Teaching Adult Learners English Through a Variety of Activities： Perception on Games and Reward
英语教学法教程知识点归纳
Unit 1Knowledge:sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills:listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。
Views on language：1、Structural view （language competence）—The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。
2 、Functional view—Representative：Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view （communicative competence）—Emphasis：appropriateness—Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationship between language and thinking.1)Thinking in language2)Language is necessary for thought.3)Language acquisition(语言习得)4)Learners in their earlier years acquire control over essential structure of their languagewithout special teaching and learning in a effortless and almost an unconscious way (like the formation of a habit) people prefer first language acquisition to first language learning.2.Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input----absorb----outputLanguage learning is not just stimulate-reflection, but the using of our subjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learner’s own knowledge and experience.S ----------AT------------R(刺激) (反应)Stimulus: assimilatio n ①and accommodatio n②①把外部知识纳入自身②纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。
高中英语阅读课公开课说课稿。一等奖
高中英语阅读课公开课说课稿。
一等奖The main teaching aims of this lesson are:1.To improve students’ reading n skills and ability to extract n from a text.2.To enhance students’ understanding of the n-and-answer format in an interview.3.To introduce students to the life and career of Jackie Chan and the qualities that have led to his success.4.To develop students’ critical thinking and analysis skills.Part 3 Important and Difficult PointsThe important points of this lesson are:1.Understanding the structure and format of an interview.2.Extracting n from a text and summarizing it.3.Identifying the qualities that have led to Jackie Chan’s success.The difficult points of this lesson are:1.Understanding the cultural references and matic ns used in the text.2.Anal yzing the author’s tone and purpose in the interview.Part 4 Studying MethodsTo achieve the teaching aims。
高洪德英语学习活动观及其在英语教学中的实践(成都 宽)课件
Through participation in collaborative and problem-solving activities, students develop critical thinking, collaboration, and innovation, essential skills for the 21st century.
02
The core concept of English learning activity view
Gao Hongde believes that students should be the center of English learning activities, and teachers should design activities based on students' needs, interests, and learning styles.
Teachers should design activities that are closely related to students' real life experiences and interests, encourage them to participate actively, and help them gain practical experience.
Gao Hongde's view on English learning activities emphasizes the integration of language knowledge and skills into meaningful communicative activities, enabling learners to acquire English through participation in interactive and situated learning experiences.
王蔷 英语教学法教程 第二版 Unit2
第2章CLT与TBLT一、Language use in real life vs. Traditional pedagogyThe ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when necessary. So we should teach that part of the language that will be used and we should teach language in the way it is used in the real world.The differences between language used in real life and language taught in the classroom:①In real life, language is used to perform certain communicative functions. e.g. to give directions, to exchange information, or to make a complaint, etc.; In a traditional language classroom, the teaching focus is often on forms rather than functions.②In real language use we use all skills, including receptive skills such as listening and reading, and productive skills such as speaking and writing. For various reasons, traditional pedagogy tends to focus on one or two language skills and ignore the others.③In reality language is always used in a certain context, but traditional pedagogy tends to isolate language from its context.二、CLT1. CLT refers to an approach to the teaching of foreign or second language through communicative activities.2. The goal of CLT is to develop students’ communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.3. Principles of CLT1) 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) Meaningfulness principle: language that is meaningful to the learner supports the learning process.4. Five components of communicative competenceHedge discusses five components of communicative competence. Namely, linguistic competence, pragmatic competence, discourse competence, strategic competence, and fluency.（1）Linguistic competence is concerned with knowledge of the language itself, its form and meaning. It involves spelling, pronunciation, vocabulary, word formation, grammatical structure, sentence structure and semantics.（2）Pragmatic competence refers to the appropriate use of the language in social context. That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of the speakers, and their relationships.（3）Discourse competence refers to one’s ability to create coherent written text or conversation and the ability to understand them. In other words, it is one’s ability to express or to understand a topic logically and coherently by effectively employing or comprehending the cohesive markers used in the discourse, such as “first”, “it”.（4）Strategic competence is similar to communication strategies. It refers to strategies one employs when there is communication breakdown due to lack of resources.（5）Fluency means one’s ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitation.5. CLT and the teaching of language skillsThe translation of communicative competence in language teaching practice is to develop learners’ language skills, namely, listening, speaking, reading and writing.①Listening and speaking skills need to be redefined in terms of the real communicative use, that is, students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative ifpossible. Listening is viewed not only as the counterpart of speaking, but as an independent skill with its own objectives.②Reading is to extract meaning or information and the learning of grammar and vocabulary is to facilitate such a process. In CLT with different reading purposes, students use different skills, such as skimming, scanning, etc.③In writing, students should have the chance to write to express their own feelings or describe their own experiences, so making the practice of writing meaningful and authentic.In a word, CLT has not replaced the previous approaches or methodologies. It has expanded three areas: language content, learning process, and product.6.Main features of communicative activities如何设计交际活动(1)Functional communicative activities:Communicating patterns and picturesFollowing directionsIdentifying picturesDiscovering missing informationDiscovering missing featuresDiscovering differences(2) Social interaction activities:ImprovisationRole-playing through cues and informationRole-playing through situations and goals7. Six criteria for evaluating communicative classroom activities:（1）Communicative purposeThe activity must involve the students in performing a real communicative purpose rather than just practicing language for its own sake. There must be some kind of ‘information gap’ that students seek to bridge when they are communicating.（2）Communicative desireThe activity must create a desire to communicate in the students.（3）Content, not formWhen the students are doing the activity, they must be concentrating on what they are saying, not how they say it.（4）Variety of languageThe activity must involve the students in using a variety of language, not just one specific language form. （5）No teacher interventionThe activity must be designed to be done by the students working by themselves rather than with the teacher. （6）No materials controlThe activity should not be designed to control what language the students should use.三、TBLT1. TBLT is a method of instruction under CLT, which emphasizes taking various tasks as the center of the language teaching. It is widely promoted in English language teaching nowadays. It is a further development of CLT. It shares the same beliefs in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.2. Task: A task is essentially goal-oriented; it requires the group, or pair, to achieve an objective that is usuallyexpressed by an observable result, such as brief notes or lists, a drawing, a spoken summary.3. Four components of a task:a purpose: making sure the students have a reason for undertaking the task;a context:the task can be real, simulated or imaginary, and involves sociolinguistic issues such as thelocation, the participants and their relationship, the time, and other important factors;a process: getting the students to use learning strategies such as problem solving, reasoning, inquiring,conceptualizing and communicating;a product: there will be some form of outcome, either visible or invisible.4. How to design a task:Teachers need to address four sets of questions when designing tasks:①What is the objective of the task?②What is the content of the task?③How is the task to be carried out?④In what situation is the task to be carried out?There are basically five steps:Step 1: Think about students’ needs, interests, and abilities.Step 2: Brainstorm possible tasks.Step 3: Evaluate the list.Step 4: Choose the language items.Step 5: Preparing materials.四、PPP1. PPP is a model of teaching consisting of the presentation, practice, and production.①Presentation of single ‘new’ item: introduce new vocabulary and grammatical structures in what ways appropriate;②Practice of new item: drills, exercises, dialogue practice: the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary;③Production: activity, role-play or task to encourage ‘free’ use of language: the students are encouraged to use what they have learned and practiced to perform communicative tasks, at this stage, the focus is on meaning rather than accurate use of language forms.A typical PPP lesson would start by the teacher introducing a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading, etc. Students then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview, etc.2. Differences between PPP and TBLTWillis explains the differences between the two models from two perspectives: one perspective looks at the way students use and experience the language; the other perspective looks at the procedures and context of learning.（1）The way students use and experience language in TBL is radically different from PPP.①free of language control and learners rely on their own linguistic resources;②a free exchange of ideas;③a genuine need to use language to communicate;④a genuine need to strive for accuracy and fluency;⑤appropriateness and accuracy of language form in general, not production of a single form;（2）TBL can provide a context for grammar teaching and form-focused activities, PPP is different in this aspect.①a task-established context;②encourages students to analyze and think, not simply to apply, repeat, and manipulate;③a more varied exposure to natural language;④language forms not pre-selected for focus;⑤learners’ free selection of language;⑥TBL cycle lead from fluency to accuracy;⑦In TBL integrated skills practiced.五、评价1.评价CLT①The first is whether it will meet the needs of learners from different contexts becomes a questions.②The second problem relates to the design of the syllabus for teaching purposes in the classroom. And it is very different to design a syllables with a one to one correspondence between a function and a form.③The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.2.评价TBLT①The first is that it may not be effective for presenting new language items. Neither may it be appropriate for those contexts where language exposure is not sufficient and class time is limited.②The second constraint is time as teachers have to prepare task-based activities very carefully. This makes demands on the teacher, who is already busy with many other professional duties.③The third is the culture of learning. Some students may find it difficult to adapt to TBLT.④The forth is level of difficulty. Students may find task-based learning very difficult if they don’t have sufficient linguistic resources to handle holistic communication.Despite these potential drawbacks, TBLT can help students learn English in a challenging and stimulating way.3.评价pppPPP offers a simplified approach to language learning. It is based on the idea that you can present language in a clear way. And your language develops by adding new forms from one lesson to the next. However, simply being able to produce forms in isolations will not help learners acquire the language for communication.。
王惠：特训课核心英语1000词
