2)Whatdon'tstudentsknow?Whatcan'tstudentsdo?3)Whatdostudentswanttoknow?Whatdostudentswanttodo?4)Howcanteachershelpstudentsknowwhattheywanttoknow?2.Otherwaysof studentanalysiscanbedongusingdifferentkindsofmethods1) Using a questionnaire.2)Using an interview3)Keeping a teacher journal.4)Videotaping5)ObservationIV.How to design lesson objectives1. Determine the skill type of the lesson. Common types of the lessons in primary schools include reading.listening and speaking, reading,or reading and writing lessons.2.Determine the ultimategoal of the lesson.It is highly suggested thatteachers shouldmake cleartheultimategoalofthelessonfrstbeforegoing into specific lesson objectives.3.Work out lessonobjectives that servethe ultimategoal of the lesson.Afterdeter-miningtheultimategoal of the lesson, teachers can try a backward design.V. How to design learning activitiesGood lesson activity design should have the following features:1.Effective.Lesson activities should bedesigned to serve lesson objectives2.Efficient. Lesson activities should also be efficient/ time-saving.3.Engaging. Lesson activities should be motivating. It relies on how the teacher understands his or herstudents. It is not equal to interesting or fun.VI.How to do an integrated instructional design based on one unitAn overall unit design refers to an instructional design based on a whole unit instead of a single textor a part of the unit. It has many advantages.1.The learning content and activities of the unit is more closely connected.This can offer students alogical lineforlearning2.Instructional design is more effective and efficient sinceunnecessary objectives and activities can beavoided.3.It is more structured so teachers can analyze the text more effectively to decide what to add and omit,leavingstudentsmorespaceforeffectivelearning11
11 2) What don’t students know? What can’t students do? 3) What do students want to know? What do students want to do? 4) How can teachers help students know what they want to know? 2. Other ways of student analysis can be dong using different kinds of methods: 1) Using a questionnaire. 2) Using an interview. 3) Keeping a teacher journal. 4) Videotaping. 5) Observation IV. How to design lesson objectives 1. Determine the skill type of the lesson. Common types of the lessons in primary schools include reading, listening and speaking, reading, or reading and writing lessons. 2. Determine the ultimate goal of the lesson. It is highly suggested that teachers should make clear the ultimate goal of the lesson frst before going into specific lesson objectives. 3. Work out lesson objectives that serve the ultimate goal of the lesson. After deter-mining the ultimate goal of the lesson, teachers can try a backward design. V. How to design learning activities Good lesson activity design should have the following features: 1.Effective. Lesson activities should be designed to serve lesson objectives. 2.Efficient. Lesson activities should also be efficient/ time-saving. 3.Engaging. Lesson activities should be motivating. It relies on how the teacher understands his or her students. It is not equal to interesting or fun. VI. How to do an integrated instructional design based on one unit An overall unit design refers to an instructional design based on a whole unit instead of a single text or a part of the unit. It has many advantages. 1.The learning content and activities of the unit is more closely connected. This can offer students a logical line for learning. 2. Instructional design is more effective and efficient since unnecessary objectives and activities can be avoided. 3.It is more structured so teachers can analyze the text more effectively to decide what to add and omit, leaving students more space for effective learning
ChapterUnit4Classroom ManagementTo discuss how language teachers can manage the classroom moreTeaching Objectiveeffectivelyand efficiently.Todevelopthestudents'awarenessof"torespectandbefairtoallthelearners"（课程思政）1)Theroleof theteacherTeaching Focus2)Studentgrouping3)DisciplineinthelanguageclassroomApply the ideas and principles suggested to the real work.Teaching DifficultyTeaching Duration8periods1)Lecture（Computer-aided Instruction)Teaching Method2)Demonstration3)StudentsPracticeChooseteachingmaterialfromPEP bookandpractisetheAssignmentclassroominstructionsTeaching Procedures:I.What's the goal of classroom management?Thegoal ofclassroommanagement isto createanatmosphereconductivetointeractinginEnglish inmeaningful ways.Effectiveclassroommanagement canbeachieved when thefollowingthreeconditions aremet:1)the appropriate roles of the teacher.2)Suitable grouping ofthe students3)Discipline and harmony in the classII. The roles of the teacher1.Richards and Rodgers'viewpointTeacher's roles arerelated ultimatelytoassumptionsabout language and language learningat thelevel ofapproach.Differentapproachesstipulate（规定）differentrolesfortheteacher2.Teacher's roles:Althoughdifferent approaches stipulatedifferentteacherroles,therearesomecommonroles thatteachers play in most of the major approaches: controller, assessor, organizer, prompter, participant;resourceprovider3. Students'practice of playing different roles in task2.II. Student grouping1.methods of common studentgrouping1)lockstep2) pair work3)group work4)individual study2.the advantages and disadvantages of the above grouping12
