Teaching language skills /

This is a book written for language teachers, prospective teachers, students in the language teaching departments and researchers working in this field. This book includes the issues related to language teaching, how to do it effectively and how to focus on different language skills such as listenin...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Inan, Banu (Editor ), Yuksel, Dogan, 1978- (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: New York : Nova Publishers, [2014]
Colección:Languages and linguistics.
Temas:
Language and languages > Study and teaching.
Second language acquisition > Study and teaching.
Discourse analysis.
Interlanguage (Language learning)
Langage et langues > Étude et enseignement.
Langue seconde > Acquisition > Étude et enseignement.
Interlangue (Apprentissage des langues)
FOREIGN LANGUAGE STUDY > Multi-Language Phrasebooks.
LANGUAGE ARTS & DISCIPLINES > Alphabets & Writing Systems.
LANGUAGE ARTS & DISCIPLINES > Grammar & Punctuation.
LANGUAGE ARTS & DISCIPLINES > Linguistics > General.
LANGUAGE ARTS & DISCIPLINES > Readers.
LANGUAGE ARTS & DISCIPLINES > Spelling.
Discourse analysis
Language and languages > Study and teaching
Second language acquisition > Study and teaching
Acceso en línea:Texto completo
Tabla de Contenidos:
  • TEACHING LANGUAGE SKILLS
  • TEACHING LANGUAGE SKILLS
  • Library of Congress Cataloging-in-Publication Data
  • Contents
  • Preface
  • Introduction
  • Chapter 1: Learner and Teacher Characteristics
  • The Goals of the Chapter
  • Introduction
  • Learners
  • Age
  • Young Children
  • Adolescents
  • Adults
  • Language Learning Aptitude
  • Learner Styles
  • Learner Strategies
  • The Affective Domain
  • Motivation
  • Teachers
  • Conclusion
  • Further Reading
  • References
  • Chapter 2: Lesson Planning in Language Teaching
  • The Goals of the Chapter
  • ""Introduction""""Why Should Teachers Plan Lessons?""; ""Basic Principles of Lesson Planning""; ""What Should Be Included in a Lesson Plan?""; ""A Sample Lesson Plan""; ""Alternatives to Formal Planning""; ""1. Half-plan""; ""2. Focus on the “critical learning momentsâ€?""; ""3. Plan the “critical teaching momentsâ€?""; ""4. The jungle path""; ""Conclusion""; ""References""; ""Chapter 3: Microteaching in ELT""; ""The Goals of the Chapter""; ""Introduction""; ""Microteaching""; ""The Participants of Microteaching Process""; ""The Student Teacher""; ""Other Students""
  • The Supervisor TeacherSteps of Microteaching
  • Step 1: Orientation about microteaching
  • Step 2: Providing theoretical information about the Skill or Topic
  • Step 3: Providing a model microteaching
  • Step 4: Preparing a microteaching lesson plan
  • Step 5: The microteaching session
  • Step 6: The Feedback Session by the Peers and Supervisor
  • Step 7: Reflection by the Student Teacher
  • Feedback in Microteaching
  • Video Recording in Microteaching
  • Practical Tips
  • Advantages of Microteaching
  • Conclusion
  • Further Reading
  • Appendix A
  • Assessment Tool for MicroteachingAppendix B
  • Reflection Paper
  • References
  • Chapter 4: Teaching Speaking in EFL Classes
  • The Goals of the Chapter
  • Introduction
  • Characteristics of Spoken Language
  • 1. Mechanics
  • 2. Functions
  • 3. Social and Cultural Rules and Norms
  • Spontaneous Communication
  • Conversational Rules and Structure
  • What Does Teaching Speaking Involve for Language Teachers?
  • Characteristics of a Successful Speaking Activity
  • Problems with Speaking Activities
  • What the teacher can do to help to solve some of the problems?Practical Tips
  • What Makes a Good Speaking Activity?
  • Awareness Raising Activities
  • Sample Activity / Picture Dictation
  • Procedure
  • Tips for Making the Activity Work Well
  • Variations
  • Using Recordings and Transcripts
  • Focusing on Selected Language Features
  • Using Live Listening
  • Using Noticing-The-Gap Activities
  • Appropriation: Practised Control
  • Drilling and Chants
  • Writing Tasks
  • Reading aloud
  • Assisted Performance and Scaffolding
  • Dialogues

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