英语教学法笔记

英语教学法Unit LanguageandInformationaboutlanguageandlanguageThreeviewsaboutthenatureoflanguage:Therearemanypossibletheoreticalpositionsaboutthenatureoflanguage.Herearethreedifferentviewswhichexplicitlyorimplicitlyisreflectedincurrentapproachestolanguagelearning.Whatarethemajorviewsoflanguage?Whataretheirimplicationstolanguageteachingorlearning?ThestructuralviewofThestructuralviewoflanguageisthatlanguageisasystemofstructurallyrelatedelementsforthetransmissionofmeaning.StructuralViewseeslanguageasalinguisticsystemmadeupofvarioussubsystem:fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.Theseelementsareusuallydescribedasphonologicalunits(phonemes),grticalunits(phrases,clauses,sentences),grticaloperations(adding,shifting,joiningortransformingelements),lexicalitems(functionwordsandstructurewords).TargetoflanguageThetargetoflanguagelearning,inthestructuralview,isthemasteryofelementsofthissystem.MethodsbasedonthisSomeofthelanguagelearningmethodsbasedonthisviewoflanguagetheAudiolingualmethod(Audiolingualapproach):Theteachingofasecondlanguagethroughimitation,repetition,andreinment.Itemphasizestheteachingofspeakingandlisteningbeforereadingandwritingandtheuseofmothertongueintheclassroomisnotallowed.Theprincipalfeaturesofaudiolingualismareanemphasisonstructuresinthelanguagewhichcanbelearnedasregularpatternsofverbalbehaviorandthebeliefthatlearningisaprocessofhabitformation.TotalPhysicalResponsetheSilentWayFunctionalView:Itseeslanguageasalinguisticsystembutalsoasameansforngthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.Communicativeapproachesarebasedonthisviewoflanguage.InctionalView:Itconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrrandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.Someofthelanguagelearningapproachesandmethodsbasedonthisviewlanguageare:Strategic ction;communicativeWhatarethemajorViewsonlanguagelearning?Whataretheirimplicationstolanguageteaching?Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesce,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.BehaviouralistBasedonthetheoryofconditioning,Skinnersuggestedlanguageisalsoaformofbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflanguagelearningisreferredtoasbehaviouralism,whichwasadoptedforsometimebythelanguageteachingprofession,particularlyinAmerica.Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesendless“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinmentoftheteacher.Mistakeswereimmediaycorrected,andcorrectutnceswereimmediaypraised.Thismethodisstillusedinmanypartsoftheworldtoday.CognitiveItseemstobelargelytheresultofNoamChomsky’sreactiontoSkinner’sbehaviouraltheory,whichledtotherevivalofstructurallinguistics.ThekeypointofChomsky’stheoryisreflectedinhismostfamousquestion:iflanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore.OneinfluentialideaisthatstudentsshouldbeallowedtocreatetheirownsentencesLingualMethod.Accordingtothecognitivetheory,learningisaprocessinwhichthelearneractivelytriestomakesenseofdata.Thebasictechniqueassociatedwithacognitivetheoryoflanguagelearningistheproblem-solvingtask.Constructivisttheory:Learningisacomplexcognitiveprocessinwhichthelearnerconstructsmeaningbasedonhisorherownexperiencesandwhathe/shealreadyknows.ImplicationsforclassroomteachingTeachingshouldbebuiltbasedonwhatlearnersalreadyknowandengagelearnersinlearningactivities.Itisbelievedthateducationisusedtodevelopthemind,notjusttorotateorrecallwhatislearned.Teachersneedtodesignactivitiestoin