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Learning teaching chapter2 3 Learning teaching chapter2 3 Presentation Transcript

  • An introduction to classroom management Part three: Potential problems 主讲: SONGMINGYUE 制作:浙江外国语学院 08 英本 3 班 指导教师: VICTORGAO 教材: Learning Teaching Chapter 2
  • Potential problems
    • Unplanned, unstructured instructions are extremely confusing to students.
    • They probably understand only a small percentage of what you say—and guess what you want them to do from one or two key words they did catch.
  • Potential problems
    • Let us see some kinds of potential problems.
    • Not checking understanding of instructions
    View slide
  • Potential problems
    • Not checking understanding of instructions
    • Asking Do you understand?
    View slide
  • Potential problems
    • Not checking understanding of instructions
    • Asking Do you understand?
    • Fear of genuine feedback
  • Potential problems
    • Not checking understanding of instructions
    • Asking Do you understand?
    • Fear of genuine feedback
    • Insufficient authority/over-politeness
  • Potential problems
    • Not checking understanding of instructions
    • Asking Do you understand?
    • Fear of genuine feedback
    • Insufficient authority/over-politeness
  • Potential problems
    • The running commentary
    • Lack of confidence in self, learners, materials, activity making it too easy
    • Over—helping/over—organizing
    • Flying with the fastest
  • Potential problems
    • Not checking understanding of instructions
    • Asking Do you understand?
    • Fear of genuine feedback
    • Insufficient authority/over-politeness
  • Potential problems
    • The running commentary
    • Lack of confidence in self, learners, materials, activity /making it too easy
    • Over—helping/over—organizing
    • Flying with the fastest
    • Not really listening
  • Potential problems
    • Not checking understanding of instructions
    • Asking Do you understand ?
    • Fear of genuine feedback
    • Insufficient authority/over-politeness
  • Potential problems
    • Not really listening
    • Weak rapport — creation of a poor working environment
  • Not checking understanding of instructions
    • TEACHER: My instructions were so clear — but all the students did different things — and none of them did what I asked them to do.
    • Even the clearest instructions can be hard to grasp — so, after you ’ ve given them, it ’ s well worth checking that they have been understood. A simple way is to ask a student or two to repeat them back to you
  • Asking Do you understand?
    • TEACHER: Do you understand?
    • STUDENT: yes...
    • When you want to check learners ’ understanding, questions
    • such as Do you understand? are often useless. If you get a Yes reply it could mean I ’ m nervous about seeming stupid or I don ’ t want to waste the class ’ s time any more or I think I understand, but...
  • Getting students to demonstrate their understanding teacher using a language item in a sentence repeating an instruction explaining their interpretation of an idea
  • Fear of genuine feedback the teacher’s attitude response the questions asked the classroom atmosphere Aspects infect feedback
  • Insufficient authority/over-politeness
    • TEACHER: So if you don ’ t mind, it would be very nice if you could just stop the activity if you feel that ’ s OK.
    • Say what you need to say without hiding it inside wrappings. If you want to stop an activity---say Stop now, please. Feel your own natural authority and let it speak clearly.
  • Flying with the fastest
    • Flying with the fastest is very easy to get a false impression of how difficult or easy something is.
    • Remember :
    • Make sure you get constant answers and feedback from many students.
    • Try directing questions at individuals
  • Weak rapport — creation of a poor working environment
    • TEACHER: I try to be nice — but my classes always seem to dull
    • How to create a good one ?
  • Three teacher qualities authenticity respect empathy
  • The subject matter of English language teaching Part three: Potential problems 主讲:宋明月 制作:浙江第二师范学院外国语学院 08 英本 3 班 指导教师:高歌 教材: Learning Teaching Chapter 3
  • Language systems and language skills Language systems Lexis Grammar Function Phonology Language skills Speaking Writing Reading Listening
  • Task 1
    • Classify each of the following teaching points as “ G ” for grammatical; “ V ” for vocabulary; “ P ” for phonological; “ F ” for functional.
    • Example: house; flat=V ( I went to Paris; I’ve been to Paris
    • Lend us a fiver; Could you possibly lend me 5
    • Library; bookshop
    • vocabulary)
  • Task 1
    • 4 Sheep; sheeps
    • 5 Sorry; Excuse me
    • 6 Hut; hat
    • 7 Impotent; important
    • 8 some; any
    Answers 1G 2F 3V 4V/G 5F 6P 7P (changing word stress) 8G
  • The variation of language teaching
    • Traditionally, language teaching in many countries concentrated on grammar , reading and writing.
    • Nowadays most interest is expressed in a balanced spread of work on all language systems , particularly emphasizing listening and speaking .
    • in the future, there is currently strong interest in the importance of lexical phrases .
  • Task 2
    • Here is one teaching situations.
    • What balance of the four systems and the four skills would make a useful course for these learners?
    • A
    • A twenty-four-old-Japanese learner has studied grammar at school for nine years; she can read and understand even complex texts well.
    • She has arrived in England to take a two-week intensive course.
    • In her placement test (which was mainly multiple choice grammar questions) she scored very well but at the initial interview she had trouble answering even simple questions about herself and often asked the interviewer to repeat the question.
  • Commentary ▇ ▇ ▇
    • The Japanese learner clearly needs a lot of work on the skills of listening and speaking. the main thrust of the work could be on realistic listening and speaking activities to promote fluency and improve communicative abilities.
  • It is important to remember that no one area of skills or language systems exists in isolation listening reading speaking writing
  • Task 3
    • Discussing the differences between listening to a radio weather forecast in your own language and that in your second language?
  • Difference Native language Second language Half — listen concentrate Catch the key phrases Catch the whole
  • trying to pick out important ones . Trying to decipher words Listening skills
  • Task 4
    • Every activity is likely to involve some work on both language systems and skills, In the following, classify each activity as ‘ mainly skills ’ or ‘ mainly systems ’ . Then decide which skills or which language systems are being worked on.
    • The teacher writes a grammar exercise on the board which learners copy and then do.
    • Learners read a newspaper article and then discuss the story with each other.
    • Learners underline all past simple verb forms in a newspaper article.
    • Learners chat with teacher about the weekend.
    • Learners write an imaginary postcard to a friend, which the teacher then corrects.
    • Learners write an imaginary postcard to a friend, which the teacher then corrects.
    • Learners write a postcard to a friend, which is posted uncorrected.
    • The teacher uses pictures to teach ten words connected with TV.
    • The teacher says What tenses do these people use? Learners then listen to a taped conversation.
    • The teacher says Where are these people? Learners then listen to a taped conversation.
  • Commentary ▇ ▇ ▇
    • In a the students do read and write but use few of the skills that we need then we read and write in our normal life.
    • Activity b involves the skills of reading and speaking in ways very similar to those in the outside world.
  • Commentary ▇ ▇ ▇
    • The aim in d is to encourage fluent speaking.
    • The aim in g is to teach some vocabulary and the speaking and listening and writing involved are of less importance.
  • Three kinds of classroom activities
    • Restricted use activities.
    • Authentic use activities.
    • Clarification and focus.
    • Any questions?