İngilizce Öğretmenleri İçin - For Teachers ( Orta )

Her name was Mrs. Thompson. As she stood in front of her 5th grade class on the very first day of school, she told the children a Mrs. Thompson had watched Teddy the year before and At the school where Mrs. Thompson taught, she was Teddy's first grade teacher wrote, "Teddy is a bright child with a ready laugh. He does his work His second grade teacher wrote, "Teddy is an excellent student, well li

Apple's iPhone has caused a In June I My first surprise was the number of teachers who could already access the internet It would be easy to And the data was not only Having a device A Accessing dictionaries, either online or dictionary applications they had downloaded, was a Podcasts are also popular and teachers are finding and recommending podcast materials for the students to download and list

A primary headmaster Mark Elms, headmaster of an ordinary state primary school, has earned £231,400 in one year. More than the prime minister. Perhaps they think primary school teaching is a True, most primary school children are a There is a sort of magic about a good primary school teacher. I have taught and seen them at it. They are calm, dynamic, I don't want to go over the top here, but if Le

 Greets the students. The teacher has a short talk with students.  Stay back when necessary.   Active.  She is not forced. If she wants she uses.  She corrects student' errors in 2 ways: student has to realize the error, Student turns on the human computer.  Explicitly. The students feel secure that they learn the truth.  L1 is used for instructions of activities. Meaning can be made clear. For se

The chart contains blocks of colours, each colour representing a sound in T.L. Each sound associate a color. The chart allows students to produce sound combinations in T.L. without doing repetitions. The chart allow students to concentrate on the language not on the teacher. Students try to discover the relationship between sounds and colour. They try it until they have the correct sound. Vowels a

 Greets the students.  Always in front.   The students are mostly active in all methods.  Yes.   Self-correction, peer-correction. The teacher gives a lot of chance to students to correct themselves.   Implicitly.  L2 is used. But it is not forbidden to use L1 to give clue.  Yes.  Speaking, listening, writing, reading.  Vocabulary.   Yes.   Yes. A lot.  It is not good for children. The teacher bui

Language learning is a process of habit formation. Sts should overlearn the sentence patterns of the TL. Positive reinforcement helps sts to develop correct habits. Speech is more important. Why in dialogs? Because the teacher wants to contextualize the language. New vocabulary and structures are presented through dialogs. The dialogs are learned through imitation and repetition. Drills are conduc

 Greets the students in L1.  Walks around the classroom.  Active.   All class is full of objects.   The teacher doesn't explicitly correct. The teacher uses the correct one later. The students are independent to correct their mistakes. At the end the sts discover the correct one.  Explicitly. The students feel secure that they learn the truth.   Both of them. At the beginning levels the teacher us

 Immediately introduces the topic.  Always in front.  Passive. If the teacher asks, they are active while answering.   -   Yes. By saying the true one. If a student makes a mistake, the teacher asks another one.   Explicitly.   L1   No.  Reading and translation.   Vocabulary. Usually both of them.   -  -  You can apply it at any age group.  - Leader, authority. Sts just obey the teacher. They just

 Greets the students.  Walks around the classroom.  Active. They are less passive than in GTM.  Yes.   Yes. By saying the student try again. By repeating. This kind of correction is self-correction.   Implicitly. The teacher does not give the rules. Try to make the students learn the rules implicitly.  L2. Target language is the classroom language. Native language is never used in the classroom.