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1. “people are designed by nature to learn languages.” For students, they are ready when they come to learn a language, i.e. their attitudes and equipments are well prepared when they are in the classroom. All languages-learning begins with listening.

2. the product of successful language-learning is “rule-bound creativity”, the teacher’s task is to enable a kind of learning that students create new expressions which based on patterns that are learned deep within the brain-and-body system.

3. the most effective way to learn a language is learning the language with “graded materials and a teacher”, grading organizes the learning task in a series of “manageable chunks”, from superficial to complicated. The teacher’s task is to communicate one chunk at a time, in a way that respects and induces the natural ability of pattern-seeking of the students.

4. the structure of a lesson

 

 

A.      Introduce the story: in this step so that the students have an idea of what the story is about and they don’t have to guess.

B.      understand the situation: teachers ask students to say what they think is happening in the picture

C.      Set a listening objective: ask the students a question which they must try to find the answer by listening that may helps the students “tune in to the whole of what they hear”.

D.     Play the audio or read the text: make sure that the students listen to the audio without interruption so as to discover the answer to the question in step C.

E.      Answer the question: train the students not to shout out the answer but to answer teacher’s questions one by one which may be help them think about the agreement or the disagreement between his own opinion and that of others. In this way, the teachers keep all the students thinking and involved.

F.      Intensive reading: in this part the most important thing is to make the students think about the meaning which is worked out all by themselves.

G.     Play the recording or read the story again: this time, students should understand it without difficulty.

H.      Repetition: “make this phase lively and cheerful” so that every student feels fun in joining in the lesson.

I.        Read aloud: ask the students to take turns at reading around the class

 

“Grammar in English is expressed through word order. It’s impossible to master the regular and irregular verb system by reading about it in theory. Regular practice is essential”

 

It is an important part of the learning sequence. “The principle to use the drills is: give students a clear example and demonstrate it with one or more dependable students, and the conduct the exercise round the class”

 

In this part, 3 comments about teaching listing as follows:

 

This part is a progression from retelling and paraphrasing the story towards “rule-bound creativity” to develop the ability and confidence to be themselves in English.

 

 

“The teacher offers and explains the model. He/She guides and supports the student through progressive tasks, based on the model, from understanding, practising and developing the model, to the first steps in using the learning creatively, as a new expression of the learner's personality. The teacher is always benign, always positive, always 'safe'. The analogy is with being a parent: we teach our 'children' to be confident in understanding and using the 'map' of English - but in the end, the 'territory' is theirs, and they go on without us.”