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    1. ???? ? ? ? ? ??? 4(???????) ? ? ? ? ? ? ? ? ? ?

    2. ??????? ?????? ?????? Reading skill Listening Language skill-1 Language skill-2

    3. ? ? ? ? ????:??????????,????? ??? ???????:????????????? ?,?????????????? ??????????: ?????:

    4. ? ? ? ? ? ? ? ? ? 1????????????? 2???????????????? 3????????????? 4???????,???????? ?????????

    5. ???? (???????) ?? ????????? ??????? ??????????? ???? ??? ????????????

    6. ???? ????( ??) ???????????????????????????????????,?????????????????????????????????????????????,?????????????????????????????????????????????????????????????,????????????“???????”???????????,?????????????????????,??????????????????,???????????????????

    7. ???? ???? (??) ????????????????????????????:“???????????”?????????????????????????????????????????????????????????,????????????????????????????,???????????,????????,???????????????????,???????????????,??????????????????????????????????,??????????,??????????????????????,??????????????

    8. ???? (???????) ????????? (1)????????????????????,???????????????????????,??????????????????????????????,???????????????

    9. ???? (???????) ????????? (2)????????????????,????????????????????????????????(Task-based approach)???????????????????????????????????????????????,????????????????,????????????,???????????????Unit???????????????????

    10. ???? (???????) ????????? (3)??????????????????????,???????????????????????,???????????????????????????????,????????????????,??????????????????????????????????,?????????????????

    11. ???? (???????) ????????? ???????????????????????: ?????????????????????????,?????????????? ?????????????:???????????,??????????????????,????????,???,????????? ???????????????????????????,?????????,????????????????? ?????????????????????????,?????????“??????”??????,?????????????????????????????????

    12. ???? (???????) ????????? (4)???????????????????????,????????,???????????,?????,?????????????

    13. ???? (???????) ??????? (1)????,??????????????????????,???????? ???:?????,?????????,??????????????:?????,???????(??)??,???????????????:?????,?????????,?????????????????????????????,??????

    14. ???? (???????) ??????? (2)“?—?—?”?“?—?—?”????????,????,??????,?????????????????????????????,??????,?????

    15. ???? (???????) ??????? (3)“??—??—??—????”????????????????? (4)“?—?—?—?”??,?????????,???/????;?,????????;?,??????????????????;?,???????????

    16. ???? (???????) ??????????? ????? ?????

    17. ???? (???????) ???????????(?????) ????????,?????,???????????????????????????????????????????: (1)?? ??????,?????????,????????????????????????????????????,?????????????????,????????????????????????????,?????????,??????????

    18. ???? (???????) ???????????(?????) (2)???? ?????????????,???????????????????????,?????????,?????????,??????????????,?????????,???????????

    19. ???? (???????) ???????????(?????) (3)???? ?????,???????,???????????????????????

    20. ???? (???????) ???????????(?????) (4)?? ????????????,????????????????,???????????????,??,???????????????,???????????????????????

    21. ???? (???????) ???????????(?????) (5)?? ??????????????????????????????????? ??,?????????,???????,???????,????????????,?????????????

    22. ???? (???????) ???????????(?????) ???????????????????????????,???????????????????: (1)??????????????????(??????????????????),???????????????????

    23. ???? (???????) ???????????(?????) (2)????????????,?????????????,?????????????????,???????????????????????????????????????

    24. ???? (???????) ???????????(?????) (3)?????????????,???????????????????????????????,???????????,????????????????? (4)??????????????????????,????????????????

    25. ???? (???????) ???????????(?????) (5)???????,??????????????????????????????????????????????,??????????????? “?????????????”????????????,?????????????,????????????????????,?????????????

    26. ???? (???????) ???? ?? Teaching Plan ( SEFC Book 1B)???????(?) ?20???77? (???) Unit 20 Lesson 77 Aims: 1. Enable the students to talk in English about the development of printing in ancient China. 2. Review the passive voice. 3. Get the students to be proud of being Chinese and try their best to do more for the people. Teaching aids: a multimedia computer

    27. ???? (???????) ???? ?? Teaching Procedures: Step 1 Greetings Step 2 Presentation 1. Talk about the four great inventions in ancient China: paper & paper making, gunpowder, compass and printing. Teach the new word: printing. 2. Let the students watch the video and find out: What are Susan and Mrs. Zhu talking about? 3. Tell the students: Today we are going to learn about printing in Chinese history.

    28. ???? (???????) ???? ?? Step 3 Dialogue 1. Ask the students to read aloud the dialogue. Then ask them: What are the two ways of printing Mrs. Zhu talks about?

    29. ???? (???????) ???? ?? 2. Go through the dialogue with the students, and get them to talk about how people used rocks/wood for printing. Deal with difficult language points or new words. Ask: a) How many steps did people take when they used rocks for printing? b) What are these four steps? c) How many steps did people take when they used wood for printing? d) What are these four steps?

    30. ???? (???????) ???? ?? 3?Show the class a copybook (a rubbing from a stone inscription) and a seal. Let them think: Are these characters printed in the first way or in the second way?

