Step1. Giving model Step2. Imitating Step3. Checking (explaining) Step4. Giving examples Step5. Comparing Step6. Meaningful practice
Unit 7
1 There are different ways of presenting grammar in classroom: The deductive method, the inductive method, and the discovery method.
2 Pennington proposes a synthesis approach to grammatical pedagogy. She emphasized that grammar teaching should be “ collocational, constructive, contextual and contrast” ( 4 C )
3 Grammar practice is usually divided into two categories, mechanical practice and meaningful/communicative practice The deductive method:
Step: 1 presentation of the grammar rules 2 study of the examples 3 conclusion 4 drills
The guided discovery method:
Step: 1 presentation of contextualized scenarios illustrating a specific structure 2 induce students to find the rules structures 3 teach/learn the new rules structures 4 drills
The role of Grammar
1) Grammar competence is one component of communicative copentence 2) Grammar makes expression formal, accuracy
3) Instructive learns are found to outperform uninstructed learners
Unit 8
1. Item of vocabulary:words,compounds,phrases,idioms
A:passive/receptive words:words that can be recognized or compared in reading and listening but can not be used automatically in speaking and writing.
B:active/productive words:words that can be recognized and also be used in speech and writing by learners.
2. Aspects of learning a word: A:pronunciation(stress+sound)
B:form(spelling+grammatical properties)
C:meaning(denotative meaning +connotative meaning) D:usage(collocation,synonyms,antonyms,hyponyms) 3.Ways to show meaning:
A:using visuals(real object,pictures,drawings.etc.) B:giving examples
C:using the learner' on language 4.Implications for teaching vocabulary: A:both denotative and connotative meanings
B:in contexts
C:in groups of reflected words
D:word formation is useful in developing E:vocabulary
F:difference between passive and active ways 5.Some concepts:
A:denotative meaning of a word refers to that we use to label things as regards real objects.
B:connotative meaning of a word refers to the attitude or emotions of a language user.
C:collocation:refers to words that concur with high frequency and have been accepted as ways for the use of words . 6.Way of presenting vocabulary
1)provide a visual or physical demonstration whenever possible 2)provide a verbal context to demonstrate meaning 3)use synonyms or antonyms to explain meaning
4)use lexical sets or by ponyms to show relation of words and meanings. 5)translate and examplify 6)use word formation.etc.
Unit 9
1. Why do listening come first?
A. students→ impossible to produce a sound doesn?t exist in their mother tongue.
B. students→ impossible to produce a sound with the right stress, rhythm, intonation without providing them a model. 2. The essence of listening
It is perfectly possible to hear, but here “hear” is not listening, similarly it is possible to listen, but not understand, listening means comprehend what you hear. 3. Why does listening seem so difficult? The difficulties:
A, quickly forget what is heard
B, don?t recognize the words you know
C, understand the words but not the intended message D, while thinking about the meaning, neglect the next part E, can?t form the mental representation
Unit10
Speaking is the skill that the students will be judge upon most in real-life situation Speaking is to express oneself㈠the feeling of oneself ㈡ the experience of oneself
Type of speaking tasks conclude (pre-communicative activities) and (Communicative activities) Designing speaking tasks conclude maximum foreign talk, even participation. high motivation . right language level
The feature of speaking is spontaneous and time-constraint
Unit 11
1. To summarize, reading aloud and silent reading are two types of reading practice.
2. Reading aloud helps students to practice or acquire good pronunciation, intonation, and build
up confidence in speaking. Silent reading helps students to comprehend the meaning to get information.
3. Three kinds of reading materials: fast/rapid reading, intensive reading and extensive
reading.
4. There are two broad levels in the act of reading: 1. a recognition task of perceiving visual
signals from the printed page through the eyes; 2. a cognitive task of interpreting the visual
information.
5. Three models for teaching reading: bottom-up model, top-down model and interactive
model.
6. Five principles for teaching reading: 1. Accessible reading materials. 2. Clear prepared tasks.
3. Developing students reading strategies. 4. Enough guidance. 5. Promoting the students reading ability.
7. Predicting is an important reading skill.
8. Predictions can be done many different ways: predicting based on the title, predicting based
on vocabulary and predicting on the T/F questions.
9. Pre-reading activities: predicting, setting the scene, skimming, and scanning.
10. While-reading stage: sophisticated input, transition device, output, under reference and
making reference.
11. Post-reading activities: Gap-filling, discussion, role play, retelling and writing. 12.Reading means the construction of meaning from a printed or written message.
