Around the World: Languages and the People Who Speak Them. Teacher's Guide.

Autor/inn/en	Galloway, Vicki; und weitere
Institution	South Carolina State Dept. of Education, Columbia. Div. of Instruction.
Titel	Around the World: Languages and the People Who Speak Them. Teacher's Guide.
Quelle	(1980), (23 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Affective Objectives; Audiolingual Methods; Cognitive Objectives; Cultural Awareness; Cultural Education; Dialogs (Language); Experiential Learning; Global Approach; Humanistic Education; Lesson Plans; Middle Schools; Second Language Instruction; Secondary Education; Teaching Guides; Teaching Methods; Videotape Recordings + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kognitives Lernziel; Cultural identity; Kulturelle Identität; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Dialog; Dialogs; Dialogue; Dialogues; Experiental learning; Erfahrungsorientiertes Lernen; Globales Denken; Humanistische Bildung; Lesson planning; Unterrichtsplanung; Middle school; Mittelschule; Mittelstufenschule; Fremdsprachenunterricht; Sekundarbereich; Lehrerhandbuch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A guide is presented for an exploratory language program whose goal is to develop an awareness in students of the variety of languages and cultures in their world. The course is a one-semester elective for middle and upper school levels, consisting of one general introductory unit on language and a series of language-specific units. It includes active participation in the language and in representative cultural activities. After a general introduction to the program, this guide provides step-by-step guidelines for the language and cultural experiences, and resource suggestions. The first section of these guidelines describes the general contents of the course units including the goals, time span, general contents, and information on the video-taped language component. The importance of the video component is noted because the teacher is not required to have prior knowledge of the language. The section on teaching the language specific units gives information and suggestions on room decor, a resource list, and a complete description of the language component. This includes teaching suggestions, a sample unit outline-plan, instructions on audio-lingual dialogue and basic structure presentation, and grading. The discussion of the cultural component outlines the required psychomotor, affective, and cognitive activities; the goals and objectives; grading; and use of resource persons. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01