Teaching College English listening & speaking: An output-driven model TIAN Zhaoxia Nanjing Normal...
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![Page 1: Teaching College English listening & speaking: An output-driven model TIAN Zhaoxia Nanjing Normal University.](https://reader035.fdocuments.us/reader035/viewer/2022070404/56649f355503460f94c53d6b/html5/thumbnails/1.jpg)
Teaching College English Teaching College English listening & speaking: An listening & speaking: An
output-driven modeloutput-driven model
TIAN ZhaoxiaTIAN ZhaoxiaNanjing Normal UniversityNanjing Normal University
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Basic principlesBasic principles Main featuresMain features ImplementationImplementation Model teaching (Unit 3, Model teaching (Unit 3, Book 1)Book 1)
AttractionsAttractions
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Basic principlesBasic principles
Real communicationReal communication General teaching goalsGeneral teaching goals Shift of teaching focusShift of teaching focus Teaching principlesTeaching principles
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Real communicationReal communication
Unconscious use of Unconscious use of languagelanguage
Carrier of informationCarrier of information
SpeakingSpeaking Integrated language skillsIntegrated language skills … …
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General teaching goalsGeneral teaching goalsTo develop integrated To develop integrated skills skills
To enrich knowledge To enrich knowledge To develop thinking To develop thinking (critical & logical) (critical & logical)
To have fun To have fun
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Shift of the teaching focusShift of the teaching focus
PerceptionPerception ProductionProduction
reading reading writingwriting
& listening & & listening & speakingspeaking
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Teaching principlesTeaching principles
Output! Output! Output! Output! Output!Output!
Listen to write & speak; Listen to write & speak;
Read to write & speak. Read to write & speak. Know the students; Know the students;
Embrace flexibility. Embrace flexibility.
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Main featuresMain features
Students’ problemsStudents’ problemsSpeakingSpeaking
ListeningListening Solutions/Main Solutions/Main features features
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Problems with speakingProblems with speaking Related to contentRelated to content Lack of ideas; not well organizedLack of ideas; not well organized
Related to languageRelated to language Pronunciation, vocabulary, Pronunciation, vocabulary, grammargrammar
Psychological or Psychological or emotionalemotional Personality, interest, …Personality, interest, …
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Problems with listeningProblems with listening Losing the trackLosing the track Poor vocabularyPoor vocabulary Limited encyclopedic Limited encyclopedic knowledgeknowledge … …
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Teacher’s headacheTeacher’s headache
这么多宝贝要喂啊这么多宝贝要喂啊 !!
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Teacher’s headacheTeacher’s headache
宝贝,张张嘴吧!
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Solutions/Main featuresSolutions/Main features Group workGroup work Note-taking trainingNote-taking training Speaking under timed Speaking under timed conditionsconditions Teacher’s Teacher’s responsibilityresponsibility
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Group workGroup work
GroupingGrouping Class Class participationparticipation
Assessment Assessment
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GroupingGrouping 50 or a bit more;50 or a bit more; first-year studentsfirst-year students 10 groups; 4-6 10 groups; 4-6 Group leader; Group leader; secretarysecretary
A name listA name list
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Class participationClass participation
Groups instead of individuGroups instead of individualsals
Participation > PerformanParticipation > Performancece
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AssessmentAssessment
30 % of final grade30 % of final grade Participation Participation RecordRecord
Peer assessmentPeer assessment
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WeekWeekGroupGroup 1 2 3 … 1 2 3 … 11 22 33 44 … …
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Note-taking trainingNote-taking training
When?When? What?What? How?How? Why?Why?
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Why taking/making notes?Why taking/making notes?To concentrateTo concentrateTo follow the lineTo follow the lineTo get the main pointsTo get the main pointsTo prepare for speakingTo prepare for speakingTo develop logical To develop logical thinkingthinking
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Speaking under Speaking under timed conditionstimed conditions
15 to 40 seconds;15 to 40 seconds; One or more than oOne or more than o
ne minutene minute
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Speaking under Speaking under timed conditionstimed conditions
What does this What does this mean?mean?
Advantages?Advantages? Feasibility?Feasibility?
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AdvantagesAdvantages
Ideas only; less Ideas only; less grammargrammar
Speaking quicklySpeaking quicklyQuick responseQuick responseMore participationMore participation
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FeasibilityFeasibility
English speaking contests English speaking contests TOEFLTOEFL, EILTS, BEC, , EILTS, BEC, PTEPTE Previous experiencesPrevious experiences
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Teacher’s responsibilityTeacher’s responsibility
To prepare lessonsTo prepare lessons To encourageTo encourage To facilitateTo facilitate
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ImplementationImplementation
Model teachingModel teaching
““Learning to think”Learning to think” Unit 3, Book 1Unit 3, Book 1
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Unit overviewUnit overviewInside view (1 & Inside view (1 & 22))Outside view (Outside view (11 & 2) & 2)Listening in (1 & 2)Listening in (1 & 2)Presentation skillsPresentation skillsPronunciationPronunciation
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Three examplesThree examples
Operation of the Operation of the modelmodel
Note-taking trainingNote-taking training SpeakingSpeaking
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Inside view (P27-28)Inside view (P27-28) Conversation 2 (2’50’’)Conversation 2 (2’50’’)What are Janet’s What are Janet’s difficulties?difficulties?
Listen/write/speakListen/write/speak Central idea? Central idea? Main points?Main points?
