上师大英语师范教师语言PPT整理
党建带团建-护理专业见习报告
Being an effective teacher
1.
Different learner learns differently.
Learners can develop their weaker learning style
and make good use of their preferred learning
style to
promote their learning.
We as
teachers might have to include a variety of
activities in one class: such as discussion,
physical
engagement, writing or note taking,
using visual aids.
2. An effective
teacher:
Really listens to his students
Empathize with students’ problems
Shows
respect Is well-organized
Gives clear,
positive feedback Paces lessons well
Has a
good sense of humor Does not complicate things
unnecessarily
Is patient Is enthusiastic and
inspires enthusiasm
Knows his subject Can be
authoritative without being distant
Inspires
confidence Is honest
Trusts people Is
approachable
3. Teacher’s role
As a
controller of everything that goes on in the
classroom.
As an organizer of a range of
activities
As an assessor giving regular
feedback as well as correction and grading.
As
a prompter, encouraging students by „nudging‟ them
forward.
As a participant, in an organized
activity such as debate or role play.
As a
resource, most obviously as a language informant.
As a tutor, particularly useful with small
groups or individuals working on longer pieces of
work.
As an observer, check students’
performance and find out their difficulty with
appropriate feedback.
As a counselor,
providing students with general advice according
to their personal learning situation.
4.
Three kinds of teachers
5. Three
principles for effective teaching
Teachers
should know how learners are learning effectively
Teachers‟ job is to teach learners how to
learn, focusing on the process of discovering
truth by themselves.
Teachers are helpers who
facilitate the learners to learn independently.
Help learners to build up connection between
the previous knowledge with the new one. Learning
is a
process of consolidating previous
knowledge and mastering the new one, which based
on the previous one.
6. Conclusion
Balance between being directive and firm,
and unobtrusive
Balance between having a
friendly relaxed relationship with students and
maintenance of discipline
Personality is not
everything, showing your confidence as being a
teacher is more important
Describing teaching and learning
1.
Some ideas about teaching
Teaching can take
place without learning, whereas learning can often
occur without any formal teaching.
(Riley,
1982) learning cannot be done for learners, it can
only be done by them.
Individualization—learners will assume some
responsibility for their own learning at some
stage in the
process.
2. What
elements are necessary for successful language
learning in classroom
Learners need to be
motivated
Learners need to be exposed to
language
Learners are given chances to use
the language.
3. ESA model
Engage:arouse learners‟ interest, involve
their emotions.
T: ask students what they
think of a topic before asking them to read about
it.
Study: focus on language information and
how it is constructed. (grammar, vocabulary,
reading passage)
Activate: exercises and
activities designed to get students using language
communicatively. (real language use)
4.
Some principles for effective teaching
Help
learners to build up connection between the
previous knowledge with the new one. Learning is a
process of consolidating previous knowledge
and mastering the new one, which based on the
previous one.
Teachers‟ job is to teach
learners how to learn, focusing on the process of
discovering truth by themselves.
Language
skills need to be integrated in teaching planning.
Language practices should be conducted from
a guided pattern to a much freer communicative
activity,
which should be closely connected
with students real-life situations.
Interaction between students are as important as
the interaction between teacher and students.
5. Receptive and productive vocabulary
Productive vocabulary are those that we know well
enough to be able to recognize and understand, to
use
appropriately in writing and speech
ourselves, (3000 words)
Receptive vocabulary
are those that we recognize and more or less
understand, but are not yet sufficiently
sure
of to use.
6. Learning productive
vocabulary is to learn:
its basic meaning,
its spelling (if for writing production),
its pronunciation (if for speaking production),
its various grammatical forms (e.g., if a
noun, countable or uncountable? regular or
irregular plural form? any
collocations?),
its normal uses and associations (e.g., used
in only formal English? in only written English?
as often as its
synonyms?).
Beliefs on teaching and learning
Teaching
FL
learner learning outcome
environment
syllabus, teaching
material,
teaching method, activities
teacher qualifications
age, personality, motivation,
unconscious
processes
proficiency in
attitude,unintelligence,
conscious use of
learning
the use of the
language
aptitude,
strategies
languagesyllab
past language experience
us, teaching
opportunities for
second
language
contacts and use
1. Perhaps we could learn from them
„
their interest in foreign languages
their perseverance
their initiative
their use of the environment
their outgoing
personality
2. Now you can ask yourself
the following questions:
Do you actively
involve yourself in language learning practice?
