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DebateSide A:students do not need to learnpronunciation becausepronunciation willtake careof itselfas the studentsdevelop overalllanguage ability.Side B:Failure inpronunciation is a greathindrance to language learning.Views of teaching pronunciationvary□The Learnerswho havemore exposureto Englishneed lessfocus onpronunciation thanthose whoonly learnEnglishin the class.□Adult learners need morefbcus onpronunciation becausethey aremore likely to substituteEnglish soundswithsounds from their nativelanguage.□The teachingof pronunciationshould fbcus on the ss ability to identifyand produceEnglish soundsthemselves,pronunciation vs.phonetics□Ss should not beled tofbcus onreading and writing phonetictranscripts of words,esp.for youngstudents.□Phonetic rulesare helpfulfbr Ss to developabilitytocope withEnglish pronunciation and theyshould beintroduced atasuitable stage.□Stress andintonation areimportant andshould be taught from the verybeginning.
6.2The goal of teaching pronunciationThe goalof teachingpronunciation is not to teach learners to achievea perfectimitation of a nativeaccent,butsimply toget the learners topronounce accuratelyenough to be easilynnd comfortablycomprehensible tootherspeakers.The realisticgoals ofteachingpronunciationis asfollowing:□Consistency:the pronunciationshould besmooth andnatural;□Intelligibility:the pronunciationshould beunderstandable to the listeners;□Communicative efficiency:the pronunciationshould helpconvey the meaning that is intendedby the speaker.
6.3What aspects of pronunciationdo we need toteach容纳彳艮多的，包容的Pronunciation is an umbrellaterm coveringmany aspects,beside sound and phonesymbols,such asstress,intonation,and rhythm,of course,these aspectsare notisolated from each other,rather,they areinterrelated.Q:How to achieve good pronunciation□Practice makesperfect□Both mechanical practice and meaningful practice are beneficial.
6.4Practising soundsList somemethods ofpracticing sounds.Mechanical drillingis boringand demotivating;it is important tocombine drillingpronunciation exerciseswithmore meaningfulexercises thatfbcus onwhatever aspectof pronunciationis thefbcus of the lesson.Focus ona soundFocus on an individual soundsespecially thosesounds that are difficultto learnPerceptionpractice□What is the goalof perception practice■Developing the students abilityto identifyand distinguishbetween differentsounds.□Examples ofperceptionpractice:■Using minimalpairs with one sounddifference:will/well;ship/sheep;light/night■Which order:bear,tear,ear■Same ordifferent[met],[mi:t]■Odd oneout■CompletionProduction practiceThegoalofproduction practice is developingstudents abilityto producesounds.
1.Listen andrepeatpractice individual sounds,individual words,groups of words,sentences mechanicalimitation
2.Fill in the blanksin sentenceswith wordswhich containcertain sounds.
3.Make upsentences usingas manyfrom thegiven wordsas possible.
4.Use meaningfulcontext toperform meaningfultasks such as role-play.
5.Use picturesto producemeaningful language.
6.Use tonguetwisters topractice pronunciation.
6.5Practicing stressand intonationTwo types of stress:■word-level stress□It is very importantto stressthe propersyllable inmulti-syllabicwords.□The beststrategy is to emphasizethe importanceof learningthe stressas part of learninga word.■Phrase-level or sentence-level stress□Each phraseorsentencehas onesyllable whichreceives greateror moreprominent stressthan theothers.□Some phrases or sentencesmay haveone stressedsyllable,while othersmay have5-6stressed syllables.
6.
5.1Teaching methodsofstress■The mostimportant thingin practicingstress ismaking the students aware of whereto stressthe wordsorphrases.
1.Use gesturese.g.clapping hands;using armmovements
2.Use the voice raisethevoiceto indicatestress
3.Use theblackboard underlinethe stressparts orwrite withcolored chalks
6.
5.2Practicing intonationHow topractice intonation■Use handor armmovement to indicate change of intonation.■Use risingor fallingarrows to mark intonation.■Draw linestomarkchangeofintonation.How can teachers help the students to improvepronunciation
1.Use individual,pair,group andwhole classwork;
2.Use handsand armsto conductpractice.
3.Move around the classroomwhen doingchoral practice.
4.Vary thecriteria ofgood to give studentsconfidence.
5.Do articulationspractice more than once
6.Bring interests and varietyto thepractice.
7.The maincriteria fbrgoodpronunciationare consistency,intelligibility andcommunicative efficiency.
8.Make fulluse ofdemonstrations.
9.Try to use visualaids.Unit7Teaching Grammar
9.1The roleof grammar in language learningIt isgenerally believedthat•Grammar teachingis lessimportant fbrchildren thanfor adults;•Grammar teachingis lessimportant inlistening and reading thanin writing.•Grammar teachingcan beseen inmost formalclassroom language teaching.Generally speaking,Chinese EFL learners needa certaindegree ofmastery of English grammar.However,itshould be noted that learning grammar itself is not the ultimate goalof learningEnglish.
9.2Grammar presentationWhat are themajor types of grammarpresentation method口Three ways of presentinggrammarin the classroom:演绎法
1.The deductivemethod reasoningfrom generalprinciples to a particularcaseThe deductivemethod relieson reasoning,analyzing andcomparing归纳法
2.The inductivemethod method of logicalreasoning whichobtains ordiscovers generallaws fromparticularfacts orexamples弓导式发现法
3.The guideddiscovery methodISimilar to the inductivemethod in that Ss are inducedto discoverrules by themselves;But differentinthat the processof thediscovery iscarefully guidedand assistedby the teachers and the rulesarethen elicitedand taughtexplicitly.Each hasmerits anddrawbacks.The best way is to varymethods in different situations.Two keytheoretical issuesrelated to the method:the roleof explicit knowledge in language learningthe valueofdiscovery as a generalmethodof learningImplicit andexplicitknowledge□Implicit knowledgerefers toknowledge thatunconsciously existsin our mind,which we can makeuse of内隐知识automatically withoutmaking anyeffort.E.g.of LI□Explicit knowledgerefers toour consciousknowledge about the language.We cantalk aboutit,analyse it and apply夕卜显矢口识it inconscious ways.
7.3Grammar practicePracticemay bedefined as any kind of engagingwith the language on the part of the learner,usually under theteacher supervision,whose primaryobjective is to consolidatelearning.Grammar practiceis usuallydivided intotwo categories,mechanicalpractice and meaningful practice.Two typesof practice can be combined纯形式练习
1.Mechanical practicefocus on forms□Ss payrepeated attentionto akey elementin astructure.□Substitution andtransformation drillsare mostfrequently used.重形式练习
2.Meaningful/communicative practicefbcusonform□Focus on meaning CLT+overt studyof form□Ss practisethe targetstructure whilenegotiating meaning.
3.Using promptsfor practice□The promptscan bepictures,mimes use of facial expressions andgestures,tables,charts orkey words.□Examples:
1.Using pictureprompts
5.Using chainedphrases fbrstory telling
2.Using mimesor gesturesas prompts
6.Using createdsituations topractise TLin a
3.Using informationsheet asprompts communicativeway
4.Using keyphrasesorkey wordsas promptsWhatkindofpracticeismost effective□Practice based on promptsis usuallyconsidered asmeaningfulpractice.□Ur1988predicts sixfactors that contribute tosuccessful practice.
1.Pre-learning;new languagenoticed
2.Volume andrepetition
3.Success-orientation异质性
4.Heterogeneity ofsentences andcontexts
5.Teacher assistance
6.interestConclusionl.The roleof grammarin languaielearning:Generally speaking,Chinese EFLlearnersneeda certaindegree ofmasteryofEnglishgrammar.However,it should benotedthatlearninggrammaritselfis not theultimategoal oflearningEnglish.
2.Three waysof presentinn/teaching grammar:the deductivemethod,the inductivemethod,and theguideddiscovery method.Each hasmerits anddrawbacks.The bestway isto varymethods in different situations.
