howtoteachenglishbyjeremyharmer归纳总结.docx

howtoteachenglishbyjeremyharmer归纳总结.docx

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howtoteachenglishbyjeremyharmer归纳总结

tobeagoodteacher

Whatmakesagoodteacher

Maketheirlessoninteresting.

Lovehisjob

Hashisownpersonalityanddoesn’thideitfromthestudents.

Lotsofknowledge,notonlyhissubject

Entertainerwhocanamusestudents

Friendlyandcanhelpsolveproblems

Hasanaffinitywiththestudents

Tryanddrawoutquiteones/controlmoretalkativeones

Cancorrectpeoplewithoutoffendingthem

Helpsratherthanshouts

Knowstudents’name

Classmanagement—theabilitytocontrolandinspireaclass

Howshouldteacherstalktostudents

Roughtunetheirlanguagetothestudents’levels:

exaggeratedtoneofvoice/lesscomplexgrammaticalstructures/lessdifficultwords/eyecontact

Physicalmovement–gestures/expressions/mime

Howtogiveinstructions:

Theymustbekeptassimpleaspossible/belogical

Checkiftheyunderstand

Howtotalkinclass:

Balancesttandttt（comprehensibleinput）.MaximSTT

Whatarethebestkindsoflesson

Balancebetweenpredictablesafetyandunexpectedvariety

Howimportantisittofollowaprearrangedplan:

Concentratedontheteacher’sabilitytorespondflexiblytowhathappensinclass,evenwhileattemptingtofollowapre-arrangedplan.

Howtobeagoodlearner

Thehourstheyspendpracticingandalwaysdohomework/age/level

Howimportantthestudents’motivation

Integrativemotivation>instrumentalmotivation

Whoisresponsibleforlearning

Goodlearnerstakesomeresponsibilitylearningthemselves/encourageself-studying

Charactersthatgoodclassroomlearnersshare:

thedesirabilitytousingproperlearningskills

Awillingnesstolisten/toexperiment/toaskquestions/tothinkabouthowtolearn/acceptcorrection

Adultlearner:

alsocanbedisruptivelikeadolescents/nervousaboutlearning/moreworldknowledge/greatertolerancefor“seriouslearning”.

BalanceseriousstudyofEnglishwiththemoreentertainingactivities.

Differentlevels:

Beginners（falsebeginners）（elementary）（lowerintermediate）intermediate（upperintermediate）advanced

Roughtune–differentlanguagelevel/differentquestions

Differentactivities:

pronunciationpractice/simpleintroductiondialogue/abstractdiscussion

3.howtomanageteachingandlearning:

Teachers’physicalpresenceinclass:

Proximity:

howclose

Appropriacy:

crouchingdown/samelevel

movement:

movearoundtheclasstosomeextent.

Makecontactwithstudents（espeyecontact）

Howtousetheirvoice:

Audibilityclearlyheardwithoutshoutinginadisagreeableway

Varietystresstheneedforvariety

Conservationtakegoodcareoftheirvoice

Howtomarkthestageoflesson:

Markstagesandchangesclearlysothatstudentsknowwhat’sgoingon.Goodteachersknowhowtostarttheclassandalsoknowhowtocloseitsothattherewasafeelingofcompleteness.

Sittingarrangement:

Orderlyrowskeepintouchwithwhat’sgoingonandinvolveallthestudents

Circlesandhorseshoesteacherdominated

Separatetablestongshang

Studentgrouping:

Wholeclass

Groupworkandpairwork

Solowork

Teacheralsoshouldevaluatethemselves

Tryoutnewtechniques/evaluatethemselves/findoutwhetherstudentsfoundthemusefulorenjoyable/shouldfindvarietyofmeanstokeeptrackoftheirstudents’progress

todescribelearningandteaching

Whatdoweknowaboutlanguagelearning

Unconsciouslearninginnaturalcircumstance

Contactwithlanguageforthepurposeofcommunication

Elementsnecessarytolearnlanguageinthe‘real’world

Exposuremotivationuse

Elementforlanguagelearninginclassroom:

Engage:

toarousethestudents’interest,thusinvolvingtheiremotions

Study:

tofocusonlanguageorinformationandhowitisconstructed

Activate:

totryoutreallanguageusetorehearsefortherealworld

Esasequence

Teacher’sresponsibilitytovarythesequencesandcontentofourlessons

Straightarrowsequenceesa

Boomerangsequenceeasa

“Patchwork”sequenceeaasaseaetc.

Teachingmodels:

Grammartranslation

Audio-lingualism

PPP

TBL

CLT

6.howtoteachlanguage

Whatdoeslanguagestudyconsistof:

Beexposedtoit

Understanditsmeaning

Understanditsform

Practiceit

Whydostudentsmakemistakes

Partofthenaturalprocessoflearning

Learningisagradualdevelopmentinvolvingdifferentstages

Appearstoregressbutactuallytheyareadvancing.Accuracysometimesdoesn’tmeanfullmastery.

