1.How to be a good teacher?

What makes a good teacher?

Make their lesson interesting.

Love his job

Has his own personality and doesn’t hide it from the students.

Lots of knowledge, not only his subject

Entertainer who can amuse students

Friendly and can help solve problems

Has an affinity with the students

Try and draw out quite ones/control more talkative ones

Can correct people without offending them

Helps rather than shouts

Know students’ name

Class management— the ability to control and inspire a class

How should teachers talk to students

Rough tune their language to the students’ levels: exaggerated tone of voice/less complex grammatical structures/less difficult words/eye contact

Physical movement – gestures/expressions/mime

How to give instructions:

They must be kept as simple as possible/be logical

Check if they understand

How to talk in class:

Balance stt and ttt(comprehensible input). Maxim STT

What are the best kinds of lesson?

Balance between predictable safety and unexpected variety

How 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 learner

The hours they spend practicing and always do homework/age/level

How important the students’ motivation

Integrative motivation>instrumental motivation

Who is responsible for learning?

Good learners take some responsibility learning themselves/encourage self-studying

Characters that good classroom learners share: the desirability to using proper learning skills

A willingness to listen/to experiment/to ask questions/to think about how to learn/accept correction

Adult learner: also can be disruptive like adolescents/nervous about learning/more world knowledge/greater tolerance for “serious learning”.

Balance serious study of English with the more entertaining activities.

Different levels:

Beginners (false beginners)(elementary)(lower intermediate) intermediate(upper intermediate) advanced

Rough tune – different language level/different questions

Different activities: pronunciation practice/simple introduction dialogue/abstract 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 shouting in a disagreeable way

Variety stress the need for variety

Conservation take good care of their voice

How to mark the stage of lesson:

Mark stages and changes clearly so that students know what’s going on. Good teachers know how to start the class and also know how to close it so that there was a feeling of completeness.

Sitting arrangement:

Orderly rows keep in touch with what’s going on and involve all the students

Circles and horseshoes teacher dominated

Separate tables tongshang

Student grouping:

Whole class

Group work and pair work

Solowork

Teacher also should evaluate themselves

Try out new techniques/evaluate themselves/find out whether students found them useful or enjoyable/should find variety of means to keep track of their students’ progress

4.how to describe learning and teaching

What do we know about language learning

Unconscious learning in natural circumstance

Contact with language for the purpose of communication

Elements necessary to learn language in the ‘real’ world

Exposure motivation use

Element for language learning in classroom:

Engage: to arouse the students’ interest, thus involving their emotions

Study: to focus on language or information and how it is constructed

Activate: to try out real language use to rehearse for the real world

Esa sequence

Teacher’s responsibility to vary the sequences and content of our lessons

Straight arrow sequence esa

Boomerang sequence easa

“Patchwork” sequence eaasasea etc.

Teaching models:

Grammar translation

Audio-lingualism

PPP

TBL

CLT

6. how to teach language

What does language study consist of:

Be exposed to it

Understand its meaning

Understand its form

Practice it

Why do students make mistakes

Part of the natural process of learning

Learning is a gradual development involving different stages

Appears to regress but actually they are advancing. Accuracy sometimes doesn’t mean full mastery.

How should teacher correct students

Point out

Ask classmates to help out

Not let the student fell humiliated

Students sometimes enjoy helping each other

7. How to teach reading

Strategic reading

Fluent reading

Reading teach models:

Bottom up models

Top-down models

Intensive reading approach(baohanqianliangzhe sometimes)

Interactive models

Why teach reading:

For careers, for study purposes or for pleasure

For exposed to English

To provide good models for English writing

To provide opportunities to study language

What kind of reading should students do?

Balance students’ capabilities and their interests

Topics and reading text also worth considering

Depend on who the students are

What reading skills should students acquire

Scan for particular information

Skim for the general idea

To read for detailed comprehension

Principles behind the teaching of reading

Reading is not a passive skill

Students need to be engaged with what they are reading

Students should be encouraged to respond to the content of the text, not just the language Prediction is a major fact in reading

Match the task to the topic

Exploit reading texts to the full

8. How to teaching writing?

Why teach writing?

Reinforcement

Language development

Learning style

Writing as a skill

What kind of writing should students do?

Abilities and levels

Everyday styles

Interests

How to correct?

Avoid over-correction

Use written symbols

Handwriting: encourage students to write clearly and legibly

Lined paper

9. how to teaching speaking

What kind of speaking should students do?

Activate exercise: students use the language at their command to perform some kind lf oral task.

Why ?

Rehearsal

Feedback

Engagement

How to correct:

In discussion and role-plays, constant interruption form the teacher will destroy the purpose of speaking activity.

Note down mistakes, and correct afterwards.

Not to single students put for particular criticism.

What should teachers do during a speaking activity?

Sometimes can join in students’ speaking activities, but should not dominate it.

Prompting is often necessary but teachers should do it sympathetically and sensitively.

10. how to teaching listening

Why teach listening

To hear different varieties and accents

To help students to acquire language subconsciously

Listening is a skill and can help listeners communicate more effectively.

What kind of listening should students do?

Authentic listening material and realistic tape

Those can help gain confidence at the beginning.

Not very long

The level and the kind of task that go with a tape

What’s special about listening?

Tapes go at the same speed for everyday

Students are encouraged to listen for general understanding first rather details immediately Spoken language has a number of unique features

Principles behind the teaching of listening?

The tape recorder is just as important as the tape

Preparation is vital

Once will not be enough

Students should be encouraged to response to the content of the text, not just to the language. Different listening stages demand different listening task

Good teacher exploit listening text to the full

Teaching listening strategies

Prediction

Inferring

Monitoring

Clarifying

Responding

Evaluating

Where does video fit in?

Choose 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. Students can pay less attention to what they are listening

Students may treat it uncritically rather as they treat watching TV – danger

Playing the tape without sound

Playing the tape but covering the picture

Freezing the picture

Divide the class in half

11. how to use textbooks

Different options for textbook use

Omission/replacement/addition/adaptation

Should be used creatively

SARS select adapt reject supplement

Addition is look like: personal engagement/word study/word games

Why use text book at all?

For teachers: no matter how well it planned, they can be inappropriate for teachers and students. Teacher should assess their contents carefully and use the textbook judiciously for their own ends, rather than have the textbook use and control them.

Other advantages

For students: feel more positive about textbook than some teachers. The textbook is reassuring. May benefit more from the teacher’s creative use of the textbook

How to choose a textbook?

Analysis

Piloting

Consultation

Gather opinions

Price/availability/layout and design/methodology/skills/syllabus/topic/stereotyping/teachers’ guide