12 Chapter Unit 4 Classroom Management Teaching Objective To discuss how language teachers can manage the classroom more effectively and efficiently. To develop the students’ awareness of “ to respect and be fair to all the learners ”(课程思政）. Teaching Focus 1)The role of the teacher 2)Student grouping 3)Discipline in the language classroom Teaching Difficulty Apply the ideas and principles suggested to the real work. Teaching Duration 8periods Teaching Method 1) Lecture ( Computer-aided Instruction) 2) Demonstration 3) Students Practice Assignment Choose teaching material from PEP book and practise the classroom instructions Teaching Procedures: I. What’s the goal of classroom management? The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways. Effective classroom management can be achieved when the following three conditions are met: 1) the appropriate roles of the teacher. 2) Suitable grouping of the students 3) Discipline and harmony in the class. II. The roles of the teacher 1.Richards and Rodgers’ viewpoint Teacher’s roles are related ultimately to assumptions about language and language learning at the level of approach. Different approaches stipulate（规定）different roles for the teacher. 2.Teacher’s roles: Although different approaches stipulate different teacher roles, there are some common roles that teachers play in most of the major approaches: controller; assessor; organizer; prompter; participant; resource provider 3. Students’ practice of playing different roles in task2. III. Student grouping 1. methods of common student grouping 1) lockstep 2) pair work 3) group work 4) individual study 2. the advantages and disadvantages of the above grouping
groupingAdvantagesDisadvantagesLockstepAll the class are concentrating,Students have little chanceto speakgood modeling from teacher;Same speed for different students;comfortable in choral practiceNervous in front ofthewholeclass:Not enough communication;Pair workMore chancefor practice;Students stray away from the task;Encouraging co-operation;Using native language;Relaxing atmosphere,Noise and indiscipline.GroupworkCommunication in its real sense;Thesameasthoseinpairwork,plyssomeMore dynamic than pair work,students might dominate;promoting self-reliance;Difficult to group;Individual studyNo outside pressure,Lessdynamicclassroom;Study at own speed;No co-operation;3. Further suggestions about student grouping methods.1)When working in lockstep,theteacher shouldnot speak toomuch.2) When organizing pair work, the teacher should give the clearest instructions. If necessary,the teachershoulddemonstratewithone studentfirst3)some possible waysto group the students:grouping the students according to seating arrangement,students select their own group members,(risky)strong students and weak students are missed together.Strong students and weak students are grouped separately to do different takes.Group the students bydrawing lots.4) Although pair work and group work can provide students more chances for practice, individual studyshould not be totally neglected.IV.Discipline in thelanguage classroomWhat's the final goal of discipline in the language classroom?The ultimate goal of discipline is to make more effective learning possible, but the relationship betweendiscipline and learning is not as straight forward as it appears.2.Practical hints forteachers on classroom discipline.3.measuresfor indisciplined acts andbadlybehavingstudents(byHarmer)1)Act immediately.2)Stoptheclass3)Rearrange the seats.4)Change the activity.5)Talk to students after class.6)Use the institution.13
13 grouping Advantages Disadvantages Lockstep All the class are concentrating; good modeling from teacher; comfortable in choral practice Students have little chance to speak; Same speed for different students; Nervous in front of the whole class; Not enough communication; Pair work More chance for practice; Encouraging co-operation; Relaxing atmosphere; Students stray away from the task; Using native language; Noise and indiscipline. Group work Communication in its real sense; More dynamic than pair work; promoting self-reliance; The same as those in pair work;plys some students might dominate; Difficult to group; Individual study No outside pressure; Study at own speed; Less dynamic classroom; No co-operation; 3. Further suggestions about student grouping methods. 