For & Against by L.G. Alexander

31987 Words128 Pages
By the same author SIXTY STEPS TO PRECIS POETRY AND PROSE APPRECIATION ESSAY AND LEITER·WRITING A FIRST BOOK IN COMPREHENSION PRECIS AND COMPOSITION ras CARTERS OF GREENWOOD (Cineloops) DETECTIVES FROM SCOTLAND YARD (Longman Structural Readers, Stage 1) CAR THIEVES [Longman Structural Readers, Stage 1) WORTH A FORTUNE [Longman Structural Readers, Stage 2) APRIL FOOLS ' DAY [Longman Structural Readers, Stage 2) PROFESSOR BOFFIN 'S UMBRELLA (Longman Structural Readers, Stage 2) OPERATION MASfERMIND (Longman Structural Readers, Stage 3) QUESTION AND ANSWER: Graded Aural/Oral Exercises READING AND WRITING ENGLISH-A First Year Programme for Children LOOK, LISTEN AND LEARNl Sets 1-4 An Integrated Course for Children New Concept English Uniform…show more content…
The root of the trouble is that the teacher cannot predict the course ofeach lesson. He sets a topic and then attempts to stimulate a class discussion by asking questions, suggesting ideas and so on. How the students will respond depends very much on their maturity, general knowledge, range of interests and command of English. It depends, too, on personal factors like shyness or sociability, etc., and even on such things as the time of day and the mood of the class. With some classes, teachers may find that they fail to get any response at all and are finally driven to abandon conversation lessons altogether. With others, the conversation may always be dominated by one or two students, while the teacher spends most of his time coaxing reluctant members of the class to join in. Whatever the case, the conversation lesson tends to be a random, unprogrammed affair over which the teacher has little control. More often than not, time is needlessly frittered away and nothing effective is added to the student 's knowledge and skill. BASIC AIMS This book seeks to meet most of the problems posed by the advanced conversation lesson by providing a flexible programme which the teacher can manipulate according to the needs of his class. The book contains material which can be used for routine drill work with an unresponsive class, or conversely, the teacher may use it as a source book for ideas and

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