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TEFL 101: Principles, Approaches, Methods Techniques
TEFL 101: Principles, Approaches, Methods Techniques contains 101 mini-chapters covering every aspect of ESL teaching.
This book is the culmination of Luan Hanratty's work maintaining education standards in schools throughout China. It is a comprehensive catalogue of his knowledge, wit and wisdom related to the industry.
A good teacher should delight in taking fairly complex concepts and breaking them down so that anyone can understand. Thus TEFL 101 is written in a style that newly-hired teachers laymen can appreciate and as such, it is also a reaction against the many teaching books that talk in abstract, convoluted and jargon-heavy ways. Instead, TEFL 101 is straightforward and relevant to the world of language teaching.
Classroom Management Evolution of Methods Classic Questions Speech Text Grammar Fluency Phonology Interactions Psychology Large Classes Philosophical Theoretical Considerations Social Issues Asian Considerations Commercial Professional Issues.
This book is the culmination of Luan Hanratty's work maintaining education standards in schools throughout China. It is a comprehensive catalogue of his knowledge, wit and wisdom related to the industry.
A good teacher should delight in taking fairly complex concepts and breaking them down so that anyone can understand. Thus TEFL 101 is written in a style that newly-hired teachers laymen can appreciate and as such, it is also a reaction against the many teaching books that talk in abstract, convoluted and jargon-heavy ways. Instead, TEFL 101 is straightforward and relevant to the world of language teaching.
Classroom Management Evolution of Methods Classic Questions Speech Text Grammar Fluency Phonology Interactions Psychology Large Classes Philosophical Theoretical Considerations Social Issues Asian Considerations Commercial Professional Issues.
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First published December 1, 2010
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27 people want to read
About the author
Luan Hanratty
7 books6 followersI write books about business and education, including a radical treatise on English teaching called 'TEFL 101: Principles, Approaches, Methods & Techniques' as well the first business book based on the writings of T.E. Lawrence, entitled 'Asymmetric Warfare for Entrepreneurs: 120 Lessons from Lawrence of Arabia'.
I also blog on language teaching at teflideas.com and I edit and publish all kinds of books under the imprint, Pen Bal Publishing.
I'm interested in pretty much anything to do with linguistics, psychology, philosophy, sociology, politics and history. I have lived in China since 2004 and currently reside in the sunny city of Kunming.
I also blog on language teaching at teflideas.com and I edit and publish all kinds of books under the imprint, Pen Bal Publishing.
I'm interested in pretty much anything to do with linguistics, psychology, philosophy, sociology, politics and history. I have lived in China since 2004 and currently reside in the sunny city of Kunming.
