教学法笔记精校版HowtoTeachEnglish

HowtoTeachEnglish笔记整理UnitOneHowtobeagoodteacherWhatmakesagoodteacher?Howshouldteacherstalktostudents?Howshouldteachersgiveinstructions?Whoshouldtalkinclass?Whatarethebestkindsoflesson?Howimportantisittofollowapre-arrangedplan?Whatmakesagoodteacher?Focusonmoraleducation;Teachers'characterandpersonality;Caremoreabouttheirstudents 'lteharningtheirownteaching.HowtobeagoodteacherHowshouldteacherstalktostudents?Rough-tuning:Unconscioussimplificationwhichbothparentsandteachersmake;ThemodificationoflanguagethatissuitabletostudentsofdifferentlevelPhysicalmovement:Gestures,expressions,mimeHowshouldteachersgiveinstructions?Rules:simple&logicalCheck:askonetorepeatyourinstructionasksomeonetotranslationyourinstructionintothestudents 'nativelanguageWhoshouldtalkinclass?MaximiseSTT(StudentTalkingTime)MinimiseTTT(TeacherTalkingTime)Whoshouldtalkinclass?WhatisgoodTTT?GoodTTTmustfollowtheruleof “comprehensiveinput ”TheInputhypothesisisStephenKrashen'sattempttoexplainhowthelearneracquiresasecondlanguage.Inotherwords,thishypothesisisKrashen'sexplanationofhowsecondlanguageacquisitiontakesplace.So,theInputhypothesisisonlyconcernedwith'acquisition',not'learning'.Accordingtothishypothesis,thelearnerimprovesandprogressesalongthe'naturalorder'whenhe/shereceivessecondlanguage'input'thatisonestepbeyondhis/hercurrentstageoflinguisticcompetence.Forexample,ifalearnerisatastage'i',thenacquisitiontakesplacewhenhe/sheisexposedto'ComprehensibleInput'thatbelongstolevel'i+1'.Whatarethebestkindsoflesson?Tryyourbesttobreakboredom:Changeyourclothes;Bahavingcalmlyandslowlyonedayifyouarenormallynoisyandenergitec;Varietyofyourclass:Setdifferenttasks;

Keepbalaneebetweenpredictablesafetyandunexpectedvariety.Howimportantisittofollowapre-arrangedplan?Abalaneehastobestruckbetweenteachersattemptingtoachievewhattheysetouttoachieveontheonehandandrespondingtowhatstudentsaresayingordoingontheother.Beflexibleifyourplanisinterruptedbystudents.Howimportantisthestudents 'motivation?Whatismotivation?Motivationreferstoelementsthatpushstudentstodolearningactivities.Accordingtothesourceofmotivation,itcanbedividedintointrinsicmotivationandextrinsicmotivation.GardenerandLamberclassifiedmotivationofforeignIanguageacquisitionintoinstrumentalmotivation(工具型动机)andintegrativemotivation(融入型动机)fromtheperspectiveofsociallinguistics.LearnerswithinstrumentalmotivationaimtoreachtheirgoalandtreattheIanguagejustasonekindoftool,suchasfindingagoodjobandsoon.Learnerswithintegrativemotivationdesiretomixwiththecultureofthesecond/foreignIanguageandalwaysshowdeepinterestinthecultureandpeopleinflueneedbythisIanguage.Howimportantisthestudents 'motivation?ConclusionsofGardnerandLamber 'stheory:Highlymotivatedstudentsdobetterthanoneswithoutanymotivationatall.IntegrativemotivationwasmorepowerfulthanInstrumentalmotivation.Howimportantisthestudents 'motivation?Howtoprovokestudents 