A brief introduction of the four teachiong methods

时间：2008-07-21 00:00:00  来源：杭州平和  作者：刘加玉

简述：《“平和英语杯”我的英语学习之路》应征文，作者：刘加玉,来自上海继光高级中学

A brief introduction of the four teachiong methods

刘加玉

08-07-21

With the help of the edcuational bureau of Hongkou District, Shanghai, many teachersincluding me had access to further education in Thompson Rivers University , Canada from June to September ,2006. During this period, we were happy to know Kyra, who taught us Methodology.

At first, we held the view that it was very boring. With time going on, we changed our view and believed that it was the most beneficial lessson we had there. There are three reasons for our shift in attitude. In the first place, we knew more about her teaching style. Her timely communication with us and various teaching methods in class are the other two reasons.

Now I’d like to introduce some teaching methods used in her class, which may best exemplify her teaching style.

Firstly, I choose games in teaching. In her opinion, the ideal classroom teaching should provide a good English study context, where studnets have more opportunities to express themselves in English and be involved in all the teaching actiuvities. Games in teaching are just the best choice for classroom teaching. In order to motivate our interest in methodology, she often adpots this method. For example, to know how we teachers like classroom teaching at home, she asked us to play the game “find someone who…”. She offered us a piece of paper with a questionnaire and let us walk around the classroom to discuss questions with our classmates. To finish all the questions on the paper within the limited time, every one of us had to start at once. We put forward questions such as “do you like to teach by using games?”, “do you prefers students to work quietly and individually in class” and so on the moment we found someone available. The more questions we asked, the more ideas we’d like to share with each other. All of us didn’t want to stop the discussion until Kyra shouted to let us cease. Then she asked us to raise our hands and explained the reasons when we agreed to a certain idea. We had another heated discussion at this time. Through the game, all of us got involved in the classroom teaching and had a desire to express ourselves. Not only did it offer us a chance to know our classmates better, but also it bridged the gap between Kyra and us.

Secondly, I introduce drama lesson. During our stay in Thompson Rivers University , Kyra often told us that teachers are students’ cooperator, guide and participator in the process of students’ study. She put a great emphasis on mutual interaction in class. She gave us a drama lesson to realize what she said. In the beginning, she read us a part of story. After that she got us to continue writing according what we heard. The idea of making up a story of our own made us excited. We got down to business immediately. after a while, she let us read our stories one by one. The stories were so funny that we laughed and laughed. Then she told us what happened next in the story and divided us inmtop groups to act the story out. Since we understood the story quite well, so we did a good job. This lesson also taught us that role-play is an effective teaching method. It can arouse students’ interest and curiosity and at the same time students can consolidate what they have learned in class with the aid of roles they play.

I put newspapers in education in the third place. As an internation research program, newspaper in education started in 1955. its aim was to improve stuidents’ abilities of reading, writing and mastering the latest news. As a teacher with much experience in newspapers in education, she displayed how to use it to explore reading. In that period, she read us an excerpt about “oddities” from the Canadian Press. The story went like this : Six teen streakers had an embarrassing run-in with Alberta police when they were busted in the middle of a late night drunken run across a small parking lot.

Police in Camrose, Alta., a small town 94 kilometers southeast of Edmonton, responded to a report of six youths acting suspiciously early Wednesday morning.

But it turned out the teenaged boys had nothing to hide—and nothing to wear.

“We have no idea why they were naked or why they were there,” said Insp. Darrell Kambeitz. “They were beyond the point of explaining themselves. It was some kind of stunt that involved streaking through the parking lot.”

And it was a good thing the weather was warm that night. The teens were unable to recall where they’d stashed their clothes and had to be ferried home without them.

“The parents were extremely appreciative of the police efforts, and shocked ” said Kambeitz.

The boys were all issued tickets for public intoxication.

After first reading, Kyra asked what was the main idea. Then she read the passage a second time, she asked us the following questions:

1．How many streakers were there?

2．Fnd 3 words that mean a boy between the ages of 13-18.

3．What does streaking mean?

4．What is so funny about how the boys returned home that night?

5．Why did the boys streak?

This lesson was extremely successful. We were impressed by the questions, weird news item, and Kyra’s successful command of news papers in education. From then on, we never underestimate newspaper in education. For one thing, it can improve studnets’ baisc abilities of listening, speaking, reading and writing. For another, it can widen students’ knoledge scope.

Last but not least, I strongly recommend grammatical teaching by strip story. When we studied in the university, we were asked to write journals about what we learned or the methods we were not sure of. When she learned that grammatical teaching is a headache problem to most of teachers of English. She gave us a lesson by using grammatical teaching by strip story. She divided us tinto pairs and gave us each group a strip story with the title “a 10-dollar Rolls-Royce car” first. After we got the paper, she told one of us to tell the story to the other. But there was some parts missing, so we had to find a good reason to make it sound natural. Then she wrote the outlines of the story on the blackboard. At that time we were puzzled, for we had already known that. But we soon realized why she did so as soon as we saw the two sentences:

If I hadn’t seen the ad in the newspaper, I wouldn’t have bought the car for 10 dollars.

If I hadn’t gone to the address in the newspaper, I wouldn’t have known why it was so cheap.

On seeing the above two sentences, we were aware that it was a good method to explain subjunctive mood to students. Compared with the methods we used in classroom teaching, the grammatical teaching by strip story is much more interesting. It creates a certain context for students and helps students absorb and consolidate the new knowledge.

How time flies! When we were used to everything there, we had to go home. Although the time was short, we learned a lot from Kyra. We firmly believe that we can definitely improve our teaching efficiency as long as we change our traditional educational views and create and apply new teaching methods in classroom teaching.

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