l.Howtobeagoodteacher?

Whatmakesagoodteacher?

Maketheirlessoninteresting.

Lovehisjob

HashisownpersonaIityanddoesn'thideitfromthestudents.

Lotsofknowledge,notonlyhissubject

Entertainerwhocanamusestudents

Friendlyandcanhelpsolveproblems

Hasanaffinitywiththestudents

Tryanddrawoutquiteones/controlmoreta1kativeones

CancorrectpeopIewithoutoffendingthem

Helpsratherthanshouts

Knowstudents'name

Classmanagement—theabiIitytocontro1andinspireaclass

Howshou1dteachersta1ktostudents

Roughtunetheirlanguagetothestudents/levels:exaggeratedtoneofvoice

/1esscomp1exgrammatica1structures/lessdifficultwords/eyecontact

Physicalmovement-gestures/expressions/mime

Howtogiveinstructions:

TheymustbekeptassimpleaspossibIe/be1ogical

Checkiftheyunderstand

Howtotalkinclass:

Ba1ancesttandttt(comprehensibleinput).MaximSTT

WhatarethebestkindsofIesson?

BaIancebetweenpredictablesafetyandunexpectedvariety

Howimportantisittofollowaprearrangedplan：

Concentratedontheteacher'sabilitytorespondflexib1ytowhat

happensinclass,evenwhileattemptingtofollowapre-arrangedplan.

Howtobeagood1earner

Thehourstheyspendpracticinganda1waysdohomework/age/le

vel

Howimportantthestudents'motivation

Integrativemotivation>instrumentaimotivation

Whoisresponsiblefor1earning?

Goodlearnerstakesomeresponsibilitylearningthemse1ves/encourageseif

—studying

CharactersthatgoodclassroomIearnersshare:thedesirabilitytousingpro

per1earningskil1s

Awi1lingnesstolisten/toexperiment/toaskquestions/tothinkab

outhowtolearn/acceptcorrection

AduItlearner:a1socanbedisruptivelikeado1escents/nervousabout1

eaming/moreworldknow1edge/greatertoleraneeforerious

learning".

BalanceseriousstudyofEng1ishwiththemoreentertainingactivitie

s.

DifferentIevels:

Beginners(faIsebeginners)(elementary)(lowerintermediate)intermediate

(upperintermediate)advaneed

Roughtune-differentIanguageIevel/differentquestions

Differentactivities:pronunciationpractice/simpleintrodactiondia

logue/abstractdiscussion

3.howtomanageteachingand1earning:

Teachers'physicalpreseneeinc1ass:

Proximity：howclose

Appropriacy:crouchingdown/samelevel

movement:movearoundthec1asstosomeextent.

Makecontactwithstudents(espeyecontact)

Howtousetheirvoice:

Audibilityclearlyheardwithoutshoutinginadisagreeableway

Varietystresstheneedforvariety

Conservationtakegoodcareoftheirvoice

Howtomarkthestageof1esson:

Markstagesandchangesc1earlysothatstudentsknowwhat'sgoingo

n.Goodteachersknowhowtostarttheclassandalsoknowhow

tocloseitsothattherewasafeelingofcompleteness.

Sittingarrangement:

Orderlyrowskeepintouchwithwhat'sgoingonandinvolveallthest

udents

Circlesandhorseshoesteacherdominated

Separatetab1estongshang

Studentgrouping:

Wholeclass

Groupworkandpairwork

So1owork

Teachera1soshouIdevaluatethemse1ves

Tryoutnewtechniques/evaluatethemselves/findoutwhetherstudentsfoundt

hemusefulorenjoyab1e/shouldfindvarietyofmeanstokeeptrackoft

heirstudentszprogress

4.howtodescribelearningandteaching

Whatdoweknowaboutlanguagelearning

Unconsciouslearninginnaturaleircumstance

Contactwithlanguageforthepurposeofcommunication

E1ementsnecessarytoIearn1anguageinthe'reaI'world

Exposuremotivationuse

ElementforlanguageIeaminginclassroom:

Engage:toarousethestudents'interest,thusinvoIvingtheiremotions

Study:tofoeusonIanguageorinformationandhowitisconstructed

Activate:totryoutrea1Ianguageusetorehearsefortherealworl

d

Esasequence

Teacher'sresponsibilitytovarythesequencesandcontentofourlessons

Straightarrowsequenceesa

Boomerangsequeneeeasa

“Patchwork“sequenceeaasaseaetc.

