1. AGE
1.1. young children (nine or ten)
1.1.1. learn indirectly than directly
1.1.2. learn for what they hear and see, also for what they can interact with.
1.1.3. curiosity about their around.
1.1.4. need for individual attention and approval from teachers
1.1.5. limited attention
1.2. adolescents
1.2.1. less motivated
1.2.2. individual identy
1.2.2.1. discipline problems
1.2.3. need for approval and self-esteem
1.2.4. great capacity to learn and great potential for creativy
1.2.5. learn directly
1.3. adult
1.3.1. special characteristics
1.3.1.1. whole range of life experiences
1.3.1.2. more disciplined
1.3.1.3. clear understanding for what they want and know what they are doing.
1.3.2. problem- free learners
1.3.2.1. experienced failure or criticism at school
1.3.2.2. intellectual power diminishing with age
2. motivation
2.1. DEFINING MOTIVATION
2.1.1. expectation
2.1.2. decision to act
2.1.3. previously set goal
2.1.4. children's motivation
2.1.4.1. extrinsic motivation
2.1.4.1.1. many outside factors
2.1.4.2. intrinsic motivation
2.1.4.2.1. comes out individual
2.2. SOURCES OF MOTIVATION
2.2.1. world influence
2.2.2. feeling and engagement
2.2.3. the society we live in
2.2.3.1. learning process outside from any classroom
2.2.3.2. atitudes they bring from where they live in
2.2.4. significant others
2.2.4.1. people influence
2.2.4.1.1. parents and siblings too
2.2.5. the theacher
2.2.5.1. teachers' role
2.2.6. the method
2.2.6.1. teacher and students confidence
2.2.6.2. way to learn and teach in which both will be comfortable
2.3. INITIATING AND SUSTAINING MOTIVATION
2.3.1. goals and goal setting
2.3.1.1. long-term goals
2.3.1.1.1. mastery of english language
2.3.1.2. short-term goals
2.3.1.2.1. learning of a small amount of a new language
2.3.2. learning enviroment
2.3.2.1. physical appearance and emotional atmosphere
2.3.2.2. attractive classroom appearance
2.3.2.2.1. visual material, environment
2.3.3. interesting classes
2.3.3.1. activities and topics
2.3.3.1.1. subjects
2.3.3.1.2. exercises
2.3.3.1.3. material
3. LEARNER DIFFERENCES
3.1. APTITUDE
3.1.1. better at learning languages
3.1.2. basis of linguistic
3.1.3. most and least intelligent, effective
3.1.4. motivation
3.2. GOOD LEARNES CHARACTERISTICS
3.2.1. tolerance
3.2.2. being prepared
3.2.3. self-image
3.2.4. they find their own way to learn
3.3. LEARNERS STYLES
3.3.1. convergers
3.3.1.1. nature solitary
3.3.2. conformists
3.3.2.1. emphasise learning
3.3.3. concrete learners
3.3.3.1. comformist nad they enjoy social aspects
3.3.4. communicative learnes
3.3.4.1. interesting in social interaction.
3.4. LANGUAGE LEVELS
3.4.1. levels
3.4.1.1. advanced
3.4.1.2. upper intermediate
3.4.1.3. mind-intermediate
3.4.1.4. lower intermediate/pre
3.4.1.5. elementary
3.4.1.6. real/ false beginner
3.4.2. issues
3.4.2.1. the plateau
3.4.2.1.1. progress in abilities faster
3.4.2.2. methodology
3.4.2.2.1. techniques and exercises suitable for beginners learners
3.4.2.3. language
3.4.2.3.1. adjust the classroom with language we are working in
3.4.2.4. topics
3.4.2.4.1. coursebook and courses material
3.5. INDIVIDUAL VARIATIONS
3.5.1. type of learners by
3.5.1.1. linguistic
3.5.1.2. logical/mathematical
3.5.1.3. spatial
3.5.1.4. musical
3.5.1.5. bodily/kinaesthesic
3.5.1.6. interpersonal
3.5.1.7. intrapersonal
3.6. WHAT TO DO ABOUT INDIVIDUAL DIFFERENCES
3.6.1. Ativities
3.6.2. recognition students' abilities
3.6.3. do groups to complement their skills
3.6.4. material to work
3.6.5. develop task to see their learn process