A Practial Guide to Teaching Modern Foreign Languages in the - download pdf or read online

By Norbert Pachler ; Ana Redondo

This functional consultant bargains invaluable aid for student-teachers and academics of their early specialist improvement. Divided into 3 sections it covers: key pedagogical matters and making plans constructing key abilities, wisdom and realizing broadening your point of view. instructing is speedily turning into a extra learn and evidence-informed occupation and the fabrics during this booklet are in particular designed to aid advancements within the (pedagogical) wisdom base in instructing. The consultant extends the preferred studying to coach sleek international Languages within the Secondary institution through supplying precise examples of idea in perform. those examples are in accordance with the up to date learn and perform. moreover, they supply hyperlinks to proper resources assisting evidence-informed perform.

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Additional info for A Practial Guide to Teaching Modern Foreign Languages in the Secondary School (Routledge Teaching Guides)

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Although giving in-depth feedback takes time, it might be worth considering the time saved by not providing detailed error correction, and which of these options is most likely to lead to gains in pupil learning. pdf This is a General Teaching Council for England (GTCE) ‘Research of the Month’ site focusing on Black and Wiliam’s study (1998) ‘Inside the Black Box’. pdf A second GTCE ‘Research of the Month’ site, focusing on Black et al. (2003), following up the work of the above study. html The Qualification and Curriculum Authority (QCA) site is useful in providing a summary of the work of the Assessment Reform Group and an outline of the principles of Assessment for Learning.

Pupils as teacher When sufficiently confident about new language, pupils may act as the teacher by working on the interactive whiteboard, or manipulating the flashcards, for the benefit of the class. 2, the aim of this activity is to sequence the activities at the presentation stage of the lessons. (A) Describe the activities which would be possible with the resources, and why these would maximise their potential effectiveness. ) Organise the list of activities above into an appropriate sequence, with reference to the phases in presenting new language identified in the chapter.

Is the time required to prepare them well spent? A range of resources is available to teachers, which enables the accommodation of all learning styles over a period of time. Flashcards Very versatile, can be handled by pupils OHP Used to project pictures, words, symbols, silhouettes of objects on to a screen. On/off switch and focus button can be used to good effect. Possibility of presenting images in reverse. Interactive whiteboard Has all the advantages of a computer screen on display to all pupils, with the added advantages of touch-screen facilities.

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