最新HowtoteachenglishbyJeremyHarmer归纳总结1文档格式.docx
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最新HowtoteachenglishbyJeremyHarmer归纳总结1文档格式.docx
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Checkiftheyunderstand
Howtotalkinclass:
Balancesttandttt(comprehensibleinput).MaximSTT
Whatarethebestkindsoflesson?
Balancebetweenpredictablesafetyandunexpectedvariety
Howimportantisittofollowaprearrangedplan:
Concentratedontheteacher’sabilitytorespondflexiblytowhathappensinclass,evenwhileattemptingtofollowapre-arrangedplan.
Howtobeagoodlearner
Thehourstheyspendpracticingandalwaysdohomework/age/level
Howimportantthestudents’motivation
Integrativemotivation>
instrumentalmotivation
Whoisresponsibleforlearning?
Goodlearnerstakesomeresponsibilitylearningthemselves/encourageself-studying
Charactersthatgoodclassroomlearnersshare:
thedesirabilitytousingproperlearningskillsAwillingnesstolisten/toexperiment/toaskquestions/tothinkabouthowtolearn/acceptcorrection
Adultlearner:
alsocanbedisruptivelikeadolescents/nervousaboutlearning/moreworldknowledge/greatertolerancefor“seriouslearning”.
BalanceseriousstudyofEnglishwiththemoreentertainingactivities.
Differentlevels:
Beginners(falsebeginners)(elementary)(lowerintermediate)intermediate(upperintermediate)advanced
Roughtune–differentlanguagelevel/differentquestions
Differentactivities:
pronunciationpractice/simpleintroductiondialogue/abstractdiscussion
3.howtomanageteachingandlearning:
Teachers’physicalpresenceinclass:
Proximity:
howclose
Appropriacy:
crouchingdown/samelevel
movement:
movearoundtheclasstosomeextent.
Makecontactwithstudents(espeyecontact)
Howtousetheirvoice:
Audibilityclearlyheardwithoutshoutinginadisagreeableway
Varietystresstheneedforvariety
Conservationtakegoodcareoftheirvoice
Howtomarkthestageoflesson:
Markstagesandchangesclearlysothatstudentsknowwhat’sgoingon.Goodteachersknowhowtostarttheclassandalsoknowhowtocloseitsothattherewasafeelingofcompleteness.Sittingarrangement:
Orderlyrowskeepintouchwithwhat’sgoingonandinvolveallthestudents
Circlesandhorseshoesteacherdominated
Separatetablestongshang
Studentgrouping:
Wholeclass
Groupworkandpairwork
Solowork
Teacheralsoshouldevaluatethemselves
Tryoutnewtechniques/evaluatethemselves/findoutwhetherstudentsfoundthemusefulorenjoyable/shouldfindvarietyofmeanstokeeptrackoftheirstudents’progress
4.howtodescribelearningandteaching
Whatdoweknowaboutlanguagelearning
Unconsciouslearninginnaturalcircumstance
Contactwithlanguageforthepurposeofcommunication
Elementsnecessarytolearnlanguageinthe‘real’world
Exposuremotivationuse
Elementforlanguagelearninginclassroom:
Engage:
toarousethestudents’interest,thusinvolvingtheiremotions
Study:
tofocusonlanguageorinformationandhowitisconstructed
Activate:
totryoutreallanguageusetorehearsefortherealworld
Esasequence
Teacher’sresponsibilitytovarythesequencesandcontentofourlessons
Straightarrowsequenceesa
Boomerangsequenceeasa
“Patchwork”sequenceeaasaseaetc.
Teachingmodels:
Grammartranslation
Audio-lingualism
PPP
TBL
CLT
6.howtoteachlanguage
Whatdoeslanguagestudyconsistof:
Beexposedtoit
Understanditsmeaning
Understanditsform
Practiceit
Whydostudentsmakemistakes
Partofthenaturalprocessoflearning
Learningisagradualdevelopmentinvolvingdifferentstages
Appearstoregressbutactuallytheyareadvancing.Accuracysometimesdoesn’tmeanfullmastery.
Howshouldteachercorrectstudents
Pointout
Askclassmatestohelpout
Notletthestudentfellhumiliated
Studentssometimesenjoyhelpingeachother
7.Howtoteachreading
Strategicreading
Fluentreading
Readingteachmodels:
Bottomupmodels
Top-downmodels
Intensivereadingapproach(baohanqianliangzhesometimes)
Interactivemodels
Whyteachreading:
Forcareers,forstudypurposesorforpleasure
ForexposedtoEnglish
ToprovidegoodmodelsforEnglishwriting
Toprovideopportunitiestostudylanguage
Whatkindofreadingshouldstudentsdo?
