Download and Read Free Online Teach English Teacher's Workbook: A Training Course for. Teachers (Cambridge Teacher Training and Development) Adrian Doff Development) by Adrian Doff Free PDF d0wnl0ad, audio books, books to. Teach English: a training course for teachers: teacher's workbook / Adrian Doff . Author. Doff, Adrian, (author.) Published. Cambridge [Cambridgeshire] ; New. Teach English - A training course tor teachers by Adrian Doff. Models and Metaphors In Language Teacher Training -. Loop input and other strategies by Tessa.
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Teach English: Doff, Adrian, A Training Course for Teachers. Cambridge: Cambridge University Press (in association with The British Council), Trainer's. Teach English. Adrian Doff. Cambridge University Press 1. Introduction. This book is a training course for teachers of English as a foreign language. Developing practical skills in the teaching of English as a second lan Adrian Doff,. Tony Wright (Editor).,. Marion Williams José rated it liked it. Download.
How much you use the tasks involving teaching practice and observation depends, of course, on whether your trainees are actually teaching or have easy access to active language-learning classes. Peer-teaching and the viewing of video recordings of lessons for example, Looking at Language Classrooms Cambridge University Press may be substituted if necessary.
They also include estimates of the timing of the units, based on my experience when doing them with my own trainees; however, this is, of course, only a very rough approximation, and varies a great deal, mainly depending on the need felt by you and the trainees to develop or cut down on discussions. The following Introduction provides more details on the content and layout of the book and its underlying theory and educational approach.
At the 5 5 end of most modules is a set of Notes, giving further information or comments on the tasks.
Also attached to each module is a section entitled Further reading, which is a selected and annotated bibliography of books and articles relevant to the topic. The modules are grouped into seven parts, each focussing on a cerftral aspect or theme of foreign language teaching: Part I, for example, is called The teaching process, and its modules deal with the topics of presentation, practice and testing.
Each part has a short introduction defining its theme and clarifying the underlying concepts. Each module is composed of several separate units: these again are free- standing, and may be used independently of one another.
Their content includes:.
These sections may simply be read by teachers independently, or mediated by trainers through lecture sessions. Input sections are usually preceded or followed by questions or tasks that allow readers to reflect on and interact with the ideas, check understanding or discuss critically; in a trainer-led session they can serve as the basis for brief group discussions or written assignments.
The point of this is to ensure that trainees process the input and make their own sense of it rather than simply accepting a body of transmitted information. Its aim is to allow teachers to process new ideas thoughtfully, and to form or test theories. For teachers who are not in a position to try out experiential procedures themselves, some possible results and conclusions are given within the unit itself or in the Notes at the end of the module.
Tasks: learning tasks done by teachers in groups or individually, with or without a trainer, through discussion or writing. These may involve such processes as critical analysis of teaching materials, comparison of different techniques, problem-solving or free debate on controversial issues; their aim is to provoke careful thinking about the issues and the formulation of personal theories.
Brief tasks may be labelled Question, Application or To check understanding, and usually follow or precede informational sections. As with the experiential tasks, suggested solutions, results or comments are supplied where appropriate: immediately following the task if they are seen as useful input in themselves; or in the Notes at the end of the module if they are seen rather as optional, perhaps interesting, additions my own personal experiences, for example, or further illustration.
Different components are often combined within a unit: a task may be based on a reading text, or on teaching experience; an idea resulting from input may be tried out in class.
This integration of different learning modes provides an expression in practice of the theory of professional learning on which this book is based, and which is discussed in the Rationale below. Note that although this course is meant for teachers of any foreign language, examples of texts and tasks are given throughout in English except when another language is needed for contrast.
The main reason for this is that the book itself is in English, and I felt it was important as a courtesy to the reader to ensure that all illustrative material be readily comprehensible. Also, of course, English itself is probably the most widely taught language in the world today; but if you are concerned with the teaching of another language, you may need to translate or otherwise adapt texts and tasks. The collection of topics on which the modules are based is necessarily selective: it is based on those that furnish the basis for my own pre-service teacher-training programme, and which seem to me the most important and useful.
The last module of the book includes recommendations for further study, with suggested reading. And indeed this is what many teachers feel.
The two concepts are understood rather differently in this book. Practice is defined here as a description of a real- time localized event or set of such events: particular professional experiences. For a more detailed discussion of different types of theory, see Stern, However, if you then think out why 3 Module Teaching writing Note: This module does not deal with the very early stages of teaching to read and write a foreign alphabet; for this topic, see Module Teaching reading, Unit Two.
This unit studies some of these differences, and their implications for teaching. If you do not wish to do the task, look at Box Task Defining the differences between spoken and written discourse Stage 1: Listing differences Can you define and note down some of the differences between spoken and written discourse?
These may refer to vocabulary, style , grammar, content , the activity of the producers and receivers of the different kinds of discourse - anything you can think of. It may help to look at the samples of speech and writing shown in Box Do not go on to Stage 2 until you have done this. Stage 2: expanding Now compare your list of differences with mine as given below. Check if there are items in my list that are missing in yours , and vice versa. Putting the two together, you should have a fairly comprehensive comparison.
Differences between written and spoken discourse The following are some generalizations, to which there are certain exceptions: see the Notes, 1. Permanence Written discourse is fixed and stable so the reading can be done at whatever time, speed and level of thoroughness the individual reader wishes.
Spoken text 11 Teaching writing BOX Ron: er Yes certainly um First of all you er open the er place where the , cassette goes, press down the button marked eject, then you put the cassette in and close the lid. So you press those two down like that— Marion: Uhuh Ron: and it starts recording er automatically Marion: Ummm.
And what if I want to record with a different microphone, not the built-in one here?
Ron: There's a, a place, a socket here— Marion: Oh yes Ron: on the bottom left, and you can put an outside microphone into that and record from another source. The listener - though he or she may occasionally interrupt to request clarification - must in general follow what is said at the speed set by the speaker. Explicitness The written text is explicit; it has to make clear the context and all references.
The written text in Box In speech, however, the real -time situation and knowledge shared between speaker and listener means that some information can be assumed and need not be made explicit: in Box Density The content is presented much more densely in writing. Detachment The writing of a text is detached in time and space from its reading; the writer normally works alone, and may not be acquainted with his or her readers.
Speaking usually takes place in immediate interaction with known listeners, with the availability of immediate feedback. Children learn from the older people in the group.
There are lots of things they have to learn so that they can live in a dangerous place like the Kalahari. In the evenings, the groups of people often sit around a fire and tell stories.
Many of the stories are about animals and how to hunt them. The Kalahari is a big area of bushland in southern Africa. It has got two parts. There is less rain in the southern part than there is in the northern part, so the south is drier. But when it rains at the end of the summer, the land becomes greener and more beautiful. For a few weeks, there are millions of little flowers and even butterflies! But soon, the grass and the bushes get dry and turn brown.
Then life becomes more difficult again for people and animals. Which of the animals can you name in English? Write them down. Look at the animals on your list. What countries do you think of? Pandas come from China. You find spiders all over the world. Where do these people live? What do you think they eat? What dangers are there? What do these people know a lot about?
Mark the statements T True or F False. Correct the false information. Look at the photos again and answer the questions. Valuing our world 3 4 5 6 The bush people get their water from the river. When the San people are ill, they get medicine from a hospital.
The bush people teach children important things about living in the Kalahari. The north of the Kalahari is wetter than the south. There are more animals and plants in northern Kalahari.
A holiday in the Kalahari is never dangerous. They love driving around the bushland in open jeeps. They love watching the wild animals.