王惠：特训课核心英语1000词全文共3篇示例，供读者参考篇1Wang Hui: Core English of Special Training ClassIn the bustling city of Shanghai, Wang Hui is a devoted English teacher known for her special training class called "Core English". With years of experience in the education field, Wang Hui has developed a unique teaching method that focuses on building a solid foundation in English for her students.The Core English class is designed for students who are looking to improve their English skills at a fast pace. The curriculum of the class covers a wide range of topics such as vocabulary building, grammar rules, listening and speaking exercises, and reading comprehension. Wang Hui believes that mastering the basics of English is essential for students to become fluent and confident in the language.One of the key features of the Core English class is the personalized attention that Wang Hui provides to each of her students. She understands that every student has different learning styles and paces, so she tailors her teaching methods tomeet the needs of each individual. Wang Hui takes the time to assess the strengths and weaknesses of her students and creates customized lesson plans to help them reach their full potential.In addition to in-class lessons, Wang Hui also incorporates various interactive activities and group projects to make learning English fun and engaging for her students. She believes that creating a positive and supportive learning environment is crucial for students to feel motivated and confident in their language abilities.Many of Wang Hui's students have seen significant improvements in their English skills after taking her Core English class. They have gone on to excel in their academic studies, standardized tests, and even in their professional careers. Wang Hui's dedication to her students and her passion for teaching have made her a highly sought-after English teacher in Shanghai.In conclusion, Wang Hui's Core English class is a testament to her commitment to providing high-quality education and helping her students succeed in English. With her innovative teaching methods and personalized approach, Wang Hui is empowering students to become fluent, confident, and competent English speakers. Her impact on the education field istruly inspiring, and she continues to be a role model for aspiring English teachers around the world.篇2Wang Hui: Core English Training CourseIn today's globalized world, having a strong command of the English language is essential for personal and professional success. Wang Hui, an experienced English teacher, has developed a special training course called Core English, designed to help students improve their English skills quickly and effectively.The Core English course focuses on building a solid foundation in grammar, vocabulary, listening, speaking, reading, and writing. Wang Hui believes that these core areas are essential for mastering the English language and becoming fluent in it. The course is structured in a way that allows students to progress from basic to advanced levels, continuously building on their knowledge and skills.One of the key features of the Core English course is its interactive and engaging teaching methods. Wang Hui incorporates a variety of activities, exercises, and games into the lessons to keep students motivated and interested in learning.This hands-on approach helps students to practice their English in real-life situations, improving their communication skills and confidence.Another highlight of the Core English course is its focus on practical applications. Wang Hui provides students with plenty of opportunities to practice their English in real-world contexts, such as role-plays, debates, presentations, and discussions. This not only enhances students' language skills but also prepares them for using English in various social and professional settings.Moreover, Wang Hui emphasizes the importance of cultural awareness in language learning. Through the Core English course, students not only learn the language but also gain insights into English-speaking cultures, traditions, and customs. This cultural understanding helps students to communicate effectively with native speakers and navigate cross-cultural situations with confidence.Overall, Wang Hui's Core English training course is a comprehensive and practical program that equips students with the necessary skills to excel in the English language. By focusing on core areas, employing interactive teaching methods, emphasizing practical applications, and promoting cultural awareness, the course enables students to make significantprogress in their English proficiency. Whether you are a student, a professional, or a language enthusiast, Core English is the perfect choice for taking your English skills to the next level.篇3Wang Hui: Core English Training 1000Wang Hui is a renowned English teacher who has developed a special training course called Core English 1000. This course is designed to help students improve their English language skills in a systematic and efficient manner. With years of experience in teaching English, Wang Hui has identified the key areas that students often struggle with and has developed a comprehensive program to target these weaknesses.The Core English 1000 course is divided into several modules, each focusing on a different aspect of the English language. These modules cover topics such as vocabulary building, grammar rules, pronunciation, and writing skills. By breaking down the language into these key components, students are able to focus on improving specific areas of weakness and see significant improvements in a short amount of time.One of the key features of the Core English 1000 course is its emphasis on practical application. Wang Hui believes thatstudents learn best through practice and application, so each module is filled with interactive exercises and activities to help reinforce the material covered in the lessons. This hands-on approach ensures that students not only understand the concepts being taught, but can also apply them in real-life situations.Another unique aspect of the Core English 1000 course is its focus on building confidence. Wang Hui understands that many students struggle with speaking English confidently, so he has included activities and exercises specifically designed to help students overcome their fears and develop the confidence to communicate effectively in English.Overall, the Core English 1000 course by Wang Hui is a comprehensive and effective program for improving English language skills. With its systematic approach, practical application, and focus on building confidence, students can expect to see significant improvements in their English proficiency after completing the course. Wang Hui's dedication to helping students succeed in learning English is evident in the quality and effectiveness of the Core English 1000 program.。
王蔷英语教学法重点
Unit 1 Language and Learning1.1 How do we learn language？We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1. 2 What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntacx. To learn a language is to learn its vocabulary and structural rules.2) Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.1.3Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information. Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theory⏹ B. F. Skinner⏹ A stimulus-response theory of psychology⏹Audio-lingual method⏹The idea of this method is that language is learned by constant repetition and thereinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.B.Cognitive theory⏹Influenced by Noam Chomsky (revival of structural linguistics)⏹Language as an intricate rule-based system⏹ A learner acquires language competence which enables him to produce language.⏹One influential idea of cognitive approach to language teaching is that students should beallowed to create their own sentence based on their own understanding of certain rules.C.Constructivist theory⏹Jean Piaget (1896—1980)⏹The learner constructs meaning based on his/her own experiences and what is alreadyknown.D.Socio-constructivist theory⏹Vygotsky⏹“Zone of Proximal Development” (ZPD); scaffolding(脚手架)⏹Learning is best achieved through the dynamic interaction between the teacher and thelearner and between learners.1.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of element that contributes to the qualities of a good language teacher. These element can be categorized into three groups:ethic devotion, professional quality and personal styles.1.5 How can one become a good language teacher?☐Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflection❖The learning stage is the purposeful preparation that a language normally receives before the practice,This preparation can include:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiences❖The practice stage (2 senses)Pseudo practice: short period of time assig ned to do teaching practice as part of one’spre-service education, usually under the supervision of instructorsThe real classroom teaching: what a teacher undertakes after he/she finishes formaleducation❖Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching2.1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in theclassroomTo perform certain communtcative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from itscontext2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’ communicative competence.2.2.1 Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations2.2.2 Five components of communicative competence (Hedge 2000)◆Linguistic competence （语言能力）The knowledge of language itself, its form and meaning.◆Pragmatic competence （语用能力）The appropriate use of language in social context.◆Discourse competence （语篇能力）One’s ability to create coherent written text or conversation and the ability to understand them◆Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.◆Fluency （流利性）One ‘s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的）hesitation’2.3Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.2.4 Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt proposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“language is acquired through communication” (Howatt, 1984:279)2.5 Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities✓Structural activities✓Quasi-communicative activities类似,准,半Communicative activities (PP22-23)▪Functional communication activities▪Social interaction activities2.6 Six Criteria for evaluating communicative classroom activities(main features of communicative activities?)●Communicative purpose●Communicative desire●Content, not form●Variety of language●No teacher intervention●No materials control2.7 What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.2.7.1Four components of a task1. A purpose2. A context3. A process4. A product2.7.2 Exercises, exercise-tasks and tasksExercise-tasks is halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.2.8 Differences between PPP and TBLT1 The way students use and experience language in TBLT is radically different from PPP.*Free of language control*A genuine need to use language to communicate*A free exchange of ideas*Appropriateness & accuracy of language form in general, not production of a single form*A genuine need for accuracy and fluency2. TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect.■ A task-established context⏹Encouraged to think, analyze, not simply to repeat, manipulate and apply⏹ A more varied exposure to natural language⏹Language forms not pre-selected for focus⏹Learner-free selection of language⏹TBL cycle lead from Fluency to accuracy (+fluency)⏹In TBL Integrated skills practiced2.9 How to design tasks?Step 1 Think about students’ needs, interests, and abilitiesStep 2 Brainstorm possible tasksStep 3 Evaluate the listStep 4 Choose the language itemsStep 5 Preparing materials2.10 CLT and TBLT in the Chinese context☐Problems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relate to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.⏹Constraints of TBLT⏹The first is it may not be effective for presenting new language items⏹The second constraint is Time as teachers have to prepare task-based activities very carefully.⏹The third is the culture of learning⏹The forth is Level of difficultyUnit 33.1 A brief history of foreign language teaching in China❖ A phase of restoration (1978-1985)❖ A phase of rapid development (1986-1992)❖ A phase of reform (1993-2000)❖ A phase of innovation from 20003.2 Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5) Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3.3 Goals and objectives of English language teachingThe new curri culum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.3.4 Design of the National English Curriculum3.5 The standards for different levels of competence3.6 Challenges facing English language teachers1) English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2) English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3) English language teachers are expected to use more task-based activities and put the students at the center of learning.4) English language teachers are expected to use more formative assessment in addition to usingtests.5)English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4. Lesson Planning备课4.1 why is Lesson Planning ImportantA lesson plan is a framework of a lesson in which teachers make advance decisions about whatthey hope to achieve and how they would like to achieve it.Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson, so as to plan theactivities and choose the techniques accordingly;2.Helps teachers distinguish the various stages of a lesson and see the relationshipbetween them so that the activities of different difficulty levels can be arrangedproperly and the lesson can move smoothly from one stage to another;3.Gives teachers the opportunity to anticipate potential problems so that they can beprepared;4.Gives teachers, esp. novice ones, confidence in class;5.Raises teachers’ awareness of the teaching aids needed;6.Planning is a good practice and a sign of professionalism.Teachers benefit from proper lesson plans in a number of other ways:☐To enable the teacher to improve class timing;☐Lesson plans are also an aid to continuing development(plan←-→practice ←-→reflection)4.2 Principles for Good Lesson Planning1.Aim: the realistic goals for the lesson; what students are able to do by the end of thelesson;2.Variety: different types of activities; a wide selection of materials;3.Flexibility: preparing some extra and alternative tasks and activities4.Learnability: the contents and tasks planned should be within the learning capabilityof the studentsDoing things that are beyond or below the students’ coping ability will diminish theirmotivation (Schumann, 1999)5.Linkage: the stages and the steps within each stage are linked with one another.4.3 what are macro planning and micro planning?Macro planningPlanning over a long period of time which is often done by a group of teachers, it provides a general guidance for language teachersMicro planningPlanning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. Micro planning is often an individual activity and different teachers may have different ways of writing their own lesson plans.