Chapter 4-3(2012)教学法

1、 TEFL Methodology (1) Theories of Language-Learning Conditions in TEFL What is motivation? How to motivate Ss to learn in the classroom? Understanding the conditions of L2 learning: l Motivation is a most important affective factor to determine learners to learn & use the language. l There are two k

2、inds of motivation in L2 learning: the “” (wanting to learn the language as it is useful for a “instrumental” goal, e.g., to read some English books, or to perform a specific task etc.) and “instrumental motivation”. Thus why tasks with clear purpose & task outcome are feasible for EFL learning. How

3、 to Motivate Students to learn Clear Purposes of learning When Ss do anything in EFL learning (read, say or write) the teacher should help them with a clear reason. It is the reason that lets them see what they do or learn is useful/ valuable, and therefore it will motivate them to do more and bette

4、r. Sense of achievement When Ss feel a sense of achievement after they successfully perform a task, they will feel more confident to do even more and better. l What Ss are going to learn or have learnt should be necessary and clearly relevant to the learning purpose. l What Ss have learnt should be

5、useful for them to do things when leaving the classroom in their real life. l All Ss can gain personal benefits when they successfully perform tasks collaboratively in the classroom. l Ss should feel a sense of achievement and the awareness of the real progress made in L2 proficiency so that their s

6、elf-confidence will grow from some specific and measurable task outcome. This is the revision lesson of Unit 9 How was your weekend? J1B, Go for it! The teacher adopts the teaching materials in the textbook on page 58 (Self- check). The following is what we saw when sitting in on one class in a juni

7、or high school in Haikou. (1) 1.T resolves Ss conflict by talking about it with Ss helping them to use the correct tense. 2. Ss talk about what and how they did last weekend. 4. Ss skim Old Henrys story for the gist question on whether Old Henry enjoyed his weekend. 5. Ss scan the Old Henrys story f

8、or the detailed information. 3. Ss predict what and how Old Henry did last weekend with pictures through answering Ts questions using the simple past tense. 6. T check Ss understanding by doing T/F statements orally in a competitive way. 7. Ss read the story aloud after T with emphasis on pronunciat

9、ion and intonation. 8. Ss clarify the meaning of some words and expressions through discussion. 9. Ss contribute ideas on how to help Old Henry with Ts help and patient guidance. 10. Ss select the three best ideas first individually, then in pairs, then in groups of four, and finally T writes five m

10、ost popular ideas from the groups on Bb. 11. Ss read and identify what Bob did with Old Henry and T writes them down on Bb. 12. Ss find out the same and difference between Bobs ideas and theirs and discuss the best idea and the most inappropriate one. 13. T guides Ss to summarize the past tense of r

11、egular and irregular verbs by using the two activity lists. 14. T assigns homework: reporting what Bob did, said and felt last weekend, writing a report about what you did for Old Henry. (2) for Observation & Description Does T provide enough comprehensible input for Ss in the sample lesson? What is

12、 it? Do Ss have opportunities to use the target language in the classroom interactions? How do Ss interact? How do Ss feel when they contribute ideas on helping Old Henry and comparing their ideas with Bobs? Why? How does T motivate Ss to learn in the lesson? How does T view language learning condit

13、ions (input & output)? How do you know? teacher talk(Ts self introduction, questions for ss last weekend experience, comments on the tasks outcome & some other instructions) peer-students talk(Ss responses to questions about how to help Old Henry, discussion on the best ideas to help Henry, etc) tex

14、tbooks (Henrys story) supplementary teaching materials(Bobs report) Q2: Opportunities for Output & Interaction Responses to various questions by the teacherResponses to various questions by the teacher Group discussion on the best ideas to help Group discussion on the best ideas to help HenryHenry E

15、xpressing ideas in revising the task outcomeExpressing ideas in revising the task outcome categoriesfeaturesSpecific activities lNon- communicative learning focusing on form of languagedrills, exercises, teachers instructions lPre-communicative practice: practising L2 with Ss attention to the meanin

16、g but without new messages acting out role-play dialogues or “question-and-answer” practice. lCommunicative practice: practising language in a context with new information information-gap activities or in the responses to the factual questions, or “personalized” questions lStructured communication c

17、ommunicating in situations, that elicit pre-learnt language with some unpredictability structured role-play with different situations &simple problem- solving, the commonly used structures & Ss personal experience are required. lAuthentic communication: communicating in the situations where the mean

18、ings are completely unpredictable lmore creative role-play, more complex problem-solving, discussion, debate. Elements of Interactions in CLT Information gap: L2 learning situation where information is known only by some of Ss present in order to promote real communication between them as they canno

19、t predict what to say as what happens in real-life situations. Free selectionthe freedom that Ss have to decide what to say and how to say. The feedback Balance bet. Practice & Communication Communication Junior E College E. Practice 1. Students may be interested in finding ideas to help Old Henry f

20、or it is useful for them to help their grandparents in the real life. In addition, they can decide how to design & write it according to their own experience & needs. 2. Students may feel happy and confident when comparing their owns ideas and Bobs. No matter they win or not, they will feel a sense

21、of achievement if the teacher tries to help them see the progress in their creating, speaking & writing. Q4: How to Motivate Students to learn Clear Purposes of learning When Ss do anything in EFL learning (read, say or write) the teacher should help them with a clear reason. It is the reason that lets them see what they do or learn is useful/ valuable, and therefore it will motivate them to do more and better. Sense of achievement