.

0 (hodnocen0 x )

(19) Půjčeno:38x 

BK

London : Longman, 1998

169 s. : il.

ISBN 0-582-07109-7 (brož.)

Longman handbooks for language teachers

Angličtina - vyučování - příručky učitelské

000107291

Contents // PART I // Introduction 2 // PRIORITIES AND // PRACTICAL 1 Working with young language learners 3 // CONSIDERATIONS 1,1 Children’s ability to grasp meaning 3 // 1.2 Children’s creative use of limited language resources 4 // 1.3 Children’s capacity for indirect learning 5 // 1.4 Children’s instinct for play and fun 6 // 1.5 The role of imagination 7 // 1.6 The instinct for interaction and talk 8 // 2 Identifying priorities and their implications 9 // 2.1 Giving high priority to attitude goals 10 // 2.2 The special nature of language 11 // 2.3 The significance of the way we check understanding 12 // 2.4 The significance of the way we treat mistakes 12 // 2.5 Making language exercises into real exchanges 14 // 2.6 Teaching language lessons in the target language 15 // 3 Being realistic 19 // 3.1 Knowing which activities‘stir’a class and which‘settle’them 20 // 3.2 Knowing which activities engage children’s minds and which 21 // keep them physically occupied // 3.3 Choosing the style to suit the mood 22 // 3.4 Keeping the lesson simple 27 // 3.5 Reusing materials 36 // 3.6 Reusing a core of ideas 38 // Practical Activities 1 // Introduction 40 // Group 1 ‘Do something about it!’ 41 // Group 2 ‘Guess!’ 57 // Group 3 ‘Get up and find out!’ 68 // Group 4 ‘Can you remember?’ 85 // Group 5 ‘Think for yourself!’ 95 // PART II // PROGRAMMES AND PATTERNS OF WORK // Introduction // 4 Working with a coursebook // 4.1 What a coursebook does well and what a teacher can often do better // 4.2 Choosing a coursebook // 4.3 Increasing the real interaction and communication offered by a coursebook // 4.4 Pacing your progress through the book // 5 Working without a coursebook // 5.1 Finding a unifying thread and purpose // 5.2 Deciding what to include // 5.3 Involving the children in the planning // 5.4 Deciding how frequent and how long language lessons should be // 6 Integrating language work and other subjects //

6.1 Why is integration a good idea? // 6.2 What makes integration a realistic possibility? // 6.3 Using language classes to provide material for work in other lessons // 6.4 Using techniques from other subjects to stimulate language work // 6.5 Introducing topics from other subjects into language lessons // 6.6 Teaching whole lessons of other subjects in English // Practical Activities 2 // Introduction // Group 1 Using language classes to provide material for work in other lessons // Group 2 Using techniques from other subjects to stimulate language work // Group 3 Introducing topics from other subjects into language lessons // Group 4 Strategies for teaching whole lessons of other subjects in English