3.Ur1996suggests thata goodrresentation efgrammarshould includeboth oraland writtenand bothform andmeaning.Plenty of contextualized examplesare necessary;visual materialsare helpful;use ofcomplexterminology should be avoidedfbr younglearners;inductive anddiscovery methodshould be used forthosestructures thatcan beeasily perceivedby the learners;fbr complexstructures it is bettertoteachthe ruleexplicitlyand deductively.
4.Mechanical practiceandmeaningfulpractice of grammar haveboth advantages and disadvantages.Twotypes ofpracticecan becombined.Using promptspictures,mimes,tables,charts,key words,created situationshasproved to be an effective wayofgrammarpractice.Unit8Teaching Vocabulary
8.1Assumptions aboutvocabulary learning
1.Vocabulary itemscan bewords,compounds,phrases,sentences.
2.Not everysingle wordhas anequivalent in another language,e.g.C6the,\
3.Vocabulary can betaught.
4.Both teachersand studentsshould be aware of the differencebetween activeand passivevocabulary,and thentreat them differently.
5.Translation isnot the bestwayto explainnew words.
6.English-English explanationsare notthebest.There aremany othermore effectiveways.
7.An English-English dictionaryisveryhelpful.
8.It is more effectivewhen wordsof relatedmeaning aretaught andlearned together.
9.Studying vocabularyin languagecontexts ismore effective.
10.Forgetting is inevitable.But if words arefrequently used,theyare lesseasy toforget.
8.2What doesknowing a word involve■Knowing a word meansknowing■its pronunciationand stress;meaning.■its spellingand grammaticalproperties;Zl Learningaword involves learningmorethanjust theword itself.■its meaning;Lexical itemscan bephrases,clauses orsentences.□How andwhen to use itto expressthe intended
8.
2.1According toHedge2000Vocabulary learning involves atleast twoaspectsof meaning.The firstaspect involves the understanding of itsdenotativeand connotativemeaning.The secondaspect involvesunderstanding thesense relationsamong words.Denotative meaning:the primary,literal orexplicit meaning of aword,which refers to“those words that weuse字面意义；夕卜延to labelthings asregards real objects,such as a nameor a sign,etc.in thephysical world.Connotative meaning:the meaning of aword orphrase that is suggestedor implied,as opposedto adenotation,隐含意义；内涵or literalmeaningSense relations固定搭配Collocations words thatco-occur withhigh frequencyand have been acceptedas ways for theuse of wordsSynonyms同义词itemsthat meanthe same,or nearlythe same反义词Antonyms itemsthat meanthe oppositeof aword下义词上义词hyponyms wordswhich can be groupedtogether underthe samesuperordinate conceptReceptiveand productivevocabulary□Be aware of the distinction betweenreceptive/passive andproductive/active vocabulary.□Receptive vocabularyrefers to wordsthatone is able torecognize andcomprehend in reading orlisteningbut unable to use automatically inspeaking orwriting.□Productive vocabulary:wordsthatone isnot only able torecognize but also able to usein speechandwriting.
8.3How can we present new vocabulary items
1.Provide avisual orphysical demonstration;
2.Provide averbal contextto demonstratemeaning;
3.Use synonymsor antonyms;
4.Use lexicalsets orhyponyms toshow relationsof words and theirmeanings;
5.Translate andexemplify,ifwordswith abstractmeaning;
6.Use wordformation rules;
7.Teach vocabularyin chunks;
8.Relate wordsto contexts in real life;
9.Provide differentcontexts;
10.Prepare forpossible misunderstandingor confusion.□Some vocabularyconsolidation activitiessuggested:Labelling
6.Word bingo填格子
1.Spot thedifference
7.Word association
2.Describe anddraw
8.Find synonymsand antonyms
3.Play agame
9.Categories
4.Use wordseries
10.Using wordnet-work
5.
8.4What aresome effectiveways to consolidate vocabulary
11.Using theInternet resourcesfbr moreideas
8.5How do we help students developvocabulary learning strategies
1.Review regularly
2.Guess meaningfrom context□contextual clue:the topic,the grammaticalstructure,meaning connectbetween thegiven wordand otherwords,linguistic pattern
3.Organize vocabularyeffectively p.
1314.Use adictionary whatdictionary,how to use,what tolook fbr,when to use
5.keep avocabulary notebookindifferentformats
6.Manage strategyuse:self^evaluate;share experiencesVocabularylearning strategies□Discovery strategies■Determination strategies:discover theword meaningby guessingfrom1its structuralknowledge;2an LIcognate同源词；3Context;4consulting others.■Social strategies:asking sb.who knows■Consolidation strategies■Social strategies:1cooperative grouplearning;2teachers checkfor accuracy;3interact withNSs■Memory/mnemonic strategies:1pictures/imagery;2related words;3unrelated words;4grouping;5word,sorthographical orphonological form■Cognitive strategies:repetition andusing mechanicalmeaning tostudy vocabulary,e.g.repeatedly sayingaword;word listsand flashcards;taking notesin class;recording wordlists;voc notebooks.元认知■Metacognitive strategies to controland evaluatelearningConclusion■It isvery importantto makestudents awarehow to learn vocabularyeffectively andhow to use somevocabularylearning strategies.■Teachers shouldpresentnewvocabularyitemseffectively andguide and helpstudentsconsolidate the newlylearned vocabulary.Also it is importantfbr teachers to helpstudents developvocabulary learningstrategies.Unit9Teaching Listening
9.1Why doeslistening seemso difficult
9.
1.1Problems inlistening□Goh2000listed someproblems reportedby learnerswhen listeningto anEnglish text.
1.Quickly forgetwhat isheard.
2.Do notrecognize wordsthey know.
3.Understand the words butnottheintended message.
4.Neglect thenext partwhen thinkingabout meaning.
5.Unable toform amental representationfrom wordsheard.
6.Do notunderstand subsequentparts ofinput because of earlierproblems.
9.
1.2Reasons fordifficulty inlistening□Listening is often neglectedin languageteaching dueto lack ofteachingmaterials,lack ofequipment insomeschools,and lackof real-life situationswhere learnersneed to understand spokenEnglish.□Even iflistening werenot neglected,it couldnot beguaranteed thatstudents couldhave noproblems inlistening.In foreignlanguage learning,both listeningand readingare receptiveskills,but listeningcan bemoredifficult thanreading because:■Different speakersproduce the same soundsindifferent ways dialects,accents,stresses,rhythms,intonations...;■The listenerhas littleor nocontrol overthe speedof theinput of spoken material;■Speech islikelyto be distortedwith backgroundnoise;
9.2What dowe listen toin everyday lifeUr,1996Loudspeaker announcementsRadio newsLesson,lecture Conversation,gossipInstructions Watchingtelevision Watchingmovies TelephoneconversationsInterview ShoppingStory-telling MeetingsNegotiations Theatershow
9.3Characteristics of the listening process
1.Spontaneity□Most of the timewe listento peoplespeaking spontaneouslyand informallywithout rehearsing.
2.Context□Is usuknown toboth Land S,which helpspredict whatwe aregoing tohear.
3.Visual clues□The visualclues such as facialexpressions,gestures and other bodylanguage as well as the surroundingenvironmenthelp usunderstand andpredict whatwe hear.
4.Listeners response□Most of the listeningin dailylife allowsL to respond toS interruption,repetition orclarification.
5.Speakers adjustmentScan adjustthe wayof speakingaccording toLs reactions.
9.4Principles andmodels for teaching listening
9.
4.1Four principles
1.Focus onprocess:listening is as activea skillas speakingattending,parsing,decoding,re-encoding,understanding...
2.Combine listening with otherskills:listening isnot anisolated skill.Listening+speaking retelling,interviewing,discussion,answers;listening+writing note-taking,a writingtask.
3.Focus oncomprehension ofmeaning:listening comprehension,not memorychecking.
4.Grade difficultylevel appropriately:3major factors-ltype of language used;2task orpurpose inlistening;3context in which thelistening occurs.
9.
4.2Principles forselecting andusing listening activities□Oxford1993:210offered12principles:
1.The listeningactivity musthave areal,communicative purpose.
2.The activitymust useauthentic languagewithout significantlyslower orsimpler speech.
