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Recap Diagram

Bloom's Taxonomy

Lesson Plans

12 Principles of Language Teaching

The application level is where the student moves beyond basic comprehension in order to begin to apply what they have learned. Students are expected to use concepts or tools they have learned in new situations in order to show that they can use what they have learned in increasingly complex ways.

Native Language Effect: A learner’s native language creates both facilitating and interfering effects on learning.

2. Communicative Competence: Fluency and use are just as important as accuracy and usage.

3. Anticipation of Rewards: Learners are driven to perform by the promise of positive reinforcement, tangible or intangible; long or short-term.

4. Language-Culture Connection: Learning a language also involves learning about cultural values and ways of thinking, feeling or acting.

Is a detailed step-by-step guide that outlines the teacher's objectives for what the students will accomplish during the course of the lesson and how they will learn it. Involves goals developing activities, and determining the materials that you will use.

All good lesson plans contain specific components or steps, purpose or objective of the lesson includes why students need to learn the objective, what they will be able to do once they have met the criterion, (and) how they will demonstrate learning.

They are six levels:

Knowledge “involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.”

Comprehension “refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications.”

Application refers to the “use of abstractions in particular and concrete situations.”

Analysis represents the “breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.”

Analysis represents the “breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.”

Synthesis involves the “putting together of elements and parts so as to form a whole.”

Evaluation engenders “judgments about the value of material and methods for given purposes.”

5. Language Ego: Learning a new language involves developing a second identity with a new mode of thinking. This new identity can be fragile and defensive.

6. Meaningful Learning: Providing a realistic context to use language is thought to lead to better long term retention, as opposed to rote learning.

7. Interlanguage: Second language learners generally follow a systematic process, during which they need feedback (teacher, peer and self) to eliminate logic errors and achieve competence.

8. Automaticity: Subconscious processing of language for fluency can only be achieved without overanalyzing or too much attention to language forms.

9. Self-Confidence: Success in learning a language requires that the learners believe that they can learn it.

10. Strategic Investment: Success in learning is dependent on the time and effort learners spend in mastering the language learning process according to their ability.

11. Risk-Taking: Taking a gamble and experimenting with language slightly «beyond» what is certain or known promotes language development and growth.

12. Intrinsic Motivation: The most potent learning rewards to enhance performance are those that come from the needs, wants and desires within the learner.