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HOW TO TEACH FOREIGN LANGUAGES EFFECTIVELY
HOW TO TEACH FOREIGN LANGUAGES EFFECTIVELY
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The aim of this book is to provide the classroom teacher of modern languages with practical aids in the teaching of his subject. It devotes itself, therefore, primarily to the description of various methods of instruction and to the presentation of a generous collection of illustrations, examples, model lessons, suggested procedures, games, and devices.
Over forty complete lessons in French, German, Italian, and Spanish to illustrate the various phases of language instruction have been included. These lessons are eminently practical, for they have all been tried out in the classroom and found successful. They are culled largely from the daily observation notes of a supervisor in a foreign language department of over a thousand teachers, who give instruction in nine foreign languages to 170,000 pupils. To many years of experience in the New York school system may be added the fruits of observation at various times in hundreds of classrooms in foreign countries.
Since the book is to be a practical guide, no attempt has been made to present the historical development and the psychology of language teaching. Only such theoretical material has been introduced as has a direct bearing on the daily classroom activities of the teacher. It is hoped that the description in nontechnical language of effective methods of teaching the student to hear, speak, read, and write a foreign tongue will prove helpful to the teacher.
Over forty complete lessons in French, German, Italian, and Spanish to illustrate the various phases of language instruction have been included. These lessons are eminently practical, for they have all been tried out in the classroom and found successful. They are culled largely from the daily observation notes of a supervisor in a foreign language department of over a thousand teachers, who give instruction in nine foreign languages to 170,000 pupils. To many years of experience in the New York school system may be added the fruits of observation at various times in hundreds of classrooms in foreign countries.
Since the book is to be a practical guide, no attempt has been made to present the historical development and the psychology of language teaching. Only such theoretical material has been introduced as has a direct bearing on the daily classroom activities of the teacher. It is hoped that the description in nontechnical language of effective methods of teaching the student to hear, speak, read, and write a foreign tongue will prove helpful to the teacher.
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