1) When working in lockstep, the teacher should not speak too much. 2) When organizing pair work, the teacher should give the clearest instructions. If necessary, the teacher should demonstrate with one student first. 3) some possible ways to group the students: grouping the students according to seating arrangement; students select their own group members,(risky) strong students and weak students are missed together. Strong students and weak students are grouped separately to do different takes. Group the students by drawing lots. 4) Although pair work and group work can provide students more chances for practice, individual study should not be totally neglected. IV. Discipline in the language classroom 1. What’s the final goal of discipline in the language classroom? The ultimate goal of discipline is to make more effective learning possible, but the relationship between discipline and learning is not as straight forward as it appears. 2. Practical hints for teachers on classroom discipline. 3. measures for indisciplined acts and badly behaving students( by Harmer) 1) Act immediately. 2) Stop the class. 3) Rearrange the seats. 4) Change the activity. 5) Talk to students after class. 6) Use the institution
Unit5TeachingVocabulary.GrammarandPronunciationChapterTodiscuss howto teachvocabulary,grammar and pronunciationTeaching Objectiveand getsometeaching skills.Todevelopthe studentscreation inteachingpractice（课程思政）1)Theroleof pronunciation2)Practicing sounds3)Practicing stress and intonationTeaching Focus4)Theroleofgrammar inELT5)Grammarpresentationmethods6)Consolidating vocabulary7)Developing vocabulary building strategy1)Thewaystohelpstudentsdevelopacceptablepronunciation.Teaching Difficulty21Varymethodsindifferentsituations3)TohelpstudentsdevelopvocabularylearningstrategiesTeaching Duration11 periods1)Lecture (Computer-aided Instruction)Teaching Method2)Demonstration3)StudentsPracticeChoose an aspectof pronunciationthatyouor other learners1.3that you know or find difficult----it may be individual soundsstressorintonation.PlanpartofalessonfocusingontheproblemPlanashortpresentationfollowedbysomepracticeAssignment2.Writeaminiteachingplantoteach"presentcontinuoustense"andpractisetheteachingMini-teaching: 1. Present pronouns.2. Present 3 nouns.3.3.Present 3verbsTeaching Procedures:A. Teaching pronunciationIL.The importance of teaching pronunciationCorrect pronunciation is needed for a speaker to communicate. If our pronunciation is incorrect, wewill not be understood.The result will be that Chinese people will think you are speaking in a foreignlanguageandEnglishpeoplewill thinkyou arespeakingChineseIt is more important for us language teachers to have a good pronunciation. If we have not a goodpronunciation, who can we enable our students to pronounce correctly?e.g. I need some medicine for my cough.(cough[kof],caw[kau])He is not a boy who is afraid of hardship and death. (with or without a pause before"who" is quitedifferent.)As ameans of communicationby word of mouth, language is used in oral speech and in readingaloud.Therefore,in ordertomakeoneselfeasily understood while expressing one's own orotherpeople'sthoughts in any language, one must be able to pronounce words and sentences in that language quitecorrectly.IL. Practising sounds1. Focusing on a soundWhen teaching pronunciation, we need to focus on individual sounds, especially those sounds that aredifficult to learn.Task :Imagine that you are focusing on a sound which your students are having difficulty with. In what14
14 Chapter Unit 5 Teaching Vocabulary. Grammar and Pronunciation Teaching Objective To discuss how to teach vocabulary, grammar and pronunciation and get some teaching skills.To develop the students’ creation in teaching practice (课程思政）. Teaching Focus 1) The role of pronunciation 2) Practicing sounds 3) Practicing stress and intonation 4) The role of grammar in ELT 5) Grammar presentation methods 6) Consolidating vocabulary 7) Developing vocabulary building strategy Teaching Difficulty 1) The ways to help students develop acceptable pronunciation. 2) Vary methods in different situations. 3) To help students develop vocabulary learning strategies. Teaching Duration 11 periods Teaching Method 1) Lecture (Computer-aided Instruction) 2) Demonstration 3) Students Practice Assignment 1. Choose an aspect of pronunciation that you or other learners that you know or find difficult-it may be individual sounds, stress or intonation. Plan part of a lesson focusing on the problem. Plan a short presentation followed by some practice. 2. Write a mini teaching plan to teach "present continuous tense" and practise the teaching. 3. Mini-teaching: 1. Present pronouns. 2. Present 3 nouns. 