Öğretmenler İçin - For Teachers

Linguistic Intelligence Logical-Mathematical Intelligence Spatial Intelligence Musical Intelligence Bodily-Kinesthetic Intelligence Interpersonal Intelligence Intrapersonal Intelligence 

Please check the appropriate line after each statement. Place the point value on the line next to its corresponding item number. Next and the points to obtain the preference scores under each heading. If you are a VISUAL LEARNER, that is, you have a high visual score, then by all means be sure you see all study materials. Use charts, maps, filmstrips, notes and flashcards. Practice visualizing or

A primary headmaster Mark Elms, headmaster of an ordinary state primary school, has earned £231,400 in one year. More than the prime minister. Perhaps they think primary school teaching is a True, most primary school children are a There is a sort of magic about a good primary school teacher. I have taught and seen them at it. They are calm, dynamic, I don't want to go over the top here, but if Le

Answer the questions.        

1- Tape-recording student conversation: Students are asked to have a conversation about anything they want in L1. The teacher gives TL translation. Conversation has been recorded and replied. 2- Transcription: to see the written form. 3- Reflection on experience: they criticize their own feeling. Students reflect how they feel about the experience. The teacher doesn't repeat what the learner says,

 Greets the students. The teacher has a short talk with students.  Stay back when necessary.   Active.  She is not forced. If she wants she uses.  She corrects student' errors in 2 ways: student has to realize the error, Student turns on the human computer.  Explicitly. The students feel secure that they learn the truth.  L1 is used for instructions of activities. Meaning can be made clear. For se

The chart contains blocks of colours, each colour representing a sound in T.L. Each sound associate a color. The chart allows students to produce sound combinations in T.L. without doing repetitions. The chart allow students to concentrate on the language not on the teacher. Students try to discover the relationship between sounds and colour. They try it until they have the correct sound. Vowels a

 Greets the students.  Always in front.   The students are mostly active in all methods.  Yes.   Self-correction, peer-correction. The teacher gives a lot of chance to students to correct themselves.   Implicitly.  L2 is used. But it is not forbidden to use L1 to give clue.  Yes.  Speaking, listening, writing, reading.  Vocabulary.   Yes.   Yes. A lot.  It is not good for children. The teacher bui

Language learning is a process of habit formation. Sts should overlearn the sentence patterns of the TL. Positive reinforcement helps sts to develop correct habits. Speech is more important. Why in dialogs? Because the teacher wants to contextualize the language. New vocabulary and structures are presented through dialogs. The dialogs are learned through imitation and repetition. Drills are conduc

 Greets the students in L1.  Walks around the classroom.  Active.   All class is full of objects.   The teacher doesn't explicitly correct. The teacher uses the correct one later. The students are independent to correct their mistakes. At the end the sts discover the correct one.  Explicitly. The students feel secure that they learn the truth.   Both of them. At the beginning levels the teacher us