Coursebook

Starting Teaching
Session 1 – The learner

© Mat Wright

www.teachingenglish.org.uk
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Session 1 – The learner: Coursebook

1 Lead-in
1.1 Something I have learned

Do you know how to cook? How did you learn?

© IStockphoto
Did someone teach you? Did you learn on your own?
Think of another skill that you have learned.
How did you learn it?
Ask other participants about their experiences.
What did they learn, and how?

2 In the classroom: Learners as individuals

2.1 Lots in common

What are some things that learners in your class might have in common with each other?

Session 1 – The learner: Starting Teaching © British Council 2013

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Session 1 – The learner: Coursebook

2.2 Unique learners

Besides having things in common, your learners also have many differences. They may be different levels
and ages. Do you think this will affect their learning?
What makes your learners unique? Discuss in your group.
Your trainer will lead you in an activity to discuss differences among learners.

3 Methodology: Motivating learners

3.1 Good learners

What are the characteristics of a good learner? Discuss with your group and write your ideas below.

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Session 1 – The learner: Coursebook

3.2 Nurturing good learners

How can you help learners develop the characteristics of a ‘good learner’? Discuss this in your groups
then put your ideas on the board with the characteristics.

4 Reading corner
4.1 The child as a learner

You’re going to read about how children learn languages. Before you read, answer these questions.
If you don’t know, try to guess. Then, as you read, compare your answers to what you read.

How do children learn languages? What stops children from learning?

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How children learn languages
Children learn by:
• having more opportunities to be exposed to the
second language
• making associations between words, languages
or sentence patterns and putting things into clear,
relatable contexts
• using all their senses and getting fully involved;
by observing and copying, doing things, watching
and listening
• exploring, experimenting, making mistakes and
checking their understanding
• repetition and feeling a sense of confidence when
they have established routines
• being motivated, particularly when their peers
are also speaking/learning other languages.
What stops children from learning
Children can be prevented from learning by:
• feeling uncomfortable, distracted or under pressure
• feeling confused by abstract concepts of grammar
rules – and their application – which they cannot
easily understand
• activities which require them to focus their attention
for a long time
• boredom
• being over-corrected.
Reading the list above, you may be surprised at the
number of items that remind you of traditional educational
practices. In fact, research suggests that traditional
classroom teaching may have the effect of preventing
rather than helping children to learn. You cannot force
a child to learn, you can only provide a conducive
environment, useful resources, and carefully structured
input and practice opportunities.
Get to know how your learners learn
Each child has their own way of learning. It is a complex
mixture of a number of different personality factors, some
of which are explained below. Research shows that all types
of learners can be successful second-language learners.
Try to evaluate the methods your children are using, and
introduce them to different ones if they’re not working.
Using what you know about your children, try to see which
of the following styles would suit them best.
4.2 Where can I read more about the learner?
The materials listed below are of special interest for this session. Further general materials can be found
in the ‘Useful resources’ at the end of Session 10.
●● British Council – Learning styles and teaching: www.teachingenglish.org.uk/articles/learning-styles-teaching
●● British Council – The child as a learner: www.teachingenglish.org.uk/articles/child-a-learner
●● British Council – The child as a learner 2: www.teachingenglish.org.uk/articles/child-a-learner-2
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Starting Teaching
Session 1 – The learner: Coursebook
Can you
think of examples in
your own learning of
what your teachers did to
help you learn? Did they
do anything that
stopped you from
learning?
What’s
your own learning
style? How has this
affected your learning
experiences? Will this
affect your
teaching?
Dominant senses
Some prefer using pictures and reading (Visual learners),
some like listening to explanations and reading aloud
(Auditory learners), others need some kind of physical
activity to help them learn (Kinaesthetic learners).
Interaction preferences
Some children are outgoing and sociable and learn a
second language quickly because they want to be able
to communicate quickly (Interpersonal). They do not
worry about mistakes and are happy being creative with
the limited resources they have acquired.
Other children are more reflective and quiet (Intrapersonal).
They learn by listening and by observing what is happening
and being said around them. They may be cautious about
making mistakes but can be much more accurate.
Analytical processes
Some children need to have everything clearly explained
to them, piece by piece, so that they can understand how
things work (Deductive). These children like rules and
patterns that are easy to apply to the world they live in.
They need explicit explanations and ask ‘Why?’ a lot.
Others prefer to work out the rules of what they are
learning for themselves, based on their experience
(Inductive). These children like asking questions and having
their answers confirmed or corrected. They are more likely
to tell you what they understand to be the truth and then
ask you to agree with them.
Adapted from: www.teachingenglish.org.uk/articles/child-a-learner
© British Council 2013 / D042
The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities.