching approaches, including considerable interactivity: role-play or drama, discussion considerable interactivity: role-play or drama, discussion groups, questionnaires or other feedback. groups, questionnaires or other feedback.

► visual aids are used – e.g., video-clips, OHP graphics, visual aids are used – e.g., video-clips, OHP graphics, Powerpoint. Powerpoint.

► learners are given the space to come to their own learners are given the space to come to their own conclusions based on evidence offered to them, in a non-conclusions based on evidence offered to them, in a non-pressured way. pressured way.

► the learning environment is friendly, informal, and often the learning environment is friendly, informal, and often humorous. humorous.

► they have the option to ask questions without fear of they have the option to ask questions without fear of embarrassment or condemnation. embarrassment or condemnation.

► they have a good trusting relationship with the teacher who they have a good trusting relationship with the teacher who should be sending them a good 'para-message' – in other should be sending them a good 'para-message' – in other words, learners are looking to see if the teacher's own life words, learners are looking to see if the teacher's own life reflects the content and usefulness of the teaching: does he reflects the content and usefulness of the teaching: does he or she 'walk the talk'? or she 'walk the talk'?

► the teaching has a specific, practical, assessable goal, rather the teaching has a specific, practical, assessable goal, rather than being vague, abstract, or aiming at a range of targets. than being vague, abstract, or aiming at a range of targets.

► they have a good relationship with the other learners. they have a good relationship with the other learners. ► at least some of the learning process is within a small at least some of the learning process is within a small

interactive groupinteractive group

Units planning.Units planning.

► The Skills:The Skills:- Comprehending Comprehending oral and specific oral information, related to oral and specific oral information, related to

everyday life linked to the personal and professional experience everyday life linked to the personal and professional experience of the pupils;of the pupils;

- Producing oral Producing oral information, related to everyday life topics information, related to everyday life topics linked to the personal and professional experience of the pupils;linked to the personal and professional experience of the pupils;

- Producing written Producing written information, related to everyday life topics information, related to everyday life topics linked to the personal and professional experience of the pupils.linked to the personal and professional experience of the pupils.

► VocabularyVocabulary

Each didactic unit will provide a specific set of new words to be Each didactic unit will provide a specific set of new words to be learnt by the pupils in the least possible mechanical way. learnt by the pupils in the least possible mechanical way.

For instance : clothes, colour, rooms, sport, etc.For instance : clothes, colour, rooms, sport, etc.

Grammatical patterns:Grammatical patterns:

► Verbs To Have, To Be;Verbs To Have, To Be;► Simple Present;Simple Present;► Present Continuous;Present Continuous;► Prepositions Of Time And Space;Prepositions Of Time And Space;► Frequency Adverbs;Frequency Adverbs;► There Is / There Are;There Is / There Are;► Simple Past / Past Continuous;Simple Past / Past Continuous;► Simple Future, Be Going To, Etc;Simple Future, Be Going To, Etc;► Some /Any;Some /Any;► Verbs Can, May, Must, To Have To, To Want;Verbs Can, May, Must, To Have To, To Want;► Wh-Questions;Wh-Questions;► Much-Many;Much-Many;► Comparatives, Superlatives;Comparatives, Superlatives;► Present Perfect;Present Perfect;► If sentencesIf sentences

Phonetics :Phonetics :► tthe alphabet, analytic pronunciation of the sounds and he alphabet, analytic pronunciation of the sounds and

sounds groups, intonation, rhytm and stress. sounds groups, intonation, rhytm and stress. English phonetic transcription plays a very big role in the English phonetic transcription plays a very big role in the

process of learning English pronunciation.process of learning English pronunciation. For the language learner, a passive acquaintance with For the language learner, a passive acquaintance with

phonetic transcription enables him or her to extract precise phonetic transcription enables him or her to extract precise and explicit information on pronunciation from a dictionary, and explicit information on pronunciation from a dictionary, bilingual or monolingual. Nowadays learners of foreign bilingual or monolingual. Nowadays learners of foreign languages ought to have ample opportunities of hearing the languages ought to have ample opportunities of hearing the language spoken, and not just by their teacher and their language spoken, and not just by their teacher and their fellow-pupils. Television, video tapes, cassettes and CDs give fellow-pupils. Television, video tapes, cassettes and CDs give today’s learners an advantage which earlier generations did today’s learners an advantage which earlier generations did not have. However, mere exposure to authentic language not have. However, mere exposure to authentic language material, while it will certainly improve a learner’s material, while it will certainly improve a learner’s comprehension ability, is not sufficient to ensure a good comprehension ability, is not sufficient to ensure a good productive command of the language or a good productive command of the language or a good pronunciation. Almost everyone can benefit from explicit pronunciation. Almost everyone can benefit from explicit pronunciation teaching, in which the use of phonetic pronunciation teaching, in which the use of phonetic transcription has an important role.transcription has an important role.

