1. Bussiness man Learning for pleasure Students Motivation

2. Motivation is not only created by and also by and feelings of satisfaction with but

3. Immersion techniques and oral practice, ****immersion means more than a year, primarily with native FL speaking teacher. It is very expensive.

4. CEFR Contents Teacher Process of teaching learnig CURRICULUM Students

5. According to (1998) the role of the teacher in providing a model of social General principles related to learning - didactical concepts and instruction. The main principles are: Taking into account learning and learning of children Providing with her pupils was found to be . Learning from this model, the pupils themselves gradually were able to give each other mutual assistance and to progress in a more dynamic, way. and relevant thematic areas precedes production

6. An early start offers a longer overall period of learning However, an earlier start means an in increase in the importance of continuity from one year to another. Not an optimum age for starting a FL On its own, an early start is unlikely to make a substantial difference. These chances will improve if an early start is accompanied by quality teaching from teachers who have developed the required range of knowledge and skills.

7. Frequent Taking into account the full range of More production A positive Training of the Training of Encouraging towards others and providing familiarity with different sets of values Principles unique for early language learning are: to the Extension and training of the relationship in a foreign language of and graphemes than to learning

8. Children at all levels benefit from being encouraged to on their . It is worthwhile for to their pupils document, share, evaluate, supplement and refine how they learn. Once pupils strategies have been collected, shared, discussed and refined, then research suggests that it is helpful to and refine these further, rather than cover them once only.

9. Listening Speaking Reading Writing

10. As a general rule, we can say that, at the beginning, most of the class time should be devoted to to an intelligible input and (by repeating, asking and answering questions, drilling just changing one word, you repeat the same structure for example: you love music, you love sports, etc.) Once they gain confidence in speaking and understanding messages in the foreign language, they can begin the process of and in that foreign language with vocabulary, set phrases.

11. Listening and repeating Learner goals Listening and answering Interactive listening the most complex but the most recommended To pattern-match Listen and imitate Memorize To process discretepoint information; To listen and answer comprehension questions Procedure Asks students to : (a) listen to a word, phrase, or sentence pattern; (b) repeat it imitate it; and (c) memorize it often but not always a part of procedure Listen to an oral text from sentence length to lecture length and Answer factual questions. Use familiar types of questions adapted from traditional reading comprehension exercise Has been called a quizshow format of teaching Aural oral skills in semiformal interactive academic communication To develop critical listening Critical thinking Effective speaking abilities Interactive listeningthinking-speaking model with bidirectional listening/speaking Attention to group bonding and classroom discourse rules: taking/yielding the floor, turn takin,g comprehension checks topic shifting agreeing questioning challenging.

12. Activities based on repetition and imitation Speak Use the target language in the class Talk Pupils should be given the opportunity to put into practice what they have been exposed Communicate Introductory activities as the ones called ice breakers or warming ups which do not normally have a definite objective but are used to tell the students in an indirect way it is English class time Fluency is more important than a perfect pronunciation and some grammar mistakes

13. Texts should be to the learners cognitive development. Texts should cover a wide attending to the diversity of interests present in the classroom. Texts should reflect situations where the learner can activate his/her schemata and enrich the interpretation. Texts should introduce some of the most important of the target language. One of the 4 basics skills needed to gain competence in mastering a language.

14. The reader can access the information many times as needed. Write words and phrases, known previously in oral interaction.

15. Words How to make sentences How to speak them How to write them

16. The first step should be to help learners understand the meaning of new words The second to facilitate the learning of the pronunciation Third step: Reading and writing of words and, Finally, to make it easy for students, memorize them