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September 6, 2013
1. Classroom Management
1. The Purpose of This Book
2. Giving Feedback to Students
3. Making an Impact
4. Encouraging Students’ Self-Reliance
5. Small Talk – Setting the tone for the rest of the class
6. Good Teacher Talk vs. Bad Teacher Talk
7. Dealing with Differences
8. Dealing with Disruptions
9. The ‘Best Practice’ Methodology
10. Homework – Utilising a Resource
11. The One-on-one Toolbox
12.Teaching Threshold Level
13. Top Ten Teaching Mistakes
14. Repeating Students – Why Bother?
15. Reversing the Roles: Student-Centred Learning
16. Classroom Management Using the Pareto Principle
17. Teaching the Whys and Wherefores
18. Using Realia to Improve Learning
2. Evolution of Methods
19. The Direct Method
20. Audiolingualism and its Relevance Today
21. The Notional Functional Syllabus: A Flawed Approach
22. Immersion Learning
23. The Silent Way
24. What do people mean when they talk about the ‘Communicative Approach’?
25. The Semantic Translation Method
3. Classic Questions
26. The ‘No First Language’ Axiom
27. The Accuracy/Fluency Dichotomy
28. Steering Clear: Things to Avoid
29. What Makes a Good Language Learner?
30. Closing the Gap: Fixing the Double Helix
4. Speech & Text
31. The Circumlocution Paradox
32. Reinventing the Spiel – A Closer Look at Reported Speech
33. Kim’s Game
34. Effective Teacher Talk: Presenting Information
35. The Most Valuable Writing Tasks
36. The Problem with Text
37. Effective Whiteboard Technique
38. Mind Mapping
5. Grammar & Fluency
39. The Grammar Discovery Approach
40. Task-Based Learning
41. Chunking: The Best Way to Learn
42. Phrasal Verbs
43. The Holy Grail of Communication
6. Phonology
44. Pronunciation: The Biggest Hurdle for Chinese Learners
45. The International Phonetic Alphabet
46. Getting Students to be more Prosodic
47. The Primacy of Phonology
48. Chinese Whispers
7. Interactions
49. A Truly Interactive Class
50. Long’s Interaction Hypothesis
51. The Purpose of Dialogues
52. How do you make Role Plays work?
8. Psychology
53. Hitting the Wall: Adopting Effective Learning Strategies
54. The Forgetting Curve: Mitigating the Effects
55. More Than Meets the Eye – Non-verbal Communication
56. Sharpening the Skills: Mastering the Art of Communication
57. The Meta Model
58. The Milton Model
59. Cold Reading
60. The Cube Game
61. Language Learning and the Brain
62. Anchoring Key Vocabulary
63. Implicit Explicit Duality
64. Attention and Evolution
9. Large Classes
65. English Corners: Techniques and Tips
66. Ten Point Plan for English Corner Excellence
67. Playing the Devil’s Advocate
68. A More Subtle Form of Devil’s Advocate
10. Philosophical & Theoretical Considerations
69. The Utility and Application of Voltaire’s Dictum
70. The Benefits of Developing Cultural Contexts when Learning English
71. Post-structuralism and its Applications
72. Semiotics
73. The Value of Questions
74. Piaget and Constructivism
75. Wittgenstein and Teaching English
76. Wittgenstein on Language Games
77. Language, Culture and Thought
78. Pragmatics: A Higher Level of Language Competence
79. Language Concepts
80. The Power of Speech
81. Pragmatic Eclecticism and the Limits of Synthetic Theories
82. Visual Learners: Exposing a Myth
83. Krashen’s Monitor Theory
84. Defining Intelligence: Implications for Educators
11. Social Issues & Asian Considerations
85. What is Different About Asian Learners?
86. Usage Pedantry
87. The Functions of Language
88. Don’t Mention Shakespeare, He’s Dead
89. Creativity, Confucianism and Education in China
90. The Post-Colonial Folly of ESL Theorists
91. Life and the Unified Personality
92. How English has been Influenced by the Celts
12. Commercial & Professional Issues
93. Nurture vs. Nature, Practice vs. Theory
94. Observing Each Other
95. Professionalism: Doing a Good Job and taking it seriously
96. Prepping Classes with Due Diligence
97. The Nature of the Work Ethic
98. Above and Beyond the Call of Duty
99. How Does the Education Department Affect the Bottom Line?
100. The Unimportance of Being Earnest
101. Inspiration for Teaching
Bibliography
Index
http://www.amazon.co.uk/TEFL-101-Prin...
This book is the culmination of my work maintaining education standards in schools throughout China. It is a comprehensive catalogue of my knowledge, wit and wisdom related to the industry. I had the idea to write the book shortly after I became teacher trainer and found myself trying to train and manage more than 300 people. This was both a daunting and exciting prospect and I felt that an efficient means would be to write a short missive about good practice related to my experience. The idea stemmed from regularly visiting schools and getting frustrated with seeing people doing what I felt was frankly, a poor job in front of students who had paid good money to be there. I knew that I could set a better standard if I outlined some fairly simple tricks of the trade and effective methods of communication.
And so began the weekly practice of knocking out a one-page piece of advice. I write in a style that hopefully, newly hired teachers and laymen can appreciate. I believe that a good teacher should delight in taking fairly complex concepts and breaking them down so that anyone can understand. I truly believe in Wittgenstein’s words that ‘anything that can be said, can be said clearly’ and so in a way I was also reacting against the teaching books I had seen over the years which talked in very abstract, convoluted and jargon-heavy ways. They always seemed so staid and detached from the real world of TEFL teaching.
TEFL 101 is published by Cambridge Academic and contains 101 mini-chapters. The beauty of this format is that I think you can cover almost every aspect of the field in some way. I was also inspired by great works of literature and great figures of history and have tried to write in a way that tips my hat to them and their sagacity. Great thinkers have helped me as a teacher and I believe they can direct our understanding in a profound way.