❑Macro planning involves the following：Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/syllabusKnowing about the textbookKnowing about the objectivesA lesson plan usually has the following components:➢Background information➢Teaching aims➢Teaching content and skills➢Stages and procedures➢Teaching aids➢End of lesson summary➢Optional activities and Assignment➢After lesson reflectionUnit 5 Classroom Management5.1 What is classroom management?the goal of classroom management is to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard, 1996).Efficient classroom management can be achieved when the following six conditions are met.1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for the learning activities.4.There is discipline as well as harmony in the class.5.The teacher asks appropriate questions.6.The students’ errors are treated properly5.2 What roles does the teacher play?1.Controller (what to learn; how to learn)2.Assessor (correcting mistakes; organizing feedback)aniser (s tudents’ activities)4.Prompter (when ss don’t know what to do…)5.Participant (in ss’ activities)☐⏹Create a positive learning environment, use various strategies to motivate learners, guide☐⏹apabilities;acknowledge and respect individual differences; give each equal opportunity in learning;-round perspective…☐⏹reflect on the reasons, think about possible solutions, implement thesolutions and evaluate the results…Q: How much control is needed?⏹Appropriate degree of control⏹Different activities need a different degrees of control.⏹The more communicative an activity, the less control it needs.Q: What does the teacher do as an assessor?1.Correcting mistakes⏹The correcting should be gentle, not harsh.anizing feedback⏹The feedback should be focused on students’ success or progress so that a success-orientedlearning atmosphere can be created.Q: How to organise?⏹Before the activity: what the activity is going to be like, anticipated problems; clearinstructions given to students (with T’s demonstration)⏹During the activity: overhear what the students are saying, rectify wrong practices; take notesfor later feedbackQ: When to prompt?⏹When students are not sure how to start an activity, or what to do next, or what to say next…⏹When a student doesn’t seem to be ready for an answer,…⏹When a student finishes with a very short answer,…Q: why to participate in student’s activities?⏹Monitoring + participating changes the role from an authority to a conversationalist, agood chance for students to practise English with a superior…Q: What do you think of the jug-and-mug metaphor?Although the jug-and-mug method has been widely criticised, the teacher is still considered a good and convenient resource for the students.”5.3 How to give effective classroom instructions?Classroom instructions refer to the type of language teachers use to organize or guide learning.1.To use simple instructions and make them suit the comprehension level of the students;2.To use the mother-tongue only when it is necessary;3.Give students time to get used to listening to English instructions;e body language to assist understanding;5.Model the task/activity before letting students into groups or pairs…6.Teachers are not expected to do all the talking in class.Tip: Demonstration is usually more effective than words.5.4 What are the different ways for student grouping?⏹Whole class work, pair work, group work, individual study1.Whole class work☐All the students are under the control of the teacher, doing the same activity at the same rhythm and pace.2.Pair work☐Students work in pairs on an exercise or task.3.Group work☐Students work in small groups of 3-5 students.4.Individual study☐Students work on their own at their own speed.Q: How to group? (Grouping methods)1.Whole class work is normally used when presenting and explaining new language or newinformation and it should be used wisely by the teachers.2.Successful group/pair work depends on skillful organization.3.The biggest problem for group work is the selection of group members.4.While teachers are encourage to use pair wok and group work to provide more practice chance,individual study should not be forgotten.Types of student grouping and their advantages and disadvantages in P314 (task4)5.5 Discipline in the language classroomQ: What does discipline mean?Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. (78)Q: Does discipline guarantee effective learning?☐No. There might be little learning even the class is very disciplined.☐Although discipline is necessary, it is not a sufficient condition for effective learning as a thoroughly indisciplined atmosphere will surely yield no learning at all. (79)Q: How to maintain discipline?P.79Although discipline is often discussed together with classroom management, Classroom management skills are not sufficient if discipline is to be achieved，rather，a variety of teacher’s behavior contribute to discipline, such as the teacher’s choice of methodology, their interpersonal relationships with students, their preparation for the lesson. Beside, student’s motivation, which can be enhanced by the teacher action, is extremely important for discipline.When students are engaged in learning, they will be disciplined. (79)☐Ss are clear about learning purpose;☐Ss are able to do the work but find it challenging;☐Ss are emotionally, physically and intellectually involved by the tasks;☐The presentation, variety and structure of the work and activities generate curiosity and interest;☐Ss have opportunities to ask questions and try out ideas;☐Ss can see what they have achieved and how they had made progress;☐Ss get a feeling of satisfaction and enjoyment from the work.Q: What causes discipline problems?⏹ A gap in the lesson (e.g. bad planning, equipment fails to work)⏹Unclear instructions⏹Lack of teacher attention⏹The teacher concentrates on lengthy explanations to one individual so that the others get bored ⏹Work is too easy or too challengingQ: What measures can we take for undisciplined acts and badly behaving students?☐Harmer (1983) p.811.Act immediately.2.Stop the class.3.Rearrange the seats.4.Change the activity.5.Talk to students after class.6.Create a code of behavior.⏹Ur’s (1996) advice1.Deal with it quietly.2.Don’t take things personally.3.Don’t use threats.5.6 How to make questioning more effective?☐Questions should be closely linked to the learning objectives in the lesson;☐Questions should be staged so that the level of challenge increases as the lesson proceeds;☐There should be a balance between closed and open, lower-order and higher-order questions;☐Wait time is important to allow students to think through their answers;☐Ss should be provided opportunities to ask their own questions and seek their own answers;☐ A secure and relaxed atmosphere of trust is needed and ss’ opinions and ideas are valued.5.6.2 What types of questions are there?( Classification of questions)1.Closed and open questions;2.Display and genuine questions;3.Lower-order and high-order questions;4.Bloom’s taxonomy分类系统(Nuttall, 1982)①Knowledge②Comprehension③Application④Analysis⑤Synthesis⑥Evaluation5.7 Dealing with errorsQ: What are errors? How are they different from mistakes?☐ A mistake refers to “a performance error that is either a random guess or a ‘slip of tongue’, and it is a failure performance to a known system” (Brown, 2000: 218-219)☐An error has direct relation with the learner’s language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language.☐ A mistake can be self-corrected; an error cannot be.Q: 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.Q: When to correct errors?☐Generally, it is best not to interrupt students during fluency work unless communication breaks down.☐Let a trivial mistake pass if most of the language is right.☐For some common mistakes, take a note in mind first and correct after the student’s performance.Q: How to correct errors?☐Different ways and techniques:⏹Direct teacher correction⏹Indirect teacher correction⏹Self-correction⏹Peer correction⏹Whole class correctionQ: Which techniques to use?☐As a general rule, indirect teacher correction is encouraged rather than direct ones to avoid damaging ss’ self-esteem and confidence.☐In practice, self-correction is encouraged before teacher correction or peer correction, esp. for mistakes.☐The whole class correction is used for main error types (e.g.The Big Ten)Summary1.Roles of the teacher: controller, assessor, organiser, prompter, participant, resource-provider, facilitator,guide, researcher, etc.2.Classroom instructions: simple; suit the level of students3.Grouping: whole class work, group work, pair work, individual study4.Discipline: to engage ss in learning; how to maintain discipline, how to treat with undisciplined acts5.Questioning: different classifications; questioning techniques6.Error correction: error and mistake; different ways and techniques for correcting errorsUnit 6 Teaching PronunciationCritical Period Hypothesis: a biologically determined period of life when language can be acquired more easily and beyond which time language is increasing difficult to acquire.6.1 The role of pronunciation☐DebateSide A: students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.Side B: Failure in pronunciation is a great hindrance to language learning.Views of teaching pronunciation vary☐The Learners who have more exposure to English need less focus on pronunciation than those who only learn English in the class.☐Adult learners need more focus on pronunciation because they are more likely to substitute English sounds with sounds from their native language.☐The teaching of pronunciation should focus on the ss’ ability to identify and produce English sounds themselves. (pronunciation vs. phonetics)☐Ss should not be led to focus on reading and writing phonetic transcripts of words, esp. for young students.☐Phonetic rules are helpful for ss to develop ability to cope with English pronunciation and they should be introduced at a suitable stage.☐Stress and intonation are important and should be taught from the very beginning.6.2 The goal of teaching pronunciationThe goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.The realistic goals of teaching pronunciation is as following:☐Consistency: the pronunciation should be smooth and natural;☐Intelligibility: the pronunciation should be understandable to the listeners;☐Communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.6.3 What aspects of pronunciation do we need to teach?Pronunciation is an umbrella term covering many aspects, beside sound and phone symbols, such as stress, intonation, and rhythm, of course ,these aspects are not isolated from each other, rather, they are interrelated.Q: How to achieve good pronunciation?☐Practice makes perfect☐Both mechanical practice and meaningful practice are beneficial.6.4 Practising sounds(List some methods of practicing sounds. )Mechanical drilling is boring and demotivating; it is important to combine drilling pronunciation exercises with more meaningful exercises that focus on whatever aspect ofpronunciation is the focus of the lesson.Focus on a soundFocus on a individual sounds especially those sound that are difficult to learnPerception practice☐What is the goal of perception practice?⏹Developing the students’ ability to identify and distinguish between different sounds.☐Examples of perception practice:⏹Using minimal pairs (with one sound difference): will/well; ship/sheep; light/night⏹Which order: bear, tear, ear⏹Same or different? [met], [mi:t]⏹Odd one out⏹CompletionProduction practiceThe goal of production practice is developing students’ ability to produce sounds.1.Listen and repeat ( practice individual sounds, individual words, groups of words,sentences (mechanical imitation)2.Fill in the blanks (in sentences with words which contain certain sounds).3.Make up sentences (using as many from the given words as possible).e meaningful context (to perform meaningful tasks such as role-play).e pictures (to produce meaningful language).e tongue twisters (to practice pronunciation).6.5 Practising stress and intonation☐Two types of stress:⏹word-level stress☐It is very important to stress the proper syllable in multi-syllabic words.☐The best strategy is to emphasize the importance of learning the stress as part of learning a word.⏹Phrase-level or sentence-level stress☐Each phrase or sentence has one syllable which receives greater or more prominent stress than the others.☐Some phrases or sentences may have one stressed syllable, while others may have 5-6 stressed syllables.6.5.1 Teaching methods of stress⏹The most important thing in practising stress is making the students aware of where tostress the words or phrases.e gestures (e.g. clapping hands; using arm movements)e the voice (raise the voice to indicate stress)e the blackboard (underline the stress parts or write with colored chalks6.5.2 Practicing intonation (How to practise intonation?)⏹Use hand or arm movement to indicate change of intonation.。
英语教学法教程Unit6Teaching-Pronunciation
II. The goal of teaching pronunciation
Question: Should we require the students to acquire nativelike pronunciation?
• Why can’t most learners of English as a foreign language acquire native-like English pronunciation?