'interestandinvolvementintheclass?Choiceoftopic,activityandlinguisticcontentthatstudentsareinterestedin;Incentivemechanism:verbalcommendation,honor,materialreward,examinationHowtohelpstudents?Homework;Readingassignment;PracticalactivitiesWhoisresponsibleforlearning?UnitFourLessonPlanning1) languagecorniponentstopresent;2) commiuni匚stiveskillstopractice;3) activitiestoconduct;4)materialsandteachingaid^tobeusedLanguagecontents：grammar,,vocabulary,functions,topicsandsoon ■.languageskills:communicativeskillsinvolvedinlisteningnspeaking^readingandwriting1}warmup/revision； '2}presentation；activities/practiceconsolidationsummaryandhomework

•Ateacherneedstoconsiderteachingaidsorresourcesneededforthelessonandtoplanhowtheyaregoingtousethemtoaidlearning•Cardscomputer•Teachers'feeling；students"performance;unexpectedincidents；surprisethingstobeimproved；thingstobegivenmoreattention•CardscomputerTeachingaimsThefirstthingtodoinlessonplanningistodecidetheaimsofalesson,whichineludewhatIanguagecomponentstopresent,whatcommunicativeskillstopractise,whatactivitiestoconductandwhatmaterialsandteachingaidstobeused.Questions:Whatdoyouthinkaretheaimsofthispartofthelesson?Threedifferentteachersareabouttoteachthelesson.Belowaretheirintroductionstothelesson.Whichteacherhastheclearestideaoftheaimsofthelesson?TeacherA:TodaywearegoingtolearnLesson15.It'epuestion andanswerpracticeusingasubstitutiontable.TeacherB:Todaywearegoingtopractisepresentsimplequestionswith“when…”ndothertimeexpressions.TeacherC:Todaywearegoingtopractiseaskingandansweringquestionsusingthepresentsimpletense,sothatwewilllearnhowtotalkabouteverydayactivities.Unit6TeachingPronunciationTheroleofpronunciationinIanguagelearning.Thegoalofteachingpronunciation.Theaspectsofpronunciationweneedtoteach.Thewaystohelpstudenttoimprovepronunciation.TheroleofpronunciationWhydolearnersmakepronunciationerrors?Aparticularsoundmaynotexistinthemothertongue,sothatthelearnersarenotusedtoformingitandthereforetendstosubstitutethenearestequivalentheorsheknows.Asounddoesexistinthemothertongue,butnotasaseparatephonemethelearnerdoesnotperceiveitasadistinetsoundthatmakesadiffereneetomeaning.(sheep/ship)Thelearnershavetheactualsoundsright,buthavenotlearntthestresspatternsofthewordorgroupofwords,ortheyareusinganintonationfromtheirmothertonguewhichisinappropriatetothetargetIanguage.Whatshouldbetaughttothebeginners,pronunciationorphonetic?Pronunciationismoreimportantthanphonetic.Stressandintonationareasimportantasthesoundsthemselvesandshouldbetaughtfromtheverybeginning.WhetherpronunciationneedsspecialattentionorfocusinIanguageteachingdependsonmanyfactorsespeciallylearnerfactors.LearnerswhosenativeIanguagehassimilarsoundstoEnglisharelesslikelytohaveproblemswithpronunciation.LearnerswhohavemoreexposuretoEnglishneedlessfocusonpronunciation.AdultlearnersneedmorefocusonpronunciationbecausetheyaremorelikelytosubstituteEnglishsoundswithsoundsfromtheirnativeIanguage.BeginningChineselearnersofEnglishshouldfocusonpronunciationandtheirabilitytoidentifyandproduceEnglishsoundsthemselves,becausephonetictranscriptsaremoreabstractandlessmeaningful.Whenshouldweteachphonetic?PhoneticrulesregardingwhatsoundsaletteroraclusteroflettersshouldbepronouncedarehelpfulforstudentstodeveloptheabilitytocopewithEnglishpronunciationandtheyshouldbeintroducedatasuitablestage.BeginnersofEnglish,speciallyyounglearners,shouldbeavoidedtoteachphonetic.Stressandintonationareasimportantasthesoundsthemselvesandshouldbetaughtfromtheverybeginning.Intheexamplebelow,differentintonationsfor “Sorry”indicatedifferentmeanings.Aneutraltonewouldindicateanormalapology.However,asharpfallingtoneorarisingtonewouldmeantheopposite.A:Wouldyoupleaseturndowntheradioalittlebit?B:Sorry. (No,Idon'twantto.)OrB:Sorry?/(Whatdidyousay?)ThegoalofteachingpronunciationWhat'sconsideredasagoodpronunciation?Agoodpronunciationmeans:topronouncecorrectlyallthespeechsoundsoftheIanguageandallthecombinationsintheirproperordernotonlyisolatedwords,butalsoinsentences;topronouncesentencesfluentlyatthespeedrequiredbythesituationwithcorrectstresses,linkingofsounds,rhythm,pausesandintonation.Asamatteroffact,mostChineselearnersofEnglishdonothaveenoughexposuretoEnglishtoacquirenative-likepronunciation.WhymostlearnersofEnglishasaforeignlanguagecannotacquirenative-likeEnglishpronunciation?CriticalperiodhypothesisTheamountofexposuretoEnglishIndividualability.CriticalPeriodHypothesisAccordingtoChomsky'stheory,ifhumansdonotlearnaforeignIanguagebeforeacertainage,thenduetochangessuchasmaturationofthebrainandspeechorgans,itbecomesimpossibletolearntheforeignIanguagelikeanativespeaker.TheamountofexposuretoEnglishItisanotherfactorthatdeterminesifthestudentscanacquirenative-likeEnglishpronunciation.Atthepresenttime,mostChineselearnersofEnglishdonothaveenoughexposuretoEnglishtoacquirenative-likepronunciation.AspectsofPronunciationStressSingleStressi.e.important,complain,medicineMerpretationDoublestressi.e.thirteen,ChineseVarietiesofEnglish i.e.advertisement(Br.E) advertisement(Am.E)Stressshiftsi.e.import(n.),import(v.)record(n.),record(v.)Stressforemphasisi.e.I 'mateacherbecauseIlikepeople.Sentencestress:contentwordsvs.structuralwordsIntonationFallingintonation(statements,specialquestions,exclamation,commands)Risingintonation(generalquestions,requests,remarksofconcernandapology,partings)Combinedintonation(tagquestions,compoundsentences)Readthefollowingsentences:Youhaven'tfinished,/haveyou?Wherethereisawill,/thereisaway.Shecanspeakfairlywell,/butbynomeansperfect.PractisingsoundsPerceptionpracticeUsingminimalpairsWhichorder?Sameordifferent?OddmanoutCompletionProductionpracticeListenandrepeatFillintheblanksMakeupsentencesUsemeaningfulcontextUsepicturesUsetonguetwistersPerceptionpracticePerceptionpracticeisaimedatdevelopingthestudentsabilitytoidentifyanddistinguishbetweendifferentsounds.Correctperceptionofsoundsisvitalforlisteningcomprehension.BelowaresomeexamplesofperceptionpracticeofEnglishsounds.Usingminimalpairs.Minimalpairsaretwowordswhichhaveonlyonedifferentsound.Theteacherreadseitherwordofeachpairandasksthestudentstotellwhichwordisread.Herearesomeexamplesofminimalpairs:willwelltilltellfillfelllidledshipsheepbidbedWhichorder?

