英语专业How-to-teach-English-重点笔记

How to teach?
Abbreviation:
PPP—presentation, practice, and production
OHP—The overhead projector
SARS—select, adapt, reject, supplement.
ESL—English as a Second Language
EFL—English as a Foreign Language
NCTE—the foundation of National Council of Teachers of English
Writing symbols: S—Spelling….WO—word order
ESA—Engage-study-activate
EAP—English for Academic Purpose
ESP—English for Specific Purpose
IATEFL--The International Association of Teachers of English as a Foreign Language
TESOL—Teaching English to Speakers of other language
OHP—the overhead projector
OHTs—overhead transparencies
LCRA—Listening Comprehension Practice Page
TTT—Teacher Talk Time
STT—Student 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 Draw’.P88
(五)Information
(一)Principles of Teaching Listening
1) 1 The tape recorder is just as important as the tap
2)Preparation is vital
3)Once will not be enough
4)Students should be encouraged to respond to the context of a listening, not just to the language.
5)Different listening stages demand different 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 comprehension should never be presented visually first.
(二)Principles of Teaching Speaking
1)Be aware of the differences between second language and foreign language learning contexts.
2)Give students practice with both fluency and accuracy
3)Plan speaking tasks that involve negotiation for meaning.
4)Design classroom activities that involve guidance and practice in both transactional and interactional speaking.
(三)Principles of Teaching reading
1)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 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 reader’s background knowledge.
(四)Principles of Teaching Writing
1)Understand your students’ reasons for writin g.
2)Provide 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 listening
1)Tapes go at the same speed for everybody.
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 – what 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 method
2)Audiolingualism
3)Cognitive approach
4)Humanistic approach
5)Communicative language teaching
6)Task-based teaching and learning
(八)Four differences between teaching adults and teaching children
1)Motivation---Adults are likely to be seeking educational solutions to help them get to where they want to be in life which they will have specifically outlined in their minds prior to joining your class
2)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 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 sensitive 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 text to get a general idea.
3)To read for detailed comprehension.
Or
1)Scanning: for a specific focus
The technique you use when you're 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 you're doing.
2)Skimming: for getting the gist of something
The technique you use when you're going through a newspaper or magazine: you read quickly to get the main points, and skip over the detail. It's useful to skim:
Use skimming when you're trying to decide if a book in the library or bookshop is right for you.
3)Detailed reading: for extracting information accurately
Where 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) Four seating arrangements in the class
1)Orderly rows
T 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 guessing.
2)Circles and horseshoes
T The Round Table Legend
T A far greater feeling of equality
T 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 tables
T It is much easier for the teacher to work at one table 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/ the dictionary/ the overhead projector/pictures and cards/ the tape recorder/ the radio playback machine/ the video camera/
(十三) Two popular information-gap activities
Describe and Draw
q One student has a picture.
q The partner has to draw the picture without looking at the original.
q The one with the 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 activity is used more than once. Story-telling activity
v Memorize
v Regroup
v Tell pictures and form a new story
The 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, B, C, D, and give one of the following pictures. The groups have to memorize everything they can about the pictures—who’s in them, what’s 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 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 what their version is. The teacher can finally reshow the picture.
Jigsaw activity
(十四) Three types of writing rubrics
1)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 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 rubric might 3)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 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 the teacher’s own.
q Addition – third is to add activities or exercises to what is in the book.
q Adaptation—final 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 what’s going on.
q..to experiment: many good learners are not afraid 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.
1)Analysis—analyzes 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 used 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 class
1)Rehearsal: A free discussion outside the 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 participation and enjoyment.
(十九) The natural order of language acquisition
1)Be exposed to it
2)Understand its meaning
3)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 try out real language use to rehearse for the real world.
v Typical activate activities:
q role-plays, where students act out as realistically as possible
q advertisement design, where students write and then record a radio commercial
q debates and discussions
q“Describe and Draw”, where one student tries to get another to draw a picture without that other student being able to see the original
q 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 pictures, 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 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 instructions
Two: 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 don’t 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 don’t know any Englis h at all. Success is easy to see at 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 don’t improve 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.。