When trying to achieve consistency in pronunciation, some Ss pay no attention to intelligibility. Unintelligible speech is useless and may cause unpleasant feelings for both the speaker and the audience.
pronunciation
The goal of teaching pronunciation is not to teach learners to achieve a perfect imitation of a native accent, but simply to get the learners to pronounce accurately enough to be easily and comfortably comprehensible to other speakers.
Realistic goals of teaching pronunciation Intelligibility: The pronunciation should be smooth and
世纪英语综合教程(Ⅰ第8版教学指南)
世纪英语综合教程(Ⅰ第8版教学指南)全文共6篇示例，供读者参考篇1Hi everyone! My name is Emily and I'm a 3rd grader. I love learning English and my favorite English textbook is the New Century Integrated English Course Book I. It's so much fun and helps me learn English in a really cool way.This year, my teacher started using the new 8th edition of the Teacher's Guide for our textbook. I got to take a peek at it and it's amazing! It has everything my teacher needs to make our English lessons super engaging and helpful for us students.One of the best parts is all the detailed teaching plans and instructions it provides. For each unit and lesson, there are clear objectives listed so we know exactly what we're supposed to learn. Then it breaks down all the steps my teacher should follow to ensure we understand and practice the key language points.It gives really great suggestions for warmup activities to get us interested in the new topics. I love the songs, chants, and games it recommends to review vocabulary and sentencepatterns we've learned before. The warmups make English class feel more like playtime!The teaching procedures are so well-designed too. The guide explains multiple ways to present and practice new words, grammar concepts, listening exercises, and more. It has creative ideas to keep us motivated like role-plays, information gaps, competitions, and storytelling. My favorite activities are when we play fun games to reinforce what we've learned.What I think is really cool is how the Teacher's Guide explains things so clearly for our teacher. For each activity, it describes the purpose, preparation needed, step-by-step instructions, and even example language the teacher can use. With such thorough guidance, our lessons are super organized and productive.The book also highlights common difficulties students might have and gives our teacher effective ways to address them. For example, it points out tricks for remembering confusing vocabulary or grammar rules. Whenever I get stuck, my teacher knows just how to help me based on the tips in the guide.Another awesome feature is all the supplementary resources it provides - things like flashcards, handouts, audio scripts, and test papers. The multimedia resources on the website and appare so neat too! We can watch animated videos, play interactive games, and record ourselves speaking English. The variety makes learning way more fun and multi-sensory.What I really appreciate are the cheerful, colorful illustrations throughout the Teacher's Guide. The pictures grab my attention and help explain ideas in a very straightforward, visually appealing way. I definitely learn better when lessons are presented in an engaging, multimodal style like that.The back of the guide has super handy reference materials as well. There are grammar banks summarizing all the key grammar patterns we need to know, a glossary of teaching terms, and collections of games, songs, and activities to use in class. My teacher can quickly find ideas to supplement our learning.Overall, I think the New Century Integrated English Course Book I paired with the new 8th edition Teacher's Guide is an awesome tool for learning English as a child. The clear instructions, diverse resources, and multisensory approach make lessons productive yet entertaining. I'm so excited to keep learning English with the help of this great series!篇2The New Century Integrated English Course Book is So Cool!My name is Lily and I'm in 4th grade. I just started using this really neat English book called the New Century Integrated English Course Book. It's the 8th edition and it's so much fun!First of all, the book itself is really colorful and has a ton of pictures and illustrations. That makes it way more interesting than those boring black and white books we used to use. There are pictures of kids just like me, along with pictures of things we learn about like animals, foods, places, and more. The images really bring the lessons to life.But it's not just about the pictures. The lessons themselves are really engaging and interactive. We get to do roleplays, games, songs, and all sorts of hands-on activities. It makes learning English feel more like playtime than work.For example, in one of the recent units we learned about different foods. Instead of just memorizing vocabulary words, we actually got to bring in plastic food models or pictures and put together a little restaurant scene. We took turns being the customers, servers, chefs, and cashiers. It was like a little theatrical performance but we were practicing our English the whole time without even realizing it!Another time, we learned about caring for pets. The teacher had us get into small groups and each group was assigned adifferent pet like a dog, cat, bird, etc. We had to research and then present to the class on what that pet needs for food, shelter, medical care, and so on. We even got to make little dioramas with shoeboxes to show the ideal habitats. It was a creative way to work on our English skills like public speaking, writing, vocabulary, and more.The chants and songs make it easy to remember new words and grammar points too. We'll be learning about something like verb tenses, and then there's a fun little rap or melody to drill it into our brains. I find myself randomly singing the tunes when I'm playing at home. My parents think it's funny but it seriously helps me remember what I'm learning!Everything is very systematically organized too. Each unit focuses on a specific theme and covers the relevant vocabulary, grammar, reading, writing, speaking, and listening skills we need to build well-rounded English abilities. The teacher uses the Teacher's Guide to plan clear objectives and strategies for each component.There are lots of opportunities