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ON TEACHERS’ BOOK (1A) AND TEACHING TECHNIQUES OUTLINES OVERVIEW TASK-BASED TEACHING/LEARNING TEACHING ACTIVITIES LEARNING ACTIVITIES ASSESSMENT TEACHING MATERIALS OVERVIEW Each unit is consisted of three parts Teaching aims and demands Suggested teaching notes Supplementary reference materials Teaching aims and demands Topics Understanding of the title and some goals Example 1 (Unit One) Title: Good friends Goals: Talk about friends Learn to make apologies Write an e-mail Topics: Talk about friends and friendship Discuss problems occurring in a friendship and suggest solutions Write an e-mail to make an e-pal Teaching aims and demands Example 2 (Unit Twelve) Title: Art and literature Goals: Talk about art and literature Review making decisions and giving opinions Review the Attributive Clause Topics: Talk about art and literature Talk about artists, painters and writers Tell stories Make decision and give opinions Teaching aims and demands Function items Understanding of Listening and/or Speaking Example 1 (Unit One) Listening: Some friends discuss common problems that occur in a friendship. Speaking: Some students talk about likes and dislikes. Function items: Likes and dislikes Making apologies Teaching aims and demands Example 2 (Unit Two) Speaking: The speaking exercise gives students the opportunity to practise communication skills that help them keep conversation going that may otherwise breaks down. Function items: Language difficulties in communication --- Can you spell that, please? --- Could you repeat that, please? --- What do you mean by … ? … Teaching aims and demands Vocabulary Based on texts New words (371 +176) New expressions (77) Teaching aims and demands Grammar Bases on Grammar Functional description with grammar terms followed by one or two examples Example 1 (Unit One) 直接引语和间接引语（1） 转述他人的叙述----陈述句 转述他人的疑惑----一般疑问句 转述他人的问题----特殊疑问句 Teaching aims and demands Example 2 (Unit Nine) 现在进行时被动语态 用英语描述事物正受到某种影响或某种处理----使用现在进行时变动语态（is / are being + 过去分词） Suggested teaching notes 教学内容分析 总体分析 包括中心话题、相关话题和语言 单项分析 包括内容介绍、目的分析 example Suggested teaching notes 教学方法建议 Core task Warming up Listening Speaking Pre-reading Reading Post-reading Language study (word & Grammar) Integrating skills Suggested teaching notes Core Tasks Based on topics/themes Structured Authentic Example 1 (Unit One) Work out standards of good friends Introduce your good friend Write an e-mail to find a e-pal Make friends with your new classmates, roommates, teammates, close neighbour or others Suggested teaching notes Example 2 (Unite Three) Plan a trip (especially, during National Day) Work out some tips the trip Design an eco-travel for the local tourism Travel on holiday and write postcards or travel notes Suggested teaching notes Warming up Keep Warming up in mind Stimulating Brainstorming Example 1 (Unit One) Example 2 (Unit Four) Suggested teaching notes Listening Step by step (in two aspects) (1) in skills----planned In Book 1A, we should help students concentrate their mind while listening, and then remember what they hear (2) in procedure----programmed Pre-listening (warming up) Listening (with purpose) Post-listening (extension) Suggested teaching notes Example 1 (Unit One) Example 2 (Unit Nine) Suggested teaching notes Speaking MMC drill/practice pattern. In TB, more attention is paid on C Enough time The whole class (single, pair, group, class work, etc) Situation Example 1 (Unit One) Example 2 (Unit Two) Suggested teaching notes Pre-reading Warming up in background Semi-control and/or un-control Open-end Example 1 (Unit One) Example 2 (Unit Two) Suggested teaching notes Reading Step by step (in skills) In Book 1A, we should help students in skimming, scanning, guessing and summing up, etc. Level by level (in internalization) Surface meaning Deep meaning For pleasure Example 1 (Unit One) Example 2 (Unit Seven) Suggested teaching notes Post-reading Deepening comprehension of topics Extension All kinds of activities Example 1 (Unit One) Example 2 (Unit Three) Suggested teaching notes Language study Word study understanding the meaning in context, and by suffix and prefix Lexical chunk Grammar Discovering MMC Example 1 (Unit One) Example 2 (Unit Four) Suggested teaching notes Integrating skills Reading As extensive reading material As sample for writing Writing Step by step Criteria for writing and evaluating Example 1 (Unit One) Example 2 (Unit Four) Suggested teaching notes 教学评价建议 Self-assessment Based on goals Peer assessment Mainly about students’ learning itself Self-testing Focusing on form, including words and grammar Example 1 (Unit One) Example 2 (Unit Four) Supplementary reference materials Supplementary notes For teachers, but not for students Background For teachers TASK-BASED TEACHING/LEARNING Focus on form Focus on meaning Non-communicative learning Pre-communicative language practice Communicative language practice Structured communication Authentic communication TEACHING ACTIVITIES Step by step (procedure) Pre-activities Warm up in form and meaning Break any chain Activities Control, semi-control, un-control (MMC) Surface structure and deep structure and others Post-activities Consolidation Extension Development LEARNING ACTIVITIES Working form Single work Pair work Group work LEARNING ACTIVITIES Interaction form Teacher-student interaction Student-student interaction Student-teacher interaction ASSESSMENT Checklist System Self-assessment Peer assessment Teacher’s assessment TEACHING MATERIALS Textbook Extended materials Understanding of materials The world around |
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