How to Design English Lessons Mr. Yin Gang Nanjing Teaching and Research Office for Vocational...

How to Design English How to Design English LessonsLessons

Mr. Yin Gang Mr. Yin Gang Nanjing Teaching and Research OffiNanjing Teaching and Research Office for Vocational Educationce for Vocational Education


The lecture is designed to demonstrate how The lecture is designed to demonstrate how to approach the teaching of speaking, to approach the teaching of speaking, listening, reading and writing. By the end of listening, reading and writing. By the end of the lecture, participants will thoroughly the lecture, participants will thoroughly acquire some ideas of the following termsacquire some ideas of the following terms::

Lesson planning Lesson planning Analyzing students’ needsAnalyzing students’ needs Authentic materials Authentic materials Teaching grammarTeaching grammar Teaching vocabularyTeaching vocabulary Teaching the language skills: speaking, listening, Teaching the language skills: speaking, listening,

reading and writingreading and writing Some othersSome others

Learning Teaching Learning Teaching

Learning teaching is a desire to move Learning teaching is a desire to move forward, to keep learning from what forward, to keep learning from what happens. It involves feedback from others happens. It involves feedback from others and from ourselves about what happened. It and from ourselves about what happened. It involves reflection on what happened, involves reflection on what happened, together with an excitement about trying a together with an excitement about trying a slightly different option next time. slightly different option next time.

Learning teaching is an aware and active use Learning teaching is an aware and active use of the experiential learning cycle in one’s of the experiential learning cycle in one’s own life and work. own life and work.

Learning teaching is a belief that creativity, Learning teaching is a belief that creativity, understanding, experience and character understanding, experience and character continue growing through one’s life.continue growing through one’s life.

Dangers for teacher career Dangers for teacher career

Doing the same thing again and again Doing the same thing again and again Too many demandsToo many demands Getting tiredGetting tired BoredomBoredom PressuresPressures StressStress Burn outBurn out If I’m safe, why take risks?If I’m safe, why take risks?


The act of teaching is essentially a The act of teaching is essentially a constant processing of options. At every constant processing of options. At every point in each lesson a teacher has a point in each lesson a teacher has a number of options available; he/ she number of options available; he/ she can decide to do something, or to do can decide to do something, or to do something else, or not to do anything at something else, or not to do anything at all. In order to become a better teacher all. In order to become a better teacher it seems important to be aware of as it seems important to be aware of as many options as possible. This may many options as possible. This may enable you to generate your own rules enable you to generate your own rules and guidelines as to what works and and guidelines as to what works and what doesn’t.( Scrivener: 2002 )what doesn’t.( Scrivener: 2002 )

As a general rule:As a general rule:

Prepare thoroughly. But Prepare thoroughly. But in class, teach the in class, teach the learners—not the plan.learners—not the plan.

The process of learning:The process of learning:

Doing something;Doing something; Recalling what happened;Recalling what happened; Reflecting on that;Reflecting on that; Drawing conclusions;Drawing conclusions; Using those conclusions to inform Using those conclusions to inform

and prepare for future practical and prepare for future practical experience.experience.

Two assumptions:Two assumptions:

People learn more by doing things People learn more by doing things themselves rather than by being themselves rather than by being told about them.told about them.

Learners are intelligent, fully-Learners are intelligent, fully-functioning humans, not simply functioning humans, not simply receptacles for passed-on receptacles for passed-on knowledge.knowledge.

Three kinds of teacherThree kinds of teacher

Teacher A: the explainerTeacher A: the explainer Teacher B: the involverTeacher B: the involver Teacher C: the enablerTeacher C: the enabler

Control Spectrum in Classroom Teaching

Teacher

DO TO DO FOR DO WITH ENABLE

Master All Knowing Expert/Coach Facilitator/

Provider Mentor

Slave Passive Recipient Learning Active Self

Participant Starting Learner

Without Choice Controlled, Dependent Independent Controlled Passive Follower Investigator/ Dependent Knowledge Explorer Let me out! I'm OK. It's OK. Joy in Learning

Student

Four kinds of teacher Four kinds of teacher

A poor teacher tells.A poor teacher tells. A good teacher explains.A good teacher explains. A wonderful teacher A wonderful teacher

demonstrates.demonstrates. A great teacher inspires.A great teacher inspires.

