英语专业How to teach English 重点笔记Word文件下载.docx
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英语专业How to teach English 重点笔记Word文件下载.docx
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OHTs—overheadtransparencies
LCRA—ListeningprehensionPracticePage
TTT—TeacherTalkTime
STT—StudentTalkTime
(一)
(二)
(三)
(四)Informationgap
(speakingactivity)wheretwospeakershavedifferentpartsofinformationmakingupawhole、Becausetheyhavedifferentinformation,thereisa‘gap’betweenthem、—onepopularinformationgapactivityiscalled‘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、Alwaysaskstudentstolistenwithapurposeandallowthemtoshowtheirprehensioninatask、
6、Languagematerialintendedtobeusedfortraininglisteningprehensionshouldneverbepresentedvisuallyfirst、
(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:
overcorrection?
Clarifyforyourself,andforyourstudents,howtheirwritingwillbeevaluated、
(五)
Threespecialfeaturesaboutteachinglistening
Tapesgoatthesamespeedforeverybody、
Studentshavetobeencouragedtolistenforgeneralunderstandingfirstratherthantryingtopickoutdetailsimmediately、
Spokenlanguagehasanumberofuniquefeatures、
(六)
Fouraspectsthatshouldbeincludedinateachingplan、
Who–detailedinformationaboutthestudents、
What–whatdotheteacherandstudentswanttodo?
How–howshouldtheteacherandstudentsdoit?
Topredictwhatmightgowrongandhowitcanbedealtwith、
(七)FourTeachingmethodsandapproachesthathaveinfluencedthecurrentteachingpractice、
Grammartranslationmethod
Audiolingualism
Cognitiveapproach
Humanisticapproach
municativelanguageteaching
Taskbasedteachingandlearning
(八)Fourdifferencesbetweenteachingadultsandteachingchildren
MotivationAdultsarelikelytobeseekingeducationalsolutionstohelpthemgettowheretheywanttobeinlifewhichtheywillhavespecificallyoutlinedintheirmindspriortojoiningyourclass
DirectionAsaninstructoryoucanrelyonadultstobemoreselfdirectedthanchildrenwhowilldependonyouforfocusandsupport、
TrustAdultsaremorelikelytobeskepticalaboutnewinformationandwillprefertotestouttheinformationbeforetheybelieveandacceptit、
ExperienceSomethingtorememberisthatadultshavealottheycanbringtothetableandtheywillexpecttobeabletosharetheirlifeexperiencesandknowledgeinthelearningenvironment、
FeedbackFinally,adultswillbemoresensitivetoerrorsandwilltakeconstructivecriticismmorepersonally、
(九)Threereadingskillsthatstudentsneedtoacquireandexplaineachofthem、
Toscanthetextforparticularbitsofinformationtheyaresearchingfor、—thismeanstheydonothavetoreadeverywordandline;
Toskimatexttogetageneralidea、
Toreadfordetailedprehension、
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“wholeclass”teachingmoredifficult,sincethestudentsaremoreseparated、
(十二)
FourpiecesofequipmentthatyoucanmakeuseofinanEnglishclass、
Theboard/theputer/thedictionary/theoverheadprojector/picturesandcards/thetaperecorder/theradioplaybackmachine/thevideocamera/
(十三)
Twopopularinformationgapactivities
DescribeandDraw
q
Onestudenthasapicture、
Thepartnerhastodrawthepicturewithoutlookingattheoriginal、
Theonewiththepicturewillgiveinstructionsanddescriptions,andthe“artist”willaskquestionsanddraw、
Itishighlymotivating,thereisarealpurposeforthemunication(theinformationgap,pletionofthetask),andalmostanylanguagecanbeused、Remembertoexchangethestudents’rolesiftheactivityisusedmorethanonce、
Storytellingactivity
v
Memorize
Regroup
Tellpicturesandformanewstory
Thefinalstoriesmaybedifferent、Thegroupstellthewholeclasswhattheirversionis,andtheteachercanfinallyreshowthepictures、
a)
putthestudentsintofourgroups,callingthemA,B,C,D,andgiveoneofthefollowingpictures、Thegroupshavetomemorizeeverythingtheycanaboutthepictures—who’sinthem,what’shappeningect、
b)
Theteachernowcollectsbackthepicturesandasksonestudentfromeachgroup(A,B,CandD)toformanewfourpersongroup、Theteachertellsthemtheyhaveseenadifferentpictureandasksthemtotalkwitheachotherandtellastory、—thetaskisforstudentstoworkoutwhatthestoryis、Theonlywaytheycandothisisbydescribingtheirpicturestoeachother、
c)
Thefinalversionmaybedifferent、Thegroupstellthewholeclasswhattheirversionis、Theteachercanfinallyreshowthepicture、
Jigsawactivity
(十四)
Threetypesofwritingrubrics
Nonweightedrubric:
Thistypeofrubricprovidesdescriptionsofwritingqualitybylevelacrossotherwritingcriteria、Abriefexampleofthistypeofrubricwouldlooklikethefollowing:
Weightedrubric:
Aweightedrubricissimilartotheunweightedone,butitbreaksthewritingskillsintocategoriesandsubcategories、Aspecificpointvalueisassignedtoeach、Convertingtheorganizationelementofthenonweightedrubriconpage94intoanelementinaweightedrubricmight
Holisticrubric:
Aholisticrubricdescribesingeneraltermsthequalitiesofexcellent,good,fair,andunsatisfactoryassignments、Thesedescriptionscanbetiedtogradesorstandontheirown、Theinstructorthenchoosesthedescriptionthatfitstheassignment、Anexampleofonepartofaholisticrubricmightlooklikethis:
(十五)
FouralternativesthatNevilleGrantsuggestswhentheteacherfindsthetextbookisinappropriate、
Omission–firstly,heorshemightsimplydecidetoomitthelesson、
Replacement–thesecondoptionistoreplacethetextbooklessonwithoneoftheteacher’sown、
Addition–thirdistoaddactivitiesorexercisestowhatisinthebook、
Adaptation—finalisfortheteachertoadaptwhatisinthebook、
(十六)
Fourcharacteristicsofgoodlearners、
Awillingnesstolistenlistentowhat’sgoingon、
、、toexperiment:
manygoodlearnersarenotafraidto‘haveago’、pre
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