PlanLessonCourse: English Language Teaching MethodologyInstructor: Sun Zhangping★ Teaching material:publishedbya.EnglishlanguageTeachingMethodologyForeign language Teaching & Research Pressb.AdaptedfromLightbrownandSpada(1993).Howlanguagesarelearned. Oxford University Press?Teaching aims:a. to find out the good qualities of a successful language learner;b. to reflect &have a positive transfer by analyzing the causesof students' becoming unsuccessful English languagelearners & reflecting how native Chinese speakerslearn Chinese;c. to have clear learning objectives from this course;d. to activate students' schemata;?Teaching contents:Unit 1Introduction?Teaching hour:3periods,120 minutes?Teaching method: Lecture (multi-media-aided Instruction)DemonstrationTeachingprocedures:1.Leadin questionsl)Please recall howyou were taught English inprimary schools andmiddle schools.2)Do you think you are successful English language learners?Why/Why not?3)Sincemostofyou thinkyou areunsuccessfulinlearning English,what are the main factors or obstacles preventing you frombecoming successful language learners?4)Pleaserecall anddescribehow youlearned to speak Chinesewhenyou were small babies.5)What do you expect to learn from this course?
Lesson Plan Course: English Language Teaching Methodology Instructor: Sun Zhangping Teaching material: a. English language Teaching Methodology published by Foreign language Teaching & Research Press b. Adapted from Lightbrown and Spada(1993). How languages are learned. Oxford University Press Teaching aims: a. to find out the good qualities of a successful language learner; b. to reflect & have a positive transfer by analyzing the causes of students’ becoming unsuccessful English language learners & reflecting how native Chinese speakers learn Chinese; c. to have clear learning objectives from this course; d. to activate students’ schemata; Teaching contents: Unit 1 Introduction Teaching hour: 3 periods, 120 minutes Teaching method: Lecture ( multi-media-aided Instruction) Demonstration Teaching procedures: 1. Lead in questions 1) Please recall how you were taught English in primary schools and middle schools. 2) Do you think you are successful English language learners? Why/Why not? 3) Since most of you think you are unsuccessful in learning English, what are the main factors or obstacles preventing you from becoming successful language learners? 4) Please recall and describe how you learned to speak Chinese when you were small babies. 5) What do you expect to learn from this course?
2.Presentation1)Learning & teaching English in ChinaQ. Why is it necessary for Chinese students to learn English?Q.Howwere you taught English in the past?2)Developments in English language teaching methodologya.discuss about the definition and purpose of languageb.introduce and comment on the major schools of foreign languageteaching concerning their origins, their strengths and weaknessesthe major schools: grammar-translation methoddirect method/natural methodaudio-visual method or situationalmethodcognitive methodcommunicative approach3)Brief introduction to Krashen& some of his theoryA. language acquisition; natural order;not learninga. Definitionsof L2 andSLAhow to help students use language1simplify materialproduction11input&outputstrategies forlanguagelearningt1SLAways to learn1TheoryResearch-process of languagelearningYhowto activate schematamore effectivelyhowtoimprove competencetolerance of Ss'errorsb.Differences between Ll and L2B..three of Krashen's hypothesis:the Monitor Hypothesis:limitedconscious learninghasonefunction,i.e.a.monitor/editor:b. acquired system initiates speakers'utterance;howto monitorsuccessfully-enough time, think about correctness, know rules;c. acquired knowledge is responsible for only accuracy, notfluency;d. acquisition is available for self-correction;
2. Presentation 1) Learning & teaching English in China Q. Why is it necessary for Chinese students to learn English? Q. How were you taught English in the past? 2) Developments in English language teaching methodology a. discuss about the definition and purpose of language b. introduce and comment on the major schools of foreign language teaching concerning their origins, their strengths and weaknesses the major schools: grammar-translation method direct method/natural method audio-visual method or situational method cognitive method communicative approach 3) Brief introduction to Krashen & some of his theory A. language acquisition; natural order; not learning a. Definitions of L2 and SLA how to help students use language ↗ simplify material production ↖ ↗ input & output strategies for language learning ↑ ↗ ways to learn ← SLA Theory Research→process of language learning more effectively ↙ ↓ ↘how to activate schemata how to improve competence tolerance of Ss’ errors b. Differences between L1 and L2 B. three of Krashen’s hypothesis: ✓ the Monitor Hypothesis: a. conscious learning has one limited function, i.e. monitor/editor; b. acquired system initiates speakers’ utterance; how to monitor successfully—enough time, think about correctness, know rules; c. acquired knowledge is responsible for only accuracy, not fluency; d. acquisition is available for self-correction;
