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1、Making Teaching helps build confidence Challenges the Ss,What can you do with Key Words?,Work out the meaning with pictures, meaningful contexts, synonyms also try to get his son, Sam _,How to deal with Listening?,Build up and develop listening skills: Unit 1 -Getting the gist/main idea Unit 2 - Pre
2、dicting Unit 3 - Important words Produce language based on what they have learned: key words and key sentences,etc. Unit 1 ex 3 and 4,听力主要教学活动举例,Suggestions for Listening,Reduce “cassette fear”. Prepare thoroughly before listening. Be aware of listening difficulties. Reduce panic. Concentrate on tas
3、k achievement. Be aware of variety. Evaluate the text. Dont stick to the cassette. Use Strategies boxes for revision.,Skill Focus Lessons-Listening Before your start,Predicting-good listeners are good predictors. Pictures/Visual aids Setting the scene-provide the background information to activate s
4、tudents schema, so they will be better prepared to understand what they hear Listening for the gist-ask ss one or two questions that focus on the main idea of the passage Listening for specific information-weather report/airport announcement ,Skill Focus Lessons-Listen to Learn,No specific response-
5、take the anxiety out of listening Listen and tick Listen and sequence-find out the order of the things Listen and fill Unit 6 ex 3 p.38, Function Files Listen and guess-oral descriptions of a person, thing, place, action, etc.,Listen to learn : Using the tapescript,Identify the activity type Conside
6、r how the students would complete the exercise Find the most suitable use for the tapescript,Skill Focus Lessons-Speaking,Asking and answering questions Making dialogues,using functional sentences Making interviews Have a telephone conversation Get prepared for Writing ,Skill Focus Lessons Example:
7、6 History Makers,Discussion points Background knowledge Providing enough support Teaching opportunities,Strategies box,Provides learning tips Provides real communication in English Opportunity for comprehension,阅读主要教学活动举例,Skill Focus lessons-ReadingBefore you start,draw the students attention to the
8、 topic. Stimulate interests and get ss involved actively in discussing the topic always be prepared to extend the material additional vocabulary additional leading questions,Skill Focus lessons-ReadingBefore you start,Predicting: based on titles, pictures, vocabulary/topicsUnit 1 L.1 p.8, L.4 p.14,
9、Unit 4 L.1 ex 2 p.8, L.3 ex 1 p.12, Setting the scene: 设置社会文化背景 getting students familiarized with the cultural and social background knowledge relevant to the reading text Unit 1 L.4 p.14, Unit 2 L.4 Christmas Skimming,Skill Focus Lessons Read to learn,Choose your order for the activities Target yo
10、ur activities according the skills that need to be developed Consider a variety of options for reading text,While-reading Activities,Information transfer activities信息转换：图表，标顺序，做笔记，流程图 transfer information from one form to another -an be more effectively processed and retained Activities: pictures, m
11、aps, tables, tree diagrams, cyclic diagrams, flowcharts, chronological sequence, subtitles, note-taking,Reading Comprehension Questions,Questions of literal comprehension-answers are directly and explicitly expressed Questions involving reorganisation or reinterpretation-obtain information from vari
12、ous parts and put it together in a new way Questions for inferences -consider what is implied Questions for evaluation or appreciation -make judgement about what writer is trying to do and how successful he is in achieving the purpose Questions for personal response -answers depend on the readers re
13、action to the text,While-reading,Understanding references: Understanding what referential words refer to is crucial for comprehension Making inferences: “reading between the lines”, requires the reader to use background knowledge in order to infer the implied meaning of the author,While-reading,Scan
14、ning P.3 ex 3 Choose titles/topic sentences p. 22 ex 4, p.29 ex 3 Working out the meaning of words p.26 ex 2, p.29 ex 5,6,7 ,Skill Focus LessonsSpeaking,Purpose: Post-reading tasks should provide the students with opportunities to relate what they have read to what they already know or what they fee
15、l. In addition, post-reading tasks should enable students to produce language based on what they learned. teachers have to be most inventive or imaginative. They have to design tasks which are relevant to the text being studied and appropriate to the students level.,Reading,Encouraging guessing and
16、prediction. Encouraging guessing of meaning. Encourage inference. Focus on style. Develop dictionary skills. Only focus on key words in texts. Encourage extensive reading outside the class. Use Strategies boxes for revision.,Language Focus Lessons,Language input: do tasks on reading and listening te
