the making-of a professional teacher
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The Making ofThe Making ofa Professional Teachera Professional Teacher
2007師德全台巡迴講座
Michael Tsai
師德種子講師知名連鎖品牌美語師資培訓講師英國劍橋 TKT國際認證講師快速記憶及心智繪圖講師
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AgendaAgenda
1. Approach, Method and Technique1. Approach, Method and Technique
2. Teaching Methodologies2. Teaching Methodologies
3. How to choose the “best” method?3. How to choose the “best” method?
4. Teaching very young learners4. Teaching very young learners
4. Practical games and activities4. Practical games and activities
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What is it to beWhat is it to bea professional teacher?a professional teacher?
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A professional teacher is…A professional teacher is…
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Approach, method or Approach, method or technique?technique?
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APPROACHAPPROACHTheoriesTheoriesBeliefBeliefNature of Nature of language and language and language language learninglearning
METHODMETHODPrinciplesPrinciplesGoalsGoalsSyllabusSyllabusRolesRolesMaterialsMaterialsPlansPlans
TECHNIQUETECHNIQUEActivitiesActivitiesSkillsSkillsProceduresProcedures
METHODOLOGYMETHODOLOGY
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Teaching MethodologiesTeaching Methodologies
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Before we start…Before we start…
Don’t look at your handouts!How did you learn your first foreign How did you learn your first foreign
language?language?How did you learn your mother How did you learn your mother
tongue?tongue?Which teaching method or methods do Which teaching method or methods do
you usually use to teach English?you usually use to teach English?Talk with your partner.Share with us.
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Now, let’s have a little test… Now, let’s have a little test…
Look at the handouts now.Discuss with your partner which Discuss with your partner which
teaching methods fit into the different teaching methods fit into the different descriptions.descriptions.
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Teaching MethodologiesTeaching Methodologies
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1. The Grammar-Translation 1. The Grammar-Translation MethodMethod
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General descriptionGeneral description
Focus Translation Grammar
Traditional way to teach Latin Greek
19th century European languages
Develop Reading skill cognitive ability
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ActivitiesActivities
Presentation of grammar rulesStudy of lists of vocabularySynonyms, antonyms, roots, prefixes,
suffixesTranslation exerciseReading comprehension
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2. Natural Approach2. Natural Approach
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General descriptionGeneral description
1970s-1980s, Krashen & TerrellFocus
Spoken language Oral communication skill Use of objects and actions in teaching Natural principles of first language acquisition Content, not form
Meaningful communication4 Hypothesis
Acquisition-Learning Hypothesis Monitor Hypothesis Natural Order Hypothesis Input Hypothesis: i+1 Affective Filter Hypothesis
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ActivitiesActivities
Use pictures, drawings, gesturesTPRCommandsClassroom language
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3. The Direct Method3. The Direct Method
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General descriptionGeneral description
19th centuryTarget language onlyMeaning “directly” communicated using
Actions Objects Mime Gestures Situations
L & S before R & WGrammar: inductive learning
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Grammatical Grammatical RulesRules
Example 1
Example 4 Example 2
Example 3
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Grammatical Grammatical RulesRules
Example 1
Example 4 Example 2
Example 3
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ActivitiesActivities
Reading aloudQ & ASelf-correctionConversationFill-in the blanksDictationListening comprehensionParagraph writing
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BerlitzBerlitz
1. Never translate: demonstratedemonstrate2. Never explain: actact3. Never make a speech: ask questionsask questions4. Never imitate mistakes: correctcorrect5. Never speak with single words: use sentencesuse sentences6. Never speak too much: make students speak muchmake students speak much7. Never jump around: follow your planfollow your plan8. Never go too fast: keep the pace of the studentkeep the pace of the student9. Never speak too slowly: speak normallyspeak normally10. Never speak too quickly: speak naturallyspeak naturally11. Never speak too loudly: speak naturallyspeak naturally12. Never be impatient: take it easytake it easy