3.Pre-listening taskse.g.discussing the topic,brainstorming,presenting voc,sharing ofrelated articlesmust beusedto stimulatethe appropriatebackground knowledge andhelp learners identifythe purposeof theactivity.
4.The listening text must offer contentthatispersonally interesting and motivatingto learners.
5.To allowlisteners toinfer meaningfrom bodylanguage andrelated contextclues,thespeakermust bevisiblewhenever possible.
6.The activitymustoffermany environmentalclues tomeaning.
7.When possible,the wholelisteningtext should be given,and thendivided intoparts thatcan berepeated.
8.At theend,the wholetextshould begivenagain,and Ss should haveopportunity todiscuss theirhypotheses andhow they testedand alteredthem.
9.The activityrequires listenerstorespondin somemeaningful fashion,individually orin pairs/groups.
10.The activitymust befashioned so that Ss with normalbackground knowledgeare able tounderstand the topic.
11.The activitymust betypical forits ownspeech type.
12.The classroomclimate must be non-threatening and positive.
9.
4.3Models oflisteningprocess
1.Bottom-up model□Listening comprehensionstarts withsoundandmeaning recognition,then towords,phrases,and structures.
2.Top-down model□Listening comprehension involves knowledgethata listener bringsto a text,sometimes calledinside theheadinformatiorT Hedge,2000:
232.□Listening forgist andmaking useofcontextualclues andbackground knowledge to constructmeaning areemphasized.
9.
4.4Three teachingstages Pre-listening-While-listening-Post-listening
9.5Pre-listening activitiesPredicting^Setting thescenef Listening fbr thegist^Listeningfbrspecific informationSummaryon pre-listening activities□Pre-listening tasksshouldnottake much time.□We selectmost oftenone kindof activity before eachlistening session.□The purposeistomotivate Ss,activate theirschema,to addcontext,prepare Ssfbr necessarylanguage so that theactuallistening itselfbecomes easier.
9.6While-listening activitiesNospecific responsesBy notgiving Ssany taskthe firsttime theylistentoa passage,it cantake theanxiety outoflistening.Listen andtick p.148Listen andsequence p.149Listen and actListen anddraw Task11f Listen and fillin the blanksListenandtake notesp.
1519.7Post-listening activities
1.Multiple-choice questions
2.Answering questionscomprehension orinference
3.Note-taking andgap-filling e.g.mini-lecture inTEM
84.Dictogloss cf.dictation
1.Preparation introducethe topic,key words,general questions
2.Dictation atnormal speed
3.Reconstruction
4.Analysis and correctionSummary onpost-listeningactivities口Tasks likerole play,debate,discussion,writing back,etc.offer opportunities to integratelisteningwith the practiceofother language skills,to integratewhat Ss have listenedto with their ownknowledge andmeanwhile they canshow theirpersonal viewsand reactionstowards what theyve heard.□Do notrequire Ss to remembermore detailsthan aNS would be ableto do in reallife.□Do notspend toomuchtimegiving Sswith traditionaltest-taking questionsnot authentic.Unit10Teaching SpeakingDifferencesbetween spokenand writtenlanguage
10.11spontaneousWell-planned2Sentences are often incomplete,ungrammatical,and fullof Sentencesare oftencarefullyhesitations,false starts.and constructedand well organized.I cUUIlUallCIcb.Written language is3If it isnotrecorded,spokencomparatively speakinglanguage can tbelistened toagain.It isexpected to be permanent.It can be readasunderstood immediately.often asnecessary
7.According toBygate1987,there are4common features ofspokenlanguage:•Using lesscomplex syntax;•Taking shortcuts e.g.incomplete sentences;9•Using fixedconventional phrases\chunks;•Using devicessuch asfillers,hesitation deviceto givetime tothink beforespeaking.
10.2Principles for teaching speakingp.
1591.Balancing accuracy-based withfluency-based practices
2.Contextualizing practice
3.Personalizing practice
4.Building upconfidence
5.Maximizing meaningfulinteractions
6.Helping Ss develop speakingstrategies
7.Making thebest useof classroomlearning environmentto providesufficient language input and practicefbr Ss
10.3How to design speaking tasks□Characteristics ofsuccessful speakingtasks Ur,
19961.Maximum foreigntalk
2.Even participation
3.High motivation
4.Right language level
10.4Types of speaking tasksIt is importanttogive the studentsa variety ofspeaking activities so that they will be abletocope withdifferentsituations in reality.
1.Classification ofspeakingactivities1Controlled activities:Controlled activitiesmainly focus onformand accuracy.2Semi-controlled activities.Semi-controlled activitiesfocus moreonmeaningand communication.3Communicative activities.Communicative activitiesallow forreal informationexchange,which include infbnnation gap activities,problem-solving activities,discussions,debates.Interviews,fluency-focused games,etc.
2.typical speakingactivities1Information・gap activitiesOneexcellent wayto makespeakingtaskscommunicative istouseinformation-gapactivities,inwhichthestudents havedifferent information and theyneedtoobtain information fromeach other inorder tofinish atask.2Dialoguesrole・play3Activities usingpictures4Problem solvingactivitiesThis type of activitytends to be productivebecause thereisaclear objectiveto bereached.There aremanytopics thatwouldbeinterestingandrelevant to the students9life.Try theproblem-solving taskbelow.5Find someonewho...Directions:Stand upand walkaroundtheroom.Ask yourclassmates what they like to do.Once youfindsomeone wholikes something,write downhis/her nameintheblank nextto theactivity.Continue askinguntil you havea differentname writtendown for each activity.The firstperson tofill in all theblanks is the winner.6Change thestoryeachstudent writesa shortstory ordescription andunderlines all the verbs.The grouptogether makesalist of20random verbs.Each group member readsher/his storyand pausesat everyverb.The groupuses oneof therandom verbsinplace of what thegroupmemberoriginally wrote.7Human scrabbleagame usingindex cards:one letterper card,two cardsof eachvowel,one cardblank.Divide astack ofcards amongagroup.Teacher callsout awordinEnglish,groups rushto holdup theircards inthe rightorder.
10.5How toorganize speakingtasksDesign smallgroup workfor threereasons:1It increasesthe timeforeachstudent topractise speakingin onelesson;2Often Ss are afraidof makingmistakes orlosing faceor feelshy speakingin front of a whole class;3Speaking in small groupsismorenatural inreallife.一Small group work helpsSs learn to workcooperatively andhelps themdevelop interpersonalskills^fosteringdevelopment oftolerance,mutual respectand harmony”CookeNicholson,1992:34Unit11Teaching reading
11.1How dopeople read
11.
1.1Assumptions aboutreading
1.People readfor different purposes.
2.Reading alouddoes nothelp Ssfocus on the meaning of the text becausethey haveto concentrateonpronunciation,intonation,pausing and the recognition of new words.
3.The purposewill usuallydetermine whatspecific informationyou aregoing tolook for and theappropriate typeof reading skillstobeused.
4.Our eyesare alwaysjumping,from group ofwordsto groups ofwords.
5.People readat differentspeed andcant readtogether
9.
6.People guessmuch ofwhat it is saidin atext in reading.
7.Different readingtasks andmaterials requiredifferent readingspeed.
8.Mental translatingnot onlyslows downthe readingspeed,but alsomakes the readers losetrack of the overallmeaning.
9.Readers guessthenewwords,and ifthewordsdonotinterfere withunderstanding of the text,ignorethem.
10.Research hasindicated thatlackofcultural knowledgemay leadto failurein ESLreading comprehension.Language andculture areinseparable.
11.To achievereading comprehension,readers neednot onlyvocabulary,but alsogeneral knowledgeabout thelanguage,about theworld,about texttypes,and effectivereading strategies.
12.Reading extensivelyhelps.
11.
1.2Reading aloudand silentreading
11.2What doeffective readersdo
1.Have aclear purposein reading
2.Read silently
3.Read phraseby phrase,rather thanword byword
4.Concentrate onthe importantbits,skim therest,and skipthe insignificantparts
5.Use differentspeeds andstrategies fordifferent readingtasks
6.Perceive theinformation inthe target language rather than mentallytranslate
7.Guess themeaningofnewwordsfrom thecontext,or ignorethem
8.Have and use backgroundinformation to help understandthe text.
