1. How do we learn our first language?Socializing process Interaction and experimentingStimulating , involves Positive and encouraging2. Differences and similarities between L1 and L2(1) Rich context and input, opportunities for using the language ,interaction withothers, etc. are important in learning any language.(2) Teachers should create a nice environment and interesting activities for pupils touse the language to do things.3. Better help children learn a foreign language(1) Create a better environment for L2 learning—a supportive situation ---be tolerant to errors(2) Provide more opportunities for children to hear the language , give them more chances to experiment with the language(3) Design activities which are interesting and motivating and encourage children to use the language in context as much as possible4.The principles for designing activitiesPrinciple 1: Children learn best when feeling happy and secure.Principle 2: Children are naturally imaginative, active and creative.Principle 3: Learning is often a mutual accomplishment. Learning is collaborative, not adult driven. Children participate at their own level of understanding with the mother’s help.Principle 4: Children often learn through guided participation and they profit from the support and encouragement of more competent people.Principle 5: Children learn best when they are involved both physically and mentally. Principle 6: Children need plenty of opportunities to use similar language again and again.Principle 7: It is not interaction itself but the quality of interaction that contributes to better learning.Principle 8: Language is the means through which self-regulation of learning behavior develops.Principle 9: Learning depends upon the negotiation of meaning.Principle10: Children learn in a similar way as they acquire their mother tongue. They learn the whole language rather than through analyzing language rules.5. Children’s characteristics(1) It’s difficult for children to understand verbal instructions to begin with.Keep instructions very simple and support them with body language.(2) Children’s attention span is very limited.Use many short and simple activities instead of long activities.(3) Children do not often have a clear purpose for learning. They learn simply because happy and enjoy the activity.Make the learning enjoyable and pleasant.(4) Children like to do things with their hands, bodies and mindsOrganize some hands-on activities for children to do. Use Total Physical Response (TPR) if necessary.(5) Children like to do things with achievable targets because they want to feel sure that it is not something beyond their ability.Do not make tasks too difficult for children. Tasks should always have definite out-comes and repeated elements to ensure security and participation.(6) Children are imaginative, creative, and like new things and like participate in activities.Give children opportunities to imagine and create, e.g. invite them to draw a monster or imagine seeing something through a telescope and tell others about it. (7) Children are not good at analyzing language rules.Do not explain complicated grammar rules to children. Guide children to discover rules by themselves.6.Ways to nature children’s motivation(Phillips)•Provide a clear meaningful purpose•The activities should be simple enough•The task should be within their abilities•The activities should be largely orally based•Written activities should be used much less with young children--Learner difference is an important topic for language learning and teaching. The following are some of the factors that may influence learner difference in learning a language.--Altman(1980): age, sex, previous experience with language learning, proficiency in the native learning, personality, language aptitude, attitudes and motivation, general intelligence, sense modality preference, sociological preference, cognitive styles, learner strategies7. Children have some advantages over adults(1) in acquiring good pronunciation and intonation;(2)good at imitation;(3) not shy in trying things out;(4) curious and motivated to learn new things(5) Interested in learning and playing with their native language, reciting nursery rhymes, singing songs, listening to stories, recognizing and saying words and phrases for fun.8.The theory of multiple intelligenceLinguistic Intelligence (word smart)言语智力—story tellingLogical-Mathematical Intelligence (number/reasoning smart)数理智力-ordering Spatial Intelligence (picture smart)空间智力—listening and drawingBody-kinesthetic Intelligence (body smart)形体智力--actingMusical/Rhythmic Intelligence (music smart)音乐智力—changing lyrics Interpersonal Intelligence (people smart)人体交往智力—making a dialogue with apartnerIntra-personal Intelligence (self-smart)内省智力---Writing diaryNaturalistic-Physical Intelligence (nature smart)自然界智力—nature diary American psychologist Howard Gardenr’s theory on multiple intelligence helps teachers realize the different intelligence pupils have so that they would try differenttypes of activities or teaching methods that cater for the different needs .If a teacher can think of multiple intelligence when planning a lesson ,his pupils will definitely benefit a lot from it .Only when teachers realize the differences between their pupils are they able to teach according to the needs of the pupils and the language styles of the pupils.9. Learner differenceTeachers need to be aware of the differences and try to develop each student’s potentials and learn how to make good use of the theory of multiple intelligences to motivate students to learn.Teachers should try different types of activities or teaching methods to meet different needs. Teachers should take multi-intelligence theory into account when planning lessons.When designing output task teachers should try to design tasks of different type, giving everyone chance to demonstrate and use their potential to the fullest.