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Basic Reading : Practical Guide to teaching of English as a Foreign Language

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1. BASIC READING 2. RUTH BUNGA OKTAULI 2215115474 11 DIK B MDR 3.  Title : Practical Guide to the Teaching of English as a Foreign Language Author : Robert J.…
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  • 1. BASIC READING
  • 2. RUTH BUNGA OKTAULI 2215115474 11 DIK B MDR
  • 3.  Title : Practical Guide to the Teaching of English as a Foreign Language Author : Robert J. Dixson Publisher : Simon and Schuster Year of Publication : 1960 Place of Publication : United States of America
  • 4. PAGES : 95 (Including Reference List of Books)CHAPTER :CHAPTER 1 : GENERAL PRINCIPLESCHAPTER 2 : THE STUDENT AND THE TEACHERCHAPTER 3 : THE TEACHING OF GRAMMARCHAPTER 4 : THE TEACHING OF CONVERSATIONCHAPTER 5 : THE TEACHING OF READINGCHAPTER 6 : THE TEACHING OF VOCABULARYCHAPTER 7 : THE TEACHING OF PRONUNCIATION
  • 5.  Grammar which forms the real basis of the language. Grammar structure, primarily, that serves to distinguish one language from another. This book examines some of the more common points of view about grammar such as Old and New Conceptions of Grammar. In short, the grammar which the foreign student studies and the grammar which the native speaker studies are two different things. The foreign student studies about functional grammar or grammar as language; and the native speaker studies about formalized grammar.
  • 6.  In foreign language teaching, when we speak of teaching conversation, we don’t refer to the kind of social conversation that goes on around the family dinner table or when friends gathering. This kind of conversation is rarely achieved in any language classroom. The classroom, as previously mentioned, is a very artificial situation. Conversation provides students the time to expressing themselves. Teachers should teach about conversation with the same attention or even greater attention than when they teach grammar, reading, pronunciation, or any other phase of language.
  • 7.  In any modern language course where chief emphasis is placed upon teaching students to speak and understand English, reading is positioned in secondary position. But this doesn’t mean that reading by itself is not important to the foreign student. Students must naturally learn how to read English. In developing students in learning of reading, the teacher can ask various questions based on the reading material. So, the questions will lead the students into different avenues of simple conversation.
  • 8.  Theoretical or philosophical discussion of vocabulary and related matters, although sometimes interesting in teaching of vocabulary but rarely help a teacher to teach any better. Like the teaching of any other phase of language, the teaching of new vocabulary is difficult and complicated task. There are no sure and easy ways of teaching new word. So, we need to practice more and more. New words should be both heard and seen, they should also be repeated aloud in written form by the students as many times as possible.
  • 9.  The teaching of English pronunciation is both a simple and a complicated procedure. The teacher need to remember all of good pronunciation. Ear training is extremely important in the teaching of any foreign language. The teacher should never jump from one exercise to another but should continue working on each individual sound until the sound is heard clearly by the students and the proper ear and hearing habits have been established. However, as already said, there is nothing difficult about teaching. This book also give information about some of the aspects of English speech which relate directly to the correction of foreign accent such as Phonetics, Classification of Speech Sounds, Stress and Rhythm, Aspiration, Voicing and Invoicing of Final Consonants, and General Suggestions and Remarks.
  • 10. Practical Guide to the Teaching of English as a ForeignLanguage is a book good for every teacher. This booksuggesting to teachers simple, everyday techniqueswhich may serve to make their work more interestingand at the same time more effective.
  • 11. The purpose of this book is to provide teachers with suggestionsas to actual classroom procedure. Although, in the course of thewriting, some theory may be touched upon, the book lays principalemphasis upon the practical side of English teaching. It deals, in otherwords, with the “how” of teaching rather than the “why”. Recently therehas been a great flood of books and articles are often written in suchelevated language and are so obscure in composition that they merelysucceed in bewildering the reader. It seems time, therefore, thatsomething of a more realistic and practical nature be offered to guideteachers in the everyday task of actual classroom teaching.
  • 12. FACT : A few years ago, at an International Seminarorganized by UNESCO (United NationsEducational, Scientific, and Cultural Organization) to discuss theteaching of modern languages, the following general principleswere subscribed by the majority of the delegates. (Chapter 1 –Page 5)OPINION : The students must spend all of their time learninga difficult subject matter in the most intense but practical formpossible. (Chapter 4 – Page 46)
  • 13. Based on the book, we can see that thetone is Objective. He presents us about a lot ofmethods in teaching of English, such asGrammar, Conversation, Reading, Vocabulary, and Pronunciation.
  • 14. Another tone of this book is Reasonable :“We have been mainly concerned up to this point withdefinitions. There remain two other terms to be clarified. Beforewe can proceed with our discussion, we must first understandabout whom we are talking and ton whom we are talking. Thetwo additional terms which we must define are the student andthe teacher.” (Chapter 2 – Page 13)
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