    31. ???? (???????) ???? ?? Step 4 Practice Play the tape of the dialogue for the students to listen and repeat. Then let them practice in pairs. If time permits, ask some pairs to read the dialogue aloud. Step 5 Oral practice for revision 1. Ask: How did people use rocks/wood for printing? 2. Get the students to retell the two methods of printing in the passive voice. 3. Let the student’s practice SB 1B Lesson 77, Part 2 in pairs.

    32. ???? (???????) ???? ?? Step 6 Discussion Get the students to discuss the following questions in groups of four: 1.What was the problem of using wood for printing? 2. Has this problem been solved? (Who? How? Now) Then a picture, which is made with the computer is shown to get the students to know the advantage of Bisheng's way of printing. Tell the students: We Chinese people are clever and great.

    33. ???? (???????) ???? ?? Step 7 Consolidation Tell the class: Today we talked about the development of printing in China, like the way of printing by using rocks or wood. And now people have found a better way of printing by using computers. But there is no end of the development of science. So all of us are supposed to try our best to work hard. I believe that some better ways of printing will be found in the future. There is a long way to go. Where there is a will, there is a way.

    34. ???? (???????) ???? ?? Homework: Write a passage about the development of printing in China.

    35. ???? (???????) ???? ?? ???????Unite 20, Lesson 77 ????: ??????: A???:tonight, real, vegetable, chips, pork, beef, peas, carrot potato, cabbage, tomato. B?????????: I know. What shall we...? I’ve no idea. What about… Let’s… Good idea? C???:????????????

    36. ???? (???????) ???? ?? ????????:????????????,??????????;????????????????????????????,??????????????????

    37. ???? (???????) ???? ?? ?. ????: 1?Warm?up and lead in (3 minutes) (1)Ask the following questions to contextualize the students into the theme ? food. Do you like the food at Mc Donald's? Do you sometimes help your mum do the cooking? Do you often eat chicken at home? Review the use of the future indefinite tense. (2)What do you usually eat at you birthday parties? Guess, what shall I eat this evening? Guess, what will ... (S1) eat this evening?

    38. ???? (???????) ???? ?? 2?Lead in and present new words (10 minutes) (1)Discuss different people's favorite food with students and present the new words. Meat: chicken, pork, beef Fruit: apples, pears, oranges, bananas Vegetable: peas, carrots, potatoes, cabbages, tomatoes Chinese food, western-food, real English food, fish and chips

    39. ???? (???????) ???? ?? (2)Ask the following questions to get students familiar with the new words and phrases that will appear in the text: Guess, what will your mother cook for you this evening? What are you going to do tonight after dinner? Do Mc Donald's have fish and chips? Do you want to try it? Do you think you will like fish and chips? Is hamburger real English food? What about Kentukey fried chicken?

    40. ???? (???????) ???? ?? 3. Presentation of whole text general understanding (5 minutes) (1) Introduce Ann Mum and Chen Hui with their pictures. (2) Give students first listening task: Ann and Mum are talking about cooking. (3) Why?

    41. ???? (???????) ???? ?? 4?Presentation of whole text for information (10 minutes) (1) Give students second listening tasks Answer the following questions: ·Will Ann help Mum do the cooking? ·Does Chen Hui like English food? ·Does Chen Hui like chicken? ·Does Chen Hui often eat chicken at home? ·Is fish and chips real English food?

    42. ???? (???????) ???? ?? (2) Check answers (3) Give students third listening tasks Complete the following sentences: · Ann: Mum ____ coming ____ . · Mum: I know. You must help me ____ this afternoon. · Ann: Certainly, Mum?What ____ we ____? · Mum: Does she like English food? · Ann: ____. · Mum: ____ chicken? · Ann: Oh yes?____ she quite often eats chicken? · Mum: Let’s give her ____ to eat, then. Some ____! · Ann: Something ____? I know ____ fish and chips! · Mum: ____!

    43. ???? (???????) ???? ?? (4)Students check answers among themselves.

    44. ???? (???????) ???? ?? 5?Repetition and drilling (5 minutes) (1) Class repetition of whole text (following the recording) (2) Pair repetition of whole text (3) Drilling by using the following blackboard drawing Mum, ____ coming ____. You must help me. What! Likes English food? ____ chicken? ____ quite often eats chicken at home. Let’s give something different to eat, then. Some real English food! I know____ fish and chips!

    45. ???? (???????) ???? ?? (4) Substitution drill. Tonight ?tomorrow English ?Chinese food Fish and chips ?dumplings

    46. ???? (???????) ???? ?? 6?Students read the dialogue (2 minutes) 7?Continue to learn the vocabulary and exercise. (5 minutes) (1) ?????: chicken, pork, beef ????: pea, carrot, potato, cabbage, tomato, apple, pear, orange, banana (2) Practice on pronunciation of new words

    47. ???? (???????) ???? ?? (3)Practice on using the new words by asking and answering questions or other activities e. g. Do you like to eat potatoes? Put the following words into boxes: pea, cabbage, potato, carrot, tomato, apple, pear, orange, banana

    48. ???? (???????) ???? ?? 8?Grammar and drill (8 minutes) (1)Make up sentences with the words given, following the model (oral, whole class) model: something, different, eat Let's give her something different to eat. · Something, difficult, do · something, new, eat · something, easy, read

    49. ???? (???????) ???? ?? (2) Pair work: Guess, what am I going to do this evening? A and B: Ask questions and also write your partner's answers in the right boxes.

