44+ Ways To Integrate Telephone Messages in an Adult ESL Curriculum.

Autor/in	Bello, Tom
Titel	44+ Ways To Integrate Telephone Messages in an Adult ESL Curriculum.
Quelle	(1994), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Audiotape Recordings; Class Activities; Classroom Techniques; Course Content; Curriculum Design; Daily Living Skills; Educational Needs; English (Second Language); Field Trips; Idioms; Information Seeking; Interpersonal Communication; Learning Strategies; Legal Problems; Listening Skills; Literacy Education; Needs Assessment; Second Language Instruction; Skill Development; Story Telling; Telephone Usage Instruction; Tourism; Vocabulary Development; Weather + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Klassenführung; Kursprogramm; Lehrplangestaltung; Alltagsfertigkeit; Educational need; Bildungsbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Exkursion; Idiomatik; Informationserschließung; Interpersonale Kommunikation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bedarfsermittlung; Fremdsprachenunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Tourismus; Wortschatzarbeit; Wetter
Abstract	An approach to adult English-as-a-Second-Language (ESL) teaching that incorporates everyday telephone use skills is described, and a series of related class activities is outlined. The discussion begins with a method and form for assessing student needs and learning styles. Subsequent sections present specific activities in several categories: getting weather information; getting information about tourist destinations or other places; gaining information about legal requirements and services; telling stories; and leaving a message on an answering machine. Each group of activities begins with preliminary exercises and continues with more advanced or complex activities. The final section provides encouragement and guidelines for teaching those wishing to develop their own classroom activities or homework assignments. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01