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

2、on moral education;Teachers character and personality;Care more about their studentslearning 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 suitable

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

4、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 learneracquiresa second language.Inotherwords,thishypothesisisKrashensexplanationofhow se

5、cond language acquisitiontakesplace.So,theInputhypothesisisonlyconcernedwith acquisition, not learning.According to this hypothesis, the learner improves and progresses along the naturalorder when he/she receives second language input that is one step beyond his/hercurrentstage of linguisticcompeten

6、ce.Forexample,ifa learneris ata stagei,thenacquisition 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 one day if you are normally noisy and energite

7、c;-可编辑修改 -。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 toachieveon the one hand and respondingto what stu

8、dentsare sayingor doing on the other.Be flexible if your plan is interrupted by students.How important is the studentsmotivation?What is motivation?Motivation refers to elements that push students to do learning activities. According to the source of motivation, it can be divided into intrinsic moti

9、vation and extrinsic motivation.GardenerandLamberclassifiedmotivationofforeignlanguageacquisitionintoinstrumental motivation(工具型动机) and integrative motivation(融入型动机) from theperspective of social linguistics.Learnerswithinstrumentalmotivationaim to reach theirgoaland treatthe language justas one kin

10、d of tool, such as finding a good job and so on.Learnerswithintegrativemotivationdesireto mix with the cultureof the second/ foreignlanguage and always show deep interest in the culture and people influenced by thislanguage.How important is the studentsmotivation?Conclusions of Gardner and Lambers t

11、heory:Highly motivated students do better than ones without any motivation at all.Integrative motivation was more powerful than Instrumental motivation.How important is the studentsmotivation?How to provoke studentsinterest and involvement in the class?Choice of topic, activity and linguistic conten

12、t 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 FourLesson Planning-可编辑修改 -。4.4.1 Teaching aimsThe first thing to do in lesson plan

13、ning is to decide the aims of a lesson, whichincludewhat language components to present,what communicativeskillsto practise,whatactivities to conduct and what materials and teaching aids to be used.Questions:What do you think are the aims of this part of the lesson?Three different teachers are about

14、 to teach the lesson. Below are their introductionsto 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 practiceusing a substitution table.Teacher B: Today we are going to practise present simple questi

15、ons with“when”andother time expressions.TeacherC: Today we are going to practiseasking and answeringquestionsusing the presentsimple tense, so that we will learn how to talk about everyday activities.Unit 6 Teaching Pronunciation1. The role of pronunciation in language learning.2. The goal of teachi

16、ng 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 particularsound may not existin the mother tongue,so thatthe learnersare not used-可编辑修改 -。to forming it and

17、therefore tends to substitute the nearest equivalent he or she knows.A sounddoes existin themother tongue,butnotas a separatephoneme-thelearnerdoesnot perceive it as a distinct sound that makes a difference to meaning.(sheep/ship)The learners have the actual sounds right, but have not learnt the str

18、ess patterns ofthe word orgroupof words, orthey are usingan intonationfrom theirmothertonguewhichis inappropriate to the target language.What should be taught to the beginners, pronunciation or phonetic?Pronunciation is more important than phonetic. Stress and intonation are as importantas the sound

19、s themselves and should be taught from the very beginning.Whether pronunciationneeds specialattentionor focusin language teachingdependson many factors especially learner factors.Learners whose native language has similar sounds to English are less likely to haveproblems with pronunciation.Learners

20、who have more exposure to English need less focus on pronunciation.Adult learnersneed more focuson pronunciationbecause they are more likelyto substituteEnglish sounds with sounds from their native language.Beginning Chinese learners of English should focus on pronunciation and their abilityto ident

21、ifyand produce Englishsounds themselves,because phonetictranscriptsaremoreabstract and less meaningful.When should we teach phonetic?Phoneticrulesregardingwhatsounds a letteror a clusteroflettersshouldbe pronouncedare helpful for students to develop the ability to cope with English pronunciation and

22、they should be introduced at a suitable stage. Beginners of English, specially younglearners, should be avoided to teach phonetic.Stressand intonationareas importantas thesounds themselvesand shouldbe taughtfrom the very beginning.In the example below, different intonations for“Sorry ”indicate diffe

23、rent meanings. Aneutral tone would indicate a normal apology. However, a sharp falling tone or a risingtone would mean the opposite.A: Would you please turn down the radio a little bit?B: Sorry.(No, I dontwant to.)OrB: Sorry? (What did you say?)6.2 The goal of teaching pronunciation1. What s conside

24、red as a good pronunciation? A good pronunciation means:1) topronouncecorrectlyallthespeech soundsofthelanguageandall thecombinations in their proper order not only isolated words, but also in sentences;2)to pronounce sentences fluentlyatthespeedrequiredby thesituationwithcorrectstresses, linking of

25、 sounds, rhythm, pauses and intonation.As a matter of fact,most Chinese learnersof Englishdo nothave enough exposure toEnglishto acquire native-like pronunciation.2. Whymost learnersof Englishas a foreignlanguagecannot acquire native-likeEnglish-可编辑修改 -。pronunciation?Critical period hypothesisThe am

26、ount of exposure to EnglishIndividual ability.Critical Period HypothesisAccording to Chomskys theory,if humansdo notlearn aforeign language beforea 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 sp

27、eaker. The amount of exposure to EnglishIt is another factor that determines if the students can acquire native-like Englishpronunciation. At the present time, mostChinese learners ofEnglish donot haveenoughexposure to English to acquire native-like pronunciation.6.3 Aspects of PronunciationStress1.

