This innovative book offers over 100 engaging and effective activities that busy teachers can use to help students become confident, comfortable, and proficient learners, acquirers and communicators in new languages. Many activities can be adapted to different languages and levels in secondary-level language courses.
This innovative book offers over 100 engaging and effective activities that busy teachers can use to help students become confident, comfortable, and proficient learners, acquirers and communicators in new languages. Many activities can be adapted to different languages and levels in secondary-level language courses.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Janina Klimas is a teacher, linguist, and author. She has taught languages for over 25 years on three different continents and speaks six languages to various levels of fluency. She has a BA in Theater Arts and Foreign Languages and an MA in the Teaching of Languages. She is certified to teach Spanish, English, drama, speech, grades K-8, social studies, gifted education, language immersion, and reading, and has led workshops for language teachers.
Inhaltsangabe
Introduction Section I. Members understand that proficiency focuses on what people can do with the language and not what they can't do 1. The Proficiency-Oriented Language Classroom Section II. The teacher uses the target language as a vehicle of instruction and communication 2. Lesson Planning and Starting the Year Section III. Members feel comfortable risk-taking in the target language 3. Low and No-Prep Games Section IV Communication is the main focus of class 4. Student-Centered Communicative Activities 5. Communicative and Research Projects Section V. The majority of class time is spent doing activities that build communication skills. Communicative activities that involve speaking, listening, reading, writing and culture are used to build fluency in each 6. Reading 7. Pair Work and Speaking 8. Grammar, Listening and Writing 9. Culture 10. Centers and Choices 11. Drama and Video Activities Section VI. Students and teachers have awareness of and access to proficiency- oriented assessments and use them regularly 12. Assessments Section VII. Members understand that errors are natural on the road to fluency. Accuracy comes later 13. Professional Development
Introduction Section I. Members understand that proficiency focuses on what people can do with the language and not what they can't do 1. The Proficiency-Oriented Language Classroom Section II. The teacher uses the target language as a vehicle of instruction and communication 2. Lesson Planning and Starting the Year Section III. Members feel comfortable risk-taking in the target language 3. Low and No-Prep Games Section IV Communication is the main focus of class 4. Student-Centered Communicative Activities 5. Communicative and Research Projects Section V. The majority of class time is spent doing activities that build communication skills. Communicative activities that involve speaking, listening, reading, writing and culture are used to build fluency in each 6. Reading 7. Pair Work and Speaking 8. Grammar, Listening and Writing 9. Culture 10. Centers and Choices 11. Drama and Video Activities Section VI. Students and teachers have awareness of and access to proficiency- oriented assessments and use them regularly 12. Assessments Section VII. Members understand that errors are natural on the road to fluency. Accuracy comes later 13. Professional Development
Introduction Section I. Members understand that proficiency focuses on what people can do with the language and not what they can't do 1. The Proficiency-Oriented Language Classroom Section II. The teacher uses the target language as a vehicle of instruction and communication 2. Lesson Planning and Starting the Year Section III. Members feel comfortable risk-taking in the target language 3. Low and No-Prep Games Section IV Communication is the main focus of class 4. Student-Centered Communicative Activities 5. Communicative and Research Projects Section V. The majority of class time is spent doing activities that build communication skills. Communicative activities that involve speaking, listening, reading, writing and culture are used to build fluency in each 6. Reading 7. Pair Work and Speaking 8. Grammar, Listening and Writing 9. Culture 10. Centers and Choices 11. Drama and Video Activities Section VI. Students and teachers have awareness of and access to proficiency- oriented assessments and use them regularly 12. Assessments Section VII. Members understand that errors are natural on the road to fluency. Accuracy comes later 13. Professional Development
Introduction Section I. Members understand that proficiency focuses on what people can do with the language and not what they can't do 1. The Proficiency-Oriented Language Classroom Section II. The teacher uses the target language as a vehicle of instruction and communication 2. Lesson Planning and Starting the Year Section III. Members feel comfortable risk-taking in the target language 3. Low and No-Prep Games Section IV Communication is the main focus of class 4. Student-Centered Communicative Activities 5. Communicative and Research Projects Section V. The majority of class time is spent doing activities that build communication skills. Communicative activities that involve speaking, listening, reading, writing and culture are used to build fluency in each 6. Reading 7. Pair Work and Speaking 8. Grammar, Listening and Writing 9. Culture 10. Centers and Choices 11. Drama and Video Activities Section VI. Students and teachers have awareness of and access to proficiency- oriented assessments and use them regularly 12. Assessments Section VII. Members understand that errors are natural on the road to fluency. Accuracy comes later 13. Professional Development
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