支架式语言教与学2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载

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Chapter 1 Scaffolding:Give Support to Young Learners1

Ⅰ Scaffolding2

1.1 What is scaffolding2

1.2 Vygotsky's theory and learning3

1.3 Features of scaffolding4

Ⅱ Young Learners6

2.1 Characteristics of young learners6

2.2 Theory on child language learning7

2.3 Learning a second language/a foreign language10

2.4 Requirement of new English curriculum11

Ⅲ Scaffolding to young learners14

3.1 What scaffolding means to the young learners in the classroom14

3.2 Scaffolding young learners in language learning16

3.3 Scaffolding from teachers,peers and visual aids16

3.4 Scaffolding through interaction19

3.5 Scaffolding by creating a supportive language learning environment22

Ⅳ Roles of language teachers in scaffolding23

4.1 knowing young learners23

4.2 Scaffolding young learners24

Ⅴ A case of scaffolding young learners in classroom teaching25

Chapter 2 Scaffolding Young Learners through tasks and activities35

Ⅰ Task36

1.1 Task described and defined36

1.2 Theoretical rationale for the use of tasks in foreign language teaching classroom37

1.3 Task features,components and framework38

Ⅱ Scaffolding young learners through tasks and activities45

2.1 Perspectives on Task and activity scaffolding45

2.2 Scaffolding Young Learners through tasks and activities47

2.3 Scaffolding young learners through interaction49

Ⅲ Effective support for young learners to perform a task51

3.1 Cognitive support and language support52

3.2 Task design54

3.3 Complexity of the task58

Ⅳ Roles of language teachers59

4.1 Promoter59

4.2 Facilitator60

4.3 Scaffold60

Ⅴ A case of scaffolding young learners through tasks64

Chapter 3 Scaffolding Young Learners in Developing Listening Skills70

Ⅰ A brief Review of listening process71

1.1 Top-down and bottom-up views of listening71

1.2 Schema theory72

1.3 Comprehensible input73

Ⅱ Reflection on listening experience74

2.1 Addressing factors which inhibit effective listening comprehension75

2.2 Listening process77

Ⅲ Scaffolding Young Learners in developing listening skills81

3.1 Providing general basic phonetic rules82

3.2 Establishing listening situation by providing different stuff86

3.3 Scaffolding pre-,while- and post-listening activities88

3.4 Scaffolding young learners with basic skills93

3.4 Scaffolding young learners by designing tasks100

Ⅳ Guidance to listening tests101

4.1 Helping young learners prepare for tests102

4.2 Guidance before beginning the paper102

4.3 Advice for young learners to prepare for the test104

4.4 Advice for language teachers104

Ⅴ A case of scaffolding young learners in listening107

Chapter 4 Scaffolding young learners in articulating their ideas114

Ⅰ A Brief Review of speaking Process115

1.1 Pupil talking and learning115

1.2 Characteristics of spoken language116

1.3 Accuracy and fluency116

Ⅱ Scaffolding young learners in articulating their ideas117

2.1 Scaffolding young learners in teaching process117

2.2 Scaffolding young learners with an atmosphere of safety119

2.3 Providing young learners with models120

2.4 Providing young learners with necessary terminology121

2.5 Scaffolding young learners through motivating topics121

2.6 Exploring potential possibility of talk in the classroom122

Ⅲ Errors and mistakes122

3.1 Views on errors and mistakes122

3.2 Dealing with mistakes and errors123

Ⅳ Developing young learners'speaking abilities through activities128

4.1 Circle time128

4.2 Communication games131

Ⅴ Teachers'roles in scaffolding young learner in articulating their ideas135

5.1 Teachers'roles in the classroom135

5.2 Teachers'own phonetic knowledge137

5.3 Teachers'classroom strategies142

Ⅵ A case of scaffolding young learners in articulating their ideas146

Chapter 5 Scaffolding Young Learners in Developing Reading Skills151

Ⅰ A brief review of reading process152

1.1 Bottom-up and top down152

1.2 Schema theory154

1.3 Comprehension process155

1.4 Interactive process156

Ⅱ Planning for reading:activities for before,during,and after reading157

2.1 before-reading activities158

2.2 While-reading activities160

2.3 Post-reading activities161

Ⅲ Scaffolding strategies in reading process166

3.1 Activating prior knowledge170

3.2 Learning to predict172

3.3 Designing guiding questions175

3.4 Presenting new vocabulary178

3.5 Introducing the text180

Ⅳ Optional activities in the language classroom181

4.1 Classroom activities181

4.2 Preparing for the test183

Ⅴ Extensive reading186

5.1 Strategies for extensive reading186

5.2 Using authentic texts187

Ⅵ A case of classroom reading process188

Chapter 6 Scaffolding young learners in developing writing skills196

Ⅰ A Brief review of writing in English teaching196

1.1 What kind of writing are young learners required to do?197

1.2 What kind of difficulties do young learners face in writing?199

Ⅱ How can teachers scaffold young learners have their ideas?203

2.1 Brainstorming ideas203

2.2 Activating learners'prior knowledge205

2.3 Making full use of resource208

Ⅲ How can teachers help young learners organize their ideas?213

3.1 Asking themselves questions213

3.2 Making mind maps214

3.3 Sharing quick ideas215

Ⅳ Scaffolding frames for young learners216

4.1 Introduction of six main genres217

4.2 Use of the frames223

