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FLTRP Training Program for College English Teaching (July 21-24, 2010)

This training program at Guangdong University of Foreign Studies focuses on the courses of Listening and Speaking, including a case study on Unit 2 of Book 3. The seminar aims to enhance knowledge, skills, and attitudes in teaching these subjects.

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FLTRP Training Program for College English Teaching (July 21-24, 2010)

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  1. FLTRP Training Program for College English Teaching (July 21-24, 2010) Listening & Speaking Teaching Seminar Zhu Yuanyuan Guangdong University of Foreign Studies

  2. Outline • Courses of Listening & Speaking in GDUFS • A Case Study (Unit 2, Book 3) • Ideas Exchange Y.Zhu Guangdong University of Foreign Studies

  3. Courses of Listening & Speaking in GDUFS 1. Class Size: 50 2. Duration: 80 minutes 3. Frequency: once a week Y.Zhu Guangdong University of Foreign Studies

  4. Courses of Listening & Speaking in GDUFS 4.focuses semesters focuses Y.Zhu Guangdong University of Foreign Studies

  5. Courses of Listening & Speaking in GDUFS 4. Examples Presentation Semester 1 Semester 2 Semester 3 Semester 4 Y.Zhu Guangdong University of Foreign Studies

  6. A Case Study • Material: Unit 2 Childhood memories (Book 3) • Target Students: Sophomores (semester 3) 3 Y.Zhu Guangdong University of Foreign Studies

  7. A case study---Unit 2 Childhood Memories Unit overview • Inside view • Outside view • Listening in • Presentation skills • Pronunciation Y.Zhu Guangdong University of Foreign Studies

  8. A case study---Unit 2 Childhood Memories Unit overview • Inside view • Outside view • Listening in • Presentation skills • Pronunciation Y.Zhu Guangdong University of Foreign Studies

  9. A case study---Unit 2 Childhood Memories Teaching objectives? Y.Zhu Guangdong University of Foreign Studies

  10. A case study---Unit 2 Childhood Memories Teaching objectives? K: knowledge knowing S: Skills doing A: Attitudes being whole-person development Y.Zhu Guangdong University of Foreign Studies

  11. A case study---Unit 2 Childhood Memories Teaching objectives: K: 1. UNICEF’s contributions to Afghanistan 2. key vocabulary and expressions S: 1. well-organized news report 2. comparison A: 1. peace 2. education Y.Zhu Guangdong University of Foreign Studies

  12. A case study---Unit 2 Childhood Memories Teaching process? Input Output Y.Zhu Guangdong University of Foreign Studies

  13. A case study---Unit 2 Childhood Memories Y.Zhu Guangdong University of Foreign Studies

  14. A case study---Unit 2 Childhood Memories Teaching process? Input Intake Interaction Output Y.Zhu Guangdong University of Foreign Studies

  15. A case study---Unit 2 Childhood Memories • 1. Distinction between input & intake (Corder,1967) • Input is what is available to learners. • Intake is what is internalized by learners. • 2. Interaction: learn through the negotiation around meaning that occurs when learners engage in communication and communicative learning activities. (Long, 1980s) Y.Zhu Guangdong University of Foreign Studies

  16. A case study---Unit 2 Childhood Memories P18 Outside view ---background information 1. Afghanistan ? Kabul? The Taliban? 2. UNICEF? Y.Zhu Guangdong University of Foreign Studies

  17. A case study---Unit 2 Childhood Memories Y.Zhu Guangdong University of Foreign Studies

  18. A case study---Unit 2 Childhood Memories Y.Zhu Guangdong University of Foreign Studies

  19. A case study---Unit 2 Childhood Memories P18 Outside view----1st listening for gist Y.Zhu Guangdong University of Foreign Studies

  20. A case study---Unit 2 Childhood Memories P18 Outside view----1st listening for gist Structure problem?organization?actions?example? summary & comments Y.Zhu Guangdong University of Foreign Studies

  21. A case study---Unit 2 Childhood Memories P18 Outside view---2nd listening for specific information P18 exercise 3 P19 exercise 5 Noticing Hypothesis (Schmidt, 1990) Note taking, Interaction Y.Zhu Guangdong University of Foreign Studies

  22. A case study---Unit 2 Childhood Memories P18 Outside view---News report The Spring Bud Project Safe & Healthy Growth Project Hope Project Sanxiaxiang Vol-Teach migrant workers’ children… Y.Zhu Guangdong University of Foreign Studies

  23. A case study---Unit 2 Childhood Memories Outside view---News report 1. Structure 2. Comparison between situations (before and after) 3. Your own comments Scaffolding (Vygotsky) Y.Zhu Guangdong University of Foreign Studies

  24. A case study---Unit 2 Childhood Memories P22 Presentation skills---informal discussion 1 requirements? 2.topics? Y.Zhu Guangdong University of Foreign Studies

  25. A case study---Unit 2 Childhood Memories P22 Presentation skills---informal discussion • Difficulties when speaking • poor content • 2. poor vocabulary Y.Zhu Guangdong University of Foreign Studies

  26. A case study---Unit 2 Childhood Memories P22 Presentation skills---informal discussion 1/4/2020 Y.Zhu Guangdong University of Foreign Studies 26

  27. A case study---Unit 2 Childhood Memories P22Presentation skills---informal discussion Content 1. telling a lie as a kid 2. input (“growing pains”, “cultural childhoods”) 3. narrate the experience with details Y.Zhu Guangdong University of Foreign Studies

  28. A case study---Unit 2 Childhood Memories P22 Presentation skills---informal discussion Vocabulary 1. P22 words in the chart 2. Active reading(2) in Integrated English e.g. When I look back on … It reminds me of… I can see vast differences between…and… Y.Zhu Guangdong University of Foreign Studies

  29. A case study---Unit 2 Childhood Memories Observation (take notes and join in) P22 Presentation skills---informal discussion 1 Group work (4 each group) 2 Narrate your experience of telling a lie. 3 Compare the attitudes towards telling lies with regard to both your parents & Ben’s parents ? 4. Your view on it. Y.Zhu Guangdong University of Foreign Studies

  30. A case study---Unit 2 Childhood Memories Homework---News report (3 mins) 1. Structure 2. Comparison between situations (before and after) 3. Your own comments Peer evaluation rubrics Y.Zhu Guangdong University of Foreign Studies

  31. A case study---conclusion Input Interaction K.S.A. Output Intake “Outstanding teaching, successful learning” Y.Zhu Guangdong University of Foreign Studies

  32. A case study---references Borich, G. D. (1990) Observation Skills for Effective Teaching, Columbus: Merrill Publishing Company. Nunan, D. (ed.)(2003). Practical English Language Teaching. The McGraw-Hill Companies, Inc. Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (pp. 169-201). Needham Heights, MA: Allyn & Bacon, A Pearson Education Company. Input, Interaction, and Output. (4/26/2007). Retrieved July 12,2010,fromhttp://www.fltrp.com/newsdetail.cfm?iCntno=23443 How to Integrate the Interaction Hypothesis into Your ESOL (ESL, EFL) Classroom(no date). Retrieved July 11, 2010, fromhttp://www.associatedcontent.com/article/1764572/the_interaction_hypothesis_what_it.html?cat=4 Y.Zhu Guangdong University of Foreign Studies

  33. Ideas exchange Y.Zhu Guangdong University of Foreign Studies

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