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NSE Senior High Course: Features, Benefits and Teaching Approaches

NSE Senior High Course: Features, Benefits and Teaching Approaches. Bernadette Longley 20 November, 2005 Qingdao, China. Integrate skills, knowledge and strategies into unit themes and topics to promote holistic, natural learning. Course Principles.

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NSE Senior High Course: Features, Benefits and Teaching Approaches

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  1. NSE Senior High Course: Features, Benefits and Teaching Approaches Bernadette Longley 20 November, 2005Qingdao, China

  2. Integrate skills, knowledge and strategies into unit themes and topics to promote holistic, natural learning Course Principles • Foster learner awareness and responsibility in the learning process • Encourage learner motivation through relevant and meaningful contexts • Combine new teaching methods and approacheswith established teaching practices and situational factors in China

  3. Five Components of Language Competence: Objectives Structure ‘General Objectives Structure’ 2003 National Curriculum Standards

  4. Attitudes Learning Strategies - motivation & interest cognitive - confidence & perseverance - - metacognitive - collaborative spirit - communicative - national & international awareness - resourceful Cultural Awareness Language Language - history & geography Language Knowledge competence competence - culture & traditions - topics - lifestyles - functions - arts & literature - grammar - social norms - vocabulary - value systems - phonetics Language Skills - llistening - speaking - reading - writing Structure of Scope and Sequence Following Objectives Structure 7 NSE SH Course syllabuses 1. Language skills 2. Topic/ themes 3. Functions & grammar 4. Vocabulary 5. Pronunciation 6. Learner training 7. Socio-cultural awareness

  5. Sample Unit 1Book 1, Module 1: My First Day at Senior High • Unit topic:New schools • Unit task: Writing a brochure about your school • Target language: • Grammar: Adjectives ending in –ed and –ing • Function: Making conversations • Vocabulary: School subjects, feelings

  6. Syllabus #1- Macro skill development “The four skills are complementary to each other; development in any of the four will contribute to the overall development of the other skills.”–English National Curriculum (English version) Reading Writing Listening Speaking

  7. Reading Texts are integrated into: - topic & theme of unit - key grammar and vocabulary - other macro skills Examples are used in following Grammar 1, vocabulary and speaking activities ‘anchors’ activities into a clear and meaningful context Includes:1. Pre-reading activity 2. Reading for main ideas activity 3. Reading for details activity 4. Post-reading activity beyond comprehension checks, 1. Checks that grammar/vocabulary are understood 2. Develops varied reading skills a natural way of using English

  8. pre-reading- introduces themes ANCHOR 1: sets context for following vocab & grammar activities reading for main ideas: develops skills to find general info pre-reading- introduce new vocab & relate to experiences Sample Reading Activity- B1M1, p. 2

  9. Writing Takes a guided-writing approach: 1. present model 2. highlights features, structures 3. use model to compose text, exploiting S’s experiences demystifies text composition process Enables students to produce creative, personalised texts Focuses on:-varied written genres (e.g.narrative)- organising ideas (process writing) builds upon JH curriculum standards: - reinforces use of discourse markers -helps Ss write different text types Topics connected with: - reading and listening passages - unit themes sufficient input for task Skill integration and contextualisation

  10. guided writing- reading text used as email model & built around unit themes draws on personal experiences= meaningful Sample Writing Activity- B1M1, p. 8

  11. Listening Topics & passages are used in following Grammar 2, Everyday English, Pronunciation, andSpeaking activities provides opportunities to : - develop comprehension -practice new grammar and vocab -develop varied listening skills (e.g. gist vs. details) Includes:1. Pre-listening activity 2. Listening for main ideas activity 3. Listening for details activity 2nd ‘anchor’ to contextualise following grammar & pronunciation activities Integrates language skills & knowledge

  12. pre-listening activity- sets the scene listening for details:find specific info ANCHOR 2:context for following grammar, speaking & pronunciation activities Sample Listening Activity- B1M1, p. 6

  13. Speaking Personalised topics (Students’ own experiences, opinions, ideas) Always in pair/group activities Structured to include:1. controlled activities2. guided activities3. open speaking activities provides relevance, meaning and motivation helps achieve a balance of accuracy and fluency maximised speaking opportunities Develops collaborative learning

  14. links to Module Task- write brochure Qs relate directly to students’ own lives Sample Speaking Activity- B1M1, ” p. 7 input provided in previous listening activity

  15. 1. Personal information 2 Family, friends and people around 3. Personal environments 4. Daily routines 5. School life 6. Interests and hobbies 7. Emotions 8. Interpersonal relationships 9. Plans and intentions 10. Festivals, holidays and celebrations 11. Shopping 12. Food and drink 13. Health 14. Weather Syllabus #2- Course Topics & themes 15. Entertainment and sports 16. Travel and transport 17. Language learning 18. Nature 19. The world and the environment 20. Popular science and modern technology 21. Topical issues 22. History and geography 23. Society 24. Literature and art • In line with 24 macro-topics specified in Curriculum Standards • Closely connected with skills, knowledge and strategies • Set in contexts relevant to students’ lives

