课件39张PPT。http://www.qrcode-monkey.com/#What’s the first you think of …Word associationwww.sparro.ws
www.wordassociation.org
What we need here isSome FACTS about the hippies and their era.Frank MillsInformation Flow QuestionsWhat are the important issues in Reading lessons?
JET: this is missing He was last seen with his friend a drummer …Information flowEach piece of information in a text answers a question that should logically follow on from something previously stated.
Look at this example with the text, Frank Mills.I met a boy called Frank Mills.
Really?
When?On Sept 12th
Oh, that was only the other day.
Where did you meet him?Right here, in front of the Waverly.
That’s nice.
But …
But? What happened?… unfortunately, I lost his address.
Oh dear, that’s a pity.
You’ll meet someone else.I love him
You do? Is he really your type?
but it embarrasses me
What does?To walk down the street with him.
Really?
Which street?He lives in Brooklyn somewhere
And that’s embarrassing?And wears this white crash helmet.
Oh, I see. Yes, that could be embarrassing.
Anything else?He has gold chains on his leather jacket
Oh, that’s pretty disgusting.
There’s more, isn’t there?And on the back, are written the names
Oh no, don’t tell me, something to do with Jesus?Mary and Mom, and Hell’s Angels.
Oh Jesus.
And you still want him back?
I would gratefully appreciate it…
Don’t ask me for help.If you see him, tell him
Ok then.
What’s your message?I’m in the park
Please, not by yourself. Who are you waiting with?with my girlfriend,
Oh, that’s OK then.
Is that the message?and please, tell him Angela and I don’t want the two dollars back
You gave him money!
Why don’t you want it back?just him.
Honey, I know the type.
He’ll just want more and more and more.
Not the endWord TemplatesIt embarrasses me to do sthg
Sb met sb when where
S V O P T
Sb live swh
Sb wears sthg
I would gratefully appreciated it, if …
Wordle.netWordle.netPaste in text and create a word cloud
Motivate students to look at the vocabulary and consider the topic of a text
and what aspects of the topic are dealt with
and language is usedWhat is this text about?Third and final example课件25张PPT。Introducing SKELL for English language teachersJames Thomas
2015A very useful online tool for language teachers and for language learners
It uses a corpus of almost 1.5 billion words
it provides a lot of information about words and phrases. http://skell.sketchengine.co.uk/Teachers can look up words and find:40 Example Sentences
Word Sketches showing collocations
Similar Words showing words that are used in similar contexts
Any word or phrase in EnglishExamplesType your search wordClick this buttonHere are the first of the 40 example sentencesThis tells us how frequent the word is in the corpusbark
barks
barked
barkingthe bark of a tree
a barking dog
a way of speakingWhat can a teacher do with 40 example sentences?Activities?
Checking?
Discovery?
Frequency?
Infer meaning
Observe multiple meanings and uses
It’s enough to observe …It’s enough to observe …In these ten examples of enough to, what can we observe? Here are some leading questions:
Is the word before it always an adjective?
Is the verb to the left of it always some form of be?
Is the subject of the verb always a person?
Is the verb after enough to always in the base form?
What are the subjects of these verbs?
Word Sketch shows collocationsClick on any word to see example sentencesEach row lists collocates within its grammatical relationshipClick to see the Word sketch of another part of speechWhat can we do with collocations? Observe typical usage
Grammar of vocabulary
Specific example sentences
Compound forms
Compare the collocates of synonyms e.g. which nouns are described as
simple vs. easy
small vs. littleWhat else can we do with collocations?Word associations
What’s the first thing you think of when you hear brother-in-law, dentist?
Seeing ‘old’ words in new contexts
Meeting new words in old contexts
Ideas for writingSimilar WordsA list of similar words. Click on one to see its Word Sketch.The same words in a Word Cloud. The size shows frequency.What can a teacher do with a list of similar words? Predict some words which might appear
Get some ideas for writing a story
Teaching lexical sets e.g. Christmas ? birthday, wedding, festival
Why are the sets of apple and pear and fruit so different?
