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

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1、l.Howtobeagoodteacher?Whatmakesagoodteacher?Maketheirlessoninteresting,lovehisjobHashisownpersonalityanddoesn,thideitfromthestudents.1.otsofknowledge,notonlyhissubjectEntertainerwhocanamuestudentsFriendlyandcanhelpsolveproblemsHasanaffinitywiththestudentsTryanddrawoutquiteones/controlmoretalkativeon

2、esCancorrectpeoplewithoutoffendingthemHelpsratherthanshoutsKnowstudents*nameClassmanagement-theabilitytontrolandInspireaclassHowshouldteacherstalktostudentsRoughtunetheirlanguagetotheStUdenklevels:exaggeratedtoneofvoice/lesscomplexgrammaticalstructures/lessdifficultWOrdS/eyecontactPhysicalmovement-g

3、estures/expressions/mimeHowtogiveinstructions:Theymustbekeptassimpleaspossible/belogicalCheckiftheyunderstandHowtotalkInclass:Balancesttandttt(comprehensibleinput).MaximSTTWhatarethebestkindsoflesson?BalancebetweenpredictablesafetyandunexpectedvarietyHowimportantisittofollowaprearrangedplan:Concentr

4、atedontheteacherabilitytorespondflexiblytowhathappensinclass,evenwhileattemptingtofollowapre-arrangedplan.HowtobeagoodlearnerThehourstheyspendpracticingandalwaysdohomework/age/levelHowimportantthestudentsmotivationIntegrativemotivationinstrumentalmotivationWhoisresponsibleforlearning?Goodlearnerstak

5、esomeresponsibilitylearningthemselves/encourageSelfstudyingCharactersthatgoodclassroomlearnersshare:thedesirabilitytousingproperlearningskillsAwillingnesstolisten/toexperiment/toaskquestions/tothinkabouthowtolearn/acceptcorrectionAdultlearner:alsocanbedisruptivelikeadolescents/nervousaboutIearninB/m

6、oreworldknowledge/greatertoleranceforseriouslearning.BalanceseriousstudyofEnglishwiththemoreentertainingactivities.Differentlevels：Beginners(falsebeginners)(elementary)(lowerintermediate)intermediate(upperintermediate)advancedRoughtune-differentlanguagelevel/differentquestionsDifferentactivities:pro

7、nunciationPraCtiCe/simpleintroductiondialogue/abstractdiscussion3 .howtomanageteachingandlearning:Teachersrphysicalpresenceinclass:Proximity：howcloseAppropriacy:crouchingdown/samelevelmovement:movearoundtheclasstosomeextent.Makecontactwithstudets(espeyecontact)Howtousetheirvoice:Audibilityclearlyhea

8、rdv/ithoutshoutinginadisagreeablewayVarietystresstheneedforvarietyConservationtakegoodcareoftheirvoiceHowtomarkthestageoflesson:Markstagesandchangesclearlysothatstudentsknowwhat,sgoingon.Goodteachersknowhowtostarttheclassandalwknowhowtocloseitsothattherewasafeelingofcompleteness.Sittingarrangement:O

9、rderlyrowskeepintouchwithwhatsgoingonandinvolveallthestudentsCirclesandhorseshoesteacherdominatedSeparatetablestongshangStudentgrouping：WholeclassGroupworkandpairworkSoloworkTeacheralsoshouldevaluatethemselvesTryoutnewtechniques/evaluatethemsetves/findoutwhetherstudentsfoundthemusefulorenjoyable/sho

10、uldfindvarietyofmeanstokeeptrackoftheirstudents*progress4 .howtodescribelearningandteachingWhatdoweknowaboutlanguagelearningUnconsciouslearninginnaturalcircumstanceContactwithlanguageforthepurposeofcommunicationElementsnecessarytolearnlanguageIntherealworldExposuremotivationuseElementforlanguagelear

11、ninginclassroom:Engage:toarousethestudentsinterest,thusinvolvingtheiremotionsStudy:tofocusonlanguageorinformationandhowitisconstructedActivate:totryoutreallanguageusetorehearsefortherealworldEsasequenceTeacher*sresponsibilitytovarythesequencesandcontentofourlessonsStraightarrowsequenceesaBoomerangse

12、quenceeasa“Patchworksequenceeaasaseaetc.Teachingmodels:GrammartranslationAudio-IingualismPPPTB1.C1.T6. howtoteachlanguageWhatdoeslanguagestudyconsistof:BeexposedtoitUnderstanditsmeaningUnderstanditsformPracticeitWhydostudentsmakemistakesPartofthenaturalprocessoflearning1.earningisagradualdevelopment

13、involvingdifferentstagesAppearstoregressbutactuallytheyareadvancing.Accuracysometimesdoesn*tmeanfullmastery.HowshouldteacherCOrreCtstudentsPointoutAskclassmatestohelpoutNotletthestudentfellhumiliatedStudentssometimesenjoyhelpingeachother7. HowtoteachreadingStrategicreadingFluentreadingReadingteachmo

14、dels:BottomupmodelsTop-downmodelsIntensivereadingapproach(baohanqianliangzhesometimes)InteractivemodelsWhyteachreading:Forcareers,forstudypurposesorforpleasureForexposedtoEnglishToprovidegoodmodelsforEnglishwritingToprovideopportunitiestostudylanguageWhatkindofreadingshouldstudentsdo?Balancestudents

15、,capabilitiesandtheirinterestsTopicsandreadingtextalsoworthconsideringDependonwhothestudentsareWhatreadingskillsshouldstudentsacquireScanforparticularinformationSkimforthegeneralideaTbreadfordetailedcomprehensionPrinciplesbehindtheteachingofreadingReadingisnotapassiveskillStudentsneedtobeengagedwithwattheyarereadingStudentsshouldbeencouragedtorespondtothecontentofthetextznotjustthelanguagePredictionisamajorfactinreadingMatchthetasktothetopicExploitreadingtextstothefull8. Howtoteachingwriting?Whyteachwriting?Reinforcement1.anguagedevel