培训体系平阴一中英语教师培训讲义.docx

培训体系平阴一中英语教师培训讲义.docx

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培训体系平阴一中英语教师培训讲义

ManuscriptsforTeachers’DevelopmentProgram

No.1MiddleSchoolofPingyin

平阴一中英语教师培训讲义

By

MbechaFerdinandAwunglefac

&

DavidFang

Contents

Section13

Section26

Section310

Section414

Section519

Section625

Section726

Section834

Section938

Section1040

Section1

CONTEMPORARYAPPROACHESTOENGLISHLANGUAGETEACHING

DAY1:

TEACHERS’BELIEFS

OUTLINE:

-Introduction

-Teachers’beliefsaboutlearners:

resisters,receptacles,rawmaterial,clients,partners,individualexplorers,democraticexplorers.

-Teachers’beliefsaboutlearning.

-Teachers’beliefsaboutthemselves.

-Conclusion.

INTRODUCTION

Inthissectionweshallbeexaminingteachers’beliefsaboutlearners,learningandthemselvesasteachers.

Everybodyhasbeliefs.Thesebeliefsarecloselylinkedtotheindividual’svalues,hisorherviewsoftheworldandhisorplaceinit.Teachersaregreatlyinfluencedbytheirbeliefs.Thesebeliefscanaffectthewaytheyplantheirlessons,makedecisionsandtheirgeneralclassroompractice.Researchhasshownthatteachers’beliefsabouthowlanguagesshouldbetaughtwillaffecttheirclassroomactionmorethanaparticularmethodologyorcoursebookrecommendedtothem.Thesebeliefsmaybeimplicitorexplicit.

1.TEACHERS’BELIEFSABOUTLEARNERS

Beforewelookintothevariouswaysteachersconceivetheirlearnerstobelet’shavealittleexercisehere.Observethesituationsbelowandselectwhichofthembestdescribesyourbeliefaboutlearners.

SITUATION1

Afarmermeetshisneighboronthewaytothefields.Thelatterhasagoatwitharopetiedrounditsneckwhichheispullinghard.Thegoatisresistinggoingwithitsmaster.

FARMER:

What’sthematter?

NEIGHBOR:

Thisgoatisverysillyandstubborn

FARMER:

Huh?

NEIGHBOR:

There’sgreenerpastureovertherebutitprefersthisbarrenfield

FARMER:

Whydon’tyoulookforawhip?

That’stheonlylanguageitunderstands.

NEIGHBOR:

Whatagoodidea!

SITUATION2

Weareataparty.Itissooncomingtotheend.Thegeneroushosthasdecidedtogiveeachguestsomewinetotakehome.Hehasalargejugofwinewhileeachguesthasmug.Butthemugsareofunequalsizes.Thesizeofeachguest’smugreflectstheirdrinkingcapacity.Thehostthinksthatitisuselesstogivepeoplemorethantheyareabletotakein.

SITUATION3

Z:

Man,thisisagreatfeat!

Ican’tbelieveyouputupthishouse!

Y:

Well,lastyearwhenItoldyouthatIhadboughtlandintheswampsyouthoughtIhadlostmymind.

Z:

Iwouldneverhavebelievedthatanythinggoodcouldcomefromsuchmire.

Y:

Allthemagnificenthousesyouseerosefromnothing.Withcourageandcarefulplanningyoucanturnanyclayintothemostmagnificentworkofart.

Z:

Ibelieveyou.That’showgreatsculpturesandpaintingsweremade.Cheerstoyourcourage!

（Theydrinkup）.

SITUATION4

A:

Goodmorning.Anything,please?

C:

Yes,I’dlikesomeorangesandapples.

A:

Howmanykilos?

C:

Howmuchdoyousellakilo?

A:

Theorangesare3Yuanandtheapplesare2Yuan.

C:

Theyarealittleexpensive.I’dlikefourkilosofeachifyou’dsellthemfor1.8Yuanakilo.

A:

Couldwesay2Yuan?

C:

InthatcaseI’lltake3kilosoforangesandtwokilosofapples.

A:

That’sok.Hereyougo.

C:

Howmucharetheyaltogether?

A:

10Yuan.

C:

Hereyouare.

SITUATION5

FATHER:

Heychildren,wheredoyouthinkwecangoforthisvacation?

DECLAN:

Let’svisitChina.

FATHER:

Jack,isthatyouropiniontoo?

JACK:

Ican’tfigureoutwhereweshouldgo.

MOTHER:

IthinkChinawouldbethebestplacetovisit.WecangototheGreatwall.

FATHER:

Iwanteverybody’sopinionsowecandecidetogetherhowwecanallbenefitfromourtriptogether.

JACK:

I’llgowherevereveryonewantsustogo.

SITUATION6

GUIDE:

Helloeveryone!

Attentionplease.Let’sgetafewpointsclearbeforewestartourexplorationoftheseexcitingcaves.First,I’llgiveeachofyouamapofthecaves.ThenI’llexplainafewthingsaboutthemafterwhichthetaskofnegotiatingyourwaythroughthecavesbecomesentirelyyours.Eachofyouwouldbegivenawalkie-talkiesoyoucanalwayscallonmeforclarificationswhereyoumayfacesomedifficultiesfindingyourwaythrough.Pleasecomeuponeaftertheotherandgetyourmaps,compassesandwalkie-talkies.Goodluck!

SITUATION7

FOREMAN:

Okeveryone.Listentoourtask.Wearenowreadytoexcavatethishilltosearchfortreasure.Weshallworkingroups.Eachgroupshallsetitsownagendaanddecideonhowtowork.Allorpartofmyexpertiseisavailableforyoutodrawfromatanymomentshouldyouneedit.Otherwise,feelfreetopursueyourowngoalsasyouconsiderappropriateforyou.AttheendoftheexplorationIexpecteachteamtopresentitsfindingstothewholegroup.Goodluck

DISCUSSION

Here,let’sexaminethemeritsanddemeritsofeachpointofview.

2.TEACHERS’BELIEFSABOUTLEARNING

Beforewereflectonteachers’beliefsaboutlearning,Iwouldlikeyoutoreadmylittleexperiencebelow.Ibelieveitcangiveusagoodpointtobegin.

IhavehadtheopportunitytocommunicatewithmanyChineseontheinternetaswellasintherealsociety.MostofthepeopleImeetonlineareveryexcitedandeagertomakefriendswithme.Forme,it’sachancetomakefriendswithChinesepeoplefromvariedbackgroundsandlocations.Attheendofthechatsession,totakethenewfriendshipastepfurther,weusuallyexchangetelephonenumbers.But,guesswhat?

MostofthetimewhenIgivesomebodyacallthetelephoneconversationisnotasexcitingaswastheonlinechat.Canyouguesswhy?

ØTeachers’beliefaboutwhatlearningiswillundoubtedlyinfluencetheirteachingandthegoalstheywantthelearnerstoachieve.

ØThisisofgreatimportancetotheforeignlanguageteacher.Sinceourbeliefsinfluencethewayweplanandteachourlessons,thiswillalsointurnaffectthewaylearnersperceivethelearningofEnglish.Hence,asteachersofEnglishasaforeignlanguagewemustbeclearastowhatwewantthelearnerstodowiththelanguageskillstheyacquire.

ØBasically,teachers’beliefsaboutlearninganewlanguagewillfallunderoneorbothofthefollowing:

（i）Learningistopassexams;

（ii）Learningisalifelongprocesswithbroadsocio-culturalandeducationalimplications.

Inasettingwheretheteachers’successismeasuredbyhowwelltheirstudentscanperforminendofcourseexamstheywillundoubtedlyleanmoretowardtheideathatlearningisforthepurposeofpassingexams.Inthiscase,teachersplantheirlessonsbasedonpastexamquestions.Someteachersmayevengoasfarasaskingtheirstudentstomemorizetheanswerstothesequestions.

While,itisimportanttomakestudentsrealizetheimportanceoftheirendofcourseexams,itwouldalsobenecessarytobuildinthemanawarenessoftheimportanceofEnglishlanguageintheirlifeaftertheyleaveschool.FromtheexperienceIrecountedaboveandotherobservationsIhavecometorealizethattheinabilityofmostofmyChinesefriendstocommunicatewithmeorallystemsfromtwofactors.

ØTheyhardlyeverhavethechancetopracticetheiroralcommunicationskillssincetheyliveinasocietywhereoralEnglishisrarelyusedindailycommunication.

ØMostofthem,whilestudyingEnglish,havehardlyeverbeen/madeawareofitsimportancebeyondtheclassroom.DuetothehighlycompetitivenatureoftheChinesecollegeentranceexammostteachersandstudentsfocustheirattentiononlyonwrittenskills.

InthisseminarweshalllimitourdiscussiontotheteachingofEnglishintheprimaryandmiddleschoolswiththeexclusionoflanguagecentersandadultteaching.

Asynthesisofthetwobeliefswouldguideusthroughoutthediscussion.Thatis:

“whilelearningEnglishtopassexamsitshouldalsoserveapurposebeyondthewallsoftheclassroom.LearningEnglishshouldpreparethelearnertofacethechallengesoftheglobalsocietywhereitplaysaverydominantroleasthelanguageofcommunication.”

3.TEACHERS’BELIEFSABOUTTHEMSELVES

We’llbeginourreflectiononthistopicwithaquotationfromWilgaM.Rivers.

Iremembermyfirstlanguageclass.Iwaselevenatthetime,livinginacountrywherethelanguagewasneverheard,exceptinasmallexpatriateclublostinabigcity.Weweremanythousandsofmilesawayfromwherethelanguagewasspokenandourteacherhadcertainlyneverbeenthere.Alongwithsomethirty-fiveother[s]...Ihadtheexperienceofmylife.Weallrememberouryoungteacherwithgreataffection.

Weperformedactions;wehandledobjects;wedrewlargepicturesandlabeledthem;wesang;welearnedpoems;wereadlittlestorieswhichweactedoutandimprovisedupon.Irushedhomeafterthefirstlesson…andreadaloudinFrenchtomymonolingualmother….Icouldn’twaittosharewithhertheexcitinginformationthatourflagwasred,whiteandbluewhereastheFrenchflagwasblue,whiteandred.（Rivers1997:

3）

Fromtheexperienceabove,oneismovedtoask:

Howdidtheteachersucceedinarousingsuchagreatenthusiasminherlearnersforalanguagethatseemedsoremotefromtheirdailyexperiences?

Inasmuchastheteacher’smethodologycouldhavebeenaverygoodone,wewouldnotfailtorecognizetheinfluencethatherpersonalityexertedonherlearners.Andthisiswhatherstudentsstilltreasuremanyyearsafter.

Riverssaysthattheteacher’smethodology“was…active,imaginativeandclearlyreflectedourteacher’sindividualpersonality.”

Youcannotgivewhatyoudon’thave.FromWilliamsandBurden1997:

62-63wehaveparaphrasedthefollowingpointsabouttheimpactthatteachers’beliefsaboutthemselvescanhaveontheteaching-learningprocess.

ØTeacherswh