howtoteachenglishbyjeremyharmer歸納總結

1、to be a good teacherWhat makes a good teacherMake their lesson interesting.Love his jobHas his own personality and doesn t hide it from the students. Lots of knowledge, not only his subjectEntertainer who can amuse studentsFriendly and can help solve problemsHas an affinity with the studentsTry and

2、draw out quite ones/control more talkative onesCan correct people without offending themHelps rather than shoutsKnow students nameClass management the ability to control and inspire a classHow should teachers talk to studentsRough tune their language to the students levels: exaggerated tone of voice

3、/less complex grammatical structures/less difficult words/eye contactPhysical movement - gestures/expressions/mimeHow to give instructions:They must be kept as simple as possible/be logical Check if they understandHow to talk in class:Balance stt and ttt(comprehensible input). Maxim STTWhat are the

4、best kinds of lessonBalance between predictable safety and unexpected varietyHow 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 learnermotivationThe

5、hours they spend practicing and always do homework/age/levelHow important the studentsIntegrative motivationinstrumental motivationWho is responsible for learningGood learners take some responsibility learning themselves/encourage self-studyingCharacters that good classroom learners share: the desir

6、ability to using proper learning skillsthink about how toA willingness to listen/to experiment/to ask questions/to learn/accept correctionabout learning/moreAdult learner: also can be disruptive like adolescents/nervous world knowledge/greater tolerance for“serious learning ”Balance serious study of

7、 English with the more entertaining activities.Different levels:Beginners (false beginners)(elementary)(lower i intermediate) advancedRough tune - different Ianguage level/different questionsDifferentactivities:pronunciationpractice/simpleintermediate)intermediate(upperintroductiondialogue/abstract

8、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 sho

9、uting in a disagreeable way Variety stress the need for varietyConservation take good care of their voiceHow to mark the stage of lesson:Mark stages and changes clearly so that students know what s going on. Goodteachers know how to start the class and also know how to close it so that there was a f

10、eeling of completeness.Sitting arrangement:Orderly rows keep in touch with what s going on and involve all the studentsCircles and horseshoes teacher dominatedSeparate tables tongshangStudent grouping:Whole classGroup work and pair workSoloworkTeacher also should evaluate themselvesTry out new techn

11、iques/evaluate themselves/find out whether students found them useful or enjoyable/should find variety of means to keep track of their students progress to describe learning and teachingWhat do we know about language learning Unconscious learning in natural circumstanceContact with language for the

12、purpose of communicationElements necessary to learn language in the real worldExposure motivation useElement for language learning in classroom:Engage: to arouse the students interest, thus involving their emotionsStudy: to focus on language or information and how it is constructedActivate: to try o

13、ut real language use to rehearse for the real worldEsa sequenceTeacher s responsibility to vary the sequences and content of our lessons Straight arrow sequence esaBoomerang sequence easa “Patchwork ” sequence eaasasea etc.Teaching models:Grammar translationAudio-lingualismPPPTBLCLT 6. how to teach

14、languageWhat does language study consist of: Be exposed to itUnderstand its meaningUnderstand its formPractice itWhy do students make mistakesPart of the natural process of learningLearning is a gradual development involving different stagesAppears to regress but actually they are advancing. Accurac

15、y sometimes doesn t mean full mastery.How should teacher correct students Point outAsk classmates to help outNot let the student fell humiliatedStudents sometimes enjoy helping each other 7. How to teach reading Strategic reading Fluent reading Reading teach models: Bottom up models Top-down models

16、Intensive reading approach(baohanqianliangzhe sometimes) Interactive modelsWhy teach reading:For careers, for study purposes or for pleasureFor exposed to EnglishTo provide good models for English writingTo provide opportunities to study languageWhat kind of reading should students doBalance student

17、s capabilities and their interests Topics and reading text also worth consideringDepend on who the students areWhat reading skills should students acquireScan for particular informationSkim for the general ideaTo read for detailed comprehensionPrinciples behind the teaching of readingReading is not

18、a passive skillStudents need to be engaged with what they are readingStudents should be encouraged to respond to the content of the text, not just the languagePrediction is a major fact in readingMatch the task to the topicExploit reading texts to the full8. How to teaching writing Why teach writing

19、 ReinforcementLanguage developmentLearning styleWriting as a skillWhat kind of writing should students do Abilities and levelsEveryday stylesInterestsHow to correctAvoid over-correction Use written symbolsHandwriting: encourage students to write clearly and legibly Lined paper9. how to teaching spea

20、kingWhat kind of speaking should students doActivate exercise: students use the language at their commandto perform some kind lf oral task.WhyRehearsalFeedbackEngagementHow to correct:In discussion and role-plays, constant interruption form the teacher will destroy the purpose of speaking activity.N

21、ote down mistakes, and correct afterwards.Not to single students put for particular criticism.What should teachers do during a speaking activitySometimes can join in students speaking activities, but should not dominate it.Prompting is often necessary but teachers should do it sympathetically and se

22、nsitively.10. how to teaching listeningWhy teach listeningTo hear different varieties and accentsTo help students to acquire language subconsciouslyListening is a skill and can help listeners communicate more effectively.What kind of listening should students do Authentic listening material and real

23、istic tape Those can help gain confidence at the beginning.Not very longThe level and the kind of task that go with a tapeWhats special about listeningTapes go at the same speed for everydayStudents are encouraged to listen for general understanding first rather details immediatelySpoken language ha

24、s a number of unique features Principles behind the teaching of listening The tape recorder is just as important as the tape Preparation is vitalOnce will not be enoughStudents should be encouraged to response to the content of the text, not just to the language.Different listening stages demand dif

25、ferent listening taskGood teacher exploit listening text to the fullTeaching listening strategiesPredictionInferringMonitoringClarifyingRespondingEvaluatingWhere does video fit inChoose video material according to the level and interests of our students Video is richer than audiotape, so that background information can be filled in visually.-dangerStudents can pay less attention to what they are listening Students may treat it uncritically rather as they treat watching TVPlaying the tape without soundPlaying the tape but covering the picture Freezing the pictur