How-to-teach-english-by-Jeremy-Harmer-归纳总结.docx

l.Howtobeagoodteacher?Whatmakesagoodteacher?Maketheirlessoninteresting,lovehisjobHashisownpersonalityanddoesn,thideitfromthestudents.1.otsofknowledge,notonlyhissubjectEntertainerwhocanamuestudentsFriendlyandcanhelpsolveproblemsHasanaffinitywiththestudentsTryanddrawoutquiteones/controlmoretalkativeonesCancorrectpeoplewithoutoffendingthemHelpsratherthanshoutsKnowstudents*nameClassmanagement-theabilitytontrolandInspireaclassHowshouldteacherstalktostudentsRoughtunetheirlanguagetotheStUdenklevels:exaggeratedtoneofvoice/lesscomplexgrammaticalstructures/lessdifficultWOrdS/eyecontactPhysicalmovement-gestures/expressions/mimeHowtogiveinstructions:Theymustbekeptassimpleaspossible/belogicalCheckiftheyunderstandHowtotalkInclass:Balancesttandttt(comprehensibleinput).MaximSTTWhatarethebestkindsoflesson?BalancebetweenpredictablesafetyandunexpectedvarietyHowimportantisittofollowaprearrangedplan:Concentratedontheteacherabilitytorespondflexiblytowhathappensinclass,evenwhileattemptingtofollowapre-arrangedplan.HowtobeagoodlearnerThehourstheyspendpracticingandalwaysdohomework/age/levelHowimportantthestudents'motivationIntegrativemotivation>instrumentalmotivationWhoisresponsibleforlearning?Goodlearnerstakesomeresponsibilitylearningthemselves/encourageSelfstudyingCharactersthatgoodclassroomlearnersshare:thedesirabilitytousingproperlearningskillsAwillingnesstolisten/toexperiment/toaskquestions/tothinkabouthowtolearn/acceptcorrectionAdultlearner:alsocanbedisruptivelikeadolescents/nervousaboutIearninB/moreworldknowledge/greatertolerancefor"seriouslearning".BalanceseriousstudyofEnglishwiththemoreentertainingactivities.Differentlevels：Beginners(falsebeginners)(elementary)(lowerintermediate)intermediate(upperintermediate)advancedRoughtune-differentlanguagelevel/differentquestionsDifferentactivities:pronunciationPraCtiCe/simpleintroductiondialogue/abstractdiscussion3 .howtomanageteachingandlearning:Teachersrphysicalpresenceinclass:Proximity：howcloseAppropriacy:crouchingdown/samelevelmovement:movearoundtheclasstosomeextent.Makecontactwithstudets(espeyecontact)Howtousetheirvoice:Audibilityclearlyheardv/ithoutshoutinginadisagreeablewayVarietystresstheneedforvarietyConservationtakegoodcareoftheirvoiceHowtomarkthestageoflesson:Markstagesandchangesclearlysothatstudentsknowwhat,sgoingon.Goodteachersknowhowtostarttheclassandalwknowhowtocloseitsothattherewasafeelingofcompleteness.Sittingarrangement:Orderlyrowskeepintouchwithwhat'sgoingonandinvolveallthestudentsCirclesandhorseshoesteacherdominatedSeparatetablestongshangStudentgrouping：WholeclassGroupworkandpairworkSoloworkTeacheralsoshouldevaluatethemselvesTryoutnewtechniques/evaluatethemsetves/findoutwhetherstudentsfoundthemusefulorenjoyable/shouldfindvarietyofmeanstokeeptrackoftheirstudents*progress4 .howtodescribelearningandteachingWhatdoweknowaboutlanguagelearningUnconsciouslearninginnaturalcircumstanceContactwithlanguageforthepurposeofcommunicationElementsnecessarytolearnlanguageInthe'real'worldExposuremotivationuseElementforlanguagelearninginclassroom:Engage:toarousethestudents'interest,thusinvolvingtheiremotionsStudy:tofocusonlanguageorinformationandhowitisconstructedActivate:totryoutreallanguageusetorehearsefortherealworldEsasequenceTeacher*sresponsibilitytovarythesequencesandcontentofourlessonsStraightarrowsequenceesaBoomerangsequenceeasa“Patchwork"sequenceeaasaseaetc.Teachingmodels:GrammartranslationAudio-IingualismPPPTB1.C1.T6. howtoteachlanguageWhatdoeslanguagestudyconsistof:BeexposedtoitUnderstanditsmeaningUnderstanditsformPracticeitWhydostudentsmakemistakesPartofthenaturalprocessoflearning1.earningisagradualdevelopmentinvolvingdifferentstagesAppearstoregressbutactuallytheyareadvancing.Accuracysometimesdoesn*tmeanfullmastery.HowshouldteacherCOrreCtstudentsPointoutAskclassmatestohelpoutNotletthestudentfellhumiliatedStudentssometimesenjoyhelpingeachother7. HowtoteachreadingStrategicreadingFluentreadingReadingteachmodels:BottomupmodelsTop-downmodelsIntensivereadingapproach(baohanqianliangzhesometimes)InteractivemodelsWhyteachreading:Forcareers,forstudypurposesorforpleasureForexposedtoEnglishToprovidegoodmodelsforEnglishwritingToprovideopportunitiestostudylanguageWhatkindofreadingshouldstudentsdo?Balancestudents,capabilitiesandtheirinterestsTopicsandreadingtextalsoworthconsideringDependonwhothestudentsareWhatreadingskillsshouldstudentsacquireScanforparticularinformationSkimforthegeneralideaTbreadfordetailedcomprehensionPrinciplesbehindtheteachingofreadingReadingisnotapassiveskillStudentsneedtobeengagedwithwattheyarereadingStudentsshouldbeencouragedtorespondtothecontentofthetextznotjustthelanguagePredictionisamajorfactinreadingMatchthetasktothetopicExploitreadingtextstothefull8. Howtoteachingwriting?Whyteachwriting?Reinforcement1.anguagedevel