1、How to teach?Abbreviation:PPPpresentation, practice, and productionOHPThe overhead projectorSARSselect, adapt, reject, supplement.ESLEnglish as a Second LanguageEFLEnglish as a Foreign LanguageNCTEthe foundation of National Council of Teachers of EnglishWriting symbols: SSpelling.WOword orderESAEnga
2、ge-study-activateEAPEnglish for Academic PurposeESPEnglish for Specific PurposeIATEFL-The International Association of Teachers of English as a Foreign LanguageTESOLTeaching English to Speakers of other languageOHPthe overhead projectorOHTsoverhead transparenciesLCRAListening Comprehension Practice
3、PageTTTTeacher Talk TimeSTTStudent Talk Time(一) (二) (三) (四) Information gap (speaking activity) where two speakers have different parts of information making up a whole. Because they have different information, there is a gap between them.one popular information-gap activity is called Describe and D
4、raw.P88(五) Information(一) Principles of Teaching Listening1) 1 The tape recorder is just as important as the tap2) Preparation is vital3) Once will not be enough4) Students should be encouraged to respond to the context of a listening, not just to the language.5) Different listening stages demand di
5、fferent listening tasks.4. Vary the materials in terms of speakers gender, age, dialect, accent, topic, speed, noice level, genre,5. Always ask students to listen with a purpose and allow them to show their comprehension in a task.6. Language material intended to be used for training listening compr
6、ehension should never be presented visually first.(二) Principles of Teaching Speaking1) Be aware of the differences between second language and foreign language learning contexts.2) Give students practice with both fluency and accuracy3) Plan speaking tasks that involve negotiation for meaning.4) De
7、sign classroom activities that involve guidance and practice in both transactional and interactional speaking.(三) Principles of Teaching reading1) Reading is not a passive skill.2) Students need to be engaged with what they are reading.3) Students should be encouraged to respond to the content of a
8、reading text, not just to the language.4) Prediction is a major factor in reading.5) Match the task to the topic.6) Good teachers exploit reading texts to the full.7) Exploit the readers background knowledge.(四) Principles of Teaching Writing1) Understand your students reasons for writing.2) Provide
9、 opportunities for students to write practice writing.3) Make feedback and correction helpful and meaningful: over-correction?4) Clarify for yourself, and for your students, how their writing will be evaluated.(五) Three special features about teaching listening1) Tapes go at the same speed for every
10、body.2) Students have to be encouraged to listen for general understanding first rather than trying to pick out details immediately.3) Spoken language has a number of unique features.(六) Four aspects that should be included in a teaching plan.1) Who detailed information about the students.2) What wh
11、at do the teacher and students want to do?3) How how should the teacher and students do it?4) To predict what might go wrong and how it can be dealt with.(七) Four Teaching methods and approaches that have influenced the current teaching practice.1) Grammar-translation method2) Audiolingualism3) Cogn
12、itive approach4) Humanistic approach5) Communicative language teaching6) Task-based teaching and learning(八) Four differences between teaching adults and teaching children1) Motivation-Adults are likely to be seeking educational solutions to help them get to where they want to be in life which they
13、will have specifically outlined in their minds prior to joining your class2) Direction-As an instructor you can rely on adults to be more self-directed than children who will depend on you for focus and support.3) Trust-Adults are more likely to be skeptical about new information and will prefer to
14、test out the information before they believe and accept it.4) Experience-Something to remember is that adults have a lot they can bring to the table and they will expect to be able to share their life experiences and knowledge in the learning environment.5) Feedback-Finally, adults will be more sens
15、itive to errors and will take constructive criticism more personally.(九) Three reading skills that students need to acquire and explain each of them.1) To scan the text for particular bits of information they are searching for.this means they do not have to read every word and line; 2) To skim a tex
16、t to get a general idea.3) To read for detailed comprehension.Or1) Scanning: for a specific focusThe technique you use when youre looking up a name in the phone book: you move your eye quickly over the page to find particular words or phrases that are relevant to the task youre doing.2) Skimming: fo
17、r getting the gist of somethingThe technique you use when youre going through a newspaper or magazine: you read quickly to get the main points, and skip over the detail. Its useful to skim:Use skimming when youre trying to decide if a book in the library or bookshop is right for you.3) Detailed read
18、ing: for extracting information accuratelyWhere you read every word, and work to learn from the text.In this careful reading, you may find it helpful to skim first, to get a general idea, but then go back to read in detail. Use a dictionary to make sure you understand all the words used.(十) (十一) Fou
19、r seating arrangements in the class1) Orderly rowsT The teacher and the students can see each other clearly. Discipline and personal contact is easy.T The teacher is working with the whole class and every student should be involved.T One trick that many teachers use is to keep their students guessin
20、g.2) Circles and horseshoesT The Round Table LegendT A far greater feeling of equalityT Lowering the barriers: greater opportunity to get close to the students.T All the students can see each other and various contacts are easier.3) Separate tablesT It is much easier for the teacher to work at one t
21、able while the others get on with their own work.T Students may not always want to be with the same colleagues.T It makes “whole-class” teaching more difficult, since the students are more separated.(十二) Four pieces of equipment that you can make use of in an English class.T The board/ the computer/
22、 the dictionary/ the overhead projector/pictures and cards/ the tape recorder/ the radio playback machine/ the video camera/(十三) Two popular information-gap activitiesDescribe and Drawq One student has a picture.q The partner has to draw the picture without looking at the original.q The one with the
