1、v1.0可編輯可修改How to teachAbbreviation:PPP- presentation, practice, and productionOHP- The overhead projectorSARS- select, adapt, reject, supplement.ES一 English as a Second LanguageEF一 English as a Foreign LanguageNCTE- the foundation of National Council of Teachers of EnglishWriting symbols: S Spelling

2、 .WO-word orderESA- Engage-study-activateEAP- English for Academic PurposeESP- English for Specific PurposeIATEFL-The International Association of Teachers of English as a ForeignLanguageTESOJTeaching English to Speakers of other languageOHP- the overhead projectorOHTs- overhead transparenciesLCRA-

3、Listening Comprehension Practice PageTTT Teacher Talk TimeSTT- Student Talk Time（1）（2）（3）(四)Information gap (speaking activity) where two speakers havedifferent parts of information making up a whole. Because they have different information, there is agap' between them. one popularinformation- g

4、ap activity is called( Describe and Draw ' .P88(五)Information(一)Principles of Teaching Listening1) 1 The tape recorder is just as important as the tap2) Preparation is vital3) Once will not be enough4) Students should be encouraged to respond to the contextof a listening, not just to the languag

5、e.5) Different listening stages demanddifferent listeningtasks.4. Vary the materials in terms of speakers' gender, age, dialect, accent, topic, speed, noice level, genre,5. Always ask students to listen with a purpose and allow them to show their comprehension in a task.6. Language material inte

6、nded to be used for training listening comprehension should never be presented visually first.(二)Principles of Teaching Speaking1) Be aware of the differences between second language andforeign language learning contexts.2) Give students practice with both fluency and accuracy3) Plan speaking tasks

7、that involve negotiation formeaning.4) Design classroom activities that involve guidance andpractice in both transactional and interactional speaking.(三)Principles of Teaching reading1) Reading is not a passive skill.2) Students need to be engaged with what they are reading.3) Students should be enc

8、ouraged to respond to the contentof a reading text, not just to the language.4) Prediction is a major factor in reading.5) Match the task to the topic.6) Good teachers exploit reading texts to the full.7) Exploit the reader ' s background knowledge.(四)Principles of Teaching Writing1) Understand

9、your students ' reasons for writing .2) Provide opportunities for students to write一practice writing.3) Make feedback and correction helpful and meaningful:over-correction4) Clarify for yourself, and for your students, how theirwriting will be evaluated.(5) Three special features about teaching

10、listening1) Tapes go at the same speed for everybody.2) Students have to be encouraged to listen for generalunderstanding first rather than trying to pick out details immediately.3) Spoken language has a number of unique features.(6) Four aspects that should be included in a teaching plan.1) Who - d

11、etailed information about the students.2) What - what do the teacher and students want to do3) How - how should the teacher and students do it4) To predict what might go wrong and how it can be dealtwith.(七)Four Teaching methods and approaches that have influenced the current teaching practice.1) Gr

12、ammar-translation method2) Audiolingualism3) Cognitive approach4) Humanisticapproach5) Communicative language teaching6) Task-based teaching and learning(，l) Four differences between teaching adults and teaching children1)Motivation-Adults are likely to be seekingeducational solutions to help them g

13、et to where they want to be in life11which they will have specificallyyour classoutlined in their minds prior to joining2)be more self-directed than childrenwho will depend on you for focus andDirection-As an instructor you can rely on adults tosupport.3) Trust-Adults are more likely to be skeptical

14、 aboutnew information and will prefer to test out the information before theybelieve and accept it.4) Experience-Something to remember is that adults have alot they can bring to the table and they will expect to be able to share their life experiences and knowledge in the learning environment.5) Fee

15、dback-Finally, adults will be more sensitive toerrors and will take constructive criticism more personally.(九)Three reading skills that students need to acquire and explain each of them.1) To scan the text for particular bits of informationthey are searching for. this means they do not have to read

16、every wordand line;2) To skim a text to get a general idea.3) To read for detailed comprehension.Or1) Scanning: for a specific focusThe technique you use when you're looking up a name in the phone book:you moveyour eye quickly over the page to find particular words or phrasesthat are relevant to

17、 the task you're doing.2) Skimming: for getting the gist of somethingThe technique you use when you're going through a newspaper or magazine: you read quickly to get the main points, and skip over the detail. It's useful to skim:Use skimming when you're trying to decide if a book in

18、the library or bookshop is right for you.3) Detailed reading: for extracting informationaccuratelyWhere you read every word, and work to learn from the text.In this careful reading, you may find it helpful to skim first, to geta general idea, but then go back to read in detail. Use a dictionary toma

19、ke sure you understand all the words used.(十)1) )Four seating arrangements in the class2) Orderly rowsT The teacher and the students can see each other clearly. Discipline and personal contact is easy.T The teacher is working with the whole class and every student should be involved.T Onetrick that

