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أقسام الأكاديمية

Teaching English as a Foreign Language Techniques

Contents

Unit 1

Spoken and written mistakes

Why students make mistakes

Task 1

Stop now and do the task

Types of mistake

Layout Spelling Punctuation

‘Positive’ mistakes

Dear Matt,

Summary

Unit 2

Correction

Task 1

Stop now and do this task!

1 Should all mistakes be corrected?

2 Which mistakes should be corrected?

3 When to correct mistakes?

4 Who should do the correction?

Task 2

Stop now and do this task!

A) Teacher correction

B) Self-correction

C) Student-to-student correction

Insight

5 How to correct?

Tips  for immediate correction

Delayed correction

Tips  for delayed correction

Correcting written work

Symbols

Class correction

Grading

Insight

Unit 3

Lesson planning 1: aims

Lesson aims

Insight

Task 1

Insight

Stage aims

Task 2

Tips

Summary

Unit 4

Lesson planning 2: writing a lesson plan

A good lesson plan …

Insight

Lesson plan contents (1)

Stage: introduction

Stage: focus on form (1)

Stage: practice

Stage: check answers

Stage: practice 2

Stage: focus on language

Stage: practice 3

Stage: check answers

Need for flexibility of timing

Need for on-the-spot decisions

Insight

Tips

Lesson plan contents (2)

Stage: context

Stage: reading

Stage: board stage

Stage: practice

Stage: follow-up activity (speaking)

Summary

Unit 5

Lesson planning 3: anticipating problems

Language analysis

Task 1

Anticipating problems

Task 2

She’s gone to France.

t must have been a  mistake.

You  have to pay taxes.

Can you put me up for the  night?

’m meeting Zsigi for lunch  tomorrow.

Could you help me with my bags,  please?

She goes to the gym every  day.

This time next week  I’ll be  lying on the  beach.

I used to believe in Santa  Claus.

Summary

Unit 6

Lesson planning 4: what would you do if…?

Unexpected  problems

Task

1 Pair work with an odd number of students

2 Late arrivals

3 ‘Your lesson is boring’

Insight

4 ‘Your lesson is too easy’

5 Technology problems

6 Dominant students

7 Missing materials

8 Difficult questions

9 Students chatting

Insight

10 Large classes

11 Quick students

12 Materials too difficult

13 Mixed ability

14 Filling time

15 Not enough time

16 Student antipathy

17 ‘We’ve already done this’

Insight

18 Over-use of dictionaries

19 Mobile phones in class

20 ‘But my other teacher said …’

Summary

Unit 7

Using course books and other materials

Task 1

Essentials of a ‘good’ course  book

Using a course book

Use,  reject,  adapt, supplement

Make the course book  suitable

Tips

Using other materials

What is authentic material?

Task 2

Summary

 

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