V The Affective Filter Hypothesis:attitudinal variables(motivation, good self-image, anxiety level)relates to success in 2d language acquisition;b. a lower filter:performer or learner is more open to theinput/take in language input actively so tat he can obtain moreinput;c. some effects on language acquisition,The InputHypothesis.a. aim at how to acquire language, acquire language by exposure tocomprehensible input/understanding input that is a little beyondcurrent level;b. claim listening & speaking are crucially important; after that,speaking & writing fluently come out automatically;c. how to understand language not yet known, through context,extra-linguisticasbodyinformation,suchlanguage,pictures,magazines,situations;d.meaning can help language acquisition;e. input is the source of acquisition;C. Krashen's Comprehensible inputnextstagei+1:Competence:current knowledge,what learners have in mindProficiency:has something to do with use, performance in 2ndlanguage3.PracticeA.Thinking about second language acquisitionQuickly decide your reaction to each of the following statements:0123Disagree stronglyAgreestronglya. Learning a language involves the same underlying processes as anyother kind of learning.b. To become proficient in another language, first we must learnthe rules.andthesecondDifferencesbetween the first language(Li)C.language(L2) explain most of the problems L2 learners experience
✓ The Affective Filter Hypothesis: attitudinal variables(motivation, good self-image, anxiety level) relates to success in 2nd language acquisition; b. a lower filter: performer or learner is more open to the input/take in language input actively so tat he can obtain more input; c. some effects on language acquisition, ✓ The Input Hypothesis: a. aim at how to acquire language, acquire language by exposure to comprehensible input/understanding input that is a little beyond current level; b. claim listening & speaking are crucially important; after that, speaking & writing fluently come out automatically; c. how to understand language not yet known, through context, extra-linguistic information, such as body language, pictures, magazines, situations; d. meaning can help language acquisition; e. input is the source of acquisition; C. Krashen’s Comprehensible input ↘next stage ↗ i + 1: ↙ Competence: current knowledge, what learners have in mind Proficiency: has something to do with use, performance in 2nd language 3. Practice A. Thinking about second language acquisition Quickly decide your reaction to each of the following statements: 0 1 2 3 Disagree strongly Agree strongly a. Learning a language involves the same underlying processes as any other kind of learning. b. To become proficient in another language, first we must learn the rules. c. Differences between the first language(L1) and the second language(L2) explain most of the problems L2 learners experience
d. As humans, our inborn sense of language principles enables us to'pick up' a second language through meaningful communication in theL2,muchaswedevelopourLl.e.There are certain L2 structures which are acquired quite early inSLA while others are acquired much later.B. Group discussion: what should teachers encourage and develop intheir learners if they want to enhance the significance and strengthof learning experience?NA sense of competencethefeeling that they are capable of coping successfully with anyparticular taskwithwhich theyare faced;AControl of own behaviorthe ability to control and regulate their own learning, thinkingand actions:Goal-settingthe ability to setrealistic goals and to plan ways of achieving them;>Challengean internal need to respond to challenges, and to search for new challenges in life;>Awarenessof changean understanding that human beings are constantly changing, and theability to recognize and assess changes in themselves; A belief in positive outcomesa belief that even when faced with an apparently intractableproblem, there is alwaysthe possibility of finding a solutionNSharingco-operation among learners, together with the recognition thatsome problems are better solved co-operatively;>Individualitya recognition of their individuality and uniqueness;A sense of belonginga feeling of belonging to a community and a culture(Williams andBurden1997,p.69)C. Read through these quotations from middle school teachers anddecidewhichonesyouagreemost:1)Themost important thingforme is toget my students through thestate exams.That is my job.2) The most important thing for me is to get my students love English& enjoy the English lessons as much as possible.That way they willlearn naturally. My job is to motivate them.3) The more practice I give my students in communicating in English,the more able they will be to use English in the real world and to
