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Steps for teaching a grammatical item:
1.Provide a context
2.Help students to say the target language
3.Provide a written record
4.Personalize the target language
5.Help students to gue the grammar rules of the target language
6.Help students to understand the communicative importance of grammar
7.Help students to understand the importance of grammatical accuracy The deductive method
1.the rule is given first.2.The teacher explains the rules with examples.3.Students apply the rules to given situations(practices).The inductive method
Students are given the structure in context and are asked to work out the rules for themselves.They are given guidance from the teacher in using evidence from the context to work out the usage of the structure.Steps for teaching a sound：
1.Say the sound alone.2.Get the students repeat the sound in chorus
3.Get individual students to repeat the sound.4.Explain how to make the sound.5.Say the sound in a word.6.Contrast it with other sounds.7.Say the sound in meaningful context
Vocabulary items presentation and practices
Presentation
1.Try to provide a visual or physical demonstration whenever poible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning.Then ask students to tell the meaning first before it is offered by the teacher.3.Use synonyms or antonyms to explain meanings.4.Use lexical sets or hyponyms to show relations of words and their meanings,e.g cook::fry, boil, bake, grill, etc.5.Translate and exemplify, especially with technical words or words with abstract meaning.6.Use word formation rules and common affixes to build new lexical knowledge in what is already known.7.Teach vocabulary in chunks.Chunks refer to a group of words that go together to form meaning.It is also referred to as ‘pre-fabricated formulaic items’.8.Think about the context in real life where the word might be used.Relate newly learned language to students’ real life to promote high motivation.9.Think about providing different context for introducing new words.10.Prepare for poible misunderstanding or confusion that students may have.for practice and consolidation
--Songs and games
--semantic field and semantic mapping
--key word method
--vocabulary exercises
--regular review
Blank filling
1.Five main components of communicative competence:
Linguistic competenceis concerned with knowledge of the language itself, its form and meaning.Pragmatic competenceis concerned with the appropriate use of the language in social context.Discourse competencerefers to one’s ability to create coherent written text or conversation and the ability to understand them.Strategic competence iis similar to communication strategies.It refers to strategies one employs when there is communication breakdown due to lack of resources.Fluencymeans one’s ability to “link units of speech together with facility and without strain or appropriate slowne or undue hesitation.2.Three principles of communicative language teaching(CLT):(1)Communication principle:Activities that involve real communication promote learning.(2)Task principle:Activities in which language is used for carrying out meaningful tasks promote learning.(3)Meaningfulne principle: language that is meaningful to the learner supports the learning proce.3.Six criteria for evaluating how communicative claroom activities are: 1.Communicative purpose 2.Communicative desire 3.Content, not form 4.Variety of language 5.No teacher intervention 6.No materials control.4.PPP=Presentation, Practice, Production.(be familiar with the five-step teaching method, which is quite similar to the PPP moder but adding revision at the beginning and consolidation at the end.TBLT=Task-based Language TeachingTBL=Task-based Learning
5.How to design tasks? Five steps:1.Think about students’ needs, interests, and abilities.2.Brainstorm poible tasks.3.Evaluate the list.4.Choose the language items.5.Preparing materials.6.Principles for good leon planning: Aim, Variety, Flexibility, Learnability, Linkage.7.Components of a leon plan: Background information, Teaching aims, Language contents and skills, Stages and procedures, Teaching aids, End of leon summary, Optional activities and aignments, After leon reflection.8.The role of the teacher: Controller, Aeor, Organiser, Prompter, Participant, Resource-provider, Teacher’s new roles: facilitator, guider, researcher.9.Claroom instructions: the type of language teachers use to organise or guide learning.How to make Claroom instructions effective: To use simple instructions and make them suit the
comprehension level of the students.Touse the mother-tongue only when it neceary.10.Student grouping: Whole cla room, Pair work, Group work, Individual study.11.How to group: For pair work: Always follow a similar procedure;Aign roles clearly around the cla;Demonstrate rather than explain;Keep an eye out for wanting interest.For group work:1)Group according to seating arrangement2)Ss select group members3)Strong & weak are mixed together 4)Strong & weak are grouped separately to do different tasks
5)Group by draw lots.12.What are errors? How are they different from mistake? A mistake refers to ‘a performance error that is either a random gue or a slip of tongue, and it is a failure performance to a known system.An error has direct relation with the learner’s language competence.Errors do not result from carelene or hesitation, but lack of knowledge in the target language.A mistake can be self-corrected;an error cannot be.13.How to deal with errors? In dealing with errors and mistakes, we need to be clear whether the task or activity is focusing on accuracy or fluency.14.When to correct errors? Generally, it is best not to interrupt students during fluency work unle communication breaks down.Let a trivial mistake pa if most of the language is right.For some common mistakes, take a note in mind first and correct, after the student’s performance.15.How to correct errors? Different ways and techniques:1)Direct teacher correction 2)Indirect teacher correction 3)Self-correction 4)Peer correction 5)Whole cla correction.Which techniques to use? As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ’ self-esteem and confidence.In practice, self-correction is encouraged before teacher correction or peer correction, esp, for mistakes.The whole cla correction is used for main error types.
Steps for teaching a grammatical item: 1.Provide a context 2.Help students to say the target language 3.Provide a written record 4.Personalize the target langua......
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《英语教学法》（1）期末考试试题之一（开卷考试）Part I.Fill in the blanks with correct information: 30%1.TEFL is the abbreviation of_________________________.2.The gramm......
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