What is an effective teacher?What is an effective teacher? Really listens to his/her students;Really listens to his/her students; Shows respect;Shows respect; Gives clear , positive feedback;Gives clear , positive feedback; Has a good sense of humor;Has a good sense of humor; Is patient;Is patient; Knows his/her subject;Knows his/her subject; Inspires confidence;Inspires confidence; Trusts people;Trusts people; Emphasize with students’ problems;Emphasize with students’ problems; Is well-organized;Is well-organized; Paces lessons well;Paces lessons well; Does not complicate things unnecessarily;Does not complicate things unnecessarily; Is enthusiastic and inspires enthusiasm;Is enthusiastic and inspires enthusiasm; Can be authoritative without being distant;Can be authoritative without being distant; Is honest;Is honest; Is approachable.Is approachable.

General areas have to General areas have to be considered:be considered: The learners. The learners. The aims.The aims. The teaching point. The teaching point. The teaching procedures . The teaching procedures . Materials. Materials. Classroom managementClassroom management..

Some general areas Some general areas have to be considered:have to be considered: The learners. Will they enjoy The learners. Will they enjoy

doing the lesson? Will they doing the lesson? Will they benefit from it? (What do they like benefit from it? (What do they like doing? What topics interest doing? What topics interest them?)them?)

Some general areas Some general areas have to be considered:have to be considered: The aims. What will the learners achiThe aims. What will the learners achi

eve? What are you hoping to achieve eve? What are you hoping to achieve yourself? (What are the aims of the leyourself? (What are the aims of the lesson? What are the aims of each actisson? What are the aims of each activity?)vity?)

Some general areas Some general areas have to be considered:have to be considered: The teaching point. What is the subject The teaching point. What is the subject

matter of the lesson—the skills or matter of the lesson—the skills or language areas that will be studied and language areas that will be studied and the topics you will deal with. (What the topics you will deal with. (What items of language will be studied or items of language will be studied or used in the lesson? What topics, used in the lesson? What topics, contexts will be used? Am I confident contexts will be used? Am I confident about these teaching points? What about these teaching points? What preparation/ study do I need to do?)preparation/ study do I need to do?)

Some general areas Some general areas have to be considered:have to be considered: The teaching procedures . What The teaching procedures . What

activities will you use? What activities will you use? What sequence will they come in? (What sequence will they come in? (What activities will help the learners activities will help the learners achieve the lesson objectives? How achieve the lesson objectives? How will the activities link together to will the activities link together to make a whole lesson? How long will make a whole lesson? How long will each activity last?)each activity last?)

Some general areas Some general areas have to be considered:have to be considered: Materials. What texts, tapes, pictures,Materials. What texts, tapes, pictures,

exercises, role-cards, etc will you us exercises, role-cards, etc will you use? ( What materials will be used for ee? ( What materials will be used for each activity? What do I need to make ach activity? What do I need to make photocopy, borrow? What page of thphotocopy, borrow? What page of the coursebook have we got to? What ce coursebook have we got to? What can be used for homework?)an be used for homework?)

Some general areas Some general areas have to be considered:have to be considered: Classroom management. What will Classroom management. What will

you say? How will the seating be you say? How will the seating be arranged? How much time will each arranged? How much time will each stage take? etc. (How will the chairs stage take? etc. (How will the chairs be arranged? What instructions will be arranged? What instructions will I give? What happens if they don’t I give? What happens if they don’t understand my instructions? How understand my instructions? How long is the whole lesson?)long is the whole lesson?)

Activity typesActivity types

By contentsBy contents ：： eg. Listening activity, writineg. Listening activity, writing activity, teaching vocabularyg activity, teaching vocabulary

By procedural sequenceBy procedural sequence ：： eg. lead-in acteg. lead-in activity; pre/ while/ post reading activity; preivity; pre/ while/ post reading activity; presentation activity/ practice activity sentation activity/ practice activity

By role-relationshipBy role-relationship ：： learner-centered alearner-centered activity / teacher-centered activityctivity / teacher-centered activity

By theoretical constructsBy theoretical constructs ：： meaning focumeaning focused vs. form-focused activity; functional vs.sed vs. form-focused activity; functional vs. social interaction activity; reception (inpu social interaction activity; reception (input) vs. productive (output) activityt) vs. productive (output) activity

Procedural sequenceProcedural sequence

Generally, we have Generally, we have top-downtop-down sequence sequence (for meaning-focused class) and (for meaning-focused class) and bottom-up bottom-up sequence sequence (for form-focused (for form-focused class)class)

More specifically, for top-down approach More specifically, for top-down approach (eg. teaching reading ), the sequence (eg. teaching reading ), the sequence usually used is: Pre-reading While-usually used is: Pre-reading While-reading Post-readingreading Post-reading