d. As humans, our inborn sense of language principles enables us to ‘pick up’ a second language through meaningful communication in the L2, much as we develop our L1. e. There are certain L2 structures which are acquired quite early in SLA while others are acquired much later. B. Group discussion: what should teachers encourage and develop in their learners if they want to enhance the significance and strength of learning experience? ➢ A sense of competence the feeling that they are capable of coping successfully with any particular task with which they are faced; ➢ Control of own behavior the ability to control and regulate their own learning, thinking and actions; ➢ Goal-setting the ability to set realistic goals and to plan ways of achieving them; ➢ Challenge an internal need to respond to challenges, and to search for new challenges in life; ➢ Awareness of change an understanding that human beings are constantly changing, and the ability to recognize and assess changes in themselves; ➢ A belief in positive outcomes a belief that even when faced with an apparently intractable problem, there is always the possibility of finding a solution ➢ Sharing co-operation among learners, together with the recognition that some problems are better solved co-operatively; ➢ Individuality a recognition of their individuality and uniqueness; ➢ A sense of belonging a feeling of belonging to a community and a culture (Williams and Burden 1997, p.69) C. Read through these quotations from middle school teachers and decide which ones you agree most: 1) The most important thing for me is to get my students through the state exams. That is my job. 2) The most important thing for me is to get my students love English & enjoy the English lessons as much as possible. That way they will learn naturally. My job is to motivate them. 3) The more practice I give my students in communicating in English, the more able they will be to use English in the real world and to
pass any proficiency exam they are given.4) In order for my students to succeed in English, they need as muchas much exam practice as possible.The best way I can help them isprovide that exam practice, so they will be confident about passingthe state exams.5) What gives me most satisfaction is teaching a good class of studentsand seeing them get high marks in the exams.6) What gives me most satisfaction is taking a low level class andseeing themmake progress in English during the course, even thoughtheir exam results are stilllower than the best classes.7) For me the best type of student is one who is able to memorize thetextbook,learn vocabulary andgrammar and passthe exams.8)Formethebest typeofstudentisonewhoenjoyslearningEnglish,puts a lot of effort into it in class, contributes to the lessonand experiments with language creatively.9)Iamtraining studentsget through the education system astoThat is howI am judged bymy colleaguessuccessfully as possible.and the school leaders.10)I am training students in skills that theymight need inlife.Mysatisfactioncomesfromhearingfromstudents,long aftertheyhave5mygraduated from school, that what I taught them was useful to themin their life.4.Homework1)What have impressed you most in these three periods? Why? Supportyour answer with examples from your personal experience as alearner.2)Arethereany problemsthat you have encounteredin this unit?Howdo you intend to copewith them?3)To whatextent haveyou changed your attitude towards some aspectsof teaching or learning English?4)Choose three theoretical concepts we have studied in this course.Use your class notes and the sources you might need, define anddiscuss these concepts. Or you may group them to form an essayaround related concepts.FeedbackAs teachers,we need to keep in our mind that our students-thelearners are real people with normal human feelings, hence it isteachers'responsibilityto make the learning experience asenjoyable as possible. In language teaching it is considered veryimportant to lower the inhibitionsthat cause a barrier tolanguage production
