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english-language-teach.blogspot.com
English Language Teaching: 12.Teaching Literary Skills
http://english-language-teach.blogspot.com/2012/11/12teaching-literary-skills.html
Knowledge of literature from both diachronic and synchronic perspective of the history of civilization. Appropriate critical jargon and literary theory information should supplement it. And, what is more, the feeling for literature reading and discussion. Knowledge of How to teach Literature to teenagers. Adaptation of reader’s response theory beliefs to the classroom situation: i.e. text seen as a flexible structure (both closed and open); reader as co-author of the text. Observe the spiral principle (f...
english-language-teach.blogspot.com
English Language Teaching: 3.Class Management
http://english-language-teach.blogspot.com/2012/11/3class-management.html
LOCKSTEP: the class grouping where all the students are working with the teacher, where all the students are ‘locked into’ the same rhythm and pace, the same activity. PAIRWORK: the class grouping where activities are carried out in twos. GROUPWORK: the class organization where activities are carried out in groups. CLASSROOM OBSERVATION: CLASS MANAGEMENT. Did the teacher maintain good eye contact? Did the teacher change position appropriately with action? Did the students work well together? Certain stra...
francais-moderne.blogspot.com
Le français moderne: Le siècle des Lumières (1715-1789)
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De 1600 à nos jours. Le siècle des Lumières (1715-1789). L’État français ne se préoccupait pas encore de franciser le royaume: les provinces nouvellement acquises, de même que les colonies d'outre-mer (Canada, Louisiane, Antilles, etc.), ne nécessitaient pas de politique linguistique particulière. L'unité religieuse et l’absence de conflits inquiétaient davantage les dirigeants: l'administration du pays ne nécessitait pas la francisation ses citoyens. Cela dit, le français progressa au cours du XVIII.
english-language-teach.blogspot.com
English Language Teaching: 9.Teaching Listening
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Knowledge on how we reach. 1 The ‘map’ below sketches the relationship between the various information sources that we may need to refer to in order to understand a spoken or written text. How knowledge is used in discourse. Physical setting, participants, etc . What has been/will be said (written). Knowledge of the language system. Fig1 from Anne Anderson and Tony Lynch,. 2 There are two distinct modes of. Ie where the listener can become the speaker- in conversation) and. Intention and required response.
english-language-teach.blogspot.com
English Language Teaching: 13.Correction
http://english-language-teach.blogspot.com/2012/11/13correction.html
What is an error? Errors are of two types:. Forms that are not acceptable according to the rules (syntactic, phonological, lexical) of the target language. Forms that are themselves acceptable but which are used in a way that is unacceptable (e.g. errors of style). It is worth making a distinction between errors/slips/lapses. Slips of the. Are often spontaneously corrected by the speaker; lapses caused by tiredness, or inattention can also be corrected by the speaker if attention is drawn to them. Errors...
francais-moderne.blogspot.com
Le français moderne: La guerre aux patois
http://francais-moderne.blogspot.com/2012/11/la-guerre-aux-patois.html
De 1600 à nos jours. La guerre aux patois. Il n'est pas étonnant que les révoltes populaires finirent par éclater, d'autant plus qu'elles avaient été préparées par la classe bourgeoise depuis longtemps. C'est le peuple qui prit la Bastille le 14 juillet 1783, qui fit exécuter Louis XVI et, en définitive, qui fit la Révolution, mais c'est la bourgeoisie qui accapara le pouvoir et c'est elle qui imposa sa variété linguistique. Bertrand Barère (1755-1841), membre du Comité de salut public, déclencha l'offen...
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english-language-teach.blogspot.com
English Language Teaching: 5.Teaching Vocabulary
http://english-language-teach.blogspot.com/2012/11/5teaching-vocabulary.html
1) to empower Students. 2) to make Ss distinguish between. Passive/receptive and active/ productive. 3) to encourage Ss read widely outside the classroom. 4) to encourage Ss to invest in a good monolingual dictionary. Definition: The potentially infinite number of words in a language. Word / morpheme / derivatives. Classification: (A) active/use; (B) passive/recognition. Core vocabulary: 2,000-3,000 words 80% of a text. Understand / store / recognise. To deal with a cline / continuum of approaches:.
