A Toolkit for Talking: Strategies for Independent Communication. Netword 1: Teaching Languages to Adults.

Autor/in	Sidwell, Duncan
Institution	Centre for Information on Language Teaching and Research, London (England).
Titel	A Toolkit for Talking: Strategies for Independent Communication. Netword 1: Teaching Languages to Adults.
Quelle	(1993), (76 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	1-874016-17-8
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Education; Class Activities; Classroom Communication; Classroom Techniques; Communicative Competence (Languages); Foreign Countries; Grading; Instructional Design; Instructional Materials; Second Language Instruction; Second Languages; Student Evaluation + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Klassengespräch; Klassenführung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Ausland; Notengebung; Schulnote; Lessonplan; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Fremdsprachenunterricht; Second language; Zweitsprache; Studentische Bewertung
Abstract	This guide provides practical suggestions for creating communicative activities to teach a second language. The first chapter defines communicative language instruction and provides examples of communicative and non-communicative behaviors on the part of student and teacher. The second chapter suggests teacher behaviors and techniques that encourage communication in the classroom, including clearly-defined goals and tasks, use of repetition, use of the foreign language, emphasis on accuracy and error correction, and organization of talk. Chapter 3 offers examples of classroom presentation techniques that reflect the communicative approach, and chapter 4 outlines specific techniques for creating communicative activities. The subsequent chapter discusses ways in which teachers can take advantage of students' information gap by developing activities in which students exchange, assemble, or check information. Chapter 6 presents techniques for grading through use of visual materials, texts, and cue cards. Chapters 7 and 8 outline basic principles of student language assessment and good classroom practice. Each chapter contains one or more tasks for the teacher to undertake to practice or extend the techniques discussed. Contains four citations for further reading.
Anmerkungen	Centre for Information on Language Teaching and Research, 20 Bedfordbury, Covent Garden, London WC2N 4LB, England, United Kingdom.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01