h o w t o t e a c h e n g l i s h(takenfrom jeremy harmer’stext)（h o w t o t e c h e l n g i s h(jeremy伤害人夺走stext)）（5页）.docVIP

HOW TO TEACH ENGLISH (taken from Jeremy Harmer’s text and Oxford Seminars text) HOW IS LANGUAGE TAUGHT? Grammar-translation method – present students with short grammar rules and word lists and then translation exercises in which they make use of the rules. It teaches people about language but doesn’t really help them to communicate effectively with it. Audio-lingualism – describe the grammatical patterns of English to students, have them repeat and learn them. Habit-forming behaviourist approach – perform the correct response to a stimulus so that a reward is given. Drilling (choral and individual repetition and cue-response drilling) is still considered useful – especially with low-level students. PPP – Presentation, Practice and Production – the teacher presents the context and situation for the language (describe someone’s holiday plans) and both explains and demonstrates the meaning and form of the new language (eg. Going to …. He’s going to visit the Hermitage Museum.) Students then practice sentences with going to … this is called controlled practice. Teachers can use drilling, teach pronunciation and allow students to speak more freely about themselves … next week I am going to …. CLT – Communicative Language Teaching – involves language functions such as inviting, agreeing, disagreeing, suggesting, etc. Teaches appropriacy when talking and writing to people (formal, informal, tentative, technical, etc.) This method assumes that if students get enough exposure to language and opportunities for language use and if they are motivated then language learning will happen! Focus on allowing students to communicate real message and engage in communicative activities where they use all and any language they know to communicate. TBL - Task-Based Learning – emphasizes tasks rather than the language. Students perform real-life tasks such as timetables, schedules, presentations. Students are given a pre-task (introduced to the topic), which is followed by a t