英语教学法复习要点

wordword范文Unit1LanguageandLearningHowdowelearnlanguage?WelearnlanguageatdifferentagesPeoplehavedifferentexperiencesPeoplelearnlanguagesfordifferentreasonsPeoplelearnlanguagesindifferentwaysPeoplehavedifferentcapabilitiesinlanguagelearningLearningcanbeaffectedbythewayhowlanguageistaughtLearningisaffectedbythedegreeofsuccessoneisexpecttoachieve.Thusthechallengeconfrontinglanguageteachingishowteachingmethodologycanensuresuccessfullearningbyallthelearnerswhohavemoredifferencesthanthecommonality..Whatarethemajorviewsoflanguage?Structuralview:Languageisalinguisticsystemmadeupofvarioussubsystems:phonology,morphology,lexicologyandsyntacx.Tolearnalanguageistolearnitsvocabularyandstructuralrules.Functionalview:Languageisalinguisticsystemaswellasameansfordoingthings.Learnerslearnalanguageinordertobeabletodothingswithit(useit).Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Interactionalview:Languageisacommunicativetooltobuildupandmaintainsocialrelationsbetweenpeople.Learnersneedtoknowtherulesofalanguageandwhere,whenandhowitisappropriatetousethem.3.ViewsonLanguageLearningTwobroadlearningtheories:Process-orientedtheoriesareconcernedwithhowthemindorganizesnewinformation.Condition-orientedtheoriesemphasizethenatureofhumanandphysicalcontext.BehavioristtheoryB.F.SkinnerAstimulus-responsetheoryofpsychologyAudio-lingualmethodTheideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakeswereimmediatelycorrected,andcorrectutteranceswereimmediatelypraised.CognitivetheoryInfluencedbyNoamChomsky(revivalofstructurallinguistics)Languageasanintricaterule-basedsystemAlearneracquireslanguagecompetencewhichenableshimtoproducelanguage.Oneinfluentialideaofcognitiveapproachtolanguageteachingisthatstudentsshouldbeallowedtocreatetheirownsentencebasedontheirownunderstandingofcertainrules.ConstructivisttheoryJeanPiaget（1896—1980）Thelearnerconstructsmeaningbasedonhis/herownexperiencesandwhatisalreadyknown.Socio-constructivisttheoryVygotskyZoneofProximalDevelopment"（ZPD）;scaffolding（脚手架）Learningisbestachievedthroughthedynamicinteractionbetweentheteacherandthelearnerandbetweenlearners.4Whatarethequalitiesofagoodlanguageteacher?Agoodlanguageteacherdoesnotsolelydependonhis/hercommandofthelanguage.Thereareavarietyofelementthatcontributestothequalitiesofagoodlanguageteacher.Theseelementcanbecategorizedintothreegroups:ethicdevotion,professionalqualityandpersonalstyles.EthicdevotionProfessionalqualitiespersonalstyleswarm-heartedcreativeFlexible灵活的hardworkingResourceful知识渊博的Dynamics力的enthusiasticauthoritativepatientCaringwell-informed见多识广的Attentive专心的kindaccurateIntuitive有洞察力的well-prepared准备充分的speakingclearlyhumorousdisciplinedPersonally-trained经过专业训练的5Howcanonebecomeagoodlanguageteacher?Stage1 Stage2 Stage3^Wallace's(1991) reflectivemodel'(Figure1.1,p.9)Stage1:languagedevelopmentStage2:learning,practice,reflectionThelearningstageisthepurposefulpreparationthatalanguagenormallyreceivesbeforethepractice,Thispreparationcaninclude:Learningfromothers'experienceLearningthereceivedknowledgeLearningfromone 'sownexperiencesThepracticestage(2senses)Pseudopractice:shortperiodoftimeassignedtodoteachingpracticeaspartofone'spre-serviceeducation,usuallyunderthesupervisionofinstructorsTherealclassroomteaching:whatateacherundertakesafterhe/shefinishesformaleducationTeachersbeneLtfrompracticeiftheykeeponreflectingonwhattheyhavebeendoingGoal:professionalcompetenceUnit2CommunicativePrinciplesandTask-basedlanguageteachingHowislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?LanguageusedinreallifeLanguagetaughtintheclassroomToperformcertaincommuntcativefunctionsTofocusonforms（structuresorpatterns）Useallskills,bothreceptiveskillsandproductiveskillsTofocusononeortwolanguageskillsandignoreothers.UsedinacertaincontextToisolatelanguagefromitscontextWhatiscommunicativecompetence?Tobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse,onesolutionistoadoptCLT,thegoalofwhichistodevelopstudents'communicativecompetence..Definition:CommunicativecompetenceincludeboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituationsFivecomponentsofcommunicativecompetence（Hedge2000）Linguisticcompetence （语言能力）Theknowledgeoflanguageitself,itsformandmeaning.Pragmaticcompetence （语用能力）Theappropriateuseoflanguageinsocialcontext.Discoursecompetence （语篇能力）One;sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthemStrategiccompetence （策略能力）Strategiesoneemployswhenthereiscommunicationbreakdownduetolackofresources.Fluency （流利性）Onesabilitytolinkunitsofspeechtogetherwithfacilityandwithoutstrainorinappropriateslownessorundue（过分的，不适当的）hesitation'mplicationsforteachingandlearningTeachingmustenablelearnerstograspthefivecomponentsofcommunicativecompetence,butnotjustthelinguisticcompetence.PrinciplesofCLTThreeprinciplessuggestbyRichardandRodgers:Communicationprinciple:involverealcommunicationTaskprinciple:CarryoutmeaningfultasksMeaningfulnessprinciple:MeaningfullanguagetothelearnerHowattproposesaweakandastrongversionofCLT:WeakversionLearnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.Strongversionlanguageisacquiredthroughcommunication”(Howatt,1984:279)MajorActivityTypesofCLTAsequenceofactivitiesrepresentedinLittlewood(1981:86)Pre-communicativeactivitiesStructuralactivitiesQuasi-communicativeactivities 类似，准,半Communicativeactivities(PP22-23)FunctionalcommunicationactivitiesSocialinteractionactivities9.Littlewood 's(1981)classificationofcommunicativeactivities:.Functionalcommunicativeactivities:.Socialinteractionactivities:.Functionalcommunicativeactivities:IdentifyingpicturesDiscoveringidenticalpairsDiscoveringsequencesorlocationsDiscoveringmissinginformationDiscoveringmissingfeaturesDiscovering"secrets"CommunicatingpatternsandpicturesCommunicativemodelsDiscoveringdifferencesFollowingdirectionsReconstructingstory-sequencesPoolinginformationtosolveaproblem.Socialinteractionactivities:.Role-playingthroughcueddialogues.Role-playingthroughcuesandinformation.Role-playingthroughsituationandgoals.Role-playingthroughdebateordiscussion.Large-scalesimulationactivities.Improvisation10.SixCriteriaforevaluatingcommunicativeclassroomactivities.Communicativepurpose.Communicativedesire.Content,notform.Varietyoflanguage.Noteacherintervention.Nomaterialscontrol.WhatisTask-basedLanguageTeaching?TBLTisafurtherdevelopmentofCLT.Itsharesthesamebeliefintheuseoflanguageinreallife,butstressestheimportancetocombineform-focusedteachingwithcommunication-focusedteaching..FourcomponentsofataskA purposeA contextA processA productExercises,exercise-tasksandtasksExercise-tasksishalfwaybetweentasksandexercises.Thiskindofactivityconsistsofcontextualizedpracticeoflanguageitem.DifferencesbetweenPPPandTBLTThewaystudentsuseandexperiencelanguageinTBLTisradicallydifferentfromPPP.1.Freeoflanguagecontrol.genuineneedtouselanguagetocommunicate.Afreeexchangeofideas.Appropriateness&accuracyoflanguageformingeneral,notproductionofasingleform.Agenuineneedforaccuracyandfluency2.TBLcanprovideacontextforgrammarteachingandform-focusedactivities.PPPisdifferentinthisaspect.Atask-establishedcontextEncouragedtothink,analyze,notsimplytorepeat,manipulateandapplyAmorevariedexposuretonaturallanguageLanguageformsnotpre-selectedforfocusLearner-freeselectionoflanguageTBLcycleleadfromFluencytoaccuracy(+fluency)InTBLIntegratedskillspracticedHowtodesigntasks?Step1Thinkaboutstudents'needs,interests,andabilitiesStep2BrainstormpossibletasksStep3EvaluatethelistStep4ChoosethelanguageitemsStep5PreparingmaterialsCLTandTBLTintheChinesecontextProblemswithCLTTheveryfirstandforcefulargumentiswhetheritisculturallyappropriateThesecondproblemofCLTrelatetothedesignthesyllabusforteachingpurposeintheclassroom.ThethirdproblemisthatwhethersuchanapproachissuitableforallageleveloflearnersorallcompetenceleveloflearnersConstraintsofTBLTI.Thefirstisitmaynotbeeffectiveforpresentingnewlanguageitems.ThesecondconstraintisTimeasteachershavetopreparetask-basedactivitiesverycarefully..Thethirdisthecultureoflearning.TheforthisLevelofdifficultyUnit3AbriefhistoryofforeignlanguageteachinginChinaAphaseofrestoration(1978-1985)Aphaseofrapiddevelopment(1986-1992)Aphaseofreform(1993-2000)Aphaseofinnovationfrom2000DesigningprinciplesfortheNationalEnglishCurriculumAimforeducatingallstudents,andemphasizequality-orientededucation.Promotelearner-centeredness,andrespectindividualdifferences.Developcompetence-basedobjectives,andallowflexibilityandadaptability.Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandparticipation.Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.Optimizelearningresources,andmaximizeopportunitiesforlearningandusingthelanguage..GoalsandobjectivesofEnglishlanguageteachingThenewcurriculumisdesignedtopromotestudents'overalllanguageability,whichiscomposedoffiveinterrelatedcomponents,namely,languageskills,languageknowledge,affects,learningstrategiesandculturalunderstanding.Eachcomponentisfurtherdividedintoafewsub-categories.Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsandknowledge,butexpandedtodevelopinglearners'positiveattitude,motivation,confidenceaswellasstrategiesforlife-longlearningalongwithcross-culturalknowledge,awarenessandcapabilities.Theoveralllanguageabilityrequiredinthe2001NationalEnglishCurriculumincludesthefollowingaspectslanguageknowledge,(languageskills,learningstrategies,affectsculturalunderstanding.DesignoftheNationalEnglishCurriculum

sen-or2G3fs詈ri^Specializedskillscourses*ESPcourses*CufturaI&literarystudiescourseetc.ElectiveTrack2com匚SNEdwaontLevel5Level4Level2Level1sen-or2G3fs詈ri^Specializedskillscourses*ESPcourses*CufturaI&literarystudiescourseetc.ElectiveTrack2com匚SNEdwaontLevel5Level4Level2Level1tEnglish1-5(10credits、RequiredCoursesEnglish6-7(12credits)Elect!veTrack1Level9Level8BasicrequirementsforseniorhighschoolleaversRequEredCourseBasicrequirementsfor9thgradersBasicrequirementsfor6thgradersThestandardsfordifferentlevelsofcompetenceNinecompetence-basedlevelstevt?lg_Horseniorhi@lisclioolleaversLevel8_Horseniorhi@lisclioolleaversLevel7Level6Level5Level4For<3tligradersLevel1ChallengesfacingEnglishlanguageteachersEnglishlanguageteachersareexpectedtochangetheirviewsaboutlanguagewhichisnotasystemoflinguisticknowledgebutameansforcommunication.Englishlanguageteachersareexpectedtochangetheirtraditionalroleofaknowledgetransmittertoamulti-roleeducator.Englishlanguageteachersareexpectedtousemoretask-basedactivitiesandputthestudentsatthecenteroflearning.Englishlanguageteachersareexpectedtousemoreformativeassessmentinadditiontousingtests.Englishlanguageteachersareexpectedtousemoderntechnologyinteaching,creatingmoreeffectiveresourcesforlearningandforusingthelanguage.Unit4LessonPlanningLessonplanningmeansmakingdecisionsinadvanceaboutwhattechniques,activitiesandmaterialswillbeusedintheclass.Whyislessonplanningnecessary?