Theteacherreadseachgroupofwordsindifferentorderandthestudentsmarkthewordswith1,2,3.Theteachercanreadthewordsseveraltimesindifferentorder.SameordifferentTheteacherreadspairsofwordsandasksthestudentstotellifthepairsofwordsarethesameordifferent.Thewordsshouldnotbewrittenout.Hereisanexample(Dfor“different”andSfor«??\“same”)metmeet(D)wellwell(S)wellwill(D)4.OddoneoutTheteacherreadsagroupofwordsatimeandthestudentsidentifythedifferentwordorsound.Thewordsarenotwrittenout.Belowaresomeexamples:bitbitbitpit(No.4isdifferent.)bitbitbitpit(No.4isdifferent.)lidledlidbagbagbackbaglid (No.2isdifferent.)lidledlidbagbagbackbag(No.3isdifferent.)CompletionTheteacherreadsaseriesofwordswhichhaveonlyonedifferentsound.Thestudentscompletethewordstheyhear.Hereisanexample:_ate_ate_ate_ate_ate_ate_ate_ateForthewords:gatelatematefatedatehaterateandKateProductionpracticeProductionpracticeisaimedatdevelopingstudents 'abilitytoproducesounds.Producingdistinctandunderstandablesoundsisveryimportantforeffectivecommunication.Herearesometypesofproductionpracticeactivities:ListenandrepeatFillintheblanksMakeupsentencesUsemeaningfulcontextUsepicturesUsetonguetwistersListenandrepeatThestudentsrepeatwhattheteachersays,thecontentwithtapsortheEnglishsongs.Thisactivitycanpracticeindividualsounds,words,andsentences.FillintheblanksThestudentsfillintheblanksinsentenceswithwordswhichcontaincertainsound.Hereisanexample:Childrenloveto_play_games.Blackandwhitemake_grey_AfterAprilcomes_May_Hurryup.Don'tlbaete_forschool.Westudyinthesameclass.Weare_classmates_.MakeupsentencesThestudentsaregivenagroupofwordscontainingthesamesoundorsimilarsounds.Theyshouldmakeupsentencesasmanyfromthegivenwordsaspossible.Thesentencesdonothavetoberealisticallymeaningfulandlogical.Humouroussentencesarepreferred.UsemeaningfulcontextThesoundstofocusonareembeddedinameaningfulcontextandstudentsperformmeaningtasks.Studentscanroleplaythedialogue:A:What'swrongwithyou,Ann?B:Ihatethishorriblejob.A:Whatjob?B:Washingsocks.A:Whatdoyouwanttodo?B:Iwantaholiday.UsepicturesThestudentsproducemeaningfullanguagebasedonpictures.UsetonguetwistersTonguetwistersarefunandmotivating,andtherelaxingatmospherehalpsstudentsovercomeinhibition.Givestudentsafewminutestopracticebythemselves,thenaskthemtoperforminfrontofthewholeclass.ExamplesoftonguetwistersShesellsseashellsontheseashore.Fivewivesdrankfivebottlesoffinewine.PeterPiperpickedapeckofpickledpeppers.IfPeterPiperpickedapeckofpickledpeppers,whereisthepeckofpickledpeppersthatPeterPiperpicked?PractisingstressandintonationPractisingstressWord-levelstress:stressthepropersyllableinmulti- syllabicwordsPhrase-levelstressThemostimportantthinginpracticingstressismakingthestudentsbeawareofwheretostressthewordorphrase.Belowarethreewaystoshowthestresspatternofwords,phrasesandsentences.Usegestures.Theteachercanindicatethestressbyclappinghandsorusingarmmovementsasifconductingmusic.Usethevoice.Theteachercanraisethevoicetoindicatestress.Thiscanbedonewithsomeexaggerationsometimes.Usetheblackboard.Theteachercanhighlightthestressbyunderliningthemorwritingthemwithcoloredchalksorindifferentsize.PracticingintonationIntonationcangreatlyaffecttheinventionofthespeaker'msessage.Intonationisusedbynativespeakerstoexpressmeaningsinmanysubtlewayssuchassurprise,complaint,sarcasm,friendliness,threats,etc.Thisisperhapsoneofthelastareasoflanguagethatforeignlanguagelearnerscanmasterandisverydifficulttoteach.Waystoindicatechangeofintonation:Userisingorfallingarrows,suchasandMarkchangeofintonationistodrawlinesasshownbelow.Unit7TeachingGrammarInthisunit,wearegoingtodiscusshowtoteachgrammar.AlthoughgrammarisusuallyintegratedwiththeteachingofotherIanguagecomponents,westillconsideritnecessarytointroducewaystoform”.Wewillmainlytalkaboutthefollowing:TheroleofgrammarinELTMethodsforgrammarpresentationMethodsforgrammarpracticeTheroleofgrammarinELTDiscussion:Whydowelearngrammar?