PlanLessonCourse: English Language Teaching MethodologyInstructor: Sun Zhangping★ Teaching material:publishedbya.EnglishlanguageTeachingMethodologyForeign language Teaching & Research Pressb.AdaptedfromLightbrownandSpada(1993).Howlanguagesarelearned. Oxford University Press?Teaching aims:a. to find out the good qualities of a successful language learner;b. to reflect &have a positive transfer by analyzing the causesof students' becoming unsuccessful English languagelearners & reflecting how native Chinese speakerslearn Chinese;c. to have clear learning objectives from this course;d. to activate students' schemata;?Teaching contents:Unit 1Introduction?Teaching hour:3periods,120 minutes?Teaching method: Lecture (multi-media-aided Instruction)DemonstrationTeachingprocedures:1.Leadin questionsl)Please recall howyou were taught English inprimary schools andmiddle schools.2)Do you think you are successful English language learners?Why/Why not?3)Sincemostofyou thinkyou areunsuccessfulinlearning English,what are the main factors or obstacles preventing you frombecoming successful language learners?4)Pleaserecall anddescribehow youlearned to speak Chinesewhenyou were small babies.5)What do you expect to learn from this course?
Lesson Plan Course: English Language Teaching Methodology Instructor: Sun Zhangping Teaching material: a. English language Teaching Methodology published by Foreign language Teaching & Research Press b. Adapted from Lightbrown and Spada(1993). How languages are learned. Oxford University Press Teaching aims: a. to find out the good qualities of a successful language learner; b. to reflect & have a positive transfer by analyzing the causes of students’ becoming unsuccessful English language learners & reflecting how native Chinese speakers learn Chinese; c. to have clear learning objectives from this course; d. to activate students’ schemata; Teaching contents: Unit 1 Introduction Teaching hour: 3 periods, 120 minutes Teaching method: Lecture ( multi-media-aided Instruction) Demonstration Teaching procedures: 1. Lead in questions 1) Please recall how you were taught English in primary schools and middle schools. 2) Do you think you are successful English language learners? Why/Why not? 3) Since most of you think you are unsuccessful in learning English, what are the main factors or obstacles preventing you from becoming successful language learners? 4) Please recall and describe how you learned to speak Chinese when you were small babies. 5) What do you expect to learn from this course?
2.Presentation1)Learning & teaching English in ChinaQ. Why is it necessary for Chinese students to learn English?Q.Howwere you taught English in the past?2)Developments in English language teaching methodologya.discuss about the definition and purpose of languageb.introduce and comment on the major schools of foreign languageteaching concerning their origins, their strengths and weaknessesthe major schools: grammar-translation methoddirect method/natural methodaudio-visual method or situationalmethodcognitive methodcommunicative approach3)Brief introduction to Krashen& some of his theoryA. language acquisition; natural order;not learninga. Definitionsof L2 andSLAhow to help students use language1simplify materialproduction11input&outputstrategies forlanguagelearningt1SLAways to learn1TheoryResearch-process of languagelearningYhowto activate schematamore effectivelyhowtoimprove competencetolerance of Ss'errorsb.Differences between Ll and L2B..three of Krashen's hypothesis:the Monitor Hypothesis:limitedconscious learninghasonefunction,i.e.a.monitor/editor:b. acquired system initiates speakers'utterance;howto monitorsuccessfully-enough time, think about correctness, know rules;c. acquired knowledge is responsible for only accuracy, notfluency;d. acquisition is available for self-correction;
2. Presentation 1) Learning & teaching English in China Q. Why is it necessary for Chinese students to learn English? Q. How were you taught English in the past? 2) Developments in English language teaching methodology a. discuss about the definition and purpose of language b. introduce and comment on the major schools of foreign language teaching concerning their origins, their strengths and weaknesses the major schools: grammar-translation method direct method/natural method audio-visual method or situational method cognitive method communicative approach 3) Brief introduction to Krashen & some of his theory A. language acquisition; natural order; not learning a. Definitions of L2 and SLA how to help students use language ↗ simplify material production ↖ ↗ input & output strategies for language learning ↑ ↗ ways to learn ← SLA Theory Research→process of language learning more effectively ↙ ↓ ↘how to activate schemata how to improve competence tolerance of Ss’ errors b. Differences between L1 and L2 B. three of Krashen’s hypothesis: ✓ the Monitor Hypothesis: a. conscious learning has one limited function, i.e. monitor/editor; b. acquired system initiates speakers’ utterance; how to monitor successfully—enough time, think about correctness, know rules; c. acquired knowledge is responsible for only accuracy, not fluency; d. acquisition is available for self-correction;
