The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
Written by Andy Norwegian and illustrated by Clive Tesar
Developed and published by the Government of the Northwest Territories, Department of Education, Culture and Employment.
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Translation Chart
Wordless Whose Feet Are These?
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How to Use This Book?
Pre-reading Activity:
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Use animal pictures to play games to reinforce the animal names before reading the book
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Different animals in story: moose, rabbit, beaver, lynx, squirrel, bear and human
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Pre-teach my feet, your feet, his/her feet, _______(name of animal) feet
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Pre-teach Question: Whose feet are these? Pronoun change: the different animals’ feet
Read Whose Feet Are These? to reinforce the names of animal names, and the question, Whose Feet Are These?
Extend the Learning by:
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Using other pictures, change it to….whose head is this?, whose tracks are these?, whose eyes are these?
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Download and print a copy of the book, have students match the animal with the feet – and have them say the sentences out loud – these are rabbit feet etc.
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Print a copy of the pictures of the tracks and match the tracks to the animals and the feet – again, have the students say the sentences.