▪People are born to be different.▪One cannot be good at everything, but everybody can be good at something. 10. Humanistic educationHumanistic education require teachers to treat children as human beings who have their own shoughts and needs.Teachers should never try to force their ideas into children’s minds and should always try to think the same level as children1.Humanistic education teaches a wide variety of skills which are needed to function in today’s world .2.huamanistic education is a huamne approach3.humanistic education deals with basic human concerns.11.Qualities of a good primary English teacher1) A very important quality of a primary school English teacher is obviously competence in English: having good pronunciation and intonation, being able to communicate with the language in oral and written forms and understand some basic English grammar2) Good at using different teaching techniques with children.3)Need to be versatile: able to act, sing, dance, draw and tell stories; able to organize games and activities (It doesn’t mean you need to be an actor or dancer to be able to teach in the primary school).4) Need to understand how children think and learn. Need to help children to develop in an all-round way: linguistically, intellectually, culturally, and mora lly. develop competence at least in 3 areas:▪the English language:knowing the language and knowing how to communicate with the language are essential to an English teacher▪the understanding of children:understanding how children think and learn is the key to undertake primary education.,▪and the methods and techniques for teaching children.are necessary skills fora primary school English teacher and they can be trained and developed.12. Views on language learning▪Behaviourist theory---Skinner—theory of conditoning—threestages(stimulus,response,and reinforcement)—audio-lingual method which involve endless “listen and repeat”drilling activities.The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected,and correcte utterance were immediately praised.▪Cognitive theory:language is not a form of behavior ,it is an intricate rule-based system and a large part of language acquisition is the learning of this system .Chomskey’s famous question :if all language is a learned behavior ,how can a child produce a sentence that has never been said by others before? One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules.▪Constructivist theory:learning is a process in which the learner construct meaning based on his own experiences and what he already knows.John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive ,creative, critical learner. Therefore ,teachers must balance an understanding of the habits ,characteristics as well as personalities of individual learners with an understanding of the means of arousing learners’interests and curiosity for learning .▪Socio-constructivist theory Vygotsky emphasises interaction and engagement with the target language in social context based on the concept of “Zone of Proximal Development”and scaffolding .learning is best achieved through the dynamic interaction between the teacher and the learner and betwee n learners.With the teacher’s scaffoldingthrough questions and explanations, or with a more capable peers’ support, the learner can move up to a higher level of understanding and extend his skills and knowledge to the fullest potential.▪Communicative competence is a term in linguistics which refers to a language user‘s grammatical knowledge of syntax(句法）, morphology（构词）, phonology（音位）and the like, as well as social knowledge about how and when to use utterances appropriately.▪CLT:Communicative Language Teaching▪The goal of CLT is to develop students’communicative competence,which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.13. What is communicative competence▪One language form may express a number of communicative functions and one communicative function can also be expressed by a variety of language forms. E.g.Why don’t you leave the door open?▪The speakers not only have to know functional meaning of the language but also the social context where the message is given.E.g.Flight CA937 is now landing.The train is leaving in ten miniutesShe is always complaining whenever you talk to her.He is making progress slowly.14. Component of Communicative competence▪Hedge’s discussionLiguistic competence(语言能力）: is concerned with knowledge of the language itself, its form and meaningTeachers need to help learners· achiever accuracy in the grammatical forms of the language;· pronounce the forms accurately;· use stress, rhythm, and intonation to express meaning;· build a range of vocabulary;· Learn the script and spelling rules;· achieve accuracy in syntax and word formationPragmatic competence（语用能力）: appropriate use:when to speak, when not, what to talk about with whom,when, where and in what manner--learn the relationship between grammatical form and functionsDiscourse competence(话语能力): the ability to express or to understand a topic logically and coherentlytake turns in speaking, use discourse markers and open and close conversations; appreciate and be able to produce contextualised written texts in a variety of genres; be