For bottom-up approach, (eg. teaching For bottom-up approach, (eg. teaching “present continues tense”), PPP “present continues tense”), PPP sequence is often used: Presentation sequence is often used: Presentation Practice ProductionPractice Production

A Formal Plan A Formal Plan

A formal lesson plan often A formal lesson plan often contains two parts:contains two parts:

an outline of the procedure of the an outline of the procedure of the lesson (ie a description of the lesson (ie a description of the activities, their order and predicted activities, their order and predicted timing)timing)

background information (ie aims for background information (ie aims for the lesson, target language, material the lesson, target language, material used, predicted problems, etc)used, predicted problems, etc)

Information for Needs Information for Needs AnalysisAnalysis 1. Participant: Learner’s age, sex, 1. Participant: Learner’s age, sex,

nationality, mother tongue, nationality, mother tongue, command of the target language, command of the target language, other languages.other languages.

2. Purpose Domain: The purpose 2. Purpose Domain: The purpose for which the target language is for which the target language is needed.needed.

Information for Needs Information for Needs AnalysisAnalysis 3. Setting: The environment 3. Setting: The environment

where the target language will be where the target language will be used.used.

4. Interaction: The people with 4. Interaction: The people with whom the learner interact.whom the learner interact.

Information for Needs Information for Needs AnalysisAnalysis 5. Instrumentality: The medium; 5. Instrumentality: The medium;

the mode, and the channel.the mode, and the channel. 6. Dialect: The variety / dialect.6. Dialect: The variety / dialect. 7. Target level: The degree of 7. Target level: The degree of

mastery the learner will need to mastery the learner will need to attain.attain.

Information for Needs Information for Needs AnalysisAnalysis 8. Communicative event: The 8. Communicative event: The

productive and receptive skills productive and receptive skills needed to be mastered.needed to be mastered.

9. Communicative key: The 9. Communicative key: The interpersonal attitudes and tones interpersonal attitudes and tones needed to be mastered.needed to be mastered.

Authentic Materials Authentic Materials

Question:Question: What are authentic What are authentic materials?materials?

Nunan(1989:54) says that Nunan(1989:54) says that authentic materials are those authentic materials are those which have not been specially which have not been specially produced for the language produced for the language teaching. Some examples are:teaching. Some examples are:

Advantages of Advantages of Authentic MaterialsAuthentic Materials meaningful-associated with the meaningful-associated with the

real worldreal world culture knowledgeculture knowledge practical: can be used in real lifepractical: can be used in real life believablebelievable

Advantages of Advantages of Authentic MaterialsAuthentic Materials motivatingmotivating contextcontext interestinginteresting challengingchallenging

Advantages of Advantages of Authentic MaterialsAuthentic Materials proficiency( true measure)proficiency( true measure) bridge between the classroom bridge between the classroom

and the real worldand the real world relevantrelevant prepare for post classroom prepare for post classroom

experienceexperience

Disadvantages of Disadvantages of Authentic MaterialsAuthentic Materials too much jargon / complex too much jargon / complex

languagelanguage limit of genre typelimit of genre type underlying meaningsunderlying meanings too formal / informaltoo formal / informal too much time for teacher’s too much time for teacher’s

preparationpreparation

Disadvantages of Disadvantages of Authentic MaterialsAuthentic Materials not written for learnersnot written for learners no relevant experienceno relevant experience culture: balanced / not balanceculture: balanced / not balance logisticslogistics personal tastepersonal taste students dislikestudents dislike

Survival of the fittest --- Darwin

No Crying !No Running Nose !

WTOG20

完美的教学完美的教学

1 1 强调教学的精神发展性强调教学的精神发展性教学不仅是文化的传承，知识的授受过程，教学不仅是文化的传承，知识的授受过程，

更是一个心智的启迪，性情的陶冶，态度的更是一个心智的启迪，性情的陶冶，态度的养成，兴趣的培养，品格的锻造过程，它所养成，兴趣的培养，品格的锻造过程，它所关注的是人的精神的发展和架构。关注的是人的精神的发展和架构。

教学不再是强制、训练和灌输，而是引导、教学不再是强制、训练和灌输，而是引导、体验和唤醒，是让学生感动、领悟和审美，体验和唤醒，是让学生感动、领悟和审美，对其灵魂进行浸润。对其灵魂进行浸润。


