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FLTRP Training Program for College English Teaching (July 21-24, 2010). Reading and Writing Teaching Seminar LONG Yan Guangdong University of Foreign Studies. Integrated Course teaching in GDUFS A demo class Exchange of ideas. School of English and Education.

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

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Fltrp training program for college english teaching july 21 24 2010

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

Reading and Writing Teaching Seminar

LONG Yan

Guangdong University of Foreign Studies

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

  • Integrated Course teaching in GDUFS

  • A demo class

  • Exchange of ideas

Y.LONG Guangdong University of Foreign Studies


School of english and education

School of English and Education

  • founded in 2001 and restructured in 2005

  • structure

Department of Education

Division 1

Division 2

Division 3

Division 4

Graduate English Division

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

教育学(英语教育)专业特色

  • 本专业学生在校期间将参加英语专业四级和八级测试。通过英语和教育理论的学习与教学实习,形成良好的英语教师素养,获得从事各类学校英语教学与研究和企事业单位英语培训与管理的较强能力。

  • 主要专业课程包括两大模块:

  • 1、英语语言文学课程:综合英语、英语口语、英语视听、高级英语、英语国家文化、英语笔译、英语口译、英美文学、语言学概论等。

  • 2、用英语或双语开设的教育学课程:教育学原理、课程与教学论、中国教育史、外国教育史、英语教学法、教育心理学、教育领导学、比较教育学、教育文化学、教育技术学。

Y.LONG Guangdong University of Foreign Studies


College english teaching in gdufs

College English teaching in GDUFS

Placement test in Grade1

  • All-English ClassYear1: College English+CECL Year2: English Writing

  • Stream A Year1: College English

    Year2: Western Culture; Translation

  • Stream B: College English

  • Stream C: College English

Y.LONG Guangdong University of Foreign Studies


Integrated course of college english in gdufs

Integrated Course of College Englishin GDUFS

  • What skills are integrated? How?

  • What skills are neglected? Why?

Y.LONG Guangdong University of Foreign Studies


Why is writing not fully integrated in elt

Why is writing not fully integrated in ELT?

This is so partly because it is laborious and time-consuming to mark learners' compositons and partly because relatively few non-native speaking EFL teachers themselves are able to write good English.

-- Wang Chuming

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

More manageable tasks involving listening, reading and speaking receive much more attention in EFL teach, with speaking as the major mode of developing productive skills.

----Wang Chuming

(The Length Approach in ELT)

Y.LONG Guangdong University of Foreign Studies


Issues to be considered to achieve successful integration of reading and writing

Issues to be considered to achieve successful integration of reading and writing

  • read efferently or aesthetically

  • Successful shift from language perception to language production

    Reading speaking

    Reading writing

Y.LONG Guangdong University of Foreign Studies


A possible solution

A possible solution

  • Teacher-facilitated, student-centered approach

Y.LONG Guangdong University of Foreign Studies


Starting point reading

Starting point: reading

Reading for entertainment

Reading for writing

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

  • "I took a speed reading course and read 'War and Peace' in twenty minutes. It involves Russia."

    ---- Woody Allen (US movie actor, comedian, & director)

Y.LONG Guangdong University of Foreign Studies


Goals of teaching reading

Goals of teaching reading

  • developing students’ reading skills and strategies;

  • maintaining students’motivation for reading;

  • helping students have effective language output

Y.LONG Guangdong University of Foreign Studies


A case study

A Case Study

  • Material:

    Unit 2 Childhood memories (Book 3)

    New Standard College English---Real Communication:An Integrated Course

  • Target Students:

    Sophomores (Semester 1)

    Class size: 50

    Time duration:80 mins

Y.LONG Guangdong University of Foreign Studies


Unit overview

Unit Overview

  • Starting point

  • Active reading(1)

  • Talking point

  • Active reading (2)

  • Talking point

  • Language in use

  • Reading across cultures

  • Guided writing

  • Unit task

  • Unit file

Y.LONG Guangdong University of Foreign Studies


Procedures

Procedures

  • Pre-reading activities

  • While-reading activities

  • Post-reading activities

Y.LONG Guangdong University of Foreign Studies


Pre reading activities

Pre-reading activities

A game: find out the differences in the pictures

Y.LONG Guangdong University of Foreign Studies


Pre reading activities1

Pre-reading activities

  • Group work: (p.18)

  • Do any photos remind you of anything from your childhood?Which picture do you find a little unusal from our common practice in China?

  • Individual work:ead the short biography about the author.

  • Read the title and the illustration to get more information.

  • Describe the Superman briefly on p.20

Y.LONG Guangdong University of Foreign Studies


While reading tasks

While-reading tasks

  • Individual tasks:

    Skim the text and find out its text type, then sum up the main idea of each paragraph in one word.

