By Penny Ur
This crucial direction presents a complete easy creation to educating languages, to be used in pre-service or early event settings. it may be utilized by teams of academics operating with a coach, or as a self-study source. The Trainee's publication offers the entire projects given by and large publication yet with no heritage details, bibliographies, notes or suggestions. it's appropriate for these learning on a trainer-led direction, the place suggestions is quickly to be had.
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Additional resources for A Course in Language Teaching Trainee Book
For example, you might wish to suggest different situations or contexts for the dialogue; different kinds of characters; different relationships between them; different attitudes to the problem about which help is being offered. 3: OFFERING HELP A: B: A: B: A: B: Can I help? Oh yes, please, I don’t know what to do . . What’s the matter? He doesn’t understand what I’m telling him! Would you like me to explain? Please do! (adapted from Alan Maley and Alan Duff, Variations on a Theme, Cambridge University Press, 1978, p.
What further ideas do you have for getting learners to improve their pronunciation of the items you have found? ) 18 Improving learners’ pronunciation Unit Three: Improving learners’ pronunciation Inquiry Ask a group of learners whether they want to achieve a ‘perfect’ native accent or not. If they say no, ﬁnd out whether this is only because they think it is impossible, or because they genuinely do not see it as a desirable objective. Question 1 Consider some foreign language learners with whom you are familiar – preferably your own students – whose mother tongue you also know.
Was the information given about the structure at the right level: reasonably accurate but not too detailed? Did you use comparison with the students’ mother tongue (if known)? Was this / would this have been useful? 6. 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.
A Course in Language Teaching Trainee Book by Penny Ur