平阴一中英语教培训讲义.docVIP

Manuscripts for Teachers’ Development Program No. 1 Middle School of Pingyin 平阴一中英语教师培训讲义 By Mbecha Ferdinand Awunglefac David FangContents Section 1 3 Section 2 6 Section 3 10 Section 4 14 Section 5 19 Section 6 25 Section 7 26 Section 8 34 Section 9 38 Section 10 40 Section 1 TOP CONTEMPORARY APPROACHES TO ENGLISH LANGUAGE TEACHING DAY 1: TEACHERS’ BELIEFS OUTLINE: -Introduction -Teachers’ beliefs about learners: resisters, receptacles, raw material, clients, partners, individual explorers, democratic explorers. -Teachers’ beliefs about learning. -Teachers’ beliefs about themselves. -Conclusion. INTRODUCTION In this section we shall be examining teachers’ beliefs about learners, learning and themselves as teachers. Everybody has beliefs. These beliefs are closely linked to the individual’s values, his or her views of the world and his or place in it. Teachers are greatly influenced by their beliefs. These beliefs can affect the way they plan their lessons, make decisions and their general classroom practice. Research has shown that teachers’ beliefs about how languages should be taught will affect their classroom action more than a particular methodology or course book recommended to them. These beliefs may be implicit or explicit. 1. TEACHERS’ BELIEFS ABOUT LEARNERS Before we look into the various ways teachers conceive their learners to be let’s have a little exercise here. Observe the situations below and select which of them best describes your belief about learners. SITUATION 1 A farmer meets his neighbor on the way to the fields. The latter has a goat with a rope tied round its neck which he is pulling hard. The goat is resisting going with its master. FARMER: What’s the matter? NEIGHBOR: This goat is very silly and stubborn FARMER: Huh? NEIGHBOR: There’s greener pasture over there but it prefers this barren field FARMER: Why don’t you look for a whip? That’s the only language it understands. NEIGHBOR: What a good