11.3What dowe read□We reada great variety oftextsinEnglish.□Refer toPage180fbr alistofthings we read inour dailylife.□It isvery importantfbr EFLteacherstobear inmind whatwereadinreallife so that whenwe selectreadingmaterials fbrour students,we willensure not only thereisa greatvarietybut alsowe canhelp preparess to meettheir futureneeds.□EFLlearnersread authentictexts and/or simulatedtexts dependingon proficiencylevel.
11.4Strategies involved inreading comprehension
11.
4.1Reading andreadingcomprehension□Reading isthe constructionofmeaningfrom aprinted orwritten message^.Bamford,1998:12□Reading comprehensioninvolves extractingthe relevantinformation fromthe textas efficientlyas possible,connecting theinformationfromthe writtenmessage withones ownknowledgetoarrive atan understanding.
11.
4.2Two levelsof reading
1.A recognitiontask ofperceiving visualsignals fromthe printed page throughthe eyes;
2.A cognitivetask ofinterpreting thevisual information,relating thereceived informationwith thereaders owngeneralknowledge,and reconstructingthemeaningthat thewriter hadmeant to convey.
11.
4.3What arethe skillsinvolvedinreading
1.Specifying apurpose fbrreading
2.Planning what to do/what stepsto take
3.Previewing the text
4.Predicting the contents of the text
5.Checking predictions
6.Skimming the text fbr the mainidea
7.Scanning thetext fbrspecific information
8.Distinguishing mainideas fromsupportingdetails
9.Posing questionsabout thetext
10.Finding answersto posedquestions
11.Connecting textto backgroundknowledge
12.Summarizing information
13.Making inferences
14.Connecting onepartof thetextto another
15.Paying attentionto textstructure
16.Rereading
17.Guessing themeaningof a newword fromcontext
18.Using discoursemarkers to see relationships
19.Checking comprehension
20.Identifying difficulties
21.Taking stepsto repairfaulty comprehension
22.Critiquing theauthor
23.Critiquing thetext
24.Judging how well objectiveswere met
25.Reflecting onwhat has been learnedfromthetext
11.5The roleof vocabularyinreading□DayBamfbrd1998:efficient readingbegins with a lightening-like automatic recognitionofwords,which freesones mindtouseother resourcesto constructmeaning.□Helping Ssto developthe abilityof automaticword recognitionisthebasis fordeveloping their readingskills.□The wayto develop sight vocabularyisto read extensivelyFamiliarity breedsautomaticity,.Sight视觉词汇，一见即懂的词汇vocabulary□Words thatone isabletorecognize immediately[both soundsand meanings]areoftenreferred toas sightvocabulary.□How to developsightvocabularyA:To readextensively-Familiarity breedsautomaticity,DayBamfbrd,1998:
16.However,the materialschosen[for extensivereading afterclass]mustbeat theright leveland adegree ofmonitoringshould beavailable to keep themotivation highso that Ss canfeel a sense of achievement bysharing theirreadingexperiences withothers
11.6Principles andmodels for teaching reading
11.
6.1Principles forteaching reading
1841.The selectedtexts andattached tasksshould beaccessible to thess.
2.Tasks shouldbe clearlygiven in advance.
3.Tasks shouldbe designed to encourageselective andintelligent readingfor themain meaningrather thanSsunderstandingoftrivial details.
4.Tasks should help developSs readingskills rather than testtheirreadingcomprehension.
5.The teachershouldhelp Ssdevelopreading strategiesandreadingability ingeneral.
6.The teachershould provideenough guidanceand assistanceat thebeginning butgradually withdrawguidanceas Ssprogress.
11.
6.2Models forteaching reading
1.Bottom-up model□Reading followsa linearprocess fromthe recognitionof letterstowords,to phrases,to sentences,toparagraphs,and thento themeaningof the wholetext.
2.Top-down model□Ones backgroundknowledge playsa moreimportant rolethan newwords andstructures inreadingcomprehension.□Reading isa psycholinguisticguessing game9Goodman,
1967.
3.Interactive model□Reading asan interactiveprocess doesnot onlyinvolve theprintedpagebut alsothereadersknowledge ofthe language ingeneral,of theworld,and of thetexttypes.What makesa proficientreader
1.Have goodlanguageskills:automaticrecognitionofwordsand phrases,understanding sentencestructures,building adiscourse structure,etc.图
2.Integrate thisdecoding processwith whathe/she alreadyknows about thetopic-schemas orschemata式,cognitive constructswhich allowfor theorganization of information inour long-term memoryWiddowson,
198311.7Procedures of activities□Pre-reading activitiesLead-in□While-reading activities□Post-reading activities□
1.
7.1Types of reading activitites□Pre-reading activities□Purpose:to stimulateSs9interests;to facilitatewhile-reading activities,by poolingexisting knowledgeabout thetopic,predicting thecontents of thetext,learning keywordsandstructures,etc.□Activities:predicting,setting thescene,skimming,scanning,etc.□While-reading activities□Two mainwaysofexploiting texts:
1.Focusing onthe resultsofreading■Multiple-choice questions;T/F;open questions,paraphrasing,translation
2.Focusing onthe processof understanding■Information transferactivities,with atransition device■Five typesofreadingcomprehension questions■Understanding references■Making inferences...Post-reading activities□Purposes/functions:
1.To provideSswith opportunities torelate what theyve readto what they alreadyknow or what theyfeel;
2.To enableSstoproduce languagebased onwhat theylearned.■Post-reading activities:■Traditional:questions;paraphrasing;translation■Suggested:1discussion asa basisfor problem-solving,the rankingof alternatives,deciding uponpriorities,etc.2Role-play;3gap-filling;4retelling;5writingUnit12Teaching Writing
12.1What,why andhow dowe write
1.What dowe writeWritingisareal-life reality.We writeletters,journals,notes,instructions,posters,essays,reports,menus,etc.
2.Why dowe writeWewrite fbrvarious reasons,to conveymessages,tokeepa recordofwhatisinourmind,to communicate,to raise awareness of how languageworks,to become more familiarwiththelinguistic andsocial conventionsofwriting inEnglish,etc.
3.How dowe writeWritingcan beboth collaborativeand solitaryEFL writing vs.writing inreality□Two majordifferences:
1.writing as language learning5toconsolidatelanguage thatis recentlystudied vs.writing fbrcommunicationtoconveymessages orfbr selfcreation
2.EFL writing tasks lackauthenticity.EFLwritingtasks focus onthe product rather than process,ignoring今planning,drafting,rewriting stages.We shouldmake Sswant to write inthe firstplace,then teachthemhow to write.
12.2A communicativeapproach towriting□Ss aremotivated by authentic writingtasks thathave somecommunicative elements.□With differentaudiences anddifferentpurposes,the writingpiece couldvaiy greatly.□Writing activitiescanbewriting forlearning,writing forcommunication^^and somewherebetween.
12.3Problems inwritingtasks
1.They aremainly accuracy-based.
2.They aredesignedtopracticeacertain targetstructures.
3.There isinsufficient preparationbefore thewriting stage.
4.There isno senseof audience.
5.There isno senseof authenticity.
6.Ss aregiven ideas to expressratherthanbeing invitedto inventtheir own.
7.There isno opportunityfor creativewriting,for expressingunusual fbroriginal ideas.
8.Many of them aretest-oriented.
12.4A processapproach towriting□
12.
4.1Features ofprocess writingBrown,1994:
1.Focus onthe processof writingthat leadstothefinal writtenproduct;
2.Help Ssunderstand their own composingprocess;
3.Help Ssbuild repertoiresof strategiesfbr prewriting,drafting,and rewriting;
4.Give Sstime towrite andrewrite.
5.Place centralimportance onthe processof revision;
6.Let Ssdiscover what they wantto sayas theywrite;
7.Give Ssfeedback throughoutthe composingprocess toconsider asthey attemptto bringtheirexpression closerand closerto intention;
8.Encourage feedbackboth fromthe instructorand peers;
9.Include individualconferences betweenT andS duringthe processof composition.