able to use cohesive devices in reading and writing texts;be able to cope with authentic texts;Strategic competence( 策略能力）：the ability to compensate for communication breakdown by searching for other means of expressionto take risks in using the language;to use a range of communicative strategies;to learn the language needed to engage in some these;Fluency （流畅性能力）: the ability to link units of speech together with facility and without strain or inapprociate slowness or undue hesitationdeal with the information gap of real discourse;process language and respond appropriately with a degree of ease;be able to respond with reasonable speed in ‘real time’15. David Nunan’s (1991) five features of CLT:An emphasis on learning to communicate through interaction in the target language. （强调用目的语进行交际）The introduction of authentic texts into the learning situation.（在学习过程中模拟真实情景）The provision of opportunities for learners to focus, not only on language but also on the learning mangagement process. （学习者在学习过程中不仅注重语言本身的学习，同时注重学习管理过程）An enhancement of the learner’s own personal experiences as important contributing elements to classroom learning. 在课堂学习过程中重视学习者的个人经验An attempt to link classroom language learning with language activities outside theclassroom. 课堂学习应与课外活动相结合16.Main features of communicative activitiesExample activitiesRole play Interviews Information gap Games Language exchangeSurveys Pair work Learning by teachingSix criteria for evaluatingCommunicative purpose Communicative desire Content, not formVariety of language No teacher intervention No materials control17. Task-based language learning (TBLL),I t’s also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms.Stress the importance of focus on form for L2 learning by drawing students’attention to linguistic elements, not as discrete items presented to the learner, but as they arise in a meaningful classroom context, only if it is done while maintaining emphasis on meaning, communication and fluencyPre-task The task cycle (Task, Planning, Report)Post task (The language focus, Analysis ,Practice)General characteristics a task involvesFocus on exchanging and understanding meanings, rather than on practice of form or pre-specified forms or patternsThere is some kind of purpose or goal set for the taskThe outcome of the completed task can shared in some way with others.Tasks can involve any or all four skills: listening, speaking, reading and writing The use of tasks does not preclude language-focused study at some points in a TBL lessonWhat is a task ( a language learning task )?an activity that has a non-linguistic purpose or goal with a clear outcomeand that uses any or all of the four language skills in its accomplishmentby conveying meaning in a way that reflects real-world language use18. The Primary School Teaching Methods◆Visual teaching method 直观教学法◆Situational teaching method 情境教学法◆Imitating practice teaching method 模仿练习法◆Song and chant teaching method 儿歌说唱法◆Lecture method 讲授法◆Demonstrative method 演示法◆Contest method 竞赛法◆Performance method 表演法◆Communicative approach 交际教学法◆Suggestive teaching method 暗示法◆Games teaching approach 游戏教学法◆Cooperative teaching method 合作教学法◆Activity method 活动教学法◆Total Physical Response 全身反应教学法◆Net Multimedia Computer Assisted Instruction ( NMCAI) 多媒体辅助教学法19. Classroom ManagementWhat influence children's motivation?There are two kinds of motivations. intrinsic and extrinsic motivationsIntrinsic motivation: the extent to which individual works or strive to learn the language because of a desire to do so and the satisfaction experienced in this activity. Extrinsic motivation: comes frome outside the individual.Students are extrinsically motivatied when learning is done for the sake of rewards (such as grades and praise) that are not inherently associated with the learning itself.How can we motivate children in learning English?Participation, enjoyment,and success are three keys that will make all the differences to children in building up their attitude and motivation towards learning English. Bearing in mind the theory of multiple intelligences,we need to design a variety of activities that cater for different needs and provide different opportunities for children to exercise their different intelligences.Keeping a good discipline when teaching young learners is undoubtedly important and it is a way to guarrantee effective learning but teachers also need to protect learners; enthusiasm and try to create a nice and encouraging learning envionment for learners to enjoy the class.Both attach importance to teacher's attitude and behavior in the classroom and learners' i nvolvement in activities. Teachers need to be enthusiastic about the things they teach and be excited about the games to be played and need to take care of their pupils. They also need to think of ways to involve pupils more and train pupils to be active and take responsibility with their own learning. Rewarding is a good way but teacher also need to think how they can improve pupils’ intrinsic motivation so that they do not learn just for rewards.20. Why is lesson planning important?1. Teacher will get a clear idea about the lesson objectives.2. Teacher will will be in a better position to decide on the sequence of activitiesto enable lessons to go on smoothly.3. Teacher will be more confident if they know what they are going to do in their lesson, they can deal with unexpected things4. Teacher will know what teaching aids they need to bring with them when entering classroom.21.What basic components should a lesson plan have?1. background information: （教学内容/背景）Who are the students? How many are there in class?What age? which grade? What genders? what are they like?2. lesson objectives: （教学目标）Be one of the most important components in a lesson plan.Three Dimensional Teaching Aims（三维教学目标）①Ability Aims （语言技能目标）②Knowledge Aims （语言知识目标）③Emotion Aims （情感态度目标）3. Important and difficult points：（教学重点和难点）List some points that are important in the teaching procedures andsome points that are difficult for students to master.4. Teaching Aids：（教学准备）Teacher need teaching aids to plan carefully how they are going to use themto aid learning.5. Teaching procedures/stages：（教学过程）The major activities and steps that teacher go through in a lesson in order to achieve the lesson objects.6. Optional activities and homework：（选择性活动、作业）Teacher should always remember to prepare some optional activities and decide on the type of assignment for the students after the lesson.The optional activities can be used as backups in case lesson goes too fast.7. After-class reflection：（教学反思）This is the only part to be finished after a lesson.Once formed into habits,such reflections can contribute greatly to teachers' professional development.22. The principles for good lesson planning▪Clear aims or objectivesAmis should be focused on what the students are expected to achieve by the end of the lesson.Aims are best stated with”pupils can do”▪Enough variety:Variety means planning a number of different activities in one lessonPupils ‘attention spans are rather short so it is important to vary the activities in order to keep the pupils engaged and interested▪With flexibilityFlexibility means always leaving space for something unexpected.It is useful to build in some extra and alternative activities.23.Classroom instructionsby teaching through the target language,we are offering them the opportunity to see how the language they learned is used so as to bridge the gap between classroom-based controlled practice with thereal languageused outside the classroom.▪Become aware of your own instruction-giving.▪Use short clear sentences.▪Separate instructions clearly from others▪Demonstrate rather than expliain wherever possible▪Check that they have understood what to do .▪Questions should be wise and purposeful, contributing to the overallobjectives of the lesson, stimulate the development of knowledge and thinking, as well as helping to maintain effective interaction.24.closed questions and open questionsClosed questions: those only with one single correct answer.Open questions: may invite many different answers.display questions and genuine questionsDisplay questions: those that the answers are already known to the teacherand they are used for checking if students know the anwers too.Genuine questions: questions are used to find out new information and they often reflect real contexts therefore more communicative.Lower-order questions and higher-order questionsLower-order questions: those questions that simply recalling of informationor memorizing of facts.Higher-order questions: those questions require more reasoning, analysisand evaluation.Questions should be closely linked to the learning objective in the lesson. quesitons should be staged so that the level of challenge increases as the lesson proceeds.There should be a balance between closed and open, lower-order and higher-order questions.Wait time is important to allow pupils to think through their answers.Pupils should be provided opportunities to ask their own questions and seek their own answers.A secure and relaxed atmosphere of trust is needed and pupils' opinionsand ideas are valued.25. Dealing with disciplineShowing genuine interest in and responding positively to pupils' answer so as to motivate them to want speak.Encouraging attention to language accuracy but in a constructive way.Using English at a level that pupils can understand so that pupils are getting more input.Helping pupils to express their messages by promoting or cueing pupils to say more.Relating talk to familiar contexts which are meaningful for pupils ans so encourage them to want to talk.Working in partnership wiht pupils to achieve a common goal, both teacher and pupils want to produce a piece of news.Harmer(1983)Act immediately. Stop the class. Rerrange the seats. Change the activity. Talk to pupils after class. Create a code of behaviour.Ur(1996)Deal with it quietly. Don‘t take things personally. Don't use the threats. Vale and Feunteun(1995)●Establish an attention-getting code, e.g. clap hands.●Give a short series game instructions, e.g. everyone raise your hands,put down your right hands---●Cough and fold hands and give a heavy look.●Walking up to a noisy child or group and start talking to them quietly.●Always speaks quietly.●Use flash cards or symbols to help.●Ask all the children to rest their arms and heads on the desks with eyesclosed in complete quietness for one minute.●Stop the activity when it gets too noisy and introduce a new activitywhich settles children down a bit.●Discuss with the children and write an agreed contract with the wholeclass.●Observe closely, when children are being good, praise good childrenand also praise the disruptive child for his minor good behaviour.