    50. ???? (???????) ???? ?? 9?Sum up the lesson and assign homework (2 minutes)

    51. ? ? ? ? (? ? ? ? ? ? ?) ????????????

    52. ?????? Teaching Aim: To teach how to stage a listening skills lesson. Teaching Key Point: Different listening skill Teaching Time: 2 periods. Teaching Procedure: stage 1 stage 2 stage 3

    53. ?????? Teaching Procedure: Stage 1: Improving listening skills The main sub-skills of listening are:   1.predicting; 2.listening for the main idea(s); 3. listening for specific information.

    54. ?????? Teaching Procedure: Stage 2: Staging a Listening skills lesson Before -listening activities During ( While ) - Listening Activities After ( Post ) listening activities

    55. ?????? Teaching Procedure:Before -listening activities This stage is to prepare the learners for what they are going to hear, just as we are usually prepared in real life (for example, we usually have expectations about the topic, and even the language). You should not just tell the learners to listen and then start the cassette. Aim: a. Pre-teach vocabulary essential/or the completion of tasks b. Establish interest in the topic.

    56. ?????? Teaching Procedure:Before -listening activities Activities: Discuss a relevant picture Discuss relevant experiences Associate ideas with the topic Associate vocabulary with the topic Predict information about the topic Write questions about the topic

    57. ?????? Teaching Procedure:During- listening activities This stage is to help the learners understand the text. You should not expect them to try to understand every word. For example, you may ask them to listen for three pieces of information the first time they hear the recording and to tell you about the attitude of the speakers after the second time they have heard it. Aim: 1. A Listening for gist task 2. Listening for specific information 3. Listening for detail

    58. ?????? Teaching Procedure:During- listening activities Activities: Identify the exact topic, or an aspect it Note two to four pieces of information Answer questions Complete sentences Complete a table, map, or picture

    59. ?????? Teaching Procedure:During- listening activities Questions: how many people are in the story or dialogue; who the story or dialogue is about; where the story or dialogue happened; when the story or dialogue happened. What are they talking about? How many people are talking? Which actors were in it? Did they like the movie they saw?

    60. ?????? Teaching Procedure:After listening activities This stage is to help the learners connect what they have heard with their own ideas and experience, just as we often do in real life. It also allows you to move easily from listening to another language skill. Aim: A follow-up activity based on the topic. This could include listing and talking about the types of movie that they like, Their favorite actors, writing a review of a recently seen film etc.

    61. ?????? Teaching Procedure:After listening activities Activities: Give opinions Make up a similar dialogue Relate similar experiences Role-play a similar interaction Write a brief report or notes Write a similar text Write a letter to newspaper or radio station. Debate a topic

    62. ?????? Teaching Procedure: Stage 3: Task Look at the following course book listening exercise. Consider how you would organize part of a lesson using the material. Think in terms of the three stages -pre-listening, while-listening, and post-listening.

    63. ?????? Teaching Procedure: Listening text Your attention please for the/allowing announcements. British Airways flight 269 from London is now arriving… Passengers for Aero Mexico flight 129 to Cancun please proceed to Gate 6, where this flight is now boarding… American Airlines regrets the delay of its flight 409 to Houston with final destination Lima. This flight will now depart at sixteen hundred hours. 1 Which flight is arriving? 2 Which flight is going to leave? 3 What is the gate number for that flight? 4 Which flight is going to leave late? 5 What is the new time for that flight? pre-listening while-listening   post-listening

    64. ?????? Teaching Procedure: Pre-listening __ You could begin establishing the context by asking questions about their illustration. You could also ask who has flown, or accompanied relatives or friends to the airport, and allow learners to talk a little about their experience. __ Then ask what kind of things they would expect to hear in an airport announcement. This might produce some essential vocabulary, for example, -flight', gate' 'delay‘ board , and -depart'.

    65. ?????? Teaching Procedure: While-listening __ Then you could substitute the course book task with a more realistic and active one. Tell a third of the class that they are going to Houston or Lima?Another third that they are meeting a friend from London, and the final third that they are going to Cancun. You need to give them very clear instructions. Teacher : OK, so who's going to Houston? Raise your hands. Good!And Lima. OK. And who's meeting a friend from London? OK And who's going to Cancun? OK __ lucky people. Right, now listen carefully. When you hear your flight stand up. If the flight is late, say -Oh, no!' and sit down again. If it is on time, say -Good!' and stay standing.

