 Ychydig gweithio'r bwysigau ac mae'n amlŷnodd ac yn fwy gweithio'n ysgrifennu a mae'r ddalunmarfa. Byddwn ni'n cario bod dwi'n frefarwn. Roedd y gweithio? Roedd yn angen i'r ysgol wneud hyn fyddwn ni ddangos yn ymarfer o'r prif iawn. Rwy'n cyfnodd o'r holl ffarn이� a'r awg fu mwy o'r prif iawn. Mae'r ystod gyda'r ffordd o'r gwyld, gan gynnwys peth yma, byddwn ni'n cerdyn nhw. 2. naddw i ddweud y celywedd gyda'r festu ar y cyfnodau ac 5. ddweud y gallu chyfeidio allodd y gyfnodau 2. mae'r granaddai yn eich adyhwm gael y clyweddau gan ddweud y celyweddau ac mae'n tynnu amddus i ddod I ddwaitf yn ychydig y gwybod y celyweddau yn cael ei ddweud ar gyfer y cyfnoddau mae hwnnw'n iddyn nhw yna arwag o'r thymau a rhoi'n ddweud a abshwylion o'r teimlo addysg o'r clyweddau The teacher may say, for example, okay everyone stop and look at me and I will explain. The role of the teacher in that particular time is that of a manager. The teacher is actually managing what is going on in the classroom. The second thing that they might say, okay you're going to work in pairs and that's you and you and you and so on and so forth. What the teacher is doing at this stage is actually acting as a bwrdd ymlaen. Y ddechrau'r rhaglen. Y ddechrau mewn ddweud yn ystod y llaw. Mae'r sefydlu fawr, John. A y gallwn y dyfodd yma yw'r gweithio sy'n dweud yn ysgrifennu sy'n ddweud o'r ddweud o'r ddweud. A'r ddweud o'r 4th ddechrau, y ddweud o'r ddweud. A yna ei ddweud o'r swni? Felly, ychydig ymchael ymlaen i'r ddweud a'r ddweud yn eich ddweud Rhaid o'r parwm llifon. 5. Stryd oedd yn cael ei wneud yn gyd yn fwy o'r hyn oedd y cyfnodol. Mae'r gwelwch yn gweithio'r newidol. Yn gweithio'r gwaith o'r ffrwng ymddorol, ac mae'n cael ei wneud yn gweithio'r parwm llifon. 3. Felly mae'n gweithio'r parwm llifon. Yn eich gweithio, mae'n gweithio. Ond yna'n gweithio am ystod o'r mynd i'r ffrwng yma. Yn gweithio'r llifon o'r gweithio'r gweithio, mae chesaol yn cael cwste build â'r warmed00 i ni i digwyddbuild. Yn iawn y dyanbwyodol fydd yn meddwl sy'r Department Ofon ddylai ar gyf Sailor, sydd y bydd ei cherdyn ymar ychydig yw ei schoeth ei guriad drwy'r newydd. Fy gydodd y peddwl llo i'n dwi'n meddwl eisiau soio schoeddawkol dimol chi i ei transyglo buddurau. is doing in this case, is actually modelling the language acting as a model. For our final example, whilst an activity is going on, the teacher may write a note to himself, Joan Lecker up to number nine in this particular activity. So what the teacher is doing at this point in time is to act as a monitor for the class. So assessor, prompter, participant, tutor, facilitator, model and monitor are some of the roles that the teacher will play. Which role that you have at any particular time in a lesson just depends entirely what is going on. So moving on from teachers to learners, we need to bear in mind that our learners will bring different things to the classroom in terms of their experience, in terms of their motivation to actually be there and in terms of their behaviour once they're actually there. So we're going to draw out a table of those different factors depending upon the student's age. We're going to split up our age groups into firstly what we'll call the young learners section and secondly the adults. Within the section of young learners we need to break those down further into some subgroups depending upon their age. So whilst different people may have different classifications for what they consider to be young learners, we'll take it anywhere between the ages of two and eighteen and we'll split them down into those subsections. Two to seven years and eight to thirteen years and then finally fourteen to eighteen years. Within each of those age groups then what are the different motivations that these students bring to the classroom? What different experiences do they bring to the classroom and what types of behavioural differences are there? We'll try to give two examples for each of these. If we run through the two to seven years for each of those three factors thinking about motivation, well in terms of motivation the two to seven year olds, one of the main motivators for them while at school is to actually please their teachers. The other motivating factor that they bring with them and that particularly young age is the fact that they are keen. What experiences do they bring? Limited in terms of life experiences and indeed at this very young age they may not even have mastered their own native language. Take that native language we call that L1, the language of their learning L2. What types of behavioural conditions do they bring to the classroom? Well obviously at that very young age they have a short attention span but they do have a great sense of fun and they do like to play. Let's run through now for the eight to thirteen year olds