●Always speak in a normal voice.26. What kind of grouping is suitble to certain activities?A. For whole-class workreading aloud story-telling listening and doinglistening to the tape and repeating after it presenting new languagegiving instructions singing songs watching video checking understanding B. For pair or group workpaired reading question-and-answer practice role playingdrama performance information gap project workC. For individual workCopying reading aloud reading silently gap filling writing exercise Children only work when they know what to do and how to do it.Clear task-setting instruction is critical in organizing this activity. demonstration and modeling may help.27.How to start a lesson?singing a song. say a ryhme give duty report review words learned last timedo a guessing game daily exchange questions and answersmake self introduction watch a cartoon do a TPR activity act out a playWarm-up activities do not only arouse pupils' interests of learning, but also function as the preparation of an English class.Making the beginning a bit more interesting and unpredictable can also make pupils look forward to your lessons.Stirring activity can wake the children up and stimulate them.Settling activity can make the children calm down when they are over-excited and they can also bore the children as well.Stirring activitiespaired oral work competitions role play guessing games TPR activities sing songs drama actingSettling activitiesCopying colouring listening drawing dictation writing tasksTeacher need to adjust the use of these activities according to the situations.Too much shifting from one activity to another requires clear instructionsor otherwise causes confusion.mentally-engaged activities Guessing games Solving problemsImagination Telling one’s own experience puzzlesPhysically-engaged activitiesReading aloud Copying Colouring Repeating Drawing28.Errors are an inevitable part of the learning process.It is through leaners’errors that “we can see that they are struggling to master ,what concepts they have misunderstood and what extra work they might need.Objectives of correctionBuilding pupils’confidenceRaising awarenessAcknowledging achievement and progressHelping pupils to become more accurate in their use of languageThe important aim of teaching English to children at the beginning is to build up their confidence ,to provide motivation ,to show them that English Isfun and to encourage them just to use whatever English they have to communicate.It is important to build a non-threatening learning environmentforthe children to experience with the language and take risks in using the language.Correction of errors in the early stages of a language course may have negative effects,Makng children lose confidence from fear of making mistakes ,making them reluctant to take risks and they are likely to dependenton the teacher to correct theirs.Reapeating the problem sentence with an emphasis on the problem in a rising toneAsking a question to invite the pupils to say it again with a hint of a problemA repetition of a correct sentence as a modelUsing a facial expression or gesture to indicate a problemSelf-correction is encouraged before teacher correction or peer correctionThe whole class can be invited to corrected as well.29When teach vocabularies, we should not expect our learners to remember them at once. We need to provide but interestingand meaningful contexts for the newly presented words to be practiced through a variety of activities, such as listening,speaking, drawing,ordering, classifying, reading, acting and writing.An important principle that we should all bear in mind is that "students need to see words in context to see how they are used".The best way to presentnew words is to provide a meaningfulcontext and give children the chance to observe, to think, to act, and to activate their prior knowledge as doneby the teachers in the above examples.A word needs to be met five or six times before it has any chance of being remembered.We need to provide different but interesting and meaning contexts for the newly presented word through activities,such as listening ,speaking,drawing,ordering,classifying,reading,acting and writing/The best and most efficient way for young learners to actually learn and remember words is when they are involved in thinking and in constructing meaning.The more the learner has to think about a word and its meaning, the more likely they are to remember30.Grammar presentation ——deductive or inductive?◆teach grammar in an isolated way.◆little attention is paid to meaning.◆practice is often mechanical◆could be successful with selected and motivated students.◆could save time.◆may help to increase students' confidence in examinations.◆it's abstract for young learners.◆time-consuming.◆provide children more authentic situations.◆children do not need to know the grammar rules explicitly.◆children can imitate from teacher and learner to use grammar gradully.Grammar practice ——mechanical or meaningfulFilling in the blanks Doing substitution drills Changing the sentence structure Translating sentences Repeating after the teacher◆Identifying pictures with description/paragraphs Discovering identical pairs◆Finding and describing differences Following directions Using rhymes and songs◆Retelling stories Role-play Listening and speakingTIPS:Both mechanical and meaningful activities are needed for effective learning of grammar. Teachers should design more meaningfulactivities so that children can acquire the language by using it in real contexts. Only mechanical drilling cannot meet the needs.31.Listen and do▪Give children confidence▪Explain why children have to listen▪Help children develop specific strategies for listening.▪Set specific listening tasks▪Let children listen to authentic Englishas much as possible▪Let children be active in listening.The most important features of listening and speaking activities。