小班户外Chapter 10 Teaching English Listening and Speaking in Schools
Section 1
1. Which listening teaching model do you think suits you best? Why?
我的前半生演员表
Key: The PWP teaching model suits me best. Becau this teaching model divides teaching and learning into three stages familiar to students. In the pre-listening stage, a new schema is t up, background information is provided and listening expectations are established, which lays the foundation for the following activity. During the while-listening stage, students are expected to practi listening skills with the teacher’s help. In the last stage of post-listening, speaking and writing activities are provided to enhance students’ ability.
2. Why is schema so important for teaching listening?擂鼓呐喊>一色屋任你操
Key: Becau listening is not only a process of decoding sounds, but also a process of prediction, inspection and validation. During the listening, listeners u non-linguistic media to predict, analy an
d process listening material so that they can have a better and fuller understanding of the information. The non-linguistic media include cultural, practical, social, strategic and topic knowledge, the listening material, the speakers and the context, which are together called schematic knowledge.
Section 2
钓鱼技巧全攻略
光叶石楠1. What is the gap between how speaking is taught in elementary and middle schools and the requirements of the National Curriculum Standards?
调研工作Key: The National Curriculum Standards require students to actually produce something of their own, be it facts or opinions. They have to achieve accuracy, fluency and appropriateness in speaking. However, in teaching speaking in elementary and middle schools, students are often made to repeat or mechanically imitate meaningless dialogues. No information gap exists and no communication is involved, which fails the goal of the Curriculum. As a result, students cannot speak English properly but only recite what’s in the textbook.
2. Plea give an example to explain the teacher’s roles in task-bad teaching of speaking.
右边英语Key: In task-bad teaching of speaking, one task can be asking directions. Before the task, the teacher could be information provider and provide related words and expressions for students. S/he can even give an example of the task. During the task, the teacher can be a guider and helper if students have difficulty carrying out the tasks. S/he can also be a participant of the task. After the task, the teacher could be an evaluator to asss students’ completion of the task and come up with suggestions for the future.