  16. Cyclical approach Balances discovery and traditional grammar approaches Examples taken from reading/listening passages Syllabus #3- Functions & grammar • Why the Discovery Approach? 1.Through discussing content = meaning & communication 2. Through active participation = learner autonomy & analytical skills 3. Through predicting the rules=Studentsrememberthe rules prepares for exams + develops analytical & communication skills grammar is anchored in a clear and meaningful context reviews grammar from earlier unitsReflects natural way structures are used

  17. example sentences are from previous reading activity= context Qs to generalise rules Involvement = • communication • Skill-building • retention Sample Grammar Activity- B1M1, “Nice to Meet You” p. 4

  18. Always linked to a macro skill (e.g. L&V, S&V, R&V) Presented and practiced throughdifferent activity types Syllabus #4- Vocabulary Explicitly built into - topics/ themes of unit - reading/listening passages not taught in isolation: always embedded into meaningful context integrated approach to learning new words suits varied learning styles Increases motivation through presenting new words in varying contexts, activities

  19. Picture-Word MatchingBook 4, Module 3 Gap ExercisesBook 3, Module 4 Matching Definitions Book 3, Module 1 Classifying Word Groups Book 1, Module 1, p. 5 Sample Vocabulary Activities

  20. Closely linked with phonological aspects of listening activities Examples taken are from listening activities and/or appropriate to theme Syllabus #5- Pronunciation embedded in a meaningful context no new words to deal with integrated, contextualised learning

  21. Cognitive tips make connections, solve problems, find patterns Metacognitive tipsplan, assess & reflect on learning processes learningstrategiesoutlined in Curriculum Standards Communication tipsgain & maintain effective and appropriate communication Resource tipschoose & access media to improve learning Syllabus #6- Learner Training: Learning to Learn Tips PROMOTES: • learner responsibility • learner independency • learner control • positive studyhabits

  22. Sample Learning to Learn Tips (Books 1-6) Metacognitive Skills • Self-evaluation (B2M1) • Dealing with mistakes (B1M1) • Planning (B4M1) Cognitive skills • Vocabulary tables (B3M3) • Categorising words (B5M5) • Memorising vocabulary (B3M5) • Following instructions (B6M4) • Note-taking (B6M5) • Predicting meaning (B3M6) • Understanding main ideas (B1M3) • Learning with sub-headings (B2M5) Communicative Skills • Tone: formal vs informal(B4M3) • Group-work skills (B6M6) • Learning with others (B3M4) Resource Skills • Researching on the Internet (B1M6) • Using tapes to improve speaking (B5M3) • Using readers to improve reading (B6, M2) • Learning through films (B2M6) • Learning through the radio (BM4) • Practicing stress with dictionaries (B55)

  23. Syllabus #7- Socio-cultural awareness: Cultural Corner Why Socio-cultural Awareness? “Learners who are interested in the social and cultural customs of native speakers are likely to be successful language learners.”–Ellis 1995 builds on JH course: beyond basic understanding of cultural aspects towards recognising / appreciating cultural similarities & differences provides flexibility: can be used as reading/ cloze/ jigsaw or omitted

  24. NSE-SH Topic-Cultural Corner Echoing- Book 1

  25. UNIT TASK- TALK ABOUT Putting it together

  26. Sample Module 2Book 5, Module 6: Animals in Danger • Unit topic:Animals in Danger • Unit task: Making a survey of endangered species in China • Target language: • Grammar: Review of attributive clauses • Function: Expressing concern • Vocabulary: Animals and their environment

  27. Sample Lesson Plan Overview- Book 5, Module 6

  28. language, grammar & skills of unit defined vocab presented through definitions discussion to enable personal connection to topic Lesson 1 p.51 Lesson 1

  29. pre-reading activity- predicting ANCHOR 1context for following activities Lesson 2, p.52-53 Lesson 2

  30. discovery approach, in context of previous reading text traditional grammar consolidation Lesson 3, p.54-55 Lesson 3

  31. pre-listening activity ANCHOR 2:context for following grammar & vocab work Lesson 4. p.55-56 Lesson 4

  32. function: embedded in context of listening text guided speaking: input provided in previous Function, Listening & Reading Lesson 5, p.57-58 Lesson 5

  33. unit output: skills, grammar, themes & knowledge come together in meaningful context explicit reference to unit syllabuses Lesson 6 p.59-60 Lesson 6

  34. Summary: NSE SH Aims A I M ppropriate choice of language and topic to ensure a suitable amount of input is provided nformation processing- building skills find, gather, analyse and apply information to solve problems eaning. Using language not just for tests but to effectively communicate

  35. Thank you for listening! For further information, please log in to: www.nse.cn

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