17、xts,only concentrate on the meaning of the text Grammar Presentation: Focus ss attention on the target grammar in the text, then use the examples to work out rules in a guided way, refer to Grammar Summary for further explanation Practice: carefully graded and get ss to apply the rules they have jus
18、t discovered,Grammar Presentation and Practice,Pay attention to both form AND function Make use of the Grammar Summaries Look for teaching points in the practices,What happened?,What was the crowd doing? What were the other team members doing? What was his mother doing? What were you doing?,Grammar
19、Presentation and Practice,Pay attention to both form AND function Make use of the Grammar Summaries Look for teaching points in the practices Explore all options for the practice,Language Study Example: p26 Grammar presentation,Ask leading questions to highlight function of the tense Reinforce with
20、real life questions when appropriate,Grammar,Encourage Individual grammar notes. Develop reference skills. Get students to work out grammar rules themselves. Dont worry when students say “Weve done it before!” Top ten most typical mistakes in the class. Get students to produce language tests.,Voice
21、your opinion/ Language in use,Give students necessary support Encourage communication,Example：Lexical Approach classroom activity,The materials in this article aim to achieve the following goals: General Goals To develop students reading skills To increase students store of lexical chunks More Speci
22、fic Goals To motivate students to read by providing texts with universally engaging themes providing activities that allow students to personalise texts encouraging meaningful and authentic initial reactions to texts To help students develop skills for independent learning by providing opportunities
23、 to experience lexical chunks in authentic texts encouraging students to analyse, generalise, research and experiment with lexical chunks providing students with opportunities to discover chunks for themselves,Before you read,1: You are going to read a story about a young teenage boy from England. T
24、he boy has upset his parents. Read these sentences from the story and decide whether you think they come at the beginning, in the middle or at the end of the story. I got slapped three times with the sole of her shoe. Three times. That was it. Then she left my room. She never said a word. 2: The sto
25、ry is called Away Day and the first sentence reads, “The only time I ever bunked off school, I was thirteen years old.” What do you think the story is about? Write down some guesses and share them with other students.,As you read,1: As you read the story from the point of view of a teenage school bo
26、y, try to see pictures of the boy in your mind and decide if the boy deserved the punishment.,After you read,Reaction 1: Tell a partner, if you think the boys punishment was appropriate and what you would have done if you were the parents. 2: Think about the following questions: How do you feel abou
27、t the boy in the story? Why do you think the boy went with the twins? Why do you think the boys mother reacted in the way she did? At the beginning of the story the author tells you the twins were always in trouble. Why do you think he tells you that? Discuss your thoughts about the questions in a s
28、mall group. 3: Discuss your answers to the following questions with a partner: In paragraphs 1 and 2, what words tell you the housing estate is poor/working class? In paragraphs 3 and 4, how do you know the weather is hot and has been hot for some time? In paragraphs 5 and 6 the boy is becoming more
29、 and more frightened. What do you think frightens him? The boy was punished in the final paragraph. Was it the punishment he expected? Was the punishment effective?,Look at the language,1: Look at the lexical chunks below. All the expressions are from the story, Away Day. For each chunk try to write
30、 an equivalent in your language. Are they lexical chunks in your language too? Tell a partner about the lexical chunks in your language. Lexical chunks (frozen or fixed) in the middle of nowhere I had no idea Lexical Chunks (semi-frozen or semi-fixed) She never said a word I didnt know where we were
31、 going I didnt know what we were doing,Look at the language,adjective plus noun collocations 2: What other nouns can you use after the adjective shiny new? e.g. shiny new shoes shiny new bike 3: What other nouns can you use after the adjective broken? e.g. broken heart broken window What nouns cant
32、you use after broken? e.g. broken house Examples of verb plus noun collocations I didnt do my homework. (do / homework) They were always in trouble with the teachers. (be / trouble) 4: Underline the weakest verb and noun collocation. Example: Exam take / pass / fail / study for / sit / revise homewo
