教学法笔记精校版How-to-Teach-English

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1、How to Teach English笔记整理Unit One How to be a good teacherWhat makes a good teacher?How should teachers talk to students?How should teachers give instructions?Who should talk in class?What are the best kinds of lesson?How important is it to follow a pre-arranged plan?What makes a good teacher?Focus o

2、n moral education;Teachers character and personality;Care more about their students learning than their own teaching. How to be a good teacherHow should teachers talk to students?Rough-tuning: Unconscious simplification which both parents and teachers make;The modification of language that is suitab

3、le to students of different levelPhysical movement:Gestures, expressions, mimeHow should teachers give instructions?Rules: simple & logicalCheck: ask one to repeat your instruction ask someone to translation your instruction into the students native languageWho should talk in class?Maximise STT (Stu

4、dent Talking Time)Minimise TTT (Teacher Talking Time)Who should talk in class?What is good TTT?Good TTT must follow the rule of “comprehensive input” The Input hypothesis is Stephen Krashens attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashens ex

5、planation of how second language acquisition takes place. So, the Input hypothesis is only concerned with acquisition, not learning. According to this hypothesis, the learner improves and progresses along the natural order when he/she receives second language input that is one step beyond his/her cu

6、rrent stage of linguistic competence.For example, if a learner is at a stage i, then acquisition takes place when he/she is exposed to Comprehensible Input that belongs to level i + 1. What are the best kinds of lesson?Try your best to break boredom: Change your clothes; Bahaving calmly and slowly o

7、ne day if you are normally noisy and energitec;Variety of your class: Set different tasks; Keep balance between predictable safety and unexpected variety.How important is it to follow a pre-arranged plan?A balance has to be struck between teachers attempting to achieve what they set out to achieve o

8、n the one hand and responding to what students are saying or doing on the other.Be flexible if your plan is interrupted by students.How important is the students motivation?What is motivation?Motivation refers to elements that push students to do learning activities. According to the source of motiv

9、ation, it can be divided into intrinsic motivation and extrinsic motivation. Gardener and Lamber classified motivation of foreign language acquisition into instrumental motivation(工具型动机) and integrative motivation(融入型动机) from the perspective of social linguistics.Learners with instrumental motivatio

10、n aim to reach their goal and treat the language just as one kind of tool, such as finding a good job and so on.Learners with integrative motivation desire to mix with the culture of the second/ foreign language and always show deep interest in the culture and people influenced by this language. How

11、 important is the students motivation?Conclusions of Gardner and Lambers theory: Highly motivated students do better than ones without any motivation at all. Integrative motivation was more powerful than Instrumental motivation.How important is the students motivation?How to provoke students interes

12、t and involvement in the class? Choice of topic, activity and linguistic content that students are interested in; Incentive mechanism: verbal commendation, honor, material reward, examinationHow to help students?Homework;Reading assignment;Practical activitiesWho is responsible for learning?Unit Fou

13、r Lesson Planning Teaching aimsThe first thing to do in lesson planning is to decide the aims of a lesson, which include what language components to present, what communicative skills to practise, what activities to conduct and what materials and teaching aids to be used.Questions:What do you think

14、are the aims of this part of the lesson?Three different teachers are about to teach the lesson. Below are their introductions to the lesson. Which teacher has the clearest idea of the aims of the lesson? Teacher A: Today we are going to learn Lesson 15. Its question and answer practice using a subst

15、itution table. Teacher B: Today we are going to practise present simple questions with “when” and other time expressions. Teacher C: Today we are going to practise asking and answering questions using the present simple tense, so that we will learn how to talk about everyday activities.Unit 6 Teachi

16、ng Pronunciation1. The role of pronunciation in language learning.2. The goal of teaching pronunciation.3.The aspects of pronunciation we need to teach.4. The ways to help student to improve pronunciation.6.1 The role of pronunciationWhy do learners make pronunciation errors?A particular sound may n

17、ot exist in the mother tongue, so that the learners are not used to forming it and therefore tends to substitute the nearest equivalent he or she knows.A sound does exist in the mother tongue, but not as a separate phoneme-the learner does not perceive it as a distinct sound that makes a difference

18、to meaning.(sheep/ship)The learners have the actual sounds right, but have not learnt the stress patterns of the word or group of words, or they are using an intonation from their mother tongue which is inappropriate to the target language.What should be taught to the beginners, pronunciation or pho

19、netic?Pronunciation is more important than phonetic. Stress and intonation are as important as the sounds themselves and should be taught from the very beginning.Whether pronunciation needs special attention or focus in language teaching depends on many factors especially learner factors.Learners wh

20、ose native language has similar sounds to English are less likely to have problems with pronunciation.Learners who have more exposure to English need less focus on pronunciation. Adult learners need more focus on pronunciation because they are more likely to substitute English sounds with sounds fro

21、m their native language.Beginning Chinese learners of English should focus on pronunciation and their ability to identify and produce English sounds themselves, because phonetic transcripts are more abstract and less meaningful.When should we teach phonetic?Phonetic rules regarding what sounds a let

