《英语教学论》课程作业习题集

6) Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them. The teacher soon learns to judge lesson stages and phases with greater accuracy. 7) The plan, with the teacher’s comments and corrections, provides a useful, time-saving reference when the teacher next plans the same lesson.

8) Lesson planning is a good practice and a sign of professionalism.

2. What are the principles for good lesson planning?

Aims— means the realistic goals for the lesson. That is, the teacher needs to have a clear idea of what he / she would like to achieve for the lesson or what outcomes are expected from the lesson.

Variety— means planning a number of different types of activities and where possible, introducing students to a wide selection of materials so that learning is always interesting ,motivation and never monotonous for the students.

Flexibility— means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.

Learnability—means the contents and tasks planned for the lesson should be within the learning capability of the students. Of course, things should not be too easy either. Doing things that are beyond or below the students’ coping ability will diminish their motivation.

Linkage--means the stages and the steps within each stage are planned in such a way that they are somehow linked with one another. Language3 learning needs recycling and reinforcement.

3. What are macro planning and micro planning?

Macro planning is planning over a longer period of time, for instance, planning for a whole program or a whole-year course.

In a sense, macro planning is not writing lesson plans for specific lessons but rather helping teachers get an overall felling or idea about the course and also get familiarized with the context in which language teaching takes place. Macro planning involves the following:

1) Knowing about the course:

The teacher should get to know which language areas and language skills should be taught or practised in the course, what materials and teaching aids are available, and what methods and techniques can be used.

2) Knowing about the institution:

The teacher should get to know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirements. 3) Knowing about the learners:

5

The teacher should acquire information about the students’ age range, sex ratio, social background, motivation, attitudes, interests, learning needs and other individual factors.

4) Knowing about the syllabus:

The teacher should be clear about the purposes, requirements and targets specified in the syllabus. Much of macro planning is done prior to the commencement of a course. However, macro planning is a job that never really ends until the end of the course.

Micro planning is planning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively.

Micro planning should be based on macro planning, and macro planning is apt to be modified as lessons go on.

4. What are the components of a lesson plan?

A language lesson plan usually has the following components: background information, teaching aims (what language components to present, what communicative skills to practice, what activities to conduct and what materials and teaching aids to be used), language contents (grammar, vocabulary, functions, topics and so on) and skills (listening; speaking; reading and writing), stages (the major steps that language teachers go through in the classroom) and procedures (detailed steps in each teaching stage), teaching aids, assignments, and teacher’s after-class reflection.

5. What are the 3P’s model and 3-stage model?

The 3P’s model refers to presentation, practice and production.

At the presentation stage, the teacher introduces new vocabulary and grammatical structures in whatever ways appropriate.

At the practice stage, the lesson moves from controlled practice to guided practice and further to the exploitation of the text when necessary.

At the production stage, the students are encouraged to use what they have learned and practised to perform communicative tasks. The focus is on meaning rather than accurate use of language forms.

3-stage model is frequently adopted in reading lessons and listening lessons. It refers to pre-reading, while-reading and post-reading stages. The pre-stage involves preparation work, such as setting the scene, warming up, or providing key information (such as key words). The while-stage involves activities or tasks that the students must perform while they are reading or listening. The post-stage provides a chance for students to obtain feedback on their performance at the while-stage. This last stage may also involve some follow-up activities, in which students relate what they have read or heard to their own life and use the language spontaneously.

6

Unit 5 Classroom Management

1.What are the main roles teachers can play before, during and after the class?

Before the class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve.

After then class, the teacher is an evaluator, who evaluates not only how successfully he/she has conducted the class but also how efficient the learning activities have been. Based on the functions that the teacher performs in different activities during the class, Harmer defines the teacher’s roles as controller, assessor, organizer, prompter, participant and resource-provider (Harmer, 1983).

2.How to give effective classroom instructions?

Proper instruction is the precondition of accomplishment of activities. To give appropriate instruction, it is necessary to follow the following principles.

(1) Economy with words: the teacher should use as few words as possible. (2) Simple and clear language at all points: language should be easy to understand. (3) Demonstration of what is needed.

(4) Check of students understanding: the teacher can check individual students to make sure that students understand the instruction and know what to do.

(5) Use the native language when necessary. (6) Vary the instruction now and then.

3.What are the different ways for student grouping?

The most common student groupings are lockstep, pair work, group work, and individual study. Lockstep (Whole class work) is where all the student are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. Lockstep is often adopted when the teacher is making a presentation, checking exercise answers, or doing accuracy reproduction. When the teacher asks questions, the students speak either together or one by one, in turns or indicated by the teacher.

Pair work is where the students work in pairs. It could be a competition over a game or co-operation in a task or project between the two students. They could also do certain exercises together or oral practice. When the students are doing pair work, the teacher usually circulates around the classroom, answering question or providing help when necessary.

Group work is where the students work in small groups. Each group has 3,4,or 5 students, depending on the activity. What students do in group work is similar to pair work, only there are more members in the group. Group work is most beneficial when the activity requires contributions from more than two students. The teacher can join each group for a while, but only as a participant not as a leader or inspector.

7

Individual study is the stage during the class where the students are left to work on their own and at their own speed. Usually they are doing the same task, but the teacher may give them a choice of tasks. Some activities cannot be done in pairs or groups, for instance, reading and writing. People read at different speed, so they cannot read together, though two people might share one book. It seems writing can be done in pairs or groups, but what they are actually doing when they are working together is brainstorming ideas, discussing, or revising. When it comes to the real writing stage students should work individually.

4.How to ask effective questions?

1)Questions should be closely linked with the teaching objectives in the lesson;

2)Questions should be staged so that the level of challenge increases as the lesson proceeds; 3)There should be a balance between closed and open, lower-order and higher-order questions; 4)Wait time is important to allow students to think through their answers;

5)Students should be provided opportunities to ask their own questions and seek their own answers; 6)A secure and relaxed atmosphere of trust is needed and students’ opinions and ideas are valued.

5.How to treat students’ errors in the classroom?

There are different ways and techniques for correcting errors, such as direct teacher correction, indirect

teacher correction, self-correction, peer correction, whole classroom correction, etc. As a general rule, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ self esteem and confidence. Also, self-correction is encouraged before teacher correction or peer correction.

Unit 6 Teach Pronunciation

1. What is the goal of teaching 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.

The realistic goals of teaching pronunciation:

Consistency: The pronunciation should be smooth and natural.

Intelligibility: The pronunciation should be understandable to the listeners.

Communicative efficiency: The Pronunciation should help to convey the meaning that is intended by

the speaker.

2. What aspects of pronunciation do we need to teach? 1)sounds………the vowels and consonants of English

8