    66. ?????? Teaching Procedure: Check that they have understood: Teacher: When you hear your flight, you ... Learners: … stand up. Teacher: If the flight is late ... Learners: ... say -Oh, no!' and sit down. Teacher: If the flight is on time ... Learners ... say -Good!' and stay standing.

    67. ?????? Teaching Procedure: __ After you played the cassette once. check with several learners what the situation is with their flight. __ Play the cassette again, and get the groups to note down just the information related to their own flight . __ Play the cassette for a third time, and get everyone to answer all the questions in the book.

    68. ?????? Teaching Procedure: Post – listening __ Use a topic or situation for further skills practice. For example, you could ask some learners experience they have had waiting for someone at an airport, or get groups to write similar announcements and then read them out.

    69. ?????? ????:??????????,???????? ???????:?????????????????,???????????????? ??????????: ???????????? : ?????:

    70. ?????? ?????????? ?? ??????????????: ????? ????? ????? ????? ????? ??????

    71. ?????? ?????????? (??) ???????????????????,????“??”???????????????,??????????????????????????????????????????????????????????????????,??????????????????, ?????????

    72. ?????? ?????????? (??) ??,???????????????Grammar??Language usage,?????Language in use ,??????????????????????????,???????????,??????,????,????????????????????????Douglas Brown??????????????????:

    73. ?????? ?????????? (??) Appropriate grammar focusing techniques · Are embedded in meaningful, communicative contexts ( ?????????? )? · Contribute positively to communicative goals. ( ?????????????? )? · Promote accuracy within fluent, communicative language( ?????????,??????????)? · Do not overwhelm students with too much linguistic terminology ( ???????????? )?

    74. ?????? ?????????? (??) ??????????????: (1)????????,?????????? (2)?????????????????????????????????

    75. ?????? ?????????? (??) ????,??????????????,???????????????,??????????,????????????????????????????“????????”?“????????”???,??“???????????????????????”????????

    76. ?????? ?????????? (???) ???????????????????,????????????????,???????,?????????????????,?“??—??—???”??????????????,??????????????????????,???????????????????,???????????????????????????——??——??——??????:

    77. ?????? ?????????? (???) 1??? ??????????????,?????????????,??????????,??????????????????: T:Boys and girls,please look at me. What am I doing? I am standing.(????) What are you doing? You are sitting.(????) SA,please stand up.Look! What is SA doing? He is standing,too.(????)

    78. ?????? ?????????? (???) 2??? ???????????????????????????????,??????????????,???????????be?????(ing),???????????????????????,?????????????

    79. ?????? ?????????? (???) 3??? ???????????,???????,???????????????????????

    80. ?????? ?????????? (???) 4???????? ?????????????,???????,??????????,????????????

    81. ?????? ?????????? (???) 5??? ??????????,??????????,?????????????????

    82. ?????? ?????????? (???) ???????????,????????????,????????????????????????,?????????????????????????????????????????——??——??????——???

    83. ?????? ?????????? (???) 1??????? ???????????? 2??? ?????????,????????????????????????????,?????????????,???????

    84. ?????? ?????????? (???) 3??????? ???????????,?????????? 4??? ?????????????,??????????????,?????????,????????????????????,????????????????,?????

    85. ?????? ?????????? (???) ?????????? ?????????????,?????????????,??????,???????????????????,???????????????????????????,????????????,????????????????,?????;?????????????????????,?????????????????????????,?:“??? ??? ??”?“??? ??? ??”,????????

    86. ?????? ?????????? (???) ????????????????????,?????????????????????????????,????????????,??????????????????,??????????????

    87. ?????? ?????????? (???) ?????????????????????????? SA is tall. SA is thin T:look. SB is taller. SB is thinner SC is the tallest. SC is the thinnest. ????????????,????“tall—taller—tallest,thin—thinner—thinnest”???????????????,?????,???????

    88. ?????? ?????????? (???) ?????????????????????????????:“My bag is nicer than yours.Lin Lin’s hair is longer than Kate’s.”???????????????????????,?????????,??????????????

    89. ?????? ?????????? (???) ????????????,???????????,?????????+??????,???????“????????”,???????:This picture is beautifuler than that one. ???????????,???????????,???????????????????????????

    90. ?????? ?????????? (???) ????????????????????????????????????,??????????“?????”????????????,?????????????????????????????,????????????

    91. ?????? ?????????? (???) (1)??????????????????????,??????????????????;for? since ????????????

    92. ?????? ?????????? (???) (2)??????????????????,??????????????,?“??????”???????,????????:“The bag is on the desk.”??????????????,??????:“The bag on the desk.”?????????????“???????????,???????”?????,????????????????,???????????

    93. ?????? ?????????? (???) ???????????????????????????,????????????????????????????“????,????”,????????,????????????????

    94. ?????? ?????????? (????) Teaching Plan Class: Junior middle school, Grade Three Lesson: Book 3, Unit 16, Lesson 61 Aim: 1) To teach passive voice; 2) To help students use these structures to talk to each other freely.