2 2 注重教学的完整性注重教学的完整性教学的最终目的是培养完整的人，是思教学的最终目的是培养完整的人，是思

想、情感、意志、知识、认识能力、体想、情感、意志、知识、认识能力、体力和创造力得到全面发展的人。力和创造力得到全面发展的人。


3 3 重视教学的游戏品格重视教学的游戏品格教学不再是一个令人痛苦、压抑、厌烦教学不再是一个令人痛苦、压抑、厌烦

和恐惧的过程，而是一个能够引起师生和恐惧的过程，而是一个能够引起师生心灵愉快的和谐状态，能够唤起人们意心灵愉快的和谐状态，能够唤起人们意外与惊讶的感觉，给身临其境者一种认外与惊讶的感觉，给身临其境者一种认知能力上的解放感，充满了愉悦的过程。知能力上的解放感，充满了愉悦的过程。将教学营造成令人迷恋的游戏正是当代将教学营造成令人迷恋的游戏正是当代教学所追求的。教学所追求的。


4 4 注重教学的生成性注重教学的生成性教学是一个生成的过程，一个遭遇过程，教学是一个生成的过程，一个遭遇过程，

一切都是未知的，而不是被事先安排好一切都是未知的，而不是被事先安排好计划好了的，学生独立探索，主动发现，计划好了的，学生独立探索，主动发现，积极将理性的触角伸向未知的世界，自积极将理性的触角伸向未知的世界，自觉地获得知识。觉地获得知识。


5 5 重视向学生传达“类意识”重视向学生传达“类意识” 当代教学注重向学生传达“类意识”，当代教学注重向学生传达“类意识”，

关注培养学生的“类主体”精神，使学关注培养学生的“类主体”精神，使学生树立集体的主体责任、主体合作意识、生树立集体的主体责任、主体合作意识、集体参与意识，最终实现对自我的超越，集体参与意识，最终实现对自我的超越，使个人与社会和谐共处。使个人与社会和谐共处。


6 6 强调学生鲜明个性和创新能力强调学生鲜明个性和创新能力个性是一个人与他者相区别的独特性，是一个性是一个人与他者相区别的独特性，是一

个人之所以为人的根本标志，因此实现人的个人之所以为人的根本标志，因此实现人的教学就不得不去关注个性、尊重个性、发展教学就不得不去关注个性、尊重个性、发展个性，引导人在共性发展的基础上张扬个性、个性，引导人在共性发展的基础上张扬个性、完善个性，当代教学正是这种实现人的教学，完善个性，当代教学正是这种实现人的教学，它不但倡导个性，而且追求个性，对个性推它不但倡导个性，而且追求个性，对个性推崇备至，认为引导个性是保证教学成为人的崇备至，认为引导个性是保证教学成为人的教学的根本之路或本真之路。教学的根本之路或本真之路。

Teaching speakingTeaching speaking

fluencyfluency (focusing on the message and (focusing on the message and

meaning)meaning)

accuracyaccuracy (focusing on the actual language (focusing on the actual language

forms used---- grammar, forms used---- grammar, vocabulary, pronunciation, etc)vocabulary, pronunciation, etc)

Teaching speakingTeaching speaking

mechanical mechanical ( where the focus is ( where the focus is largely on repetition of some kind.)largely on repetition of some kind.)

meaningful meaningful ( where the learner ( where the learner has opportunities to repeat the has opportunities to repeat the language, but also thinks about language, but also thinks about the meaning and makes choices the meaning and makes choices accordingly.)accordingly.)

Teaching listeningTeaching listening

Three guidelines:Three guidelines: Grade the task rather than the Grade the task rather than the

material; material; Task first—then text or tapeTask first—then text or tape Process rather than product!!! Process rather than product!!!

Ideas for listening Ideas for listening tasks:tasks: Keep the recording short---- not Keep the recording short---- not

more than two minutes or so.more than two minutes or so. Play the tape a sufficient number Play the tape a sufficient number

of times. of times. Let the students discuss their Let the students discuss their

answers together (perhaps in answers together (perhaps in pairs).pairs).

Ideas for listening Ideas for listening tasks:tasks: Don’t immediately acknowledge Don’t immediately acknowledge

correct answers with words or correct answers with words or facial expressions---- throw the facial expressions---- throw the answers back to the class: What answers back to the class: What do you think of X’s answer—do do you think of X’s answer—do you agree?you agree?

Don’t be led by one strong Don’t be led by one strong student. Have they all got it?student. Have they all got it?

