英语专业howtoteachenglish重点笔记文档格式.docx
- 文档编号:22924966
- 上传时间:2023-02-06
- 格式:DOCX
- 页数:10
- 大小:19.71KB
英语专业howtoteachenglish重点笔记文档格式.docx
《英语专业howtoteachenglish重点笔记文档格式.docx》由会员分享,可在线阅读,更多相关《英语专业howtoteachenglish重点笔记文档格式.docx(10页珍藏版)》请在冰豆网上搜索。
OHTs—overheadtransparencies
LCRA—ListeningComprehensionPracticePage
TTT—TeacherTalkTime
STT—StudentTalkTime
(一)
(二)
(三)
(四)Informationgap
(speakingactivity)wheretwospeakershavedifferentpartsofinformationmakingupawhole.Becausetheyhavedifferentinformation,thereisa‘gap’betweenthem.—onepopularinformation-gapactivityiscalled‘DescribeandDraw’.P88
(五)Information
(一)PrinciplesofTeachingListening
1)
1Thetaperecorderisjustasimportantasthetap
2)
Preparationisvital
3)
Oncewillnotbeenough
4)
Studentsshouldbeencouragedtorespondtothecontextofalistening,notjusttothelanguage.
5)
Differentlisteningstagesdemanddifferentlisteningtasks.
4.Varythematerialsintermsofspeakers'
gender,age,dialect,accent,topic,speed,noicelevel,genre,
5.Alwaysaskstudentstolistenwithapurposeandallowthemtoshowtheircomprehensioninatask.
6.Languagematerialintendedtobeusedfortraininglisteningcomprehensionshouldneverbepresentedvisuallyfirst.
(二)PrinciplesofTeachingSpeaking
Beawareofthedifferencesbetweensecondlanguageandforeignlanguagelearningcontexts.
Givestudentspracticewithbothfluencyandaccuracy
Planspeakingtasksthatinvolvenegotiationformeaning.
Designclassroomactivitiesthatinvolveguidanceandpracticeinbothtransactionalandinteractionalspeaking.
(三)PrinciplesofTeachingreading
Readingisnotapassiveskill.
Studentsneedtobeengagedwithwhattheyarereading.
Studentsshouldbeencouragedtorespondtothecontentofareadingtext,notjusttothelanguage.
Predictionisamajorfactorinreading.
Matchthetasktothetopic.
6)
Goodteachersexploitreadingtextstothefull.
7)
Exploitthereader’sbackgroundknowledge.
(四)PrinciplesofTeachingWriting
Understandyourstudents’reasonsforwriting.
Provideopportunitiesforstudentstowrite–practicewriting.
Makefeedbackandcorrectionhelpfulandmeaningful:
over-correction
Clarifyforyourself,andforyourstudents,howtheirwritingwillbeevaluated.
(五)
Threespecialfeaturesaboutteachinglistening
Tapesgoatthesamespeedforeverybody.
Studentshavetobeencouragedtolistenforgeneralunderstandingfirstratherthantryingtopickoutdetailsimmediately.
Spokenlanguagehasanumberofuniquefeatures.
(六)
Fouraspectsthatshouldbeincludedinateachingplan.
Who–detailedinformationaboutthestudents.
What–whatdotheteacherandstudentswanttodo
How–howshouldtheteacherandstudentsdoit
Topredictwhatmightgowrongandhowitcanbedealtwith.
(七)FourTeachingmethodsandapproachesthathaveinfluencedthecurrentteachingpractice.
Grammar-translationmethod
Audiolingualism
Cognitiveapproach
Humanisticapproach
Communicativelanguageteaching
Task-basedteachingandlearning
(八)Fourdifferencesbetweenteachingadultsandteachingchildren
Motivation---Adultsarelikelytobeseekingeducationalsolutionstohelpthemgettowheretheywanttobeinlifewhichtheywillhavespecificallyoutlinedintheirmindspriortojoiningyourclass
Direction---Asaninstructoryoucanrelyonadultstobemoreself-directedthanchildrenwhowilldependonyouforfocusandsupport.
Trust---Adultsaremorelikelytobeskepticalaboutnewinformationandwillprefertotestouttheinformationbeforetheybelieveandacceptit.
Experience---Somethingtorememberisthatadultshavealottheycanbringtothetableandtheywillexpecttobeabletosharetheirlifeexperiencesandknowledgeinthelearningenvironment.
Feedback---Finally,adultswillbemoresensitivetoerrorsandwilltakeconstructivecriticismmorepersonally.
(九)Threereadingskillsthatstudentsneedtoacquireandexplaineachofthem.
Toscanthetextforparticularbitsofinformationtheyaresearchingfor.—thismeanstheydonothavetoreadeverywordandline;
Toskimatexttogetageneralidea.
Toreadfordetailedcomprehension.