Metalinguistic reflectionMetalinguistic reflection

► ::The pupils will be induced to develop simple reflections about English The pupils will be induced to develop simple reflections about English structures, pronunciation and talk habits.structures, pronunciation and talk habits.

In recent years, students’ In recent years, students’ metalinguistic reflectionmetalinguistic reflection has aroused has aroused

considerable interest among researchers. This interest stems, in part, from considerable interest among researchers. This interest stems, in part, from the observation that communicative language teaching alone does not lead the observation that communicative language teaching alone does not lead to the desired level of language competency. In fact, in L2 classrooms where to the desired level of language competency. In fact, in L2 classrooms where teaching is exclusively meaning-oriented, students often experience teaching is exclusively meaning-oriented, students often experience difficulties with accuracy . Consequently, researchers have suggested that difficulties with accuracy . Consequently, researchers have suggested that some attention paid to forms through grammar instruction is necessary and some attention paid to forms through grammar instruction is necessary and that grammar instruction should be integrated in communicative teaching that grammar instruction should be integrated in communicative teaching by presenting grammatical features contextually to learners . by presenting grammatical features contextually to learners .

Socio-cultural aspectsSocio-cultural aspects

► Socio-cultural aspectsSocio-cultural aspects

Two aspects of context are important for teachers of English, Two aspects of context are important for teachers of English, situational contextsituational context and and socio-cultural context.socio-cultural context. When they When they learn to considerlearn to consider situational context,  situational context,  students learn how students learn how their choice of language in a particular situation is influenced their choice of language in a particular situation is influenced by  purpose, subject matter, the mode of communication and by  purpose, subject matter, the mode of communication and the roles and relationships between the speaker or writer and the roles and relationships between the speaker or writer and the audience.  Changing any one of these things changes the the audience.  Changing any one of these things changes the ways in which language is used. ways in which language is used.

Students have some intuitive understanding of situational Students have some intuitive understanding of situational context.  They know that talking to someone they know is context.  They know that talking to someone they know is different from talking to someone they don't know.  They different from talking to someone they don't know.  They understand that they use language differently when asking for understand that they use language differently when asking for a favour or warning about danger. To help students build on a favour or warning about danger. To help students build on this intuitive understanding, teachers expand the range of this intuitive understanding, teachers expand the range of purposes and audiences for composing and comprehending purposes and audiences for composing and comprehending and help students to think about how these influence their and help students to think about how these influence their language uselanguage use

Socio-cultural contextSocio-cultural context.is the other aspect of context that .is the other aspect of context that powerfully influences language use.  It is this aspect of context powerfully influences language use.  It is this aspect of context that teachers focus on when they talk about critical literacy.  that teachers focus on when they talk about critical literacy.  Factors that have an impact on socio-cultural context include Factors that have an impact on socio-cultural context include the values, attitudes, beliefs and assumptions held by the the values, attitudes, beliefs and assumptions held by the creator of a text and its audience.creator of a text and its audience.

Socio-cultural contextSocio-cultural context

Example of a didactic Example of a didactic unitunit

Objective 1Objective 1:: to be able to greet people, introduce yourself, to be able to greet people, introduce yourself, introduce others, ask for information, and give information. introduce others, ask for information, and give information.

Module 1: teaching the dialogue Module 1: teaching the dialogue Competency:Competency: To be able to teach a dialog in such a way that To be able to teach a dialog in such a way that

the student can enact the dialog in a role play with the student can enact the dialog in a role play with classmates. classmates.

Purpose:Purpose: There are two main purposes for teaching the There are two main purposes for teaching the dialog. First, it will provide the student with a bit of dialog. First, it will provide the student with a bit of language that will help him perform in a particular setting language that will help him perform in a particular setting (writing a check, buying a stamp, etc.). The more specific (writing a check, buying a stamp, etc.). The more specific you can be in adapting the dialog to the students' you can be in adapting the dialog to the students' immediate circumstances, the more meaningful the dialog immediate circumstances, the more meaningful the dialog will be and the more likely it will be that the students will will be and the more likely it will be that the students will learn and use it. learn and use it.

The second purpose of the dialog is to introduce certain The second purpose of the dialog is to introduce certain high-frequency patterns of the language which will be high-frequency patterns of the language which will be

practiced further in the practiced further in the dialog expansion activities.dialog expansion activities.

