Module 3
Managing the teaching and learning process
1) Teachers’ and learners’ language in the classroom: using language appropriately for a range of classroom functions, identifying the functions of learners’ language, categorizing learners’ mistakes
2) Selection and use of resources and materials: consulting reference resources, selection and use of course-book, selection and use of supplementary materials and activities, selection and use of teaching aids
3) Background to language teaching:
presentation techniques and introductory activities, practice activities and tasks for language and skills development, assessment types and tasks
5. The natural order hypothesis
4.The Cognitive Approach
❖ Rules learning is very important; ❖ Learners should be encouraged to use their
mind to observe, think, and hypothesize rules of a language; ❖ Creative learning is very important; ❖ Listening, speaking, reading and writing should all be emphasized. ❖ The main activities are language understanding, language competence and language use.
1)Describing language and language skills: grammar, lexis, phonology, functions, reading, writing, listening, speaking
2) Background to language learning:
Module 2
Lesson planning and use of resources for language teaching
1) Planning and preparing a lesson or sequence of lessons: identifying and selecting aims, identifying the different components of a lesson plan, planning an individual lesson or a sequence of lessons, choosing assessment activities
discovered; ❖ Mother tongue is forbidden as it is
regarded as interference to foreign language.
3.The Natural Approach
Krashen’s five theories 1. Learning and acquisition theory
❖ Errors are regarded as natural and unavoidable and can be self corrected by the learners themselves;
❖ Grammar should be taught inductively;
❖ Native language is forbidden.
2) Classroom management: teacher roles, grouping learners, correcting learners, giving feedback
❖ To sum up, TKT consists of 3 parts: Language and background to language learning and teaching, Lesson planning and use of resources for language teaching, and Managing the teaching and learning process（语言知识和 语言技能及语言教与学背景、备课和教学设计、 课堂教学管理三方面）
3. The affective filter hypothesis
Affective factors such as interest, motivation, attitude, anxiety, self-image,self-concept, selfesteem and so on affect the result of language learning like a filter. When the motivation is strong, the filtering effect is weak, the learning result will be better; when the anxiety and selfesteem are strong, then the filter effect will be strong too, and the learning result will be worse.
小学英语教学法教程 ---广东第二师范学院外语系 傅瑞屏
从剑桥英语教学能力认证考
试想起．．．
❖ TKT: Teaching Knowledge Test剑桥英语教学能 力认证考试includes 3 parts (modules)：
Module1
Language and background to language learning and teaching
Learning is a conscious process while acquisition is a subconscious process.
2. Input theory △Input should be comprehensible △ Ideal input should meet the 4 requirements: comprehensible, relevant and interesting, adequate, not grammatically sequenced. △i+1 formula: I stands for the learner’s present language level. The input should be a little beyond the learner’s present language level.
❖ The main activities are language understanding, language practice and language use.
❖ The main activities are language understanding, language practice and language use.
6.The Total Physical Response
❖ The teacher gives the instruction and the students do the action as asked.
❖ With TPR the children listen to their teacher telling them what to do and then do it. Instructions can range from something as simple as Touch your nose to more complex sentences like Go and stand next to the girl who’s wearing a red jumper, but who isn’t wearing black shoes. Children, especially very young ones, are able to understand much more than they can produce, and this technique builds on that capacity (understanding ability).
motivation, exposure and focus on form, the role of error, differences between L1 and L2 learning, learner characteristics, learner needs
activities, practice activities and tasks for language and skills development, assessment types and tasks
1.The Direct Method: To associate the object, form and meaning without translation.
❖ The purposes of the direct method:1)to develop students’ ability to communicate in target language; 2)to develop students’ thinking in target language.