Or
Scanning:
foraspecificfocus
Thetechniqueyouusewhenyou'
relookingupanameinthephonebook:
youmoveyoureyequicklyoverthepagetofindparticularwordsorphrasesthatarerelevanttothetaskyou'
redoing.
Skimming:
forgettingthegistofsomething
regoingthroughanewspaperormagazine:
youreadquicklytogetthemainpoints,andskipoverthedetail.It'
susefultoskim:
Useskimmingwhenyou'
retryingtodecideifabookinthelibraryorbookshopisrightforyou.
Detailedreading:
forextractinginformationaccurately
Whereyoureadeveryword,andworktolearnfromthetext.
Inthiscarefulreading,youmayfindithelpfultoskimfirst,togetageneralidea,butthengobacktoreadindetail.Useadictionarytomakesureyouunderstandallthewordsused.
(十)………………
(十一)
Fourseatingarrangementsintheclass
Orderlyrows
T
Theteacherandthestudentscanseeeachotherclearly.Disciplineandpersonal
contactiseasy.
Theteacherisworkingwiththewholeclassandeverystudentshouldbeinvolved.
Onetrickthatmanyteachersuseistokeeptheirstudentsguessing.
Circles
and
horseshoes
TheRoundTableLegend
Afargreaterfeelingofequality
Loweringthebarriers:
greateropportunitytogetclosetothestudents.
Allthestudentscanseeeachotherandvariouscontactsareeasier.
Separatetables
Itismucheasierfortheteachertoworkatonetablewhiletheothersgetonwiththeirownwork.
Studentsmaynotalwayswanttobewiththesamecolleagues.
Itmakes“whole-class”teachingmoredifficult,sincethestudentsaremoreseparated.
(十二)
FourpiecesofequipmentthatyoucanmakeuseofinanEnglishclass.
Theboard/thecomputer/thedictionary/theoverheadprojector/picturesandcards/thetaperecorder/theradioplaybackmachine/thevideocamera/
(十三)
Twopopularinformation-gapactivities
DescribeandDraw
q
Onestudenthasapicture.
Thepartnerhastodrawthepicturewithoutlookingattheoriginal.
Theonewiththepicturewillgiveinstructionsanddescriptions,andthe“artist”willaskquestionsanddraw.
Itishighlymotivating,thereisarealpurposeforthecommunication(theinformationgap,completionofthetask),andalmostanylanguagecanbeused.Remembertoexchangethestudents’rolesiftheactivityisusedmorethanonce.
Story-tellingactivity
v
Memorize
Regroup
Tellpicturesandformanewstory
Thefinalstoriesmaybedifferent.Thegroupstellthewholeclasswhattheirversionis,andtheteachercanfinallyre-showthepictures.
a)
putthestudentsintofourgroups,callingthemA,B,C,D,andgiveoneofthefollowingpictures.Thegroupshavetomemorizeeverythingtheycanaboutthepictures—who’sinthem,what’shappeningect.
b)
Theteachernowcollectsbackthepicturesandasksonestudentfromeachgroup(A,B,CandD)toformanewfour-persongroup.Theteachertellsthemtheyhaveseenadifferentpictureandasksthemtotalkwitheachotherandtellastory.—thetaskisforstudentstoworkoutwhatthestoryis.Theonlywaytheycandothisisbydescribingtheirpicturestoeachother.
c)
Thefinalversionmaybedifferent.Thegroupstellthewholeclasswhattheirversionis.Theteachercanfinallyreshowthepicture.
Jigsawactivity
(十四)
Threetypesofwritingrubrics
Non-weightedrubric:
Thistypeofrubricprovidesdescriptionsofwritingqualitybylevelacrossotherwritingcriteria.Abriefexampleofthistypeofrubricwouldlooklikethefollowing:
Weightedrubric:
Aweightedrubricissimilartotheunweightedone,butitbreaksthewritingskillsintocategoriesandsub-categories.Aspecificpointvalueisassignedtoeach.Convertingtheorganizationelementofthenon-weightedrubriconpage94intoanelementinaweightedrubricmight
Holisticrubric:
Aholisticrubricdescribesingeneraltermsthequalitiesofexcellent,good,fair,andunsatisfactoryassignments.Thesedescriptionscanbetiedtogradesorstandontheirown.Theinstructorthenchoosesthedescriptionthatfitstheassignment.Anexampleofonepartofaholisticrubricmightlooklikethis:
(十五)
FouralternativesthatNevilleGrantsuggestswhentheteacherfindsthetextbookisinappropriate.
Omission–firstly,heorshemightsimplydecidetoomitthelesson.
Replacement–thesecondoptionistoreplacethetextbooklessonwithoneoftheteacher’sown.
Addition–thirdistoaddactivitiesorexercisestowhatisinthebook.
Adaptation—finalisfortheteachertoadaptwhatisinthebook.
(十六)
Fourcharacteristicsofgoodlearners.
Awillingnesstolisten-listentowhat’sgoingon.
..toexperiment:
many
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 英语专业 howtoteachenglish 重点 笔记