for us to do independent work, group projects, and interactions with partners or the whole class. The teacher is basically like a coach guiding us through allthe different activities and exercises. She doesn't just lecture at us the whole time.We even get to do computer activities and watch videos related to the current unit. The multimedia components make the lessons feel very modern and engaging for kids like me who have grown up with technology all around us.What I maybe like most though is that the book incorporates a lot of wisdom about core values, social skills, and creative thinking. Yes, we're building our English skills, but we're also learning to be kind friends, curious learners, and global citizens. The themes aren't just shallow topics but profound concepts that apply to all areas of life.For instance, one unit was about resolving conflicts and managing emotions. We read stories about characters who experienced setbacks and difficult situations. We had to analyze how they responded and then discuss how we would respond in a similar scenario. It encouraged me to be more mindful of my own feelings and consider how my actions affect others.The New Century Integrated English Course doesn't just view English as an academic subject, but as a tool for developing critical thinking, collaboration, communication, and culturalawareness. That's what I think sets it apart from other textbooks I've used in the past.I know I'm just a 4th grader, but I can already see how valuable these skills will be for me in the future as I continue my studies, look for careers, interact with people from diverse backgrounds, and navigate life's challenges. This book is getting me started on the right path.I've peeked at the Teacher's Guide myself once or twice because I'm a curious kid. It seems like it gives the rationale and approach behind the overall curriculum and teaching methodology. My teacher has mentioned that it incorporates the latest research and techniques for immersive, student-centered, communicative language instruction. There's a big emphasis on developing real-world skills, not just rote memorization.From what I can gather, the Teacher's Guide supports our teachers in customizing instruction to match different students' needs, interests, learning styles, and levels. It provides a roadmap but also allows flexibility to adapt things based on their own experiences and their unique group of students.The guide seems pretty comprehensive with tons of resources like scripts, answer keys, supplemental worksheets, teaching tips, cultural notes, ideas for extension activities, andmore. I'm sure that's a huge help in allowing our teacher to optimize every lesson instead of having to recreate everything from scratch.My mom, who is an English teacher herself, has briefly looked at the Teacher's Guide too. She pointed out all the formative and summative assessments that are built into the curriculum. These let my teacher constantly check in on our progress and comprehension along the way, not just hit us with a big test at the very end. If there are gaps in our understanding, my teacher can go back and review those problem areas.Overall, my mom said the Teacher's Guide seems really user-friendly and thorough in how it scaffolds instruction and enables teachers to see the bigger picture and rationale while also focusing on practical execution. She hasn't used this particular book series before but she's fairly impressed from her initial review. As a student though, all I know is that it makes learning English way more fun and interesting than any other book I've used!That's my take on the New Century Integrated English Course and the corresponding Teacher's Guide. Maybe I don't fully understand all the academic jargon and teaching theories behind it yet. But from my 9-year-old perspective, I can say thatthese materials are helping me become a stronger English learner in an engaging, interactive way. If the rest of elementary school could be as enjoyable as this English class, I'd be one happy kid!篇3My New English Book - A Kid's ReviewOh boy, it's a new school year! That means new classes, new friends, and...a brand new English book! This year, we're using the 8th edition of the "New Century Comprehensive English Course (Volume 1)". I just got my hands on a copy and I'm so excited to crack it open!The first thing I noticed about this book is how colorful and fun the cover looks. It has a bunch of cartoon kids on it doing activities like reading, playing sports, and exploring nature. The title is in big, bold letters and it just makes me want to dive right in. I really hope there are more great illustrations like that inside!When I opened up the book, I was happy to see that eac篇4The New Century English Book is So Cool!Hey there! My name is Jake and I'm a 4th grader. I just started using this really awesome English book called the New Century English Integrated Course Book I. It's the 8th edition and it's so fun and helps me learn English in a totally new way.First of all, the book itself is really colorful and has tons of pictures, comics, and illustrations. That might sound kind of babyish, but it actually makes the lessons way more interesting and easier to understand. Instead of just pages and pages of text, there are dialogues between cartoon characters, funny situations, and things like maps and menus that we get to look at. It brings the English words and phrases to life!But it's not just pictures - the activities andexercises are super engaging too. We don't just do boring drills or copy sentences. We play games, sing songs, have conversations, and do roleplays. Just the other day, we had to order food at a pretend restaurant. I was the server and my friend was the customer. We used real menus from the book and practiced asking for things and saying please and thank you. It was awesome!The topics in the book are really relevant to stuff kids like me actually care about too. We learn vocabulary and expressions about hobbies, school, sports, holidays, technology, and more.Last week, we learned how to describe our rooms, belongings, and favorite toys. Now when my parents ask me to clean篇5Title: My Thoughts on the New English TextbookHey there, friends! It's me, your buddy Jack, and today I'm going to share my thoughts on the