Properlessonplanningisessentialforbothnovice/beginnerandexperiencedteachers.Benefitfromlessonplanninginanumberofways.Aclearlessonplanmakestheteacherawareoftheaimsandlanguagecontentsofthelesson..Italsohelpstheteachertodistinguishthevariousstagesofalessonandtoseetherelationshipbetweenthemsothatthelessoncanmovesmoothlyfromonestagetoanother..Theteachercanalsothinkabouthowthestudentscanbefullyengagedinthelesson..whenplanningthelesson,theteacheralsobecomesawareoftheteachingaidsthatareneeded..Lessonplanninghelpsteacherstothinkabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem..Theteachersoonlearntojudgelessonstagesandphaseswithgreateraccuracy..Plansarealsoanaidtocontinuingimprovement..Afterthelesson,theteachercanaddanevaluationtotheplan,identifyingthosepartswhichwentwellandthosewhichwerelesssuccessful.Therearefourmajorprinciplesbehindgoodlessonplanning:variety,flexibility,,learnability,linkageDefinitionsofvariety,flexibility,learnability,andlinkage.Varietymeansplanninganumberofdifferenttypesofactivitiesandwherepossibleintroducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.Flexibilitymeansplanningtouseanumberofdifferentmethodsandtechniquesratherthanbeingaslavetoonemethodology.Thiswillmaketeachingandlearningmoreeffectiveandmoreefficient.Learnabilitymeansthecontentsandtasksplannedforthelessonshouldbewithinthelearningcapabilityofthestudents.Ofcourse,thingsshouldnotbetooeasyeither.Doingthingsthatarebeyondorbelowthestudents'copingabilitywilldiminishtheirmotivation(Schumann,1999).Linkagemeansthestagesandthestepswithineachstageareplannedinsuchawaythattheyaresomehowlinkedwithoneanother.Languagelearningneedsrecyclingandreinforcement.Macroplanninginvolves:Knowingabouttheprofession:Knowingabouttheinstitution:Knowingaboutthelearners:Knowingaboutthesyllabus/curriculum:KnowingaboutthetextbookKnowingabouttheobjectivesComponentsofalessonplan.Backgroundinformation:numberofstudents/ages/grade/genders/thetimeandthedateofthelesson/thetimedurationofthelesson.Teachingobjectives:Whatdoyouwantstudentstoknowandbeabletodo?.Languagecontentsandskills:structures,vocabulary,functions,topicsandsoon;listening,speaking,readingandwriting..Teachingstagesandprocedure:themajorchunksofactivitiesthatteachersgothroughinalesson.Proceduresarethedetailedstepsineachteachingstage.Five-stepteachingmodelwarm-up/atarter/revision;presentationdrillingconsolidationsummaryandhomeworkThethreeP'smodel:presentation,practice,andproduction.Teachingaids:realobjects/flashcards/wordcards/worksheets/wallcharts/cassettetapes/magazinepictures/video,Multi-media,etc..EndoflessonsummaryPurposesofmakingasummaryistotakelearningfurtheranddeeperbyhelpingthestudentstoreferbacktothelearningobjectives;Tocreateasenseofachievementandcompletionoftasksforthestudents.Todevelopwithstudentsahabitofreflectiononlearning;stimulateinterest,curiosityandanticipationaboutthenextphaseoflearning;helpstudentsdrawoutapplicationsofwhathasbeenlearnedandhighlighttheimportantconceptionswhichhavedeveloped.7.Optionalactivitiesandassignment8.Afterclassreflection.Theadvantageofaconcreteteachingplan:Teacherscanfollowitintheclassandcheckwhattheyhavedone;Theplanwillbethebasisofarecordofwhathasbeencoveredinclass;Itwillmakeiteasiertomakeachievementtestslater;Itwillbegoodrecordsfortheentirecourse..Theaimsofalessonincludelanguagecomponentstopresent,communicativeskillstopractice,activitiestoconductmaterialstobeusedteachingaidstobeused.Unit5ClassroomManagement1.Whatisclassroommanagement?Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.(68)thegoalofclassroommanagementistocreateanatmosphereconduciveto(有助于)interactinginEnglishinmeaningfulways(Gebhard,1996)..Efficientclassroommanagementcanbeachievedwhenthefollowingsixconditionsaremet.Theteacherplaysappropriateroles.Theteacherprovidesclearerinstructions.Studentsaregroupedinawaysuitableforthelearningactivities.Thereisdisciplineaswellasharmonyintheclass.Theteacherasksappropriatequestions.Thestudents'errorsaretreatedproperlyWhatrolesdoestheteacherplay?Controller(whattolearn;howtolearn)Assessor(correctingmistakes;organizingfeedback)Organiser(students'activities)Prompter(whenssdon'tknowwhattodo …)Participant(inss 'activities)Resource-providerTeachers'rolesarenotstatic.Theychangewiththedevelopmentofthesociety.Newroles:TeacherasfacilitatorCreateapositivelearningenvironment,usevariousstrategiestomotivatelearners,guidestudentsinplanningandassessingtheirlearninganddeveloptheirlearningstrategiesTeacherasguideActivatestudents'priorknowledge;findindividualinterestsandexplorepotentialcapabilities;acknowledgeandrespectindividualdifferences;giveeachequalopportunityinlearning;evaluatestudents 'developmentfairlyfromanall-roundperspective …TeacherasresearcherObserveaproblem,reflectonthereasons,thinkaboutpossiblesolutions,implementthesolutionsandevaluatetheresults …Controller:Theteachercontrols:.thespace(activitiesrunsmoothly),.thetime(dolockstepactivities)thewholeclass(Sshaveequalchance)theproduction(adegreeofaccuracy)Assessor:Theteacherdoestwothings:.Correctingmistakes(notmakingabigfuss大惊小怪butgentlebyHarmer).Organizingfeedback(discouragingfortheteachertobecritical不提倡吹毛疵,focusingonSs'successprogress)Organizer:Theteachershouldbeimportantanddifficultasit:.Usingcreative/unlimitedway.Envisaging设想activities,.Anticipatingtheproblems.Givingclearandconciseinstructions.Demonstrating.UsingnativelanguagetoclarifyifnecessaryWalkingaroundandmonitoringRectifying订正Takingmentalnotes轮流惦记Prompter:Theteachershoulddo:.Givinghints(justliketime,place …).Elicitingmore(bysaying"and…？”Anythingelse?”Yes,butwhy•••?(Ss.readtheexample)Participant:Theteachershouldn 'tdominateorappeartobeauthoritative.Resource-provider:Wehavecriticizedthejug-and-mugmethod,buttheteachershouldwithholdhis/herreadinesstoprovideresourc4Howtogiveeffectiveclassroominstructions?Classroominstructionsrefertothetypeoflanguageteachersusetoorganizeorguidelearning.Tousesimpleinstructionsandmakethemsuitthecomprehensionlevelofthestudents;Tousethemother-tongueonlywhenitisnecessary;GivestudentstimetogetusedtolisteningtoEnglishinstructions;Usebodylanguagetoassistunderstanding;Modelthetask/activitybeforelettingstudentsintogroupsorpairs ••Teachersarenotexpectedtodoallthetalkinginclass.Tip:Demonstrationisusuallymoreeffectivethanwords.5.Whatarethedifferentwaysforstudentgrouping?Wholeclasswork,pairwork,groupwork,individualstudyWholeclassworkAllthestudentsareunderthecontroloftheteacher,doingthesameactivityatthesamerhythmandpace.PairworkStudentsworkinpairsonanexerciseortask.GroupworkStudentsworkinsmallgroupsof3-5students.IndividualstudyStudentsworkontheirownattheirownspeed.TypesofstudentgroupingandtheiradvantagesanddisadvantagesinP314(task4)groupingAdvantagesDisadA'aiilaEcsTujckslcp>Alltheclassarcconcentrating;>goodmodelingfromtrachcr:>comfortableinchoralpractice/Studentshavelittlechancetospeak;/Samespeedfordififerentstudents:/Nenrousinfrontofrhewholechss;Notenoughcommunication;Pairwork■Morechanceforpractice:Encouragingcooperation;Relaxingatmosphere;Studentsstrayawayfromthetask;UsingnativElanguage;Noiseandindisdplhe.groupingAdvantagesDisadvantagesGroupworkCommunicationinitsrealsense:Moredynamicthanpairwork;promotingselfreliance.Thesameasthoseinpairwork;somestudentsmightdominate:DifficultTogroup;IndividualstudyNoouBidepressure;Studyatownspeed;Lessdynamicclassroom:Noco-operation;.DisciplineinthelanguageclassroomQ:Whatdoesdisciplinemean?Disciplinereferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective.(78):Howtomaintaindiscipline?P.79Althoughdisciplineisoftendiscussedtogetherwithclassroommanagement,Classroommanagementskillsarenotsufficientifdisciplineistobeachieved,rather,avarietyofteacher'sbehaviorcontributetodiscipline,suchastheteacher'schoiceofmethodology,theirinterpersonalrelationshipswithstudents,theirpreparationforthelesson.Beside,student'smotivation,whichcanbeenhancedbytheteacheraction,isextremelyimportantfordiscipline.Whenstudentsareengagedinlearning,theywillbedisciplined.(79)1.Ssareclearaboutlearningpurpose;2.Ssareabletodotheworkbutfinditchallenging;3.Ssareemotionally,physicallyandintellectuallyinvolvedbythetasks;4.Thepresentation,varietyandstructureoftheworkandactivitiesgeneratecuriosityandinterest;5.Sshaveopportunitiestoaskquestionsandtryoutideas;6.Sscanseewhattheyhaveachievedandhowtheyhadmadeprogress;7.Ssgetafeelingofsatisfactionandenjoymentfromthework.8Whatcausesdisciplineproblems?.Agapinthelesson(e.g.badplanning,equipmentfailstowork).Unclearinstructions.Lackofteacherattention.Theteacherconcentratesonlengthyexplanationstooneindividualsothattheothersgetbored.WorkistooeasyortoochallengingWhatmeasurescanwetakeforundisciplinedactsandbadlybehavingstudents?Harmer(1983)p.81Actimmediately.Stoptheclass.Rearrangetheseats.Changetheactivity.Talktostudentsafterclass.Createacodeofbehavior.Ur's(1996)adviceDealwithitquietly.Don'ttakethingspersonally.Don'tusethreats.Howtomakequestioningmoreeffective?Questionsshouldbecloselylinkedtothelearningobjectivesinthelesson;Questionsshouldbestagedsothatthelevelofchallengeincreasesasthelessonproceeds;Thereshouldbeabalancebetweenclosedandopen,lower-orderandhigher-orderquestions;Waittimeisimportanttoallowstudentstothinkthroughtheiranswers;Ssshouldbeprovidedopportunitiestoasktheirownquestionsandseektheirownanswers;Asecureandrelaxedatmosphereoftrustisneededandss 'opinionsandideasarevalued..Whattypesofquestionsarethere?