Compare boyfriend and girlfriend
Which words associate with the different meanings of chip, for example.Searching for word formsSearching for phrasesMulti-word units: phrasal verbsMulti-word units: interrupted phrasal verbsMulti-word units: discourse markerAdvanced SearchFor anything starting with these letters, add .*This shows the Word Family What nextExperiment
Use SKELL for words you are going to teach
Experiment
Experiment
Have funTo conclude …Using corpora helps students make consciously the decisions that native speakers make subconsciously: they can observe, choose and use the native speaker's patterns of normal usage. A very, very useful online tool http://skell.sketchengine.co.uk/Sketch Engine SKELL is the student-teacher friendly version of Sketch Engine, a cloud-based resource for language professionals.
http://sketchengine.co.uk
Discovering English with Sketch Engine http://bit.ly/versatile_deske OR
http://versatile.pub/tiki-index.php?page=DESKE
This QR code links to e-shop
Strengthening Your Reading Instruction with Strategies and Activities
RESOURCE HANDBOOK
白金国
哈尔滨市第一中学
上海张江高科技园区松涛路489号IT产业楼A区 电话：+8621-50802999 传真：+8621-50803000
SectionA, IT Building, 489 Songtao Road, Zhangjiang Hi-tech Park, Shanghai 201203, P.R.C Tel: +8621-50802999 Fax: +8621-50803000
About Your Instructor
白金国，哈尔滨市第一中学英语教研组长，市兼职教研员，市英语学科骨干教师，市科研骨干教师，市教育局模范工作者，优秀班主任。外研社《轻松语法伴我行》主编，《有效教学导航—基于学案的教学设计》副主编、《龙江高考总复习丛书（英语分册）》副主编，参与编写外研社《高中英语听力阶梯练》、《英语新课标学习策略技巧与实践》等七本出版物；《效能复习抓关键 轻松自如应高考》一文刊登于国家级核心刊物《中国考试》2007年11月下半月刊，并被《中学外语教与学》全文转载；《科学备考 走出误区》刊登在《新晚报》2008年3月17日复习专刊。曾主持国家级课题一项，参与国家级课题一项，省级课题一项，市级课题两项；曾多次在黑龙江省及哈尔滨市高中英语学科教研活动中担任评委并做专题讲座；曾受上海方略教育机构、黑龙江省教育学院、河南省濮阳市教育局、重庆市国培项目“领雁工程”，四川省雅安市教育局邀请，为当地骨干教师做新课程理念研究课并进行教学指导和远程培训；2009年接受美国国际教育委员会（American Councils）邀请，在波士顿做最佳课堂实践（Best Practice）展示；2011年负责美国国家青年战略语言项目（NSLI-Y）培训工作；2009—2010年参加美国国务院“关键语言教师项目”(Teachers of Critical Languages Program)，赴美交流一年；在美期间，七次接受当地报纸、电台、电视台专访，融入美国课堂，走入社区家庭，亲身体验美国多元文化与教育。回国后，将国外先进教育理念应用在哈一中课堂中，取得突出成效。
About The Bureau
上海方略教育机构成立于1998年，是基础教育领域领先的专业培训咨询机构，致力于整合优质教育资源、为各地教育主管部门提供以学校为单位的提供管理咨询服务，为教师和学校管理者的专业发展提供针对性的学习服务。
Welcome!
We want to make today’s seminar as useful and productive as possible. Consequently, your instructor has organized this resource handbook to include key handouts, guidelines, and sample materials. It is designed for your use in taking notes during the seminar and to help you apply the concepts in your own school.
If you have any questions about the content of the program, please feel free to discuss them with the presenter at breaks or following the seminar.
If there is anything our staff can do to make the seminar more useful or enjoyable, please let us know.
Following the seminar, we would appreciate your feedback. Please complete the form at the end of the day and drop it at the entrance.
Thank you for your interest in our programs.