Do you make guesses when you come up against
a new language item?
Do you try to sum up
rules yourself?
Do you make conscious
efforts to overcome your shyness?
Do you
seek opportunities to communicate with others in
English?
Do you monitor your writing and
speaking?
Do you often use a dictionary and
sometimes a grammar book?
Do you sometimes
sit down and reflect on your learning experience?
Are you worried when there’s something you
don’t understand?
Are you afraid of making
mistakes?
3. Different types of learners
Visual major learning style preference
You learn well from seeing words in books, on
the blackboard, and in workbooks. You remember and
understand information and instructions better
if you read them. You don’t need as much oral
explanation as an
auditory learner, and you
can often learn alone, with a book. You should
take notes of lectures and oral
directions if
you want to remember the information.
Auditory major learning style preference
You
learn from hearing words spoken and from oral
explanations. You may remember information by
reading
aloud or moving your lips as you read,
esp. when you are learning new material. You
benefit from hearing audio
tapes, lectures,
and class discussion. You benefit form making
tapes to listen to, by teaching other students,
and
by conversing with your teacher.
Kinesthetic major learning style preference
You learn best by experience, by being
involved physically in classroom experiences. You
remember
information well when you actively
participate in activities, field trips, and role-
playing in the classroom. A
combination of
stimuli—for example, an audio tape combined with
an activity—will help you understand new
material.
Tactile major learning
style preference
You learn best when you have
the opportunity to do “hands-on” experiences with
materials. That is, working
on experiments in
a laboratory, handling and building models, and
touching and working with materials provide
you with the most successful learning
situation. Writing notes or instructions can help
you remember
information, and physical
involvement in class related activities may help
you understand new information.
roup major learning style preference
You learn
more easily when you study with at least one other
student, and you will be more successful
completing work well when you work with
others. You value group interaction and class work
with other
students, and you remember
information better when you work with two or three
classmates. The stimulation
you receive from
group work helps you learn and understand new
information.
Individual major learning
style preference
You learn best when you work
alone. You think better when you study alone, and
you remember information
you learn by
yourself. You understand now material best when
you learn it alone, and you make better progress
in learning when you work by yourself.
rs as individuals
Motivation
Aptitude
Learning strategies
Agepersonality
Learner preferences
s about
learning
—
learner-centered view of learning
Learning consists of acquiring organizing
principles through encountering experience.
The teacher is a resource person who provides
language input for the learner to work on.
Language data is to be found everywhere—in the
community and in the media as well as in
textbooks.
It is the role of the teacher to
assist learners to become self-directed by
providing access to language data
through such
activities as active listening, role play and
interaction with native speakers.
For
learners, learning a language consists of forming
hypotheses about the language input to which they
will
be exposed, these hypotheses being
constantly modified in the direction of the target
model.
Getting things
done in the classroom
Commanding
Requesting
Suggesting and persuading
1. Reflection:
As students, what kind of
expressions you prefer to hear from your teachers
when things need to be done? Why?
What do you
feel when teachers make different remarks
concerning these three functions?
2.
Choice of words and expressions reflect the
teacher
’
s underlying attitude to the
pupils
Command: authority
Requests: notion
of equality
Suggestion: all students some
freedom of choice.
3. Underlying attitude
reflected
Command: emphasize the teacher’s
position of authority
Request: imply the
notion of equality
Suggesting: allow students
some freedom of choice, sharing responsibility
4. Read the following expressions and
decide which function of each.
Just sit down
and be quiet.
I expect you to use your own
words when writing the summary.
Could you
share this handout with Ann today?
You must
have this finished by Fri.
What if we leave
this exercise until next time?
Open your
book, John, could you?
Let’s try the next
exercise as well, shall we?
Do you mind
repeating what you said?
5. The simplest
form of command is the imperative
Come on,
everybody.
Try to hurry up.
Alison, you
try number 2.
Don‟t look at the answers.
Just sit down and be quiet.
Just turn the
lights off.
