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![Page 1: How to Teach Low Achievers English Effectively Chun-yin Doris Chen National Taiwan Normal University.](https://reader036.fdocuments.in/reader036/viewer/2022062321/56649ede5503460f94bee7c5/html5/thumbnails/1.jpg)
How to Teach Low Achievers
English Effectively
Chun-yin Doris Chen
National Taiwan Normal University
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I. Introduction About low achievers --- Motivation --- Anxiety --- Learning styles --- Learning attitudes --- Peer interaction --- Information processing
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II. English Teaching in the New Era
Student-centered Individual Differences Multiple Intelligences Proportional Considerations Variety
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Multiple Intelligences
linguistic interpersonal intrapersonal naturalist musical spatial bodily-kinesthetic logical-mathematical
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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
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Creative Constructive Theory
The acquisition-learning hypothesis
The monitor hypothesis The natural order hypothesis The input hypothesis The affective filter hypothesis
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The Second Language Interactionist View
comprehension checks clarification requests self-repetition or paraphrase
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IV. Teaching Methodologies
Communicative Language Teaching
--- the role of the teacher --- multiple methodologies --- learning by doing
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V. What to Emphasize? accuracy vs. fluency grammar vs. meaning linguistic competence vs.
communicative competence
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VI. What is a communicative task?
Classification I--- task completion--- problem solving--- game playing--- social interaction
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Classification II--- mechanical --- duplication --- repetition --- substitution
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meaningful--- identification--- ordering--- completion
communicative--- application
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VII. Common Activities chants songs games TPR activities picture-drawing pair work group work
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VIII. My Experience First Semester --- Quizzes --- Self-introduction tape --- Weekly e-mail --- Role play 1, 2, 3, 4 --- Presentation of the main idea --- Mid-term exam --- Final exam
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During the winter vacation --- A letter
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Second Semester --- Quizzes --- Show & Tell --- Weekly e-mail --- Radio play --- Vocabulary teaching --- Mid-term exam --- Final exam
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Extra Credits First Semester --- a tape (reading aloud) Second Semester ---
My Visit to the Language Learning Center
--- Feedback from students
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Teaching Procedures Warm-up & Review --- Quizzes (but not under 70) --- Self-introduction tape (Listening: Note-taking)
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Presentation --- Pre-reading questions (Q & A) --- Vocabulary teaching --- Explanation of the paragraphs --- Emphasis of the reading strategies --- interaction, visual aids, students’ demonstration, etc.
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Extension Activities --- Explanation of
the structure of the lesson --- group work 1, 2, 3 --- pair work --- games
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Wrap-up --- comprehension check --- singing a song
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Structure of this lessonIntroduction: Definition of the culture warMain Text--- Relationship between the culture war and
the mass media--- Statement of the problem--- Two different voices --- Conservatives’ views & strategies --- Liberals’ views & questionsConclusion: Recent report
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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?
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It’s time to debate…
Should we let teenagers watch A-films?
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Vocabulary Check diversities attributed devote extensive undertaking stimulating
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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?
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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
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My Reflection (2) I do have a sense of achievement. They are [+teachable]. It’s easy to change their attitude.
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But it takes ...
a long timeto help them pass the proficiency
test.
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IX. Concluding Remarks games & scoring activity variations --- listening --- speaking --- reading --- writing compliment & encouragement total immersion vs. partial immersion
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Don’t forget… to create a nice atmosphere for students to make students feel English is fun to have students express in English
naturally
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The End!