Learning to Teach English - A Practical Introduction for New Teachers - Download as PDF File .pdf) or read online. lEARNING to Teach English Watkins - Download as PDF File .pdf) or read online . Carol Morgan and Peter Neil Teaching English: A Handbook for Primary and Secondary School Teachers Andrew Goodwyn is Director of Teaching and Learning and is course leader for all talking about learning (Watkins, ) kaz-news.info%20education/publications/Black%kaz-news.info (accessed 6.
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Download PDF Learning to Teach English: A Practical. Introduction for New Teachers. Authored by Peter Watkins. Released at Filesize: MB. Reviews. DOWNLOAD PDF. Report this file. Description. Download lEARNING to Teach English Watkins Free in pdf format. Sponsored Ads. Shop Related Products. INTRODUCTION FOR NEW TEACHERS. Download PDF Learning to Teach English: A Practical. Introduction for New Teachers. Authored by Peter Watkins.
In a country like India majority of the people are farmers with poor educational background. Learners coming from such background when asked to take part or do a speaking activity they fail to do it. Moreover, the poor income status of the family makes the parents engage their children in petty jobs instead of sending them to schools and colleges resulting in poor speaking skills.
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Rural background: Rural background of the learners where English is generally not used is another cause affecting the leaning process. Most of the learners coming from rural background are first generation learners of English Language. Their parents being farmers and uneducated, they lack guidance from their elders in this aspect.
When learners of such background are asked to do a speaking activity, they end up in saying nothing. Even if they try to speak, they often tend to use their mother tongue, resulting in the failure of the learning process. Excessive use of mother-tongue: Learners generally tend to make an excessive use of their mother-tongue when it comes to the activities in productive skills namely- speaking and writing. When the learners are asked to perform a speaking activity, they immediately start thinking about the topic in their mother tongue, frame what they want to say in their mother-tongue and then translate it into English, which often results in mistakes, in addition to this learners often tend to make use of their mother-tongue which results in losing the motive of learning the language and lack of practice.
Lack of proper orientation: Even though some learners have learnt the language at their school levels, they are unable to produce even a single sentence without grammatical error. The basic reason for this is , learning the subjects from the examination point of view. This attitude makes the learner ignore the language.
In order to convey meaning, the learners must have the knowledge of words and sentences. They must understand how words are segmented into various sounds, how sentences are stressed in particular ways. Grammatical competence enables speakers to use and understand the structure of English-language accurately and unhesitatingly, which contributes to their fluency.
Indian phonology The phonological system of Indian languages and English differ in important aspects notably in the prominence given to distinctions between vowels and distinctions between consonants.
While English has 22 vowel phonemes and diphthongs and 24 consonants, Hindi has only ten vowels phonemes but distinguishes over 30 consonants. The pronunciation of long and short vowels often creates confusion to learners. The consonant cluster is another cause of confusion for the learners. Mother-tongue pattern and its influence: Indians are used to a particular set of pattern of pronunciation, Intonation, stress-pattern and phonology of their mother-tongue which has an obvious impact on acquiring a foreign language.
They have to unlearn what they learnt in their mother-tongue and then acquire a second language. This influence of mother-tongue often becomes a major hurdle in the learning process. They must be well qualified and certified.
Presenting papers and publishing articles would enable them to keep abreast with the recent trends. Building rapport: Building rapport and good relation with the learners is essential to make the learning atmosphere friendly. The learning process becomes easy and effective in a friendly atmosphere which also strengthens the bond between the learner and teacher. This will make the learners feel free and express their views and enable to shed their shyness and inhibitions.
Building confidence: The next important aspect is to build confidence in the learners. Once the teacher establishes a good rapport with the learners, it is important to build their confidence. This can be done by starting with simple and easy tasks.
Learning Teach English by Peter Watkins
This will encourage the slow learners to participate in the activity and boost their morale. Gradually increasing the difficulty level will sharpen their knowledge thereby improving the learners. Minimizing teacher talk time and maximizing learner talk time will also encourage the learners.
Instead of correcting the mistakes, the teacher can go for peer correction which would encourage them to come out of inhibition. The teacher should be a guide, mentor and fecilitator. Improved teaching facilities: The teacher should ensure to get proper teaching aids and facilities which include- proper space, books and teaching aid.
This would create a proper learning ambiance for the learner. When the learners get proper learning facilities and ambiance, their learning process will be effective and speedy. Utilizing different methods of teaching: It is essential that the teacher adopts different methods of teaching to suit the diverse needs of the learners.
There are numerous methods of teaching language like- audio-lingual method, translation method, direct method etc.
It is necessary to tailor the teaching method according to the diverse needs and styles of the learners. English Language Teaching, 8 12 , Education from a Gender Equality Perspective.
Woden, A. Airton, L. Untangling 'Gender Diversity': Genderism and Its discontents i. In: S. Steingberg Eds. New York: Peter Lang. Anne Harris, E. In Queer Teachers, Identity and Performativity.
Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. Investigating LGBT-themed literature and trans informed pedagogies in classrooms. Discourse: Studies in the Cultural Politics of Education, 37 6 , — English Journal, 6 , 46— Drill, S. Journal of Extension, 47 3 , 6— Dumas, J. The Canadian Mordern Language Review, 4, — Journal of homosexuality.
Learning Teach English by Peter Watkins
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Jaspal, R. Language Issues, 26 1 , pp. Queering classrooms, curricula, and care: Stories from those who dare. Sex Education, 9 2 , — Lander, R. Yellow or blue ribbons : analysing discourses in conflict in the televized government-student meeting during the Occupy Movement in Hong Kong. Chinese Journal of Communication, November , 0— Pinar Ed.
Hillsdale, NJ: Lawrence Erlbaum. Malatino, H. Pedagogies of becoming: Trans inclusivity and the crafting of being. Transgender Studies Quarterly, 2 3 , — Martino, W.
Mollentze, S. Nelson, C.
Sexual identities in ESL: Queer theory and classroom inquiry. Sexual identities in English language education 1st ed. Journal of Language and Sexuality, 1, 79— From awareness to action: Teacher attitude and implementation of LGBT-inclusive curriculum in the English language arts classroom.
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UK: Palgrave Macmillan. Schieble, M. Teaching Education, 26 1 , — Teaching Respect for All.
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English Language Teaching, 7 12 , 85— Overview: Debating the effect of environment on language. Journal of Language Evolution, 1 1 , 30— English Teaching Forum, 50 2 , 2— Jacobs, George. ED Kirova, S. Natura Montenegrina, 12 3—4.
Mcclanahan, L. Journal of Sustainability Education, 4 January. Rioux, Y. Free delivery worldwide. Bestselling Series.
Popular Features. New in Learning To Teach English 2E: Includes DVD with lessons and commentaries. Notify me.For a few weeks, there are millions of little flowers and even butterflies! The moment people hear something in English, they feel uneasy. Teaching World Language for Social Justice. There are more animals and plants in northern Kalahari. Social justice and the national curriculum. Some of the learner centered factors affecting their speaking skills are discussed herewith.
Dialnet, — People believe that speaking skills can be developed by giving a few topics to discuss or by making the learners talk on certain topics.
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