ACTIVATORS
ACTIVATORS are short (maximum 5 minutes) activities usually used at the beginning of class to help students focus their attention on the subject matter at hand. They may also be used to introduce topics with which students already have some familiarity, such as vocabulary or a verb tense.
ADVANTAGES:
( They lead to cognitive engagement by putting the current material back in the active part of the brain.
( They help to surface misconceptions when students are asked to recall previous knowledge.
( They allow teachers to adapt lesson plans to match students’ knowledge. They point out things that we need to reteach or explain in a different way.
( They empower the learner by giving him / her the feeling that “I already know something”.
PROCESSORS
The 10-2 structure was developed by noted science educator, Dr. Mary Budd Rowe, to allow students to process information and concepts. In the 10-2 structure, the teacher presents material for a maximum of 10 minutes, after which students are given time to process what they have learned, often through a structured activity. The time structures can be varied, depending on student dynamics, the complexity of the material, and the type of structure used as a processor.
Example: Think-Pair Share
1) Students listen while the teacher poses a question.
2) Students are given “wait time” so each one can think of an appropriate response.
3) Students are cued to pair with a neighbor to discuss their responses.
4) Students are then invited to share their responses with the whole group.
KINESTHETIC ACTIVITIES
This principle says that for every 37 minutes of seat time, we need to build in 90 seconds of movement. The object is to get students up and moving around the room while remaining on task. Activities are structured to provide additional practice for the current topic.
SUMMARIZERS
SUMMARIZERS are short (maximum 5 minutes) activities used at the end of class to help students pull together and synthesize the material from that day’s lesson. These activities may be oral or written and may be done in small groups, with a partner, or individually.
ADVANTAGES:
( Check for understanding.
( Surface confusion or misconceptions.
( Deepen understanding.
( Support retention.
Theory of Multiple Intelligences – Dr. Howard Gardiner
Eight styles of learning:
Likes to …
Is good at …
Learns best by …
In the language classroom, this learner should:
1. Linguistic
read, write, tell stories
memorizing names, places, dates, trivia
saying, seeing, and hearing words
read aloud, be read to, write creatively
2. Logical /
Mathematical
use reasoning skills to figure things out and explore patterns
math, reasoning, logic, and problem solving
categorizing, classifying, working with patterns
be able to develop own system for language learning
3. Spatial
think in pictures, draw, build, design, and create things
imagining things, reading maps and charts, doing puzzles
using colors and pictures, visualizing
be in a visually rich environment with lots of images and colors
4. Musical
sing, hum tunes, listen to music, play an instrument
picking up sounds and melodies, interpreting music
using rhythm, melody, and music
hear and participate in a variety of music, create raps and songs
5. Bodily /
Kinesthetic
move around, talk, touch and use body language
physical activities, crafts, doing things with hands
touching, moving, processing knowledge through bodily sensations
have the opportunity to move around and touch or manipulate things
6. Naturalistic
be outside, with animals, discuss geography and weather
categorizing, planning a trip, conservation
studying natural phenomena, learning how things work
discuss and experience nature and the environment
7. Interpersonal
have friends, talk to people, join groups
leading, organizing, communicating
working in groups, sharing, comparing
have group projects and evaluations
8. Intrapersonal
work alone and pursue own interests
understanding self, focusing inward
working alone
have individualized projects, self-evaluate
TPRS - Teaching Proficiency through Reading and Storytelling
TPRS is a methodology and philosophy of foreign language education that has gained tremendous popularity in recent years. It is based on the assumption that language is acquired through comprehensible input (Stephen Krashen). Language learning is really an unconscious process – it happens when then learner is focused on the meaning of the message rather than the language. We have known for a long time that the receptive skills (listening, reading) are developed first as students learn a language. We therefore need to give students a lot of input. The receptive skills (speaking, writing) come later, so we should not expect output before students comprehend the input.