Ideas for listening Ideas for listening tasks:tasks: Aim to get the students to agree Aim to get the students to agree

together without your help. Until together without your help. Until they agree, play the tape again they agree, play the tape again whenever they need to hear it, to whenever they need to hear it, to confirm or refute their ideas.confirm or refute their ideas.

Play little bits of the tape( a word; Play little bits of the tape( a word; a phrase; a sentence) again and a phrase; a sentence) again and again until it’s clear.again until it’s clear.

Ideas for listening Ideas for listening tasks:tasks: Give help if they are completely Give help if they are completely

stuck.stuck. Don’t cheat them by changing Don’t cheat them by changing

your requirements halfway.your requirements halfway. Don’t let them lose heart.Don’t let them lose heart.

Ideas for listening Ideas for listening tasks:tasks: Grade the task—not the tape.Grade the task—not the tape.

( Don’t worry too much about ( Don’t worry too much about what student level the recording what student level the recording is suitable for—but do make sure is suitable for—but do make sure your task is set for the right your task is set for the right level.)level.)

Ideas for reading Ideas for reading tasks:tasks: Put these illustrations of the text Put these illustrations of the text

in the correct order.in the correct order. Put these cut-up paragraphs back Put these cut-up paragraphs back

in the correct order.in the correct order. Find words in the text that mean Find words in the text that mean

the same as the words in this list.the same as the words in this list.

Ideas for reading Ideas for reading tasks:tasks: Read the text and find the mistakes iRead the text and find the mistakes i

n this illustration( or draw your own in this illustration( or draw your own illustration).llustration).

Read the text and make a list of partiRead the text and make a list of particular items ( eg jobs that need doing; cular items ( eg jobs that need doing; the author’s proposals; advantages the author’s proposals; advantages and disadvantages, etc).and disadvantages, etc).

Ideas for reading Ideas for reading tasks:tasks: Give a headline to each section of Give a headline to each section of

the article( or: match given the article( or: match given headlines with the sections).headlines with the sections).

Find appropriate places in the Find appropriate places in the text to reinsert some sentences text to reinsert some sentences that have previously been that have previously been separated from the text.separated from the text.

Ideas for reading Ideas for reading tasks:tasks: Write a reply.Write a reply. Look at the title and the Look at the title and the

illustrations( but not the text). illustrations( but not the text). Predict which of the following list Predict which of the following list of words you will find in the text.of words you will find in the text.

Solve the problem.Solve the problem.

Ideas for reading Ideas for reading tasks:tasks: Discuss (or write) the missing last Discuss (or write) the missing last

paragraph of the text.paragraph of the text. Discuss interpretations of, Discuss interpretations of,

reactions to, feelings about the reactions to, feelings about the text.text.

Make notes under the following Make notes under the following headings:……headings:……

Ideas for reading Ideas for reading tasks:tasks: Before you read this text, make Before you read this text, make

notes about what you already notes about what you already know about the subject.know about the subject.

Act out the dialogue, story, Act out the dialogue, story, episode, etc.episode, etc.

Put this list of events in the Put this list of events in the correct order.correct order.

Ideas for writing tasks:Ideas for writing tasks:

Write real letters—eg to Members of Write real letters—eg to Members of Parliament, to prisoners, to manufacParliament, to prisoners, to manufacturing companies, to fan clubs, to locturing companies, to fan clubs, to local newspapers, to other schools, etc. al newspapers, to other schools, etc. Send them. Get replies. Write back.Send them. Get replies. Write back.

Publish your own newsletter, magaziPublish your own newsletter, magazine, handout, etc.ne, handout, etc.


Advertise ( ideas, school events, Advertise ( ideas, school events, products, etc) around the school, products, etc) around the school, around town; send in your ads to local around town; send in your ads to local papers, etc.papers, etc.

Write questionnaires and then use Write questionnaires and then use them out in the street ( maybe in them out in the street ( maybe in English or in the learners’ own English or in the learners’ own language) . Write up the results. language) . Write up the results. Publish them!Publish them!


Instant poetry. You could do this Instant poetry. You could do this as a simple dictation. For as a simple dictation. For example, read out the following example, read out the following instructions allowing time to think instructions allowing time to think and write between each other:and write between each other:


Computer word-processing. Make use of aComputer word-processing. Make use of any high-tech equipment you have to prodny high-tech equipment you have to produce professional-looking documents, texts,uce professional-looking documents, texts, etc. etc.

Students prepare the teacher’s materialStudents prepare the teacher’s material—eg tell them what the next unit of the bo—eg tell them what the next unit of the book is and get them to study it in order to prok is and get them to study it in order to prepare better and more interesting materiaepare better and more interesting material.l.


