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6. Student need Practice, not you
There are many in which it is possible for the teacher to dominate the classroom linguistically in ways which are quite unnecessary.
Teacher should beware of all of the following:
a. Explaining when they don’t need to
b. Repeating themselves unnecessarily (for example, when asking a questions)
c. Answering for students, without waiting long enough
d. Correcting too much and too quickly
e. Talking about something which interest them, but nit necessarily their student
f. Talking unnecessarily about the process of the lesson (see page 44)
The teacher talking as a planned par of the lesson has an important role to play providing the student are listening actively, teacher should, nonetheless, be conscious of the amount of unnecessary talking they do. The general principle is that if the teacher is talking, the students are not getting the practice they need.

8. Vary what you do, and how you do it
While there are many helpful ways of approaching language teaching, it is a mistake to believe that a method exits which can guarantee success
There are many opportunities for variety
a. Teach the unit in a different order in one case use the dialogue for listening comprehension before the student see the text
b. Use different ways of reading text, prepared, dramatic reading
c. Very who perform the task – you or the students, It is not
d. Introduce alternative activities from time to time – games, pair work group work
e. Change the seating plan for different activities
Students like to feel secure in the classroom and the want to know what is going on. The principle is to have a constant framework within which there is a variety of pace a variety of activity.

10. Activities and relationships in the classroom change
Techniques for teaching specific language skills and handling particular lesson activities will be dealt with in the book, before looking at these particular techniques however, it is worth stating a single general principle of language teaching – a “basic method”.
The method may be summarized briefly as follow
1. Informal use – T
2. The teacher sets a pattern and replies – T-T
3. The teacher questions the class and invites them to respond – T-C
4. The teacher questions individual students – T-S
5. Student work in pairs – S-S
6. Group work
The classroom and the language classroom in particular, should be dynamic place – the lesson should be a lively. Varied and in involving experience. If the teacher always assumes a central, dominant role many of the activities essential to good language teaching will be automatically excluded.

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