(Theimportaneeofgrammar)B.Can'twelearnEnglishwithoutlearningitsgrammar,aswedowithmothertongue?Beforetryingtofindouthowsomethingcanbedoneitisnecessarytodecidewhetheritshouldbedone,thevalueofgrammarinforeignIanguageteachinghasbeenafocusofdebatefordecadesandnoconclusionisinsight.Task1:ReadthefollowingassumptionaboutgrammarinEnglishlearninganddecideifyouagreewiththemornot. Whenyouhavefinished,compareresultswithyourpartner.Trytogiveyourreasonsforyourdecision.XChildrendonotlearngrammarruleswhentheyacquiretheir1stlanguage,sothe]don'tneedthemeitherwhenlearningaforeignlanguageXStudentsneedtobegivendetailedgrammarrulesiftheywanttolearnaforeignlanguagesuccessfully.Xfstudentsgetenoughchancetopracticeusingaforeignlanguage,theydontolearngrammar.VMakingstudentsawareofgrammaticalinformationisoneoftheobjectivesallowingstudentsopportunitiesforusingthelanguageisjustasimportant.VGrammarshouldbetaughttohelpstudentstoanalyzedifficultstructuresintexts.VTeachingandlearninggrammarshouldfocusonpracticeratherthenthestudyofgrammaritself.VGrammarshouldbetaughtandpracticedincontext.VKnowinggrammarisritenoughforrealcommunication.VAninadequateknowledgeofgrammarwouldseverelyconstrainthecapacityforcommunication.XGrammarwillalwaysbe“theboringbit”oflanguagelearning.GrammarpresentationmethodsAsweknowgrammarissocomplicatedthatweneedvariousmethodstoteachit.Amongthemethodsforteachinggrammar,thedeductivemethodandtheinductivemethodhavebeendiscussedandusedmostfrequently..Deductivemethod(演绎法)PresenttherulesExplainExampleApplytherulesConclusionExample强调句句型结构It+is(was)+被强调部分+that(who)+句子其他成分TakeasentenceasanexampletoexplainthestructureForinstanceItwasyoursisterthat(whom)Tommetinthezooyesterday.ItwasinthezoothatTommetyoursisteryesterday.Readthetwosentencesandtrytofindthedifferencesbetweenthem.Applyinthepractice thatthetradebetweenthetwocountriesreacheditshighestpoint.A:Duringthe1960sB:Thatitwasinthe1960sC:Itwasinthe1960sD:Itwasthe1960sEvaluateDeductivemethod(1)Thedeductivemethodreliesorreasoning,analyzingand comparing.⑵Howtoteach:First,theteacherwritesanexampleontheboardordrawsattentiontoanexampleinthetextbook.Thenteacherexplainstheunderlyingrulesregardingtheformsandpositionsofcertainstructuralwords.Theexplanationsareoftendoneinthestudent 'snativelanguageandusinggrammaticalterms.Sometimes,comparisonsaremadebetweenthenativelanguageandthetargetlanguageorbetweenthenewlypresentedstructureandpreviouslylearnedstructures.Finallythestudentspracticeapplyingtheruletoproducesentenceswithgivenprompts.Thedeductivemethodisoftencriticized:itteachesgrammarinanisolatedway;littleattentionispaidtomeaning;thepracticeisoftenmechanical.Themethodisnotwithoutmerits.itcouldbeverysuccessfulwithselectedandmotivatedstudents.itcouldsavetimewhenstudentsareconfrontedwithagrammarrulewhichiscomplexbutwhichhastobelearned.itmayhelptoincreasestudentsc'onfidenceinthoseexaminationswhicharewrittenwithaccuracyasthemaincriterionofsuccess.B.Inductivemethod(归纳法)1.Presenttheruleinthecontest.2.Givemoreexamples.3.Askstudentstofocusontheuseofthestructure.4.Applythestructuretoproducesentences.5.Getthestudentstoworkouttherule.6.Elicittherulefromthestudents.Inductivemethod1Intheinductivemethod,theteacherinducesthelearnerstorealizegrammarruleswithoutanyformofexplicitexplanation.Itisbelievedthattheruleswillbecomeevidentifthestudentsaregivenenoughappropriateexamples.