3.Present 3 verbs. Teaching Procedures: A. Teaching pronunciation I.The importance of teaching pronunciation Correct pronunciation is needed for a speaker to communicate. If our pronunciation is incorrect, we will not be understood. The result will be that Chinese people will think you are speaking in a foreign language and English people will think you are speaking Chinese. It is more important for us language teachers to have a good pronunciation. If we have not a good pronunciation, who can we enable our students to pronounce correctly? e.g. I need some medicine for my cough.(cough[kof],caw[kau]) He is not a boy who is afraid of hardship and death. (with or without a pause before "who" is quite different.) As a means of communication by word of mouth, language is used in oral speech and in reading aloud. Therefore, in order to make oneself easily understood while expressing one's own or other people's thoughts in any language, one must be able to pronounce words and sentences in that language quite correctly. II. Practising sounds 1. Focusing on a sound When teaching pronunciation, we need to focus on individual sounds, especially those sounds that are difficult to learn. Task :Imagine that you are focusing on a sound which your students are having difficulty with. In what
order would you teach and practice the sound?2.Perceptionpractice(理解练习）DistinguishsoundsUsing minimal pairs.Which orderSame or differentOdd man outCompletion3.production practiceListen and repeatFill in the blanksMake up sentencesUsemeaningful contextUse pictures.Use tongue twisters4.Thepresentationofteachingpronunciation1). To introduce the sound.The first step in actual classroom instruction is to introduce the sound, to focus the students attention onthe teaching pointe.g. We can teach the words eat, he, she, seat, see, etc. with the help of learning A,B,C,D,E,2). Imitation, description and comparison and contrastThe sound system is known to be learned best through imitation of the sound patterns, description ofphonological systems andcomparison andcontrastofdifferent soundsImitationStudents learn a new sound by listening to the teacher's modeling, following the teacher'smodel andtryingto producethe sound in the waytheteacher do.Sincemost of theteachers are not nativespeaker of English, tapes or records are very helpful for the students.DescriptionFor Chinese junior high students, however, mere imitation is not enough, because studentsat this stagehave already passed their best agefor imitation and they havealso acquired someknowledgeof theChinese sound system and considerableabilitytolearn abstractly,besides,some consonants are soweak that it is very difficult for them to imitate.Comparisonand contrastComparisonand contrasthaveprovedtobealsoveryeffectiveinteachingthesound system. Teachers should contrast the sound being taught with the nearby English sounds. e.g.[ei]--[e] [u]-[u:] []--[i]] [p]--[b] [][>] [][t] []--[n][]3).FamiliarizationAfter the students can pronounce a certain sound correctly,the teacher should provide words that containthe sound. e.g[i]: it ,rid. live, live, bill, fill, fist[i:]:eat, read, leave, bean, feel, feast4).Production15
15 order would you teach and practice the sound? 2. Perception practice(理解练习) Distinguish sounds Using minimal pairs. Which order Same or different Odd man out Completion 3. production practice Listen and repeat Fill in the blanks Make up sentences Use meaningful context. Use pictures. Use tongue twisters 4. The presentation of teaching pronunciation. 1). To introduce the sound. The first step in actual classroom instruction is to introduce the sound, to focus the students' attention on the teaching point. e.g. We can teach the words eat, he, she, seat, see, etc. with the help of learning A,B,C,D,E, 2). Imitation, description and comparison and contrast. The sound system is known to be learned best through imitation of the sound patterns, description of phonological systems and comparison and contrast of different sounds. Imitation Students learn a new sound by listening to the teacher’s modeling, following the teacher's model and trying to produce the sound in the way the teacher do. Since most of the teachers are not native speaker of English, tapes or records are very helpful for the students. Description For Chinese junior high students, however, mere imitation is not enough, because students at this stage have already passed their best age for imitation and they have also acquired some knowledge of the Chinese sound system and considerable ability to learn abstractly, besides, some consonants are so weak that it is very difficult for them to imitate. Comparison and contrast Comparison and contrast have proved to be also very effective in teaching the sound system. Teachers should contrast the sound being taught with the nearby English sounds. e.g. [ei]-[e] [u]-[u:] [i]-[i:] [p]-[b] [f]-[v] [∫]-[t∫] [l]-[n]-[r] 3). Familiarization After the students can pronounce a certain sound correctly, the teacher should provide words that contain the sound. e.g. [i]: it ,rid. live, live, bill, fill, fist [i:]:eat, read, leave, bean, feel, feast 4). Production