28、 Single Stress i.e. important , complain, medicine2. Main stress and secondary stress i.e. interpretation3. Double 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 fo

29、r emphasis i.e. Im a teacher because I like people.7. Sentence stress: content words vs. structural words Intonation1. Falling intonation(statements, special questions, exclamation, commands)2. Rising intonation(general questions, requests, remarks of concern andapology, partings)3. Combined intonat

30、ion(tag questions, compound sentences)Read the following sentences:You haven tfinished, / have you?Where there is 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 outCompletio

31、nProduction practiceListen and repeatFill in the blanksMake up sentencesUse meaningful context-可编辑修改 -。Use picturesUse tongue twistersPerception practicePerceptionpracticeisaimedatdevelopingthestudents abilitytoidentifyanddistinguish between different sounds. Correct perception of sounds is vital fo

32、r listening comprehension. Below are some examples of perception practice of English sounds. Using minimal pairs.Minimalpairsare two words which have onlyone differentsound.The teacherreadseither word of each pair and asksthe students to tellwhich word is read. Here are someexamples of minimal pairs

33、:willwelltilltellfillfelllidledship sheepbidbed2. Which order?The teacher reads each group 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 readspairsof words and asks the student

34、s to tell if the pairsof words arethe same or different.The words should not be written out.Here is an example(D for“different ”and S for“same”):met meet(D)wellwell(S)wellwill(D)4. Odd one outThe teacher reads a group of words a time and the students identify the different wordor sound.The words are

35、 not written out.Below are some examples:bitbitbitpit(No.4 is different.)lidledlidlid(No. 2 is different.)bag bagback bag(No. 3 is different.)5. CompletionThe teacher reads a series of words which have only one different sound. The studentscomplete the words they hear.Here is an example:_ate _ate _a

36、te _ate _ate _ate _ate _ateFor the words:gate late mate fate 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.-可编辑修改 -。Here are some type

37、s of production practice activities:Listen and repeatFill in the blanksMake up sentencesUse meaningful contextUse picturesUse 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

38、 sentences.Fill in the blanksThe students fill in the blanks in 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 _cl

39、assmates_. Make up sentencesThe students are given a group 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 meaningf

40、ul contextThe sounds to focus on are embedded in a meaningful 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 pr

41、oduce meaningful language based on pictures.Use tongue 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 twister

42、sShe sells sea shells on the seashore.Five wives drank 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?-可编辑修改 -。6.5 Practising stress and intonationPractising stressW

43、ord-level stress: stress the proper syllable in multi- syllabic wordsPhrase-level stressThe 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.Th

44、e teachercan indicatethe stressby clappinghands or using arm movementsas if conducting music.Use thevoice.The teachercan raisethevoicetoindicatestress.Thiscan be done withsome exaggeration sometimes.Use the blackboard. Theteacher can highlight the stressby underliningthem or writingthem with colored

45、 chalks or in different size.Practicing intonationIntonationcan greatlyaffectthe inventionof the speaker s message. Intonationis usedby 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 lan

46、guage that foreign language learners can master and is very difficult to teach. Ways to indicate change of intonation:Use rising or falling arrows, such asand.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. A

47、lthough grammar is usuallyintegratedwiththe teachingof otherlanguage components, we stillconsideritnecessaryto 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 gram

48、mar in ELTDiscussion:Why do we learn grammar? (The importance of grammar)B. Can twe 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

49、teaching has been a focusof debate for decades and no conclusion is in sight.Task 1:Readthe followingassumptionaboutgrammar inEnglishlearningand decideifyou agree withthem or not. Whenyou have finished,compare resultswith your partner.Try to give your reasons for your decision.-可编辑修改 -。XChildrendo n

50、ot learngrammar ruleswhen theyacquiretheir1st language,so they dontneed them either when learning a foreign language.X Students need to be given detailed grammar rules if they want to learn a foreign language successfully.X If students get enough chance to practice using a foreign language, they don

51、tneed to learn grammar.VMaking studentsaware of grammaticalinformationis one of the objectives,allowingstudentsopportunitiesforusingthelanguageisjustasimportant.VGrammar shouldbe taughtto helpstudentstoanalyzedifficultstructuresin texts.V Teaching and learning grammar should focus on practice rather

52、 then the study of grammar itself.V Grammar should be taught and practiced in context.VVXKnowing grammar isntenough for real communication.An inadequate knowledge of grammar would severely constrain the capacity for communication.Grammar will always be“the boring bit”of language learning.7.2 Grammar

53、 presentation methodsAs we know grammar issocomplicatedthatwe need variousmethods toteachit. Amongthe methods for teaching grammar,the deductive method and the inductive methodhavebeen discussed and used most frequently.Deductive method (演绎法 )Present the rulesExplain Example Apply the rulesConclusio

54、nExamplea.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 structurec. 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 sentences and try to find the differences betw

55、een them.d. Apply in the practice_that the trade between the two countries reached its highest point.A: During the 1960sB: That it was in the 1960sC: It was in the 1960sD: It was the 1960se. EvaluateDeductive method The deductive method relies or reasoning, analyzing and comparing.How to teach:-可编辑修改 -。First, the teacher writes an example on the board or draws attention to an example inthe textbook.Then teacherexplainsthe underlyingrulesregardingthe forms and positionsof certainstructural words. The explanations are often done in the students native langua