Postman. Allow ten or fifteen Postman. Allow ten or fifteen minutes for students and teacher to minutes for students and teacher to write short ( one or two sentence) write short ( one or two sentence) notes to each other across class. notes to each other across class. When each note is finished the When each note is finished the writers deliver them by hand. Reply writers deliver them by hand. Reply to ones you receive. Keep writing, to ones you receive. Keep writing, faster and faster. An exercise in faster and faster. An exercise in fluent ( rather than accurate) fluent ( rather than accurate) writing.writing.

Learning teaching and Learning teaching and try to betry to be A communicatorA communicator A learnerA learner A solverA solver A citizenA citizen A workerA worker A thinkerA thinker (controller/ organizer/ prompter/ (controller/ organizer/ prompter/

participant/ resource provider/ assessor )participant/ resource provider/ assessor )

Ideas for moving forwardIdeas for moving forward

Read new ideas in magazines (books ) Read new ideas in magazines (books ) and try them outand try them out

Write an article for a magazine (most Write an article for a magazine (most articles in magazines for language articles in magazines for language teachers are by teachers like you )teachers are by teachers like you )

Start a local teachers’ newsletterStart a local teachers’ newsletter Try a bold parabolaTry a bold parabola Go to a conference or a seminarGo to a conference or a seminar Learn about a completely different Learn about a completely different

approachapproach

Ideas for moving forwardIdeas for moving forward

Join (or start ) a teacher development groupJoin (or start ) a teacher development group Discuss what you are doing with other teachersDiscuss what you are doing with other teachers Make an agreement with a colleague to observe eMake an agreement with a colleague to observe e

ach other’s lessonsach other’s lessons Find a way to get involved in some in-service teacFind a way to get involved in some in-service teac

her trainingher training Become a director of studies or a headteacher!Become a director of studies or a headteacher! Start your own school!Start your own school! Specialize (eg computers, business, self-access cSpecialize (eg computers, business, self-access c

enters, video, music, exam, etc)enters, video, music, exam, etc) Write a bookWrite a book

LanguageLanguage Language is the way we express our Language is the way we express our

very being. It is the way we come to very being. It is the way we come to terms with the world. It is the way we terms with the world. It is the way we make our understanding of life concrete. make our understanding of life concrete. It is the way we make contact with other It is the way we make contact with other human beings.human beings.

Learning Teaching is about our own Learning Teaching is about our own personal search for our own answers, personal search for our own answers, rather than merely a re-enacting of rather than merely a re-enacting of other people’s solutions. In looking for other people’s solutions. In looking for ways to move forward as a teacher, you ways to move forward as a teacher, you will also find ways to grow as a person.will also find ways to grow as a person.

The World Is FlatThe World Is Flat --Thomas L. Friedman --Thomas L. Friedman

Every morning in Africa a gazelle wakes up.Every morning in Africa a gazelle wakes up.It knows it must outrun the fastest lion or itIt knows it must outrun the fastest lion or itwill be killed.will be killed.Every morning in Africa a lion wakes up.Every morning in Africa a lion wakes up.It knows it must outrun the slowest gazelleIt knows it must outrun the slowest gazelleor it will starve.or it will starve.It doesn’t matter whether you’re a lion or aIt doesn’t matter whether you’re a lion or agazelle – when the sun comes up, you’d gazelle – when the sun comes up, you’d better be running.better be running. And indeed we should.And indeed we should.

清晨，非洲的瞪羚醒来，它知道自己必须跑过跑得最快的狮子，否则就会被吃掉。清晨，非洲的狮子醒来，它知道自己必须跑过跑得最慢的瞪羚，否则就会饿死。无论你是狮子还是瞪羚，这都无关紧要，当太阳升起时，你最好就开始奔跑。 —— 霍杰茨 (Richard Hodgetts)

奥古斯丁由此而认为—— “ 事实上，我们也应该奔跑。”

迎击风暴

全球化环境下的创新本质

Learning Teaching Enjoy Learning Teaching Enjoy TeachingTeaching

Good luck. And I hope you enjoy it all.Good luck. And I hope you enjoy it all.

Mr. Yin Gang Mr. Yin Gang Nanjing Teaching and Research Office for Vocational EducationNanjing Teaching and Research Office for Vocational Education

How to Design English Lessons Mr. Yin Gang Nanjing Teaching and Research Office for Vocational...

Documents

Transcript of How to Design English Lessons Mr. Yin Gang Nanjing Teaching and Research Office for Vocational...