讲座classroom activity

1、l1. What is good about being a teacher?l2. What qualities are expected to be found in a competent English teacher?Questions for (English) teachers Verse 1Tell me, Ill forget;Show me, Ill remember;Involve me, Ill learn. - Anonymous听则易忘，听则易忘，看则助记，看则助记，干乃真学。干乃真学。 Verse 2The mediocre teacher tells;The g

2、ood teacher explains;The superb teacher demonstrates;The great teacher inspires. - William A. WardPersonalityintroverted - quiet, shy, gentleExtroverted - active, open-minded, talkative modest, tolerant, prudent, generous, bold, kind, patient, easy-going, selfless careless, aggressive, arrogant, vai

3、n (vanity), jealous, selfish, self-conceitedShapesHow many?trianglerectanglesquarecircleoval7141054 教教 学学 案案 例例 (一一) 活动目的：学习和巩固表示图形的单词，培养学生的观察能力。 适合级别：2-3级 教学过程： 1.教师事先制作下面的图,复印若干份 (全班学生总人数除以2) 。 2. 通过卡片或实物向学生呈现表示形状 词:triangle,rectangle,square,circle,oval.要 求学生做到: (1)看见图片能说出单词;(2) 给出单词也能说出形状名称,只要求学生

4、 能人的认读,不要求拼写。 3. 把学生分为两人一组。把复印好的图 表发给每组学生。让学生用英语数一数 图表中各种图形的个数并把数的结果填 在图表中(用阿拉伯数字) 。 4. 相邻两组比较他们的结果。 评述评述:这个活动把学习英语的数字与形状及培养学生的观察能力有机地结合起来。学生能够学以致用。 调调 查查 表表 Result Group 8 Group 7 Group 6 Group 5 Group 4 Group 3 Group 2 Group 1 Exercise or play sports Internet surfing Working around the house Spend

5、ing time with friends ReadingWatching TV汇汇 总总 统统 计计 表表ReadingHouse- workSportsOutlineI. The introduction of some key conceptsII. Defining classroom activitiesIII. Types of classroom activitiesIV. The principles of communicative classroom activitiesV. Examples of communicative classroom activities.VI

6、. The Application of the five-stage communicative classroom activitiesVII. On teacher development I. The introduction of some key conceptsl1. The nature of foreign language learning 1) Five factors Social context Learner characteristics Learning conditions Learning process Learning outcomes2. Learne

7、r characteristics1. Social contextEducationaltreatment:ObjectivesContentProceduresMaterialsEvaluationExposureto targetlanguagein itsnaturalsettingAgeCognitive characteristicsAffective characteristicsPersonality characteristicsStrategies, techniques,And mental operationsSociolinguistic,sociocultural,

8、 andsocioeconomic factorsL2Competence/ProficiencyTheoretically basedschemesI m p r e s s i o n i s t i c ratingsTest performanceInterlanguagee.g. EFLe.g. ESL e.g. ESL5. Learning outcomes3. Learning conditions 4. Learning process Personalityintroverted - quiet, shy, gentleExtroverted - active, open-m

9、inded, talkative modest, tolerant, prudent, generous, bold, kind, patient, easy-going, selfless careless, aggressive, arrogant, vain (vanity), jealous, selfish, self-conceitedl由五个假设构成，它们是由五个假设构成，它们是：(1) 习得习得学得有别假设学得有别假设（the Acquisition Distinction Hypothesis）：克拉申认为，成人是通过两种不同而又独立的途径发展第二语言能力的，一是习得（acq

10、uisition）,一是学得（learning）。习得是下意识地自然吸收，类似儿童学母语，不知不觉地学会了语言。学得是有意识地学习语言规则。2) 克拉申的语言监察理论（或称第二语言习得理论）简介l(2) 自然顺序假设自然顺序假设（the Natural Order Hypothesis）：该假设认为学习者在自然习得时，要按一定的可以预见的顺序学会语法结构（主要是词法）。l(3) 监察假设监察假设（the Monitor Hypothesis）： 克拉申认为，在第二语言学习中，习得是首要的，是形成流利语言能力的关键途径。而学得的语言规则只起“监察”（monitor）或“编辑”（edit）的作用。

11、监察必须具备三个条件才能发挥作用：一是有充裕的时间；二是要把注意力集中于形式；三是必须知道要用的规则。(4) 输入假设输入假设（the “i+1” Input Hypothesis）：该假设主张学习者所接触语言材料的语法结构应略高于学习者的现有水平。如果现有水平是i，语言材料就应是i+1。(5) 情感过滤假设情感过滤假设（the Affective Filter）：克拉申认为，情感因素对语言输入起着过滤的作用，因而直接影响语言习得。这些因素构成心理障碍，使语言材料无法到达大脑中吸收语言的部位。该假设认为，只有在最佳情感条件下，才会产生真正的习得。最佳情感条件有三：A. 学习者有强烈的动机；B.