6. Want, like, expect, prefer
and insist can also introduce commands
I
prefer this work finished by next Mon.
I would
like this work copied out neatly.
I insist on
this work done in groups of four.
I expect you
to use your own words when writing the summary.
I don’t want you to use dictionary when doing
this exercise.
I want you to finish this off
at home.
But never say:
I want that you„
I would like that you„
7.
Commands can also be expressed by means of the
modal auxiliaries
—
must, have to, and
should
You should add reference when you are
quoting other people‟s words or ideas.
must
have this finished by Fri, __or___ you will have
to do this again. I‟m afraid
8. How to
change a command to request:
A command can be
turned into a request by using a low rising
intonation. (Try it again, Bill.)
A command
can be turned into a request by adding the word
please. (Please put your pencils down.)
Compare:
Tom, please come here. Tom, come
here, please.
Which sounds more formal?
Tag like ending:
Do question No. 6, will
you? Look this way, could you? Open your book,
John, could you?
9. How to soften a
command
I think you ought to revise these
points.
You should concentrate on this topic,
don‟t you think?
Perhaps you ought to check
the spelling before submitting your assignment.
10. When some students are trying to
answer the question, the teacher can say:
Yes,
Karen, please. Right, the next one, Cathy please.
11. Other expressions:
Would you like
to write it on the board?
Would anyone like to
be the narrator?
Can you say that again?
Could you share this handout with Ann today?
Could you please come out to the front?
(notice the position of please)
But never say:
Who would read it aloud? Who would write it
on the board?
12. Despair, anger or
frustration can be expressed by using the
following
I wish you would listen. If only
you would try. Can‟t you even try?
13.
Suggesting:
Let‟s finish this off next time.
(don’t use let us)
Let‟s try the next exercise
as well, shall we?
How about Bill coming out
and trying?
What about you reading Mr. Brown’s
part, Bill?
What if we leave this exercise
until next time?
Why don’t we act this
conversation out?
14. Direct
suggesting
I suggest leaving this until next
time.
I suggest that you underline these
phrases.
I would suggest you went through this
exercise carefully after class.
My suggestion
is for you to finish this off at home.
Teacher Talk Course Orientation
1. Identify the function of the following
sentences by teachers.
Stretch yourself
during the break. You are going beyond my
expectation.
Anyone wants to have a go at
this? I‟ll keep an eye on you.
You have a
big question mark on your face. There are too
many people in this group. Why
I don‟t see
many ideas in your writing.
don‟t you two join
the other group?
Do you have a better way to
say it? I was help up in traffic.
Let me
give you the biography of the author.
2. Contents: some big issues in
teacher talk
Understanding second language
learning—factors affecting second language
learning, characteristics of the
good language
learner; implications of classroom research for
teaching
Classroom dynamics—organizing
(pacing, sequencing, closure, phasing,
transitioning), giving instruction,
monitoring, dealing with unexpected problem
behaviors
Instructional groups—how to
arrange different types of classroom activities
How to present language—how to help students
understand and practice language (vocabulary
teaching, and
grammar teaching)
Asking
questions: eliciting, checking understanding,
developing high-level thinking skills (teach
reading)
Giving feedback– how to evaluate
students‟ work
3. Importance of studying
teacher talk esp. for EFL teachers.
“Language is much better learnt through real use
than through patterns and drills.”—Willis(1981)
--authentic vs. modified
Teacher talk
is a rich source of language data and potential
learning to learner.
-- Language is used
communicatively.
--many classroom management
phrases can be transferred to normal social
situations.
--with a variety of language
forms
Students may well understand more than
they can say, it means that teacher’s choice of
classroom phrases
can exceed the students‟
productive abilities.
Maximize the use of L2
help remove the barriers between controlled, and
often meaningless practice and
more genuine
interactive language use.
4. Field notes:
Different functions of teacher’s talk
Eliciting
1. Definition:
Drawing out information, language, ideas, etc
from the students rather than having the teacher
give them.
2. Rationale
Students
probably know a lot more than we may give them
credit for;
Starting with what they know is
a productive way to begin new work; new knowledge
is build up based on
the previous knowledge;
Involving people in a question and answer
movement towards new discoveries is often more
effective than
simply giving lectures.