brand-new English textbook we got this year. It's called the "New World Century Integrated English Course (Book I, 8th Edition)," and let me tell you, it's a real game-changer!First things first, the book itself is super cool-looking. The cover has this awesome design with kids from all over the world holding hands, and it's really colorful and eye-catching. I mean, who doesn't love a good-looking book? It just makes you want to dive right in!But it's not just about the looks, my friends. This textbook is packed with all sorts of fun and engaging activities that make learning English a total blast. From listening exercises with funny dialogues to reading passages about exciting adventures, every page is a new adventure waiting to be explored.One of my favorite parts is the section on vocabulary. Instead of just giving us a list of words to memorize, the textbook teaches us new words through stories and games. It's like we're detectives on a mission to crack the code of the English language, and let me tell you, it's way more fun than just staring at a dictionary.Speaking of games, there are tons of them scattered throughout the book. We play word games, guessing games, and even act out little skits to practice our speaking skills. It's like we're learning without even realizing it because we're having so much fun!But what really sets this textbook apart is the way it integrates different skills like reading, writing, listening, and speaking. It's like a well-oiled machine, with each part working together to help us become English language masters. One minute we're reading a story, and the next, we're writing our own endings or acting out the characters' lines. It's never boring, and it really helps everything sink in.And let's not forget about the illustrations and graphics! They're so vibrant and engaging that they practically jump off the page. Whether it's a picture of a funny-looking creature or adiagram explaining a grammar concept, the visuals in this book really help to bring the lessons to life.But what really blows my mind is the Teacher's Guide that comes with the textbook. It's like a treasure trove of ideas and resources for our teachers to make every lesson even more engaging and effective. From detailed lesson plans to supplementary materials, it's like having a super-smart teaching assistant by your side every step of the way.Overall, I have to say that this new English textbook is a game-changer. It's fun, engaging, and really helps us learn in a way that sticks. I can't wait to see what other adventures and lessons it has in store for us as we continue our journey through the wonderful world of the English language.So, there you have it, friends – my two cents on the "New World Century Integrated English Course (Book I, 8th Edition)." If you haven't gotten your hands on it yet, what are you waiting for? It's time to dive in and start your own English language adventure!篇6A Student's View on the New Century English Book 1 Teacher's GuideHi there! My name is Lily and I'm a 3rd grader at Sunshine Elementary School. I just started learning English this year from the New Century English Integrated Course Book 1. It's a really fun and colorful textbook with lots of pictures, games, and activities. But what I really want to talk about is the Teacher's Guide that my English teacher uses. It's like a secret treasure trove of awesome ideas and tips!First off, the Teacher's Guide is super thick and has hundreds of pages. It's almost as big as my textbook! My teacher says it has detailed lesson plans for every single unit and lesson in the student book. That must be why she always seems so organized and prepared in class. The lesson plans give her step-by-step instructions on what to teach, how to present it, and what activities or games to do with the class. There are even suggested scripts she can use to model conversations and explain grammar points. It's like the Guide holds her hand through every class!What I think is really neat is all the supplementary materials and resources in the Guide. My teacher uses the flashcards, posters, and audio CDs that come with the textbook series. But the Guide also has bonus worksheets, tests, and activities that aren't in our books. Last week, we did this really fun informationgap activity where we had to ask each other questions to fill in a chart. My teacher mentioned that the idea came from the Guide. There are also tons of games, chants, and songs for helping us practice vocabulary and grammar. The Guide is just bursting with creative ideas to make our English classes super engaging!Another thing I love about the Teacher's Guide is how it explains everything so clearly. Whenever my teacher needs to remind herself about grammar rules or vocabulary definitions, she refers to the Guide. It breaks things down in a way that makes it simple for even young learners like me to understand. My teacher said the Guide helped her a lot when she was first learning how to teach English. There are clear principles and methods explained for teaching reading, writing, listening, speaking, grammar, etc. The Guide is like a training manual for teachers!What really impresses me though is all the background information and teaching tips in the Guide. My teacher says it has detailed cultural notes to explain things that may be unfamiliar to Chinese students. Like when we learned about Christmas last semester, the Guide gave lots of interesting facts about the holiday's origins and traditions. The Guide also offers tons of practical tips for running an effective class, managingstudents, using pair work and group activities, and so much more.I heard my teacher telling another teacher that the Guide is like a mentor that helped her become a better English teacher.The only bad thing I can think of is that the Guide is pretty expensive, at least according to my parents! They grumbled about having to buy it since my school didn't provide it. But in my opinion, it was money well spent. The Teacher's Guide has been like a lifeline for my English teacher this year, guiding her every step of the way. Thanks to the Guide, our English classes are always super fun, engaging, and productive. I'm really grateful my teacher has such an awesome resource to help her teach us English so effectively. Thanks to the New Century English Teacher's Guide, I've learned so much already and I know I'll be mastering English in no time!。
