By Michael Lewis, Jimmie Hill
Useful concepts is a hugely functional, jargon-free uncomplicated instructor education instruction manual for brand spanking new academics of ESL/ELT.
Read or Download Practical techniques for language teaching PDF
Similar english as a second language books
An enticing and leading edge four-level direction for lower-secondary scholars. each one unit of the Student's booklet is split into three achievable steps with transparent goals and results. scholars can see fast effects via common 'Use what you recognize' sections on the finish of every step. 'Life and tradition' sections and a continuing tale offers wealthy analyzing fabric whereas stimulating scholars' imaginations.
Specifically written for six- to 9-year-olds, this dictionary comprises 800 phrases equipped into 50 themes and springs whole with songs and chants by way of Carolyn Graham. topics are chosen to entice this age diversity and CDs contain all of the vocabulary, mini-dialogues and songs/chants.
Constructing interpreting talents is designed for examining classes on the intermediate and complex point. As in prior variations, this article maintains to add quite a lot of attention-grabbing and numerous decisions in addition to a accomplished educating equipment. utilizing perform prose just like the sort they'll stumble upon within the school room, scholars are inspired to investigate, interpret, query, or even problem the phrases of the author.
Extra resources for Practical techniques for language teaching
Chapter 4 Preparation Mark each of these statements before and after you read the chapter. Mark each statement v / if you agree. X if you disagree. if you are undecided. 1. You have to read the whole course book before you teach the first lesson. 2. It is best to follow the order and pace of the course book. 3. Over-prepared lessons are as bad as under-prepared lessons. 4. Every lesson needs a short introduction. 5. Every lesson needs a short summary at the end. Preparation 1. Prepare yourself Nothing is more certain to guarantee a disastrous lesson than an unprepared teacher.
In general, however, success is directly proportional to the care of preparation. This preparation should be detailed: a. Decide what you are going to teach. b. Make sure you have the necessary materials — books, tapes, pictures, etc. c. Check the practical details — Have you enough copies of a stencil? Does the tape recorder work? d. If you are going to use machinery, for example, the tape recorder, make sure the tape is in the right position before the class arrives (or, if this is impossible) before you start teaching.
Asking for repetitions in this way need not slow the class up. If students understand that they are regularly expected to repeat a new item chorally two or three times, after it has been introduced, such practice can serve to bring the class together and to speed up lessons. For those students whose writing system does not use the same alphabet as English there will be similar difficulties in the motor skills associated with writing. Teachers who have been brought up on “a communicative approach” sometimes forget the importance of practising basic motor skills.