A Practial Guide to Teaching Modern Foreign Languages in the by Norbert Pachler ; Ana Redondo
By Norbert Pachler ; Ana Redondo
This useful advisor bargains necessary help for student-teachers and lecturers of their early specialist improvement. Divided into 3 sections it covers: key pedagogical matters and making plans constructing key abilities, wisdom and figuring out broadening your viewpoint. instructing is swiftly turning into a extra examine and evidence-informed career and the fabrics during this ebook are in particular designed to help advancements within the (pedagogical) wisdom base in educating. The consultant extends the preferred studying to coach glossy international Languages within the Secondary tuition by means of supplying exact examples of concept in perform. those examples are in keeping with the updated learn and perform. moreover, they supply hyperlinks to suitable resources helping evidence-informed perform.
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Extra resources for A Practial Guide to Teaching Modern Foreign Languages in the Secondary School (Routledge Teaching Guides)
G. rap); build up phrases backwards (this is particularly useful as a way of building up to longer structures); repeat if it’s true (see Buckby, 1980). PRESENTING NEW VOCABULARY AND STRUCTURES For ‘repeat if it’s true’, pupils repeat a word or phrase only if it corresponds to the visual aid being presented at the time. Conducted as a game, it enables pupils to demonstrate what they have remembered from the initial presentation in a non-threatening climate. This moves pupils towards linking sound and image to meaning.
Formative assessment is deﬁned by Black and Wiliam (1998) as referring to: all those activities undertaken by teachers and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. Such assessment becomes ‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet the needs. Formative assessment is, therefore, an integral part of teaching and learning and is an ongoing process in the classroom.
Conceptual linking? Flexibility? Preparation worthwhile? 2 continued (C) Do the activities you have identified reflect a bias towards one particular learning style; for example visual or auditory learners? What do you need to do to balance this in your teaching? Discuss with your mentor the type of activities and resources she uses for particular topics. Can you think of ways to broaden your repertoire? com WHICH ACTIVITIES CAN BE INCLUDED IN THE PRESENTATION PHASE? Harris and Snow (2004) suggest one must hear a word 12 times before it can be remembered, and, therefore, repeated exposure is required.