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HowtoTeachEnglish笔记整理UnitOneHowtobeagoodteacherWhatmakesagoodteacher?Howshouldteacherstalktostudents?Howshouldteachersgiveinstructions?Whoshouldtalkinclass?Whatarethebestkindsoflesson?Howimportantisittofollowapre-arrangedplan?Whatmakesagoodteacher?Focusonmoraleducation;Teachers’characterandpersonality;Caremoreabouttheirstudents’learningthantheirownteaching.HowtobeagoodteacherHowshouldteacherstalktostudents?Rough-tuning:Unconscioussimplificationwhichbothparentsandteachersmake;ThemodificationoflanguagethatissuitabletostudentsofdifferentlevelPhysicalmovement:Gestures,expressions,mimeHowshouldteachersgiveinstructions?Rules:simple&logicalCheck:askonetorepeatyourinstructionasksomeonetotranslationyourinstructionintothestudents’nativelanguageWhoshouldtalkinclass?MaximiseSTT(StudentTalkingTime)MinimiseTTT(TeacherTalkingTime)Whoshouldtalkinclass?WhatisgoodTTT?GoodTTTmustfollowtheruleof“comprehensiveinput”TheInputhypothesisisStephenKrashen'sattempttoexplainhowthelearneracquiresasecondlanguage.Inotherwords,thishypothesisisKrashen'sexplanationofhowsecondlanguageacquisitiontakesplace.So,theInputhypothesisisonlyconcernedwith'acquisition',not'learning'.Accordingtothishypothesis,thelearnerimprovesandprogressesalongthe'naturalorder'whenhe/shereceivessecondlanguage'input'thatisonestepbeyondhis/hercurrentstageoflinguisticcompetence.Forexample,ifalearnerisatastage'i',thenacquisitiontakesplacewhenhe/sheisexposedto'ComprehensibleInput'thatbelongstolevel'i+1'.Whatarethebestkindsoflesson?Tryyourbesttobreakboredom:Changeyourclothes;Bahavingcalmlyandslowlyonedayifyouarenormallynoisyandenergitec;Varietyofyourclass:Setdifferenttasks;Keepbalancebetweenpredictablesafetyandunexpectedvariety.Howimportantisittofollowapre-arrangedplan?Abalancehastobestruckbetweenteachersattemptingtoachievewhattheysetouttoachieveontheonehandandrespondingtowhatstudentsaresayingordoingontheother.Beflexibleifyourplanisinterruptedbystudents.Howimportantisthestudents’motivation?Whatismotivation?Motivationreferstoelementsthatpushstudentstodolearningactivities.Accordingtothesourceofmotivation,itcanbedividedintointrinsicmotivationandextrinsicmotivation.GardenerandLamberclassifiedmotivationofforeignlanguageacquisitionintoinstrumentalmotivation(工具型动机)andintegrativemotivation(融入型动机)fromtheperspectiveofsociallinguistics.Learnerswithinstrumentalmotivationaimtoreachtheirgoalandtreatthelanguagejustasonekindoftool,suchasfindingagoodjobandsoon.Learnerswithintegrativemotivationdesiretomixwiththecultureofthesecond/foreignlanguageandalwaysshowdeepinterestinthecultureandpeopleinfluencedbythislanguage.Howimportantisthestudents’motivation?ConclusionsofGardnerandLamber’stheory:Highlymotivatedstudentsdobetterthanoneswithoutanymotivationatall.IntegrativemotivationwasmorepowerfulthanInstrumentalmotivation.Howimportantisthestudents’motivation?Howtoprovokestudents’interestandinvolvementintheclass?Choiceoftopic,activityandlinguisticcontentthatstudentsareinterestedin;Incentivemechanism:verbalcommendation,honor,materialreward,examinationHowtohelpstudents?Homework;Readingassignment;PracticalactivitiesWhoisresponsibleforlearning?UnitFourLessonPlanning4.4.1TeachingaimsThefirstthingtodoinlessonplanningistodecidetheaimsofalesson,whichincludewhatlanguagecomponentstopresent,whatcommunicativeskillstopractise,whatactivitiestoconductandwhatmaterialsandteachingaidstobeused.Questions:Whatdoyouthinkaretheaimsofthispartofthelesson?Threedifferentteachersareabouttoteachthelesson.Belowaretheirintroductionstothelesson.Whichteacherhastheclearestideaoftheaimsofthelesson?TeacherA:TodaywearegoingtolearnLesson15.It’squestionandanswerpracticeusingasubstitutiontable.TeacherB:Todaywearegoingtopractisepresentsimplequestionswith“when…”andothertimeexpressions.TeacherC:Todaywearegoingtopractiseaskingandansweringquestionsusingthepresentsimpletense,sothatwewilllearnhowtotalkabouteverydayactivities.Unit6TeachingPronunciation1.Theroleofpronunciationinlanguagelearning.2.Thegoalofteachingpronunciation.3.Theaspectsofpronunciationweneedtoteach.4.Thewaystohelpstudenttoimprovepronunciation.6.1TheroleofpronunciationWhydolearnersmakepronunciationerrors?Aparticularsoundmaynotexistinthemothertongue,sothatthelearnersarenotusedtoformingitandthereforetendstosubstitutethenearestequivalentheorsheknows.Asounddoesexistinthemothertongue,butnotasaseparatephoneme---thelearnerdoesnotperceiveitasadistinctsoundthatmakesadifferencetomeaning.(sheep/ship)Thelearnershavetheactualsoundsright,buthavenotlearntthestresspatternsofthewordorgroupofwords,ortheyareusinganintonationfromtheirmothertonguewhichisinappropriatetothetargetlanguage.Whatshouldbetaughttothebeginners,pronunciationorphonetic?Pronunciationismoreimportantthanphonetic.Stressandintonationareasimportantasthesoundsthemselvesandshouldbetaughtfromtheverybeginning.Whetherpronunciationneedsspecialattentionorfocusinlanguageteachingdependsonmanyfactorsespeciallylearnerfactors.LearnerswhosenativelanguagehassimilarsoundstoEnglisharelesslikelytohaveproblemswithpronunciation.Learnerswhohavemoreexposuret