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Teacher Education
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This page also features a
number of extracts taken from the prestigious
Macmillan Heinemann ELT Teacher Development series
Click here for an extract from:
Teaching Reading Skills | Teaching
Practice Handbook | Discover English
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The software is free and easy to download. Go to www.adobe.com
and follow the instructions.
You can buy these books and many more online from www.onestopenglish.com
Discover
English
Unit 3 Vocabulary and vocabulary teaching
1 Common myths and misconceptions about
words
Write a response to each of the following statements. Indicate to what
extent you agree with the statement and try to give examples to support
your response.
- It is not correct to use words with new meanings. Gay means lively and cheerful not homosexual.
- The translation of a word should have exactly the same referent in the second language as the word does in the first language.
- The translation of a word should convey the same attitudes towards the referent in the second language as the word does in the first language.
- It is not correct to use words from another language when talking in English. So English skiers are wrong to talk to each other about the piste or the après-ski and English people living in Japan are wrong to refer to themselves Read more
Teaching
Practice Handbook
5. Eliciting, giving instructions and setting up activities
Eliciting
Eliciting is when the teacher brings out student knowledge, suggestions
and ideas. You can do this by asking questions and by encouraging and
guiding contributions. By eliciting you can use a little ‘teacher
talking time’ to increase ‘student talking time’. Finding
out what the students already know and getting a few ideas from the students
about a context or some vocabulary related to it is a useful way of setting
up an activity, whether it be a roleplay, a game, a listening task, the
introduction of a new language structure, etc.
What are the advantages of eliciting?
By eliciting you:
- get the students involved and interested;
- bring relevant information to the front of their minds; Read more
Teaching
Reading Skills
Chapter 1
What is reading?
This book is about reading a foreign language, and particularly about
reading English as a foreign or second language (EFL/ESL). We shall be
dealing mainly with the place of reading in a teaching programme; whether
it is possible to teach people to read is a vexed question, but I believe
we can at least help them to learn.
The book makes practical suggestions for the classroom, but it also reflects the view that, in the reading class, the most important thing is that both the teacher and the student should understand the reading process. It certainly seems to be true that some of the things that happen in classrooms may interfere with reading rather than promote it. So this first part outlines a view of reading which will be more thoroughly explored in Part Two and will underlie the practical suggestions in Part Three.
Defining reading
Different people use the term reading in different ways, which can
cause much confusion. So we had better start by making sure that we are
thinking about the same thing when we use the term. As a first step, it
would be useful to find out what your own ideas are about reading, so
please do Activity 1.1 before turning the page.
Activity 1.1 What is reading?
Take a piece of paper and write down a brief definition of the term
reading.
Don’t take more than five minutes over this. Read
more
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