3. Teaching Hours: 4 periods 4. Teaching materials:
1)Textbook 2)Handout 3)CAI 4)Falsh charts
5.Teaching Methods:
1) Lecture ( Computer-aided Instruction) 2)Demonstration
3) Students Practice
6.Teaching Procedures:
1) Create a relaxed atmosphere in the classroom to achieve full student participation.
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Discipline and firmness are of paramount importance especially when students practise group work. The friendly relationship between you and the class has its vital impact on the students' attitude towards learning the language.
2) Teacher's approach
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Be creative because much of the teacher's success depends upon his/her imaginative power, originality and creativity. Teaching is more an art than a science.
? Be an example of a good planner and organizer. By doing so, you encourage your students to develop their planning and organizational abilities.
? Preparing the lessons regularly and adequately makes you surefooted in the classroom. It sets your mind at ease and makes you realize the main aim of the lesson. Do not over-plan. Make
your lesson plan brief, informative, clear and purposeful. Include various activities to suit the individual differences in the classroom.
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Be active. An active teacher means an active lesson. Avoid being indifferent because this creates a sort of boredom in the classroom.
? Make your lesson enjoyable because the ability to enjoy is the key to effective learning. Remember that what one learns through enjoyment, one never forgets and its effect on the memory never fades. Lack of interest means lack of response.
3) Language production
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Involve your students in authentic communication situations, which encourage a continuous flow of speech. In fact, the acquisition of the language depends on practising it naturally.
? Give your students every possible chance to use the language. Talk as little as possible to give the students the opportunity to interact. Do not over teach. Make the lesson student centred, not teacher centred.
? Teach the language in appropriate social contexts. Relate the world to a sentence, the sentence to a situation and the situation to real life.
? Use the teaching media properly to make the lesson more attractive and perceptive. They save time and effort.
? Use effective means to eradicate errors. Always look at what they have achieved rather than at what they have failed to achieve.
? Be accurate in evaluating your students' achievement. The marks given should be in conformity with the real standard of the class.
7.Homework:
1)Why is lesson planning necessary?
2)What are the principles for good lesson planning?
3)What are the difference between macro planning and micro planning?
4)What are the components of a lesson plan?
5)Choose a lesson in a suitable textbook. If you have a teacher’s book, look at the notes on the lesson. Do the notes tell you everything you need to d? Is there anything you could add to the lesson that is not in the note? What might be added and, why?
6)Choose a lesson a suitable textbook. Write a lesson plan.
8.Self-assessment:
Because students are not familiar with the English Teaching plan, although it is very easy to help Ss understand it. But They acturally don't know how to plan lessons well. It requires T explain it in details with the help of clare illustration and examples by using real examples.To get students practice more and experience .
Unite 5 Teaching Pronunciation
1.Teaching Aims:
To discuss how to teach pronunciation.
2. Teaching Content:
1) The role of pronunciation 2) The goal of teaching pronunciation 3) Aspects of pronunciation 4) Practicing sounds
5) Practicing stress and intonation 6) Conclusion
3. Teaching Hours:: 2 periods 4. Teaching materials:
1)Textbook 2)CAI 3)Falsh charts
5.Teaching Methods:
1) Lecture ( Computer-aided Instruction) 2)Demonstration
3) Students Practice
6.Teaching Procedures:
1) Some Techniques for Teaching Pronunciation
Apart from using knowledge of our students and our ears in order to be aware of their pronunciation problems, it is also useful to have some prior knowledge of what elements of English phonetics and phonology are likely to cause problems. This is one area of language learning where few people would question the use of contrastive analysis. For instance, to give some simple examples, we can predict that Arabic speakers will have difficulty distinguishing between / p / and / b / , Japanese speakers will not perceive the difference between / l / and / r / and Spanish speakers will have a problem realizing consonant clusters like [ sts ]. Having informed him or herself of some of the main areas of contrast between native language and target language and what difficulties students have, it then remains for the teacher to build this information into some meaningful classroom exercises.
Techniques:
Exercise should be simple, accessible, fun and combine reception and production. Some students (usually adults) do feel embarrassed to pull ridiculous faces when practicing vowel sounds (this may be personal or cultural or both) but I have generally found that this soon passes and students enjoy the pronunciation work. Where possible, exercises should be communicative in that they should (and do generate differences of opinion and disagreement about what was said/heard. Below are two examples.
Exercise A :
After having taught or exposed the students to long and short vowels through listening and oral work, the teacher can check recognition, retention and ability to discriminate in the following way.
This could also be used simply for teaching.
Stage 1 :
The teacher writes a variety of words containing the target sounds (long and short vowels) on the board. The following is just one possible set.
PORT PIT PAT PERT PET POT PUTT PUT PART PEAT 0 1 2 3 4 5 6 7 8 9
Here, the only difference in sound is that of the vowel - familiar to anyone who has done minimal pair work. As in these examples, the word should begin and end with the same consonant. 0, 3, 8, and 9, are long vowels and the rest are short.
Stage 2 :
The teacher then models each word and individual repetition follows. The vowel sound can be isolated and the procedure repeated until the teacher is reasonably sure that there are no major problems. He or she then tells the students that they are going to hear one of the words and must write the number which corresponds to the word they hear. What the students have written is then checked and compared.
This automatically leads into a discussion of what they heard and what sounds they are confusing. If student X heard1 when the teacher said 9, they are confusing the short vowel / I / with the long vowel / i: / . The teacher gives feedback and the sounds may then be modeled again and practiced.
Stage 3:
Two or three words are then presented together and the procedure repeated. The teacher then tells the class they are going to hear six words and that the numbers correspond to an important telephone number. The teacher delivers the words and asks , \will be differences in what was heard. This allows a focus on which sounds are not being discriminated effectively by which students and where their problems lie. Later discussion may revolve aroud what strategies students may employ to improve their discrimination skills - songs, minimal pair games with friends, movies, radio, etc.
Stage 4:
英语教学法教程教案
