It allows students free time, style and pace to study on their own. It is less stressful compared with whole class work.
It can develop learner autonomy and form good learning habits. It can create some peaceful and quiet time in class. Disadvantages
It does not help a class to develop a sense of belonging. Students learn by themselves and it does not promote team spirit.
It may not be very motivating for students.
It does not benefit communication between students. Students cannot develop speaking ability in this sense.
Teachers need to prepare different tasks for different students.
Activity 5: Group discussion
The advantages and disadvantages of the above grouping
GroupingWhole-class work
Advantages
All the class are concentrating; good modeling from teacher;comfortable in choral practice
More chance for practice;Encouraging co-operation;Relaxing atmosphere;
Disadvantages
Students have little chance to speak;Same speed for different students;Nervous in front of the whole class;Not enough communication;
Pair work
Students stray away from the task;Using native language;Noise and indiscipline.
The same as those in pair work;plays some students might dominate;Difficult to group;Less dynamic classroom;No co-operation;
Group work
Communication in its real sense;More dynamic than pair work;promoting self-reliance;
Individual study
No outside pressure;Study at own speed;
3. The role of the teacher---- contoller, assessor, organizer, prompter, participant, resource provider
4. The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.
5. What are the functions or purposes of questions? To focus students’ attentionsTo invite thinking or imaginations To check understanding
To stimulate recall of information To challenge students To assess learning
6. Classification of questions
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Questions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions. Closed v.s open
--- Closed questions refer to those with only one single correct answer while open questions may invite many different answers. Display v.s genuine
--- Display questions are those that the answers are already known to the teacher and they are used in checking if students know the answers, too. Genuine questions are those which are used to find out new information and more communicative. Lower-ordered v.s high-ordered
--- Lower-ordered questions refer to those that simply require recalling of information or memorisation of facts while higher-ordered questions require more reasoning, analysis, and evaluation. 7. How to deal with errors?
The distinction between mistakes and errors:
A mistake: a performance error that is either a random guess or a “slip of tongue/pen”, it is a failure performance to a known system. A mistake has nothing to do with the language competence.
An error has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected.
When to correct：accuracy-based activities；fluency-based activities How to correct：
Direct teacher correction Indirect teacher correction Self correction Peer correction
Whole class correction
Self-correction is encouraged before teacher correction or peer correction because if it is a mistake, the student himself/herself will be able to correct it.
Indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students Self esteem and confidence. ’Unit 6 Teaching Pronunciation 1.True or false?
1. Students need to be able to read International Phonetic Alphabets.2. Students need to be able to write International Phonetic Alphabets.3. Students need to know phonetics in order to learn English.
4. Poor pronunciation may cause problems for the learning of other skills.5. Adult learners need to focus on pronunciation, but young learners don't.
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6. Both consistency and accuracy in pronunciation are very important.7. Stress and intonation are not important for beginning learners.8. Students should learn Received Pronunciation (RP).
9. Stress in pronunciation is sometimes as important as grammar. 10.Bad intonation can lead to serious misunderstandings.
2. Factors that determine whether students need focus on pronunciation
(1) Similarities of sound system between the native language and the target language. (2) Learners’ learning context --- Learners’ exposure to English(3) Learners’ age
---- Adults are more likely to substitute English sounds with sounds from their native language.
3. Critical Period Hypothesis
This hypothesis states that if humans do not learn a foreign language before a certain age (perhaps around puberty), then due to changes such as maturation of the brain, it becomes impossible to learn the foreign language like a native speaker.
4. The goal of teaching pronunciation should be: consistency, intelligibility, and communicative efficiency.
(1) Consistency: The pronunciation should be smooth and natural.
(2) Intelligibility: The pronunciation should be understandable to the listeners. (3) Communicative efficiency: The pronunciation should help to convey the meaning that is intended by the speaker.
5. Imagine that you want to focus on a sound that your students are having difficulty with. Which of the following steps are necessary? In what order would you teach and practice the sound? On the line tick the steps that you think are necessary. In the brackets, write the order numbers.
