Every minute matters

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1 Every minute matters

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Transcript of Every minute matters

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Move a number so as to let the equation make sense
62—63=1
2 —63=1
Mickey Mouse.
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For Ss’learningget Ss to focus on learning and self-monitoring
For T’s instructingGuide T to have a better choice of teaching method or media aid.
For assessmentGuide T&Ss to evaluate the outcome
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1It’s the outcome of learningnot the activities.
2It’s clear and observable.
3It should be “Ss can do sth.”, not “T makes Ss do sth.”
4Each objective should include only one item.
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(5)To stimulate Ss ---
(8) To introduce ---
4Summarize
e.gUse your Story Map to summarize The Summer of the Swans. Tell about the different emotions that Sara feels while searching for Charlie.
Character
Setting
Problem
Events
Solution
Compare the two schedules. When can the girls meet?
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2facts
3opinions
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synthesis
E.g. Ss can synthesize: How would you end the story? Why?
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3Reader’s judgment
E.g. Use specific examples from the information in the text to support your answer.
Use a chart to keep track of the clues that reveal the author’s purpose as you reread “My Friend Mateo”
Evaluate the actions of the characters.
Action
Judgment
Curriculum standard
Vocabulary600~700 400501500~16007005003500~400030002000
01 know \understand the meaning of---
02 know compound words like foretell, undergrowth;
know the antonyms of tall, old, big---
know the prefix or suffix of base words like employ, employee\ agree, disagree
03 comprehend the multiple-meaning words like conscious (knowing or realizing; awake)
04 Use the words in the context
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can understand simple instructions and respond correctly;
can follow the instructions, such as point at the pic, paint the pic, or draw;
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can mime speaking according to recording;
can greet each other in simple English;
can communicate with each other about simple personal information, such as names, ages and so on;
can express one’s feelings, such as likes or dislikes;
can guess from acting and say out the words & phrases according to pics.
can sing 15 songs or ballads or so.
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Level 1——Play and act:
can play games with the help of their teacher and communicate with each other in simple English as well;
can role-play in simple English.
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can know the words with the help of pics;
can read the words with the help of pics;
can understand short simple stories with the help of pics;
can write letters and words correctly;
can mime writing words and sentences.
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Level 2——Listening:
can comprehend simple conversations or recording materials with the help of pics, images or gestures;
can comprehend simple stories with pics;
can understand T’s questions;
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can make good pronunciation and intonation ;
can make simple dialogues about personal information or one’s family;
can use some everyday English, such as greetings, farewells, appreciations or apologies;
can describe topics about everyday life;
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can identify various tones, such as affirmative, interrogative or orders;
can know the rhythms of ballads;
can identify the connections of spoken discourse;
can understand sequential instructions and questions and respond properly;
can comprehend the discourse about the familiar topics;
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can role-play with the help of T’s instructions;
can describe sth. with the help of slides, pics or words;
can offer one’s personal information or experiences;
can account simple stories;
can recite some English poems , ballads or sing some English songs;
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Level 4——Listening:
can understand simple discourse in normal speed, identify familiar topics and get information from them;
can understand the plot, characters or events of stories;
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can elicit topics and make dialogues;
can describe one’s own or others’ experiences with the help of T or pics;
can participant in role-play with the help of T;
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Level 5——Listening:
can comprehend the author’s purpose according to its intonation and stress;
can understand the talks about familiar topics and can get information and views;
can guess the new words’ meaning from the context and can comprehend the general ideas ;
can respond properly during the listening;
can note down some information.
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Level 5——Speaking:
can offer information, express one’s views and participant in discussion;
can exchange information with partners and complete the tasks together;
can revise oneself while speaking;
can inquire and ask for help;
can make situational conversation;
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Topic: My new teachers
Lesson plan: Listening (criteria for a good teacher) and reading (introduction of three teachers) teaching contents as follows
Reasonable Ss’s way of thinking
Step 1: Lead in
T: Hello, boys and girls. Nice to meet you! I am your new teacher. Now look at me! What do you think about me? Could you use some adjectives to describe me?
INTRODUCTION
1 Look at these words. Decide if they are positive or negative.
amusing energetic funny intelligent kind lively stupid
nervous organized patient popular serious shy strict
2 Use some of the words in activity 1 to describe people you know.
3 Listen and tick the statements that you agree with …
Sample1
Lesson plan: Listening and speaking (WB Listening: a comparison between Australia and China)
Step 1 Lead in
1 Teacher shows some pics (animals, national flag, map of Australia, map of China) and let Ss talk about some general information about Australia and China(size, location, animals).
2 Teacher shows a map of China and ask Ss:
If you are asked to compare Australia with another country, which country would you choose?
Targeted What purpose
Step 1: Lead in
1 Ss enjoy a video and ask: What is the website Ma Fengwo.cn about?
2 Ss skim An exchange visit on Page 76 and find out the answers to the two questions, then complete the report.
3 Ss talk about their activities they have done
4 Ss find out the structure
5. Ss read the two articles to identify good sentence structure.
6.Ss make a comparison between the two articles.
More like speaking
Lesson: Listening (a letter from the future) and speaking
Step 1: Lead in (12 minutes)
1 Questions: How did people travel in the past? What about now? What about in the future?
2 Let Ss watch a piece of video (Shenzhou IX into space)
T: So how do you think people will travel in the future?
Ss: By rockets.
Ss: Yes.
Sample4
Topic: My new teachers
Lesson: Listening and speaking
Step 1: Lead in
1 Teacher asks questions:
Do you remember your first teacher? Who is your favorite teacher? Can you tell me something about him or her?
2 Word competition: Divide the whole class into two groups. Ss come to the blackboard to write as many adjectives as possible to describe a popular teacher and an unpopular teacher.
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Take Ss’ life into accountSs can express their ideas freely.
A competition can motivate Ss to learn.
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Categorical reduction helps Ss remember better
Group 1
Group 2
Popular teacher
Unpopular teacher
Lesson plan: Listening & speaking
Step 1 Lead in
Let Ss watch a picture of an old photo and lead students to guess what it is.
Teacher opens up that “album” and shows them a series of pictures of educational exchage).
Pre-listening question:
Would you like to take part in an exchange program or not? And why?
Step 2 Predicting
Teacher shows a picture of poster and ask Ss to tell what kind of activities people are having.
Sample6
into account
Topics
Activity 1:
In groups brainstorm the festivals you know about or you might have heard of. Make a list and try to classify them into different categories.
Chinese festivals/western festivals/African festivals
(vocabulary, grammar)
Activity 3:
Get into groups. Each student must think of a festival and briefly describe it to your group members. The other members ask questions and try to guess what festival it is.
(interest, vocabulary, cooperative learning)
Recognizing text types
Word recognition exercises (not really a strategy)
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To get the students familiar with vocabulary
Students will underline the topic sentence in each paragraph.
Students will write three inferential questions for the passage that is presented.
Students will be able to skim to find the main idea
of the passage.
1. A clear objectives
What have I Learned?
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Scaffolding
Input——Output
3 A tutor, not a judge
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Keep meaning in focus
Have the learner “do” something with the input