大学英语教学指南2020 教育部
大学英语教学指南2020 教育部Title: College English Teaching Guidelines 2020 by the Ministry of EducationIntroduction:The Ministry of Education has recently released updated guidelines for college English teaching in 2020. These guidelines aim to improve the quality of English education for students in higher education institutions across the country. The guidelines cover various aspects of English teaching, including curriculum design, teaching methods, assessment strategies, and teacher training. Implementing these guidelines will help enhance students' English proficiency and equip them with the necessary language skills for both academic and professional success.Curriculum Design:The guidelines emphasize the importance of a comprehensive and balanced curriculum that covers all language skills: listening, speaking, reading, and writing. The curriculum should also include cultural aspects of the English-speaking world to promote intercultural communication. In addition, real-life communication scenarios and project-based learningactivities should be integrated into the curriculum to enhance students' practical language skills.Teaching Methods:The guidelines encourage the use of communicative language teaching methods that focus on interaction, collaboration, and student-centered activities. Teachers are encouraged to create a supportive and engaging learning environment where students can actively participate in language practice. In addition, technology-enhanced learning tools, such as online resources and language learning apps, should be utilized to supplement classroom instruction.Assessment Strategies:The guidelines emphasize the need for a variety of assessment methods to accurately measure students' language proficiency. In addition to traditional exams, assessments should include speaking tests, writing portfolios, and group projects. Formative assessments should be used to provide feedback on students' progress throughout the semester, while summative assessments should evaluate their overall language proficiency.Teacher Training:The guidelines highlight the importance of continuous professional development for English language teachers. Teachers should be encouraged to participate in language training programs, workshops, and conferences to enhance their teaching skills and keep up-to-date with the latest developments in language teaching. Collaboration with peers and mentorship programs should also be promoted to facilitate knowledge sharing and professional growth.Conclusion:The 2020 College English Teaching Guidelines by the Ministry of Education provide a roadmap for improving English language education in higher education institutions. By following these guidelines, colleges and universities can enhance the quality of English teaching, ultimately benefiting students by equipping them with the language skills they need for academic success and future career opportunities. It is essential for institutions to implement these guidelines effectively to ensure the success of English language education in the country.。
英语活动教学观
英语活动教学观"English Activity Teaching"In recent years, the traditional teaching of English by sitting at the blackboard has gradually been replaced by a more lively and popular English teaching -- English activity teaching. It is one of the most effective methods of English teaching in today's classroom, which has been widely used in primary and secondary schools.English activity teaching is a kind of teaching activity based on practicality and activity. It mostly sets lectures in the form of "game" or "experiment". For instance, the teacher may lead the students to make sentences and phrases in the form of guessing game; or the teacher can lead the students to make a physical experiment to learn words closely related to each other. This can make the English atmosphere of the class atmosphere more romantic, improve the student's sense of learning and activate the classroom atmosphere.English activity teaching has the advantages of combining fun and knowledge. Through the development of various activities, the teacher can guide the students to experience in the process of learning, form a topic of learning, guide the students in the process of learning, constantly explore, think and win in the game, help students develop interest and enthusiasm, and trust the classroom atmosphere. More importantly, it let the students acquire knowledge in the joy of game play, so that they can easily remember and even read through the application in later study.English activity teaching has become an important part of English teaching. It not only attracts students' attention and stimulates students' interest to study, but also enhances the students' ability in listening, speaking, reading and writing.However, the current English activity teaching has its own shortcomings. Some activities are difficult to carry out, and need the cooperation of all students to make the activities a success. Therefore, teachers need to have rich experience and skills to make teaching activities more targeted.Furthermore, considering some of the content is difficult to design, it needs the teacher to take into account the students' interests, language levels and nationalities, so as to diversity the teaching content.In conclusion, English activity teaching should be widely opened, diversified and improved in the teaching practice. It can help students to fully mobilize the enthusiasm of learners, and promote the development of English teaching in various stages. Teachers should make good use of English activities to achieve the purpose of teaching and increasing students' interest in English.。
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ＵＳ—Ｃｈｉｎａ Ｆｏｒｅｉｇｎ Ｌａｎｇｕａｇｅ，ＩＳＳＮ １５３９－８０８０ Ｊｕｌｙ ２０１２，Ｖｏ１．１０，Ｎｏ．７，１３５５—１３７４ ａＬｌ暑Ｉ－！ＩＮ６
Ｔｅａｃｈｉｎｇ Ａｄｕｌｔ Ｌｅａｒｎｅｒｓ Ｅｎｇｌｉｓｈ Ｔｈｒｏｕｇｈ ａ Ｖａｒｉｅｔｙ ｏｆ Ａｃｔｉｖｉｔｉｅｓ： Ｐｅｒｃｅｐｔｉｏｎ ｏｎ Ｇａｍｅｓ ａｎｄ Ｒｅｗａｒｄｓ
Ｓｕｐａｍｉｔ Ｃｈａｎｓｅａｗｒａｓｓａｍｅｅ ＴＯＴ（Ｔｅｌｅｐｈｏｎｅ Ｏｒｇａｎｉｚａｔｉｏｎ ｏｆ Ｔｈａｉｌａｎｄ）Ａｃａｄｅｍｙ，ＴＯＴ Ｐｕｂｌｉｃ Ｃｏｍｐａｎｙ Ｌｉｍｉｔｅｄ，Ｎｏｎｔｈａｂｕｒｉ，Ｔｈａｉｌａｎｄ