Focus only on those sounds which are causing difficulty to the students. The following steps may be helpful in teaching the difficult sounds:
1) Say the sound alone, but this may be avoided wherever possible. 2) Say the sound in a word.
3) Contrast it with other sounds if necessary.
4) Write words on the board only when it becomes necessary to make your point clearer.
5) Explain how to make the sound when necessary. 6) Have students repeat the sound in chorus. 7) Have individual students repeat the sound. 6. List some methods of practicing sounds.Minimal pairs Which order Odd one out Completion
Same or different?
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Unit 7 Teaching Grammar
1. Read the following statements about grammar in English learning and decide if you agree with them or not.
1) Students need to be given detailed grammar rules if they want to learn a foreign language successfully.
2) Children do not learn grammar rules when they acquire their first language, so they do not need them either when learning a foreign language.
3) If students get enough chance to practice using a foreign language, they do not need to learn grammar.
4) Making students aware of grammatical information is one of the teaching objectives, allowing students opportunities for using the language is just as important. 5) Grammar should be taught to help students to analyze difficult structures in texts. 6)Teaching and learning grammar should focus on practice rather than the study of grammar itself.
7) Grammar should be taught and practiced in context.
8) Knowing grammar is not enough for real communication.
9) An inadequate knowledge of grammar would severely constrain the capacity for communication.
10) Grammar will always be “the boring bit” of language learning.
2. As research indicates, grammar instruction should be mainly implicit, supported by explicit instruction. At the beginning stage, it is better to adopt mainly the implicit approaches, and as students progress, the ratio of explicit instruction can be increased. The best approach is the combination of both implicit and explicit instruction. 3. Grammar presentation methods Thedeductive method:
The deductive method relies on reasoning, analysing and comparing. 1) The ruleis given first.
2) The teacher explains the rules with examples (in the students’ native language anuse grammatical terms, comparison may be done between the newly presented structure and previously learned structures language and the native language). 3) Students apply the rules to given situations(practices).
The deductive method is criticized because: Grammar is taught in an isolated way; Little attention is paid to meaning; The practice is often mechanical.
However, the deductive method is not without merits. It could be very successful with selected and motivated students. It could save time when students are confronted with a grammar rule which is complex but which has to be learned. It may help to increase student’ confidence in those examinations which are written with accuracy as the main criterion of success. The inductive method
The teacher provides learner with authentic language data and induces the learners to realize grammar without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples. After presentation, the students are invited to apply the newly presented structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say
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nothing except to correct when necessary. Finally, but optionally, the teacher may elicit the grammar rule from the students.
It is believed that the rules will become evident if the students are given enough appropriate examples.
It is believed that the inductive method is more effective in that(=because) students discover the grammar rules themselves while engaged in language use. What they discover by themselves are better remembered.
But if the structure is not easy for the learners to discover themselves even with a context provided, it is better to teach the rule explicitly. The Guided Discovery Method
The students are induced to discover rules by themselves. The process of the discovery is carefully guided by the teacher and the rules are elicited and taught explicitly
4. Pennington’s synthesis approach to grammatical pedagogy
--- Grammar teaching should be collocational, constructive, contextual and contrastive.
5. Presenting new grammatical items by providing a reading text or a listening text
Presenting grammar using listening as input suggested by Ellis (2002) Listening to comprehend: the focus is on the message with target structures imbedded.
Listening to notice: listen more times to identify the target structure perhaps by completing a gapped version of the text to raise awareness.
Understanding the grammar point: the focus is on helping learners develop explicit knowledge of the grammar point by discovering and analysing the rules.
Checking: learners are given a written text containing errors and are asked to identify the errors and correct them.
Trying it out: finally, there is an opportunity for students to try out their understanding of the target structure in a short production activity.
6. Grammar practice is usually divided into two categories, mechanical practice and meaningful practice.
7. The PPP model of grammar teaching P1
The teacher:
asks students to close their books and look/listen introduces the new structure in an interesting way sets a context for the language
uses visual aids to make it fun and engaging
explains the grammar rules or lets the students discover the rules for themselves P2
The teacher:
models and drills the new grammar corrects mistakes (self-correction)
uses a variety of controlled practice activities, of increasing difficulty
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