By Penny Ur
This significant path presents a finished easy creation to instructing languages, to be used in pre-service or early adventure settings. it may be utilized by teams of lecturers operating with a coach, or as a self-study source. The Trainee's ebook offers the entire projects given basically booklet yet with no heritage details, bibliographies, notes or recommendations. it's compatible for these learning on a trainer-led path, the place suggestions is quickly on hand.
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Additional info for A Course in Language Teaching Trainee Book (Cambridge Teacher Training and Development)
Delivery. Were you speaking (and writing) clearly and at an appropriate speed? 7. Rules. Was an explicit rule given? Why / Why not? If so, did you explain it yourself or did you elicit it from the students? Was this the best way to do it? 3. Many coursebooks provide plenty of exercises that suit the descriptions of Types 2–3, but tend to neglect the others. Is this true of the book you are looking at? 3: TYPES OF GRAMMAR PRACTICE: FROM ACCURACY TO FLUENCY Type 1: Awareness After the learners have been introduced to the structure (see Unit Four above), they are given opportunities to encounter it within some kind of discourse, and do a task that focuses their attention on its form and/or meaning.
Note that this is quite difﬁcult to do the ﬁrst time – it takes a good deal of practice and learning to be able to transcribe quickly and accurately. Task Recognizing rhythm and stress In pairs: one participant dictates a short sentence, both participants write it down, capitalizing the stressed syllables. Then again, with the other participant dictating. And again, two or three times. Compare your results. Task Recognizing intonation patterns Listen to a brief recording – one lasting not more than a minute or so – of a speaker of the language you teach (from a listening-comprehension cassette, for example).
Stage 2: Classifying Go through the samples you have collected, noting mistakes. Can you categorize them into types? What are the most common ones? Stage 3: Ordering Together with other participants, make a list of the most common mistakes, in rough order of frequency. Stage 4: Reordering There are, of course, all sorts of other factors, besides frequency, which may affect the level of importance you attach to an error. It may be, for example, less urgent to correct one which is very common but which does not actually affect comprehensibility than one that does.
A Course in Language Teaching Trainee Book (Cambridge Teacher Training and Development) by Penny Ur