    95. ?????? ?????????? (????) Main points: What's it made of? It's made of... What's it used for? It's used for... Difficult points: be made of ... be used for ... Teaching Mediums: (1) cards (2) real objects (3) tape recorder

    96. ?????? ?????????? (????) Procedures: Step 1 Revision (5 minutes) (1) Duty report. (2) Review the following words learned in the previous lesson and connected with the new structure. key, stamp, wood, glass, lock, metal (using picture cards)

    97. ?????? ?????????? (????) Step 2 Presentation (7 minutes) (1) Build up a situational context T: Look, what's this in English? (show the real object) Ss: It’s a key. T: What’s this in English? (Show the picture card) Ss: It's metal. (put the metal card on the left part of the blackboard) T: Yes, it's metal. This is a key and that is metal. We use metal to make a key. We use the key (show the picture card of locking doors) to lock doors. Is that right? (put the picture card on the right part of the blackboard)

    98. ?????? ?????????? (????) (2) Introduce the new language T: So the key is made of metal. It's used for locking doors. Please listen carefully. What's it made of? It's made of metal. What's it used for? It's used for locking doors. (Use the same way to introduce another three pictures: stamp-for sending letters; sweater-for keeping warm; knife-for cutting things. )

    99. ?????? ?????????? (????) Step 3 Drill (13 minutes) According to the picture cards on the blackboard, ask students to do some different drilling activities. (use tape recorder) (1)Chorus drilling (whole class repeats after the tape recorder) (2)Half class (first boys ask and girls give the answers, and then they change roles) (3)Rows or lines (one row asks and another row answers)

    100. ?????? ?????????? (????) (4) Pair work (the whole class does questions and answers in pairs) (5)Ask concept questions to check the students' understanding of the new structure A. Is this a sweater, Tom? B. Do you use cotton to make sweaters? (No.) C. Do you wear sweaters to keep warm? (Yes.)

    101. ?????? ?????????? (????) Step 4 Practice (1)Provide a chart for students to practice the new structure in pairs. Each pair has one chart. What’s it in English? What’s it made of? What’s it used for?

    102. ?????? ?????????? (????) (2) Provide flash cards for students to do questions and answers in groups. Each group has a set of cards, and four students are one group. (3)Talk with your partner about things in the classroom, using the structures: It's made of... It’ used for...

    103. ?????? ?????????? (????)

    104. ?????? ?????????? (????) Step 5 Consolidation (7 minutes) (1)Sum up the new language and write “It’s made of... and It's used for...”on the middle of the blackboard. What's it made of? It's made of... What's it used for? It's used for... Explain the grammar in Chinese if it is necessary.

    105. ?????? ?????????? (????) (2) Feed back (use flash cards) Show students cards and ask some students to do questions and answers individually. T: Lily asks questions. Lily: What's it made of? T: Tom answers. Tom: It’s made of paper.

    106. ?????? ?????????? (????) (3) Homework: Do exercises one to three on page 61 in the Students, Workbook 3.

    107. ?????? ????????????

    108. ?????? ? ? ? ? ? 1??????????????? 2?????????????????? ????? 3??????“???????”???, ??????????,????? ??

    109. Organizing Lessons to improve Language skills : I Teaching Aim: Teach the background to the four language skills and show how to organize lessons which focus on improving students' reading , listening, speaking and writing skills. Teaching Key Point: Let the students know how to organize lessons for teaching Reading and Listening. Speaking and Writing. Teaching Time: 2 periods. Teaching Procedure:

    110. Organizing Lessons to improve Language skills : I Teaching Procedure Step I :Features of language skills Step II:Lesson purpose and three parts for teaching reading and listening Step III:Activities in "Before - During - After " lesson. Step IV:Examples of a lesson plan for a "Before - During - After " lesson. with PPP activities

    111. Organizing Lessons to improve Language skills : I Teaching Procedure Step I : Features of language skills 1.Introduction T: You will remember that some linguists divide language learning into the four language skills of listening, reading, speaking and writing. You may want to spend part or all of a lesson practicing these skills. In order to practice these skills, students will usually not use new language, but will use language they already know. You do not need to introduce new language and this is why skills lessons are organized in a slightly different way from PPP lessons.

    112. Organizing Lessons to improve Language skills : I Teaching Procedure 2. Features (1) Reading and listening Reading and listening have some similar features. When students read and listen to English, they only have to recognize and understand the language that they read or listen to. So we call these the two "receptive" skills. (2) Speaking and writing Speaking and writing also have some similar features. When students speak or write, they have to produce language. So we call this the "productive" skills.

    113. Organizing Lessons to improve Language skills : I Teaching Procedure (3) Reading and Writing Reading and writing also have some similar features. When students read or write, they have time to think about the meaning of the language. They can read the text again, they can rewrite and correct what they have written. They have time to think about what they have read or written. When students listen or speak, they have less time: they have to react real-life situations, you usually only hear something once you can ask someone to repeat it - but you cannot do that if you are listening to a station announcement or to the television or radio. When someone asks you a question, you have to understand what they think of a reply and say it in English - in a short space of time.