Every TPRS lesson consists of three steps: vocabulary, story and literacy. The first step is to introduce the new vocabulary which should consist of 2 or 3 words per day. A phrase or structure such as “he would like” could be a vocabulary word. New words, often accompanied by a gesture, are introduced, explained in English, and written on the board. The words are then used in a sentence and a series of questions is asked (circling) to practice the new words.
Statements are turned into questions, either or questions are asked, details are discovered through the use of question words, and cognates are liberally substituted to give students more options for responses. Repetition (up to 75 times) is very important here.
Next the vocabulary is used in a story which often focuses on information gleaned about the learners through the prior round of questioning. By asking questions, to which the learners are encouraged to give imaginative and creative responses, a story line is developed. The story is then told using actors or puppets. The story may change depending on the input of the students or the teachers’ embellishments. The parts of the story are recycled many times. Questions about grammar points frequently pop-up as the story is told, and are clarified through short explanations in English.
The students then read a story with the same vocabulary and further embellishments. Many questions are asked to ensure comprehension and increase the number of repetitions.
There are excellent materials available for TPRS when it is the primary means of instruction. Many teachers use TPRS methodology on a more limited basis to practice and adapt the material in their textbook.
Activity: That’s me!
DIRECTIONS: The teacher (or a student) makes a series of statements pertaining to the subject matter at hand. All students to whom each individual statement applies stand up and say “that’s me!” in the target language. For example:
( I live in a house.
( I live in an apartment.
( We have three bedrooms.
( We have a garage.
GROUPING: whole class
NOTES: It is important that the series of statements be read very quickly. The statements can be adapted to whatever you are teaching at the time such as activities (I can swim, I like to ski, etc.), or verb tenses (a series of statements in the past tense). A variation is to start each sentence with “I know”. For example, “I know how to tell someone to stand up or sit down”, if you are working on commands. All students who think they can do this stand up, and then one is called on to give the right answer. While this activity works best as an activator, it can also be used as a processor or summarizer. For homework (or to conclude the class), students can be assigned to write a series of statements which will be used in class the next day.
Activity: Fact or Fiction (Three Truths and a Lie)
DIRECTIONS: Students write 4 sentences, three of which are true and another that is false. They then take turns reading the sentences aloud while classmates try to guess which of the four statements is false.
GROUPING: This activity can be done with a partner, in small groups, or one individual can read the statements to the class.
NOTES:
( Students describe what they are wearing.
( Students describe their appearance.
( Students describe their families.
( Students tell what subjects they are taking and who the teacher is.
( Students describe characters or actions in a story.
( Students describe a picture.
( Students use a variety of tenses to describe what they did yesterday, what they did as a child, what they will do in the future, what they would do fif they won the lottery.
Six-Way Paragraphs
Passages for developing the six essential categories of comprehension
Seminar Feedback Questionnaire
10-17-2012
Name: _____________________ School: _____________________
Years of teaching: __________ Gender: ____________
Email: _____________________________
1. Did you find the seminar useful?
a)?? Yes b)?? No
2. What do you feel about the content at the seminar?
a)?? Very good b)?? Good c)?? Bad
3. Was the RESOURCE HANDBOOK helpful?
a)?? Yes b)?? No c)?? Can’t say
4. Did this seminar cover what you were looking forward to?
a)?? Yes b)?? No
5. Would you like to try the strategies and activities in your class?
a)?? Yes b)?? No
6. Please mention the areas you found interesting.
________________________________________________________________
7. Please mention areas you were not happy with.
________________________________________________________________
8. Kindly give some suggestions of improvement.
________________________________________________________________
9. If you take part in future seminars, what kind of topics would you be interested in? _____________________________________________________________
课件57张PPT。Strengthening Your Classroom Teaching with Strategies and ActivitiesFrom Seeding To SucceedingBai Jinguo Harbin No. 1 High School1. It’s the first time that I have been a guest speaker in this program.
2. My daughter went to elementary school this year.
3. I graduated from Harbin Normal University.
4. I have been teaching since 2003.Fact or Fiction
(three truths and a lie)Activator:That's me!Activity 2Speak English only!
Relax
Speak English only!!