12、 学习者充满信心；C. 心情轻松，无焦虑感。克拉申语言监察理论可归结为两点：“一是习得比学得更重要。二是为了能够习得语言，必须具备两个条件。首先，能理解的语言材料（如果是理解了的语言材料更好）应该是i+1，即稍稍超过学习者的目前水平。其次，心理障碍应该小，以便语言材料能进来。”2. 外语学习的内涵：学得外语学习的内涵：学得 + 习得习得从外语教学的实践来看，习得和学得都是行之有效的方法。克拉申区分这一对范畴的意义在于，在“外语学习”这一笼统概念之下存在者两种有着独立意义的内涵。这对我们理解外语学习的本质大有帮助。一些语言学家（如伦敦学派）认为语言是一种社会行为，另一些语言学家（如乔姆斯基等人）

13、认为语言是一种被称为competence的知识体系。3. “i+1”输入假设的启示输入假设的启示人究竟是怎样习得语言能力的？克拉申的“i+1”输入假设为我们提供了对这一根本性问题的探索性答案。从克拉申的这一假设可以看出，语言学习者从一个阶梯前进到下一个阶梯，必须在对其进行的语言输入中适当包含下一个阶梯的内容（即i+1）。4. 外语学习的本质外语学习的本质l 其本质可作如下表述：外语学习是在非目的语社会环境中（social context），通过发挥学习者（the learner）所具有的意识和潜意识学习机制，在广泛而充足的语言输入（adequate comprehensible input）作

14、用下，学得和习得（learn and acquire）目的语的形式和使用知识（linguistic and pragmatic knowledge），并通过交际活动（communicative interactions）和语言训练（language training），使其转化（transfer）为学习者的言语技能（verbal skills）并发展为交际能力的认知过程（cognitive process）。课程是知识 课程是经验 课程是活动 评价的内容和标准是既定的评价的内容和标准是既定的评价外在于学生和教学评价外在于学生和教学评价是单向的、权威的评价是单向的、权威的评价关注个体差异评价关注

15、个体差异评价重视学生本人在评价中的作用评价重视学生本人在评价中的作用评价强调真实性、过程性和生成性评价强调真实性、过程性和生成性评价强调学生的主体地位评价强调学生的主体地位评价与教学紧密结合评价与教学紧密结合评价强调通过协商达成共识评价强调通过协商达成共识backback对课程的再认识对课程的再认识5. National English Curriculum Standard for Basic Education Some key concepts:1) Humanistic Approachthe three stages of language teaching development:

16、structural (behaviorism)functional and notional (social-linguistics)humanistic (philosophy and psychology)2) Multiple intelligences theory:bodily-kinesthetic intintra-personal intinter-personal intlinguistic intcultural intlogical mathematical intmusical intspatial int3) Student-centered language le

17、arning Whats the purpose of language learning?(language system & pragmatic function）roles of language roles of the learnerroles of the teacherroles of the textbook and other resources(see Nunan: P7) 4) sustainable developmentlearning for the test or learning to develop language ability5) integra

18、tive learning integration of skills, of knowledge, of subjects6) co-operation &interaction7) assessment and evaluation6. General Language abilitiesl In order to achieve the aim, students need to learn and develop:language knowledge and communicative functionslanguage skillslearning strategies(le

19、arning how to learn)cultural awarenesspositive attitude to learning (affect)综合语言综合语言运用能力运用能力情感态度情感态度学习策略学习策略文化意识文化意识语言技能语言技能语言知识语言知识国际视野国际视野祖国意识祖国意识合作精神合作精神自信意志自信意志兴趣动机兴趣动机交际策略交际策略资源策略资源策略调控策略调控策略认知策略认知策略跨文化交跨文化交际际文化理解文化理解文化知识文化知识话题话题功能功能语法语法词汇词汇语音语音写写读读说说听听 The relationship of the 5 aims is as foll

20、owsII. Defining classroom activities lCrooks(1986:1)defines activities as pieces of work, “usually with a specified objective, undertaken as part of an education course or used to elicit data for research.”lLong (1986:89) seems to have the same idea by saying that an activity is meant the hundred an