Y.LONG Guangdong University of Foreign Studies


Teaching objectives

Teaching objectives

K: 1. features of descriptive writing

2. key vocabulary and expressions

S: 1. use of description and imagery

A: 1. Childhood as an important period in one's life

7/31/2014

Y.Zhu Guangdong University of Foreign Studies

Y.LONG Guangdong University of Foreign Studies

20


Focal point description

Focal point:Description

people

place

events

A descriptive essay needs sharp, colorful details that appeal to readers’ senses (sight, hearing, taste, smell, and touch).

the use of imagery

Y.LONG Guangdong University of Foreign Studies


Related writing skills and tasks

Related writing skills and tasks

  • Highlight the uses of description and imagery achieved through long phrases and sentences, and employment of allocation

Y.LONG Guangdong University of Foreign Studies


While reading activities

While-reading activities

  • Teacher gudied reading: Description of places in paragraph 2&5, notice the use of imagery, ask student to underline the allocation

  • Group work:

    Read the rest of the text, notice the description of real and imaginery people in the text, focus on: 1) their look2) their personality

    3) how the author create the image

Y.LONG Guangdong University of Foreign Studies


Post reading activity

Post-reading activity

  • Reading aloud short paragraphs

  • Asking comprehension questions

  • Paraphrase sentences

  • Produce language based on what they learned

Y.LONG Guangdong University of Foreign Studies


Read aloud or silently

Read aloud or silently?

  • Type1: silent reading

  • Silent reading is an individual activity;

  • Its main purpose is to get or extract information;

  • We also read in silence for pleasure.

  • We need effective strategies such as skimming, scanning, predicting, etc. to help us extract information efficiently.

Y.LONG Guangdong University of Foreign Studies


Type2 reading aloud

Type2: Reading aloud

  • Reading aloud is a collective activity;

  • We read aloud to share information with others;

  • We read aloud for appreciation of a good piece of writing;

  • We need good pronunciation and intonation in order to make ourselves understood by others.

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

  • Students learn the text through silent reading activities;

  • With comprehension, they read aloud to their group members;

  • By doing so, we can boost students motivation and confidence.

Y.LONG Guangdong University of Foreign Studies


A vocabulary game

A Vocabulary game

  • Group work: use as many as possible the following words and phrases to make up a short story.

    vague twilight blaze light

    giggle outlaw sallow

    bookish roaring whistling

    soaring whirling cape

    sallow mamma's boy

    perpectual droning sound

    blink tag broomstick

Y.LONG Guangdong University of Foreign Studies


An alternative activity

An alternative activity

  • I used to be afraid of....(p.27)

  • How many students have the same fear? Why?

Y.LONG Guangdong University of Foreign Studies


The nuts and bolts of writing instruction

The Nuts and Bolts of writing instruction

  • Problems

  • Possible solutions

Y.LONG Guangdong University of Foreign Studies


Problems in elt classroom writing

Problems in ELT classroom writing

1) a skill if not being completelyneglected, at least its use not fully exploited

2)writing as language learning, not for real communication3) product-oriented, not process approach

Y.LONG Guangdong University of Foreign Studies


Teacher s headaches

Teacher's headaches

  • How to motivate students

  • How to help students compose their writing

Y.LONG Guangdong University of Foreign Studies


Motivating students

Motivating Students

  • Know who your students are and what they want

  • Use culturally relevant texts and materials

  • Generate an appropriate task

  • Take care of the process of writing.

  • Give feedback as soon as possible

Y.LONG Guangdong University of Foreign Studies


Use culturally relevant texts and materials

Use Culturally Relevant Texts and Materials

Culturally relevant texts and materials are ones that students can connect with, ones that draw on their background and culture (Freeman and Freeman 2004). They do this by connecting to students lives, not just to their cultural heritage. They dras on students' exprience at home,in the community, and at school and contribute to the students' process of making meaning.

Y.LONG Guangdong University of Foreign Studies


Questions to examine cultural relevance

Questions to examine cultural relevance

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

  • "Tasks form the heart of writing teaching"

    (Hyland, 2003,p.139)

Y.LONG Guangdong University of Foreign Studies


Take care of the process of writing

Take care of the process of writing

  • When every stage of the writing process is well taken care of, the writing product comes as a natural development.

    -- Zhou Yan

  • Let students actively participate. Take a variety of roles from active direction to reflective support.

    -

Y.LONG Guangdong University of Foreign Studies


Procedures of process writing

Procedures of process writing

  • Creating a motivation to write

  • Brainstorming

  • Mapping

  • Free-writing

  • Outlining

  • Drafting

  • Editing

  • Revising

  • Proofreading

  • Conferencing

Y.LONG Guangdong University of Foreign Studies


Writing tasks

Writing tasks

  • An important person in my childhood(p.31)

  • Write an essay narrating an experience in which a certain emotion was predominant:

    Fear Pride SympathyLove Anger Silliness

    Greed Loneliness ...