1. The Purpose of This Book
2. Giving Feedback to Students
3. Making an Impact
4. Encouraging Students’ Self-Reliance
5. Small Talk – Setting the tone for the rest of the class
6. Good Teacher Talk vs. Bad Teacher Talk
7. Dealing with Differences
8. Dealing with Disruptions
9. The ‘Best Practice’ Methodology
10. Homework – Utilising a Resource
11. The One-on-one Toolbox
12.Teaching Threshold Level
13. Top Ten Teaching Mistakes
14. Repeating Students – Why Bother?
15. Reversing the Roles: Student-Centred Learning
16. Classroom Management Using the Pareto Principle
17. Teaching the Whys and Wherefores
18. Using Realia to Improve Learning
2. Evolution of Methods
19. The Direct Method
20. Audiolingualism and its Relevance Today
21. The Notional Functional Syllabus: A Flawed Approach
22. Immersion Learning
23. The Silent Way
24. What do people mean when they talk about the ‘Communicative Approach’?
25. The Semantic Translation Method
3. Classic Questions
26. The ‘No First Language’ Axiom
27. The Accuracy/Fluency Dichotomy
28. Steering Clear: Things to Avoid
29. What Makes a Good Language Learner?
30. Closing the Gap: Fixing the Double Helix
4. Speech & Text
31. The Circumlocution Paradox
32. Reinventing the Spiel – A Closer Look at Reported Speech
33. Kim’s Game
34. Effective Teacher Talk: Presenting Information
35. The Most Valuable Writing Tasks
36. The Problem with Text
37. Effective Whiteboard Technique
38. Mind Mapping
5. Grammar & Fluency
39. The Grammar Discovery Approach
40. Task-Based Learning
41. Chunking: The Best Way to Learn
42. Phrasal Verbs
43. The Holy Grail of Communication
6. Phonology
44. Pronunciation: The Biggest Hurdle for Chinese Learners
45. The International Phonetic Alphabet
46. Getting Students to be more Prosodic
47. The Primacy of Phonology
48. Chinese Whispers
7. Interactions
49. A Truly Interactive Class
50. Long’s Interaction Hypothesis
51. The Purpose of Dialogues
52. How do you make Role Plays work?
8. Psychology
53. Hitting the Wall: Adopting Effective Learning Strategies
54. The Forgetting Curve: Mitigating the Effects
55. More Than Meets the Eye – Non-verbal Communication
56. Sharpening the Skills: Mastering the Art of Communication
57. The Meta Model
58. The Milton Model
59. Cold Reading
60. The Cube Game
61. Language Learning and the Brain
62. Anchoring Key Vocabulary
63. Implicit Explicit Duality
64. Attention and Evolution
9. Large Classes
65. English Corners: Techniques and Tips
66. Ten Point Plan for English Corner Excellence
67. Playing the Devil’s Advocate
68. A More Subtle Form of Devil’s Advocate
10. Philosophical & Theoretical Considerations
69. The Utility and Application of Voltaire’s Dictum
70. The Benefits of Developing Cultural Contexts when Learning English
71. Post-structuralism and its Applications
72. Semiotics
73. The Value of Questions
74. Piaget and Constructivism
75. Wittgenstein and Teaching English
76. Wittgenstein on Language Games
77. Language, Culture and Thought
78. Pragmatics: A Higher Level of Language Competence
79. Language Concepts
80. The Power of Speech
81. Pragmatic Eclecticism and the Limits of Synthetic Theories
82. Visual Learners: Exposing a Myth
83. Krashen’s Monitor Theory
84. Defining Intelligence: Implications for Educators
11. Social Issues & Asian Considerations
85. What is Different About Asian Learners?
86. Usage Pedantry
87. The Functions of Language
88. Don’t Mention Shakespeare, He’s Dead
89. Creativity, Confucianism and Education in China
90. The Post-Colonial Folly of ESL Theorists
91. Life and the Unified Personality
92. How English has been Influenced by the Celts
12. Commercial & Professional Issues
93. Nurture vs. Nature, Practice vs. Theory
94. Observing Each Other
95. Professionalism: Doing a Good Job and taking it seriously
96. Prepping Classes with Due Diligence
97. The Nature of the Work Ethic
98. Above and Beyond the Call of Duty
99. How Does the Education Department Affect the Bottom Line?
100. The Unimportance of Being Earnest
101. Inspiration for Teaching
Bibliography
Index
http://www.amazon.co.uk/TEFL-101-Prin...