23、 picture will give instructions and descriptions, and the “artist” will ask questions and draw.q It is highly motivating, there is a real purpose for the communication (the information gap, completion of the task), and almost any language can be used. Remember to exchange the students roles if the a
24、ctivity is used more than once.Story-telling activityv Memorizev Regroupv Tell pictures and form a new storyThe final stories may be different. The groups tell the whole class what their version is, and the teacher can finally re-show the pictures.a) put the students into four groups, calling them A
25、, B, C, D, and give one of the following pictures. The groups have to memorize everything they can about the pictureswhos in them, whats happening ect.b) The teacher now collects back the pictures and asks one student from each group (A, B, C and D) to form a new four-person group. The teacher tells
26、 them they have seen a different picture and asks them to talk with each other and tell a story.the task is for students to work out what the story is. The only way they can do this is by describing their pictures to each other.c) The final version may be different. The groups tell the whole class w
27、hat their version is. The teacher can finally reshow the picture. Jigsaw activity(十四) Three types of writing rubrics1) Non-weighted rubric: This type of rubric provides descriptions of writing quality by level across other writing criteria. A brief example of this type of rubric would look like the
28、following:2) Weighted rubric: A weighted rubric is similar to the unweighted one, but it breaks the writing skills into categories and sub-categories. A specific point value is assigned to each. Converting the organization element of the non-weighted rubric on page 94 into an element in a weighted r
29、ubric might3) Holistic rubric: A holistic rubric describes in general terms the qualities of excellent, good, fair, and unsatisfactory assignments. These descriptions can be tied to grades or stand on their own. The instructor then chooses the description that fits the assignment. An example of one
30、part of a holistic rubric might look like this:(十五) Four alternatives that Neville Grant suggests when the teacher finds the textbook is inappropriate.q Omission firstly, he or she might simply decide to omit the lesson.q Replacement the second option is to replace the textbook lesson with one of th
31、e teachers own.q Addition third is to add activities or exercises to what is in the book.q Adaptationfinal is for the teacher to adapt what is in the book.(十六) Four characteristics of good learners.q A willingness to listen-listen to whats going on.q to experiment: many good learners are not afraid
32、to have a go. prepared to take risks.q to ask questions: constantly ask questions to know why.q to think about how to learn: bring or invent their own study skills when they come to a lesson.q to accept correction: are prepared to be corrected if it helps them.(十七) Four stages of choosing a textbook
33、.1) Analysisanalyzes various books on offer for answers to questions needed to consider when choosing a textbook. 2) Piloting try out the book with a class to find its strengths and weaknesses. Maybe teach two different books to compare them.3) Consultation consult any of their colleagues who have u
34、sed the book to find out if it is right for them.4) Gathering opinions anyone who might have an opinion on the book is worth speaking to. Their opinion is important for choosing a book.(十八) Three advantages of encouraging students to speak English in class1) Rehearsal: A free discussion outside the
35、classroom and a real-life role-play inside the classroom may help students understand what communication is.2) Feedback: Speaking activities may provide feedback, which is beneficial to both students and teachers.3) Engagement: Speaking activities can be highly motivating and involve more participat
36、ion and enjoyment. (十九) The natural order of language acquisition1) Be exposed to it2) Understand its meaning3) Understand its form (how it is constructed)4) Practice it(二十) The purpose of activate activities:v Activate: to get students using language as freely and communicatively as they can; to tr
37、y out real language use to rehearse for the real world.v Typical activate activities:q role-plays, where students act out as realistically as possibleq advertisement design, where students write and then record a radio commercialq debates and discussionsq “Describe and Draw”, where one student tries
38、 to get another to draw a picture without that other student being able to see the originalq story and poem writing or writing in groups(二十一) The purpose of engage activities:to arouse the students interest, thus involving their emotions.Engage activities:1) Games, music, discussions, stimulating pi
39、ctures, dramatic stories, amusing anecdotes.2) Students will be asked what they think of a topic before asking them to read about it.3) Students will look at the picture of a person and be asked to guess what his occupation is before they listen to that person on tape.4) Tell me and I forget, teach
40、me and I remember, involve me and I learn. The more time students spend in the stage of engagement, the better they learn.(二十二) Two principles of giving instructionsTwo: they must be kept as simple as possible, and they must be logical.The beat activity in the world is a waste a time if the students
41、 dont understand what it is they are supposed to do.Ps. it is important for the teacher to check that the students have understood what they are being asked to do.(二十三) Three basic levels distinctions of language learners.1) Beginners: those who dont know any English at all. Success is easy to see a
42、t this level, and easy for the teacher to arrange. But then so is failure.2) Intermediate students: success is not easy to perceive here. Intermediate students have already achieved a lot. Gone are the days they could observe their progress almost daily. Sometimes, it may seem to them, they dont imp
43、rove that much or that fast anymore. We often call this the Plateau effect. We need to help them to set clear goals for themselves so that they have sth to measure their achievement by.3) Advanced students: they already know a lot of English. There is still danger of plateau effect. At the advanced level, we need to be able to show students what still has to be done and we need to provide good clear evidence of progress.