12.
4.2Procedures ofprocess writingCreatinga motivationtowrite;Brainstorming;Mapping;Free writing;-^Outlining;f Drafting;Editing;Revising;Proofreading;-^Conferencing
12.5Motivating studentstowrite
1.Make thetopic of writing asclose as possible toSs9life.
2.Leave Ssenough roomfor creativityand imagination.
3.Prepare Sswell beforewriting.
4.Encourage collaborativegroup writingas well as individualwriting.
5.Provide opportunitiesfbr Ssto sharetheir writings.
6.Provide constructiveandpositivefeedback.
7.Treat Sserrors strategically.
8.Give Ssasensea achievementfrom time to time
12.6Designing writingtasks□Writing tasksshouldbemotivating andcommunicative.□Sell-study sampletasks onpages224-
225.
12.7Using theInternet to promote processwriting□Research indicatesthatSsprefer tosubmit draftsone ata timetothe teacher andrevise their work afterseekingcomments oradvice fromthe teacherWarschauer,1995□E-mail providesa perfectmechanism for Sstosubmit draftsand fbrTs tolook themover attheirconvenience andsend themback withcomments-once,twice,or severaltimes.□Other usefulways:blogging;BBS;MoodieAdvantages of ane-mail basedwriting scheme□New ideasare sharedpromptly andcanberesponded toquickly.□The teachercan storeall thedrafts fbrlater reviewand analysisoftherevision process.□Ss canalso sendtheirworkto eachother so astoreceive commentsfrom allpeers.□Ss havea feelingof real-time writing-writing fbr the purposeof sharingideas withtheir teacherorclassmates.Unit13Integrated Skills
13.1Why integrate the four skills□When wecommunicate,we oftenuse morethan asingle languageskill.□What skillsdowe need inour dailycommunication□Integrating theskills meansthat we are workingatthe level ofrealistic communication,which isthe aimofcommunicative approachand anintegral partof essentialconditions fbr language learning.
13.2How tointegrate the four skills□Two typesof integration
1.Simple integration:integration withinthesamemedium eitheroral orwritten,from receptivetoproductive skills
2.Complex integration:constructing aseries of activities thatusea variety ofskills
13.3What arethe implicationsforteaching□Since integrationofthe fourskillsis concernedwith realisticcommunication,weareteaching atthediscourse level,not justatthelevel ofsentences orindividual wordsand phrases.
13.
3.1Focus ondiscourse□Implication:weneedtobeaware ofthe discoursefeatures ofatextand tobe ableto makeSs awareofthem.□Discourse featuresinclude:
1.The waythat thetext isorganized
2.Its layoutfor writtentext
3.The styleofthe language formalor informal
4.The registerthe vocabularythatiscommonly foundin suchdiscourse
13.
3.2Adjusting the textbook contents□Teachers haveto
1.decide howmuch detailwe shouldincludeinthe lesson;
2.Make somechanges tothe textbookcontents e.g.the orderofthecontents;the activitiesin thetextbook.
13.
3.3Adjusting thetimetable□Teachers shouldmake thetimetable arrangementse.g.a Uistening,lesson oneday anda readinglessonanother daymore flexibleso thatwecanintegratetheskills better.
13.4What arethe limitationsof integratingthefourskills□Benefit:helpthedevelopment of Ss communicativecompetence;□Limitations:
1.no separatefocus onindividual aspectsof vocabulary,grammar andskillsan appropriatebalancebetween integrationand separation;
2.Integration canbe demanding ofthe teacher.
3.The problemof designing suitable materialsthat take into accountSs differentskill levels.
13.5Conclusion□Why integratingthefourskills■It enhancesthe focuson realisticcommunication,which isessential indeveloping Sscompetencein English.□What integratingskills■Simple integration,whereby areceptive languageskill servesasamodel fbr a productivelanguageskill;■Complex integration,which isa combinationofactivitiesinvolving differentskills,linkedthematically.□What limitations■The roleofafocusonindividual languageelements,such asvocabulary andgrammar,should notbeoverlooked.■Integration isdemandingof teachers interms offinding ordesigningsuitablematerials,particularly when itis necessary to takeintoaccount thediffering ratesof progressofSs in masteringtheindividual skills.□Integration requiresskillful teaching,but it can bringworthwhile results.Unit14Moral Learning
14.1Moral learning and English“Teachers areengineers ofthe soul.Basic educationshould aimfor betterdevelopment of students,not onlyinknowledge,skills andabilities but also invalues,attitudes,and emotions.Moral values•Self control•Reliability•Good healthand hygiene•Truthfulness•Kindness•Good workattitude•Fairness•Team work•Self-reliance•Loyalty•Sense ofdutyActivates forMoral DevelopmentSharingposters debatescomparisonrole playscase studyfbr problemsolving拓展、自发的，无意识的、Extension activitiesphilosophy circlespontaneous reflectionEssays
14.3The rolesofthe teacher•Teacher asrole model•Teacher ascurriculum developer
14.4The rolesoftheschool•Classroom activities•Performances•Student-organized activities•Ceremonial events•Extra-curricular activities•Sports events•Campaigns•Field tripsUnit15Assessment inLanguage Teaching
15.1What isassessment Howis itdifferent fromevaluation andtesting□Test:usually doneattheend ofa learningperiod;result bya mark;Ss testscores arecompared witheachother□Assessment:involves thecollecting ofinformation orevidence ofa learners learning progress andachievement over a periodof timefbr thepurposes ofimproving teachingand learning.Forms ofassessment:tests,comment fromT,Ts observationnotes,Ss self-assessment sheets,samples ofSs work,etc.Ssachievement ismeasured againsthis ownstarting point.□Evaluation:awholerange ofissues in and beyondlanguage education9;produces aglobal viewofachievement based on manydifferent typesofinformation□Evaluation isthe mostgeneral ofthe threeconcepts,fbr decision-making purpose.Assessment focuson thelearningprogressandprocess-oriented,fbrthepurposes ofimproving teachingand learning.Test isoneinstrument ofassessment,focusing onthe resultof learning.
15.2The purposeof assessmentTestingAssessment EvaluationPurposesTo knowwhere eachlb knowhow wellss haveTo knowwhether thesstands amonaall done+where they have moneyspent oneducationss:how wellss doin donewellornot wellor thepolicy changehastest.had goodresultsTests examsTests,observation,sample ofObservation oflessons,ss；information sswork,conferencing testscores.Ts reportscoursedocumentsinterviews,etc.Report Testscores marksScores.notes,report.Report7decision ona levelformsportfolio,evaluation sheetsoftheprogramFor whomSchool orparents Teachers,learners authorities
15.3Methods forassessment
1.Summative andformative assessment
15.4Criteria forassessment
4.Self-assessment andpeer assessment
2.Teachers observations
5.Project work
3.Continuous assessment
6.portfolios□Criterion-referenced assessment:basedona fixedstandard ora setof criterion.□Norm-referenced assessment:to measure howthe performance ofa particularstudent orgroup ofstudentscompares withtheperformanceof anotherstudent orgroup ofstudents whosescores aregiven asthe norm,relative□Individual-referenced assessment:basedonhowwellthelearneris performingrelative tohis orher ownpreviousperformance,or relativeto anestimate ofhis orher individualability.Advantages anddisadvantages ofdifferentassessments_____________________Advantages DisadvantagesCriterion-referenced Objectivestandard ofability Difficult todesign,esplevel fbrclassroom teachersNorm-referenced Maximizethedistinctionamong Difficultto decidetheindividuals ina eivensroup’normsD JXIndividual-referenced Makess awareof theirprogress;Lack ofcomparison encouragess amongstudents
15.5Assessment principlesp.257□Law andEckes1995:9:
1.Assess authenticuseoflanguageinreading,writing,speaking andlistening.
2.Assess literacyand languageinavariety ofcontexts.
3.Assess theenvironment,the instruction,andthe students.
4.Assess processesas well as products.