V The Affective Filter Hypothesis:attitudinal variables(motivation, good self-image, anxiety level)relates to success in 2d language acquisition;b. a lower filter:performer or learner is more open to theinput/take in language input actively so tat he can obtain moreinput;c. some effects on language acquisition,The InputHypothesis.a. aim at how to acquire language, acquire language by exposure tocomprehensible input/understanding input that is a little beyondcurrent level;b. claim listening & speaking are crucially important; after that,speaking & writing fluently come out automatically;c. how to understand language not yet known, through context,extra-linguisticasbodyinformation,suchlanguage,pictures,magazines,situations;d.meaning can help language acquisition;e. input is the source of acquisition;C. Krashen's Comprehensible inputnextstagei+1:Competence:current knowledge,what learners have in mindProficiency:has something to do with use, performance in 2ndlanguage3.PracticeA.Thinking about second language acquisitionQuickly decide your reaction to each of the following statements:0123Disagree stronglyAgreestronglya. Learning a language involves the same underlying processes as anyother kind of learning.b. To become proficient in another language, first we must learnthe rules.andthesecondDifferencesbetween the first language(Li)C.language(L2) explain most of the problems L2 learners experience
✓ The Affective Filter Hypothesis: attitudinal variables(motivation, good self-image, anxiety level) relates to success in 2nd language acquisition; b. a lower filter: performer or learner is more open to the input/take in language input actively so tat he can obtain more input; c. some effects on language acquisition, ✓ The Input Hypothesis: a. aim at how to acquire language, acquire language by exposure to comprehensible input/understanding input that is a little beyond current level; b. claim listening & speaking are crucially important; after that, speaking & writing fluently come out automatically; c. how to understand language not yet known, through context, extra-linguistic information, such as body language, pictures, magazines, situations; d. meaning can help language acquisition; e. input is the source of acquisition; C. Krashen’s Comprehensible input ↘next stage ↗ i + 1: ↙ Competence: current knowledge, what learners have in mind Proficiency: has something to do with use, performance in 2nd language 3. Practice A. Thinking about second language acquisition Quickly decide your reaction to each of the following statements: 0 1 2 3 Disagree strongly Agree strongly a. Learning a language involves the same underlying processes as any other kind of learning. b. To become proficient in another language, first we must learn the rules. c. Differences between the first language(L1) and the second language(L2) explain most of the problems L2 learners experience
d. As humans, our inborn sense of language principles enables us to'pick up' a second language through meaningful communication in theL2,muchaswedevelopourLl.e.There are certain L2 structures which are acquired quite early inSLA while others are acquired much later.B. Group discussion: what should teachers encourage and develop intheir learners if they want to enhance the significance and strengthof learning experience?NA sense of competencethefeeling that they are capable of coping successfully with anyparticular taskwithwhich theyare faced;AControl of own behaviorthe ability to control and regulate their own learning, thinkingand actions:Goal-settingthe ability to setrealistic goals and to plan ways of achieving them;>Challengean internal need to respond to challenges, and to search for new challenges in life;>Awarenessof changean understanding that human beings are constantly changing, and theability to recognize and assess changes in themselves; A belief in positive outcomesa belief that even when faced with an apparently intractableproblem, there is alwaysthe possibility of finding a solutionNSharingco-operation among learners, together with the recognition thatsome problems are better solved co-operatively;>Individualitya recognition of their individuality and uniqueness;A sense of belonginga feeling of belonging to a community and a culture(Williams andBurden1997,p.69)C. Read through these quotations from middle school teachers anddecidewhichonesyouagreemost:1)Themost important thingforme is toget my students through thestate exams.That is my job.2) The most important thing for me is to get my students love English& enjoy the English lessons as much as possible.That way they willlearn naturally. My job is to motivate them.3) The more practice I give my students in communicating in English,the more able they will be to use English in the real world and to