Howshouldteachercorrectstudents

Pointout

Askclassmatestohelpout

Notletthestudentfellhumiliated

Studentssometimesenjoyhelpingeachother

7.Howtoteachreading

Strategicreading

Fluentreading

Readingteachmodels:

Bottomupmodels

Top-downmodels

Intensivereadingapproach（baohanqianliangzhesometimes）

Interactivemodels

Whyteachreading:

Forcareers,forstudypurposesorforpleasure

ForexposedtoEnglish

ToprovidegoodmodelsforEnglishwriting

Toprovideopportunitiestostudylanguage

Whatkindofreadingshouldstudentsdo

Balancestudents’capabilitiesandtheirinterests

Topicsandreadingtextalsoworthconsidering

Dependonwhothestudentsare

Whatreadingskillsshouldstudentsacquire

Scanforparticularinformation

Skimforthegeneralidea

Toreadfordetailedcomprehension

Principlesbehindtheteachingofreading

Readingisnotapassiveskill

Studentsneedtobeengagedwithwhattheyarereading

Studentsshouldbeencouragedtorespondtothecontentofthetext,notjustthelanguage

Predictionisamajorfactinreading

Matchthetasktothetopic

Exploitreadingtextstothefull

8.Howtoteachingwriting

Whyteachwriting

Reinforcement

Languagedevelopment

Learningstyle

Writingasaskill

Whatkindofwritingshouldstudentsdo

Abilitiesandlevels

Everydaystyles

Interests

Howtocorrect

Avoidover-correction

Usewrittensymbols

Handwriting:

encouragestudentstowriteclearlyandlegibly

Linedpaper

9.howtoteachingspeaking

Whatkindofspeakingshouldstudentsdo

Activateexercise:

studentsusethelanguageattheircommandtoperformsomekindlforaltask.

Why

Rehearsal

Feedback

Engagement

Howtocorrect:

Indiscussionandrole-plays,constantinterruptionformtheteacherwilldestroythepurposeofspeakingactivity.

Notedownmistakes,andcorrectafterwards.

Nottosinglestudentsputforparticularcriticism.

Whatshouldteachersdoduringaspeakingactivity

Sometimescanjoininstudents’speakingactivities,butshouldnotdominateit.

Promptingisoftennecessarybutteachersshoulddoitsympatheticallyandsensitively.

10.howtoteachinglistening

Whyteachlistening

Toheardifferentvarietiesandaccents

Tohelpstudentstoacquirelanguagesubconsciously

Listeningisaskillandcanhelplistenerscommunicatemoreeffectively.

Whatkindoflisteningshouldstudentsdo

Authenticlisteningmaterialandrealistictape

Thosecanhelpgainconfidenceatthebeginning.

Notverylong

Thelevelandthekindoftaskthatgowithatape

What’sspecialaboutlistening

Tapesgoatthesamespeedforeveryday

Studentsareencouragedtolistenforgeneralunderstandingfirstratherdetailsimmediately

Spokenlanguagehasanumberofuniquefeatures

Principlesbehindtheteachingoflistening

Thetaperecorderisjustasimportantasthetape

Preparationisvital

Oncewillnotbeenough

Studentsshouldbeencouragedtoresponsetothecontentofthetext,notjusttothelanguage.

Differentlisteningstagesdemanddifferentlisteningtask

Goodteacherexploitlisteningtexttothefull

Teachinglisteningstrategies

Prediction

Inferring

Monitoring

Clarifying

Responding

Evaluating

Wheredoesvideofitin

Choosevideomaterialaccordingtothelevelandinterestsofourstudents

Videoisricherthanaudiotape,sothatbackgroundinformationcanbefilledinvisually.

Studentscanpaylessattentiontowhattheyarelistening

StudentsmaytreatituncriticallyratherastheytreatwatchingTV–danger

Playingthetapewithoutsound

Playingthetapebutcoveringthepicture

Freezingthepicture

Dividetheclassinhalf

11.howtousetextbooks

Differentoptionsfortextbookuse

Omission/replacement/addition/adaptation

Shouldbeusedcreatively

SARSselectadaptrejectsupplement

Additionislooklike:

personalengagement/wordstudy/wordgames

Whyusetextbookatall

Forteachers:

nomatterhowwellitplanned,theycanbeinappropriateforteachersandstudents.Teachershouldassesstheircontentscarefullyandusethetextbookjudiciouslyfortheirownends,ratherthanhavethetextbookuseandcontrolthem.

Otheradvantages

Forstudents:

feelmorepositiveabouttextbookthansometeachers.Thetextbookisreassuring.

Maybenefitmorefromtheteacher’screativeuseofthetextbook

Howtochooseatextbook

Analysis

Piloting

Consultation

Gatheropinions

Price/availability/layoutanddesign/methodology/skills/syllabus/topic/stereotyping/teachers’guide