教学技能 terms 解释

1.Productive practice: practice that elicits knowledge and information from the Ss.a.If the work of one day is an extension of something from a previous lesson, Ssshould be reminded of the previous lesson, but by the T questioning the Ss, not telling. Examples of this are if a continuous story is being read, Ss should be asked to summarize the story so far, or, if a language point is being re-studied, is should be introduced with questions rather teacher presentation.b.After studying a text, instead of explaining words, ask definition questions.c.Make a habit of asking Ss to contribute alternative language of their own—forexample, anther phrase which is functionally equivalent, synonyms, or associated vocabulary items.d.Ss can also be encouraged to provide some of the content of a lesson.2.Variety in teaching: to have a framework within which there is a variety of paceand a variety of activitya.Teach the unit in a different order.e different way of reading texts.c.Vary who performs the task.d.Introduce alternative activities from time to time.e.Change the seating plan for different activities and vary where individual Ssare sitting for pair work so that different days they are working with different partners.E.g. When teaching reading comprehension:(1). Teachers can ask the comprehension questions and students worksindividually to finish the task.(2). Let the Ss work in group and ask each other questionsmunicative approach:It is based on the premise that successful language learning involves not only a knowledge of the structures and forms of a language, but also the functions and purposes that a language serves in different communicative settings. This approach to teaching emphasizes the communication of meaning over the practice and manipulation of grammatical forms.e.g. In listening and speaking class, students study material of real interest to them, and to communicate real ideas of their own through the medium of the language they are learning. genuinely interesting texts, Individualised teaching, pair work, free practices, listening practices…4. natural language: authentic material that show how the language is used outside the classroom, the real material of native speakers.e.g. a short tape-recording of natural speech, or a piece of real printed material—a timetable, an advert, menu, form, etc.5. accuracy practice:practice in which all important mistakes(mostly errors of pronunciation and structure)will be corrected. The objectives of the practice is to teach the Ss to use language accurately.E.g. T: Will Tom go swimming tomorrow?S: No, he don’t. He don’t like swimming.T: You’d better say: No, he won’t. He do es n’t like swimming.S: Yes.6. information gap:the two speakers have different sets of information and the conversation consists of exchange of information.e.g. T: How many people are there in your family?S: There are five.T: That sounds great, they are your father, your mother, you, and?S: My sister and my brother!T: How old is your brother?S: He is 3 years old.In this part, the T doesn’t know the Ss’s family beforehand, so there is information gap existing between the T and the Ss.7. five-minute filler: items prepared so that if there are a few minutes at the end of the class the teacher has something useful and different to fill the gap.E.g. T prepares a pamphlet of a supermarket and Ss take turns to make sentences with the pictures with pictures. For young learner, whatever sentences will be OK while for older learner, sentences made with the target form or even short stories will be better.8. choral pronunciation: All the Ss of the class repeat simultaneously, bringing the class together and to re-focus Ss’s attention on the T after some activity where their attention has been elsewhere.e.g In a class that new vocabulary is taught, choral pronunciation will help the Ss to practice pronunciation under no pressure, especially Ss that poor in English pronunciation. Ss can learn from each other.9. CIP work: when new language items are introduced, it is usually a good idea for the teacher to say this first and to invite the class as a whole to repeat. After several times, the T can invite individuals to repeat the same items.E.g. teaching vocabulary10. mechanical practice:practices which are particularly intended to practice a motor skill—the ability to articulate particular sounds or groups of sounds.E.g There are great difference between Chinese pinyin and English sound. There are no similar sound of …in Chinese, so it is necessary for the Ss to practice mechanically. In this way, they will be more comfortable with the English pronunciation.11.back-chain: break the sentence down from the end rather than the beginning.e.g. Do you mind if I smoke? could be backed chained as follows:T: SmokeS: SmokeT: if I smokeS: if I smokeT: mind if I smokeS: mind if I smokeT: Do you mind if I smoke?S: Do you mind if I smoke?12.descriptive rules: the rules say how the language is used, not how it should be used; describe language as standard/non-standard, appropriate/inappropriate, spoken/written, formal/informal, etc.A descriptive grammar therefore will specify many rules for structures in which no nativespeaker will ever produce anything except a single form, for example, rules like (1) –(3) below.1. In English, the article precedes the noun and any adjectives modifying the noun.a. The short people moved.b. *Short the people moved.1c. *Short people the move.2. In English, demonstratives agree in number with the nouns they modify: that and this gowith singulars; those and these go with plurals.a. That dog is surprisingly fond of these bones.b. *Those dog is surprisingly fond of this bones.3. Use only one question word at the beginning of an English sentence.a. Who said what?b. *Who what said?c. *What who said?A descriptive grammar will also specify rules which allow variation in structures whichspeakers use variably. What doesthat mean? (4)is an example of a rule that varies in differentcontexts:Speakers of more or less standard dialects of American English4. typically use objective pronouns after copular verbs;a. That is me.b. It’s him.c. The guy in the front row with the red hat is him.5. use subject case pronouns after copular verbs with very short subjects in formal contexts;a. %That is I.b. %It is he.c. ?That guy in the front row with the red hat is he.13. beehive drill: the model consists of a simple two-line dialogue. Then simultaneously, all the people sitting in a particular line, ask the question to their neighbors; their neighbors answer and, without pausing, pass the question on.E.g. How old are you?I’m…14. re- formation: the T responds naturally to what is said, and in passing provides the correct language but deliberately avoids getting the Ss to repeat in an artificial, language learning way.e.g.S: I goed to school by bike.T: Oh, you went to school by yourself, right?S: Yes.T: Then, how do you go to the library?S: I goed to the library on foot.T: I see. You went to the library on foot.15.active vocabulary: To add the words to their active vocabularies, Ss need to know the contexts in which it can occur, the possible and impossible collocations of the word as well as more details of the connotational meaning of the word.e.g.16.text type: Textual types refer to the following four basic aspects of writing: descriptive, narrative, expository, and argumentative.17. definition question: the T provides the definition, and invite the S to use a new word.E.gT: What word in the text meant very big?S1: Enormous.T: Good, yes, and what word meant worried and upset?S2: Anxious.T: That’s right, can we all say that please—anxious.C: Anxious.18. conversation questions: involve the Ss individually and personally responding to what they are studying.e.g. How do you think she felt? How would you feel?What would you do with…19. provocative statement:make a “wrong”tagged statement rather than ask a question if the Ss is to be stimulated to produce language in the follow-up to a text. e.g. Do you think boys and girls should go to the same school? But I think it’s better for boys and girls to be in different classes.20.problem solving activities: provide powerful opportunities for Ss to acquire and apply new information.e.g. Peter，Mary，and John all went away last weekend．One of them went to Birmingham，one to Manchester，and one to London．One of them went to the theatre，one went to see a relative，and one went to buy a computer．Who did what? Here are two clues to help you: One of themwent to London to visit her mother; John bought a computer but not in Manchester．。