(Classificationofquestions)Closedandopenquestions;Displayandgenuinequestions;Lower-orderandhigh-orderquestions;Bloom'staxonomy分类系统(Nuttall,1982)①Knowledge②ComprehensionApplicationAnalysisSynthesisEvaluation12:Whatareerrors?Howaretheydifferentfrommistakes?Amistakereferstoaperformanceerrorthatiseitherarandomguessoraslipoftongue',anditisafailureperformancetoaknownsystem”(Brown,2000:218-219)Anerrorhasdirectrelationwiththelearner slanguagecompetence.Errorsdonotresultfromcarelessnessnorhesitation,butlackofknowledgeinthetargetlanguage.Amistakecanbeself-corrected;anerrorcannotbe.Whentocorrecterrors?Generally,itisbestnottointerruptstudentsduringfluencyworkunlesscommunicationbreaksdown.Letatrivialmistakepassifmostofthelanguageisright.Forsomecommonmistakes,takeanoteinmindfirstandcorrectafterthestudent'sperformance.Howtocorrecterrors?Differentwaysandtechniques:DirectteachercorrectionIndirectteachercorrectionSelf-correctionPeercorrectionWholeclasscorrectionWhichtechniquestouse?Asageneralrule,indirectteachercorrectionisencouragedratherthandirectonestoavoiddamagingss'self-esteemandconfidence.Inpractice,self-correctionisencouragedbeforeteachercorrectionorpeercorrection,esp.formistakes.Thewholeclasscorrectionisusedformainerrortypes(e.g.TheBigTen)Unit6TeachingPronunciation.CriticalPeriodHypothesis:abiologicallydeterminedperiodoflifewhenlanguagecanbeacquiredmoreeasilyandbeyondwhichtimelanguageisincreasingdifficulttoacquire..ThegoalofteachingpronunciationThegoalofteachingpronunciationisnottoteachlearnerstoachieveaperfectimitationofanativeaccent,butsimplytogetthelearnerstopronounceaccuratelyenoughtobeeasilyandcomfortablycomprehensibletootherspeakers.3Therealisticgoalsofteachingpronunciationisasfollowing:Consistency:thepronunciationshouldbesmoothandnatural;Intelligibility:thepronunciationshouldbeunderstandabletothelisteners;Communicativeefficiency:thepronunciationshouldhelpconveythemeaningthatisintendedbythespeaker.Threeaspectsofpronunciationtoteach?Stress,intonation,rhythmOnecommorprobleminlearningEnglishofSs:(Neglectstressandintonation)Whataspectsofpronunciationdoweneedtoteach?Pronunciationisanumbrellatermcoveringmanyaspects,besidesoundandphonesymbols,suchasstress,intonation,andrhythm,ofcourse,theseaspectsarenotisolatedfromeachother,rather,theyareinterrelated.Howtoachievegoodpronunciation?PracticemakesperfectBothmechanicalpracticeandmeaningfulpracticearebeneficial.Practisingsounds(Listsomemethodsofpracticingsounds.)Mechanicaldrillingisboringanddemotivating;itisimportanttocombinedrillingpronunciationexerciseswithmoremeaningfulexercisesthatfocusonwhateveraspectofpronunciationisthefocusofthelesson.FocusonasoundFocusonaindividualsoundsespeciallythosesoundthataredifficulttolearnPerceptionpracticeWhatisthegoalofperceptionpractice?Developingthestudents'abilitytoidentifyanddistinguishbetweendifferentsounds.Examplesofperceptionpractice:Usingminimalpairs(withonesounddifference):will/well;ship/sheep;light/nightWhichorder:bear,tear,earSameordifferent?[met],[mi:t]OddoneoutCompletionThegoalofprodu