After the lesson:

1. Consider the data you have collected. Comment on the linkage between the columns 2 and 3.

2. Which learning activities enhance integrative motivation and which of them promote instrumental one?

3. Which type of motivation prevails with female and male pupils.

Reflection

How important is that the teacher should know different motivations of her students for learning the language?

How important is the role of feedback and rewards. What activities should be praised?

How do students judge their own learning abilities? Do they over- or under-estimate their capabilities? What is the degree they value their efforts to the learning activity.

How does students' motivation influence on the task performance?

In what way might this data effects you when you plan a lesson with this group of learners?

Appendix 3

Learner as doer

Before the lesson

1. Arrange to observe language and learning behaviour of students at a lesson. Describe the manner of doing and materials they use. For example, students might

a. respond in a low voice but accurately;

b. speak fast but with errors;

c. produce long utterances without haste and emotions;

d. think for long time before giving the answer

e. highlight some passages with fountain pen or marker;

f. volunteer to go to the blackboard;

g. give the answer first to the comprehension question after first listening;

h. finish fill-in the gap exercise on the blackboard first;

i. face his partner during the pair-, group work;

j. use colloquial expressions in the cues;

k. volunteer to dramatize the dialogue

2. Think of the learner's affective (extroversion, introversion), cognitive (Field-dependent, Field-independent), and sensory (auditory, visual, kinaesthetic) preferences in accomplishing learning activities.

3. Make yourself familiar with the chart below.

During the lesson

1. Observe the lesson from the point of view of what and how the learners actually do.

2. Make notes in the chart below.

- outline the learning activity;

- describe the action and the manner of doing;

- comment on learners' preferences, for example, whether the learner is good at working independently, or in cooperation with the partner, receiving or producing the language.

After the lesson

1. Together with the classroom teacher group students according to their learning preferences.

2. Considering the data you have collected which activities in the lesson do you consider the most valuable for the learners? Explain your thoughts.

Reflect

What is the congruency between learners' behaviour, preferences and learning activities?

To what extent the teacher should cater for learning preferences in planning a lesson? In what way learning activities can develop students' learning styles?

Which approaches, materials, or techniques are you going to employ which suit student's natural learning styles and can develop other skills in future planning of the lesson?

Appendix 4

Learner level

Before the lesson:

1. Arrange to observe a class.

2. Meet with the teacher and find out the learner's language level. Have the student's grade as a key. You might have made your assumptions about their level during previous observations.

3. Make yourself familiar with the chart below.

During the lesson

1. Look for overt evidence of the students' level. Consider language competence (vocabulary, grammar, pronunciation), communicative competence (fluency of speech production, initiation, adequate response). Try to make records of students' speech production.

2. In the far right column, record the strategies used by the teacher to adjust learner level. For example,

- varying speed of speech;

- varying complexity of language;

- varying length of wait time;

- calling on stronger students' for `model' answers;

- other

After the lesson

1. Share your findings with the teacher. Talk about any students whose level appears to be different from that designed before.

2. Consider the data you have collected. Is there the linkage between students' level and the level of difficulty of tasks?

3. Was the level of difficulty of learning activities appropriate to the level of students?

4. What were the overt language problems during the lesson?

Reflect

To what extent the task should be challenging for students?

How can you construct the instructions of the tasks in accordance with the level of competence of your students?

Is there any connection between seating arrangement, learners' motivation, learning styles and learner levels?

List of references

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