ctwithlearnerstofosterinventive,creative,criticallearners.Teachersmustbalanceanunderstandingofthehabits,characteristicsaswellasalitiesofindividuallearnerswithanunderstandingofthemeansofarousinglearners’interestandcuriosityforSocio-constructivisttheory:Itemphasizesin ctionandengagementwiththetargetlanguageinasocialcontextbasedontheconceptof‘ZoneofProximal(ZPD)andLearningisbestachievedthroughthedynamicinctionbetweentheteacherandthelearnerandbetweenlearners.Withtheteacher’sscaffoldingthroughquestionsandexnations,orwithamorecapablepeers’support,thelearnercanmovetoahigherlevelofunderstandingandextendhis/herskillsandknowledgetothefullestpotential.Avarietyofelementsthatcontributetothequalitiesofagoodlanguageethicdevotion,道德素professionalqualitiesalstylesAdjectiveswhichdescribefurtherEthicProfessionalalwarm-Resourceful知识渊博DynamicsAttentive专心Intuitive有洞察力well-preparedspeakingally-trainedHowcan eagoodlanguageWallace’s(1991)"Reflectivemodel"todemonstratethedevelopmentofprofessionalThefirststageislanguagetraining.AllEnglishteachersaresupposedtohaveasoundcommandofEnglish.Ofcourse,languageisalwayschangingsolanguagetrainingcannevercometoanend.Thesecondstageseemstobemorecomplicatedbecauseitinvolvesthreesub-stages:learning,practice,andreflection.Thelearningstageisactuallythespecificpreparation(thatalanguageteachershouldmakebeforetheygotopractice.)Thispreparationcanbe:learnfromothersexperience(empiricalknowledge来自经验的知识learnreceivedknowledge(suchaslanguagetheories,psycholinguistics,sociolinguistics,educationalpsychology,languageteachingmethodology,etc.)learnfromone'sownUnit CommunicativePrinciplesandThegoalofCLTistodevelopstudents’communicativeTheultimategoalofforeignlanguageteachingistoenablethestudentstousetheforeignlanguageinworkorlifewhennecessary.WhatiscommunicativeCommunicativecompentencereferstoboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriayincommunicativesituations.AccordingtoHedge,itincludesfivecomponents.Linguisticcompetenceknowledgeofthelanguageitself,itsformandmeaningPragmaticcompetencetheappropriateuseoflanguageinsocialcontextDiscoursecompetenceone’sabilitytocreatecoherentwrittentextorconversationandtheabilitytounderstandthem(abilitytoexpressortounderstandatopiclogicallyandcoherentlybyeffectivelyemployingorcomprehendingthecohesivemarkersusedinthediscourse/abilitytoinitiate,develop,enter,interrupt,check,orconfirminaconversation)StrategiccompetencestrategiesoneemployswhenthereiscommunicationbreakdownduetolackofresourcesFluencyone’sabilityto‘linkunitsofspeechtogetherwithfacilityandwithoutstraininappropriateslownessorunduehesitationImplicationsforteachingandlearning:LinguisticTeachersneedtohelpachieveaccuracyinthe ticalformsofthepronouncetheformsaccura usestress,rhythm,andintonationtoexpress buildarangeof learnthescriptandspelling achieveaccuracyinsyntaxandwordPragmaticTeachersneedtohelplearntherelationshipbetween ticalformsandusestressandintonationtoexpressattitudeandlearnthescaleofunderstandanduseemotiveusethe ticalrulesofselectlanguageformsappropriatetotopic,listener,orsetting,etc.DiscoursecompetenceTeachersneedtohelp takelongerturns,usediscoursemarkersandopenandclose appreciateandbeabletoproducecontextualisedwrittentextsinavarietyof beabletousecohesivedevicesinreadingandwriting beabletocopewithauthenticStrategicTeachersneedtoenable totakerisksinusingthe tousearangeofcommunicative tolearnthelanguageneededtoengageinsomeofthesestrategies,e.g.