Producing language

Productive skills:speaking and writing

Grammar, vocabulary, sentence patterns...

controlled, less controlled, free

accurately   have some choices free

focus on the form  accurately and communicating

Activities

Controlled: copying words, drills, chants

Less controlled: role-play, info. gaps, gap-fills, surveys

Free: problem-solving, rank ordering, letter writing

Receptive skills:reading and listening skills

Reading for gist:

Multiple-choice Qs,T/F Qs

Reading for detail:

Jumbled pics, Jigsaw reading, table completion

Listening for gist, detail

for gist: T/F Qs, Multiple choice

for detail: Form-filling, table completion, jigsaw listening

Tips for using activities and tasks

Use linked activities:

Language-focused lessons:

presentation--controlled practice activities--freer practice activities--free practice activities

Lead-in--tasks--presentation--further tasks

Skills-based lessons:warmer/lead-in--comprehension activities--post-task activities

adapt your activities flexibly,

survey: find out info. from others activities helping organize and consolidate info.,

Problem-solving: learners work in pairs or groups to find the solution to a problem.

USE activities that help learners organise and consolidate info.: 1brainstorming, 2making mindmaps, 3categorisation, 4visualisation

1quickly think of ideas about a topic and note them down.

2making diagrams showing relationships between words.

3putting words into groups of the same feature.

4visualisation: building up a pic

Interaction patterns to plan activities

Form filling: individually, in pairs, in groups, mingling

ADD.

如何策划行之有效的英语课堂活动

或者教好dab

I Presentation techniques:

contextualising: put new language into a situation that shows what it means, e.g. a lead-in discussion

situational presentation: presenting new language through a simple story or situation via pics or other aids, e.g. show an example

eliciting: ask students say the language, show targeted Qs and clues to prompt based on what the learners already know,

modelling: demonstrate a new concept for students to learn by observing and making notes 

drilling: encourage students to practise which involves guided repetition.

choral drill, individual drill, substitution drill, transformation drill

concept checking: ask concept Qs to check students' understanding

II Introductory activities: use to introduce a lesson, a teaching topic,

3 types: aims&content

warmer: to raise students' energy level and make them feel comfortable, NOT alway connected to the topic 

a song, a quiz, game or pairwork activity

lead-in: focus and motivate students, make a link between the topic and real life,

Introduce the content of the lesson

a ranking task, quote or question, two truths and a lie

ice-breakers: to know one another, feel comfortable with each other

a mingling survey about the interests and hobbies.

Add

Cambridge Assessment: Classroom warmers activity booklet

11 teaching approached and their typical characteristics:

1TBL Task-based learning

a tool,   

using it when completing tasks.   

solving tasks, problems, communicate with language

Grammar/vocabulary/pronounciation may or may not be focused after the task is completed.

2PPP:presentation, practice and production

Grammatical structures and functions

input language in a context, use in a controlled activity, use freely

Syllabus grammatical structure

miming, drill, role play, discussion

3 Communicative 

communication

by interaction

communicative needs, fluency , authentic materials, pair and group works, discussion

4Functional

functions

by receiving input and using it in both controlled and free ways.

graded functions, using PPP stage or communicative activities.

5CLIL Content and language integrated learning

all aspects of language; teaching subjects through a foreign language.

when you use language to learn sth else.

subject matter and congitive skills; specific kinds of language; focus on the subject.

6Content-based learning

tool to gain knowledge of the world; Grammar, lexis, functions and skills are all important.

with interesting topics.

grammar, lexis,functions or skills; mainly in primary and secondary schools; topics related to the real world and lives, learning language in the context.

7Lexical approach

vocabulary.

words and chunks

lexis; notice chunks and complete tasks of chunks; authentic written or spoken texts.

8Grammar-translation

grammatical rules

by analysing and applying grammatical rules.

grammar rules and terms; accuracy;translating L1-2, analysing grammatical rules.

9TPR:Total physical response

Grammatical structures and vocabulary

by doing things physically

used with young learners

10Guided discovery

patterns of meaning and use

by learners themselves

give examples, ask student to work out rules, summerize the rules

11 Structure approach

system of structure

by controlled practice

controlled practice;avoid mistake; oral skills before written

Additional Resources:

U3 Approaches to Language Teaching

学会教会：英语教学必备指南 Jim Scriveher

剑桥英语教学能力认证考试教程：基础模块

personal need:psychological or physical needs in the process of learning

praise, challenge  goals  expectation  movements

learning needs: what they need to learn and they know how to learn

specific skill, exam strategies, specific ways, learner automomy, suitable level

 professional needs:in the future career

PROFILES  of a learner

attitude

how learn

how respond teaching style

how successful

motivation style strategies maturity  past experience

1.d 

2. b

3. c

4.  a

5.  f

6.e

d  E

u4-2

Scenario-Suggested response

Scenario-Suggested response

Scenario-suggested response

Unit6话题讨论区链接打不开

影响学生学习成果的方面：

• 学习的态度 （motivation）
• 学习风格（style）
• 学习策略 （strategies）
• 成熟度
• 过往经历

影响学习态度的5个因素：

有用性，趣味性，成就感，支持，人，学习过程；

提高学习积极性的方法： 支持的环境，对学习用途的认识，对语言功能的认识；

学习风格

V & A & K

visual, auditiory, kinaesthetic

Group & individual

reflective

impulsive

analytic

autonimous

Learning Strategies

• Repeating
• experimenting
• feedback
• recording
• paraphrasing

reading the words around an unknown word,

Assessment Criteria

A2

• 比较自如地就日常主题，进行短小的对话；有时表达不清晰
• 能掌握一定的语法
• 运用少量的连接词

B1

• 多样化的社交场景。
• 较好地掌握语法结构，不造成理解的障碍
• 恰当地实用短语

B2

• 流利地、展开地、随机地会话
• 高水平掌握语法结构
• 语言丰富，能进行详尽地描述、阐述观点，突出个人的情感和体验

Assessment Criteria (Listening)

A2 

• 能听懂慢速无连读
• 能理解句子的重音（简单句和复合句）
• 从一段话中提取重点词，能根据听力信息进行拼写

B1

• 理解正式（次正式）场合的重点语法结构
• 理解长篇讨论中的观点、态度、用意
• 提取并重述主要信息（关于常见主题的通知、媒体官博）

B2

• 理解复杂句创达的想法、论述、描述
• 理解一段讨论，能找出主要观点和支持的细节，能区分事实和观点
• 能理解说话人通过重读、音高和语调等，表达的感情和情绪，态度、重要观点和立场。

Lisetning（理解口头语）

• 口语消失（或慢或快）
• 由声和词构成
• 运用重读和语调
• 配合有肢体语言和表情
• 欠缺组织性
• 语法和词汇更简单

Aspects of listening

• 语境和先验知识的影响
• 不同类型
• 连读
• Listening subskills （听主旨大意、特定信息、细节、推测态度）
• 听力方法 （Intensive Vs. Extensive）

Teaching Listening

• 选材（载体、内容、原版或简写的）
•  

reading subskills:

1.skimming-for gist

2.read for detail:most/all words

3.scanning-for specific infos

4.inference

5.deducing meaning

6.predicting:using clues to guess

7.understanding text structure:using knowledge of text types to work out how a text is laid out

How to teach reading

approaches to reading:

1.extensive reading: for pleasure; focus on meaning

2.intensive reading: for language study; focus on grammar,lexis, etc.

reading lesson stages:

1.introductory activities

1)prepare students to read

2)brainstorming/discussing a topic

3)predicting a text from the title/pics

4)pre-teaching vocabs

2.main activities

1)comprehension activities to develop subskills(gist reading)

2)starting with general, then more-detailed comprehension(reading for detail)

3.post-task activities

1)relate topic

2)give opinions

3)learners to use some language from the text

KET:

写信、消息、小短文

有限的词汇， 一定合理的准确性

PET：

正式的信件， 简单的叙述体

基本书写准确

保证语法基本正确， 包括连词的使用

FCE：

有条理得表述想法

掌握语法

虚拟的故事， 有功能目的的信件、报告或文章

很多刷分级、原版的学生阅读很棒，但听力能力不足的原因是只读不听，没有针对conneced speech的训练。

Accessment Criteria

A2

• 邮件、信件、文字简讯，留言、短小的描述，简单的故事）
• 有限的词汇（合理的正确率）
• 会使用简单句和复合句

B1

• 正式邮件、非正式邮件、短文、简明的叙述或描写
• 大量常用词汇和重点词
• 实用连词、段落逻辑词

B2

• 写出连贯通顺的文章，观点链接自然且有效；
• 描写真实人物、描写虚构人物、信件、报告、文章
• 掌握语法，高效沟通

Writing Subskills

Key Aspects

• form letters and words
• make sentences
• get idea across

Key concepts

• text types
• Accuracy subskills (拼写、书写、标点、格式、用词、语法、句子联系、段落运用)
• Communication subskills（语言风格、口吻、语言组织、修辞、连接、功能）
• Using cohesive devices 运用关联手法（关联词、分段、主题句、指示词reference words）
• Stages of writing (构思、提高、草稿、编辑、校队、修改)

Teaching Writing

• pre-writing activities (why, who, what, how)
• langage of the topic, ideas
• 讨论，看录像、积累观点和语言

Teaching Accuracy

• 标签
• 抄写
• 补全句子
• 句型转换
• 划分段落
• 加标点
• 改错

Teaching  Communication

• 故事拓展
• 故事图片排序
• 写生日卡片
• 写邀请邮件

Using models/ product writing

• 分析范文，学习模板语

Using process writing

• 指导过程