This book is the culmination of my work maintaining education standards in schools throughout China. It is a comprehensive catalogue of my knowledge, wit and wisdom related to the industry. I had the idea to write the book shortly after I became teacher trainer and found myself trying to train and manage more than 300 people. This was both a daunting and exciting prospect and I felt that an efficient means would be to write a short missive about good practice related to my experience. The idea stemmed from regularly visiting schools and getting frustrated with seeing people doing what I felt was frankly, a poor job in front of students who had paid good money to be there. I knew that I could set a better standard if I outlined some fairly simple tricks of the trade and effective methods of communication.
And so began the weekly practice of knocking out a one-page piece of advice. I write in a style that hopefully, newly hired teachers and laymen can appreciate. I believe that a good teacher should delight in taking fairly complex concepts and breaking them down so that anyone can understand. I truly believe in Wittgenstein’s words that ‘anything that can be said, can be said clearly’ and so in a way I was also reacting against the teaching books I had seen over the years which talked in very abstract, convoluted and jargon-heavy ways. They always seemed so staid and detached from the real world of TEFL teaching.
TEFL 101 is published by Cambridge Academic and contains 101 mini-chapters. The beauty of this format is that I think you can cover almost every aspect of the field in some way. I was also inspired by great works of literature and great figures of history and have tried to write in a way that tips my hat to them and their sagacity. Great thinkers have helped me as a teacher and I believe they can direct our understanding in a profound way.
September 4, 2013
第一章：课堂掌控
1. 本书的目的
2. 给学生反馈
3. 施加影响
4. 鼓励学生自力更生
5. 简短对话 —— 为课堂营造氛围
6. 恰当的教师语言 VS. 不恰当的教师语言
7. 处理学生差异
8. 处理干扰
9. 最好的实践法
10. 回家作业 —— 利用资源
11. 一对一模式
12. 教入门水平
13. 十大教学错误
14. 让学生重修 —— 有何不妥？
15. 对换角色：以学生为中心的学习
16. 帕瑞托定律运用于课堂管理
17. 教“为什么”和“所以然”
18. 使用教具提高教学
第二章：教学法的演变
19. 直接法
20. 听说法和今天的联系
21. 理念功能型大纲：一个有缺陷的途径
22. 沉浸式学习
23. 沉默法
24. 所谓交流法到底指什么？
25. 语义翻译法
第三章：经典问题
26. 母语禁用原则
27. 精确性和流利度的二分法
28. 确保清晰：要避免的事
29. 什么铸就一个成功的语言学习者？
30. 缩小差距：双螺旋学习曲线
第四章：语言和文本
31. 关于赘言的悖论
32. 重塑流利谈吐—— 报道型语言细探
33. Kim 游戏
34. 有效的教师语言：呈现信息
35. 最有价值的写作训练
36. 文本的问题
37. 有效的板书技巧
38. 思维导图
第五章 ：语法和流利
39. 发现语法的途径
40. 任务型学习法
