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