2. How to Teach Low Achievers English Effectively Chun-yin Doris Chen National Taiwan Normal University

3. I. Introduction  About low achievers --- Motivation --- Anxiety --- Learning styles --- Learning attitudes --- Peer interaction --- Information processing

4. II. English Teaching in the New Era  Student-centered  Individual Differences  Multiple Intelligences  Proportional Considerations  Variety

5. Multiple Intelligences  linguistic  interpersonal  intrapersonal  naturalist  musical  spatial  bodily-kinesthetic  logical-mathematical

6. III. Theories of Second/ Foreign Language Acquisition  Behaviourism: the Second Language View  Cognitive Theory: a New Psychological Approach  Creative Constructive Theory  The Second Language Interactionist View

7. Creative Constructive Theory  The acquisition-learning hypothesis  The monitor hypothesis  The natural order hypothesis  The input hypothesis  The affective filter hypothesis

8. The Second Language Interactionist View  comprehension checks  clarification requests  self-repetition or paraphrase

9. IV. Teaching Methodologies  Communicative Language Teaching --- the role of the teacher --- multiple methodologies --- learning by doing

10. V. What to Emphasize?  accuracy vs. fluency  grammar vs. meaning  linguistic competence vs. communicative competence

11. VI. What is a communicative task? Classification I --- task completion --- problem solving --- game playing --- social interaction

12. Classification II --- mechanical --- duplication --- repetition --- substitution

13. meaningful --- identification --- ordering --- completion communicative --- application

14. VII. Common Activities  chants  songs  games  TPR activities  picture-drawing  pair work  group work

15. VIII. My Experience  First Semester First Semester --- Quizzes --- Self-introduction tape --- Weekly e-mailWeekly e-mail --- Role play 1, 2, 3, 41234 --- Presentation of the main idea --- Mid-term examMid-term exam --- Final exam

16.  During the winter vacation --- A letter

17.  Second Semester Second Semester --- Quizzes --- Show & TellShow & Tell --- Weekly e-mailWeekly e-mail --- Radio play --- Vocabulary teaching --- Mid-term examMid-term exam --- Final exam

18. Extra Credits  First Semester --- a tape (reading aloud)  Second Semester --- My Visit to the Language Learning Center My Visit to the Language Learning Center --- Feedback from students Feedback from students

19. Teaching Procedures  Warm-up & Review --- Quizzes (but not under 70) --- Self-introduction tapeSelf-introduction tape (Listening: Note-taking)

20.  Presentation --- Pre-reading questions (Q & A) --- Vocabulary teachingVocabulary teaching --- Explanation of the paragraphs --- Emphasis of the reading strategiesthe reading strategies --- interaction, visual aids, students’ demonstration, etc.students’ demonstration

21.  Extension Activities --- Explanation of the structure of the lesson --- group work 1, 2, 3group work 123 --- pair workpair work --- games

22.  Wrap-up --- comprehension check --- singing a song

23. Structure of this lesson Introduction: Definition of the culture war Main Text --- Relationship between the culture war and the mass media --- Statement of the problem --- Two different voices --- Conservatives’ views & strategies --- Liberals’ views & questions Conclusion: Recent report

24. Questions for Interview  What/Who can encourage you to do more textbook reading?  When you feel that reading textbooks is not interesting, what do you do at that time?

25. It ’ s time to debate …  Should we let teenagers watch A-films?

26. Vocabulary Check  diversities  attributed  devote  extensive  undertaking  stimulating

27. Comprehension Check –According to the author, what is one of the hardest jobs a person will have? –What does it mean when a person takes time to explore career options? –Why is finding the best occupation important?

28. My Reflection (1)  Asking questions  Providing feedback/ Giving praise  Encouraging talk  Using humor  Referring to the class as “our” class  Discussing things unrelated to class  Addressing students by name  Calling on students to ask questions

29. My Reflection (2)  I do have a sense of achievement.a sense of achievement  They are [+teachable].[+teachable].  It’s easy to change their attitude.change their attitude

30.  But it takes... a long time to help them pass the proficiency test.

31. IX. Concluding Remarks  games & scoring  activity variations --- listening --- speaking --- reading --- writing  compliment & encouragement  total immersion vs. partial immersion

32. Don’t forget…  to create a nice atmosphere for students  to make students feel English is fun  to have students express in English naturally

33. The End!