It is okay to make misnakes.
It is okay to make mistakes.
Speak English only!!!
Turn off your cell phone, please.Expectations for this sessionAgenda for the AfternoonIntroductions: self to neighbors
Learning Styles & Teaching Styles
Consider different ways of reading
Think about different reading subskills
Activities and practical approaches
From time to time, we will be reflecting on our teaching and methodologyLearn your neighbor’s: Name
What they hope to learn at this training?
?In groups of four or five Appoint a:
Discussion Leader
Secretary
Speaker 1 & 2
EncouragerTASK-BASED LEARNINGEVERY
PERSON
HAS
A
TASK
IN
GROUP
WORK!DISCUSSION
LEADER
(leads) SPEAKER
(presents)SECRETARY
(writes) ENCOURAGER
(encourages)How would you know when good language teaching exists?Summary:
The ability to communicate successfully, sharing ideas, opinions, and problem solvingKnowing how, when, and why to say what to whom.Objective of this training is to help improve your listening, speaking, reading and teaching skills while using a variety of learning strategies to meet the needs of your students.
Strategy = a plan or techniqueReflection TimeWhy do you think we had you talk in partners and groups of four with a task?Grouping of StudentsPairs – with guidelines, for example, role play
Group discussion with guidelines.
Working in 2’s, 3’s, 5’s and 6’s to improve discussion +share ideas +check for best answer, +helping each other.
We’re smarter together.
End of reflection!What do you enjoy doing most?Reading a story or the newspaper.
Listening to lectures or the radio.
Making things with your hands, sports activities or teaching others how to do something.Identifying Learner StylesLikes reading and looking through books
Likes listening to tapes, the radio and lectures.
Likes doing things well and is usually very active.Visual Learner
Auditory Learner
Kinesthetic Learner
LEARNER-CENTERED TEACHING
Teaching Learning
styles stylesShould
Match Recognizes STYLES
Teaches STRATEGIESLEARNER-CENTERED TEACHINGLet’s relax with a story.The Animal School by George Reavis Once upon a time, the animals decided they must do something heroic to meet the problems of a “new world”, so they organized a school. They had adopted an activity curriculum consisting of running, climbing, swimming and flying. To make it easier to administer the curriculum, all the animals took all the subjects.The Animal School The duck was excellent in swimming. In fact, better than his instructor. But he made only passing grades in flying and was very poor in running. Since he was slow in running, he had to stay after school and also drop swimming in order to practice running. This was kept up until his webbed feet were badly worn and he was only average in swimming. But average was acceptable in school so nobody worried about that, except the duck. The Animal School The rabbit started at the top of the class in running but had a nervous breakdown because of so much makeup work in swimming.
The squirrel was excellent in climbing until he developed frustration in the flying class where his teacher made him start from the ground up instead of the treetop down. He also developed a “charlie horse” from overexertion and then got a C in climbing and D in running.The Animal School The eagle was a problem child and was disciplined severely. In the climbing class, he beat all the others to the top of the tree but insisted on using his own way to get there.
At the end of the year, an abnormal eel that could swim exceeding well and also run, climb and fly a little had the highest average.FeedbackGroup work:
What’s the writer’s purpose?
Question:
Did you meet new words?
Do you have to know word by word?Find the difference! Ron is a conscientious student. When he is told he will be tested on the contents of Chapter 2 in the textbook, he looks up every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well on the test, though he says he spent hours preparing. Tracy, on the other hand, excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. As she reads, she connects the material in the chapter to what she already knows. She frequently asks herself questions about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the context, tries to paraphrase, or considers what she knows about text structure.SUMMARY In short, Tracy is reading like an expert, while Ron is relying on just one technique. The difference between the two is in their use of reading strategies.