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(to maintain interest, motivation, and pace)
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e.gWhat problems can you find from the following teaching instructions?
Now please use some adjectives to introduce somebody.
Now please use as many adjectives as you can to describe a popular teacher and an unpopular teacher.
How to design a lesson
5 Clear instructions
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Please turn to page 11.Look at the screen, here are some pictures. Please describe them using the expressions below them.
Scan the text to get the general idea of the text. Now listen to the tape.
Can you find other information about Murray’s life?

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TYPE: Does the type of exercise/activity effectively and economically accomplish the purpose?
CONTENT: Is the ratio of language given/learner task economic?
Are instructions to learners clear?
INTEREST: Is it interesting?
DIFFICULTY: Does it contain distracting difficulty?
(Moore J, 1980)
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Justifying procedures
Reasons:
It is a high frequency word or will occur in other texts.
It is a useful technical word.
It is a low frequency word.
It is important for the message of the text.
It is not important for the message of the text.
It has useful parts.
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Ways of dealing with words
Reasons
Preteach
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4
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Replace it in the text before giving the text to the learners
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13
4, 5
1
Reasons
1, 2, 3
1, 2, 3
1, 2, 3
Spend time looking at its range of meanings and collocations
1, 2
4, 5
What aspects of a word are to be taught?
What strategies are to be taught?
What
If you know a word, it means:
You know how often it appears in oral or written language;
You know its function in a context;
You know which family it belongs to;
You can associate it with other words;
You know its other meanings;
You know which words it might co-occur with.
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Using English-English dictionaries
L1 translation L2 explanation
Developing fluency: repetition
Lexico-semantic theory
a net work of associations, a web-like structure of interconnected links (Aitchison, 1987)
Connect the word with already known words, the links is created, the learning takes place (Skmen )
1 Put the words into three lists.
What other words can you think of to put into this spider?
How many words for time/colour/… do you have
Try to work out the meaning of these words beginning with “multi-”.
How
Home; food; appearance; behavior; life; why in danger
Wild; giant; cruel; fierce; cute; plant-eating; meat-eating; dangerous; gentle; large; polluted; imprtant
Adjectives to describe animals
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Dual coding theory
Learning is aided when materials is made concrete within the conceptual range of the learners
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lexical chunks
The most fundamental guiding principle (for) those who are anxious to be proficient in foreign conversation… is this: Memorizing perfectly the largest number of common and useful word-groups!” Palmer (1925)
As a way of quickly developing fluency and of picking up native-like expressions, groups of words should be learned as units.
Nation (2003)
grammatical: intend to do, good at
Institutional utterancesSentence frames and heads
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