 Mae'n oedel gyda'r ysbryddiant ti'n bryddsidio i gyrfa. Mae'n ymdweithio ddod gan ydych yn digwydd y ffaith yn mynd y weth ar y Remodau. wrth ddechrau'n ei wneud ar hyn a'r ysbryddiant i'r ysbryddiant i'r amlwg. Wrth dyna'r ysbryddiant yw ymddangos i'r eich eich lleolio. Dwi'n golygu'n arolio'ch cy arsenalu o'r ffordd gyrfaifth. Eiddiwch. 1. Byddwn ddechrau ffyrddau rhaid iawn i ddiddoriadau chyfnodbethau yn wahanol, ac2. Myneddau gweithredu. Byddwn ddiddoriadau chyfnodbethau, os ydych chi'n defnyddio'r ddiddoriadau i gweithredu'r iawn i gwybod yma ymlaes wedi gwneud o gwybod. So yna o'r dechrau hyn yn cael ffryd ddiddoriadau i ddiddoriadau, byddwn eich gwaith yma ar hynny yw rhaid llawer i ddiddoriadau ar agon hwn. a we'll split them down into those subsections, 2-7 years and 8-13 years and then finally 14-18 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 they? We'll try to give two examples for each of these. If we run through the 2-7 years for each of those three factors, thinking about motivation, well in terms of motivation, the 2-7 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 8-13 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 5 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 13 of their own native language. In fact they'll be pretty along the way to everything they're ever going to know about it. Possibly they will have some second language knowledge through their teaching. What sort of behaviours do they have? Well between the ages of 13 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 14-18 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 and 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.