Ｔｈｉｓ ｐａｐｅｒ ａｔｔｅｍｐｔｅｄ ｔｏ ｅｘａｍｉｎｅ ｈｏｗ ａ Ｔｈａｉ ＥＦＬ（Ｅｎｇｌｉｓｈ ａｓ ａ ｆｏｒｅｉｇｎ ｌａｎｇｕａｇｅ）ｉｎｓｔｒｕｃｔｏｒ ｅｍｐｌｏｙｅｄ ａ ｗｉｄｅ ａｒｒａｙ ｏｆ ｔａｓｋｓ ｔｏ ｅｎｃｏｕｒａｇｅ ａｎｄ ｍｏｔｉｖａｔｅ ｈｅｒ ａｄｕｌｔ ＥＦＬ ｓｔｕｄｅｎｔｓ ｔｏ ｌｅａｒｎ Ｅｎｇｌｉｓｈ ｇｒａｍｍａｒ ｉｎ ａ ｌｉｖｅｌｉｅｒ ａｎｄ ｍｏｒｅ ｍｅａｎｉｎｇｆｕｌ ｅｎｖｉｒｏｎｍｅｎｔ．Ｕｓｉｎｇ ａ ｑｕｅｓｔｉｏｎｎａｉｒｅ ａｎｄ ａ ｆｏｌｌｏｗ－ｕｐ ｉｎｆｏｒｍａｌ ｔａｌｋ，ｔｈｅ ｒｅｓｅａｒｃｈ ｓｔｕｄｙ ｗａｓ ｃｏｎｄｕｃｔｅｄ ｗｉｔｈ ２５ ａｄｕｌｔ ｌｅａｍｅｒｓ ｉｎ ａｎ ｉｎ・－ｈｏｕｓｅ ａｄｖａｎｃｅｄ ｇｒａｍｍａｒ ｔｒａｉｎｉｎｇ ｃｏｕｒｓｅ ａｔ ａ ｓｔａｔｅ・－ｏｗｎｅｄ ｔｅｌｅｃｏｍｍｕｎｉｃａｔｉｏｎ ｃｏｎｇｌｏｍｅｒａｔｅ ｉｎ Ｔｈａｉｌａｎｄ．Ａｔ ｔｈｅ ｔｉｍｅ ｏｆｔｈｅ ｓｔｕｄｙ，ｔｈｅ ｓｕｂｊｅｃｔｓ’ａｖｅｒａｇｅ ａｇｅ ｗａｓ ４４ ｙｅａｒｓ．Ｔｈｅ ｒｅｓｅａｒｃｈ ｆｉｎｄｉｎｇｓ ａｒｅ ｉｎ ｌｉｎｅ ｗｉｔｈ ｅａｒｌｉｅｒ ｓｔｕｄｉｅｓ ｉｎ ｔｈｅ ｓｅｎｓｅ ｔｈａｔ ａｄｕｌｔ ｌｅａｒｎｅｒｓ ｈａｖｅ ｐｏｓｉｔｉｖｅ ａＲｉｔｕｄｅ ｔｏｗａｒｄｓ ａｃｔｉｖｉｔｉｅｓ ｏｒ ｆｕｎ ｇａｍｅｓ．Ｎｏｎｅｔｈｅｌｅｓｓ，ｔｈｅ ｅｎｔａｉｌｅｄ ｒｅｗａｒｄｓ ｃａｎ ｃｏｎｖｅｙ ｂｏｔｈ ｐｏｓｉｔｉｖｅ ａｎｄ ｎｅｇａｔｉｖｅ ｃｏｎｎｏｔａｔｉｏｎ．Ｒｅｗａｒｄｓ ｔｈｕｓ ｍｕｓｔ ｂｅ ｕｓｅｄ ｗｉｔｈ ｕｔｍｏｓｔ ｃａｕｔｉｏｎ ａｎｄ ｓｅｎｓｉｔｉｖｉｔｙ．Ｔｈｅ ｓｔｕｄｙ ａｌｓｏ ｐｒｏｖｉｄｅｓ ｓｕｇｇｅｓｔｉｏｎｓ ａｎｄ ｒｅｃｏｍｍｅｎｄａｔｉｏｎｓ ｆｕｒ ｅｄｕｃａｔｏｒｓ ａｎｄ ｔｅａｃｈｅｒｓ ｏｎ ｉｎｔｒｏｄｕｃｉｎｇ ｆｕｎ ａｃｔｉｖｉｔｉｅｓ ｏｒ ｇａｍｅｓ ｔｏ ａｎ Ｅｎｇｌｉｓｈ ｃｌａｓｓｒｏｏｍ．Ｔｈｉｓ ｒｅｓｅａｒｃｈ ｒｅｃｏｎｆｉｒｍｓ Ｃａｓｅ’ｓ（２００８）ｐｒｅｃｏｎｃｅｉｖｅｄ ｎｏｔｉｏｎ ｔｈａｔ ｇａｍｅｓ ｃａｎ ｂｅ ｕｓｅｄ ｗｉｔｈ ａｄｕｌｔ ｌｅａｒｎｅｒｓ，ｂｅｃａｕｓｅ ｍｏｓｔ ｓｔｕｄｅｎｔｓ ｌｉｋｅ ｇａｍｅｓ ｈｏｗｅｖｅｒ ｏｌｄ ｔｈｅｙ ａｒｅ．
Ｋｅｙｗｏｒｄｓ：ＥＳＬ（Ｅｎｇｌｉｓｈ ａｓ ａ ｓｅｃｏｎｄ ｌａｎｇｕａｇｅ），ａｄｕｌｔ ｌｅａｒｎｅｒ，ｇａｍｅ／ａｃｔｉｖｉｔｙ／ｔａｓｋ，Ｅｎｇｌｉｓｈ ｔｒａｉｎｉｎｇ ａｔ ａ ｗｏｒｋｐｌａｃｅ
ＩｎｔｒＯｄｕｃｔｉ０ｎ Ｓｉｎｃｅ ｔｈｅ ｆｉｒｓｔ ｄａｙ ｔｈｅ ａｕｔｈｏｒ ｄｅｃｉｄｅｄ ｔｏ ｒｅｃｅｉｖｅ ａ ｓｃｈｏｌａｒｓｈｉｐ ｆｒｏｍ ｈｅｒ ｅｍｐｌｏｙｅｒ，ａ ｓｔａｔｅ－ｏｗｎｅｄ ｔｅｌｅｃｏｍｍｕｎｉｃａｔｉｏｎ ｃｏｍｐａｎｙ，ｔｏ ｐｕｒｓｕｅ ｈｅｒ ｄｏｃｔｏｒａｌ ｄｅｇｒｅｅ，ｓｈｅ ｒｅａｌｉｚｅｄ ｔｈａｔ ｔｈｅ ｔａｓｋ ａｗａｉｔｉｎｇ ｈｅｒ ｗｏｕｌｄ ｎｅｖｅｒ ｂｅ ｓｉｍｐｌｅ ｏｒ ｅａｓｙ．Ｔｅａｃｈｉｎｇ Ｅｎｇｌｉｓｈ ｔｏ ｈｅｒ ｆｅｌｌｏｗ ｃｏｌｌｅａｇｕｅｓ，ｗｈｏ ａｒｅ ａｌｌ ａｄｕｌｔｓ，ｉｓ ｎｏｔ ｅａｓｙ．Ｏｎｌｙ ｗｏｒｋｉｎｇ ｗｉｔｈ ｔｈｅｍ ｉｓ ｎｏｔ ｅａｓｙ ａｌｒｅａｄｙ—－ｔｈａｔ ｉｓ ｗｈｙ ｗｅ ｈａｖｅ ｔｏ ｌｅａｒｎ ａｂｏｕｔ ｉｎｔｅｒｐｅｒｓｏｎａｌ ｃｏｍｍｕｎｉｃａｔｉｏｎ ａｔ ｗｏｒｋ！Ｔｅａｃｈｉｎｇ ｈｅｒ ｗｏｒｋ ｃｏｌｌｅａｇｕｅｓ ｉｓ ｅｖｅｎ ｔｏｕｇｈｅｒ ａｎｄ ｍｏｒｅ ｃｏｍｐｌｉｃａｔｅｄ ｔｈａｎ ｔｈｅ ａｕｔｈｏｒ ｈａｓ ｅｖｅｒ ｔｈｏｕｇｈｔ．Ｉｎ ａ ｗａｙ，ｓｈａｒｉｎｇ ａ ｓｉｍｉｌａｒｉｔｙ ｉｎ ｅｍｐｌｏｙｍｅｎｔ ａｔ ａ ｓｔａｔｅ—ｏｗｎｅｄ ｃｏｍｐａｎｙ ｍａｋｅｓ ｉｔ ｒｉｇｉｄ ａｎｄ ｓｏｍｅｔｉｍｅｓ ａｗｋｗａｒｄ ｗｈｅｎ ｐｌａｙｉｎｇ
Ａ ｐｒｅｌｉｍｉｎａｒｙ ｖｅｒｓｉｏｎ ｕｎｄｅｒ ｔｈｅ ｔｉｔｌｅ“Ｆｅｅｄｉｎｇ ｓｔｕｄｅｎｔｓ ｏｒ ｎｏｔ：Ａｎ ｅｘｐｅｒｉｅｎｃｅ ｏｆ ａ ｎｏｎ．ｎａｔｉｖｅ ｔｅａｃｈｅｒ ｉｎ ａ ｓｔａｔｅ．ｏｗｎｅｄ ｔｅｌｅｃｏｍｍｕｎｉｃａｔｉｏｎ ｃｏｎｇｌｏｍｅｒａｔｅ ｉｎ Ｔｈａｉｌａｎｄ”ｗａｓ ｐｒｅｓｅｎｔｅｄ ａｎｄ ａｐｐｅａｒｅｄ ｉｎ ｔｈｅ Ｐｒｏｃｅｅｄｉｎｇ ｏｆ ｔｈｅ Ａｓｉａｎ ＣｏｎｆｅＦｅｎｃｅ ｏｎ Ｅｄｕｃａｔｉｏｎ ｃｅ ２０１，ｊ ｏｎ Ｏｃｔｏｂｅｒ ２７—３０，２０ ｌ１，ｉｎ Ｏｓａｋａ，Ｊａｐａｎ．Ｂａｓｅｄ ｏｎ ｔｈｅ ｏｒｉｇｉｎａｌ ａｒｔｉｃｌｅ。ａｎｏｔｈｅｒ ｅｘｔｅｎｓｉｖｅｌｙ ｒｅｖｉｓｅｄ ｖｅｒｓｉｏｎ ｕｎｄｅｒ ｔｈｅ ｔｉｔｌｅ“Ｔｅａｃｈｉｎｇ Ａｄｕｌｔ Ｌｅａｒｎｅｒｓ Ｅｎｇｌｉｓｈ Ｔｈｒｏｕｇｈ Ｇａｍｅｓ：Ａｃｔｉｖｉｔｙ ａｎｄ Ｒｅｗａｒｄ”ｏｂｔａｉｎｅｄ ｔｈｅ Ｈｏｎｏｒａｂｌｅ Ｍｅｎｔｉｏｎ ｆｒｏｍ ２０ ｌ ２ ＮＩＤＡ Ｒｅｓｅａｒｃｈ Ａｗａｒｄ ａｎｎｏｕｎｃｅｄ ｏｎ Ｍａｒｃｈ ２３．２０ ｌ ２． Ａｃｋｎｏｗｌｅｄｇｅｍｅｎｔｓ：Ｔｈｅ ａｕｔｈｏｒ ｗｏｕｌｄ ｌｉｋｅ ｔｏ ｅｘｐｒｅｓｓ ｈｅｒ ｄｅｅｐｅｓｔ ａｐｐｒｅｃｉａｔｉｏｎ ｔｏ ａｌｌ ＡＥＧ（Ａｄｖａｎｃｅｄ Ｅｎｇｌｉｓｈ Ｇｒａｍｍａｒ１ ｓｔｕｄｅｎｔｓ ｗｈｏ ｗｈｏｌｅｈｅａｎｅｄｌｙ ｉｏｉｎｅｄ ｔｈｉｓ ｒｅｓｅａｒｃｈ ｓｔｕｄｙ ｆｏｒ ｔｈｅ ｂｅｔｔｅｒｍｅｎｔ ｏｆ ｔｈｅ ｃｏｕｒｓｅ ｉｎ ｔｈｅ ｆｕｔｕｒｅ．Ｓｈｅ ｄｏｅｓ ｄｅｅｐｌｙ ａｐｐｒｅｃｉａｔｅ ｈｅｒ ａｆｆｉｌｉａｔｅ ｗｈｉｃｈ ａｌｌｏｗｓ ｈｅｒ ｔｏ ｃｒｅａｔｅ ａｓ ｍａｎｙ ｇｏｏｄ ｃｏｕｒｓｅｓ ａｓ ｓｈｅ ｗｉｓｈｅｓ．Ｓｈｅ ｉｓ ａｌｓｏ ｇｅｎｕｉｎｅｌｙ ｇｒａｔｅｆｕｌ ｔｏ Ｍｓ．Ｃｈａｌｉｋａ Ｓｕｋｈａｖａｃｈａｎａ，ｗｈｏ ｈａｓ ｂｅｅｎ ｈｅｒ ｅｘｃｅｌｌｅｎｔ ｃｏｕｒｓｅ ｃｏｏｒｄｉｎａｔｏｒ／ｏｒｇａｎｉｚｅｒ ａｎｄ ｗｈｏ ｓｔｒｏｎｇｌｙ ｅｎｃｏｕｒａｇｅｓ ｔｈｅ ａｕｔｈｏｒ ｔｏ ｋｅｅｐ ｏｎ ｏｆｆｅｒｉｎｇ ｔｈｉｓ ｃｏｕｒｓｅ．Ｗｉｔｈｏｕｔ ｈｅｒ ｃｏｎｓｔａｎｔ ｓｕｐｐｏｒｔ，ｔｈｅ ａｕｔｈｏｒ ｃｏｕｌｄ ｎｏｔ ｈａｖｅ ｔａｕｇｈｔ Ｅｎｇｌｉｓｈ ｅｆｆｉｃｉｅｎｔｌｙ ａｎｄ ｈａｐｐｉｌｙ． Ｓｕｐａｍｉｔ Ｃｈａｎｓｅａｗｒａｓｓａｍｅｅ，ｓｅｎｉｏｒ ｌｅｃｔｕｒｅｒ ｏｆ Ｅｎｇｌｉｓｈ，ＴＯＴ（Ｔｅｌｅｐｈｏｎｅ Ｏｒｇａｎｉｚａｔｉｏｎ ｏｆ Ｔｈａｉｌａｎｄ）Ａｃａｄｅｍｙ．ＴＯＴ Ｐｕｂｌｉｃ Ｃｏｍｐａｎｙ Ｌｉｍｉｔｅｄ． １ ３５６ ＴＥＡＣＨＩＮＧ ＡＤＵＬＴ ＬＥＡＲＮＥＲＳ ＥＮＧＬＩＳＨ ＴＨＲｏＵＧＨ Ａ ＶＡＲＩＥＴＹ ＯＦ ＡＣＴＩＶＩＴＩＥＳ ｄｉｆｆｅｒｅｎｔ ｒｏｌｅｓ－－ｔｅａｃｈｅｒ．ａｓ—ｃｏｎｔｒｏｌｌｅｒ ｒｏｌｅ ａｎｄ ｓｔｕｄｅｎｔ．ａｓ．ｆｏｌｌｏｗｅｒ ｒｏｌｅ－－ｉｎ ｔｈｅ ｃｌａｓｓｒｏｏｍ．Ｉｎ ａｎｏｔｈｅｒ．ｈｏｌｄｉｎｇ
ｔｈｅ ｓａｍｅ ｓｔａｔｕｓ ｍａｋｅｓ ｉｔ ｍｏｒｅ ｃｏｍｆｏｒｔａｂｌｅ ｗｈｅｎ ｄｏｉｎｇ ｓｏｍｅ ｆｕｎ ａｃｔｉｖｉｔｉｅｓ ｏｒ ｇａｍｅｓ ｔｏｇｅｔｈｅｒ ｉｎ ｃｌａｓｓ． Ａｐｐａｒｅｎｔｌｙ，ｔｈｅ ｗｏｒｌｄ ｈａｓ ｃｈａｎｇｅｄ ａｎｄ ｍｏｒｅ ａｎｄ ｍｏｒｅ ｔｅａｃｈｅｒｓ ｔｅｎｄ ｔｏ ｂｅｃｏｍｅ ｆａｃｉｌｉｔａｔｏｒｓ ｏｒ ｅｖａｌｕａｔｏｒｓ （Ｓｈｉｎ，２００３）ｒａｔｈｅｒ ｔｈａｎ ｃｌａｓｓｒｏｏｍ ｃｏｎｔｒｏｌｌｅｒｓ ａｓ ｂｅｆｏｒｅ．Ｈｏｗｅｖｅｒ，ｔｈｅ ｅｆｆｅｃｔ ｏｆ ｓｕｃｈ ｔｒｅｎｄ－－ｓｕｐｐｏｒｔｉｎｇ ｒ０ｌｅｓ—ｉｓ ｔｗｏｆｏｌｄ．Ｏｎ ｔｈｅ ｏｎｅ ｈａｎｄ，ａｄｕｌｔ ｌｅａｒｎｅｒｓ ｗｈｏ ｓｔｉｃｋ ｔｏ ｔｈｅ ｔｒａｄｉｔｉｏｎａｌ ｔｅａｃｈｅｒ—ｓｔｕｄｅｎｔ ｒｅｌａｔｉｏｎｓｈｉｐ ｂｅｃｏｍｅ ｃｏｎｆｕｓｅｄ．Ｔｈｅｙ ｍａｙ ｈａｖｅ ｓｏｍｅ ｑｕｅｓｔｉｏｎｓ ｌｉｋｅ，“Ｉｓ ｉｔ ａｃｃｅｐｔａｂｌｅ ｆｏｒ ｓｔｕｄｅｎｔｓ ｔｏ ａｒｇｕｅ ｗｉｔｈ ｔｈｅ ｔｅａｃｈｅｒ ｏｒ ｗｉｔｈ ｏｔｈｅｒ ｓｔｕｄｅｎｔｓ ｉｎ ｃｌａｓｓ ｒａｔｈｅｒ ｔｈａｎ ｋｅｅｐ ｌｉｓｔｅｎｉｎｇ ａｎｄ ｊｏｔｔｉｎｇ ｄｏｗｎ ｗｈａｔ ｔｈｅｙ ｈａｖｅ ｈｅａｒｄ？”．Ｙｏｕｎｇ－ｇｅｎｅｒａｔｉｏｎ ｓｔｕｄｅｎｔｓ ｍａｙ ｂｅｃｏｍｅ ｍｏｒｅ ｏｕｔｇｏｉｎｇ ａｎｄ ｄｏ ｔｈｅ ｔａｌｋ ｔｈｅｍｓｅｌｖｅｓ．Ｔｈｅｙ ｍａｙ ｄｏｍｉｎａｔｅ ｔｈｅ ｃｌａｓｓ ａｎｄ ｔｈｉｎｋ ｔｈｅｙ ｌｅａｒｎ ｎｏｔｈｉｎｇ ｆｒｏｍ ｔｈｅ ｔｅａｃｈｅｒ ａｓ ｆａｃｉｌｉｔａｔｏｒｓ．Ｏｎ ｔｈｅ ｏｔｈｅｒ ｈａｎｄ，ｔｈｅ ｆｕｌｌ ｅｆｆｅｃｔ ｆａｌｌｓ ｏｎ ｔｅａｃｈｅｒｓ．Ａｌｌｏｗｉｎｇ ｓｔｕｄｅｎｔｓ ｔｏ ｒｅｓｐｅｃｔ ｔｈｅｉｒ ｉｎｎｅｒ ｗｏｒｌｄ ｏｆｉｎｔｅｌｌｅｃｔｕａｌｉｔｙ（Ｏ’Ｒｅｉｌｌｅｙ，１９９３）ｍａｙ ｔｕｒｎ ｏｕｔ ｔｏ ｂｅ ａｎ ｉｍｐｒｅｓｓｉｏｎ ｔｈａｔ ｔｈｅ ｔｅａｃｈｅｒ ｉｓ ｌａｚｙ ｏｒ ｅｖｅｎ ｕｎｋｎｏｗｌｅｄｇｅａｂｌｅ．Ｆｏｒ ｔｈｅ ｔｉｍｅ ｂｅｉｎｇ，ｉｎ ｍａｎｙ ｓｃｈｏｏｌｓ ａｔ ｈｉｇｈｅｒ ｅｄｕｃａｔｉｏｎ ｌｅｖｅｌ，ｓｔｕｄｅｎｔｓ ａｒｅ ｅｖｅｎ ａｌｌｏｗｅｄ ｔｏ ｅｖａｌｕａｔｅ ｔｈｅｉｒ ｔｅａｃｈｅｒｓ’ｐｅｒｆｏｒｍａｎｃｅ．Ｓｕｃｈ ｐｅｒｆｏｒｍａｎｃｅ ｒｅｓｕｌｔｓ ｄｏ ｎｏｔ ｏｎｌｙ ａｆｆｅｃｔ ｔｈｅ ＫＰＩｓ （Ｋｅｙ Ｐｅｒｆｏｒｍａｎｃｅ Ｉｎｄｉｃａｔｏｒｓ）ｏｆ ｔｈｅ ｔｅａｃｈｅｒ ｂｕｔ ａｌｓｏ ａ ｃｅｒｔａｉｎ ｓｃｈｏｏｌ／ｐｒｏｇｒａｍ ｏｒ ｅｖｅｎ ｉｔｓ ｅｄｕｃａｔｉｏｎａｌ ｉｎｓｔｉｔｕｔｅ ａｓ ａ ｗｈｏｌｅ．Ｗｉｔｈ ｏｒ ｗｉｔｈｏｕｔ ｅｄｕｃａｔｉｏｎａｌ ｃｈａｎｇｅ ａｎｄ ａｄｖａｎｃｅｍｅｎｔ，ａｌｌ ＥＳＬ（Ｅｎｇｌｉｓｈ ａｓ ａ ｓｅｃｏｎｄ ｌａｎｇｕａｇｅ）／ＥＦＬ （Ｅｎｇｌｉｓｈ ａｓ ａ ｆｏｒｅｉｇｎ ｌａｎｇｕａｇｅ）ｔｅａｃｈｅｒｓ ｈａｖｅ ｔｏ ａｄｈｅｒｅ ｔｏ ｔｈｅｉｒ ｍａｊ ｏｒ ｄｕｔｉｅｓ ｉｎ ａｌｌｏｗｉｎｇ ｔｈｅｉｒ ｓｔｕｄｅｎｔｓ ｔｏ ｅｘｐｅｒｉｅｎｃｅ ｔｈｅ ｌａｎｇｕａｇｅ ｉｎ ｇｅｎｕｉｎｅ ｃｏｍｍｕｎｉｃａｔｉｏｎ ａｓ ｍｕｃｈ ａｓ ｐｏｓｓｉｂｌｅ，ｔｏ ｃｒｅａｔｅ ｌｉｎｇｕｉｓｔｉｃ ａｔｔｅｎｔｉｏｎ ｉｎ ｔｈｅ ｄｏｍａｉｎ ｏｆ ｃｏｎｔｅｎｔ－ｏｒｉｅｎｔｅｄ ｃｏｍｍｕｎｉｃａｔｉｏｎ，ａｎｄ ｔｏ ｅｎｃｏｕｒａｇｅ ｓｔｕｄｅｎｔｓ ｔｏ ａｓｓｕｍｅ ｆｕｌｌ ｒｅｓｐｏｎｓｉｂｉｌｉｔｙ ｏｆｔｈｅｉｒ ｏｗｎ ｌｅａｒｎｉｎｇ ｏｒ ｅｖｅｎ ｍａｋｅ ｉｔ ｔｈｅｉｒ ｌｉｆｅｌｏｎｇ ｌｅａｒｎｉｎｇ（Ｌｕｎｄ＆Ｐｅｄｅｒｓｅｎ，２００ １，ＰＰ．６３—６４）．Ｔｈｅ ｔｅａｃｈｉｎｇ ｔｈｅｎ ｂｅｃｏｍｅｓ ｍｏｒｅ ｄｉｆｆｉｃｕｌｔ ｗｈｅｎ ｓｔｕｄｅｎｔｓ ｄｏ ｎｏｔ ｈａｖｅ ｈｉｇｈ ｓｅｌｆ－ｍｏｔｉｖａｔｉｏｎ ｔｏ ｌｅａｒｎ Ｅｎｇｌｉｓｈ ｓｅｒｉｏｕｓｌｙ ａｎｙｍｏｒｅ，ｂｅｃａｕｓｅ ｔｈｅｙ ａｒｅ ａｌｒｅａｄｙ ｂｅｉｎｇ ｅｍｐｌｏｙｅｄ． Ｂｅａｒｉｎｇ ｔｈｅ ｔｅａｃｈｉｎｇ ｒｏｌｅｓ ａｃｃｏｒｄｉｎｇ ｔｏ Ｌｕｎｄ ａｎｄ Ｐｅｄｅｒｓｅｎ’ｓ（２００１）ｎｏｔｉｏｎ，ａ ｖａｓｔ ｖａｒｉｅｔｙ ｏｆ ｔａｓｋｓ ａｒｅ ｉｎｔｒｏｄｕｃｅｄ ｔｏ ｔｈｅ ａｕｔｈｏｒ’ｓ ｃｌａｓｓｒｏｏｍ．“Ｔａｓｋｓ”ｏｒ ａｃｔｉｖｉｔｉｅｓ ａｒｅ ｉｍｐｏｒｔａｎｔ，ｂｅｃａｕｓｅ ｔｈｅｙ ａｒｅ ｄｅｓｉｇｎｅｄ ｔｏ ｃｏｒｒｅｓｐｏｎｄ ｔｏ ｄｉｆｆｅｒｅｎｔ ｔｅａｃｈｉｎｇ ｇｏａｌｓ，ｔｈｅｒｅｂｙ ｂｅｃｏｍｉｎｇ‘‘ａ ｃｅｎｔｒａｌ ｆｏｃｕｓ ｉｎ ｂｏｔｈ ｓｅｃｏｎｄ ｌａｎｇｕａｇｅ ａｃｑｕｉｓｉｔｉｏｎ ｒｅｓｅａｒｃｈ ａｎｄ ｓｅｃｏｎｄ ｌａｎｇｕａｇｅ ｐｅｄａｇｏｇｙ”（Ｒｉｃｈａｒｄｓ＆Ｒｏｄｇｅｒｓ，２００ １，ＰＰ．２６—２７）．Ｇａｍｅｓ，ｆｏｒ ｉｎｓｔａｎｃｅ，ａｒｅ ｕｓｅｄ ｆｏｒ ａｎ ｉｎｃｒｅａｓｅ ｉｎ ｓｔｕｄｅｎｔｓ’ｓｅｌｆ－ｍｏｔｉｖａｔｉｏｎ ｔｏ ｌｅａｒｎ ａｎｄ ｆｏｒ ｅａｓｅ ｉｎ ｂｏｒｉｎｇ ｐａｔｔｅｒｎ－ｐｒａｃｔｉｃｅ ｄｒｉｌｌｓ．Ｉｎ ｔｈｉｓ ｓｔｕｄｙ，ｔｈｅ ａｄｕｌｔ ｌｅａｒｎｅｒｓ ｗｅｒｅ ａｔｔｅｎｄｉｎｇ ａｎ ａｄｖａｎｃｅｄ ｇｒａｍｍａｒ ｃｌａｓｓ．Ｔｈｅｒｅｆｏｒｅ，ａ ｃｌｏｓｅｒ ｌｏｏｋ ｉｎｔｏ ｈｏｗ ｔｈｅｙ ｆｅｌｔ ａｂｏｕｔ ｇａｍｅｓ ｐｒｏｖｉｄｅｄ ｉｎ ｔｈｅ ｃｌａｓｓｒｏｏｍ ｗａｓ ｓｉｇｎｉｆｉｃａｎｔ． Ｔｈｉｓ ｐａｐｅｒ ｗｉｌｌ ｂｅｇｉｎ ｗｉｔｈ ａ ｂｒｉｅｆ ｏｖｅｒｖｉｅｗ ｏｆ ａｄｕｌｔ ｌｅａｒｎｅｒ ｔｈｅｏｒｉｅｓ．Ｔｈｅｎ，ｔｈｅ ｓｏｃｉａｌ ｃｈａｎｇｅｓ，ｓｕｃｈ ａｓ ｇｌｏｂａｌｉｚａｔｉｏｎ ａｎｄ ｇｌｏｂａｌ ｃｏｍｍｕｎｉｔｙ ｗｈｉｃｈ ｃａｌｌｓ ｆｏｒ ａ ｈｉｇｈ ｌｅｖｅｌ ｏｆｃｏｍｐｅｔｅｎｃｅ ｉｎ Ｅｎｇｌｉｓｈ ａｎｄ ｔｅｃｈｎｏｌｏｇｙ ｗｉｌｌ ｂｅ ｄｅｓｃｒｉｂｅｄ．Ａｄｕｌｔ ｌｅａｒｎｅｒｓ’ｒｅｑｕｉｒｅｍｅｎｔｓ ｗｉｌｌ ｔｈｅｎ ｂｅ ｄｉｓｃｕｓｓｅｄ ｉｎ ｔｈｅ ｄｏｍａｉｎｓ ｏｆａｃｔｉｖｉｔｉｅｓ ａｎｄ ｒｅｗａｒｄｓ ｔｈｅｙ ｅｎｊｏｙ Ｔｈｅ ａｕｔｈｏｒ ｐｒｏｖｉｄｅｓ ｓｏｍｅ ｅｘａｍｐｌｅｓ ｏｆ ａｃｔｉｖｉｔｉｅｓ ｐｅｒｆｏｒｍｅｄ ｉｎ ｔｈｅ ｃｌａｓｓｒｏｏｍ ａｓ ｗｅｌｌ ａｓ ｓｏｍｅ ｄｉｓｃｕｓｓｉｏｎｓ ｂａｓｅｄ ｏｎ ｐｒｅｖｉｏｕｓ ｗｏｒｋｓ ａｎｄ ｈｅｒ ｒｅａｌ ｅｘｐｅｒｉｅｎｃｅ．Ｔｈｅ ｄｅｓｃｒｉｐｔｉｏｎ ｏｆ ａｄｕｌｔ ｌｅａｒｎｅｒｓ ｉｓ ｆｉｒｓｔ ｐｒｅｓｅｎｔｅｄ，ｆｏｌｌｏｗｅｄ ｂｙ ｔｈｅ ｃｕｒｒｅｎｔ ｒｅｑｕｉｒｅｍｅｎｔ ｆｏｒ Ｅｎｇｌｉｓｈ ｐｒｏｆｉｃｉｅｎｃｙ ｉｎ ｔｈｅ Ｔｈａｉ ｃｏｎｔｅｘｔ．