5.Analyze patternsof errorsin languageand literacy.
6.Base assessmenton normaldevelopmental patternsand behaviorin languageand literacyacquisition.
7.Clarify anduse standardswhen assessingreading,writing,and contentknowledge.
8.Involve Ssand parents,as wellas otherpersonnel suchastheESL ormainstream teacher,in theassessmentprocess.
9.Make assessmentan ongoingpartofevery day.
15.6Test formats/testing techniques
1.Questions andanswers
6.Dictation
2.TorF
7.Transformation
3.Multiple-choice
8.Translation
4.Gap-filling orcompletion
9.Essay writing
5.Matching
10.interview□Ten mostfrequently usedtest formats:Unit16Learner Differencesand LearnerTraining
16.1How learnersare different□Different learning styles
1.Visual learners learn througheyes/seeing
2.Auditory learnerslearn throughthe ear/hearing
3.Tactile learnerslearn throughtouch/hands-on activities
4.Kinesthetic learnerslearn throughbody experience
5.Group learnerslearn throughworking withothers
6.Individual learnerslearn throughworking alone
7.Authority orientedlearnerslearnby listeningtothe teacher
8.Reflective learnerslearn throughreflectionsWhat canteachers dotomeetthe needs of differentlearners□ChengBanya,
19981.Ts havetobeawareofSs learningstyles aswellastheir ownlearning/teaching styles.
2.Ts havethe responsibilityto providemultiple opportunitiesforSsto develop/expand different LS.
3.Ts needtotakerisks tointegrate moreteaching stylesinto classpreparation.
4.Ts shouldencourage Ssto trydifferent waysof learningand adjustthemselves todifferentLS,because certainLSare moreappropriate incertain learningsituations andfor somespecial learning purposes.Multiple intelligencetheory
1.Verbal/linguistic intelligence
5.Bodily/kinesthetic intelligence
2.Musical intelligence
6.Interpersonal intelligence
3.Logical/mathematical
7.Intrapersonal intelligenceintelligence
8.Naturalist intelligence
4.Spatial/visual intelligence□Gardner proposes7intelligences:■^Teaching shouldbeabletodevelopas muchaspossibleSs differentpotentials intheir intelligences
16.2Learner trainingin languageteaching□Teachers needto incorporatelearner traininginto the language courseand makeitanintegral partof it.□What is learner training□EllisSinclair1989:2:learner trainingfocuses onthe processof learningratherthantheproductoflearning,emphasizing how to learnratherthanwhatto learn
9.□Gallacher2005:learner trainingis aboutdeveloping Ss awareness ofhow theylearn andabout developingstrategiesto helpthem learn.The intentionisto make learnerstake moreresponsibilities fbrtheir ownlearning sothateventually theycan becomeindependent andautonomous learners.
16.3Contents and procedures forlearner training□What canteachers doto helplearnerslearnhow tolearn□DickinsonCarver1980:
1.Psychological preparation,e.g.activities tobuild confidence;
2.Methodological preparation,e.g.activities to help understandandusemetalanguage and tobecome awareoftherationale behindclassroom activities;
3.Practice inseli-direction,e.g.activities whichprovide learnerswith opportunities to makechoicesabout their learning.What can we doin learner training□EllisSinclair1989proposes twostages forlearner training:
1.Preparation fbrlanguagelearning—raiseawarenessabout oneselfmotivation,interest,learningstyles...—know whatlearning strategiesare,strengths andweaknesses in learning...
2.Skills training—give learnersthe knowledgeandpractice of different learning strategies
16.4How can we helplearnersto becomemore autonomous Guidance/procedures forlearnertraining1Involve Ss inanoverview ofthe textbookatthebeginning2Involve Ssin findingabout themselves3Introduce Sstoa number of differentlearningstrategies4Help learnersset uptheir ownlearning goalsand maketheir ownplans5Share lessonaims withSsinclass andreview themby theend ofthe lesson6Use learnerdiaries asa waytohelpSs reflect on theirlearning7Guide Ssto makeplans forlearning8Use portfoliostopromotemore autonomouslearning9Help Sslearntouse resourcesRyan1997suggests3steps inhelping Sstouseresources:口A consciousness-raising discussionof availableresources;口T modelsby presentingand practicingsome techniquesto exploitresources;□T introducesthe theoreticalassumptions underlyingthe selection of resourcesand techniques.□Other ways:create aclass library;organize areading seminar;display bookreports;inform Ssof someusefulwebsitesHow learnersare different8typesoflearners;multiple-intelligence theoryWhat islearnertrainingTo developSsawareness ofhow tolearnandtodevelop strategiestohelpthem learnWhatcanwedoinlearner trainingpsychologicalmethodological Preparationfbrlanguagelearning;Skills trainingHowcanwehelplearnerstobecomemoreautonomousLearners shouldbe encouragedto chooseand developthe mostappropriatestrategies for their ownlearning sothat theycan maketheirlearningmore effectiveand efficient.Unit17Resources andtextbooks
17.1What resourcesare availableforteaching□Possible resources:□Pictures ofobjects,toys andanimals,realobjects,action pictures,word cards,dictionaries,theInternet,video materials,audio materials,books,newspapers,computer projectors...□Todays youthare multi-processing Brown,2002-doing severalthings simultaneously.□multi-literacy:being abletoreadand writenotonlytext,butalsoimage andscreen□e-literacy,e.g.skills ofInternet navigation
17.2How to create onesown resources□Even ifyouhavea packageof resourcesprovided,itcannever satisfyevery teacherineverycontext.□Suggestions fbrcreating yourown resources:
1.Create onesown fileof picturesand cards.
2.Use yourown creativityand imaginationto providea betterlearning environmentfbr thestudents.
3.Make yourstudents animportant resource.
4.Use theInternet resources.
17.3What hiddenresources canbe explored□Hidden resources:intangible,under-explored resources,suchasgestures,facialexpressions,imagination,creativity,environment,knowledgeandskills,etc.dictionaries□Suggestions pp.287-291:Let studentsmake uptheir own
1.Use yourselfas resourcequizzes
2.Use studentsas resources
8.Make betteruseofyour video
3.Make useofstudents5drawingsresourcesUse songsfor learningInternetasanimportant resource
4.Make useofthesurroundings
9.
5.Shadow theatre
6.Explore emotions
10.
7.Get studentstomaketheir own
11.
17.4What aresome ofthe usefulwebsites availableforteaching□Refer toPage
291.□Basic educationand curriculumreform inChina:□The BritishCouncils LearnEnglish site■□Free resourcesfbr teachersand students■http://www.oup.com/elt□Free onlinejournals andmagazines onELT■http:〃www上ritishcounciLorg.uk/english/onlinejoumals.htm□Websites ofinternational teachers9associations□Cultural informationUnit18Evaluating and adapting textbooks
18.1What aretextbook forInall modernschool systemsthe textbookhas longserved notonly tosupport instructionbut tosymbolize thatinstruction,in otherwords,the textbookdefined the curriculum.
18.2Why andwhat doteachers evaluateandadapt□Why□Many textbookshavebeenrecommended by the Ministryof Educationfbr schools.Only throughthe processof evaluatingtextbooks,canteachersmaximize thestrength ofmaterials andsupplementthem accordingtotheneedsoftheir ownstudents Hedge,2000□What□Textbooks areused ina broadsense,referring toagreatvarietyofmaterials usedinlanguageclassroomssuch asaudio cassettes,videos,CD-ROMs,workbooks,photocopied materials,etc.