21、d one things people do in everyday life, at work, at play and in between .Defining classroom activitieslLockhart C. (1996:161) give us a clear and simple definition: a classroom activity is described as a task that has been selected to achieve a particular teaching/ learning goal.III. Types of class

22、room activities Richards J.C. and Lockhart C. (1996) divide classroom activities into nine categories, which focus on : A. relationship between activity types B. purpose of language teaching. Types of classroom activitiesa. Presentation activities serve to introduce and clarify the new learning item

23、.b. Practice activities involve performance or learning of an item that has been previously presented.c. Memorization activities involve memorization of information or learning material.Types of classroom activitiesd. Comprehension activities require students to develop or demonstrate their understa

24、nding of written or spoken texts.e. Application activities require learners to use in creative way knowledge or skills that have been previously presented or practiced.f. Strategy activities develop particular learning strategies and approaches to learning. Types of classroom activitiesg. Affective

25、activities improve the motivational climate of the classroom and develop the students interests, confidence and positive attitudes toward learning.h. Feedback activities are used to give feedback on learning or on some aspect of performance on the activity.i. Assessment activities enable the teacher

26、 or learner to evaluate the extent to which the goals of an activity or lesson have been successfully accomplished. Types of classroom activitiesLittlewood(1981)proposes to distinguish the classroom activities between two main categories: A. Functional communication activities. B. Social interaction

27、 activities. IV. The principles of communicative classroom activities l1. Meaningfull2. Localizedl3. Large amount of inputl4. Learner-centredl5. Interactive and dynamicl6. Full of creative and critical thinkingV. Examples of communicative classroom activities 1. Information-gap activities: They are

28、drills in fact, but they are more involving and motivating than a lot of question and answer practice because to some extent they ensure lifelike communication. Different students are given different bits of information. By sharing this information they can complete a task Information-gap activities

29、l - l Country location Capital Features l l Scotland In the north of Edinburgh Lakes, l Uk mountains, l beautiful l countryside l l Wales To the west of l England l l London l l Northern In the north of Belfast l Ireland Ireland l Examples of communicative classroom activities2. Games: The obvious a

30、dvantage of games is that they are fun, but the teacher should explain to students what the educational value of the game is, what skill or knowledge they are practicing. Otherwise they may view the game as fun but meaningless.GamesGamesExamples of communicative classroom activities3. Songs: Great f

31、or making class a warmer, nicer place. Song-training can be a useful aid in the learning of increasing the amount of repetition possibly without losing the learners interest (Richards J. C.1984). Examples of communicative classroom activities4. Surveys: They involve asking the same few questions sev

32、eral times to different people, so they are a good way for students to repeatedly practice questions and answers in a format which encourages genuine communication.Survey: questions and answerslWhen is your birthday?lWhen is your mothers birthday?lWhen is his/ her birthday?lones like or dislikeExamp

33、les of communicative classroom activities5. Problem-solving activities: They encourage students to talk together to find a solution to a set of problems or tasks. First, learners are asked to share information in order to complete a table or map. Then, the learners are asked to solve the problem on

34、the basis of the information theyve pooled.Problem-solving activitieslTraffic problemslPollution problemslHow to learn English welllHow to get to a placelHow to study EnglishExamples of communicative classroom activities6. Pair/small group activities: They are good for speaking practice because many

35、 students have a chance to speak. Small groups often work best if there is a discussion leader. It is important for the teacher to give clear instructions so that groups know exactly what they are supposed to do.Examples of communicative classroom activities7. Large group discussion: They can get a

36、class excited and interested, but have the serious disadvantage of allowing only one person speak at a time. Therefore, it is generally good to have students first prepare in small groups for large group discussion. And a good discussion topic closely related to students lives and interests should b

37、e provided. Large group discussionlThe advantages and disadvantages of playing computer gameslLiving in the city versus living in the countrylIs homework a burden or a good practice?Examples of communicative classroom activities8. Simulation and role-playing activities: They are useful as a way to p

38、ractice not only language, but also culturally appropriate behavior. They create the pretence of a real-life situation in the classroom: students simulate the real world. It is important for the teacher to give students feedback about the content of an activity as well as the use of English.Simulati

39、on and role-playing activitieslIn the hospital: doctor and patientlIn the store: salesman and customerlAt home: parents and childExamples of communicative classroom activities9. Interview activities: They provide students with practice in explaining opinions. Topic which involves opinions or informa

40、tion that is not shared by everyone in the class are the best because they make interviews more communicative. Role-playing can mix with interviews nicely.Interview activitiesA reporter and a famous personA reporter and a student Examples of communicative classroom activities10. Jigsaw activities: T

