1. 英语教师的素养 首都师范大学英语教育系 任真 2013 年 10 月 24-25 日

2. As an English teacher We should know about language - English language teaching - methodology language learning - learners

3. Child Abuse

4. Types of Child Abuse Internationally, four main categories of abuse are generally recognised:

5. 1 Physical Abuse: This may involve hitting, shaking, throwing, burning, or otherwise causing physical harm to a child.

6. Warning signs of physical abuse in children Frequent injuries or unexplained bruises or cuts Is always watchful and "on alert," as if waiting for something bad to happen Shies away from touch, flinches at sudden movements, or seems afraid to go home Wears inappropriate clothing to cover up injuries, such as long-sleeved shirts on hot days

7. 2 Emotional Abuse: This is the persistent emotional ill-treatment of a child. It may involve conveying to children that they are worthless and unloved, inadequate. It can also involve age or developmentally inappropriate expectations being imposed on children,

8. Warning signs of emotional abuse in children Excessively withdrawn, fearful, or anxious about doing something wrong Shows extremes in behaviour (extremely compliant or extremely demanding; extremely passive or extremely aggressive) Acts either inappropriately adult (taking care of other children) or inappropriately infantile (rocking, thumb-sucking)

9. 3 Neglect: This is the persistent failure to meet the child’s basic physical and / or psychological needs. For example, inadequate care and supervision which leaves a child in a dangerous situation where they could be harmed (but only where this can be avoided).

10. Warning signs of neglect in children Clothes are ill-fitting, filthy, or inappropriate for the weather Hygiene is consistently bad (un-bathed, matted and unwashed hair, noticeable body odour) Untreated illnesses and physical injuries Is frequently unsupervised or left alone or allowed to play in unsafe situations and environments Is frequently late or missing from school

11. 4 Sexual Abuse: This involves forcing a child to take part in sexual activities. The activities may involve physical contact, (e.g. rape). They may also include non-contact activities, such as involving children in looking at materials or watching sexual activities.

12. Warning signs of sexual abuse in children Displays knowledge or interest in sexual acts inappropriate to his or her age Makes strong efforts to avoid a specific person, without an obvious reason Feeling threatened by physical contact Frequent complaints of stomach aches or headaches Sexually transmitted infection or pregnancy (especially if under the age of 14) Runs away from home

13. Child Protection Code of Conduct Always Listen to and respect children Be aware of situations which may present risks for children As far as possible, be visible when working with children  Consider your physical appearance at work Observe confidentiality and not talk about any situations of actual or suspected abuse that occurs Teachers are encouraged to develop positive classroom environments and prevent bullying.

14. NEVER: Hit children Act in ways meant to shame, humiliate, or degrade children Show differential treatment, or favor particular children to the exclusion of others Spend excessive time alone with children away from others Develop intimate sexual relationships with children 

15. Describing learners Young children Adolescents Adult learners

16. Young children They respond to meaning even if they do not understand individual words They learn from everything around them rather than only focusing on precise topic they are being taught Their understanding comes not just from explanation, but also from what they see and hear and crucially, have a chance to touch and interact with.

17. Young children They find abstract concepts such as grammar rules difficult to grasp They display an enthusiasm for learning and a curiosity about the world around them They have a need for individual attention and approval from the teacher

18. Grammar ？  The critical age for syntactical /grammatical accuracy is likely to be later than for pronunciation – at around age fifteen

19. They are keen to talk about themselves and respond well to learning that uses themselves and their own lives as main topics in the classroom They have a limited attention span. They lose interest after ten minutes or so

20. Teaching English to Young Learners English is not just a subject in school, but a tool to help students get to know about the world

21. Grow a plant

22. Plants give us paper, wood, medicine and material for clothes

26. Adolescents Greater ability for abstract thought Understand the need for learning Need for self-esteem, feel good about themselves and valued (a good teacher is someone who knows our names) Need for peer approval (extremely vulnerable to the negative judgments of their own age group)

27. Project work Project work offers each individual a chance to use their individual talent to do something personally meaningful and motivating with the language they are learning – and the resulting posters and other visuals can be displayed around the classroom (just as teenagers decorate their rooms at home).

28. 少儿与青少年的区别 少儿与青少年的区别 Children 1 need to move 2 can concentrate for shorter periods 3 learn through experience (pictures/actions) 4 not able to control and plan their own behaviour 5 not afraid of making mistakes or taking risks 6 not aware of themselves/actions 7 pay attention to meaning in language 8 Have limited experience of life Teenagers 1. Keep still for longer periods but still need to move 2. Concentration developing 3. Beginning to learn in abstract ways 4. Beginning to control and plan their own behavior 5. May worry about what others think of them 6. Sometimes uncomfortably aware of themselves /actions 7. Pay attention to meaning and increasingly to form 8. Beginning to increase their experience of life

29. Learner characteristics [TKT p52] Learning styles - visual - auditory - kinaesthetic - group - individual - reflective - impulsive - analytic - autonomous The learner learns best through watching and looking through listening and hearing through moving or touching things through working with others through working alone when given time to consider choices when able to respond immediately when given the opportunity to analyse things he likes to decide what he learns and how to learn

30. Learning styles A Conformists: these learners prefer to learn about language rather than communicate. They like depending on the teacher. B Concrete learners: they enjoy the social aspects of learning and learning from experience. C Reflective learners: they prefer to have the opportunity to think carefully about their answers before giving them.

31. Preferred ways of learning The learner likes: 1 doing role-plays and writing letters to real people. 2 having quiet time to analyse problems 3 working through a grammar book with guidance. [BCA] A Conformists (depend on teachers) B Concrete learners (experiencing) C Reflective learners (thinking)

32. Problem with teenagers Resulting, in part, from “… the teacher’s failure to build bridges between what they want and have to teach and their students’ worlds of thought and experience” -- Herbert Puchta

33. Enjoy Teaching And Be Professional

34. Reference Child protection elearning resources The Practice of English Language Teaching by Jeremy Harmer The Teaching Knowledge Test Course by University of Cambridge ESOL Examinations www.teachers.cambridgeesol.org/ts