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4. The Audio-Lingual Method4. The Audio-Lingual Method
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General descriptionGeneral description
1950s-1960s, USArmy MethodBehaviorismL & S before R & WUse
Dialogues Drills
Discourage the use of mother tongue
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BehaviorismBehaviorism
STIMULUSSTIMULUS REPONSEREPONSE
++REINFORCEMENTREINFORCEMENT
REPEATEDREPEATEDBEHAVIORBEHAVIOR
NO NO REPEATEDREPEATEDBEHAVIORBEHAVIOR
NO / -NO / -REINFORCEMENTREINFORCEMENT
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ActivitiesActivities
RepetitionInflection: he she; singular pluralReplacement: “Helen is a girl.” “SHE is a girl.”Restatement: indirect speech direct speechCompletion: “I want a hot dog and you want…”Transposition: “I’m hungry. (SO…)”Expansion: “I enjoy it. (…very much)” Contraction: “I play at school.” “I play THERE.”Transformation: I am… I am not… Am I…Integration: “I am glad.” + “You are here.”Rejoinder: Introduce yourself in a polite way…Restoration: students/ waiting/ bus
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5. The Silent Way5. The Silent Way
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General descriptionGeneral description
1970s, US, Galeb GattegnoUse
Gesture, Mime, Visual aids, Wall chart,Cuisenaire rods
Vocabulary is the keyForce learners’
self-awareness, self-reliance, self-responsibility
Teaching should be subordinated to learning.The teacher works with the students, the student
works on the language.The teacher is not a language teacher, but a
teacher of language learners.
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Rectangle ChartRectangle Chart
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English FidelEnglish Fidel
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Word ChartWord Chart
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Cuisenaire RodsCuisenaire Rods
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ActivitiesActivities
1. Pronunciation (stress, intonation) Word Phrase Sentence
2. Structure Vocabulary Sentence pattern
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6. Desuggestopedia6. Desuggestopedia
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General descriptionGeneral description
1970s, Bulgaria, Georgi LozanovRich sensory learning environment
Picture, color, songs, music, poster
Positive expectation of successUse a varied range of methods
Dramatized texts Music Active participation in songs and games, etc.
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ActivitiesActivities
1. Presentation Relax Positive frame of mind Learning is going to be easy and fun.
2. First Concert - "Active Concert“ Active presentation Accompanied by classical music.
3. Second Concert - "Passive Review“ Relax and listen to some Baroque music Text read very quietly in the background
4. Practice Games, puzzles, etc. Review and consolidate
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7. Community Language 7. Community Language LearningLearning
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General descriptionGeneral description
1960s, US, Charles Curran
Whole persons “Language is people.” “Language is persons
in contract.” “Language is persons
in response.” “Learning is persons.”
Highly learner centered
Group learning Mutual trust, help,
cooperationCounseling learning
Teacher: CounselorNon-defensive
learning Security Aggression Attention Reflection Retention Discrimination
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ActivitiesActivities
Translation L decides what T teaches; T translates
Group work Group prepares materials, e.g. a talk, a topic, a story
Recording Piece by piece, in target language
Copying Write down the scripts
Reflection & Observation Share feeling with others, with group, or with class
Listening Listen to teacher’s or learner’s own recording
Free Talk With others or teacher, about content or experience
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8. Total Physical Response8. Total Physical Response
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Let’s have a French lesson now!Let’s have a French lesson now!
Assis!Debout!Venez ici!Allez la-bas!Dormez!Levez!
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General descriptionGeneral description
1960s, US, James AsherKey concepts
CCOMPREHESNIONOMPREHESNION
AACTIONSCTIONS
RRESPONSESESPONSES
It’s all in the way we learn.“Do not attempt to force speaking from students.”Comprehension before expression.Focus on the content, not on the form.Verb is the king! Imperative!
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How does a baby learn to utter the How does a baby learn to utter the first word and then speak?first word and then speak?
Language-body conversationBabies don’t learn by memorization.Words without actions in the primary stage
Meaningless! No matter how many times they are repeated! Try with your dog!