Module 2: dialog expansion, structure drillsModule 2: dialog expansion, structure drillsCompetencies:Competencies: To be able to introduce new vocabulary To be able to introduce new vocabulary

associated with the dialog topic. To be able to give student associated with the dialog topic. To be able to give student meaningful practice with sentence patterns used in the dialog.meaningful practice with sentence patterns used in the dialog.

Module 3: Cloze Type Dictation ExerciseModule 3: Cloze Type Dictation ExerciseCompetency:Competency: To be able to conduct a cloze type dictation To be able to conduct a cloze type dictation

exercise. exercise. Purpose:Purpose: A dictation exercise can have many purposes. It is an A dictation exercise can have many purposes. It is an

excellent listening exercise and can by used to sharpen the excellent listening exercise and can by used to sharpen the skills of skills of listeninglistening and comprehending. It also helps to and comprehending. It also helps to develop develop readingreading and writing skills by exposing the student to and writing skills by exposing the student to the written form of the language as he listens to the spoken the written form of the language as he listens to the spoken form. Students begin to recognize form. Students begin to recognize sight wordssight words and to make and to make associations of sounds with letters. The dictations can also be associations of sounds with letters. The dictations can also be used to develop used to develop spellingspelling skills by leaving a blank in place of skills by leaving a blank in place of the words you want the student to practice. Finally, it can help the words you want the student to practice. Finally, it can help the student to learn the structure of the language by focusing the student to learn the structure of the language by focusing his attention of structures which he does not yet control. his attention of structures which he does not yet control.

Objective 2Objective 2: To be able to give personal information about yourself. To be able : To be able to give personal information about yourself. To be able to fill out forms with the appropriate personal informationto fill out forms with the appropriate personal information

Module 1:Module 1: teaching the dialogue (continued) teaching the dialogue (continued)

Purpose:Purpose: This part of Module I is to re-enforce the dialog teaching skills which This part of Module I is to re-enforce the dialog teaching skills which you developed in working with Lesson 1 by applying them to Lesson 2. In you developed in working with Lesson 1 by applying them to Lesson 2. In this section you will learn a more effective way of teaching question-answer this section you will learn a more effective way of teaching question-answer sequences.sequences.

Module 4:Module 4: teaching pronunciation teaching pronunciationCompetency:Competency: To be able to help students improve their pronunciation. To be able to help students improve their pronunciation.

NoteNote: Native-like pronunciation is difficult for most adult learners to achieve in : Native-like pronunciation is difficult for most adult learners to achieve in a second language. The achievement of it requires not only skilled teaching a second language. The achievement of it requires not only skilled teaching but a high level of internal motivation on the part of the student. Most adults but a high level of internal motivation on the part of the student. Most adults are satisfied with reasonably intelligible speech in the second language and are satisfied with reasonably intelligible speech in the second language and this is an acceptable goal for the ESL teacher. This means that you need not this is an acceptable goal for the ESL teacher. This means that you need not concern yourself with correcting all the pronunciation errors you hear. concern yourself with correcting all the pronunciation errors you hear. Indeed this would do more harm than good. Your first goal should be to give Indeed this would do more harm than good. Your first goal should be to give assistance during the regular speaking lesson to students who are having assistance during the regular speaking lesson to students who are having difficulty with particular sounds. The particular sounds that students will find difficulty with particular sounds. The particular sounds that students will find difficult will differ for different language backgrounds.difficult will differ for different language backgrounds.

o Module 5: teaching numbersModule 5: teaching numbersCompetency:Competency: To be able to carry out several techniques for To be able to carry out several techniques for

practicing numbers. practicing numbers. Note:Note: Because most adults already have developed sophisticated Because most adults already have developed sophisticated

number concepts in their native language, teaching numbers is a number concepts in their native language, teaching numbers is a matter of manipulating numbers in ESL. The following suggested matter of manipulating numbers in ESL. The following suggested activities can be carried out in any order. Better results will be activities can be carried out in any order. Better results will be obtained if the instructor teacher several brief (5 to 10 minute) obtained if the instructor teacher several brief (5 to 10 minute) lessons on numbers rather than one or two long ones.lessons on numbers rather than one or two long ones.