Teachingmodels:

Grammartranslation

Audio-lingua1ism

PPP

TBL

CLT

6.howtoteachlanguage

Whatdoeslanguagestudyconsistof:

Beexposedtoit

Understanditsmeaning

Understanditsform

Practiceit

Whydostudentsmakemistakes

Partofthenaturalprocessof1earning

Learningisagradualdevelopmentinvolvingdifferentstages

Appearstoregressbutactua1lytheyareadvancing.Accuracysometimes

doesn'tmeanful1mastery.

Howshou1dteachercorrectstudents

Pointout

AskcIassmatestohelpout

NotIetthestudentfel1humiliated

StudentssometimesenjoyheIpingeachother

7.Howtoteachreading

Strategicreading

Fluentreading

Readingteachmodels：

BottomupmodeIs

Top-downmode1s

Intensivereadingapproach(baohanqianliangzhesometimes)

Interactivemode1s

Whyteachreading:

Forcareers,forstudypurposesorforpleasure

ForexposedtoEnglish

ToprovidegoodmodelsforEng1ishwriting

ToprovideopportunitiestostudyIanguage

Whatkindofreadingshouldstudentsdo?

Ba1aneestudents'capabilitiesandtheirinterests

Topicsandreadingtextalsoworthconsidering

Dependonwhothestudentsare

Whatreadingski1Isshouldstudentsacquire

Scanforparticularinformation

SkimforthegeneraIidea

Toreadfordetailedcomprehension

Principlesbehindtheteachingofreading

Readingisnotapassiveskill

Studentsneedtobeengagedwithwhattheyarereading

Studentsshouldbeencouragedtorespondtothecontentofthetext,notjus

tthe1anguage

Predietionisamajorfactinreading

Matchthetasktothetopic

Exploitreadingtextstothefull

8.Howtoteachingwriting?

Whyteachwriting?

Reinforcement

LanguagedeveIopment

Learningstyle

Writingasaskill

Whatkindofwritingshouldstudentsdo?

Abilitiesand1eve1s

Everydaystyles

Interests

Howtocorrect?

Avoidover-correction

Usewrittensymbo1s

Handwriting：encouragestudentstowritecIearlyand1egib1y

Linedpaper

9.howtoteachingspeaking

WhatkindofspeakingshouIdstudentsdo?

Activateexercise：studentsusethe1anguageattheircommandt

operformsomekindIforaltask.

Why?

Rehearsa1

Feedback

Engagement

Howtocorrect:

Indiscussionandrole-p1ays,constantinterruptionformtheteacherwi1I

destroythepurposeofspeakingactivity.

Notedownmistakes,andcorrectafterwards.

Nottosinglestudentsputforparticu1arcriticism.

Whatshouldteachersdoduringaspeakingactivity?

Sometimescanjoininstudents'speakingactivities,butshou1dnot

dominateit.

Promptingisoftennecessarybutteachersshoulddoitsympatheticallyand

sensitively.

10.howtoteaching1istening

Whyteachlistening

Toheardifferentvarietiesandaccents

Tohelpstudentstoacquirelanguagesubconsciously

ListeningisaskillandcanheIplistenerscommunicatemoreeffective1y.

Whatkindoflisteningshouldstudentsdo?

AuthenticlisteningmateriaIandrealistictape

ThosecanheIpgainconfidenceatthebeginning.

NotveryIong

TheleveIandthekindoftaskthatgowithatape

What'sspeciaIaboutlistening?

Tapesgoatthesamespeedforeveryday

Studentsareencouragedtolistenforgeneralunderstanding

firstratherdetailsimmediate!y

Spokenlanguagehasanumberofuniquefeatures

PrinciplesbehindtheteachingofIistening?

Thetaperecorderisjustasimportantasthetape

PreparationisvitaI

Oncewi11notbeenough

Studentsshouldbeencouragedtoresponsetothecontentofthet

ext,notjusttothelanguage.

Differentlisteningstagesdemanddifferentlisteningtask

Goodteacherexp1oitlisteningtexttothefu11

TeachingIisteningstrategies

Prediction

Inferring

Monitoring

Clarifying

Responding

Evaluating

Wheredoesvideofitin?

ChoosevideomaterialaccordingtotheIevelandinterestsofourstudents

Videoisricherthanaudiotape,sothatbackgroundinformationcanbe

fil1edinvisually.

Studentscanpay1essattentiontowhattheyarelistening

StudentsmaytreatituncriticallyratherastheytreatwatchingTV-d

anger

Playingthetapewithoutsound

Playingthetapebutcoveringthepicture

Freezingthepicture

Dividetheclassin