Y.LONG Guangdong University of Foreign Studies


More suggested topics

More suggested topics

  • my biggest fear

  • The most courageous thing I've ever done...

  • An old neighborhood

  • My first day at school

  • A rebellious act

  • ...

Y.LONG Guangdong University of Foreign Studies


Structure

Structure

  • A thesis sentence"My first day in kindergarten was one of the scariest days of my life."

  • "When I was young, I used to be afraid of the dark...

  • conflicts

  • details

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

Y.LONG Guangdong University of Foreign Studies


Prewriting

Prewriting

  • Talking point (p.27)

  • Freewriting

  • Outlining

    1)a thesis sentence

    2)conflicts

    3)details

Y.LONG Guangdong University of Foreign Studies


Outlining

Outlining

  • Who (society,relationship,self)

  • What(money,need,extra benefits)

  • When (past,present,future)

  • Where(school,home,extracurricularplaces)

  • Why(beauty,relaxation,fun)

Y.LONG Guangdong University of Foreign Studies


Oral composition

Oral composition

  • Group work:

  • based on the outline, share your story with others.

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

  • Finish writing task after class.

  • A sample writing by a student

Y.LONG Guangdong University of Foreign Studies


Those days with nature raina

Those Days with NatureRaina

  • When I was a little girl, I lived with my grandpa and grandma in a small village, a beautiful village on the bank of a long river. Those years I spent there composed my most beautiful memory because of my friendship with my peers, and with nature.

  • In the countryside, we were so close to the nature that we thought it our friend whom we could never ever leave. We got up as the sunshine slip into our bedrooms and the birds began their a-whole-day-long singing. And then we had a day of games with the nature—we went to the crook and caught some tadpoles back home to observe how they grew into frogs; we made nests with straw and put them

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

onto the trees, hoping that more and more birds would become our neighbours; we picked the abandoned cats or chickens to the safe corners, took some cloth and food from home to them and kept them accompanied; we liked to sprawl on the farmland in the nightfall and played with the leaping crickets; we enjoyed every bright night, counting the countless stars and staring at the twinkling fireflies. At the end of a day, we slipped into the dreams where we played games with nature again under blue sky.

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

  • The children growing up in the villages have a sense of being a part of nature as the nature has ever been played together with them for a whole childhood.

Y.LONG Guangdong University of Foreign Studies


Peer review guidelines written response

Peer Review Guidelines---Written Response

  • F:\第一期专家PPT\Guidelines_for_Editing_a_Narrative_Paragraph.doc

Y.LONG Guangdong University of Foreign Studies


Problems and possible solutions

Problems and possible solutions

* allow studnets to select their own topic in a low-anxiety, risk-free environment

  • writers who don't write

  • writers whose writng is difficult (or impossible) to read

  • writers whose writing doesn't make sense

*have students read back their writing

* writing parteners to help each other with this question

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

* select one essay to be read by student

  • writers who never revise

  • writers who edit only a little, if not all

  • writers who take forever to finish

  • writers who find it difficult to get organized and come up with ideas

*Edit one thing at a time

* motivation+ deadline

* Teacher as a facilitator and encourager and group help scaffold the task

Y.LONG Guangdong University of Foreign Studies


Sequenced writing assignments

Sequenced writing assignments

Empowering students to write with authority and knowledge on a topic is the goal of many writing instructors. Ilona Leki describes a five-assignment sequence that help students become better writers while becoming experts on their subject areas.

Y.LONG Guangdong University of Foreign Studies


The sequence

The Sequence

Current Knowledge:

The First Assignment

In the first assignment students recount everything they currently know about the topics they have selected, including the significance of the topic and the students' personal involvement in it.

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

  • Summaries:

  • The Second Assignment

  • Students are asked to find three publicly available information on their subjects and to summarize some items.

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

  • The Survey:

  • The Third Assignment

  • Students get more information on their topic from another source-- a survey based on questions evolving from the topic. They develop suvery questions and must survey at least 20 people.

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

Interview with an Expert:

The Fourth Assignment

The students make an appointment, draw up interview questions, record or take notes on the interview, and write up the information they find into an interview report.

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

  • The Final Report

  • The Fifth Assignment

  • Students synthesize information into a coherent, fully developed report.

Y.LONG Guangdong University of Foreign Studies


Fltrp training program for college english teaching july 21 24 2010

Your Class.

Your Career.

Everyone’s Future.

Y.LONG Guangdong University of Foreign Studies


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