o Module 6: Teaching a Command Sequence LessonModule 6: Teaching a Command Sequence LessonCompetency:Competency: To be able to teach a lesson through the use of To be able to teach a lesson through the use of

commands and physical movement. commands and physical movement. Purpose:Purpose: The command sequence lesson is based on the fact that in The command sequence lesson is based on the fact that in

natural situations language learners usually develop listening natural situations language learners usually develop listening skills before they are forced to speak a lot. It allows the student to skills before they are forced to speak a lot. It allows the student to hear commands and carry them out for a while and not feel hear commands and carry them out for a while and not feel compelled to speak before they are ready. The command compelled to speak before they are ready. The command sequence lesson is very non-threatening, and adults generally sequence lesson is very non-threatening, and adults generally enjoy it and perform well. The first objective is to expose the enjoy it and perform well. The first objective is to expose the student to commands and then later have him learn to give the student to commands and then later have him learn to give the commands. This second part -- having the students give commands. This second part -- having the students give commands -- may not happen during the first class.commands -- may not happen during the first class.

o Module 7: Module 7: Teaching the AlphabetTeaching the Alphabet► Competency:Competency: To be able to enact several techniques for teaching To be able to enact several techniques for teaching

the names of the letters of the English alphabet to persons literate in the names of the letters of the English alphabet to persons literate in ► a language with a similar alphabet. a language with a similar alphabet. ► Note:Note: These activities will focus on teaching the names of the These activities will focus on teaching the names of the

letters. It is assumed that the students already knows the upper and letters. It is assumed that the students already knows the upper and lower case forms of the letters and the alphabetical order of the lower case forms of the letters and the alphabetical order of the letters and that they already read and write in their native language. letters and that they already read and write in their native language. It is intended that only a few minutes of any class will be dedicated It is intended that only a few minutes of any class will be dedicated to teaching the alphabet. It is preferable to spend several small to teaching the alphabet. It is preferable to spend several small blocks of time doing it rather than one large block of time. blocks of time doing it rather than one large block of time.

o Module 2: dialog expansion, structure drills (continued)Module 2: dialog expansion, structure drills (continued)► Purpose:Purpose: This part of Module II is to reinforce the skills developed in This part of Module II is to reinforce the skills developed in

teaching Lesson 1 by applying them to Lesson 2.teaching Lesson 1 by applying them to Lesson 2.o Module 6: Teaching a Command Sequence Lesson Module 6: Teaching a Command Sequence Lesson

(continued)(continued)► Purpose:Purpose: This part of Module VI is to reinforce skills practiced earlier This part of Module VI is to reinforce skills practiced earlier

in this lesson by applying them to practice 6. In addition you will in this lesson by applying them to practice 6. In addition you will learn how to get students to verbalize the commands.learn how to get students to verbalize the commands.

Objective 3Objective 3 : : To be able to give information about your job To be able to give information about your job and your family.and your family.

Module 1 : teaching the dialogue (continued)Module 1 : teaching the dialogue (continued)► Purpose:Purpose: This part of the module has 3 purposes This part of the module has 3 purposes To give the new teacher the opportunity to apply what has To give the new teacher the opportunity to apply what has

been learned about teaching dialogs to a new situation. been learned about teaching dialogs to a new situation. To suggest a way to integrate the teaching of the dialog and To suggest a way to integrate the teaching of the dialog and

the dialog expansion exercises. the dialog expansion exercises. To provide some additional suggestions or directions for To provide some additional suggestions or directions for

various parts of the dialog teaching processvarious parts of the dialog teaching process

Module 2: dialog expansion, structure drills (continued)Module 2: dialog expansion, structure drills (continued)► Purpose:Purpose: Most of the dialog expansion has been done as Most of the dialog expansion has been done as

the dialog was taught. This is the ideal way of teaching the the dialog was taught. This is the ideal way of teaching the dialog because it makes it relevant, real and communicative. dialog because it makes it relevant, real and communicative. This part of the dialog expansion module will present This part of the dialog expansion module will present additional expansion exercises and will discuss how to teach additional expansion exercises and will discuss how to teach grammar.grammar.

► Objective 4 :Objective 4 : To be able to ask for the whereabouts of personal To be able to ask for the whereabouts of personal belongings. To be able to identify the locations of objects in the belongings. To be able to identify the locations of objects in the classroom.classroom.

Module 1: teching the dialog (continued)Module 1: teching the dialog (continued)► Purpose:Purpose: By the time you finish this section of Module I you should By the time you finish this section of Module I you should

be able to apply the techniques you have learned to the remaining be able to apply the techniques you have learned to the remaining dialogs.dialogs.

Module 4: Teaching a Command Sequence LessonModule 4: Teaching a Command Sequence Lesson► Purpose:Purpose: By the end of this part of the module you should be able By the end of this part of the module you should be able

to apply the skills you have acquired for teaching command to apply the skills you have acquired for teaching command sequences to almost any set of commands.sequences to almost any set of commands.