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Teaching steps (15 minutes)Teaching steps (15 minutes)
Introduction and directionsIntroduction and directionsListening and note-takingListening and note-takingGroup discussion (2 Group discussion (2 minutes)minutes)
Short Q & A (15 seconds)Short Q & A (15 seconds)Summary (30 seconds)Summary (30 seconds)Second listening (Ex. 6)Second listening (Ex. 6)
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Student analysisStudent analysis
No introduction?No introduction?A brief introduction?A brief introduction?
A more detailed introduA more detailed introduction?ction?
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Janet’s problem?Janet’s problem? Everything differentEverything different
asking questionsasking questions
(not used to) tutorial(not used to) tutorial
(not used to) critical (not used to) critical thinkingthinking
Critical thinkingCritical thinking
justificationjustification
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Outside view (P30-31)Outside view (P30-31)
Part 1 (4’50’’)Part 1 (4’50’’)
Mind map/mappingMind map/mapping
Listen/write/speakListen/write/speak
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Note-taking trainingNote-taking training
Analysis of materialsAnalysis of materials Listen for topic questioListen for topic questio
ns ns and transitions.and transitions.
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Who can tell me what a Who can tell me what a mind map is?mind map is?
What I’d like to do next What I’d like to do next is look at some of the is look at some of the uses or the reasons for uses or the reasons for using mind maps.using mind maps.
What are some other What are some other uses of mind maps?uses of mind maps?
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Are there any other uses that Are there any other uses that you can think of for mind mayou can think of for mind mapping?pping?
Next, I’d like to talk about sNext, I’d like to talk about some of the advantages or the ome of the advantages or the benefits of using mind mapsbenefits of using mind maps……
……
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Teaching steps (15 or Teaching steps (15 or 20 m?)20 m?)
Introduction and directionsIntroduction and directionsListening & note-takingListening & note-takingGroup discussion (3 Group discussion (3 minutes)minutes)
Note-taking strategiesNote-taking strategiesShort Q & A (20 seconds)Short Q & A (20 seconds)Summary (35-40 seconds)…Summary (35-40 seconds)…
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TopicTopic Point 1Point 1
details…details… Point 2Point 2
details…details… ……
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Mind mapMind mapWhat is…? (definition)What is…? (definition)
A way of thinking; generate, A way of thinking; generate, organize ideasorganize ideas
UsesUses1. brainstorming1. brainstorming2. note-taking2. note-taking3. revision3. revision4. problem-solving4. problem-solving
AdvantagesAdvantages1. visual map1. visual map2. quick summary2. quick summary3. creative thinking3. creative thinking
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Listen/read/write/speakListen/read/write/speak
Note-taking trainingNote-taking training
Outline (detailed)Outline (detailed)
P-R-E-(P)P-R-E-(P)
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Teaching steps (Cont.)Teaching steps (Cont.)
Watching (in or after Watching (in or after class)class)
details, Ex., details, Ex., language,…language,…
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Listening inListening in
Developing critical Developing critical thinkingthinking
(P32 & 33)(P32 & 33)
Integrated skillsIntegrated skillsRead/listen/write/speak Read/listen/write/speak
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Developing critical thinkingDeveloping critical thinking
Pre-class researchPre-class research
““Stroke”Stroke”
““Montessori Montessori methods”methods”
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Pre-class researchPre-class research Assign topicsAssign topics symptoms & symptoms & consequence?consequence? causes?causes? treatment?treatment? prevention?prevention?
Assign topics to groupsAssign topics to groups
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Speaking activitiesSpeaking activities
Different tasks to Different tasks to different groupsdifferent groups
More information More information inputinput
VarietyVariety
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(Ex. 5, P32)(Ex. 5, P32) Summary of Passage 1Summary of Passage 1 Symptoms & Symptoms & consequenceconsequence
CausesCauses TherapyTherapy PreventionPrevention
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Presentation skillsPresentation skills Alternative 1Alternative 1
Ex. in this bookEx. in this book Alternative 2Alternative 2
Based on readingBased on reading … …
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Summary/CommentsSummary/Comments Follow PREP structureFollow PREP structure (2-3 reasons/subpoint(2-3 reasons/subpoint
s)s) 60-80 seconds 60-80 seconds (120-150 words)(120-150 words) Well preparedWell prepared
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PronunciationPronunciation
In real communication In real communication
Clarity Clarity
Rhythm Rhythm
Stress-timed Stress-timed vs.vs. syllable-timedsyllable-timed
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RhythmRhythm
Sentence stressSentence stressWeak forms of function Weak forms of function
wordswords
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Sentence stressSentence stress
I don’t know what I don’t know what would have happened would have happened to me if I hadn’t had my to me if I hadn’t had my family.family.
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Embrace flexibilityEmbrace flexibility ContentsContents ActivitiesActivities
listen/watch onlylisten/watch only after-class after-class listeninglistening
……
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AttractionsAttractions PracticalityPracticality Integrated skills trainingIntegrated skills training Critical & logical Critical & logical thinking thinking
developmentdevelopment Challenge and excitementChallenge and excitement
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English classEnglish class
ChallengingChallengingExcitingExciting
RewardingRewarding
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““English class English class drives me mad; drives me mad; yet I have fun.”yet I have fun.”
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Teaching College English Teaching College English listening & speaking: An listening & speaking: An
output-driven modeloutput-driven model
TIAN ZhaoxiaTIAN ZhaoxiaNanjing Normal UniversityNanjing Normal University