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ProcedureProcedure
1. T says & acts; C observesC observes2. T says & acts; C actsC acts3. T says; C actsC acts4. T says; C says & actsC says & acts5. 1 L says & acts; both C & T actboth C & T act6. 1 L says & acts; C actsC acts7. 1 L says; both C & T say & actboth C & T say & act8. 1 L says; C says & actsC says & acts
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9. Communicative Approach9. Communicative Approach
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General descriptionGeneral description
1980sLinguistic + Communicative competence
Knowledge of language Knowledge of rules of speaking Knowledge of different types of speech acts Knowledge of how to use the language appropriately
in different kinds of social contextsAuthentic language, materialsSpecific vocabulary and expressionsFunctions
Requesting, describing, expressing likes & dislikesUse language to perform different kinds of tasks
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ActivitiesActivities
Johnson and Morrow 1981Real communicative activities:
Information gap Choice Feedback
Same forms Different functions “How are you?”
Same functions Different forms Introduce yourself
Role playInterviewsSurveysPair work
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10. Content-based Approach10. Content-based Approach
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General descriptionGeneral description
Language across the curriculumLanguage immersionTarget language is a medium to learn other
content areasLanguage immersion
Immerge language teaching with authentic contents, communication and other school subjects
Develop communicative skillSatisfy learners’ needs
Choose their own materials, topics, activities
Encourage independent learning!
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ActivitiesActivities
SocialStudiesSocial
Studies
Health EduP.E.
Health EduP.E.
ScienceTechnology
ScienceTechnology
ArtArt
MathMath
LanguageLanguage
TopicTopicThemeThemeTopicTopic
ThemeTheme
ListeningListening
SpeakingSpeaking
ReadingReading
WritingWriting
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11. Task-based Approach11. Task-based Approach
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General descriptionGeneral description
Lesson based around the completion of a central task
Language determined by what happened during the completion of the task
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ProcedureProcedure
Pre-taskPre-task Task CircleTask Circle Post-taskPost-task
•Defining the task
•Preparing for the task
•Task
•Pair or group work
•Planning for the report
•Oral
•Written
•Reporting
•Feedback
•Analyzing
•Practicing
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ActivitiesActivities
Information gap Exchange info No continuous negotiating
Opinion gap A given topic Out of control
Reasoning gap New info concluded from given info The best
Project workProblem solving
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12. Cooperative Learning12. Cooperative Learning
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General descriptionGeneral description
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ProcedureProcedure
1. Planning
2. Grouping
3. Explanation
4. Assigning roles
5. Completing tasks
6. Observation
7. Presentation
8. Evaluation
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ActivitiesActivities
Peer tutoringJigsawCo-operative projectsGroup investigation
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13. Multiple Intelligences13. Multiple Intelligences
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Yea me too.
I just love to talk
888
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General descriptionGeneral description
1983, US, Howard GardnerThere is more than one psychological site
of intelligence in the human brain. 7 basic intelligences 8th: Naturalist intelligence 9th: Existentialist/ Spiritualist intelligence
The weak intelligences can be improved by working on strong ones!!
Use the children’s natural learning strengths to enhance their weak ones.
