Teaching English in the primary classroom:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Harlow
Longman
1992
|
| Schriftenreihe: | Longman handbooks for language teachers
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | 169 Seiten Illustrationen, Diagramme |
| ISBN: | 0582071097 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | Contents PARTI Introduction PRIORITIES AND PRACTICAL 1 Working with young language learners CONSIDERATIONS 1.1 Children’s ability to grasp meaning 1.2 Children’s creative use of limited language resources 1.3 Children’s capacity for indirect learning 1.4 Children’s instinct for play and fun 1.5 The role of imagination 1.6 The instinct for interaction and talk 2 3 3 4 5 6 7 8 2 Identifying priorities and their implications 2.1 Giving high priority to attitude goals 2.2 The special nature of language 2.3 The significance of the way we check understanding 2.4 The significance of the way we treat mistakes 2.5 Making language exercises into real exchanges 2.6 Teaching language lessons in the target language 9 10 11 12 12 14 15 3 Being realistic 3.1 Knowing which activities‘stir’a class and which‘settle’them 3.2 Knowing which activities engage children’s minds and which keep them physically occupied 3.3 Choosing the style to suit the mood 3.4 Keeping the lesson simple 3.5 Reusing materials 3.6 Reusing a core of ideas 19 20 21 Practical Activities 1 Introduction Group 1 ‘Do something about it!’ Group 2 ‘Guess!’ Group 3 ‘Get up and find out!’ Group 4 ‘Can you remember?’ Group 5 ‘Think for yourself!’ 22 27 36 38 40 41 57 68 85 95
PART II Introduction PROGRAMMES AND PATTERNS OF WORK 4 5 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 113 Working without a coursebook 122 5.1 5.2 5.3 5.4 6 112 Finding a unifying thread and purpose Deciding what to include Involving the children in the planning Deciding how frequent and how long language lessons should be 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 113 114 117 119 122 123 125 127 130 130 131 133 135 138 140 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 144 145 152 158 161
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| adam_txt |
Contents PARTI Introduction PRIORITIES AND PRACTICAL 1 Working with young language learners CONSIDERATIONS 1.1 Children’s ability to grasp meaning 1.2 Children’s creative use of limited language resources 1.3 Children’s capacity for indirect learning 1.4 Children’s instinct for play and fun 1.5 The role of imagination 1.6 The instinct for interaction and talk 2 3 3 4 5 6 7 8 2 Identifying priorities and their implications 2.1 Giving high priority to attitude goals 2.2 The special nature of language 2.3 The significance of the way we check understanding 2.4 The significance of the way we treat mistakes 2.5 Making language exercises into real exchanges 2.6 Teaching language lessons in the target language 9 10 11 12 12 14 15 3 Being realistic 3.1 Knowing which activities‘stir’a class and which‘settle’them 3.2 Knowing which activities engage children’s minds and which keep them physically occupied 3.3 Choosing the style to suit the mood 3.4 Keeping the lesson simple 3.5 Reusing materials 3.6 Reusing a core of ideas 19 20 21 Practical Activities 1 Introduction Group 1 ‘Do something about it!’ Group 2 ‘Guess!’ Group 3 ‘Get up and find out!’ Group 4 ‘Can you remember?’ Group 5 ‘Think for yourself!’ 22 27 36 38 40 41 57 68 85 95
PART II Introduction PROGRAMMES AND PATTERNS OF WORK 4 5 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 113 Working without a coursebook 122 5.1 5.2 5.3 5.4 6 112 Finding a unifying thread and purpose Deciding what to include Involving the children in the planning Deciding how frequent and how long language lessons should be 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 113 114 117 119 122 123 125 127 130 130 131 133 135 138 140 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 144 145 152 158 161 |
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| index_date | 2024-07-03T21:57:33Z |
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| isbn | 0582071097 |
| language | English |
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| physical | 169 Seiten Illustrationen, Diagramme |
| publishDate | 1992 |
| publishDateSearch | 1992 |
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| publisher | Longman |
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| spelling | Halliwell, Susan Verfasser aut Teaching English in the primary classroom Susan Halliwell Harlow Longman 1992 169 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Longman handbooks for language teachers Englischunterricht swd Grundschule swd Englischunterricht (DE-588)4014801-4 gnd rswk-swf Grundschule (DE-588)4022349-8 gnd rswk-swf Englischunterricht (DE-588)4014801-4 s Grundschule (DE-588)4022349-8 s DE-604 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034196772&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Halliwell, Susan Teaching English in the primary classroom Englischunterricht swd Grundschule swd Englischunterricht (DE-588)4014801-4 gnd Grundschule (DE-588)4022349-8 gnd |
| subject_GND | (DE-588)4014801-4 (DE-588)4022349-8 |
| title | Teaching English in the primary classroom |
| title_auth | Teaching English in the primary classroom |
| title_exact_search | Teaching English in the primary classroom |
| title_exact_search_txtP | Teaching English in the primary classroom |
| title_full | Teaching English in the primary classroom Susan Halliwell |
| title_fullStr | Teaching English in the primary classroom Susan Halliwell |
| title_full_unstemmed | Teaching English in the primary classroom Susan Halliwell |
| title_short | Teaching English in the primary classroom |
| title_sort | teaching english in the primary classroom |
| topic | Englischunterricht swd Grundschule swd Englischunterricht (DE-588)4014801-4 gnd Grundschule (DE-588)4022349-8 gnd |
| topic_facet | Englischunterricht Grundschule |
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