Revista simpozionului Eficiență și calitate în educație - 19 mai 2017 Eficiență și calitate în educație | Page 63

Having all these in mind, we can formulate some effective solutions:
1. Think about the possible problems before starting any lesson and prepare some
short activities to deal with ambiguities. Choose interesting and creative activities
but make sure that they are not above the level of the learners’ linguistic and
communicative competence. The learners will feel embarrassed and they will not
get involved. The lesson will not reach its goal.
2. Use realia, worksheets, workbooks, projects, CDs, websites etc. to offer interesting
and dynamic learning situations.
3. Vary your procedures and techniques from one lesson to another but without
creating a feeling of chaos and insecurity in the students’ minds. The students must
know what to expect from you (in broad lines) as they should concentrate on
learning the new items instead of guessing “what activity will the teacher invent
next?”
4. Give feedback in accordance with the students’ reaction to assessment and the
type of activity the students are engaged in. Offer explicit feedback by praising or
criticising them (e.g. by saying “That’s very good” or “Do you think that’s right?”) if
you feel it motivates the students or implicit feedback (e.g. in a drill, we pass on to
the next student without making any comment or correction) if this is to the benefit
of the students and we don’t want to interrupt the rhythm and course of the activity.
The teacher can use an enormous array of methods and techniques to motivate
students in technological high schools. He/She must be aware of the possible problems
the students might encounter and make the most appropriate choices that will increase
student motivation and help them to understand and acquire even the most confusing
topics.
Bibliography:
Byrne, Donn. Teaching Oral English. Second Edition, Harlow: Longman, 1986.
Harmer, Jeremy. The Practice of English Language Teaching. Third Edition, Harlow:
Longman, 2001.
Klippel, Friederike. Keep Talking. Cambridge: Cambridge University Press, 1984.
Willis, Jane. A Framework for Task-Based Learning. Harlow: Longman, 1999.
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