made a distinction between deductive approaches and ■ (‘explain practise’) and inductive approaches activities), where students find things out for (‘discovery’ themselves. detailed various ways of explaining meaning- including mime, gesture, ■ listing, translation, using pictures, etc. looked at various ways of organising controlled practice, including ■ response drills and choral and individual repetition. discussed freer practice, where students use language in a more ■ ‘new’ creative way. detailed lesson sequences for teaching grammar, pronunciation, ■ vocabulary and functions. In each case we have shown and ‘explain practise’ sequences as well as more focused examples. ‘discovery’ identified slips, errors and attempts as three different kinds of student ■ mistake, and discussed why students make such mistakes. looked at different ways of correcting students, such as echoing, ■ reformulation, using a peers, etc. We have stressed that we need to be student’s especially sensitive about how we correct. ended by saying that praise (when it is merited) is also an important part ■ of teacher feedback. Chapter 7. Teaching reading - Reasons for reading - Different kinds of reading - Reading levels Reading skills - Reading principles
■ made a distinction between deductive approaches (‘explain and practise’) and inductive approaches (‘discovery’ activities), where students find things out for themselves. ■ detailed various ways of explaining meaning- including mime, gesture, listing, translation, using pictures, etc. ■ looked at various ways of organising controlled practice, including drills and choral and individual repetition. ■ discussed freer practice, where students use ‘new’ language in a more creative way. ■ detailed lesson sequences for teaching grammar, pronunciation, vocabulary and functions. In each case we have shown ‘explain and practise’ sequences as well as more ‘discovery’ focused examples. ■ identified slips, errors and attempts as three different kinds of student mistake, and discussed why students make such mistakes. ■ looked at different ways of correcting students, such as echoing, reformulation, using a student’s peers, etc. We have stressed that we need to be especially sensitive about how we correct. ■ ended by saying that praise (when it is merited) is also an important part of teacher feedback. Chapter 7. Teaching reading - Reasons for reading - Different kinds of reading - Reading levels Reading skills - Reading principles response
379.HowToTeachEnglish.docx