    114. Organizing Lessons to improve Language skills : I Teaching Procedure ? These different features reading, listening, speaking and writing means that we need to plan our lessons to give students different kinds of learning activities to practise each language skills.

    115. Organizing Lessons to improve Language skills : I Teaching Procedure Step II. Lesson purpose and three parts for teaching reading and listening We plan a reading skills or listening skills lesson in three parts: 1. Before-reading, or before-listening activities. 2. During-reading, or during-listening activities. 3. After-reading, or after-listening activities.

    116. Organizing Lessons to improve Language skills : I Teaching Procedure 1 "Before " phase Purpose form real life : 1.. We usually read or listen for a reason when we read and listen in our own language : we may do it for pleasure or to get information. We also usually choose to read or to listen. We may read a newspaper or a letter from friend. We may listen to a weekly sports programme on the radio or to an announcement at the railway or bus station.

    117. Organizing Lessons to improve Language skills : I Teaching Procedure 2. So, before we read or listen in our own language, we usually already know something about the text we are reading, or what we are listening to. We can often predict what some of the information will be, based upon our previous knowledge or interest in the subject. This is a skill called prediction.

    118. Organizing Lessons to improve Language skills : I Teaching Procedure Purpose: (1) To help students to think about the activity and motive them to read the text, or listen to the story or conversation. This activities aim to help students use the skill of prediction: to predict what kind of language that they will see or read, and to predict some of the content.

    119. Organizing Lessons to improve Language skills : I Teaching Procedure 2. "During" phase: Purpose : (1)Reading or listening for the main idea(s): Sometimes we want to find out the general idea or topic of something we are reading or listening to . (2) Reading or listening for specific information: Try to select the particular information we want, do not worry about other information or ideas that we do not need. (3) Set different types of tasks to give students a real reason to read or listen.

    120. Organizing Lessons to improve Language skills : I Teaching Procedure 3. "After" phase: Purpose : (1) In real life, we take action after we have read something or listened to something,( we reply, we tell a friend about it, we make a note of it, we write to someone about it, we catch the right train or bus) (2) Do activities which require students to react to what they have read or listened to by using the information they have found out. (3) Check whether the students have understood what they have read or what they have listened to , (4) Practice reading and listening in real- life situations.

    121. Organizing Lessons to improve Language skills : I Teaching Procedure Step III. Activities in "Before - During - After " lesson. ? Predict what type of information might be in the text or listening activity; ? Read a whole text or listen to a whole item and find some general information about it. ? Read or listen for some specific information; ? Use the context to guess unknown words in a text or listening activity; ? Record, discuss or act on what they have heard or read.

    122. Organizing Lessons to improve Language skills : I Teaching Procedure Step IV. Examples of a lesson plan for a "Before - During - After " lesson. with PPP activities Objective: students practice reading a story for the main ideas. Before-reading activity Discuss the title (for example. A "disastrous adventure"). Students suggest words connected to the topic which may appear in the text, and possible story lines (without reading the story). During- reading activity Students read the story within a time limit to encourage faster reading, and fill in a chart note what happened, and when. After-reading activity Students compare their charts (without the text in front of them) in pairs or groups to confirm what they read. Then students individually write a letter to a friend about the incident.

    123. Organizing Lessons to improve Language skills : II Teaching speaking and writing skills Teaching Aim: Teach the background to the four language skills and show how to organise lessons which focus on improving students' reading , listening, speaking and writing skills. Teaching Key Point: Let the students know how to organize lessons for teaching Reading and Listening. Speaking and Writing. Teaching Time: 2 periods. Teaching Procedure:

    124. Organizing Lessons to improve Language skills : II Teaching speaking and writing skills Step I: Introduction Step II: Lesson stages Stage III: Types of speaking activities Stage III: Types of speaking activities

    125. Organizing Lessons to improve Language skills : II Teaching speaking and writing skills Step I: Introduction We have seen how a lesson or part of a lesson to improve reading or listening is divided into 'before', 'during' and 'after' phases. You may remember that we call speaking and writing 'productive' skills. This is because students have to actively produce language in order to speak and write. They have to remember and use language which they already know, and produce a spoken sentence or dialogue, or write a text.

    126. Organizing Lessons to improve Language skills : II Teaching speaking and writing skills Step II: Lesson stages So here are the outline lesson stages of a speaking or writing lesson: Present or revise the language that the students will need in a controlled situation. Remember: do not teach new structures and new vocabulary in the same lesson. Give students practice with the language they will need, moving( from controlled practice (this can include drilling or written controlled practice) to guided practice. Let students have freer practice in pairs or groups, to personalize and practice producing language fluently or doing extended writing.

    127. Organizing Lessons to improve Language skills : II Teaching speaking and writing skills Stage III: Types of speaking activities ? Unscripted role-plays These differ from scripted role-plays or simulations because the learners have only a description of a situation and no model script, for example: The living room of a house at one o'clock in the morning. The parents have been waiting up. The 14-year-old son/daughter has just arrived home.