18.3How shouldteachers evaluatetextbooks□Twotypesof evaluation:□On-the-page evaluation■evaluation which is carriedout independentof itsusers orbefore itgets intothe classroom□In-the-use evaluation■evaluation basedontheusers opinions,i.e.teachers9aswellas learners,about howuseful andeffectiveitisfbr promotinglearninginthe formof interviewsand questionnaires■A longitudinalevaluation ispreferred,including apre-use evaluation,a whilst-use evaluationanda post-use evaluation.Two stepsof on-the-page evaluation□External evaluation■focusonthe externalfeaturesofa textbook;also calledmacro evaluation■How Firstexamine the authors9claims viewoflanguagelearning,then lookthrough thecontentsandotherdetails inthe textbooktoseeif theyreflect whattheauthorsclaim.■Questions asked:whats theintended audienceWhat proficiencylevel Whatcontext Howisthe languagepresented andorganized intounits Is a teachersbook availableIsavocabularylist included...□Internal evaluation□Focusonthe internalfeatures;also termedas microevaluation□Questions asked:■Does itinclude thepresentation andpracticeofall theskills■Are thegrading andsequencing ofthe materialsnatural andappropriate■Is thelanguage inputreflect theinterest oragelevel oftheintended learners■Are thereenough skillsand strategypractice■Do the tasks designedencourage cooperativelearningFeatures ofgood textbooksp.
2971.Attract theSs curiosity,interest andattention.
2.Help Ssfeel atease.
3.Help developconfidence.
4.Meet Ssneeds.
5.Expose Sstolanguagein authenticuse.
6.Provide SswithopportunitiestouseTL toachieve communicativepurposes.
7.Take intoaccount that the positiveeffects oflanguageteachingare usualdelayed.
8.Take intoaccount thatSs differin learningstyles.
9.Take intoaccount thatSs differin affectivefactors.
10.Maximize learningpotential byencouraging intellectual,aesthetic andemotional involvementwhichstimulates bothright andleft brainactivities.
18.4How shouldteachers selecttextbooks□Grant1987designed athree-part questionnairewhich canbeusedasachecklist whenselectingtextbooks.□The questionnairehelps teachersexamine towhat extenta textbooksuits the students,the teacher,thesyllabus andexamination.□Refer toPage299forthequestionnaire.
18.5How shouldteachers adapttextbooks□Textbooks areonlyamedium throughwhich teachershelpSslearn.□Itisstrongly advisedthat teachersshould USEthe textbookcreatively ratherthan tosimply TEACHthetextbook passively.□McDonough andShaw2003givethe following suggestionsfor adaptingmaterials:
1.Adding
4.Simplification
2.Deleting oromitting
5.reordering
3.ModifyingThree stepsof textbookadaptation
1.Macro adaptation□Done beforethelanguageprogram begins.E.g.omit awhole unit,supplement certaincontents.
2.Adapting aunit□E.g.reorder the activities,combine activities,omit activities,rewrite orsupplement exercisematerial,etc.
3.Adaptation ofspecific activitiesinaunitNine competence-based levelsLevel9Level8l_i7For seniorhigh schoolleaverseveLevel6►For9th gradersLevel5Level4Level3-For6th gradersLevel2_________Level1_________________门
3.6Challenges facingEnglish language teachers1English languageteachers areexpected tochange theirviews aboutlanguage whichisnot a systemof linguisticknowledgebutameans forcommunication.2English languageteachers areexpected tochange theirtraditional roleofaknowledge transmittertoamulti-roleeducator.3English languageteachers areexpected touse moretask-based activities and putthe studentsat thscenter oflearning.4English languageteachers areexpected touse moreformative assessmentin additionto usingtests.5English languageteachers areexpected touse moderntechnology inteaching,creating more effective resourcesfbrlearning andfor usingthelanguage.备课Unit
4.Lesson Planning
4.1Why isLesson PlanningImportantA lesson plan isa frameworkofalesson inwhich teachersmake advancedecisions aboutwhattheyhope toachieveand how they wouldliketoachieve it.Proper lessonplan isessential fbrboth noviceand experiencedteachers.Language teachersbenefit fromlessonplanning inanumber of ways.
1.Makes teachersawareofthe aimsand languagecontents ofthe lesson,soasto plantheactivitiesand choosethetechniques accordingly;
2.Helps teachersdistinguish thevarious stagesofalesson andsee therelationship betweenthem sothat theactivitiesofdifferentdifficulty levelscanbearranged properlyandthe lesson canmove smoothlyfrom onestageto another;
3.Gives teachersthe opportunityto anticipatepotential problemssothattheycanbe prepared;
4.Gives teachers,esp.novice ones,confidence inclass;
5.Raises teachers9awarenessofthe teachingaids needed;
6.Planning isa goodpracticeandasignof professionalism.Teachers benefitfrom properlesson plansinanumberofother ways:□To enabletheteacherto improveclass timing;□Lesson plansare alsoan aidto continuingdevelopment plan--^practice reflection
4.2Principles forGood LessonPlanning
1.Aim:the realisticgoals fbrthe lesson;what students are ableto doby theend ofthe lesson;
2.Variety:different typesofactivities;a wideselection ofmaterials;
3.Flexibility:preparing someextra andalternative tasksand activities
4.Learnability:thecontentsand tasksplanned shouldbe withinthe learningcapability ofthestudentsDoingthings thatare beyondor belowthestudents9coping abilitywill diminishtheir motivationSchumann,
19995.Linkage:the stagesandthesteps withineach stageare linkedwithoneanother.
4.3What aremacro planningand microplanningMacro planningPlanningoveralong periodof timewhichis often donebyagroup ofteachers,it providesa generalguidance fbrlanguageteachersMicro planningPlanningfbraspecific unitoralesson,which usuallylasts fromone totwo weeksor fortyto fiftyminutes respectively.Micro planningisoftenanindividualactivity anddifferent teachersmay havedifferent waysofwritingtheir ownlessonplans.□Macro planninginvolvesthefollowing Knowing abouttheprofession Knowing abouttheinstitutionKnowing aboutthelearnersKnowingaboutthecurriculum/sy1labusKnowing aboutthetextbookKnowingaboutthe objectivesAlessonplanusually hasthefollowingcomponents:Background informationTeaching aimsTeaching contentand skillsStagesandproceduresTeaching aidsEnd oflesson summaryOptionalactivitiesandAssignment Afterlesson reflectionUnit5Classroom Management
5.1Whatisclassroom managementClassioommanagement isthe wayteachers organizewhat goesoninthe classroom.68有助于the goalof classroommanagement istocreatean atmosphereconducive tointeracting inEnglish inmeaningfulways Gebhard,
1996.
1.The teacher plays appropriateroles.
4.There isdiscipline aswellasharmony inthe class.
2.The teacherprovides clearerinstructions.
5.The teacherasks appropriatequestions.
3.Students aregrouped ina waysuitable forthe
6.The students5errors aretreated properlylearningactivities.
5.2What rolesdoes theteacherplay
4.Prompter whenSs dontknow whatto do...
1.Controller whattolearn;how tolearn
5.Participant inSs activities
2.Assessor correctingmistakes;organizing
6.Resource-providerfeedback
3.Organizer students activitiesTeacheis lolesare notstatic.They changewiththedevelopment ofthe society.Efficient classroommanagement canbe achievedwhen thefollowing sixconditions aremet:□New roles:Teacher asfacilitators■To createa positivelearning environment,use variousstrategiestomotivate learners,guide studentsin planningandassessing theirlearninganddevelop theirlearningstrategies...Teacher asguide■To activatestudents9prior knowledge;find individualinterestsandexplore potentialcapabilities;acknowledge andrespectindividual differences;give eachequal opportunityin learning;evaluate studentsdevelopment fairlyfrom anall-round perspective...Teacher asresearcher■To observea problem,reflectonthe reasons,think aboutpossible solutions,implement thesolutions andevaluate theresults...OHow muchcontrol isneeded■Appropriate degreeof control■Different activitiesneed differentdegrees ofcontrol.■The morecommunicative an activity is,thelesscontrol itneeds.OWhat doestheteacherdo asan assessor
1.CoiTecting mistakes■The correctingshouldbegentle,not harsh.
