名词解释 proximity:teachers should consider how close they want to be to the student they are working with
Appropriacy：deciding how closely you should work with students is a matter of appropriacy, all the position teachers take – sitting on the edge of tables, standing behind a lectern , behave in a way which is appropriate to the student
Movement: it is worth remembering that motionless teacher can bore students, whilst teacher who are constantly in motion can turn their students into tennis-math spectators. Most successful teachers move around the classroom to some extent .That way they can retain(保持) their students’ interest
Contact: watching and listening eye contact
Audibility: clearly, teachers needs to be audible
Variety: it is important for teachers to vary the quality of their voices –and the volume they speak at
Conservation: it is important that they vary their voice throughout a day, avoiding shouting wherever possible ,so that they can conserver their energy
Orderly: advantage the teacher has a clear view of all the students and the students can all see the teacher t-in whose direction they are facing It makes lecturing easy . enabing the teacher to maintain eye contact with the people he or
she is talking to. It also makes discipline easier Some activities are especially suited to this kind of organization :explaining a grammar point , watching a video .It is also useful when students are involved in certain kinds of language practice ,make sure that they remain with the students and that they keep everyone involved ,ask students from all parts of the room in apparently order 40aand200students
Circle and horseshoes : in small classes the teacher will probably be at the open end of the arrangement with all the people in the room sitting in a circle, there is a far greater feeling of equality than when the teacher stays out at the front ,get close to the students ,all the students can see each other
Separated table : students are seated in small groups at individual tables ,the atmosphere in the class is much less hierarchical than in other arrangement. It is much easier for the teacher to work at one table while the others get on with their own work
Groupwork and pairwork : advantage ,it is mathematically attractive greater independence ,is that they give the teacher the opportunity with individual students
Engage: this is the point in a teaching sequence where teachers try to arouse the students’ interest , thus involving emotions
Study: study activities are where the students are asked to focus in on
language and how it is constructed .successful language learning in a classroom depends on a judicious of subconscious language acquisition and the kind of study activities we have looked at here
Active: this element describes exercise and activities which are designed to get students using language as freely and communicatively as they can
简答；how can teacher evaluate the success or failure of their lesson
Try out new activities and techniques ,One way of getting feedback is to ask students simple questions ,Another way of getting reactions to new techniques is to invite a colleague into the classroom and ask him or her to observe what happens and make suggestion afterwards ,it is a good idea to get students reactions to lesson ,need to assess how well their students are progressing ,a record of their students achievements
EAS Straight Arrows sequence (描述图的名字)
May work at lower levels for straightforward language , but it might not be so appropriate for advanced learners with more complex language
EAS Boomerang sequence (区标顺序)
It places a greater burden on the teacher intermediate and advanced levels
(两种教学程序的比较)
In straight arrows sequences the teacher knows what the teacher need and take them logically to the point where they can Activate the knowledge which he or she has helped them to acquire .for the boomerang sequence ,however, the teacher selects the tsak the students need to perform ,but then waits for the boomerang to come back before deciding what need to study
可能简答：
What teaching model have influenced current teaching practice ？
Grammar –translate .
audio-lingualism audio-lingual classes concentrated on long repetition-drill stages. audio-lingualism went out of fashion because commentators from formation of habits
PPP :presentation ,practice and production the straight arrow teaching simple language at lower level
Task-based learning the emphasis is on the task rather than the language .task-based learing sequnces fit very neatly into our boomerang lesson description
Communicative language teaching : Communicative language teaching has two main strand :1language is not just bits of grammar it also involves language
function 2 Communicative language teaching development from the idea that if students get enough exposure to language and opportunities for its use-and if they are motivated –then language learning will take care of itself ,learn language not so that they know them ,but so that they can communicate
简答：1what dose language study consist of ？
ESA four things be exposed to it ,understand its meaning, understand its form (how it is constructed )and practice
2Why do students make mistake ?
In the first place ,the students’ own language may get in the way ,Grammatical considerations matter too ,there is a category which a number of people call development errors. These are the result of conscious or subconscious processing which frequently overgeneralises a rule .it is vital for the teacher to realize that all students make mistake as a natural and useful way of learning
3How should teachers correct student ?
See if the student can correct herself or himself ,we do this by asking if one of their colleagues can help out or by explaining the problem ourselves ,listen out for mistake ,indentify the problem and put it right in the most efficient and tactful way
4why teach reading ?
In the first place ,many of them want to be able to read text in English either for their careers, for study purposes or simply pleasure. Reading is useful for other purpose too : any exposure to English is a good thing for language students ,if the reading text is especially interesting and engaging , acquisition is likely to be even more successful .reading text also provide good models for English writing . lastly ,good reading text can introduce interesting topic stimulate discussion, excite imaginative responses and be the springboard for well-rounded, fascinating lessons
5what kind of reading should students do ?
Authentic or not .a balance has to be struck between real English on the hand and the students capabilities and interests on the other . there is some authentic written material which beginner student can understand to some degree : timetable, signs, and basic introduction . the topic and types of reading text and types of reading text are worth considering too ,reading scientific texts
6what reading skills should students acquire?
To scan the text for particular bits of information they are searching for .casting their eyes over its surface – to get a general idea of what it is about. Whether readers scan or skin depends on what kind of text they are reading and what they want to get out of it . they may scan a computer manual to find the one
piece of information they need to use their machine ,and they may skin a newspaper article to get a general idea of what’s been happening . reading for detailed comprehension ,when looking for detail ,we expect student to concentrate on the minutiae of what they are reading .make them see that the way they read is vitally important
7what are the principle behind the teaching of reading ?
（1） reading is not a passive skill
（2） student need to be engaged with what they are reading
（3） student should be encouraged to respond to the content of a reading text ,not just to the language
（4） prediction is a major factor in reading .the moment we get this hint –the book cover ,the headline .the word-processed page – our brain starts predicting what we are going to read
（5） match the task to the topic