41. 分块学习：最好的学习方法
42. 动词短语
43. 沟通的秘诀
第六章：语音
44. 发音：中国人最大的障碍
45. 国际英标
46. 让学生更有韵律感
47. 音位学的重要性
48. 中国传话游戏
第七章：互动
49. 真正的互动型课堂
50. 迈克尔•朗的互动假说
51. 对话的目的
52. 如何让角色扮演奏效？
第八章：心理学
53. 突破瓶颈：采用有效的学习策略
54. 遗忘曲线 ：减少影响
55. 突破眼神交流 —— 非言语交流
56. 磨练技能：掌握沟通的艺术
57. 元模型
58. 弥尔顿模型
59. 冷读术
60. 立方体游戏
61. 认知大脑
62. 关键词锚定
63. 间接和直接的双重原则
64. 注意力和进化
第九章：大班教学
65. 英语角：技巧和诀窍
66. 成功英语角需具备的十点
67. 扮演魔鬼代言人
68. 更巧妙版的魔鬼代言人
第十章：哲学和理论方面的思考
69. 伏尔泰格言的效用和应用
70. 学习英语时构建文化背景的好处
71. 后结构主义及其应用
72. 符号学
73. 问题的价值
74. 皮亚杰和结构主义
75. 维根斯坦和英语教学
76. 维根斯坦的语言游戏
77. 语言、文化和思想
78. 语用学：语言能力的更高阶段
79. 语言概念
80. 言语的力量
81. 实用折衷主义和综合理论的局限
82. 视觉学习者：揭穿神秘
83. 克拉申的监控论
84. 智力的定义：对教育工作者的启示
第十一章：从社会层面对亚洲学生的思考
85. 亚洲学生有何不同？
86. 学究气
87. 语言的功能
88. 别提莎士比亚，他已过世
89. 中国的创造力、儒家文化及教育
90. 英语教学理论家的荒谬后殖民说
91. 生活和统一的人格
92. 英语是如何受凯尔特语影响的
第十二章：商业和专业性问题
93. 后天与先天，实践与理论
94. 互相听课
95. 专业性 : 做好工作认真对待
96. 尽职备课
97. 职业道德的本质
98. 超越分内职责
99. 教学部门如何影响最终结果？
100. 严肃并不重要
101. 给教学的启示
http://read.douban.com/ebook/396267/
1. 本书的目的
2. 给学生反馈
3. 施加影响
4. 鼓励学生自力更生
5. 简短对话 —— 为课堂营造氛围
6. 恰当的教师语言 VS. 不恰当的教师语言
7. 处理学生差异
8. 处理干扰
9. 最好的实践法
10. 回家作业 —— 利用资源
11. 一对一模式
12. 教入门水平
13. 十大教学错误
14. 让学生重修 —— 有何不妥？
15. 对换角色：以学生为中心的学习
16. 帕瑞托定律运用于课堂管理
17. 教“为什么”和“所以然”
18. 使用教具提高教学
第二章：教学法的演变
19. 直接法
20. 听说法和今天的联系
21. 理念功能型大纲：一个有缺陷的途径
22. 沉浸式学习
23. 沉默法
24. 所谓交流法到底指什么？
25. 语义翻译法
第三章：经典问题
26. 母语禁用原则
27. 精确性和流利度的二分法
28. 确保清晰：要避免的事
29. 什么铸就一个成功的语言学习者？
30. 缩小差距：双螺旋学习曲线
第四章：语言和文本
31. 关于赘言的悖论
32. 重塑流利谈吐—— 报道型语言细探
33. Kim 游戏
34. 有效的教师语言：呈现信息
35. 最有价值的写作训练
36. 文本的问题
37. 有效的板书技巧
38. 思维导图
第五章 ：语法和流利
39. 发现语法的途径
40. 任务型学习法
41. 分块学习：最好的学习方法
42. 动词短语
43. 沟通的秘诀
第六章：语音
44. 发音：中国人最大的障碍
45. 国际英标
46. 让学生更有韵律感
47. 音位学的重要性
48. 中国传话游戏
第七章：互动
49. 真正的互动型课堂
50. 迈克尔•朗的互动假说
51. 对话的目的
52. 如何让角色扮演奏效？
第八章：心理学
53. 突破瓶颈：采用有效的学习策略
54. 遗忘曲线 ：减少影响
55. 突破眼神交流 —— 非言语交流
56. 磨练技能：掌握沟通的艺术
57. 元模型
58. 弥尔顿模型
59. 冷读术
60. 立方体游戏
61. 认知大脑
62. 关键词锚定
63. 间接和直接的双重原则
64. 注意力和进化
第九章：大班教学
65. 英语角：技巧和诀窍
66. 成功英语角需具备的十点
67. 扮演魔鬼代言人
68. 更巧妙版的魔鬼代言人
第十章：哲学和理论方面的思考
69. 伏尔泰格言的效用和应用
70. 学习英语时构建文化背景的好处
71. 后结构主义及其应用
72. 符号学
73. 问题的价值
74. 皮亚杰和结构主义
75. 维根斯坦和英语教学
76. 维根斯坦的语言游戏
77. 语言、文化和思想
78. 语用学：语言能力的更高阶段
79. 语言概念
80. 言语的力量
81. 实用折衷主义和综合理论的局限
82. 视觉学习者：揭穿神秘
83. 克拉申的监控论
84. 智力的定义：对教育工作者的启示
第十一章：从社会层面对亚洲学生的思考
85. 亚洲学生有何不同？
86. 学究气
87. 语言的功能
88. 别提莎士比亚，他已过世
89. 中国的创造力、儒家文化及教育
90. 英语教学理论家的荒谬后殖民说
91. 生活和统一的人格
92. 英语是如何受凯尔特语影响的
第十二章：商业和专业性问题
93. 后天与先天，实践与理论
94. 互相听课
95. 专业性 : 做好工作认真对待
96. 尽职备课
97. 职业道德的本质
98. 超越分内职责
99. 教学部门如何影响最终结果？
100. 严肃并不重要
101. 给教学的启示
http://read.douban.com/ebook/396267/
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