[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-421219-105":59,"doc-detail-421219-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","cosmetology-teachers-guide","Cosmetology - Teacher’s Guide","","Teacher’s Guide for vocational cosmetology instruction, supporting classes that use related e-resources and lexis-focused, grammar-linked supplementary tasks. The material targets students’ active and passive knowledge of professional terminology in real cosmetology contexts, with guidance on course pacing and adapting tempo to learner proficiency. It outlines pre-text, text, and post-text activity cycles emphasizing engagement, task sequencing, pronunciation practice, communication-oriented grammar, and systematic recycling through feedback and an end-of-course test.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cosmetology-teachers-guide/421219/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cosmetology-teachers-guide/421219.png","ImageObject",300,407,{"name":92,"@type":93},"Eliana","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this Teacher’s Guide for cosmetology?","Question",{"text":112,"@type":113},"To guide teachers in using related e-resources for vocational cosmetology classes and to provide complementary tasks that extend knowledge of lexis and grammar as well as cosmetology content.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are students expected to interact with the material during task work?",{"text":117,"@type":113},"Tasks are designed to move from global to more specific detail and encourage interaction with the teacher and peers in a communication style similar to real-life exchange of information.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the guide suggest teaching pronunciation and grammar?",{"text":121,"@type":113},"It proposes pronunciation practice as a follow-up in numerous exercises, and recommends grammar activities to practice structures especially useful for fluent real-life communication with colleagues and clients.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},421219,1790779754,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},4398048949847,"https://ap-avatar.wpscdn.com/avatar/400002536579ef2da7f?_k=1778318612642679267","Cosmetology  \nTeacher’s Guide  \nCosmetology  \nTeacher’s Guide  \nContents  \nIntroductory notes 3  \nCourse goals 3  \nThe role of lexis 4  \nDealing with pronunciation 4  \nThe role of grammar 4  \nRecycling and revision 5  \nLesson notes 5  \n61.1 Performing facial treatments 5  \n61.2 Tinting eyebrows and eyelashes using henna 17  \n62.1 Performing body care and beauty treatments 28  \n62.2 Performing cosmetic treatments on the body, hands and feet 35  \nPrintable materials 48  \nEnd-of-course test 56  \nEnd-of-course test Key 67  \nThe aim of this Teacher’s Guide is to provide a guide to teachers using the related e-resources for vocational education classes. Moreover, it includes additional tasks that are complementary to the content presented in the course and whose aim is to offer some additional knowledge in terms of lexis and grammar, but also in the very subject of cosmetology.  \nIntroductory notes  \nCourse goals  \nThe material provided is to give students pursuing a career in the related field the active and passive knowledge of the terminology used in a particular professional context. Furthermore, the presented material comes with suggestions as how to use it in different ways in class by engaging students and promoting pairwork and groupwork.  \nAs every lesson module consists, on average, of 11-14 screens it could be done in the course of two up to four classes, depending on the level of proficiency of the learners. This is why, the following teacher’s book aims at highlighting how the provided material can be used to the best benefit of the learners, but does not focus on the rate at which the module should be covered. The teacher will have to adjust the tempo to the level of his or her students to make sure they fully understand and are able to recreate the functional language presented in each module.  \nPre-text work: activating schemata  \nThe role of the Lead-in tasks in this textbook is to introduce the subject, generate students’ interest in it, and encourage them to form their expectations with regard to the text as this will help to stimulate their receptive skills which, in turn, will result in more effective learning and memorising of the material. By introducing interesting and puzzling pieces of information before the main tasks included in the material, we aim at creating specific associations and weaving a net of mental connections that will help learners to memorise certain pieces of information on a deeper level.  \nWork on the text: task-types and sequencing  \nTasks move from the very global or very specific to the more detailed or the other way round, depending on the content of the text. Students are not expected to understand everything in the text and the introductory tasks are simply the way of introducing students to it. Their aim is to give learners the general idea of what they will be reading about and elicit any knowledge of the subject they already may have. The tasks are designed so that students can interact with the teacher and one another in a way that mirrors real-life communication, that is exchange of bits and pieces of information instead of following questions-answers pattern.  \nPost-text work: follow-ups and extensions  \nThis can be linguistic (grammar or vocabulary) or skills (especially productive skillsspeaking or writing) . Not all texts offer potential for fluency, which is why there are some additional readings that contribute to the given topic or present it from a different angle, like in the case of symbolical meaning of gemstones. Other follow-up activities involve pairwork and groupwork which practices the skill of picking up on each other’s mistakes and correcting them.  \nThe role of lexis  \nThe material for teaching the vocation revolves around the lexis, i.e. the vocabulary and terminology essential for describing and naming the procedures and treatments to be performed as well as functional language that is appropriate in these types of professional situations. The exercises fo","cbCaimsiUjU8IOTF","https://ap.wps.com/l/cbCaimsiUjU8IOTF","pdf",1277303,72,"English","# Introductory notes\n# Course goals\n# The role of lexis\n# Dealing with pronunciation\n# The role of grammar\n# Recycling and revision\n# Lesson notes\n## 61.1 Performing facial treatments\n## 61.2 Tinting eyebrows and eyelashes using henna","[{\"question\":\"What is the main purpose of this Teacher’s Guide for cosmetology?\",\"answer\":\"To guide teachers in using related e-resources for vocational cosmetology classes and to provide complementary tasks that extend knowledge of lexis and grammar as well as cosmetology content.\"},{\"question\":\"How are students expected to interact with the material during task work?\",\"answer\":\"Tasks are designed to move from global to more specific detail and encourage interaction with the teacher and peers in a communication style similar to real-life exchange of information.\"},{\"question\":\"How does the guide suggest teaching pronunciation and grammar?\",\"answer\":\"It proposes pronunciation practice as a follow-up in numerous exercises, and recommends grammar activities to practice structures especially useful for fluent real-life communication with colleagues and clients.\"}]","Cosmetology - Teacher’s Guide | PDF",1790624314,181]