d. As humans, our inborn sense of language principles enables us to ‘pick up’ a second language through meaningful communication in the L2, much as we develop our L1. e. There are certain L2 structures which are acquired quite early in SLA while others are acquired much later. B. Group discussion: what should teachers encourage and develop in their learners if they want to enhance the significance and strength of learning experience? ➢ A sense of competence the feeling that they are capable of coping successfully with any particular task with which they are faced; ➢ Control of own behavior the ability to control and regulate their own learning, thinking and actions; ➢ Goal-setting the ability to set realistic goals and to plan ways of achieving them; ➢ Challenge an internal need to respond to challenges, and to search for new challenges in life; ➢ Awareness of change an understanding that human beings are constantly changing, and the ability to recognize and assess changes in themselves; ➢ A belief in positive outcomes a belief that even when faced with an apparently intractable problem, there is always the possibility of finding a solution ➢ Sharing co-operation among learners, together with the recognition that some problems are better solved co-operatively; ➢ Individuality a recognition of their individuality and uniqueness; ➢ A sense of belonging a feeling of belonging to a community and a culture (Williams and Burden 1997, p.69) C. Read through these quotations from middle school teachers and decide which ones you agree most: 1) The most important thing for me is to get my students through the state exams. That is my job. 2) The most important thing for me is to get my students love English & enjoy the English lessons as much as possible. That way they will learn naturally. My job is to motivate them. 3) The more practice I give my students in communicating in English, the more able they will be to use English in the real world and to
pass any proficiency exam they are given.4) In order for my students to succeed in English, they need as muchas much exam practice as possible.The best way I can help them isprovide that exam practice, so they will be confident about passingthe state exams.5) What gives me most satisfaction is teaching a good class of studentsand seeing them get high marks in the exams.6) What gives me most satisfaction is taking a low level class andseeing themmake progress in English during the course, even thoughtheir exam results are stilllower than the best classes.7) For me the best type of student is one who is able to memorize thetextbook,learn vocabulary andgrammar and passthe exams.8)Formethebest typeofstudentisonewhoenjoyslearningEnglish,puts a lot of effort into it in class, contributes to the lessonand experiments with language creatively.9)Iamtraining studentsget through the education system astoThat is howI am judged bymy colleaguessuccessfully as possible.and the school leaders.10)I am training students in skills that theymight need inlife.Mysatisfactioncomesfromhearingfromstudents,long aftertheyhave5mygraduated from school, that what I taught them was useful to themin their life.4.Homework1)What have impressed you most in these three periods? Why? Supportyour answer with examples from your personal experience as alearner.2)Arethereany problemsthat you have encounteredin this unit?Howdo you intend to copewith them?3)To whatextent haveyou changed your attitude towards some aspectsof teaching or learning English?4)Choose three theoretical concepts we have studied in this course.Use your class notes and the sources you might need, define anddiscuss these concepts. Or you may group them to form an essayaround related concepts.FeedbackAs teachers,we need to keep in our mind that our students-thelearners are real people with normal human feelings, hence it isteachers'responsibilityto make the learning experience asenjoyable as possible. In language teaching it is considered veryimportant to lower the inhibitionsthat cause a barrier tolanguage production
pass any proficiency exam they are given. 4) In order for my students to succeed in English, they need as much as much exam practice as possible. The best way I can help them is provide that exam practice, so they will be confident about passing the state exams. 5) What gives me most satisfaction is teaching a good class of students and seeing them get high marks in the exams. 6) What gives me most satisfaction is taking a low level class and seeing them make progress in English during the course, even though their exam results are still lower than the best classes. 7) For me the best type of student is one who is able to memorize the textbook, learn vocabulary and grammar and pass the exams. 8) For me the best type of student is one who enjoys learning English, puts a lot of effort into it in class, contributes to the lesson and experiments with language creatively. 9) I am training students to get through the education system as successfully as possible. That is how I am judged by my colleagues and the school leaders. 10) I am training students in skills that they might need in life. My satisfaction comes from hearing from my students, long after they have graduated from school, that what I taught them was useful to them in their life. 4. Homework 1) What have impressed you most in these three periods? Why? Support your answer with examples from your personal experience as a learner. 2) Are there any problems that you have encountered in this unit? How do you intend to cope with them? 3) To what extent have you changed your attitude towards some aspects of teaching or learning English? 4) Choose three theoretical concepts we have studied in this course. Use your class notes and the sources you might need, define and discuss these concepts. Or you may group them to form an essay around related concepts. Feedback ➢ As teachers, we need to keep in our mind that our students—the learners are real people with normal human feelings, hence it is teachers’ responsibility to make the learning experience as enjoyable as possible. In language teaching it is considered very important to lower the inhibitions that cause a barrier to language production