A Handbook for Volunteer ESL Instructors.

Institution	Nationalities Service Center, Philadelphia, PA.
Titel	A Handbook for Volunteer ESL Instructors.
Quelle	(1988), (66 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Education; African Languages; Arabic; Chinese; Classroom Techniques; Cultural Traits; English (Second Language); Instructional Materials; Lesson Plans; Listening Skills; Literacy Education; Media Selection; Needs Assessment; Oral Language; Persian; Pronunciation Instruction; Reading Instruction; Russian; Second Language Instruction; Student Characteristics; Student Needs; Teaching Guides; Uncommonly Taught Languages; Vietnamese; Volunteers; Writing Instruction; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Arabisch; China; Chinesen; Klassenführung; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lesson planning; Unterrichtsplanung; Medienwahl; Bedarfsermittlung; Oral interpretation; Mündlicher Sprachgebrauch; Persisch; Ausspracheübung; Leseunterricht; Russisch; Fremdsprachenunterricht; Lehrerhandbuch; Minderheitensprache; Freiwilliger; Schreibunterricht
Abstract	This handbook is designed as a resource or guide for volunteers teaching English as a Second Language (ESL) to non-English-speaking adults. The first chapter discusses ESL students' needs and goals. Basic characteristics and attitudes of ESL students are noted, including the specific cultural traits of the following language groups common in the Philadelphia area: Arabic, Chinese, Farsi, Russian, Vietnamese, and West African. Suggestions for defining student goals and needs and for selecting instructional materials are also offered. The second chapter looks at some basic principles of ESL teaching, including: the elements of language, the functional approach, choosing situations and topics, the progression from controlled to free language practice, mechanical and communicative exercises contrasted, and general teaching tips. Chapter 3 addresses specific language skill areas, including: listening/speaking skills, pronunciation, and reading/writing skills. Instructional principles, activities, and techniques are presented for each. A worksheet for planning lessons is also included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC