英语专业howtoteachenglish重点笔记.docx

英语专业howtoteachenglish重点笔记.docx

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英语专业howtoteachenglish重点笔记

Howtoteach

Abbreviation:

PPP—presentation,practice,andproduction

OHP—Theoverheadprojector

SARS—select,adapt,reject,supplement.

ESL—EnglishasaSecondLanguage

EFL—EnglishasaForeignLanguage

NCTE—thefoundationofNationalCouncilofTeachersofEnglish

Writingsymbols:

S—Spelling….WO—wordorder

ESA—Engage-study-activate

EAP—EnglishforAcademicPurpose

ESP—EnglishforSpecificPurpose

IATEFL--TheInternationalAssociationofTeachersofEnglishasaForeignLanguage

TESOL—TeachingEnglishtoSpeakersofotherlanguage

OHP—theoverheadprojector

OHTs—overheadtransparencies

LCRA—ListeningComprehensionPracticePage

TTT—TeacherTalkTime

STT—StudentTalkTime

（一） 

（二） 

（三） 

（四）Informationgap （speakingactivity）wheretwospeakershavedifferentpartsofinformationmakingupawhole.Becausetheyhavedifferentinformation,thereisa‘gap’betweenthem.—onepopularinformation-gapactivityiscalled‘DescribeandDraw’.P88

（五）Information

（一）PrinciplesofTeachingListening

1）       1Thetaperecorderisjustasimportantasthetap

2）       Preparationisvital

3）       Oncewillnotbeenough

4）       Studentsshouldbeencouragedtorespondtothecontextofalistening,notjusttothelanguage.

5）       Differentlisteningstagesdemanddifferentlisteningtasks.

4.Varythematerialsintermsofspeakers'gender,age,dialect,accent,topic,speed,noicelevel,genre,

5.Alwaysaskstudentstolistenwithapurposeandallowthemtoshowtheircomprehensioninatask.

6.Languagematerialintendedtobeusedfortraininglisteningcomprehensionshouldneverbepresentedvisuallyfirst.

（二）PrinciplesofTeachingSpeaking

1）       Beawareofthedifferencesbetweensecondlanguageandforeignlanguagelearningcontexts.

2）       Givestudentspracticewithbothfluencyandaccuracy

3）       Planspeakingtasksthatinvolvenegotiationformeaning.

4）       Designclassroomactivitiesthatinvolveguidanceandpracticeinbothtransactionalandinteractionalspeaking.

（三）PrinciplesofTeachingreading

1）       Readingisnotapassiveskill.

2）       Studentsneedtobeengagedwithwhattheyarereading.

3）       Studentsshouldbeencouragedtorespondtothecontentofareadingtext,notjusttothelanguage.

4）       Predictionisamajorfactorinreading.

5）       Matchthetasktothetopic.

6）       Goodteachersexploitreadingtextstothefull.

7）       Exploitthereader’sbackgroundknowledge.

（四）PrinciplesofTeachingWriting

1）       Understandyourstudents’reasonsforwriting.

2）       Provideopportunitiesforstudentstowrite–practicewriting.

3）       Makefeedbackandcorrectionhelpfulandmeaningful:

over-correction

4）       Clarifyforyourself,andforyourstudents,howtheirwritingwillbeevaluated.

（五）  Threespecialfeaturesaboutteachinglistening

1）       Tapesgoatthesamespeedforeverybody.

2）       Studentshavetobeencouragedtolistenforgeneralunderstandingfirstratherthantryingtopickoutdetailsimmediately.

3）       Spokenlanguagehasanumberofuniquefeatures.

（六）  Fouraspectsthatshouldbeincludedinateachingplan.

1）       Who–detailedinformationaboutthestudents.

2）       What–whatdotheteacherandstudentswanttodo

3）       How–howshouldtheteacherandstudentsdoit

4）       Topredictwhatmightgowrongandhowitcanbedealtwith.

（七）FourTeachingmethodsandapproachesthathaveinfluencedthecurrentteachingpractice.

1）       Grammar-translationmethod

2）       Audiolingualism

3）       Cognitiveapproach

4）       Humanisticapproach

5）       Communicativelanguageteaching

6）       Task-basedteachingandlearning

（八）Fourdifferencesbetweenteachingadultsandteachingchildren

1）       Motivation---Adultsarelikelytobeseekingeducationalsolutionstohelpthemgettowheretheywanttobeinlifewhichtheywillhavespecificallyoutlinedintheirmindspriortojoiningyourclass

2）       Direction---Asaninstructoryoucanrelyonadultstobemoreself-directedthanchildrenwhowilldependonyouforfocusandsupport.

3）       Trust---Adultsaremorelikelytobeskepticalaboutnewinformationandwillprefertotestouttheinformationbeforetheybelieveandacceptit.

4）       Experience---Somethingtorememberisthatadultshavealottheycanbringtothetableandtheywillexpecttobeabletosharetheirlifeexperiencesandknowledgeinthelearningenvironment.

5）       Feedback---Finally,adultswillbemoresensitivetoerrorsandwilltakeconstructivecriticismmorepersonally.

（九）Threereadingskillsthatstudentsneedtoacquireandexplaineachofthem.

1）       Toscanthetextforparticularbitsofinformationtheyaresearchingfor.—thismeanstheydonothavetoreadeverywordandline;   

2）       Toskimatexttogetageneralidea.

3）       Toreadfordetailedcomprehension.

Or

1）       Scanning:

foraspecificfocus

Thetechniqueyouusewhenyou'relookingupanameinthephonebook:

youmoveyoureyequicklyoverthepagetofindparticularwordsorphrasesthatarerelevanttothetaskyou'redoing.

2）       Skimming:

forgettingthegistofsomething

Thetechniqueyouusewhenyou'regoingthroughanewspaperormagazine:

youreadquicklytogetthemainpoints,andskipoverthedetail.It'susefultoskim:

Useskimmingwhenyou'retryingtodecideifabookinthelibraryorbookshopisrightforyou.

3）       Detailedreading:

forextractinginformationaccurately

Whereyoureadeveryword,andworktolearnfromthetext.

Inthiscarefulreading,youmayfindithelpfultoskimfirst,togetageneralidea,butthengobacktoreadindetail.Useadictionarytomakesureyouunderstandallthewordsused.

（十）………………

（十一）     Fourseatingarrangementsintheclass

1）       Orderlyrows

T  Theteacherandthestudentscanseeeachotherclearly.Disciplineandpersonal  contactiseasy.

T  Theteacherisworkingwiththewholeclassandeverystudentshouldbeinvolved.

T  Onetrickthatmanyteachersuseistokeeptheirstudentsguessing.

2）       Circles and horseshoes

T  TheRoundTableLegend

T  Afargreaterfeelingofequality

T  Loweringthebarriers:

greateropportunitytogetclosetothestudents.

T  Allthestudentscanseeeachotherandvariouscontactsareeasier.

3）       Separatetables

T  Itismucheasierfortheteachertoworkatonetablewhiletheothersgetonwiththeirownwork.

T  Studentsmaynotalwayswanttobewiththesamecolleagues.

T  Itmakes“whole-class”teachingmoredifficult,sincethestudentsaremoreseparated.

（十二）        FourpiecesofequipmentthatyoucanmakeuseofinanEnglishclass.

T  Theboard/thecomputer/thedictionary/theoverheadprojector/picturesandcards/thetaperecorder/theradioplaybackmachine/thevideocamera/

（十三）     Twopopularinformation-gapactivities

DescribeandDraw

q  Onestudenthasapicture.

q  Thepartnerhastodrawthepicturewithoutlookingattheoriginal.

q  Theonewiththepicturewillgiveinstructionsanddescriptions,andthe“artist”willaskquestionsanddraw.

q  Itishighlymotivating,thereisarealpurposeforthecommunication（theinformationgap,completionofthetask）,andalmostanylanguagecanbeused.Remembertoexchangethestudents’rolesiftheactivityisusedmorethanonce.

Story-tellingactivity

v  Memorize

v  Regroup

v  Tellpicturesandformanewstory

    Thefinalstoriesmaybedifferent.Thegroupstellthewholeclasswhattheirversionis,andtheteachercanfinallyre-showthepictures.

a）        putthestudentsintofourgroups,callingthemA,B,C,D,andgiveoneofthefollowingpictures.Thegroupshavetomemorizeeverythingtheycanaboutthepictures—who’sinthem,what’shappeningect.

b）       Theteachernowcollectsbackthepicturesandasksonestudentfromeachgroup（A,B,CandD）toformanewfour-persongroup.Theteachertellsthemtheyhaveseenadifferentpictureandasksthemtotalkwitheachotherandtellastory.—thetaskisforstudentstoworkoutwhatthestoryis.Theonlywaytheycandothisisbydescribingtheirpicturestoeachother.

c）       Thefinalversionmaybedifferent.Thegroupstellthewholeclasswhattheirversionis.Theteachercanfinallyreshowthepicture.   

Jigsawactivity

（十四）     Threetypesofwritingrubrics

1）       Non-weightedrubric:

Thistypeofrubricprovidesdescriptionsofwritingqualitybylevelacrossotherwritingcriteria.Abriefexampleofthistypeofrubricwouldlooklikethefollowing:

2）       Weightedrubric:

 Aweightedrubricissimilartotheunweightedone,butitbreaksthewritingskillsintocategoriesandsub-categories.Aspecificpointvalueisassignedtoeach.Convertingtheorganizationelementofthenon-weightedrubriconpage94intoanelementinaweightedrubricmight

3）       Holisticrubric:

 Aholisticrubricdescribesingeneraltermsthequalitiesofexcellent,good,fair,andunsatisfactoryassignments.Thesedescriptionscanbetiedtogradesorstandontheirown.Theinstructorthenchoosesthedescriptionthatfitstheassignment.Anexampleofonepartofaholisticrubricmightlooklikethis:

（十五）     FouralternativesthatNevilleGrantsuggestswhentheteacherfindsthetextbookisinappropriate.

q   Omission–firstly,heorshemightsimplydecidetoomitthelesson.

q   Replacement–thesecondoptionistoreplacethetextbooklessonwithoneoftheteacher’sown.

q   Addition–thirdistoaddactivitiesorexercisestowhatisinthebook.

q   Adaptation—finalisfortheteachertoadaptwhatisinthebook.

（十六）     Fourcharacteristicsofgoodlearners.

q  Awillingnesstolisten-listentowhat’sgoingon.

q  ..toexperiment:

many