    128. Organizing Lessons to improve Language skills : II Teaching speaking and writing skills They may also have a card for each role. for example: Mother you are furious; you phoned your son/daughter s best friends, Adam and Alice. Your son/daughter was not with either. Father you are a bit angry, but you are tired and would prefer to go to bed and talk tomorrow. Son/Daughter start by lying that you were studying at Adam's house; then that you were at a party at Alice's house; finally, tell the truth--you went to a disco.

    129. Organizing Lessons to improve Language skills : II Teaching speaking and writing skills ? Get the learners to improvise the discussion in groups of three—mother Father, and Son/ Daughter. If they have role cards, they should not look at one another's cards. When the groups have finished their improvisations, get one or more of them to act out their role-play in front of the class.

    130. Organizing Lessons to improve Language skills : II Teaching speaking and writing skills ? Problem-solving/decision-taking activi-ties Describe a problem to the learners, or give them a written description, For example: You see a fellow worker in your office steal a portable computer, you know he/she is the single parent of two young children and has financial problems. ? Get . the learners, in groups of three to five, to decide what the best course of action is

    131. Organizing Lessons to improve Language skills : II Teaching speaking and writing skills Debate and discussion only for high-level classes. Students can prepare and carry out surveys/ questionnaires. If possible, let the students go beyond your own classroom, maybe to interview other students of staff or people on the street.

    132. Organizing Lessons to improve Language skills : II Teaching speaking and writing skills ? Ranking Putting items in a particular order.( High levels can add reasons ) Sports:-- rank sports from those they like most to those they like least.from the most beneficial for the body the least beneficial. Food -- from favourite to least favourite from healthy to least healthy Travel -- from most comfortable to least comfortable Describing visuals

    133. Organizing Lessons to improve Language skills : II Teaching speaking and writing skills Stage IV. Tips ? Plan the activity properly ? Think in advance about issues of classroom management, especially if you have a very large class, rows of tables etc. ? Plan your instructions carefully so it is clear what the activity is, what students roles are etc. ? Get out of the way!. With small classes, light background music can help, too. With very large classes, however, you might need to remain at the front in order to keep everything under control! ? Make sure the activity is appropriate in terms of language required and topic choice, ? Monitor the activity as best you can, but do not interrupt. Encourage quieter individuals or groups. ? Try to allow enough time afterwards for some feedback to the activity ? Do some delayed correction work.

    134. Receptive skills 1: Reading Leading in: Discuss the following questions: 1 Is Reading aloud a lesson? 2 Is a Reading lesson boring? 3 Give task before or after text? 4 Which vocabulary? 5 An approach to a Reading lesson

    135. Receptive skills 1: Reading 1 Is Reading aloud a lesson? It may be in part, but the actual reading aloud focuses on pronunciation and not on comprehen-sion. Unless your students are advanced, they are going to struggle with such a task, and other students may have trouble understanding. So please don't ask students to do this if your aim concerns reading comprehension. They may (if you are very lucky) read well, but are they 'listening' to what they are saying?

    136. Receptive skills 1: Reading 2 Is a Reading lesson boring? Maybe the topic is dull, irrelevant, or too difficult. Maybe there seems no point to the lesson. Maybe there is no communication, no interest. So, yes, such a lesson could well be very boring. But it shouldn't be, not if the teacher stages the lesson appropriately. It is the teacher's responsibility to keep interest high.

    137. Receptive skills 1: Reading 3 Different types of Reading skill (1) Skimming / Gist You may be rushing out of your home one day and there's a newspaper on the table and you see a headline which attracts your interest... but you must hurry to catch your train, you have just 30 seconds. So you quickly look at the story to see what it's about, to get the gist. You are not concerned at this stage with detail, and you are not looking for particular information. You just want to know what the story is about. This is skim reading, or reading for gist. It implies reading quickly.

    138. Receptive skills 1: Reading (2) Scan reading Maybe you are looking at a train timetable. You need to know what time your train departs and where from. Or maybe you are searching for ticket prices and journey length. You have a timetable and information booklet, but it contains a huge amount of information. which is of no use to you whatsoever. So, when you are reading you can - and should - disregard this information and look for what you need as quickly as possible. This is scan reading, or reading particular information.

    139. Receptive skills 1: Reading (3)Intensive reading As you settle down to read a good book, or to study a contract must sign, or maybe an article about a movie star you like, you will not be in a hurry. Far from it, you need, or want to, read carefully ...detail is important. You need to understand what you are reading .This is intensive reading, or reading for detail.

    140. Receptive skills 1: Reading 3 Give task before or after text? Give the tasks before handing on the texts. This gives the students a reason for reading - an aim.

    141. Receptive skills 1: Reading 4 Which vocabulary? -- Establish the need to deal only with those words which will be needed for the completion of the tasks. -- It is good to focus on vocabulary after as well as before a Reading / Listening task

    142. Receptive skills 1: Reading 5 An approach to a Reading lesson Main lesson aim: for students to have practice in scan and intensive reading skills. Secondary aim: for students to have practice describing and discussing school experiences in a free- speaking activity.

