2023學(xué)年完整公開課版TRAININGPROGRAMFORYLETEACHERS

TRAININGPROGRAMFORYLETEACHERS

BeaqualifiedteacherforCambridgeYoungLearnersZhangLing

FutureEnglishteachingTheageofchildrenlearningEnglishisgreatlypreceded.PointstoponderLearningtasksaregreatlypreceded.PointstoponderCommunicativeapproachofEnglishteachinghasbeenpaidmoreattentionPointstoponderGreatdemandonvocabularyisproposedPointstoponderModernequipmentisgraduallyusedinlanguageclassroomsPointstoponderAllkindsofteachingmethodsareappliedinthelanguageclassroomsPointstoponderEnglishTeachersareRecruitedfromdifferentresourcesPointstoponderTeachersneedtobefrequentlyeducatedForewordIfachildliveswithcriticism,helearnstocondemn.Ifachildliveswithhostility,helearnstofight.Ifachildliveswithridicule,helearnstobeshy.Ifachildliveswithshame,helearnstofeelguilty.ForewordIfachildliveswithtolerance,helearnstobepatient.Ifachildliveswithencourage-ment,helearnsconfidence.Ifachildliveswithpraise,helearnstoappreciate.Ifachildliveswithfairness,helearnsjustice.

ForewordIfachildliveswithsecurity,helearnstohavefaith.Ifachildliveswithapproval,helikestolikehimself.Ifachildliveswithacceptanceandfriendship,helearnstofindloveintheworld.ThedevelopmentofYLEProgramTeacher-traininghasbecomeatwo-leveltrainingcourse1sttrainingforteachingStartersandMovers2ndtrainingforteachingFlyersandKETAfterfinishingYLEprogram,theyarelearningtoprepareforboth→PETS(China)→MainSuite(Britain)

PETS=PublicEnglishTestSystem

CPE

CertificateofProficiencyinEnglishMainSuite

CAE

CertificateinAdvancedEnglish

FCE

FirstCertificateinEnglish

PET

PreliminaryEnglishTest

KET

KeyEnglishTest

TextbooksforYLEprogram----Reachout(introducedtoChinain1996)

For3level-learners----Revisedtextbooksforbroadcasting[1998]

Forquick-learners----Firsttimetopublishourowntextbook(2000)

For4level-learnersPhysicalcharacteristicsofyounglearners1.Theyareextremelyactive.Youhavetodecidewhatnoiseandactivitylevelshouldprevailduringworkperiods.Afewteachersinsistonabsolutequiet,butsucharulecanmakethechildrenworksohardatremainingquiettoavoidthewrathoftheteacherthattheycannotdevotemucheffecttotheirlessons.Themajorityofteachersallowacertainamountofmovingaboutandtalking.Physicalcharacteristics2Youngchildrenneedrestperiods;theybecomefatiguedeasilyasaresultofphysicalandmentalexertion.Schedulequietactivitiesafterstrenuousones,(story-telling)

Emotionalcharacteristics1Primarygradepupilsaresensitivetocriticismandridiculeandmayhavedifficultyadjustingtofailure.Theyneedfrequentpraiseandrecognition.2Providepositivereinforcementasfrequentlyaspossibleandreserveyournegativereactionsfornonacademicmisbehavior.Emotionalcharacteristics3Manyelementarygradechildrenareeagertopleasetheteacher.Theyliketohelp,enjoyresponsibility,andwanttodowellintheirschoolwork.Thetime-honoredtechniqueforsatisfyingtheurgeto‘help’istoassignjobs,e.g.,erasercleaner,wastebasketemptier,paperdistributoronarotatingbasis.Socialcharacteristics1Childrenlikeorganizedgamesinsmallgroups,buttheymaybeoverlyconcernedwithrulesorgetcarriedawaybyteamspirit.Theyfinditdifficulttounderstandhowandwhyrulesshouldbeadjustedtospecialsituations.Whenyoudivideaclassintoteams,youmaybeamazedattheamountofrivalrythatdevelops(andthenoiselevelgeneratedbyscreamingparticipants.)Onewaytoreduceboththerivalryandthenoiseistoencouragetheideathatgamesshouldbefun.Intellectualcharacteristics1Elementaryschoolpupilsareusuallyeagertorecite–whethertheyknowtherightanswerornot.Mostchildrenliketoengageinclassdiscussionsomuchthatyoumayhavetocontrolparticipationbylettingchildrenspeakuponlywhencalledon.Reminderstotaketurnsandbegoodlistenersmaybenecessary.Eagertoanswerquestions,butsupplyahopelesslywronganswer.Intellectualcharacteristics2Conceptofrightandwrongbegintodevelop.Followrulesbuteasilybreakthem.3Theyarecuriousaboutalmosteverything.Encouragechildrentofindanswersthemselvesratherthanalwayssupplyingthem.MethodsofteachingyoungchildrenVariousofactivities(songs,games,TPR,modeling,pairwork,read,point,draw,guess,match,write,talk,praisecompetition,stickers,)Keepeachactivityaround5minutes.Goodvoice,simplelanguage,gestureBeingstrict,kind,friendlyandhelpful.

Somedosandsomedon’tsDospeakEnglishallthetimeDooftenmovechildrenaroundtheclassroomDooftenpraisestudentsDokeepchildrenbusyDohavemorepairwork

Don’tspeakChineseallthetimeinclass

Don’ttranslatesentencesintoChinese

Don’toftenscoldchildren

Don’tgivetheclassunprepared

Don’tspendtoomuchtimeononesingleactivity

Whatshouldateacherbecarefulabout?

＊Pronunciation----longandshortvowelsounds----wordstresses----wordstressoncompoundwords----difficultsounds,suchas:th,m,l&n,bike&back,wet&wait,s&zinwordendingWhatshouldateacherbecarefulabout?＊Grammar----Singularandpluralforms----Correcttenses----‘be’verbagreement----Oralandwrittenlanguage----SimpleandcomplicatedstructureHowtoimproveteachers’presentationskills?

Demonstrations&modelingBrainstormingPracticingSelf-improvingandself-checkingAnalyzingHowtoimproveteachers’organizationskills?

Beginningsentencesareveryimportant.short,clearandsimple.Lookingintothechildren’seyeswhiletalking.Disciplinechildrenbychangingactivities.Gamesandlearningshouldbecombinedtogether.Whatmakesagoodteacher?

Goodteachersaretrustedandrespectedandknowhowtoalternateworkandplay,studyandgames.Theyknowhowtorecognizespecialeffortsandencouragespecialabilities.Whatmakesagoodteacher?Prepareeachlessonwellaheadoftheclass.Getenoughteachingaids.Befamiliarwiththecontentstaughtinclass.Beresponsibleforeachchild.Devotehim/herselftotheteachingmethods.Lovechildren,teaching,colleaguesandschool-masters.TheteachingprinciplesMakethelearningmanageableGiveprioritytoorallanguagedevelopment