3. Three steps to eliciting
Teacher
convey a clear idea to the students, perhaps by
using pictures or gestures or questions, etc.
They then supply the appropriate language,
information, ideas, etc.
I give them
feedback.
Note: teacher can elicit: language,
ideas, feelings, meanings, contexts, memories,
etc.
But teacher can’t elicit things students
don’t know.
4. advantages
Get
students involved and interested; Information will
be more memorable because of the degree of student
involvement in the learning
Bring
relevant information to the front of their minds;
Increase the amount students‟ talk;
Help students take responsibility for their own
learning. Students are given chances to express
some of their
opinions and contribute some of
their knowledge
Get crucial information
about what the students already know and what they
still need to work on. This helps
you avoid
teaching what they already know.
5.
disadvantages
Eliciting can take time
Teacher can’t elicit something the students don’t
know in the first place. It might lead to
frustration and
confusion on the part of the
students.
There is a danger that if you
elicit what you’re looking for from one student
you assume that all the students
in the group
understand.
The most important qualities
teacher needs are the ability to really listen to
the students and the ability to
respond
quickly and flexibly, using the techniques for
eliciting.
6. Techniques for eliciting
Eliciting consists of giving clues and prompts
rather than simply guessing what’s in the
teachers’ head.
Using a first-sound prompt
Giving a sentence with a blank in it
Build
up a context
How to put words to work
1. Receptive and productive vocabulary
Productive vocabulary are those that we know well
enough to be able to recognize and understand, to
use
appropriately in writing and speech
ourselves, (3000 words)
Receptive vocabulary
are those that we recognize and more or less
understand, but are not yet sufficiently
sure
of to use.
2. Learning productive
vocabulary is to learn:
its basic meaning,
its spelling (if for writing production),
its pronunciation (if for speaking
production),
its various grammatical forms
(e.g., if a noun, countable or uncountable?
regular or irregular plural form? any
collocations?),
its normal uses and
associations (e.g., used in only formal English?
in only written English? as often as its
synonyms?). its basic meaning,
its
spelling (if for writing production),
its
pronunciation (if for speaking production),
its various grammatical forms (e.g., if a noun,
countable or uncountable? regular or irregular
plural form? any
collocations?),
its
normal uses and associations (e.g., used in only
formal English? in only written English? as often
as its
synonyms?).
3. Techniques in
presenting new vocabulary
1.) Introduce the
new vocabulary by reviewing students‟ previous
knowledge of related vocabulary.
2.) A group
of related words is likely to be more memorable
than a list of unrelated items. Diagrams, such as
scales or trees, can provide a useful visual
hook for memory.
3.) Have students work out
the rules for word formation
4.) Introduce the
vocabulary by providing examples of how it is used
in real life situations.
5.) When explaining
the new vocabulary in target language, use simple
language that is comprehensible to the
students‟ level rather than quote the
definition from the dictionary directly.
4. Tips for teaching vocabulary esp.
introducing new words
Avoid language more
complex than the word I’m trying to explain
Focusing on the most important usages
Using examples
Using student‟s knowledge
and feelings to focus on what we understand by
this word
5. There are other ways of
presenting new vocabulary
contextualize the
item in sentences or situations in real life where
the word might be used.
Ask students to tell
the meanings first by eliciting by using visual
aids, body language or other prompts;
associate with synonyms, antonyms, collocations,
or any other associated ideas;
analyze the
word into parts, stems and affixes;
translate into the mother tongue;
6. Tips for teaching vocabulary
esp. introducing new words
Avoid language more
complex than the word I‟m trying to explain
Focusing on the most important usages
Using examples
Using student’s knowledge
and feelings to focus on what we understand by
this word
7. A systematic approach to
vocabulary teaching
Introducing new words and
help students understand the meanings and the ways
they are used.
Practise using the words
Find ways that help them memorize the words
Recall and use the words appropriately
8. Possible conclusion
Integrate new
words into existing knowledge—the learners‟
existing network of word associations, called
mental lexicon.
In other words, to
ensure long-term retention and recall, words need
to be “put to work”. They need to be
placed in
working memory.
