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FLTRP Training Program for College English Teaching July 24, 2010

6/6/2012. Y.Zhu Guangdong University of Foreign Studies. 2. Outline. Courses of Listening

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FLTRP Training Program for College English Teaching July 24, 2010

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

    2. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 2 Outline Courses of Listening & Speaking in GUFS A Case Study (Unit 2, Book 3) Ideas Exchange

    3. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 3 Courses of Listening & Speaking in GUFS 1. Class Size: 50 2. Duration: 80 minutes 3. Frequency: once a week

    4. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 4 Courses of Listening & Speaking in GDUFS 4.focuses

    5. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 5 Courses of Listening & Speaking in GUFS

    6. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 6 A Case Study Material: Unit 2 Childhood memories (Book 3) Target Students: Sophomores (semester 3) 3

    7. 6/7/2012 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

    8. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 8 A case study---Unit 2 Childhood Memories Unit overview Inside view Outside view (P18) Listening in Presentation skills (P22) Pronunciation

    9. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 9 A case study---Unit 2 Childhood Memories

    10. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 10

    11. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 11 A case study---Unit 2 Childhood Memories

    12. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 12 A case study---Unit 2 Childhood Memories

    13. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 13 A case study---Unit 2 Childhood Memories

    14. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 14 A case study---Unit 2 Childhood Memories

    15. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 15 A case study---Unit 2 Childhood Memories

    16. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 16 A case study---Unit 2 Childhood Memories Teaching objectives? K: knowledge knowing S: Skills doing A: Attitudes being

    17. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 17 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

    18. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 18 A case study---Unit 2 Childhood Memories P18 Outside view ---background information 1. Afghanistan ? Kabul? The Taliban? 2. UNICEF?

    19. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 19 A case study---Unit 2 Childhood Memories

    20. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 20 A case study---Unit 2 Childhood Memories

    21. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 21 A case study---Unit 2 Childhood Memories P18 Outside view----1st listening for gist

    22. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 22 A case study---Unit 2 Childhood Memories P18 Outside view----1st listening for gist Structure problem??organization??actions??example?? summary & comments

    23. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 23 A case study---Unit 2 Childhood Memories P18 Outside view---2nd listening for specific information P18 exercise 3 P19 exercise 5

    24. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 24 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…

    25. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 25 A case study---Unit 2 Childhood Memories Outside view---News report 1. Structure 2. Comparison between situations (before and after) 3. Your own comments

    26. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 26 A case study---Unit 2 Childhood Memories P22 Presentation skills---informal discussion

    27. A case study---Unit 2 Childhood Memories P22 Presentation skills---informal discussion

    28. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 28 A case study---Unit 2 Childhood Memories P22 Presentation skills---informal discussion 1 requirements? 2.topics?

    29. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 29 A case study---Unit 2 Childhood Memories P22 Presentation skills---informal discussion Content 1. telling a lie as a kid 2. input (“growing pains”, “cultural childhoods”) 3. narrate the experience with details

    30. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 30 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… anan

    31. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 31 A case study---Unit 2 Childhood Memories 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.

    32. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 32 A case study---Unit 2 Childhood Memories Peer-evaluation Rubrics Structure(0-5): problem?organization?actions?example? summary Comments(0-5): your own comment Application (0-5): comparison, words in Unit 2 Manners (0-5): clear pronunciation and proper body language. Timing (0-5): The speech is finished within three minute. …

    33. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 33 A case study---conclusion

    34. 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 34 Ideas exchange

    35. 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 6/7/2012 Y.Zhu Guangdong University of Foreign Studies 35

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