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

Listening & Speaking Teaching Seminar

Zhu Yuanyuan Guangdong University of Foreign Studies

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Outline

Courses of Listening & Speaking in GUFS

A Case Study (Unit 2, Book 3)

Ideas Exchange

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Courses of Listening & Speaking in GUFS

1. Class Size: 50

2. Duration: 80 minutes

3. Frequency: once a week

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Courses of Listening & Speaking in GDUFS

4.focuses

1 2 3 4

materials storieslecturestalk showsnews (special)

movie clips

American & British TV news

American & British TV news

presentation mp3record

movie forum

news report

news report

semesters

focuses

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Courses of Listening & Speaking in GUFS

4. Examples

Semester 1Semester 2 Semester 3Semester 4

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A Case Study

Material:

Unit 2 Childhood memories (Book 3)

Target Students:

Sophomores (semester 3)

3

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A case study---Unit 2 Childhood Memories

Unit overviewInside viewOutside view Listening in Presentation skillsPronunciation

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A case study---Unit 2 Childhood Memories

Unit overviewInside viewOutside view (P18)Listening in Presentation skills (P22)Pronunciation

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A case study---Unit 2 Childhood Memories

Satisfied…?

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A case study---Unit 2 Childhood Memories

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A case study---Unit 2 Childhood Memories

Teaching process? Input

Output

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A case study---Unit 2 Childhood Memories

Teaching process?

Intake

Input

Interaction

Output

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A case study---Unit 2 Childhood Memories

1. Distinction between input & intake (Corder,1967)

Input is what is available to learners.Intake is what is internalized by learners.

2. Interaction: learn through the negotiation around meaning that occurs when learners engage in communication and communicative learning activities. (Long, 1980s)

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A case study---Unit 2 Childhood Memories

P18 Outside view

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A case study---Unit 2 Childhood Memories

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A case study---Unit 2 Childhood Memories

Teaching objectives?

K: knowledge knowingS: Skills doingA: Attitudes being

whole-persondevelopment

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A case study---Unit 2 Childhood Memories

Teaching objectives:K: 1. UNICEF’s contributions to Afghanistan

2. key vocabulary and expressions

S: 1. well-organized news report

2. comparison

A: 1. peace

2. education

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A case study---Unit 2 Childhood Memories

P18 Outside view ---background information

1. Afghanistan ? Kabul? The Taliban?2. UNICEF?

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A case study---Unit 2 Childhood Memories

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A case study---Unit 2 Childhood Memories

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A case study---Unit 2 Childhood Memories

P18 Outside view----1st listening for gist

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A case study---Unit 2 Childhood Memories

P18 Outside view----1st listening for gist

Structure

problem?organization?actions?example?summary & comments

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A case study---Unit 2 Childhood Memories

P18 Outside view---2nd listening for specific information

P18 exercise 3

P19 exercise 5

Noticing Hypothesis(Schmidt, 1990)

Note taking,

Interaction

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A case study---Unit 2 Childhood Memories

P18 Outside view---News report

The Spring Bud ProjectSafe & Healthy Growth ProjectHope ProjectSanxiaxiangVol-Teachmigrant workers’ children…

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A case study---Unit 2 Childhood Memories

Outside view---News report

1. Structure2. Comparison between situations (before and after) 3. Your own comments

Scaffolding(Vygotsky)

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A case study---Unit 2 Childhood Memories

P22 Presentation skills---informal discussion

Difficulties when speaking?

1. poor content2. poor vocabulary…

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A case study---Unit 2 Childhood Memories

P22 Presentation skills---informal discussion

Difficulties Solutions

poor content interesting topicsrich input (reading, listening)supporting details……

poor vocabulary words learned in the unitwords with variety……

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A case study---Unit 2 Childhood Memories

P22 Presentation skills---informal discussion

1 requirements? 2.topics?

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A case study---Unit 2 Childhood Memories

P22 Presentation skills---informal discussion

Content

1. telling a lie as a kid

2. input (“growing pains”, “cultural childhoods”)

3. narrate the experience with details

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A case study---Unit 2 Childhood Memories

P22 Presentation skills---informal discussion

Vocabulary

1. P22 words in the chart

2. Active reading(2) in Integrated English

e.g. When I look back on …

It reminds me of…

I can see vast differences between…and…

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A case study---Unit 2 Childhood Memories

P22 Presentation skills---informal discussion

1 Group work (4 each group)

2 Narrate your experience of telling a lie.

3 Compare the attitudes towards telling lies with

regard to both your parents & Ben’s parents ?

4. Your view on it.

Observation(take notes and join in)

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A case study---Unit 2 Childhood Memories

Peer-evaluation Rubrics Structure(0-5):

problemorganizationactionsexample summaryComments(0-5): your own commentApplication (0-5): comparison, words in Unit 2Manners (0-5): clear pronunciation and proper body language. Timing (0-5): The speech is finished within three minute.

…

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A case study---conclusion

K.S.A.Interaction

Output

Input

Intake

“Outstanding teaching, successful learning”

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Ideas exchange

ReferencesBorich, G. D. (1990) Observation Skills for Effective Teaching, Columbus: Merrill

Publishing Company.Nunan, D. (ed.)(2003). Practical English Language Teaching. The McGraw-Hill Companies, Inc.Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (pp.

169-201). Needham Heights, MA: Allyn & Bacon, A Pearson Education Company. Input, Interaction, and Output. (4/26/2007). Retrieved July

12,2010,fromhttp://www.fltrp.com/newsdetail.cfm?iCntno=23443How to Integrate the Interaction Hypothesis into Your ESOL (ESL, EFL) Classroom(no

date). Retrieved July 11, 2010, fromhttp://www.associatedcontent.com/article/1764572/the_interaction_hypothesis_what_it.html?cat=4

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