    143. Receptive skills 1: Reading An approach to a Reading lesson Procedure: The stages were, in broad terms, as follows: 1 Check the meaning of any vocabulary essential to the completion of the tasks. Don't spend too long on this. 2 Create interest in the topic of the text so that students actually want to read the text. 3 Set two or three different tasks which give practice of different reading skills. 4 If possible, have some follow-up activity based on the topic Or go on to some language work from the text. The skills described were: skim - quick reading for gist scan - quick reading to pick out certain information intensive - careful reading for detail / understanding stage 1 stage 2 stage 3 stage 4 stage 5

    144. Receptive skills 1: Reading An approach to a Reading lesson Stage 1 Aim: for students to understand the mean-ing of words essential to the completion of set tasks. Check understanding of "essen-tial" vocabulary (see question 7 for more on this). Don't spend too long on this!

    145. Receptive skills 1: Reading An approach to a Reading lesson Stage 2 Aim: to generate students' interest in the topic of the text. Establish interest in the topic. What you need to do here is to get the students interested in the topic, to make them want to read the text. This shouldn't take up too much of your lesson, but nor should it be a 10-second effort along the lines of "Did you like school" "Yes/No" and on to the text!

    146. Receptive skills 1: Reading An approach to a Reading lesson Example: (Looking at the text above on Schooldays, and a lesson for intermediate students, you might have your students) a. discussing their likes and dislikes from their time at school b. describing their typical day; c. or remembering different subjects studied or teachers they remember and why.? prediction (eg: from a newspaper headline, or from words in the text, or from a picture accompanying the text ).

    147. Receptive skills 1: Reading An approach to a Reading lesson contextualization ( e.g.: using pictures to set the scene of the topic); building interest (e s describing an almost impossible scenario a or sound effects from a story - this can be combined with prediction).

    148. Receptive skills 1: Reading An approach to a Reading lesson Stage 3 Aim: for students to have practice in scan reading skills.This would be a task which requires either skim or scan reading. A task to encourage scan reading would be any that focuses on the gist, the overall theme, of the text. one that requires the students to find specific information in the text ( names, numbers, places, prices etc) without having to read carefully or understand in detail. So, with -Schooldays might include questions such as:

    149. Receptive skills 1: Reading An approach to a Reading lesson Example: -- Did he start school before or after 8.30am-? -- Did he love or hate Woodwork, Art, and Physical Educa- tion -- When he was younger, what job did he hope to have ? The teacher should impose a fairly strict time limit for the completion of the task to encourage "quick reading". Scan reading tasks could include multiple choice / true or false / matching pictures with sentences.

    150. Receptive skills 1: Reading An approach to a Reading lesson Example: you could ask He started school at (a) 8.00 (b) 8.30 (c) 9.003 (d) 9.30.b. Or "He started school at 9.00 - True or False?“ different question types.

    151. Receptive skills 1: Reading An approach to a Reading lesson Stage 4 Aim: for students to have practice in intensive reading.Now you can move on to providing a task (s) that require more detailed reading. Any of the question types mentioned already could also be used here, but this time requiring understanding -look at these questions for 'Schooldays'.

    152. Receptive skills 1: Reading An approach to a Reading lesson Example: -- Was he good at Art? (No, he was useless at it).( -- Were all his teachers of the same standard? (No, they were a mixed bunch) -- Did student teachers have an easy time in class? (No, they were given a rough ride) -- Does he still want to be a teacher? (No, interpretation of final paragraph) -- Do you think he liked Metalwork at school?"( No, because he didn't like practical subjects - the answer is implied but not stated.

    153. Receptive skills 1: Reading An approach to a Reading lesson matching headlines from newspapers with stories would be intensive reading. ? with much lower levels is matching meaning with pictures. this stage needs more time, and students should be allowed to work together and help each other - the task should be communicative, not a test.

    154. Receptive skills 1: Reading An approach to a Reading lesson Stage 5 Aim (for example): for students to describe and discuss their own school-days in a free-speaking activity. -- You now have a sandwich effect - the main part of the lesson (Reading skills) is sandwiched between other activities ( generating interest/ vocabulary and speaking) This makes the "heavy" part of the lesson more digestable and far less boring thanthe "read this " approach which so many of us experienced at school. -- to finish such a lesson with something communicative. Many activities could be expanded and used here as a speaking activity.

    155. Receptive skills 1: Reading An approach to a Reading lesson Tips: 1.Stage the lesson so that you establish interest and give a variety of tasks. 2.If possible, conclude with a follow-up activity based on the text. 3.Remember that the main aims relate to the Reading. 4.Give the task before the text. 5.Give an approximate time limit which is appropriate for the task 6. Check answers/reasons for answers 7.Don't ask students to read the text aloud when the aim is comprehension. 8. Be encouraging and supportive - try to stop students worrying about what every single work means. at the start, only check the meaning of those words they really need to know.

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