‘Whatdocallathingthat/Teachersneedtohelp dealwiththeinformationgapofrealprocesslanguageandrespond ywithadegreeof beabletorespondwithreasonablespeedin‘realWhatiscommunicativelanguageBasedontheconceptofcommunicativecompetenceandaimingatdevelosuchcompetence,communicativelanguageteachinghasthefollowingfeatures:Itstressestheneedtoallowstudentsopportunitiesforauthenticandcreativeuseofthelanguage.ItfocusesonmeaningratherthanItsuggeststhatlearningshouldberelevanttotheneedsoftheItadvocatestask-basedlanguageteaching.Studentsshouldbegiventaskstoperformorproblemstosolveintheclassroom.Itemphasizesafunctionalapproachtolanguagelearning(i.e.whatpeopledowithsuchasinviting,apologizing,greetingandintroducing,Thegoalofcommunicativelanguageapproachesistocreatearealisticcontextforlanguageacquisitionintheclassroom.Thefocusisonfunctionallanguageusageandtheabilitytolearnerstoexpresstheirownideas,feelings,attitudes,desiresandneeds.Openendedquestioningandproblem-solvingactivitiesandexchangesof informationareutilizedastheprimarymeansofcommunication.Studentsusuallyworkwithauthenticmaterialsinsmallgroupsoncommunicationactivities,duringwhichtheyreceivepracticeinnegotiatingmeaning.Thismethodislearner-centeredandemphasizescommunicationandreal-lifesituations.TheroleoftheinstructorinCLTisquitedifferentfromtraditionalteachingmethods.Inthetraditionalclassroom,theteacherisinchargeand"controls"thelearning.InCLTtheteacherservesasmoreofafacilitator,allowingstudentstobeinchargeoftheirownlearning.PrinciplesincommunicativelanguageCommunicationprinciple:ActivitiesthatinvolverealcommunicationpromoteTaskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.Meaningfulnessprinciple:Languagethatismeaningfultothelearningsupportsthelearningprocess.HowdotherolesoftheteacherandstudentchangeincommunicativelanguageTeachersincommunicativeclassroomswillfindthemselvestalkinglessandingactivefacilitatorsoftheirstudents'learning.Theteachersetsuptheexercise,butbecausethestudents'performanceisthegoal,theteachermuststepbackandobserve,sometimesactingasrefereeormonitor.Aclassroomduringacommunicativeactivityisfarfromquiet,however.Thestudentsdomostofthespeaking,andfrequentlythesceneofaclassroomduringacommunicativeexerciseisactive,withstudentsleavingtheirseatstocompleteatask.Becauseoftheincreasedresponsibilitytoparticipate,studentsmayfindtheygainconfidenceinusingthetargetlanguageingeneral.StudentsaremoreresponsibleoftheirownearningStrongversionandweekAweakversion:Learnersfirstacquirelanguageasastructuralsystemandthenlearnhowtouseitincommunication.Itregardsovertteachingoflanguageformsandfunctionsasnecessarymeansforhellearnerstodeveloptheabilitytousethemforcommunication.AstrongStrongversion:Thestrongversionclaimsthat‘languageisacquirethroughcommunication’.LearnersdiscoverthestructuralsystemintheprocessoflearninghowtoItregardsexperiencesofusingthelanguageasthemainmeansornecessaryconditionsforlearningalanguageastheyprovidetheexperienceforlearnerstoseehowlanguageisusedincommunication.MainfeaturescommunicativeSomeSomemainfeaturesofcommunicativeactivities(Ellis1990)Studentsmakeuseof6.NomaterialsStudentsworkby5.Noteacherandskills,notjustcertainformsgivenbytouseallkindsoflanguageStudents4.VarietyofConcentrateonwhattodoandwhattosayintheactivity,nothowtosaycertainforms.3