9. Decision-making tasks
Identifying
Selecting
Matching
Sorting
Ranking and sequencing
Produce and use new language items
1.
Main goal of English language teaching
Enable learners to use English effectively in real
communication
That‟s why some kind of
context should normally be provided for the new
items when first presented to
the learners.
2. Language class
Phase1
Phase2 Phase3
Introducing new items Accuracy practice
Fluency practice
3. Fluency practice is
intended to get the learners to use new items in
more natural communication.
practice
Formal accuracy –in accuracy practice, errors
are Fluency practice — errors are not usually
corrected
usually dealt with immediately.
Teacher helps the during activities, although the
teacher may bring
learners to correct
themselves.
some errors to the learners’
attention afterwards.
Accuracy
practice
Learners repeat the new items Learners
are expected Doesn‟t necessarily guarantee
over and over again to avoid errors accuracy
in real communication
Learners‟
attention on the More errors than in accuracy
communication of ideas rather practice
than the language itself
4.
Conclusion
Mechanical drills are more
enjoyable for the learners if the topic is
attractive to them. Or visual aids are
applied
in the activity.
Communicative accuracy
practice requires some form of information gap.
(this is when one speaker knows
information
the other speaker does not.)
5. Teaching
objectives
By the end of the lesson the
learners will have _____.
By participating in
this activity, learners are expected to _____.
Teaching objectives include:
1.) language
skills. 2.) vocabulary learning 3.) grammar
learning 4.) communicative functions
6.
Suggested answer
By the end of the
lessonthis activity the learners will have had
oral practice of six or seven examples of
the
function of apologizing. They will also practise
how to make invitation and make arrangement or
negotiate a better time for their meeting.
By participating in this activity, learners
are expected to review the vocabulary of some
personal
belongings for a vacation. Besides,
learners will practice using “in case” to make
sentence.
By the end of this lesson,
learners will have had oral and written practice
of using “be going to” to express
future
events.
Fluency practice
Practice of new items should be
naturally
combined with other
language in communication
Presenting New Vocabulary
Grammatical
words: prepositions, conjunctions, determiners,
pronouns
Content: nouns, verbs, adjectives,
adverbs.
1. Word family
Root
Affixes
Inflexions(bit—bits)
Derivative (play—player)
2. Word
formation
Compounding: second-hand, record
player (noun+verb+er)
Another pattern:
noun+noun (classroom)
Blending: brunch
3. Multi-word unit: lexical chunks
Function as a meaningful unit with a fixed or
semi-fixed form.
4.
Collocation
Definition: Part of a continuum of
strength of association
Compound word
Multi-word unitslexical chunks
Idioms
(paint the town red)
Phrasal verbs (do up)
Set a new world record
Homonyms(like)
homophone(theirthere)
Homograph(live)
Polyseme
Synonyms
Antonyms
Hyponyms (a kiwi is a kind of fruit)
Denotationconnotation
5. Learning
productive vocabulary is to learn:
its basic
meaning,
its spelling (if for writing
production),
its pronunciation (if for
speaking production),
its various
grammatical forms (e.g., if a noun, countable or
uncountable? regular or irregular plural form? any
collocations?),
its normal uses and
associations (e.g., used in only formal English?
in only written English? as often as its
synonyms?).
6. Techniques in
presenting new vocabulary
Introduce the new
vocabulary by reviewing students‟ previous
knowledge of related vocabulary. (A group of
related words is likely to be more memorable
than a list of unrelated items. Diagrams, such as
scales or trees,
can provide a useful visual
hook for memory. Have students work out the rules
for word formation)
Introduce the vocabulary
by providing examples of how it is used in real
life situations.
When explaining the new
vocabulary in target language, use simple language
that is comprehensible to the
students‟ level
rather than quote the definition from the
dictionary directly.
7. A systematic
approach to vocabulary teaching
Introducing
new words and help students understand the
meanings and the ways they are used.
Practice using the words
Find ways that help
them memorize the words
Recall and use the
words appropriately
8. Getting students
to guess
There are many words or structures
students half know, which they are not quite sure
but which they can
guess.
Important part
of learning a language is developing this ability
to make guesses.
Eliciting is one way of
encouraging students to guess and to work out
rules for themselves.