6. The learner makes an error because the learner is using patterns from the first language instead of the patterns from the second language. [Give some correction. If there has been plenty of opportunity to develop knowledge of the second language, then some time should be spent on correction to help the learner break out of making errors that are unlikely to change. Errors which are resistant to change are sometimes called fossilized errors and imaginative correction is often needed to break the fossilization. If there has not been a lot of opportunity to develop knowledge of the second language, correct by telling the learner what to look for when observing people using the second language. This is called consciousness raising. It does not actually teach the correct form but makes the learner more aware of what to look for to learn it.]
7. The learner makes an error because the learner has been copying incorrect models. [Correct the learner and provide better models.]
This range of causes shows that the teacher should not rush into error correction, but should consider whether the error is worth the interruption and, if it is, the teacher should consider possible causes and then think of appropriate ways of dealing with the error. 7) Pronunciation Correction
The teaching and correcting of pronunciation to learners who are past the age of puberty is often a difficult task. The audiolingualism method argues that native-like pronunciation is one of the most important aspects of language proficiency. However, as Ueno reports: \research on this issue [whether specific instruction can improve students' pronunciation] is inconclusive. In a recent survey . . . almost half of the recent experiments on this subject show no improvement in students' production of target-language sounds\(Ueno, 1994, p. 1). There is some hope that specific pronunciation instruction may be effective in improving students' perception or overall comprehension of the target-language. Moreover, to use a sports metaphor, a beginning tennis player must \and automatize basic muscle skills necessary to perform the new physical tasks. Similarly, a language learner must practice the new motor skills involved in producing the sounds of the target language\(Ueno, 1994, p. 2).
The following are simple suggestions for correcting pronunciation. 1. Say \
2. Give the correct form for the learner to copy. If the learner cannot copy it after two or three attempts, then some explanation and guidance may be needed.
3. Explain how to make the correct form and, if necessary, what is wrong with the error. For example, to make the /th/ sound as in \A variation on this is to tell the learner to look at what you are doing and say, \this.\ Conclusion
In speaking classes there must be (1) some attention to the formal aspects of speaking such as pronunciation, vocabulary, grammar, and the appropriate use of the spoken language; (2) opportunity and encouragement for learners to produce meaningful spoken messages where the messages have real communicative goals; (3) opportunity for the learners to gain truly fluent use of what is already known. There must be an appropriate balance of these three elements in a speaking program. At elementary levels, emphasis should be placed on form-focused activities; at higher levels, a correspondingly greater emphasis should be placed on fluency activities. All of these parts, however, should be present at each stage of an effective speaking program. 7.Homework:
1)What are the characteristics of communicative speaking activities? 2)What are the features of successful speaking activities? 3)Can you name some types of speaking activities?
4)Observe a lesson that includes a speaking activity. Try to notice: - What kind of activity did the teacher use? - What structure/vocabulary did it practise?
- What were the main steps of organizing this activity? - In general, how successful was the activity?
- How did the students respond to it? Were they enthusiastic? Interested? Bored? Confused?
Why?
- Do you think you will try an activity like this again? Why/why not?
5)Plan a communicative activity to include in a lesson, using one of the following types of activities:
- a guessing game
- an “information gap” exercise
- an activity which students exchange information about themselves
8.Self-assessment:
In speaking classes there must be some attention to the formal aspects of speaking such as pronunciation, vocabulary, grammar, and the appropriate use of the spoken language; opportunity and encouragement for learners to produce meaningful spoken messages where the messages have real communicative goals; opportunity for the learners to gain truly fluent use of what is already known. There must be an appropriate balance of these three elements in a speaking program. At elementary levels, emphasis should be placed on form-focused activities; at higher levels, a correspondingly greater emphasis should be placed on fluency activities. All of these parts, however, should be present at each stage of an effective speaking program.
Unit 10 Teaching Reading
1.Teaching Aims:
To discuss how to teach reading. Analyze some skills involved in reading comprehension and principles and models for teaching reading. Introduce some reading activities
2.Teaching Content:
1) How do we read? 2) What do we read?
3) Skills involved in reading comprehension 4) Principles and models for teaching reading 5) Pre-reading activities 6) While-reading activities 7) Post-reading activities 8) Conclusion
3. Teaching Hours:: 4 periods 4. Teaching materials:
1)Textbook 2)Falsh cards
3)CAI
5.Teaching Methods:
1) Lecture ( Computer-aided Instruction) 2)Demonstration
3) Students Practice
6.Teaching Procedures:
Part One Goals and Techniques for Teaching Reading
Instructors want to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. In the case of reading, this means producing students who can use reading strategies to maximize their comprehension of text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension. 2) Focus: The Reading Process
To accomplish this goal, instructors focus on the process of reading rather than on its product.
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They develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.
? They allow students to practice the full repertoire of reading strategies by using authentic reading tasks. They encourage students to read to learn (and have an authentic purpose for reading) by giving students some choice of reading material.
? When working with reading tasks in class, they show students the strategies that will work best for the reading purpose and the type of text. They explain how and why students should use the strategies.
? They have students practice reading strategies in class and ask them to practice outside of class in their reading assignments. They encourage students to be conscious of what they're
doing while they complete reading assignments.
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They encourage students to evaluate their comprehension and self-report their use of strategies. They build comprehension checks into in-class and out-of-class reading assignments, and periodically review how and when to use particular strategies.
? They encourage the development of reading skills and the use of reading strategies by using the target language to convey instructions and course-related information in written form: office hours, homework assignments, test content.
? They do not assume that students will transfer strategy use from one task to another. They explicitly mention how a particular strategy can be used in a different type of reading task or with another skill.
By raising students' awareness of reading as a skill that requires active engagement, and by explicitly teaching reading strategies, instructors help their students develop both the ability and the confidence to handle communication situations they may encounter beyond the classroom. In this way they give their students the foundation for communicative competence in the new language. 3) Integrating Reading Strategies
Instruction in reading strategies is not an add-on, but rather an integral part of the use of reading activities in the language classroom. Instructors can help their students become effective readers by teaching them how to use strategies before, during, and after reading. Before reading: Plan for the reading task
? ? ?
Set a purpose or decide in advance what to read for
Decide if more linguistic or background knowledge is needed
Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)
During and after reading: Monitor comprehension
? ? ?
Verify predictions and check for inaccurate guesses Decide what is and is not important to understand Reread to check comprehension
英语教学法教程教案