论述题
1. How to Be a Good English Teacher?
To be a good English teacher does not only depend on his or her command of the language but on other elements. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles. These three aspects constitute the professional competence of a good English teacher.
However, the most important and most difficult part of being a good English teacher is not the professional competence but the development of it. The development of professional competence for a good English teacher involves two stages and a goal.
The first stage is language development. All English teachers are supposed to have a sound of English .As language is the subject matter for a language teacher and also because language always changing, language development can never come to an end.
The second stage involves three sub-stages: learning, practice, and reflection. The learning stage is actually the purposeful preparation which includes: learning from others? experience, learning the received knowledge and learning from one?s own experience as a learner. The learning stage is followed by practice that can be used in two senses. In one sense, it is a short period of time assigned to do teaching practice. The other sense of practice is the real classroom teaching. Teachers benefit from practice if they keep on reflection on what then have been doing.
Ideally, a teacher should be able to attain his or her goal, that is the professional competence after some period of practice and reflection. Actually professional competence is ?a moving target or horizon, which professionals travel all their professional life but which is nevel finally attained.?
2. How can one become a good language teacher?
The most important and most difficult part of the making of a good language teacher is the development of professional competence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability. Wallace uses the following ?reflective model? to demonstrate the development of professional competence. The model is an adapted version to illustrate the process of becoming a professionally competent teacher.
Language development Others ? experience Received knowledge Own experience Practice Reflection Professional competence
Stage 1 Stage2 Goal
From the above model, we can see the development of professional competence for language teacher three stages. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.
The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice and reflection. Learning stage which is the preparation before a language teacher starts the practice of teaching. This preparation can include: 1. learning from other?s experience 2. learning the received knowledge
3. learning from one?s own experience as a learner.
Teachers benefit from practice if they keep on reflecting on what they have been doing. However, professional competence as an ultimate goal does not seem to have an end. 3. Communicative Language Teaching(交际英语教学法） Definition:
It is an approach that considers the functional and social factors in language, emphasizes the aim of language teaching is to help the learners acquire communicative ability. It offers an effective way to learn language through language use. Basis:
The theory of sociology and sociolinguistics. Principles:
1. Communication principle; 2. Task principle;
3. Meaningfulness principle. Features:
1. Focus on developing communicative competence; 2. Concentrate on useful and necessary language;
3. Pay attention to the communicative tasks to achieve; 4. Place importance on the students being fluent; 5. Encourage students to take part in the activities; 6. Understand the students are of different standards;
7. Aware that there is not just one kind of English (Variety).
4. Task-based Language Teaching (TBLT)
TBLT is, in fact, a further development of Communication Language Teaching (CLT).It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance of combining form-focused teaching with communication- focused teaching.(definition)
It stresses holistic and realistic input and output and the focus is on the students' learning, rather than on a set of discrete language knowledge, and tasks can contribute to whole-person development-not just linguistic development. The attention to students' needs, interests and abilities means that we should vary our teaching styles to take account of the different ways in which students learn. (feature) Merits and demerits(4 points) Basis(依据) Principles(4 ) Goals(暂无)
5. How to teach a good spoken English lesson?
Teaching spoken English has long been attached with great importance. Certainly, how to give a good spoke English lesson is of significance.
First of all, distinctions between spoken English and written English should be made clearly, so as to understand the features of spoken language. In terms of spoken English, it contains four features as follows, using less complex syntax, taking short cuts, using fixed conventional phrases, and using devices such as fillers, hesitation device to give us time to think before speaking.
Secondly, principles for teaching speaking should be noticed as well, which mainly include the next four aspects—balancing accuracy based with fluency and practices, contextualizing practice, personalizing practice, and building up confidence, maximizing meaningful interactions, helping students develop speaking strategies and making the best use of classroom learning environment to provide sufficient language input and practice for the students.
Finally, when we design speaking tasks, one important consideration is the language proficiency level of the students. We should design the activities and practice in accordance with student?s ability, and try to diversify the forms so as to arouse their interest. 6. 论述如何组织一堂READING课
Reading is the construction of meaning from a printed or written message. First we should bear in mind the following principles: A.accessible reading materials B.cleared prepared tasks
C.promote students reading strategies D.enough guidance
E. promoting the students reading ability models.
Then during the tasks we should teach the student of three techniques as: bottom-up model, top-down model ,interactive model
Teaching procedures can be divided into three stages as :pre-reading,while-reading,post-reading. Reading comprehension is a cognitive task, teacher help develop the students strategies of interpreting the visual information, relating the received information with the reader's own general knowledge, and reconstructing the meaning that the writer had meant to convey.
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