Balancestudents’capabilitiesandtheirinterests
Topicsandreadingtextalsoworthconsidering
Dependonwhothestudentsare
Whatreadingskillsshouldstudentsacquire
Scanforparticularinformation
Skimforthegeneralidea
Toreadfordetailedcomprehension
Principlesbehindtheteachingofreading
Readingisnotapassiveskill
Studentsneedtobeengagedwithwhattheyarereading
Studentsshouldbeencouragedtorespondtothecontentofthetext,notjustthelanguagePredictionisamajorfactinreading
Matchthetasktothetopic
Exploitreadingtextstothefull
8.Howtoteachingwriting?
Whyteachwriting?
Reinforcement
Languagedevelopment
Learningstyle
Writingasaskill
Whatkindofwritingshouldstudentsdo?
Abilitiesandlevels
Everydaystyles
Interests
Howtocorrect?
Avoidover-correction
Usewrittensymbols
Handwriting:
encouragestudentstowriteclearlyandlegibly
Linedpaper
9.howtoteachingspeaking
Whatkindofspeakingshouldstudentsdo?
Activateexercise:
studentsusethelanguageattheircommandtoperformsomekindlforaltask.Why?
Rehearsal
Feedback
Engagement
Howtocorrect:
Indiscussionandrole-plays,constantinterruptionformtheteacherwilldestroythepurposeofspeakingactivity.
Notedownmistakes,andcorrectafterwards.
Nottosinglestudentsputforparticularcriticism.
Whatshouldteachersdoduringaspeakingactivity?
Sometimescanjoininstudents’speakingactivities,butshouldnotdominateit.
Promptingisoftennecessarybutteachersshoulddoitsympatheticallyandsensitively.
10.howtoteachinglistening
Whyteachlistening
Toheardifferentvarietiesandaccents
Tohelpstudentstoacquirelanguagesubconsciously
Listeningisaskillandcanhelplistenerscommunicatemoreeffectively.
Whatkindoflisteningshouldstudentsdo?
Authenticlisteningmaterialandrealistictape
Thosecanhelpgainconfidenceatthebeginning.
Notverylong
Thelevelandthekindoftaskthatgowithatape
What’sspecialaboutlistening?
Tapesgoatthesamespeedforeveryday
StudentsareencouragedtolistenforgeneralunderstandingfirstratherdetailsimmediatelySpokenlanguagehasanumberofuniquefeatures
Principlesbehindtheteachingoflistening?
Thetaperecorderisjustasimportantasthetape
Preparationisvital
Oncewillnotbeenough
Studentsshouldbeencouragedtoresponsetothecontentofthetext,notjusttothelanguage.Differentlisteningstagesdemanddifferentlisteningtask
Goodteacherexploitlisteningtexttothefull
Teachinglisteningstrategies
Prediction
Inferring
Monitoring
Clarifying
Responding
Evaluating
Wheredoesvideofitin?
Choosevideomaterialaccordingtothelevelandinterestsofourstudents
Videoisricherthanaudiotape,sothatbackgroundinformationcanbefilledinvisually.Studentscanpaylessattentiontowhattheyarelistening
StudentsmaytreatituncriticallyratherastheytreatwatchingTV–danger
Playingthetapewithoutsound
Playingthetapebutcoveringthepicture
Freezingthepicture
Dividetheclassinhalf
11.howtousetextbooks
Differentoptionsfortextbookuse
Omission/replacement/addition/adaptation
Shouldbeusedcreatively
SARSselectadaptrejectsupplement
Additionislooklike:
personalengagement/wordstudy/wordgames
Whyusetextbookatall?
Forteachers:
nomatterhowwellitplanned,theycanbeinappropriateforteachersandstudents.Teachershouldassesstheircontentscarefullyandusethetextbookjudiciouslyfortheirownends,ratherthanhavethetextbookuseandcontrolthem.
Otheradvantages
Forstudents:
feelmorepositiveabouttextbookthansometeachers.Thetextbookisreassuring.Maybenefitmorefromtheteacher’screativeuseofthetextbook
Howtochooseatextbook?
Analysis
Piloting
Consultation
Gatheropinions
Price/availability/layoutand
guidedesign/methodology/skills/syllabus/topic/stereotyping/teachers’
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