4. Classroom instructions
Giving directions to tasks or activities
Providing explanation to a concept or language structure Setting requirements Checking comprehension Drawing attention Motivating learners Giving feedback Assigning homework
对无纪律课堂的措施measures①act immediately②stop the class③rearrange the class④change the activity⑤talk to students after class⑥create a code of behavior
5. Student grouping Whole class work Pair work Group work Individual study
6. Discipline here refers to a code of conduct which binds a teacher and a group of Ss together so that learning can be more effective.
7. What contribute to discipline: classroom management, T’s behavior, S’s motivation.
8. Questioning in the classroom: Ts use questions to focus Ss’ attention, to invite thinking and imaginations, to check understanding, to stimulate recall of information, to challenge Ss, and to asses learning.
课堂问题的建议advice about problems in class①deal with it quietly②don’t take things personally③don’t use threats
有效的课堂指令规则rules to follow for making instructions effective：①use
simple instructions and make them suit the comprehension level of the students.②use the mother-tongue only when it is necessary.③give students time to get used to listening to English instructions and help them make an effort to understand them.
第7章
一． Grammar presentation
1. Purpose: Ss perceive理解 the structure—its form and meaning—in both speech and writing, and take it into short-term memory.
2. 3 ways used in presentation: the Deductive method演绎法, The Guided discovery method, the Inductive method归纳法.
3. P105. Guided discovery method的步骤
a. Create a content. （创设一个语境，用简洁、明了、易懂的语言从视和听两个方面来。有兴趣、有话题，在其中梳理语言知识。） b. Clear model. ( 典型例句，step by step.)
c. Highlight rules. （使其关注语法规则。学生自己总结，老师示范帮助。例句、例词一定要是正确的，不能误导学生。）
d. Check understanding. （跟读“目的”） 二．Grammar practice
1. Purpose: Ss learn to use the grammar item, absorb the structure toughly, transfer what they know from short-term to long-term memory.
2. Factors contribute to successful practice(语法练习的几个要素): Pre-learning
Volume and repetition大量的和反复的背诵 Success-orientation成就感 Teacher assistance老师的帮助 Interest兴趣
3. P109。语法练习(机械练习)的两种方法：Substitution替换练习, transformation句型转换练习
4. P110。意义练习(半控制练习)的定义：focus on the production产出, comprehension理解 or exchange of meaning though the Ss keeping an eye on the way newly learned structures and used in the process.
5. P112起。意义练习（半控制练习）的方法 Using picture prompts图片的提示
Using mimes or gestures as prompts模拟表演，手势的提示 Using information sheet as prompts纸张上的信息提示
Using key phrases or key words as prompts关键句关键字提示 Using chained phrases for story telling
6.production 方法：guessing game, completing the picture, information sheet, find someone who, paired cue card, role play, story telling.(communicative purpose ) task
1． P104。三种语法呈现方式的区别
Deductive method: The Deductive method relies on reasoning, analyzing and comparing.
First, the T writes an example on board or draws attention to an example in the textbook. Second, the T explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the S’s native language and use grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures. Finally, the Ss practice applying the rule to produce sentences with given prompts.
Inductive method: the T provides learners with authentic language data and induces the
learners to realize grammar rules without any forms of explicit explanation.
Guided discovery method: this method is similar to the inductive method in that the Ss
are induced to discover rules by themselves but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicity.
3。P107 Approach
to teaching grammar: collocational
搭配, constructive结构,
contextual语境, contrastive对比
8。P115。最后两段
语法教学3P模式:Ⅰ.presentation: ①purpose: students perceive the
structure——its form and meaning——in both speech and writing, and take it into short-term memory.②ways: the deductive method; the inductive method; the guided discovery method: 步骤：create a context, clear model, highlight rules, check understanding. Ⅱ.practice: ①purpose: students learn to use the grammar item. Absorb the structure thoroughly, or to transfer what they know from short-term to long-term memory. ②ways: mechanical practice(substitution drills, transformation drills); meaningful practice(定义：in meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on ”the way newly learned structures are used in the process).③要素factors: ?can’t be said to have really mastered it yet.?aimed at form accuracy.?the students pay repeated attention to a key element in a structure.?controlled/mechanical and semi-controlled.?group.?ways. Ⅲ. Production: ①purpose: there is a need for meaningful practice and communicative use of the structure taught so that students can be helped to achieve both accuracy and fluency in language use. ②ways: communicative practice(guessing games, completing the picture, information sheet, find someone who, paired cue card, role play, story telling); task.
第11章复习内容
1、 P178: what do effective readers do ?
Have a clear purpose in reading. Read silently.
Read phrase by phrase, rather than word by word.
Concentrate on the important bits, skim the rest, and skip the insignificant parts. Use different speeds and strategies for different reading tasks.
Perceive the information in the target language rather than mentally translate. Guess the meaning of new words from the context, or ignore them. Have and use background information to help understand the text.
阅读策略reading strategies:①specifying a purpose for reading②planning what
to do③previewing the text④predicting the contents of the text⑤checking predictions⑥skimming the text for specific information⑦distinguishing main ideas from supporting details⑧posing questions about the text⑨finding answers to posed questions⑩connecting one part of the text to another
2. P184: the three models for teaching reading: bottom-up model, top-down model, interactive model
3. P186: purpose of pre-reading
The purpose of pre-reading is to facilitate while-reading activities, purpose Ss linguistically for the tasks in reading, familiarise them with the topic of the reading text, and draw on Ss’ existing knowledge. Creat expectations and arouse the S’s interest in the subject matter of the text.
4. P186-187: ways of predicting Predicting based on the title Predicting based on vocabulary
Predicting based on the T/F questions
5. Ways of pre-reading: predicting, setting the scene
5. P189-190: ways of fast reading: skimming, scanning
6. P191: tips for conducting scanning activities
Set a time limit.
Give clear instructions for the task.
Wait until 70% of the Ss finish ( Think about why so ). Make clear how you are going to get feedback.
Make sure that answers to the scanning questions are scattered throughout the text rather than
clustered at one place.
7. P198: purposes of transition device转换手法
a. Focus attention on the main meaning of the text.
b. Be able to simplify sophisticated input so that it becomes the basis for output. c. Allow Ss to perform tasks while they are reading.
d. Highlight the main structural organization of a text/part of a text, and show how the structure relates to meaning.
e. Involve all the Ss in clearly defined reading tasks.
f. Precede one step at a time (i.e. Ss should do easier tasks before doing more complicated ones). g. When a TD is completed, use it as a basis for further oral and/or written language practice. 8. P199:
types of reading comprehension questions (要加上
P200,201的
understanding references, making inferences) Questions of literal comprehension.
Questions involving reorganisation or reinterpretation. Questions for inferences
Questions for evaluation or appreciation. Questions for personal response. Understanding references.
9. P202: purpose of post reading
a. To consolidate or reflect on what has been read in text.=reinforce and examine the language we learnt. ( Thematically prepared )
b. To relate the text to the Ss’ own knowledge interest, or views.=personalize contents of the reading material. ( Affectively prepared )
c. To give the Ss the chance to consolidate that language by using it freely.=practice other language skills using the same theme/topic. ( Linguistically prepared )
10. Post-reading activities: Role play Gap-filling Retelling Writing
读前pre-reading activities:①purpose: the purpose of pre-reading is to facilitate while-reading activities.②ways: predicting(predicting based on the title, predicting based on vocabulary, predicting based on the T/F questions); setting the scene. 读中While-reading:①fast reading: skimming; scanning.②reading in detail: transition