The common problem in my teaching process
Download
1 / 25

The common problem in my teaching process : - PowerPoint PPT Presentation


  • 132 Views
  • Uploaded on

The common problem in my teaching process :. Teacher: Why didn’t you finish your English homework yesterday? Student: Well, I’m terribly sorry, Mrs Luo, but I had so much homework to do yesterday that I

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' The common problem in my teaching process :' - richard-gentry


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

The common problem in my teaching process:

Teacher: Why didn’t you finish your English homework

yesterday?

Student: Well, I’m terribly sorry, Mrs Luo, but I had

so much homework to do yesterday that I

had no time to finish my English homework.

Teacher: Isn’t your English homework part of your

homework?

Student: …

I feel frustrated whenever I have such a conversation with my students. I have to try my best to have the students remember as many words as possible in class.

My son always finish his English homework after he has finished all the other subjects’ homework.


Some practices of my teaching of vocabulary learning

1. to force or to choose?

I have failed to force them to remember the words after class, so I have to allow them to choose to learn actively in class.

2. It is better to help them find a partner to work with.

Always remember: we are social creatures. Pairwork is better.

If two students can check with each other, it is better for them to work in pairs than work alone. Because they can supervise each other and help each other.


My topics today:

1.Students’ frequent exposure to the new words

in a given time

I have to find ways to have the students memorize the new words well in class instead of after class.

2. An insight to strategies of vocabulary learning


Topic 1.Students’ frequent exposure to the new words in a given time

Column A

Column B

Column C

English phrases

Related Chinese at random order

Related English phrases again

Finish this column after class.

  • From passive taking notes in class to active exercises

  • between partners.

Use a three-folded paper in class. Hand it in each day.

Colomn C

Match Column A with Column B


2. “Chunk” is better than a single word. given time

Always ask them to remember phrases or sentences instead of a single word. For each module, I ask their parents to have a dictation of each single word once a week at weekends when they go back home. But I never do it myself.

Always remember the 7+ 2 principle

The famous psychological experiment:

One single chair on the playground

A row of bright yellow chairs on the playground

Advice: don’t have a dictation of all the single words in a module. Instead, ask them to remember phrases or sentences containing the new words. That’s better.


3. Offer the students adequate opportunities to read and write a lot in class to cope with the new type of test in the NMET.

If possible, ask all the students to read and write. Also, they can do much pairwork in class. Have his or her partner check his or her answers instead of the teacher. This way, they are assessed by their partners in each class. They will try their best to learn the words. If they have any problems, they can ask their partners for help.

Remember: There is only one teacher for the 47 students. You have to have their performance in class evaluated in some way. If you can’t do it yourself, ask their partners to do the work instead of you. I do believe evaluation of their performance in class is a must in class.


4. write a lot in class to cope with the new type of test in the NMET.Make sure the students are exposed to the new words as many times as possible in a given time.

In today’s class, the students are exposed to the new words for six times in class. Also, they are exposed to the new words again when they write down the English phrases in Column C after class.

Scientific experiments have proved that if you come across a new word for 16 times, it will be included in your vocabulary.

Frequency is crucial

while the students are learning vocabulary.


4. write a lot in class to cope with the new type of test in the NMET.Make sure the students are exposed to the new words as many times as possible in a given time.

Part II 部分的练习是根据这篇文章所学的内容我自己编写的一个新题型的练习,一方面可以练习一下新题型的做题技巧,另一方面又把刚才前面所学的生词在该部分复现一次,让学生增加一次学习新单词的机会,一举两得。

我编写这个练习题总共用了10分钟,所以对于教师来讲也不是什么多大的难事,信手拈来。 另外,同头的老师可以合作,这样大家的工作量


5. From Chinese to English write a lot in class to cope with the new type of test in the NMET.

The film: American Dreams in China

1.ambition 俺必胜

2. pest 拍死它

ambulance 俺不行了噻来救护车

3. diagnose 大夫诊断个大鼻子

4.purchase 购买破车子

5. immigrant 移民过来的

6. mytery 迷死他了

7. comedy 来看喜剧地

8. tradedy 踹着地悲剧

9. not a little 小 “little” “非常”厉害=very much

not a bit 一点也不=not at all

……..

10. suburb 郊区成了香饽饽

11. world champion 世界级产品

(世界冠军)

12. mental 整天闷头的,精神有问题


6. Use different mathematic symbols: write a lot in class to cope with the new type of test in the NMET.

  • surprise <astonish <shock

  • must>may >might>could>can

Document 1 English

Document 2 Chinese

Document 3 maths

3. file

Document 4 chemistry

Document 5 physics

Document 6 biology


A write a lot in class to cope with the new type of test in the NMET.

an effective way

an efficient way

an effective

way

B

7. Use pictures, lines or arrows to explain some abstract adjectives.

To be efficient means to finish something within the least time.