20、manyteachers use is to keep their students guessing.3) Circles and horseshoesT The Round Table LegendT A far greater feeling of equalityT Lowering the barriers: greater opportunity to get close to the students.T All the students can see each other and various contacts are easier.4) Separate tablesT

21、It is much easier for the teacher to work at one table while the others get on with their own work.T Students may not always want to be with the same colleagues.T It makes “whole- class “ teaching more difficult, since the students are more separated.（十二）Four pieces of equipment that you can make us

22、eof in an English class.T The board/ the computer/ the dictionary/ the overhead projector/pictures and cards/ the tape recorder/ the radio playback machine/ the video camera/（十三）Two popular information-gap activitiesDescribe and Drawq One student has a picture.q The partner has to draw the picture w

23、ithout looking at the original.q The one with the picture will give instructions and descriptions, and the “artist “ will ask questions and draw.q It is highly motivating, there is a real purpose for thecommunication （the information gap, completion of the task）, and almost any language can be used.

24、 Remember to exchange the students ' roles if the activity is used more than once.Story-telling activityv MemorizevRegroupvTell pictures and form a new storyThe final stories may be different. The groups tell the whole class what their version is, and the teacher can finally re-show the pictures

25、.a) put the students into four groups, calling them A,8, C, D, and give one of the following pictures. The groups have to memorize everything they can about the pictures whd s in them, what' s happening ect.b) The teacher now collects back the pictures and asks onestudent from each group (A, B,

26、C and D) to form a new four-person group.The teacher tells them they have seen a different picture and asks them to talk with each other and tell a story.the task is for students towork out what the story is. The only way they can do this is by describing their pictures to each other.c) The final ve

27、rsion maybe different. The groups tell thewhole class what their version is. The teacher can finally reshow the picture.Jigsaw activity(十四)Three types of writing rubrics1） Non-weighted rubric : This type of rubric providesdescriptions of writing quality by level across other writing criteria.A brief

28、 example of this type of rubric would look like the following:2） Weighted rubric: A weighted rubric is similar to theunweighted one, but it breaks the writing skills into categories and sub-categories. A specific point value is assigned to each. Converting the organization element of the non-weighte

29、d rubric on page 94 into an element in a weighted rubric might3） Holistic rubric:A holistic rubric describes ingeneral terms the qualities of excellent, good, fair, andunsatisfactory assignments. These descriptions can be tied to grades or stand on their own. The instructor then chooses the descript

30、ionthat fits the assignment. An example of one part of a holistic rubric might look like this:（十五）Four alternatives that Neville Grant suggests when theteacher finds the textbook is inappropriate.q Omission firstly, he or she might simply decide to omit the lesson.q Replacement - the second option i

31、s to replace the textbook lesson with one of the teacher ' s own.q Addition third is to add activities or exercises to what is in the book.q Adaptation final is for the teacher to adapt what is in the book.（十六）Four characteristics of good learners.q A willingness to listen- listen to what '

32、s going on.q .to experiment: manygood learners are not afraid to 'have a go'. prepared to take risks.q.to ask questions: constantly ask questions to know why.q.to think about howto learn: bring or invent their ownstudy skillswhen they come to a lesson.q .to accept correction: are prepared to

33、 be corrected if it helps them.(十七)Four stages of choosing a textbook.1) Analysis analyzes various books on offer for answersto questions needed to consider when choosing a textbook.2) Piloting try out the book with a class to find itsstrengths and weaknesses. Maybeteach two different books to compa

34、re them.3) Consultation- consult any of their colleagues whohave used the book to find out if it is right for them.4) Gathering opinions - anyone who might have an opinion onthe book is worth speaking to. Their opinion is important for choosing a book.(十八)Three advantages of encouraging students to

35、speakEnglish in class1) Rehearsal: A free discussion outside the classroom anda real-life role-play inside the classroom may help students understand what communication is.2) Feedback: Speaking activities may provide feedback,which is beneficial to both students and teachers.3) Engagement: Speaking

36、activities can be highly motivatingand involve more participation and enjoyment.(十九)The natural order of language acquisition1) Be exposed to it2) Understand its meaning3) Understand its form (how it is constructed)4) Practice it(二十)The purpose of ( activate ' activities:v Activate: to get stude

37、nts using language as freely and communicatively as they can; to try out real language use to rehearse for the real world.v Typical activate activities:q role-plays, where students act out as realistically as possibleq advertisement design, where students write and then record a radio commercialq de

38、bates and discussionsq “Describe and Draw ” , where one student tries to get another to draw a picture without that other student being able to see the original q story and poem writing or writing in groups(二H一)The purpose of ' engage" activities:to arouse the students ' interest, thu s

39、 involving their emotions.Engage activities:1) Games, music, discussions, stimulating pictures,dramatic stories, amusing anecdotes.2) Students will be asked what they think of a topic beforeasking them to read about it.3) Students will look at the picture of a person and beasked to guess what his occupation is before they listen to that person on tape.4) Tell me and I forget, teach meand I remember,