22、ter or a cluster of letters should be pronounced are helpful for students to develop the ability to cope with English pronunciation and they should be introduced at a suitable stage. Beginners of English, specially young learners, should be avoided to teach phonetic.Stress and intonation are as impo

23、rtant as the sounds themselves and should be taught from the very beginning.In the example below, different intonations for “Sorry” indicate different meanings. A neutral tone would indicate a normal apology. However, a sharp falling tone or a rising tone would mean the opposite.A: Would you please

24、turn down the radio a little bit?B: Sorry. (No, I dont want to.)OrB: Sorry? (What did you say?)6.2 The goal of teaching pronunciation1. Whats considered as a good pronunciation?A good pronunciation means: 1) to pronounce correctly all the speech sounds of the language and all the combinations in the

25、ir proper order not only isolated words, but also in sentences; 2) to pronounce sentences fluently at the speed required by the situation with correct stresses, linking of sounds, rhythm, pauses and intonation.As a matter of fact, most Chinese learners of English do not have enough exposure to Engli

26、sh to acquire native-like pronunciation.2. Why most learners of English as a foreign language cannot acquire native-like English pronunciation?Critical period hypothesisThe amount of exposure to EnglishIndividual ability. Critical Period Hypothesis According to Chomskys theory, if humans do not lear

27、n a foreign language before a certain age, then due to changes such as maturation of the brain and speech organs, it becomes impossible to learn the foreign language like a native speaker.The amount of exposure to EnglishIt is another factor that determines if the students can acquire native-like En

28、glish pronunciation. At the present time, most Chinese learners of English do not have enough exposure to English to acquire native-like pronunciation.6.3 Aspects of PronunciationStress1. Single Stress i.e. important , complain, medicine2. Main stress and secondary stress i.e. interpretation3. Doubl

29、e stress i.e. thir teen, Chi nese4. Varieties of English i.e. advertisement (Br. E) advertisement(Am. E)5. Stress shifts i.e. import (n.), import (v.) record (n.), record (v.)6. Stress for emphasis i.e. Im a teacher because I like people.7. Sentence stress: content words vs. structural wordsIntonati

30、on1. Falling intonation (statements, special questions, exclamation, commands)2. Rising intonation(general questions, requests, remarks of concern and apology, partings)3. Combined intonation(tag questions, compound sentences)Read the following sentences:You havent finished, / have you?Where there i

31、s a will, / there is a way.She can speak fairly well,/ but by no means perfect.6.4 Practising soundsPerception practiceUsing minimal pairsWhich order?Same or different?Odd man outCompletionProduction practiceListen and repeatFill in the blanksMake up sentencesUse meaningful contextUse picturesUse to

32、ngue twistersPerception practicePerception practice is aimed at developing the students ability to identify and distinguish between different sounds. Correct perception of sounds is vital for listening comprehension. Below are some examples of perception practice of English sounds.Using minimal pair

33、s. Minimal pairs are two words which have only one different sound. The teacher reads either word of each pair and asks the students to tell which word is read. Here are some examples of minimal pairs:will well till tell fill fell lid led ship sheep bid bed2. Which order?The teacher reads each group

34、 of words in different order and the students mark the words with 1, 2, 3 .The teacher can read the words several times in different order.3. Same or differentThe teacher reads pairs of words and asks the students to tell if the pairs of words are the same or different.The words should not be writte

35、n out.Here is an example(D for “different” and S for “same”): met meet (D) well well (S) well will (D)4. Odd one outThe teacher reads a group of words a time and the students identify the different word or sound.The words are not written out.Below are some examples: bit bit bit pit (No.4 is differen

36、t.) lid led lid lid (No. 2 is different.) bag bag back bag (No. 3 is different.)5. CompletionThe teacher reads a series of words which have only one different sound. The students complete the words they hear.Here is an example: _ate _ate _ate _ate _ate _ate _ate _ateFor the words: gate late mate fat

37、e date hate rate and KateProduction practiceProduction practice is aimed at developing students ability to produce sounds. Producing distinct and understandable sounds is very important for effective communication.Here are some types of production practice activities: Listen and repeat Fill in the b

38、lanks Make up sentences Use meaningful context Use pictures Use tongue twistersListen and repeatThe students repeat what the teacher says, the content with taps or the English songs.This activity can practice individual sounds, words, and sentences.Fill in the blanksThe students fill in the blanks i

39、n sentences with words which contain certain sound.Here is an example: a. Children love to _play_ games. b. Black and white make _grey_ c. After April comes _May_ d. Hurry up. Dont be _late_for school. e. We study in the same class. We are _classmates_.Make up sentencesThe students are given a group

40、 of words containing the same sound or similar sounds.They should make up sentences as many from the given words as possible.The sentences do not have to be realistically meaningful and logical.Humourous sentences are preferred.Use meaningful contextThe sounds to focus on are embedded in a meaningfu

41、l context and students perform meaning tasks.Students can role play the dialogue: A: Whats wrong with you, Ann? B: I hate this horrible job. A: What job? B: Washing socks. A: What do you want to do? B: I want a holiday.Use picturesThe students produce meaningful language based on pictures.Use tongue

