2013 Fall Semester- Week1. Goals of the course 1.To learn about many different language teaching methods 2. To help students to uncover the thoughts that.

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Presentation transcript:

2013 Fall Semester- Week1

Goals of the course 1.To learn about many different language teaching methods 2. To help students to uncover the thoughts that guide their own actions as a teacher 3. To introduce students a variety of techniques

Thought-in-Action Links 1. Heather’s example of teaching 2. The failure of a connection between thoughts and actions 3. Heather’s awareness and change

A Coherent Set 1. A coherent set of links between thoughts and actions 2. Stevick’s (1993) simple technique of using a picture to provide a context for a dialogue 3. Different teaching belief brings different learning results

Which Method is Best? 1. How to keep your teaching practice alive 2. Do not fall into the trap of methods fatigue 3. The development and promotion of CEFR Most learners are not complete tabulae rasae

Doubting Games and Believing Games 1.Two voices in the presentation of Caleb Gattegno’s Silent Way (1976) 2. Sogyal Rinpoche (1993) opinion about the religion of doubt 3. Peter Elbow’s doubting game and believing game 4. The believing game: an act of constructing, investment, and involvement

Layout of Chapters (1) 1. language teaching method is presented 2. Classroom observation 3. Illustration of techniques and principles 4. Ten questions 5. Technique review 6. two types of exercise

Layout of Chapters (2) Ten Questions 1.What are the goals of teachers who use this method? 2.What is the role of the teacher? What is the role of the students? 3.What are some characteristics of the teaching/ learning process? 4.What is the nature of student – teacher interaction? What is the nature of student – student interaction? 5.How are the feelings of the students dealt with?

Layout of Chapters (3) 6.How is language viewed? How is culture viewed? 7.What areas of language are emphasized? What language skills are emphasized? 8.What is the role of the student’s native language? 9.How is evaluation accomplished? 10.How does the teacher respond to student erro rs?