41、hey are a wonderful way to involve all students in speaking and learning in English language classroom. After much practice, students feel more comfortable presenting in front of the whole class. It is a good way of cooperative learning. Jigsaw activitiesl First divide the class into equal groups of

42、 five. Each group will be responsible for a different task. Group one will research Hitlers rise to power. Group two will uncover the devastation of concentration camps. Group three will cover Britains role in the war. Group four will uncover the contribution of the Soviet Union to World War Two. Gr

43、oup five will research Japans entry into the war. Collectively each group will gather and discuss information on their task.Jigsaw activitieslEach group member will be reassigned to a different group with fellow students that collected information on a different task. As a new formation they will sh

44、are and piece together information on World War Two. Each student will take time to share their collective data, and, as a whole, the group will discuss how each event contributed to making the war. VIII. The Application of the five-stage communicative classroom activities l Warm-up activitiesl Pres

45、entation activitiesl Practice activitiesl Production activitiesl Feedback activities1. Stage One: Warm-up activities Warm-up activities used as the opening of a lesson serve a variety of purposes:a. Help learners to relate the content of the new lesson to that of the last or previous lessons.b. Asse

46、ss relevant knowledge.c. Establish an appropriate set in learners.d. Allow tuning-in time-which may be especially important in situations where learners have come directly from radically different environment.e. Reduce the disruption caused by late一arriving students.Different kinds of warm-up activi

47、ties: a. Asking questions about concepts or skills taught in the previous lessons.b. Giving lessons a short quiz at the beginning of class on material from previous or homeworkc. Having students meet homework assignments in small groups (2 or 4 students per group) to reviewDifferent kinds of warm-up

48、 activitiesd. Having students prepare questions about previous lessons or homework. They can ask questions to each other, or the teacher can ask them to the class.e. Having students prepare a written summary of the previous lesson.f. Having students ask the teacher problems on homework and having th

49、e teacher review, re-teach, or provide additional practice. Other Activitiesl Besides the above warm-up activities, English classes may begin with students duty report . For example, they tell stories and jokes, introduce some language knowledge such as idioms and sayings, discuss familiar questions

50、, act out plays or even play games. l Teachers may use listening activity or visual stimulus to focus students attention. l Teachers may play famous music for students to create friendly and relaxed atmosphere. l Teachers may have a chat with students on hot issues to raise students confidence. Summ

51、arylIn general, teachers can use various kinds of warm-up activities to stimulate students interest in class and establish appropriate affective framework. Most importantly, they are good opportunities for students to be involved in communication by creatively using the language theyve learned. 2. S

52、tage Two: Presentation activities1) Place and purpose This stage is perhaps the most crucial one to the language learning process, as it usually has a profound influence on the stages that follow and govern whether those stages are effective or not. The purpose of presentation activities is to give

53、students the opportunity to realize the usefulness and relevance of a new language item. 2) Features of presentationlmeaningful lmemorable and realistic examplesl logical connectionlcontext lclear models lsufficient meaningful repetition and recycling3) Procedures of presentation activitiesla. Estab

54、lish a context Harmer(1991)suggests that the best way for students to get the idea of how the new language is used by native speakers is to present language in context. Context means the situation or body of information which causes language to be used. Two context types(a) The students world can be

55、 a major source of contexts for presenting the new language. There are two kinds of students world. lPhysical surroundingslStudents lives(b) The outside world is also a rich source of contexts for presentation activities. lFor instance, we can use a lot of stories to present different tenses or crea

56、te situations where people speak. b. Understand and check conceptl In process of building up the context, the meaning or use of the new language is demonstrated. Students may hear or see some language (including the new language). The concept is just the meaning behind the new language. It is import

57、ant for the teacher to encourage students to think about the meaning of the language to be introduced, using language that is already known to them. And then the teacher can check whether the students understand the concept or not by asking questions.c. Present key model(s) lWhen the situation surro

58、unding the new language and the conceptual meaning of it has been achieved, the new language should be introduced by means of a linguistic model. d. Reproduce accuracylThe teacher may get students to listen and imitate the normal pronunciation of the model. Choral drill of the model statement is fol

59、lowed by individual drills of the model statement. The teacher asks and answers himself/herself to provide answer form. The emphasis here is on the accuracy of what the students say rather than meaning or use. e. Check understanding lWhen students can form the new language correctly, the teacher can

60、 check the students grasp of the grammar by eliciting more examples of the new item. Example:l The following is a presentation activity by taking teaching the sentence pattern have/get something done as an example:T: ( points at a girl in a beautiful dress to establish context) Clara, you look so beautiful