7. Use the pie chart . write a lot in class to cope with the new type of test in the NMET.

symptoms of getting flu

throw up /bring up your food

have a headache

1

6

get flu

have a temperature

2

5

feel sick and weak

3

4

have a cough

have a running nose


8. Use the flow chart. write a lot in class to cope with the new type of test in the NMET.

chew

swallow

digest

absorb

excrete


9. Use actions to learn verbs write a lot in class to cope with the new type of test in the NMET.

Ask the students to demonstrate the meanings of the verbs if possible

identify a murderer

beat the drum

a baby crawling on the floor

paddle a boat

beat the shore

threaten a man

frighten sb

clap/applause

Reflect

cycle

recycle the garbage

complain about sth

melt sth


10. Group words. write a lot in class to cope with the new type of test in the NMET.

e.g. Make a list of the nouns that refers to an occupation.

researcher engineer pilot astronaut ……..


11. Learn the root, prefix and suffix of a word. write a lot in class to cope with the new type of test in the NMET.


Topic 2. An insight to strategies of vocabulary learning write a lot in class to cope with the new type of test in the NMET.

If you want to change your behavior, you have to change your way of thinking first.

The book that changed my way of thinking is “Psychology for Language Teachers: a Social Constructivist Approach”《语言教师心理学初探》by Marion Williams & Robert L. Burden. It was my professor who recommended it to me while I was preparing for my master’s degree. I benefited a lot from it.

After reading the book, I have changed some of my teaching beliefs, Thus, I have changed my teaching behaviour.

Advice: Change your way of thinking

before changing your behaviour.

“Vocabulary: Description, Acquisition and Pedagogy” by Norbert Schmitt & Michael McCarthy is another good book.

《词汇:描述、习得与教学》


Topic 2 An insight to strategies of vocabulary learning write a lot in class to cope with the new type of test in the NMET.

What’s the meaning of vocabulary learning?

1. Pronunciation(读音和听力训练会辅助记忆,是大脑的另外的输入途径,有别于用眼睛看)

2. spelling(Ss’ correct spelling)(新题型的要求)

Vocabulary learning

part of speech

root

3. word form

suffix

prefix

4. different meanings in different situations

(阅读和完型)


2. An insight to strategies of vocabulary learning write a lot in class to cope with the new type of test in the NMET.

Rebecca

Oxford

国际知名语言教育学家

Memory strategies

Direct strategies

Cognitive strategies

Language learning strategies

Compensation strategies

Metacognitive strategies

Indirect strategies

Affective strageties

Social strategies


1.Creating mental linkages write a lot in class to cope with the new type of test in the NMET.

2.Applying images and sounds

Memory

strategies

3.Reviewing well

4.Employing actions

1. practicing

2. Receiving and sending messages

Direct strategies

Cognitive

strategies

3. Analyzing and reasoning

4. Creating structure for input and output

1. Guessing intelligently

Compensation

strategies

2. Overcoming limitation in speaking and

writing


1.Centering your learning write a lot in class to cope with the new type of test in the NMET.

Metacognitive

strategies

2. Arranging and planning your learning

3. Evaluating your learning

1. Lowering your anxiety

Affective strategies

Indirect strategies

2. Encouraging yourself

3. Taking your emotional temperature

1. Asking questions

Sacial

strategies

2. Cooperating with others

3. Empathizing with others


Oxford provides a list of twelve features of write a lot in class to cope with the new type of test in the NMET.

language learning strategies

Her book “What a Language Teacher Should Know”

1. They contribute to the main goal: communicative competence

2. They allow learners to become more self-directed.

3. They expand the role of teachers.

4. They are problem oriented.

5. They are specific actions taken by the learner.

6. They involve many aspects of the learner, not just the cognitive.

7. They support learning both directly and indirectly.

8. They are not always observable.

9. They are often conscious.

10. They can be taught.

11. They are flexible.

12. They are influenced by a variety of factors.


Teachers’ own conceptions of what is meant by strategy and students’ awareness of learning strategies will largely influence what they do in the classroom. Vocabulary learning outcomes depends quite heavily on the students’ endeavours. Strategy-based model is expected in vocabulary teaching and learning in the classroom. Teachers should help the students acquire appropriate strategies for vocabulary learning, help them learn to learn, control their own learning behaviour and solve vocabulary learning problems by themselves.

Advice: Focus on the students’ training of metacognitive strategies and help them regulate their vocabulary learning behaviour.


本次培训的作业内容是 students’ awareness of learning strategies will largely influence what they do in the classroom. Vocabulary learning outcomes depends quite heavily on the students’ endeavours. Strategy-based model is expected in vocabulary teaching and learning in the classroom. Teachers should help the students acquire appropriate strategies for vocabulary learning, help them learn to learn, control their own learning behaviour and solve vocabulary learning problems by themselves. (三个标题任选其一):

1.新题型考查形式下课堂词汇教学的重点在哪里?

2.新题型考查形式下课堂词汇教学之我见

3. 新题型考查形势下如何提高课堂词汇教学的效果

快把您的观点和大家分享吧!


Thank you! students’ awareness of learning strategies will largely influence what they do in the classroom. Vocabulary learning outcomes depends quite heavily on the students’ endeavours. Strategy-based model is expected in vocabulary teaching and learning in the classroom. Teachers should help the students acquire appropriate strategies for vocabulary learning, help them learn to learn, control their own learning behaviour and solve vocabulary learning problems by themselves.

Protect our dear earth!


ad