pass any proficiency exam they are given. 4) In order for my students to succeed in English, they need as much as much exam practice as possible. The best way I can help them is provide that exam practice, so they will be confident about passing the state exams. 5) What gives me most satisfaction is teaching a good class of students and seeing them get high marks in the exams. 6) What gives me most satisfaction is taking a low level class and seeing them make progress in English during the course, even though their exam results are still lower than the best classes. 7) For me the best type of student is one who is able to memorize the textbook, learn vocabulary and grammar and pass the exams. 8) For me the best type of student is one who enjoys learning English, puts a lot of effort into it in class, contributes to the lesson and experiments with language creatively. 9) I am training students to get through the education system as successfully as possible. That is how I am judged by my colleagues and the school leaders. 10) I am training students in skills that they might need in life. My satisfaction comes from hearing from my students, long after they have graduated from school, that what I taught them was useful to them in their life. 4. Homework 1) What have impressed you most in these three periods? Why? Support your answer with examples from your personal experience as a learner. 2) Are there any problems that you have encountered in this unit? How do you intend to cope with them? 3) To what extent have you changed your attitude towards some aspects of teaching or learning English? 4) Choose three theoretical concepts we have studied in this course. Use your class notes and the sources you might need, define and discuss these concepts. Or you may group them to form an essay around related concepts. Feedback ➢ As teachers, we need to keep in our mind that our students—the learners are real people with normal human feelings, hence it is teachers’ responsibility to make the learning experience as enjoyable as possible. In language teaching it is considered very important to lower the inhibitions that cause a barrier to language production
IIt is essential for both teachers and language learners to makeclear links between theory and practice, which is promising interms of being able to identify ways to apply/adopt both instudents' future teaching.Recommended reading:Cook,Vivian.1993. Linguistics and Second Language Acquisition.NewYork:St. Martin Press.Ellis,Rod. 1994.The Study of Second Language Acquisition. Oxford,UK:OxfordUniversityPress.Spolsky, Bernard. 1989. Conditions for Second Language Learning.Oxford,UK:OxfordUniversityPress.Williams, Marion and Robert L.Burden.1997.Psychology for LanguageTeachers. Cambridge and New York: Cambridge University PressAttachedmaterials:One student's Lesson Plan(Unit 5,8A,3Periods)Unit5Birdwatchers8-1Greeting and Background: (Analysis of the teaching material and Ss)This is about the parts of Comic stripand Welcometo theunit in Unit 58A.And this is the first period in this unit.The topic of this unit isBirdwatchers. After learning this class, students should have someknowledge about birds and have the ability to describe birds and statetheir opinions.As the students in Grade Eight are teenagers, they are likely to bevery interested in birds,and theywill havetheir own ideas about birds
➢ It is essential for both teachers and language learners to make clear links between theory and practice, which is promising in terms of being able to identify ways to apply/adopt both in students’ future teaching. Recommended reading: Cook, Vivian.1993. Linguistics and Second Language Acquisition. New York: St. Martin Press. Ellis, Rod. 1994. The Study of Second Language Acquisition. Oxford, UK: Oxford University Press. Spolsky, Bernard. 1989. Conditions for Second Language Learning. Oxford, UK: Oxford University Press. Williams, Marion and Robert L. Burden. 1997. Psychology for Language Teachers. Cambridge and New York: Cambridge University Press Attached materials: One student’s Lesson Plan(Unit 5, 8A, 3 Periods) Unit 5 Birdwatchers 8-1 Greeting and Background: (Analysis of the teaching material and Ss) This is about the parts of Comic strip and Welcome to the unit in Unit 5 8A. And this is the first period in this unit. The topic of this unit is Birdwatchers. After learning this class, students should have some knowledge about birds and have the ability to describe birds and state their opinions. As the students in Grade Eight are teenagers, they are likely to be very interested in birds, and they will have their own ideas about birds
but theydon'tknow how to express their ideas.So I will encouragethem to speak freely and get them to express themselves in the rightway.Teaching aims:NowI would like to talk about the teaching aims:Inthe lesson,there're 3 aims:the knowledge aims,the ability aim,and theeffective aim.For knowledge aims,I hope students can have aknowledge about birds and learn some key words relating to birds.(birdwatch,birdwatcher,market,roast,yummy,crane,seagull,long-winged,webfooted,sparrow,swallow,pointedforked,northern,swan，golden eagle,brownish,broad,hooked)For ability aim,Iwant themto be able totalkabout birds on two aspects: characteristics and appearance. And foreffective aim, I aim to arouse the students'interest in birds in thewild.Key points:To have a knowledge about birds and learn some key wordsrelating to birdsDifficult point: To talk about birds on two aspects: characteristics andappearance.Teaching Methods:Now I would like to talk about the teaching strategies and teachingmethods: New curriculum emphasizes cooperation between teachers andstudents. I think it is important. I think the talk happens not onlybetween teachers and students but also between students and students.I think group work and pair work are important in this period. So I'lltry using Communicative Language Teaching (CLT).Teachingaids: computer and multi-mediaTeaching methods: Communicative Language Teaching (CLT)Teaching procedures:
but they don’t know how to express their ideas. So I will encourage them to speak freely and get them to express themselves in the right way. Teaching aims: Now I would like to talk about the teaching aims: In the lesson, there’re 3 aims: the knowledge aims, the ability aim, and the effective aim. For knowledge aims, I hope students can have a knowledge about birds and learn some key words relating to birds. (birdwatch, birdwatcher, market, roast, yummy, crane, seagull, long-winged, webfooted, sparrow, swallow, pointed , forked, northern, swan , golden eagle, brownish, broad, hooked) For ability aim, I want them to be able to talk about birds on two aspects: characteristics and appearance. And for effective aim, I aim to arouse the students’ interest in birds in the wild. Key points: To have a knowledge about birds and learn some key words relating to birds Difficult point: To talk about birds on two aspects: characteristics and appearance. Teaching Methods: Now I would like to talk about the teaching strategies and teaching methods: New curriculum emphasizes cooperation between teachers and students. I think it is important. I think the talk happens not only between teachers and students but also between students and students. I think group work and pair work are important in this period. So I’ll try using Communicative Language Teaching (CLT). Teaching aids: computer and multi-media Teaching methods: Communicative Language Teaching (CLT) Teaching procedures:
Presentation1StepWarm-up(7minutes)Play a piece of music called Little Bird',and then get the students totalkaboutit.e.g.Is it nice? (Yes)What does the music about? (Birds)Do you want to be a bird?Canyounamesomebirds in English?Goal:To arouse students'interest in this lessonTo get students to speak freely and train their speaking EnglishPractice2andStepAskingGuessing(16minutes)AfterWarm-up,I will ask several pairs todo a game calledAskingand Guessing. The rules are as following: one student stands with hiseyes covered, and the other student will have to describe a picture ofbird shown on the screen. If his/her partner can guess the bird nameout, even in Chinese, their pair will win a small gift; if he can't,then they lose. I will set an example for them if necessary.After the game is finished, I will showthese pictures of birds again,with their names and brief descriptions matched together. Then, I willask students to read them out to make sure that they pronounce correctly.I will provide instant help in pronunciation and meaning if they need.Goals: To motivated students' activity and to elicit some key wordsThrough Asking and Guessing, students will need to describe thosebirds, which is one of the learning point in this class. As they havethe need and will possibly meet the difficulty in doing so,they areinclined to have the curiosity to know howto describe thebirds.Andwhen the answers and descriptions are released, students will have adeeper impression on this learning point and thus they learn moreefficiently.Step3ListeningAfter Asking and Guessing, students will have a knowledge about
Presentation Step 1 Warm-up (7 minutes) Play a piece of music called ‘ Little Bird’, and then get the students to talk about it. e.g. Is it nice? (Yes) What does the music about? (Birds) Do you want to be a bird? Can you name some birds in English? Goal: To arouse students’ interest in this lesson To get students to speak freely and train their speaking English Practice Step 2 Asking and Guessing (16 minutes) After Warm-up, I will ask several pairs to do a game called Asking and Guessing. The rules are as following: one student stands with his eyes covered, and the other student will have to describe a picture of bird shown on the screen. If his/her partner can guess the bird name out, even in Chinese, their pair will win a small gift; if he can’t, then they lose. I will set an example for them if necessary. After the game is finished, I will show these pictures of birds again, with their names and brief descriptions matched together. Then, I will ask students to read them out to make sure that they pronounce correctly. I will provide instant help in pronunciation and meaning if they need. Goals: To motivated students’ activity and to elicit some key words Through Asking and Guessing, students will need to describe those birds, which is one of the learning point in this class. As they have the need and will possibly meet the difficulty in doing so, they are inclined to have the curiosity to know how to describe the birds. And when the answers and descriptions are released, students will have a deeper impression on this learning point and thus they learn more efficiently. Step 3 Listening After Asking and Guessing, students will have a knowledge about
