On Being a Language Teacher: A Personal and Practical Guide by Norma López-Burton

By Norma López-Burton

On Being a Language Teacher presents an leading edge, own method of second-language instructing. via illustrative own anecdotes, this article publications new and aspiring language lecturers via key pedagogical ideas whereas encouraging efficient mirrored image by means of school room veterans. An ancillary site presents on-line video clips to enrich the textual content through exhibiting an skilled instructor utilizing the book’s lessons.
In a marketplace ruled via dense theoretical methods to language pedagogy, this article presents an immediately available, functional set of training instruments for educators in any respect degrees. Its obtainable type and affordability provide it the pliability to function both a major or a supplemental textual content for educating assistants, scholars in credential courses, or undergraduates in utilized linguistics courses.

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The students had swallowed the story hook, line, and sinker! indb 29 12/12/13 2:53 PM 30 IN THE CLASSROOM was surprised at the power of her storytelling. It made for a very animated and engaged class, with the side effect being the understanding of a new structure within the context of an interesting story. Stories with Your Own Students as Protagonists To add a little variety and shift the attention from you, make up stories using your students as the main characters. It is important to choose students who you know for sure can take a joke, or ask a student to pick a name from a hat so you are not accused of picking on somebody.

The password is: learn. ” Student 1 must seek out a Student 2 partner, so that they don’t always talk to the person sitting nearby. • If you organize small groups, know how many students you have (let’s say 25 students), divide that number by the groups you want (let’s say groups of four), have them sign off in the target language from one to six, then ask all 1s to get together, all 2s to get together, etc. You will have one group of five. • Use the grammar point you are covering to group students.

Indb 34 12/12/13 2:53 PM INTRODUCING GRAMMAR AND VOCABULARY 35 • Use vocabulary and structures that have already been presented in the book before the current lesson. Students’ understanding of the story will depend on this. • Use images imaginatively: embellish, add drama, be wild, stretch the truth, lie . . but make it memorable. Good teachers are good storytellers. • Base your story on known material, so that the only “unknown” is what you are introducing. The majority of what you say must be comprehensible.

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