33、rk do / forget / lose / prepare / finish / hand in trouble be in / expect / make / discover / get into / ask for 5. Read the story again and make a list of collocations you think are useful to know.,Using English,1: Think of a time you were punished by your parents. 2: Tell a partner why you were pu
34、nished and how you were punished. 3: With your partner decide if the punishment was fair. 4: Write about the time you were punished for other students in your class to read. OR 1: Think about a time you helped a friend. 2: Tell a partner who your friend was and how you helped your friend. 3: Write a
35、bout the time you helped your friend for another friend to read.,Teaching Vocabulary,Ways of presenting vocabulary: Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning. Provide a verbal context to demonstrate mean
36、ing. Then ask students to tell the meaning first before it is offered by the teacher. Use synonyms or antonyms to explain meanings Use lexical sets or hyponyms to show relations of words and their meanings, e.g. cook: fry, boil, bake, grill, etc. Translate and exemplify, especially with technical wo
37、rds or words with abstract meaning.,Teaching Vocabulary,Use word formation rules and common affixes to build new lexical knowledge on what is already known. Create and providing different contexts for introducing new words. e.g. grumble Some people grumble about everything. For example, they grumble
38、 about the weather. If it is sunny, they say it is too hot. If it is cool, they say it is too cold. They are never happy with the weather. They always grumble about the weather Think about the context in real life where the word might be used. Relate newly learned language to students real life to p
39、romote high motivation.,Teaching Vocabulary,Ways for consolidating vocabulary Using word series: lifestyle adjectives Finding synonyms and antonyms (p.68), collocation (teaching collocation is believed to be a more effective way of vocabulary learning than teaching one single word at a time.), Categ
40、ories-grouping words into different categories: Key word banks in Language Power Using word net-work/spiders: Word corner in Language Power,Teaching Vocabulary,Developing vocabulary learning strategies Review regularly Guess meaning from context Organize vocabulary effectively Use learned vocabulary
41、 Use a dictionary Creating vocabulary notebooks Manage strategy use,Teaching Vocabulary,Focus on the strategies for learning vocabulary; Encourage students to guess meaning from context; Stress the importance of phrases, collocations, word building, word family, etc.; Encourage students to select vo
42、cabulary to remember; Encourage students to use- but not overuse- a dictionary; Encourage students to keep a vocabulary book or a key word bank, and Use vocabulary books as fillers.,Communication Workshop,Speaking: Before you start：Listening-as an example; Speaking strategies Stages for the speaking
43、 activity Talkback,Communication WorkshopExample: p45 surprise, repetition,Informal expressions Use the model as guide NOT script to memorise Have fun with expressive expressions!,口语主要教学活动举例,SpeakingExample: p25 no 7,Large reading input Students need to be guided Encourage communication,Speaking Str
44、ategies,Working in groups Preparation for speaking Asking for repetition Ways of expressing yourself fluently Interacting Dealing with mistakes,Suggestions for Speaking,Before you start. Give preparation time. Encourage individual practice. Encourage interactive communication. Reward effort and part
45、icipation in speaking activities. Give marks for oral performance. Only correct afterwards. Get students to make a list of difficult words to pronounce.,Communication Workshop,Writing Before you start: Read a model and discuss its structure Stages Talkback,写作主要教学活动举例写作主要教学活动举例,Writing Strategies,Bra
46、instorming ideas (using questions/timelines/networks) Audience awareness Paragraph planning (using diagrams) Drafting (using useful vocabulary and linking words) Checking (content/grammar/ spelling) Self and peer assessment,Suggestions for Writing,Familiarise students with the Writing Help. Try out
47、some written tasks in pairs/groups. Make criteria clear. Always make sure that students know why they are writing and who they are writing to. Emphasise the importance of the planning stage. Make sure students check their writing. Make sure that compositions are read. Use correction codes. Give feed
48、back about the coherence (organization) and cohesion (e.g. linking/punctuation) of students texts and only on accuracy. Focus on style.,Project Example: p49 Make a living history museum,Project is based on real life Project teaches study skills Integrated language,Useful phrases:,in my home town there was when I was growing up. we used to we had many we never had any where was plenty of there werent many is still the same is very different now,联系我们,曹瑞珍 王 源 北京师范大学出版社 01058807669 ,Thank you!,