Ⅴ Response to Young learners'writing224

5.1 Teachers'comments on young learners'writing225

5.2 Basic principles to response students'writing226

5.3 Ways of responding to young learners'written work227

Ⅵ Suggestions for language teachers231

6.1 Making preparations first231

6.2 Examples of a coding system for correcting written work232

Ⅶ A case of classroom writing233

Chapter 7 Scaffolding Young Learners in learning vocabulary241

Ⅰ Vocabulary development in children's language learning241

1.1 What does learning vocabulary mean to young learners?242

1.2 What does it mean to know a word242

Ⅱ Learning and teaching vocabulary243

2.1 Explicit＆implicit process of learning244

2.2 Choosing which vocabulary to teach246

2.3 Principles for teaching vocabulary247

2.4 A general vocabulary lesson procedure249

Ⅲ Scaffolding Young learners through activities and games250

3.1 Making deliberate presentation of vocabulary250

3.2 Using context clues253

3.3 Giveing opportunities for deep processing of vocabulary items254

3.4 Consolidating and checking vocabulary256

Ⅳ Vocabulary development258

4.1 Word structure258

4.2 Reference for vocabulary learning261

Ⅴ A case of scaffolding young learners to guess the new words based on the context262

Chapter 8 Scaffolding Young learners in grammar learning268

Ⅰ A brief review of grammar and grammar learning268

1.1 What is grammar268

1.2 What does grammar mean to young learners270

1.3 Traditional view of grammar learning271

1.4 Cognitive view of grammar learning272

Ⅱ Grammar terminology273

2.1 What words are used to talk about English grammar273

2.2 Grammar teaching process278

2.3 Grammar learning process279

Ⅲ Ways of presenting grammar280

3.1 Covea and overt280

3.2 Discovery techniques283

3.3 Personalization284

Ⅳ Activities for scaffolding grammar learning289

4.1 Guided noticing activities289

4.2 Proceduralising activities290

Ⅴ Implication for teaching grammar293

5.1 Form to meaning293

5.2 Meaning to form293

5.3 Communicative function294

Ⅵ Cases of scaffolding young learners in learning grammar296

Chapter 9 Scaffolding Young Learners through questioning307

Ⅰ A brief review of questions308

1.1 What are questions?308

1.2 Question-scaffolding coursebook309

Ⅱ Classroom questions311

2.1 Function of questions311

2.2 Characteristics of good questions314

2.3 Using right questions316

Ⅲ Question design319

3.1 Framing the right questions320

3.2 Open-ended and closed questions320

3.3 Asking questions321

3.4 Ways to start your questions322

3.5 Reinforcement of questions323

Ⅳ A case of designing questions in a classroom325

Chapter 10 Scaffolding Young Learners through adapting materials330

Ⅰ A brief review of current English coursebooks331

1.1 What is in the current coursebook331

1.2 Framework of coursebooks333

1.3 English coursebook as a communicative act338

1.4 Characteristics of the coursebook339

Ⅱ How can teachers use the coursebooks339

2.1 Student-centered learning process339

2.2 Analysis of language teaching material340

2.3 Reinterpretation of language materials342

2.3 Factors taken into consideration343

Ⅲ How can teachers scaffold young learners through coursebooks344

3.1 Organization of the materials344

3.2 Designing a course unit345

3.3 Making the best of it-what teachers can do359

3.4 Organizing principles361

3.5 Material adaption363

Ⅳ Implication to language teachers367

4.1 Materials should help learners to feel at ease367

4.2 Support yourself369

4.3 Exploring teaching resource370

Ⅴ A Case of organizing coursebook in the classroom374

Chapter 11 What language teachers should do before they provide a scaffold for young learners380

Ⅰ Preparation for class381

1.1 What should teachers plan before a new year or new term start381

1.2 What should teachers plan before a lesson begin383

1.3 What should teachers prepare for a task387

Ⅱ Lesson planning389

2.1 What are teachers concerned about before they make a plan390

2.2 What components are involved in a lesson plan392

2.3 What stages are composed in a lesson394

Ⅲ Variety of Lesson plans396

3.1 A detailed formal plan396

3.2 Procedure notes398

3.3 Daily lesson plan400

Ⅳ Concerns in making a lesson plan401

4.1 Adapting teaching Material401

4.2 Be flexible in the planning402

Ⅴ Teachers'voice for lesson preparation404

Chapter 12 Classroom research408

Ⅰ Classroom research409

1.1 What is classroom research409

1.2 How can I conduct classroom research410

1.3 Where shall I start411

1.4 What procedure shall I follow?411

Ⅱ Action research416

2.1 What is action research417

2.2 How can I do action research?418

2.3 What should I do with action research?419

Ⅲ Perspectives on classroom issues421

3.1 Studying yourself421

3.2 Studying your student feedback422

3.3 Studying your classroom and group of work423

3.4 Studying the teaching materials425

3.5 Studying the ideas of communicating with others425

Ⅳ Learning some research method426

4.1 Using questionnaires426

4.2 Using Interviewing428

4.3 Using observations as a learning tool430

4.4 Keeping a diary433

Ⅴ Professional support435

5.1 Collecting resources435

5.2 Learning from colleagues435

5.3 Building relationship with others436

5.4 Useful websites for resource437

5.5 Guidance to Bibliographic Citation and Referencing438

Main reference449

Acknowledgements471