FLTRP Training Program for College English Teaching (July 21-24, 2010) Listening & Speaking Teaching Seminar Zhu Yuanyuan Guangdong University of Foreign Studies
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FLTRP Training Program for College English Teaching (July 21-24, 2010)
Listening & Speaking Teaching Seminar
Zhu Yuanyuan Guangdong University of Foreign Studies
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Outline
Courses of Listening & Speaking in GDUFS
A Case Study (Unit 2, Book 3)
Ideas Exchange
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Courses of Listening & Speaking in GDUFS
1. Class Size: 50
2. Duration: 80 minutes
3. Frequency: once a week
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Courses of Listening & Speaking in GDUFS
4.focuses
1 2 3 4
materials storieslecturestalk showsnews (special)
movie clips
American & British TV news
American & British TV news
presentation mp3record
movie forum
news report
news report
semesters
focuses
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Courses of Listening & Speaking in GDUFS
4. Examples
Semester 1Semester 2 Semester 3Semester 4
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A Case Study
Material:
Unit 2 Childhood memories (Book 3)
Target Students:
Sophomores (semester 3)
3
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A case study---Unit 2 Childhood Memories
Unit overviewInside viewOutside view Listening in Presentation skillsPronunciation
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A case study---Unit 2 Childhood Memories
Unit overviewInside viewOutside view Listening in Presentation skillsPronunciation
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A case study---Unit 2 Childhood Memories
Teaching objectives?
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A case study---Unit 2 Childhood Memories
Teaching objectives?
K: knowledge knowingS: Skills doingA: Attitudes being
whole-persondevelopment
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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
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A case study---Unit 2 Childhood Memories
Teaching process? Input
Output
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A case study---Unit 2 Childhood Memories
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A case study---Unit 2 Childhood Memories
Teaching process?
Intake
Input
Interaction
Output
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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)
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A case study---Unit 2 Childhood Memories
P18 Outside view ---background information
1. Afghanistan ? Kabul? The Taliban?2. UNICEF?
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A case study---Unit 2 Childhood Memories
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A case study---Unit 2 Childhood Memories
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A case study---Unit 2 Childhood Memories
P18 Outside view----1st listening for gist
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A case study---Unit 2 Childhood Memories
P18 Outside view----1st listening for gist
Structure
problem?organization?actions?example?summary & comments
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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
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A case study---Unit 2 Childhood Memories
P18 Outside view---News report
The Spring Bud ProjectSafe & Healthy Growth ProjectHope ProjectSanxiaxiangVol-Teachmigrant workers’ children…
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A case study---Unit 2 Childhood Memories
Outside view---News report
1. Structure2. Comparison between situations (before and after) 3. Your own comments
Scaffolding(Vygotsky)
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A case study---Unit 2 Childhood Memories
P22 Presentation skills---informal discussion
1 requirements? 2.topics?
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A case study---Unit 2 Childhood Memories
P22 Presentation skills---informal discussion
Difficulties when speaking
1. poor content2. poor vocabulary
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A case study---Unit 2 Childhood Memories
P22 Presentation skills---informal discussion
Difficulties Solutions
poor content interesting topicsrich input (reading, listening)supporting details
poor vocabulary words learned in the unitwords with variety
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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
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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…
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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.
Observation(take notes and join in)
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A case study---Unit 2 Childhood Memories
Homework---News report (3 mins)
1. Structure2. Comparison between situations (before and after) 3. Your own comments
Peer evaluation rubrics
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A case study---conclusion
K.S.A.Interaction
Output
Input
Intake
“Outstanding teaching, successful learning”
A case study---referencesBorich, 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=23443How 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
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Ideas exchange
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