birds.Inthis step,Iwill say to students:Welovebirds.EddieandHobo love birds,too.They are going to do birdwatching.What is"birdwatching" ?Let's listen to their dialogue and find out what is"birdwatching"I will ask several students to answer.Then I will“birdwatching”，“birdwatch”andteachthemthewordsof"birdwatcher".After that, I will ask students to listen to the dialogue again andtheir task is to find the answers to the following questions.1.)Where do Eddie and Hobo go birdwatching?2.)Does Eddiereallylovebirds?3.)Whatkindof birdsdoeshelikebest?Goal : To train students' ability of listening for general idea anddetailed information.Production4StepResearching(12minutes)In this step,I will say to students:From theirdialogue,weknowthat Eddie and Hobo will go birdwatching. Let's join them, shall we?Look,there are so many different kinds of birds. Which bird do youlikebest?And why? (askseveral studentstoanswer)I see,youhavedifferent choice and reasons. Now Let's do a research in groups of sixpeople and find out what birds your group members like best.And thenfill in the chat.Sentences for reference:A:What bird do you like best?/ What is your favorite bird?B:I like..-best./ My favorite bird is ...A: why?B:Because...NameFavorite BirdReason
birds. In this step, I will say to students: We love birds. Eddie and Hobo love birds, too. They are going to do birdwatching. What is “birdwatching” ? Let’s listen to their dialogue and find out what is “birdwatching ”. I will ask several students to answer. Then I will teach them the words of “birdwatching”, “birdwatch”and “birdwatcher”. After that, I will ask students to listen to the dialogue again and their task is to find the answers to the following questions. 1.)Where do Eddie and Hobo go birdwatching? 2.)Does Eddie really love birds? 3.)What kind of birds does he like best? Goal : To train students’ ability of listening for general idea and detailed information. Production Step 4 Researching (12 minutes) In this step, I will say to students: From their dialogue, we know that Eddie and Hobo will go birdwatching. Let’s join them, shall we? Look, there are so many different kinds of birds. Which bird do you like best? And why? (ask several students to answer) I see, you have different choice and reasons. Now Let’s do a research in groups of six people and find out what birds your group members like best. And then fill in the chat. Sentences for reference: A: What bird do you like best?/ What is your favorite bird? B: I like.best./ My favorite bird is . A: why? B: Because. Name Favorite Bird Reason
After they finish the chat, I will ask students of different groupstoreport theirfindings.e.g What bird does ... like best?Why?What bird is themost popularone inyour group?Goal: To motivate students' activity for they may feel a little tiredand boring after listeningTo consolidate what they have learntandto train studentsspeaking EnglishHomework:(2minutes)1.Reviewthenewwordswe have learnt2. Write a short article about your family membersfavorite birds(characteristicsandappearance)andreasons3.PreviewthenewwordsinReadingUnit5Birdwatchers8-2Greeting and Background: (Analysis of the teaching material and Ss)Good morning...This is the reading partin Unit 5 8A.Andthisis the second period inthis unit.The topic of this reading is Zhalong A special place.Afterlearning this class, students should have a general idea about thereading text.As the students in Grade Eight are teenagers, they are likely to be
After they finish the chat, I will ask students of different groups to report their findings. e.g What bird does . like best? Why? What bird is the most popular one in your group? Goal: To motivate students’ activity for they may feel a little tired and boring after listening To consolidate what they have learnt and to train students’ speaking English Homework: (2 minutes) 1. Review the new words we have learnt 2. Write a short article about your family members’ favorite birds (characteristics and appearance) and reasons 3. Preview the new words in Reading Unit 5 Birdwatchers 8-2 Greeting and Background: (Analysis of the teaching material and Ss) Good morning. This is the reading part in Unit 5 8A. And this is the second period in this unit. The topic of this reading is Zhalong A special place. After learning this class, students should have a general idea about the reading text. As the students in Grade Eight are teenagers, they are likely to be