metaphorical models of reading
metalinguistic
proficiencies
transition words
chronological
metaphorical models of reading
metalinguistic
proficiencies
transition words
chronological
elicit
chart
schemata
SQ3R Survey question read recite review
Teaching is guiding and facilitating learning, enabling the learner to learn, setting the conditions for learning,
Your understanding of how the learner learns will determine your philosophy of education, your teaching style, your approach, methods, and classroom techniques. (Brown, 2007.P.8)
Traditional and contextualizzed orientations to teaching and learning.
Classroom life is what techers and learners make it. AT the same time, classroom life is what they make of it and what it makes them.
Yang :Teachers and learners work together to create a certain kind of classroom life, and this classroom life , in turn, also shape the teachers and learners.
language as a medium of learning.
A good language teaching should cooperate content culture thinking and language learning.
Learn through the language.
The teacher should help students to develop their acdemic expertise.
A good teacher should first and foremost be a good language learner.
The teacher is the most important motivational factor in the classroom.
The teacher should develop students' discourse competence,
The art of teaching does not lie in accessing a checklist of skills but rather in knowing which approach to adopt with different students, in different curricular circumstances or in different cultural settings.
reciprocal
conceptualizing
rhetorical
expertise
transferable
punchline
brochure
dictogloss
jigsaw
spatial
chronological
semitic
futuroscope
priorize
burnout
Not necessarily.
schemata
teachers' role
we want students to learn through Language .
language thinking content and culture together .
language is a medium of thinking .
language is a conveyor of content.
Learn to use the language in certain contexts properly.
language is a socializing process.
environment
Needs Analysis
Necessities:required kno
lacks:present knowlege
wants:
Principles
Content and sequencing
repetition
argumenting
theme-based instruction
encompasses
domain
formative assessment
summative assessment
metacognition
paradigm
authenticity
washback :wash forward
proficiency tests
placement tests
aptitude tests
alternative assessment
perceptive
imitative
dicto-comp
scenarios
aggregate
prodded,jostled
paradigm
biased
fuzzy
portfolio
trolley
spinal
cake mix
portfolio assessment
As a teacher, when you design a course, you have to consider the activity and the assignment you use
Be an owner of the textbook, not a slave.
DO not Depend on One book.
最高深的教学就是让学生忘记英语学习时语言教学。
语言教学就是写作教学。
根据学生的需求设计课程。
bloom的目标分类。
doctoring myself, nice topic
vocabulary
structure
1st line
last line
teachers
learners
materials/curriculum
traditional/contextualized
add or delete content
do not depend on one book
take multiple books
use online resources
an area of knowledge
rules
simple to difficult
make meaningful language
What is grammar?
We are teaching grrammar in order to help students make meaning language and not as an end in itself.
What is the purpose of learning grammar.
By thinking of grammar as a skill to be mastered, rather than a set of rules to be memorized, we will be helping students go a long way toward the goal of being able to accurately convey meaning in the manner they deem appropriate.
How to teach grammar?
Inductive or deductive approach.
A story-based grammar teaching
spoken form
written form
word parts
form-meaning connection
concept and reference
association
lexical chunks