and what type of motivations do they bring to the classroom. At this particular age friends are becoming more important and this brings with it some positive and negative factors. Another thing about this particular age group is they can become self-absorbed. It's not unusual to see a five year old playing with a toy for hour after hour on an end without thinking about anything else. Moving on to their experiences that they've had, obviously they will have gained some knowledge by the age of thirteen of their own native language. In fact they'll be pretty along the way to everything they're ever going to know about it. Quite possibly they will have some second language knowledge through their teaching. What sort of behaviours do they have? Well between the ages of thirteen in general they tend to be receptive to their teaching. They tend to be a little less worried about making mistakes in their language learning at this age. Moving on to the fourteen to eighteen year olds, so the adolescents, their motivating factors tend to move away from themselves and more to their peers. So peer pressure tends to become a bit of an issue and also we have the fact that they have to be there. Quite often at this age they don't have any choice about actually being there and that can create its own problems. Here they will have a good knowledge of L1 and most likely they'll already had some learning of some form or other in L2. What about their behaviours? Well this can be a very difficult time for teenagers. They tend to be self-conscious first of all and unlike these students at the younger age they tend to be less likely to take risks in front of their peers for fear of ashamed themselves. Then moving on to the adults, obviously in terms of motivation with an adult class they don't always have to be there. They've often made the choice to be there although this is not always the case and secondly quite often this decision to actually be there is an economic one. In other words by learning English they can greatly increase the income that they can produce. More often than not obviously they will bring a lot of experience to the classroom and they'll probably have had quite a lot of language learning experience. In terms of their behaviour because of their previous experiences they will either have had positive or negative previous experience. In other words they may have certain behaviours that they're expecting to occur in these particular classes and secondly because they have been through lots of language learning before they will come with certain fixed expectations. One final consideration for the categorisation of your language learners is actually their language level so what language level are the students at? Assuming that your class is not a mixed ability class and more about that later then your students will have had some form of level test to put them into one type of category and typically there are five different levels of grouping some common names that are given to these particular levels level one the most basic level is called the starter group. Moving on from that elementary the next level will be on that level three the pre-intermediates and then on to full the intermediates and the top level the upper intermediates. What we can put here is some general characteristics of those learners. Within the starter level there are actually two categories and whether they be true starters whether they have no experience at all if you can think of a language that you have absolutely no experience in and can't say a single word of then you are a starter in that particular class. There's another category within this one though which we call the false beginner and the false beginner has actually had some exposure to the language being through tv radio perhaps they've met tourists in a particular destination or so on and so forth or indeed perhaps they've been taught this language a long time ago and have not used it for a long time but they're still in the starter level. The next level up in the elementary they will have a basic knowledge of things like subjects and verbs and a fairly limited vocabulary that will allow them to talk about a limited range of subjects. Moving on to the next level at the pre-intermediate they should be able to discuss a number of topics but within those discussions they will still make some basic errors in both language and vocabulary. Moving on to the level four or the intermediate students they should be able to discuss a large range of topics but there will still be some issues in terms of both their fluency and their accuracy and finally into the upper intermediate they should be able to discuss virtually anything that you can come up with and they should have a fair deal of fluency although there still will be some problems with accuracy.