Teaching English to Large Classes: Part One

Abstract

EVERY TEACHER of a large class is haunted by the knowledge that he ought to give more individual attention to his pupils. He knows that real progress in learning a foreign language is largely dependent upon having plenty of opportunities for practising the correct use of the language. He knows that if pupils repeat wrong forms uncorrected they are only learning these more thoroughly, but he feels that it is next to impossible to give every pupil an opportunity of speaking or reading in every lesson. Written work, of course, does provide a chance for everybody to express something in the foreign language, but how can he cope with all the correcting that this involves?