⑵Howtoteach:Forexample,inordertopresentthetwoforms"thisis ”and“theseare”,theteacherwillfirsbook,saying“Thisisabook.”Hewilldothesameshowingotherobjects.Thentheteacherholdsupseveralbooksandsays “Thesearebooks.”Afterseveralsimilarexampishopedstudentswillunderstand “Theseare”isusedwithpluralformsofnouns.Thenstudentsareinvitedtoapplythenewlylearnedstructuretoproducesentenceswithgivenvisualaidsorverbalprompts.Theteachertriestosaynothingexcepttocorrectwhennecessary.Finally,butoptionally,theteachermayelicitthegrammarrulefromthestudents.⑶.ItisbelievedtheinductivemethodismoreeffectiveinthatstudentsdiscoverthegrammarrulesthemselveswhileengagedinIanguageuse.Thisisespeciallytruewithgrammaticalregularitieswhichareeasilyperceived,understoodandapplied.Inpractice,thedistinguishbetweenthedeductivemethodandtheinductivemethodisnotalwaysapparent.Perhapsablendbetweenthetwoisindeedmoreappropriate.GrammarPracticeItiswidelybelievedthatpracticeisofvitalimportanceintheteachingandlearninggrammar.Butwhatispractice?Whatkindofpracticeismosteffective?HowcanpracticebeconductedinaIanguageclassroom?AccordingtoUr. “practicemaybedefinedasanykindofengagingwiththeIanguageonthepartofthelearner,usuallyundertheteachersupervision,whoseprimaryobjectiveistoconsolidatelearning1988:11).Beforewemakeafurtherstudyofpractice.WeshouldrememberthatonewaytoteachgrammarisbymeansofPresentationPracticeProductionPresentationstage:IntroducenewIanguage,focusingonitsmeaning,formandfunction.It'importantthatthestudentsunderstandthenewIanguage.Practicestage:StudentsworkthroughactivitiesfrombeingcontrolledtobeingfreeinordertopracticethenewIanguageindifferentsituations.Theemphasisatthisstageisonaccuracy.Productionstage:StudentshavethechancetousethenewIanguagefreelyandincorporateitintotheirexistingIanguage.Theemphasisatthisstageisonuseandfluency.Urfurtherpredictsthatthefollowingfactorscontributetosuccessfulpractice:PfC-learning.PracticeismoreeffectivewhennewIanguageisclearlyperceivedandtakenintoshort-termmemorybythelearners.Volumeandrepetition,lhemofeiaiigLWgethelearnersareexposedtoorproduce,themoretheyarelikelytolearn.Thelearnersshouldhaveplentyoftimeandopportunitiestolisten,speak,readandwrite.SUCCESS-orientation.Practiceismosteffectiveifitisbasedonsuccessfulpractice.lleierogeneily.l^racliceshouldbeableelicildiflerenlseniencesandgeneratedifferemlevelsofanswersfromdifferentlearners.i'eaclierassistance,tocuceismostelTeclivewhentetherassistanceisavaihble,sucli返suggestions,hintsandprompts.Interest,[merestisanessentialfeatureofsuccessfulpractice.Learnerswhoareboredfinditdifficulttoconcentrateandtheirattentionwanders.MechanicalPracticeMechanicalpracticeinvolvesactivitiesthatareaimedatformaccuracy.Bydoingmechanicalpractice,thestudentspayrepeatedattentiontoakeyelementinastructure.Substitutionandtransformationdrillsaremostfrequentlyusedinmechanicalpractice.InSUBSTITUTIONDRILLS,thestudentssubstituteapartinastructuresothattheygettoknowthatpartfunctionsinasentence.Sometimescertainpromptsaregiven.Belowisanexample:Substitutetheunderlinedpartwiththeproperformsofthegivenwords.greenlawncleanhouseprettygardenniceflowersInthisexercise,thestudentsareexpectedtoproducesentenceslike:Mrs.Greenhasthegreenestlawnintown.Mrs.Greenhasthecleanesthouseintown.Mrs.Greenhastheprettiestgardenintown.Mrs.Greenhasthenicestflowersintown.Whendoingsubstitutiondrills,thestudentsalsoneedtochangetheformsofthegivenprompts.Itisbelievedthatsubstitutiondrillsthatinvolvechangesinformsareeffectivethanthoseinwhichstudentssimplyreplacethetargetpartwithanotherword.Thetransformationdrills,thestudentschangeagivenstructureinawaysothattheyareexposedtoanothersimilarstructure.Thetypeofexercisehelpsthestudentstohaveadeeperunderstandingofhowthestructuresareformedandhowtheyareused.Belowisanexampleoftransformation:Changethefollowingsentencesintothepasttense.Usetheadv.giveninthebrackets.NowhelivesinLondon.(lastyear,Paris)WehaveEnglishandmathtoday.(Yesterday,musicandP.E)Hegetsupatseven.(Thismorning,eight)LastyearhelivedinParis.YesterdaywehadmusicandP.E.Thismorninghegotupateight.MeaningfulPracticeInmeaningfulpracticethefocusisontheproduction,comprehensionorexchangeofmeaningsthoughthestudents “keepaneyeon ”thewaynewlylearnedstructuresthatareusedintheprocess.Meaningfulpracticeusuallycomesaftermechanicalpractice.Forexample,afterthepresentationandmechanicalpracticeofadjectivecomparativesandsuperlatives.UsingpromptsforpracticeUsingpromptshasalsoprovedtobeaneffectivewayofgrammarpractice.Thepromptscanbepictures,mimes,tablesorkeywords.Practicebasedonpromptsisusuallymeaningfulpractice.?Usingpictureprompts.?Usingmimeorgesturesasprompts?Usinginformationsheetasprompts?Usingkeywordsorkeyphrasesasprompts?Usingchainedphrasesforstorytelling?UsingcreatedsituationsUsingpictureprompts:thestudentsareaskedtoproducesentencesbasedonthepicturesprovided.Usingmimeorgesturesasprompts:theteachercaninvitethestudentstoaskquestionslike:“whatwereyoudoingat7o'clockyesterdayevening?”or“Whatdoyouliketodoinyoursparetime?”insteadofansweringthequestionsdirectlytheteacheractsouttheanswersbymimingandinvitesthestudentstoguesstheanswers.Usinginformationsheetasprompts:Studentscanbeaskedtodescribeeachpersonusingtheinformationprovidedandthenaddandtelleachothertheirownlikes.Usingkeyphraseorkeywordsasprompts:ThestudentsareaskedtoproduceIanguagebasedonpicturesandkeyphraseprovidedbytheteachers.Howmany? playgroundboysgirlschildrenUsingchainedphraseforstorytelling.Thestudentstrytotellastorybasedongivenprompts.Hereisanexample:7o'clock—gotup—hadbreakfast—hurriedtoschool—schoolclosed—surprised--?Usingcreatedsituations.Inclassroomsituations,itisverydifficulttofindarealneedandarealpurposeforgenuinecommunicationinEnglishamongthestudents.However,teacherscancreateasituationforstudentstopracticetheIanguageinacommunicativeway.Unit8TeachingVocabularyAimsoftheunit:Althoughvocabularyisusuallyintegratedwiththeteachingofreading,westillconsideritnecessarytointroducewaystolearnandconsolidatevocabulary.Assumptionsaboutvocabularyandvocabularybuilding.Methodsforpresentingnewvocabularyitems.Waystoconsolidatevocabulary;Waystohelpstudentsdevelopvocabularybuildingstrategies.8.1VocabularyandvocabularybuildingUnlikethecontroversialroleofgrammarinforeignIanguagelearning,theroleofvocabularyseemstohavereceivedmoreconsistentunderstanding.However,uncertaintystillremainsregardingwhatconstitutesavocabularyitem,whichvocabularyitemsshouldbetaughtandlearned,andhowvocabularycanbetaughtandlearnedmosteffectively.TaskIReadthefollowingassumptionsaboutvocabularyinEnglishlearning