42、 twistersTongue twisters are fun and motivating, and the relaxing atmosphere halps students overcome inhibition.Give students a few minutes to practice by themselves, then ask them to perform in front of the whole class.Examples of tongue twistersShe sells sea shells on the seashore.Five wives drank

43、 five bottles of fine wine.Peter Piper picked a peck of pickled peppers. If Peter Piper picked a peck of pickled peppers, where is the peck of pickled peppers that Peter Piper picked?6.5 Practising stress and intonationPractising stressWord-level stress: stress the proper syllable in multi- syllabic

44、 wordsPhrase-level stress The most important thing in practicing stress is making the students be aware of where to stress the word or phrase. Below are three ways to show the stress pattern of words, phrases and sentences.Use gestures. The teacher can indicate the stress by clapping hands or using

45、arm movements as if conducting music.Use the voice. The teacher can raise the voice to indicate stress. This can be done with some exaggeration sometimes.Use the blackboard. The teacher can highlight the stress by underlining them or writing them with colored chalks or in different size.Practicing i

46、ntonationIntonation can greatly affect the invention of the speakers message. Intonation is used by native speakers to express meanings in many subtle ways such as surprise, complaint, sarcasm, friendliness, threats, etc. This is perhaps one of the last areas of language that foreign language learne

47、rs can master and is very difficult to teach.Ways to indicate change of intonation:Use rising or falling arrows, such as and . Mark change of intonation is to draw lines as shown below.Unit7 Teaching GrammarIn this unit, we are going to discuss how to teach grammar. Although grammar is usually integ

48、rated with the teaching of other language components, we still consider it necessary to introduce ways to “focus on form”. We will mainly talk about the following:1. The role of grammar in ELT2. Methods for grammar presentation3. Methods for grammar practice7.1 The role of grammar in ELTDiscussion:

49、Why do we learn grammar? (The importance of grammar)B. Cant we learn English without learning its grammar, as we do with mother tongue?Before trying to find out how something can be done it isnecessary to decide whether it should be done, the value ofgrammar in foreign language teaching has been a f

50、ocusof debate for decades and no conclusion is in sight. Task 1: Read the following assumption about grammar in English learning and decide if you agree with them or not. When you have finished, compare results with your partner. Try to give your reasons for your decision.XChildren do not learn gram

51、mar rules when they acquire their 1st language, so they dont need them either when learning a foreign language. XStudents need to be given detailed grammar rules if they want to learn a foreign language successfully. XIf students get enough chance to practice using a foreign language, they dont need

52、 to learn grammar. VMaking students aware of grammatical information is one of the objectives, allowing students opportunities for using the language is just as important.VGrammar should be taught to help students to analyze difficult structures in texts. VTeaching and learning grammar should focus

53、on practice rather then the study of grammar itself. VGrammar should be taught and practiced in context. VKnowing grammar isnt enough for real communication.VAn inadequate knowledge of grammar would severely constrain the capacity for communication. XGrammar will always be “the boring bit” of langua

54、ge learning.7.2 Grammar presentation methodsAs we know grammar is so complicated that we need various methods to teach it. Among the methods for teaching grammar, the deductive method and the inductive method have been discussed and used most frequently. .Deductive method (演绎法)Present the rules Expl

55、ain Example Apply the rules ConclusionExamplea. 强调句句型结构It + is(was) +被强调部分 + that (who) + 句子其他成分b. Take a sentence as an example to explain the structure c. For instanceIt was your sister that (whom) Tom met in the zoo yesterday.It was in the zoo that Tom met your sister yesterday.Read the two sente

56、nces and try to find the differences between them.d. Apply in the practice_that the trade between the two countries reached its highest point.A: During the 1960s B: That it was in the 1960sC: It was in the 1960s D: It was the 1960se. EvaluateDeductive methodThe deductive method relies or reasoning,

57、analyzing and comparing.How to teach: First, the teacher writes an example on the board or draws attention to an example in the textbook.Then teacher explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the students native la

58、nguage and using grammatical terms.Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures.Finally the students practice applying the rule to produce sentences with given prompts.The deductive meth

59、od is often criticized: a. it teaches grammar in an isolated way; b. little attention is paid to meaning; c. the practice is often mechanical.The method is not without merits. a. it could be very successful with selected and motivated students. b. it could save time when students are confronted with

60、 a grammar rule which is complex but which has to be learned. c. it may help to increase students confidence in those examinations which are written with accuracy as the main criterion of success. B. Inductive method（归纳法） 1.Present the rule in the contest.2.Give more examples.3. Ask students to focu

61、s on the use of the structure.4. Apply the structure to produce sentences.5. Get the students to work out the rule.6. Elicit the rule from the students.Inductive method In the inductive method, the teacher induces the learners to realize grammar rules without any form of explicit explanation. It is

62、believed that the rules will become evident if the students are given enough appropriate examples.How to teach:For example, in order to present the two forms this is” and “these are”, the teacher will first hold up a book, saying “This is a book.” He will do the same showing other objects.Then the teacher holds up several books and says “These are books.” After several similar examples, it is hoped students will understand “These are” is used with plural forms of nouns.Th