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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. College English teaching in GDUFS.

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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

slide2
Integrated Course teaching in GDUFS
  • A demo class
  • Exchange of ideas

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

genearl issues in integrated course of reading and writing
Genearl issues in integrated course of reading and writing
  • Writing skill is not fully developed if not completely neglected in classroom teaching
  • Writing as language learning, not for real communication
  • Product-oriented, not process approach

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

slide6

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

learn together use together
"learn together,use together"
  • context
  • interaction
  • alignment

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

starting point reading
Starting point: reading

Reading for entertainment

Reading for writing

Y.LONG Guangdong University of Foreign Studies

slide10
"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:reading--speaking (interesting topic)

reading--writing(language accuracy)

Y.LONG Guangdong University of Foreign Studies

teaching objectives
Teaching objectives

K: 1. features of descriptive writing

2. key vocabulary and expressions

S: theuse of description and imagery

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

4/1/2014

Y.Zhu Guangdong University of Foreign Studies

Y.LONG Guangdong University of Foreign Studies

12

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

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:arouse curiosity
  • While-reading activities:help students interact with the text
  • Post-reading activities:integrate reading, speaking and writing skills

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 activities18
Pre-reading activities

What is the girl doing in the picture? Does this picture

remind you of anything from your childhood?

What did you do with your lost tooth? What do kids in other countries do with their lost teeth?

Y.LONG Guangdong University of Foreign Studies

pre reading activities19
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 the common practice in China?
  • Individual work:Read 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

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

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 allocations
  • 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 creates the image

Y.LONG Guangdong University of Foreign Studies

post reading activity
Post-reading activity
  • Group work: use as many as possible the following words and phrases to make up a short story orally.

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 task
An alternative task
  • I used to be afraid of....(p.27)
  • How many students have the same fear? Why?

Y.LONG Guangdong University of Foreign Studies

issues to be considered in teaching writing
Issues to be considered in teaching writing
  • Generate an appropriate task
  • Take care of the process of writing.
  • Give feedback as soon as possible

Y.LONG Guangdong University of Foreign Studies

slide27
"Tasks form the heart of writing teaching"

(Hyland, 2003,p.139)

Y.LONG Guangdong University of Foreign Studies

taking care of the process of writing
Taking 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

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

slide37
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 freindship 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 onto the trees,

Y.LONG Guangdong University of Foreign Studies

slide39
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 acompanied; 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.
  • 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

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

slide41

* 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

slide42
Your Class.

Your Career.

Everyone’s Future.

Y.LONG Guangdong University of Foreign Studies