How do we read?What do effective readers do?have a clear purpose in reading
read silently
read phrase by phrase, rather than word by word
concentrate on the important bits, skim the rest, and skip the insignificant parts
use different speeds and strategies for different reading tasks
perceive the information in the target language rather than mentally translate
guess the meaning of new words from the context, or ignore them
have and use background information to help understand the text
…What do we read?Calendars Clothes size labels Magazines
Addresses Graffiti on walls Radio/TV guides
Phone books Children’s scribbling Advertisements
Name cards Information letters Posters
Bank statements Business letters Travel guides
Credit cards Rules and regulations Cookbooks
Maps Electronic mail Repair manuals
Anecdotes Fax messages Memos
Weather forecast Junk mail Time schedules
Pamphlets Postcards Street signs
Product labels Greeting cards Syllabi
Washing instructions Comic books Journal articles
Short stories Newspapers Song lyrics
Novels Diplomas Film subtitles
Plays Application forms Diagrams
Poems Store catalogues Flowcharts
Handbooks Posters Websites
Notices Name tagsAdapted from GebhardREADING DO’S AND DON’TSReading Mantras Should we give the questions before they read or after?
Before
Why?
It gives the students a purpose for reading.
It ensures the students practice the reading subskill you want them to practise, e.g. skimming.Reading Mantras Is it good for students to read the text at home before they come to class?
No
Why?
Students will not get practice in developing the reading subskills of skimming and scanning as they already know what the text is about from reading it at home.Reading Mantras Is it good for students to read the text at home after they come to class?
Yes
Why?
At this point they have practiced the reading subskills, and so they can reread the text for lexis and grammar.Reading Mantras Is giving a time limit a good idea or a bad one?
Good
Why?
They know how much time they have and this forces students to practise the subsill you want them to use. For example, if you give 10 minutes for a gist task, students will read in detail rather than skim for the main idea.
It gives students control over their time management.Reading Mantras What should we do after the students finish reading but before whole class feedback?
Check answers in pairs
Why?
It increases students’ confidence
Therefore, more students will be willing to share their answers with the class – not just the top students.Reading Mantras When we get answers from the class, how do we help the weaker students?
Check in pairs before doing whole class feedback
Get students to justify their answers. Where did you find it in the text?PredictingBefore each reading, ask at least one (1) prediction question that causes the student to:
Become interested in the passage
Guess what will happen in the passage.
Example: What leadership qualities do you think Abraham Lincoln had?
Framework StrategyFramework provides a method to outline and become familiar with the passage:
Main idea
Important topics
Details for each important topic Abraham Lincoln was a great leader in America (main idea) I. Poor family (important topic)
Cruel father (detail)
Self-educated (detail)
Hard working (detail)
Honest man (detail)
II. He had many jobs before he became a politician (important topic)
Postmaster (detail)
Lawyer (detail)
etc (detail)
Guessing Meaning (Vocabulary)Instead of memorizing while reading, teach student to guess the meaning of the word from the:
Context
Word form
Parts of speech
Affixes
GOOD LANGUAGE TEACHINGLearner-centered!
Learning Styles and Strategies
Meaningful!
Familiar and Interesting
Communicative!
Interactive and task-based
INTERACTIVE LEARNINGThink
Write
Pair
Share
Show everyone you care!TASK-BASED LEARNINGINTERACTION:
Fills the gaps in knowledge
and language skills
Requires communication to
complete the task.
But I like to work alone!Sorry.TASK-BASED LEARNINGTask-based Learning:
Requires interaction
Requires communication
studentstudentTASK-BASED LEARNINGEveryone has knowledge gaps. Together we can learn more!
INTERACTIONStudent
knowledgeStudent
knowledgeTASK-BASED LEARNING
Make tasks COMMUNICATIVE:
1. Choose real-world situations
2. Assign pairs/groups
3. Give reason to communicate
4. Collect information from others
5. Share ideas and opinions and make choices in what is communicated
TASK-BASED LEARNING Students must work together!
No man is an island.
John DonneTASK-BASED LEARNING “Coming together is a beginning.
Keeping together is progress.
Working together is success.”
Henry Ford
ThanksWeChat：13895767877QQ: 228442280 米斯特特白english0451@163.comThanks!