2.Organizing feedback■The feedbackshouldbefocused onstudents successor progresssothata success・oriented learningatmosphere canbecreated.OHow toorganise■Before theactivity:whattheactivity isgoing tobe like、anticipated problemsclear instructionsgiven tostudents withTsdemonstration、■During theactivity:overhear whatthestudentsare sayingrectify wrongpractices:take notesfdr laterfeedbackOWhen toprompt■When studentsare notsurehowto startanactivity、or whatto donext、orwhatto saynext.・.■When astudent doesntseem tobe readyfor ananswen...■When astudent finisheswithavery shortanswer、.・.Owhy toparticipate instudentsactivities■Monitoring+participating changesthe rolefhm anauthority toa conversationalist,a goodchanc forstudents topracticeEnglish witha superior.・.OWhat doyou thinkofthe iug・and・imie metaphorAlthoughtheiug・and-mug methodhasbeenwidely criticized、theteacheris stillconsidered agood andconvenientresource forthestudents.”是罗杰斯提出来的，也是他强烈批判的理论大致是说某种教学当中教师壶A“jug andmug”theory ofeducation拥有理智和事实性的知识，认为学生杯是消极的容器，知识可以灌入其内是不是有点类似于填鸭式的教学方法现在越来越强调的教学模式，这种方法的弊病应该是显而易见的student-centered
5.3How togive effectiveclassroom instructionsClassroom instructions refbrtothetypeoflanguageteachersuse toorganize orguide learning.
1.To usesimple instructionsand makethem suit the comprehensionlevel ofthestudents;
2.To usethe mother-tongue onlywhenitis necessary;
3.Give studentstimetoget usedto listeningto Englishinstructions;
4.Use bodylanguage toassist understanding;
5.Model thetask/activitybeforeletting studentsinto groupsor pairs...
6.Teachers arenot expectedto doallthetalking inclass.Tip:Demonstration isusually moreeffective thanwords.
5.4What arethe differentwaysforstudent grouping■Whole classwork,pair work,group work,individual study
1.Whole classwork□All thestudentsareunderthecontrol oftheteacher,doing thesame activityatthesame rhythmand pace.
2.Pair work□Students workin pairsonanexercise ortask.
3.Group work□Students workinsmallgroupsof3-5students.
4.Individual study□Students workon their own attheirownspeed.Q:How togroup Groupingmethods
1.Whole classwork isnormally usedwhen presentingand explainingnew languageor newinformationand it shouldbeused wiselyby theteachers.
2.Successful group/pair workdepends onskillful organization.3・The biggestproblem fbrgroup workistheselectionofgroup members.
4.While teachersare encourageusing pairwok andgroup workto providemore practicechance,individual studyshouldnot beforgotten.Types ofstudent groupingand theiradvantagesanddisadvantages inP314task4grouping AdvantagesDisadvantagesTAdvantages DisadvantasesgroupingMckstepAll the class are/Students havelittle chancetoGroup workCommunication inits Thesame asthose inpairconcentratingspeak;real sense;work;good modelingfrom/Same speedfbr differentteacher;students;More dynamicthan pairsomestudents mightcomfortable inchoral/Nervous infrontofthe wholework;promoting self-dominate;practice class;reliance;Difficulttogroup;/Not enoughcommunication;Pair workMore chancefbr Studentsstray awayfrom thepractice;Encouraging task;cooperation;Using nativelanguage;Individual Nooutside pressure;Less dynamicclassroom;Relaxing atmosphere;Noise andindiscipline.study Studyat ownspeed;No co-operation;5Discipline inthelanguageclassroomQ:What doesdiscipline meanDisciplinerefers toa codeof conductwhich bindsa teacherandagroupofstudents togethersothatlearning canbemore effective.78Q:Does disciplineguarantee effectivelearning□No.There mightbe littlelearning eventheclassis muchdisciplined.□Although discipline isnecessary,itisnotasufficient conditionfbr effectivelearning asa thoroughlyundisciplinedatmosphere willsurely yieldno learningat all.79Q:How tomaintain disciplineP.79Although disciplineisoftendiscussed togetherwith classroommanagement,Classroom managementskills arenotsufficient ifdisciplineistobeachieved,rather,avarietyofteachersbehavior contributeto discipline,suchastheteachers choiceof methodology,their interpersonalrelationships withstudents,their preparationfbrthe lesson.Beside,students motivation,which canbe enhancedbytheteacher action,is extremelyimportant fordiscipline.When studentsare engagedinlearning,theywillbe disciplined.79□Ss areclear aboutlearningpurpose;□Ssareabletodo the work butfind itchallenging;□Ssareemotionally,physically andintellectually involvedbythetasks;□The presentation,variety andstructure oftheworkand activitiesgenerate curiosityand interest;□Sshaveopportunitiestoask questionsand tryout ideas;□Ss cansee whattheyhaveachieved andhowtheyhad madeprogress;□Ss geta feelingof satisfactionand enjoymentfromthework.Q:What causesdiscipline problems■Unclear instructions■A gapinthe lesson e.g.bad planning,equipment failsto work■Lack ofteacher attention■The teacherconcentrates onlengthy explanationsto oneindividualsothattheothers getbored■Work istoo easyor toochallengingQ:What measurescanwetake forundisciplined actsand badlybehaving students□Harmer1983p.81fAet immediately,f Stoptheclass.—Rearrange theseats.—Change theactivity,f Talktostudents afterclass,f Createa codeof behavior.■Ur1996adviceDeal withit quietly.Dont takethings personally.Dont usethreats.
6.6How tomake questioningmoreeffective
1.Questions shouldbe closelylinked tothe learningobjectives inthelesson;
2.Questions shouldbe stagedsothatthelevelof challengeincreases asthelessonproceeds;
3.There shouldbeabalance betweenclosed andopen,lower-order andhigher-order questions;
4.Wait timeisimportantto allowstudentstothink throughtheir answers;
5.Ssshouldbe providedopportunitiestoask theirown questionsand seektheirownanswers;
6.A secureand relaxedatmosphere oftrust isneeded andSs opinionsand ideasare valued.
5.
6.2What typesof questionsare thereClassification ofquestions
1.Closed andopen
2.Display andgenuine
3.Lower-order andquestions;questions;high-orderquestions;分类系统
4.Blooms taxonomyNuttall,1982Knowledge fComprehension-Application—Analysisf Synthesis—Evaluation
5.7Dealing with errorsQ:Whatareerrors Howare theydifferent frommistakes□A mistakerefersto“a performanceerror thatis eithera randomguess ora slipof tongue\anditisafailureperformance toa knownsystem”Brown,2000:218-219口An errorhas directrelation withthelearner9slanguagecompetence.Errors donot resultfrom carelessnessnorhesitation,but lackof knowledgeinthetargetlanguage.□A mistakecanbeself^corrected;an errorcannot be.Q:How todeal witherrors□In dealingwitherrorsand mistakesweneedtobeclear whetherthetaskor activityis focusingon accuracyorfluency.Q:When tocorrect errors□Generally,itisbest notto interruptstudents duringfluency workunless communicationbreaks down.□Let atrivial mistakepass ifmost ofthelanguageis right.□For somecommon mistakes,take anote inmind firstandcorrectafter thestudents performance.Q:How tocorrect errors□Different waysand techniques:Direct teacher correction Indirectteacher correctionSelf^correction Peercorrection WholeclasscorrectionQ:Which techniquestouse□As ageneral rule,indirect teachercorrection isencouraged ratherthan directones toavoid damagingSsseli-esteem andconfidence.□In practice,self^correction isencouraged beforeteachercorrectionor peercorrection,esp.for mistakes.□The whole class correctionis usedfor mainerror typese.g.The BigTenSummary
1.Roles oftheteacher:controller,assessor,organizer,prompter,participant,resource-provider,facilitator,guide,researcher,etc.
2.Classroominstructions:simple;suitthelevelofstudents
3.Grouping:wholeclasswork,groupwork,pair work,individual study
4.Discipline:to engageSsinlearning;howtomaintain discipline,howtotreat withundisciplined acts
5.Questioning:different classifications;questioning techniques
6.Error correction:error andmistake;differentwaysand techniquesfbr correctingerrorsUnit6Teaching Pronunciation关键期假说年歹尼伯格提出；Critical PeriodHypothesis1967U LennebergA biologicallydetermined periodof lifewhenlanguagecanbe acquiredmore easilyand beyondwhich timelanguageisincreasing difficultto acquire.
6.1The roleof pronunciation。
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