1.How to be a good teacher?
What makes a good teacher? Make their lesson interesting. Love his job
Has his own personality and doesn’t hide it from the students. Lots of knowledge, not only his subject Entertainer who can amuse students
Friendly and can help solve problems Has an affinity with the students
Try and draw out quite ones/control more talkative ones Can correct people without offending them Helps rather than shouts Know students’ name
Class management— the ability to control and inspire a class
How should teachers talk to students
Rough tune their language to the students’ levels: exaggerated tone of voice/less complex grammatical structures/less difficult words/eye contact Physical movement – gestures/expressions/mime
How to give instructions:
They must be kept as simple as possible/be logical Check if they understand
How to talk in class:
Balance stt and ttt(comprehensible input). Maxim STT
What are the best kinds of lesson?
Balance between predictable safety and unexpected variety
How important is it to follow a prearranged plan:
Concentrated on the teacher’s ability to respond flexibly to what happens in class, even while attempting to follow a pre-arranged plan.
How to be a good learner
The hours they spend practicing and always do homework/age/level
How important the students’ motivation
Integrative motivation>instrumental motivation
Who is responsible for learning?
Good learners take some responsibility learning themselves/encourage self-studying
Characters that good classroom learners share: the desirability to using proper learning skills A willingness to listen/to experiment/to ask questions/to think about how to learn/accept correction
Adult learner: also can be disruptive like adolescents/nervous about learning/more world knowledge/greater tolerance for “serious learning”.
Balance serious study of English with the more entertaining activities.
Different levels:
Beginners (false beginners)(elementary)(lower intermediate) intermediate(upper intermediate) advanced
Rough tune – different language level/different questions
Different activities: pronunciation practice/simple introduction dialogue/abstract discussion
3. how to manage teaching and learning: Teachers’ physical presence in class: Proximity: how close
Appropriacy: crouching down/same level
movement: move around the class to some extent. Make contact with students(esp eye contact)
How to use their voice:
Audibility clearly heard without shouting in a disagreeable way Variety stress the need for variety
Conservation take good care of their voice
How to mark the stage of lesson:
Mark stages and changes clearly so that students know what’s going on. Good teachers know how to start the class and also know how to close it so that there was a feeling of completeness.
Sitting arrangement:
Orderly rows keep in touch with what’s going on and involve all the students Circles and horseshoes teacher dominated Separate tables tongshang
Student grouping: Whole class
Group work and pair work Solowork
Teacher also should evaluate themselves
Try out new techniques/evaluate themselves/find out whether students found them useful or enjoyable/should find variety of means to keep track of their students’ progress
4.how to describe learning and teaching
What do we know about language learning
Unconscious learning in natural circumstance
Contact with language for the purpose of communication Elements necessary to learn language in the ‘real’ world Exposure motivation use
Element for language learning in classroom:
Engage: to arouse the students’ interest, thus involving their emotions Study: to focus on language or information and how it is constructed Activate: to try out real language use to rehearse for the real world
Esa sequence
Teacher’s responsibility to vary the sequences and content of our lessons Straight arrow sequence esa Boomerang sequence easa
“Patchwork” sequence eaasasea etc.
Teaching models: Grammar translation Audio-lingualism PPP
TBL CLT
6. how to teach language
What does language study consist of: Be exposed to it Understand its meaning Understand its form Practice it
Why do students make mistakes
Part of the natural process of learning
Learning is a gradual development involving different stages
Appears to regress but actually they are advancing. Accuracy sometimes doesn’t mean full mastery.
How should teacher correct students Point out
Ask classmates to help out
Not let the student fell humiliated
Students sometimes enjoy helping each other
7. How to teach reading
Strategic reading Fluent reading
Reading teach models: Bottom up models Top-down models
Intensive reading approach(baohanqianliangzhe sometimes) Interactive models
Why teach reading:
For careers, for study purposes or for pleasure For exposed to English
To provide good models for English writing To provide opportunities to study language
What kind of reading should students do?
Balance students’ capabilities and their interests Topics and reading text also worth considering Depend on who the students are
What reading skills should students acquire Scan for particular information
Skim for the general idea
To read for detailed comprehension
Principles behind the teaching of reading
Reading is not a passive skill
Students need to be engaged with what they are reading
Students should be encouraged to respond to the content of the text, not just the language Prediction is a major fact in reading Match the task to the topic Exploit reading texts to the full
8. How to teaching writing? Why teach writing? Reinforcement
Language development Learning style Writing as a skill
What kind of writing should students do? Abilities and levels Everyday styles Interests
How to correct?
Avoid over-correction Use written symbols
Handwriting: encourage students to write clearly and legibly Lined paper
9. how to teaching speaking
What kind of speaking should students do?
Activate exercise: students use the language at their command to perform some kind lf oral task. Why ? Rehearsal Feedback Engagement
How to correct:
In discussion and role-plays, constant interruption form the teacher will destroy the purpose of speaking activity.
Note down mistakes, and correct afterwards.
Not to single students put for particular criticism.
What should teachers do during a speaking activity?
Sometimes can join in students’ speaking activities, but should not dominate it. Prompting is often necessary but teachers should do it sympathetically and sensitively.
10. how to teaching listening
Why teach listening
To hear different varieties and accents
To help students to acquire language subconsciously
Listening is a skill and can help listeners communicate more effectively.
What kind of listening should students do? Authentic listening material and realistic tape Those can help gain confidence at the beginning. Not very long
The level and the kind of task that go with a tape
What’s special about listening?
Tapes go at the same speed for everyday
Students are encouraged to listen for general understanding first rather details immediately Spoken language has a number of unique features