.Content,notAneedtodo2.CommunicativeAneedtoknowsomething.’aninformation1.CommunictiveThesixAtask-basedapproachseesthelanguageprocessasoneoflearningthroughng.Itstressestheimportancetocombineform-focusedteachingwithcommunication-focusedThetask-basedapproachaimsatprovidingopportunitiesforthelearnerstoexperimentwithandexplorebothspokenandwrittenlanguagethroughlearningactivitieswhicharedesignedtoengagelearnersintheauthentic,practicalandfunctionaluseoflanguageformeaningfulpurposes.WhatisaAtaskis“apieceofworkundertakenforoneselforforothers,lyorforsomeAtaskisanactivityinwhichstudentsusethetargetlanguagetodosomething,usuallywithanon-linguisticpurpose.Ataskisbelievedtohavefourcomponents:apurpose,acontext,aprocess,andaWhatisPPPInthismodel,alanguageclassroomconsistsofthreestages:Presentationofnewlanguageiteminacontextcontrolledpractice(drilling,repetition,dialoguereading,--productionofthelanguageinameaningfulway(arole-y,adrama,aninterview,Atask-basedlanguageclassroomconsistsofthreestages.Theyarepre-taskstage,thestageoftaskcycle,andthestageoflanguagefocus.Unit TheNationalEnglishAimforeducatingallstudents,andemphasizequality-orientedTheEnglishcurriculumaimseducationforallstudentsandstressesquality-orientededucation.Thenewstandardsparticularlyshowconcernsoverstudents’affectiveneedsaswellasotherlearningneedsinordertostimulatetheirinterestsinlearning,helpthemexperiencethesenseofsuccess,andgainself-confidenceinlearning.Itsoverallobjectiveistodevelopstudents’comprehensiveabilitiesinusingthelanguageandtoimprovetheirculturalquality,todeveloptheirpracticalskills,aswellastocultivatetheircreativePromotelearner-centeredness,andrespectindividualStudents’overalldevelopmentisthemotivationandgoaloftheEnglishcurriculum.Therefore,itsobjective,theteachingprocess,theassessmentproceduresaswellasthedevelopmentofteachingresourcesshouldallreflecttheprincipleoflearner-centeredapproach.Classroomteachingshould eaprocessduringwhichstudentsareguidedbytheteachersinconstructingknowledge,develoskills,beingactiveinthinking, alcharacters,develoinligenceandbroadeningtheirviewsandvisions.Teachingshouldtakefullconsiderationofstudents’individualdifferencesinlearningprocessandtheirlearningstylesandteachingshouldbeflexibleinusingteachingmethods,resourcesandwaysofassessmentsoastomaketeachingbeneficialtoallkindsofstudents.Developcompetence-basedobjectives,andallowflexibilityandTheoverallaimofthecurriculumornine-yearcompulsoryeducationistodevelopstudents’comprehensiveabilitiesinlanguageuse.Suchabilitiesaregroundedinthedevelopmentoflanguageskills,languageknowledge,affects,culturalawarenessandlearningstrategies.TheEnglishcurriculumfornine-yearcompulsoryeducationtogetherwiththerelatedseniorhighschoolEnglishcurriculumdividetheEnglishteachingobjectivesintoninelevels.Eachlevelisdescribedintermsofwhatstudentscandowiththelanguage.Itisthusdesignedtoreflecttheprogressivenatureofstudents’languagedevelopmentduringtheprocessofschooleducationsoastoensuretheintegrity,flexibilityandopennessofthecurriculum.Paycloseattentiontothelearningprocess,andadvocateexperientiallearningandModernforeignlanguageteachingemphasizesthelearningprocessandadvocatestheuseofdifferentteachingapproachesandmethodsforthepurposeoffacilitatingstudents’languagedevelopment.DuringtheprocessoflearningEnglishinnine-yearcompulsoryeducation,studentsshouldbeencouragedtodiscoverrulesofthelanguage,mastergraduallyknowledgeandskills,constantlymonitortheaffectivedemands,developeffectivelearningstrategiesandautonomouslearningabilitiesbymeansofexperiencing,practicing,participating,exploringandcooperatingundertheteacher’sguidance.Attachparticularimportancetoformativeassessment,andgivespecialattentiontothedevelopmentofcompetence.Theassessmentforthenine-yearcompulsoryeducationshouldbegearedtostimulatingstudents’interestsandcultivatingtheirautonomyinlearning.Thesystemshouldincludebothformativeandsummativeassessmentwithformativeassessmentyingaprimaryrole,payingspecialattentiontostudents’languageperformanceandachievementsduringthelearningprocess.Assessmentshouldbemadefacilitativetodevelostudents’interestsandself-confidenceinlearning.Summativeassessmentshouldfocusonassessingstudents’overalllanguageabilityandtheabilitytousethelanguage.Assessmentshouldfunctionpositivelyforstudentstodeveloplanguageabilitiesandhealthy alities;forteacherstoimprovetheirteachingqualitiesandforthedevelopmentandimprovementoftheEnglishOptimizelearningresources,andizeopportunitiesforlearningandusingthelanguage.Englishcurriculumrequiresthatteachersshouldproperlyutilizeanddevelopteachingresourcessoastoproviderichandhealthyresourcesthatarepractical,lively,updatedforstudents’learning.Teachersshouldmakefulluseofvariousresourcessuchass,evisionprograms,books,magazinesandtheInternetsoastoexpandtheopportunitiesforstudentstolearnandusethelanguage.Alsoteachersshouldencouragestudentstotakepartinexploringandutilizingresourcesforlearning.Unit Theoveralllanguageabilityrequiredinthe2001NationalEnglishCurriculumincludesthefollowingaspectslanguageknowledge,languageskills,learningstrategies,affectsandculturalunderstanding.WhatislessonLessonnningmeansmakingdecisionsinadvanceaboutwhataimstobeachieved,materialstobecovered,activitiestobeorganized,andtechniques,resourcestobeusedinordertoachievetheaimsofthelesson.WhatisaAsyllabusisaspecificationofwhattakesceintheclassroom,whichusuallycontainstheaimsandcontentsofteachingandsometimescontainssuggestionsofmethodology.WhatisAcurriculum,however,provides(1)generalstatementsabouttherationaleaboutlanguage,languagelearningandlanguageteaching,(2)detailedspecificationofaims,objectivesandtargetslearningpurpose,and(3)implementationsofaprogram.Insomesense,asyllabusispartofacurriculum.Syllabusisoftenusedtorefertosomethingsimilartoalanguageteachingwhereascurriculumreferstoaspecificofalanguageprogramdevelopedforaparticularcountryorregion.Whyis nningProper nningisessentialforbothnovice/beginnerandexperiencedBenefitfrom nninginanumberofAclearlesson nmakestheteacherawareoftheaimsandlanguagecontentsofthelesson.ItalsohelpstheteachertodistinguishthevariousstagesofalessonandtoseetherelationshipbetweenthemsothatthelessoncanmovesmoothlyfromonestagetoTheteachercanalsothinkabouthowthestudentscanbefullyengagedinthewhennningthelesson,theteacheralso esawareoftheteachingaidsthatareneeded.Lessonnninghelpsteacherstothinkabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem.TheteachersoonlearntojudgelessonstagesandphaseswithgreaternsarealsoanaidtocontinuingAfterthelesson,theteachercanaddanevaluationtothen,identifyingthosepartswhichwentwellandthosewhichwerelesssuccessful.Principlesforgoodlessonnninginclude:Aim,Variety,Flexibility,LearnabilityandLinkageVarietymeansnninganumberofdifferenttypesofactivitiesandwhereintroducingstudentstoawideselectionofmaterialssothatlearningisalwaysinteresting,motivatingandnevermonotonousforthestudents.Flexibilitymeansnningtouseanumberofdifferentmethodsandtechniquesratherthanbeingaslavetoonemethodology.Thiswillmaketeachingandlearningmoreeffectiveandmoreefficient.Learnabilitymeansthecontentsandtasksnnedforthelessonshouldbewithinthelearningcapabilityofthestudents.Ofcourse,thingsshouldnotbetooeasyeither.ngthingsthatarebeyondorbelowthestudents'coabilitywilldiminishtheirmotivation(Schumann,1999).Linkagemeansthestagesandthestepswithineachstagearennedinsuchawaythattheyaresomehowlinkedwithoneanother.Languagelearningneedsrecyclingand LessonnningattwoMacronning:nningoveralongerperiodoftime(programmenning/wholecoursenningonesemesternninghalfasemesternning)Macronning1)Knowingaboutthe 2)Knowingaboutthe3)Knowingaboutthe 4)KnowingabouttheMicronning:nningforaspecificunitoralesson(40or50ComponentsofalessonBackgroundinformation:numberofstudents/ages/grade/genders/thetimeandthedateofthelesson/thetimedurationofthelessonTeachingobjectives:WhatdoyouwantstudentstoknowandbeabletoLanguagecontentsandskills:structures,vocabulary,functions,topicsandsoon;listening,speaking,readingandwriting.Teachingstagesandprocedure:themajorchunksofactivitiesthatteachersgothroughinalesson.Proceduresarethedetailedstepsineachteachingstage.1)Five-stepteachingwarm-up/asummaryandThreeP'smodel:presentation,practiceand(Atthepresentationstage,theteacherintroducesnewvocabularyandgr structureswithreferencetotheircontextualizeduse.Atthepracticestage,thelessonmovesfromcontrolledpracticetoguidedpracticeandfurthertotheexploitationofthetextswhennecessary.Attheproductionstage,thestudentsareencouragedtousewhattheyhavelearnedandpracticedtoperformcommunicativetasks.Atthislaststage,thefocusisonmeaningratherthanformalaccuracy.)Teachingaids:realobjects/flashcards/wordcards/worksheets/wallcharts/cassettetapes/magazinepictures/,Multi-media,etc.Endoflessonsummary:Purposesofmakingasummaryistotakelearningfurtheranddeeperbyhelthestudentstoreferbacktothelearningobjectives;Tocreateasenseofachievementandcompletionoftasksforthestudents.Todevelopwithstudentsahabitofreflectiononlearning;stimulateinterest,curiosityandanticipationaboutthenextphaseoflearning;helpstudentsdrawoutapplicationsofwhathasbeenlearnedandhighlighttheimportantconceptionswhichhavedeveloped.Unit ClassroomWhatisclassroomClassroomManagementreferstothewayteachersorganizewhatgoesonintheTypesofstudentgrouandtheiradvantagesandInlanguageclassroomcanbegroupedinfourdifferentways.Theyarewhole-classwork(lockstep),pairwork,groupworkandindividualstudy.whole-classworkLockstepreferstothetimewhenallthestudentsareunderthecontroloftheteacher.Theyareallngthesameactivityatthesamerhythmandpace.Lockstepisadoptedwhenpresentingnewlanguage,giveexnations,checkanswers,doaccuracy-basedreproduction,orsummarizelearning.Itreinsasenseofbelongingamongagroupofmembers.Whenstudentsarengthesameactivitytogether,everyonefeelsbeingtogetherwithothers.Itisgoodforteacherstogiveinstructionandexnationtogetheranditisanidealwaytoshowmaterialsanddopresentationstogether.EveryoneisdtodothesamethingatthesametimeandatthesameIndividualityisnotfavoredinthisNoteveryonehastheopportunitytoexpresswhattheypairwork:thetimewhenstudentsworkinpairsonanexerciseortask.Itcouldbeadialoguereading,agameoraninformation-gaptaskbetweentwostudents.Itdramaticallyincreasesstudents’speakingtimeineachItallowsstudentstoworktogetherratherthanundertheteacher’sguidance.ItisoftenverynoisyandteachersareafraidoflosingcontroloftheSomestudentsmaytalkinnativelanguageorsomethingnotrelatedtothetopic.Itisnotveryeasyforteacherstomonitoreverypair.groupwork:Groupworkreferstothetimewhenstudentsworkinsmallgroups.Likepairwork,itdramaticallyincreasestheamountoftalkofindividualstudents.Thereisalwaysagreatchanceofdifferentopinionsandcontributionstothework.Noteveryoneenjoystheworksincemanyofthemprefertoworkwithteachersratherthanpeers.Itisdifficultforteachertoorganize.Itmaytakealongertimeforteacherstogroupstudentsandtheremaybenotenoughspaceforstudentstomovearoundinclassroom.individualstudy:Individualstudyisthestagewherethestudentsarelefttoworkontheirownandattheirownspeed.Itallowsstudents time,styleandpacetostudyontheirown.Itcancreatesomepeacefulandquiettimeinclass.Disadvantages：Itdoesnothelpaclasstodevelopasenseofbelonging.learnbythemselvesanditdoesnotpromoteteamspirit.ItmaynotbeverymotivatingforTheroleoftheteacherBeforetheclass-- Duringtheclass1 2 34Prompter, 5Participant,6 AftertheclassEvaluatorController:Theteacher1).thespace(activitiesrun2).thetime(dolockstepthewholeclass(Sshaveequaltheproduction(adegreeofaccuracy)Assessor:Theteacherdoestwothings:Correctingmistakes 2).OrganizingfeedbackOrganizer:Theteachershouldbeimportantanddifficultasit:Usingcreative/unlimited 2).Envisaging3).Anticipatingthe 4).Givingclearandconcise5). 6.UsingnativelanguagetoclarifyifWalkingaroundand 8.Rectifying9.TakingmentalnotesPrompter:TheteachershouldGivinghints(justliketime,Elicitingmore(bysaying”and…?”“Anythingelse?”Yes,butwhy…?(Ss.readtheexample)Theteachershouldn’tdominateorappeartobeauthoritative.Wehavecriticizedthejug-and-mugmethod,buttheteachershouldwithholdhis/herreadinesstoprovideresources.Thenewcurriculumrequirestheteachertoputonthefollowingnewroles:facilitator,guides,andresearchers.WhatarethefunctionsorpurposesofTofocusstudents’ToinvitethinkingorimaginationsTocheckunderstandingTostimulaterecallofinformationTochallengestudentsToassessClassificationofQuestionshavebeenclassifiedusingdifferentcriteria,mainlybasedonthelevelofthinkinginvolvedinansweringthequestions.Closedv.sClosedquestionsrefertothosewithonlyonesinglecorrectanswerwhileopenquestionsmayinvitemanydifferentanswers.Disyv.sDisyquestionsarethosethattheanswersarealreadyknowntotheteacherandtheyareusedincheckingifstudentsknowtheanswers,too.Genuinequestionsarethosewhichareusedtofindoutnewinformationandmorecommunicative.Lower-orderedv.shighLower-orderedquestionsrefertothosethatsimplyrequirerecallingofinformationormemorisationoffactswhilehigher-orderedquestionsrequiremorereasoning,ysis,andHowtodealwithThedistinctionbetweenmistakesandAmistake:aperformanceerrorthatiseitherarandomguessora“slipoftongue/pen”,itisafailureperformancetoaknownsystem.Amistakehasnothingtodowiththelanguagecompetence.Anerrorhasdirectrelationwiththelearners’languagecompetence.Errorsdonotresultfromcarelessnessnorhesitation,butlackofknowledgeinthetargetlanguage.LanguageerrorscannotbeWhentocorrect：accuracy-basedactivities；fluency-basedactivitiesHowtocorrect：DirectteachercorrectionIndirectteachercorrectionSelfcorrectionPeerWholeclassSelf-correctionisencouragedbeforeteachercorrectionorpeercorrectionbecauseifitisamistake,thestudenthimself/herselfwillbeabletocorrectit.Indirectteachercorrectionisencouragedratherthandirectteachercorrectiontoavoiddamagingstuden