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The Intelligence PizzaThe Intelligence Pizza
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The 8 intelligencesThe 8 intelligences
Scientific thinkingInductive/deductive reasoningPattern recognition
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The 8 intelligencesThe 8 intelligences
Sense of sight learningInternal image construction
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The 8 intelligencesThe 8 intelligences
Physical movement Brain’s motor cortex
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The 8 intelligencesThe 8 intelligences
Person-to-person relationships Communication
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The 8 intelligencesThe 8 intelligences
Recognition of tonal patternsSensitivity to rhythm and beats
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The 8 intelligencesThe 8 intelligences
Inner states of beingSelf-reflection
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The 8 intelligencesThe 8 intelligences
Words Language
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The 8 intelligencesThe 8 intelligences
Recognition, Appreciation, and Understanding of the flora and fauna of the nature
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Logical / Mathematical Logical / Mathematical
Abstract Symbols/ Formulas
CalculationDeciphering CodesForcing RelationshipsGraphic/Cognitive
Organizers
Logical/Pattern Games
Number Sequences/ Patterns
OutliningProblem Solving
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Visual / Spatial StrategiesVisual / Spatial Strategies
Active imaginationColor/texture
schemesDrawingGuided
imagery/visualizing
Mind mappingMontage/collagePaintingPatterns/designsPretending/FantasySculpting
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Bodily / Kinesthetic Strategies Bodily / Kinesthetic Strategies
Body language/physical gestures
Body sculpture/tableaus
Dramatic enactmentFolk/creative dance
Gymnastic routinesInventingPhysical exerciseRole playing/mimeSports games
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Intrapersonal StrategiesIntrapersonal Strategies
Consciousness practices
Emotional processingFocusing/
concentration skillsHigher-order
reasoning
Thinking strategiesIndependent
studies/projectsMindfulness practicesSilent reflection
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Musical / Rhythmic StrategiesMusical / Rhythmic Strategies
Environmental sounds
Instrumental soundsMusic composition/
creationMusic performance
Percussion vibrationsRappingRhythmic patternsSinging/hummingTonal patternsVocal sounds/tones
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Yea me too.
I just love to talk
Interpersonal StrategiesInterpersonal Strategies
Collaborative skills teaching
Cooperative learning strategies
Empathy practicesGiving feedbackGroup projects
Intuiting others’ feelings
Sensing others’ motives
JigsawPerson-to-person
communicationReceiving feedback
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Verbal / Linguistics StrategiesVerbal / Linguistics Strategies
Creative writingFormal speakingHumor/jokesImpromptu speakingJournal/diary
keeping
PoetryReadingStorytellingStory creationVerbal debateVocabulary
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Naturalist StrategiesNaturalist Strategies
Caring for plants/animals
Conservation practices
Environmental feedback
Hands-on labs
Nature encounters/ field trips
Natural observationNatural world
simulationsSpecies classification
(Organic/inorganic)
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How to choose the “best” How to choose the “best” method?method?
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What affects your choices?What affects your choices?
Personal beliefExperienceTeaching stylesClassesStudentsSituations
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Different choicesDifferent choices
AbsolutismRelativismPluralismEclecticismPrincipled Eclecticism
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To sum up…To sum up…
There is no perfect method!A method is suitable only for a certain
environment.A good method depends on the efforts
furnished by the teacher him-/herself.All methods are results of wisdom and
experiences of many people.Consider about your students’ needs!“Adapt; don’t adopt!”~ Clifford Drator
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Teaching very young learnersTeaching very young learners
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Teaching very young learnersTeaching very young learners
Physical and mental differences3 phases:
Listening phase Developing phase Miming phase
Classroom managementWords are not enoughPlay with the languageVariety in the classroomEstablishing routines and learning habitsCooperation not competition
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Practical games, activities Practical games, activities and scoring systemsand scoring systems
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What is a “game”?What is a “game”?
A game in language teaching is defined as followings: An organized activity that usually has the
following properties: a particular task or objective a set of rules competitions between players communication between players by spoken or
written language
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Warm-ups or lead-ins?Warm-ups or lead-ins?
Warm-ups (warmers): To raise students’ energy level Make them feel comfortable Not always connected to the topic
Lead-ins: Focus on the topic or the new language Motivate students Make a link between the topic and students’
own lives
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Scoring beyond scoresScoring beyond scores
Think beyond pointsUse toys, toy moneyCombine games, gambling with scoringFocus on fun, not on competitionBe fair!
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ConclusionConclusion
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What you can do…What you can do…
Improve your overall English ability!Learn everything around English teaching!Reflect upon your own teaching often!Think about the ultimate destination you
want to take your students to in the end!Be open-minded!Be a life-long learner yourself!
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Thank you for your attention!Thank you for your attention!
Any comments or shares of thoughts are welcome!