FLTRP Training Program for College English Teaching (July 21-24, 2010)

1. FLTRP Training Program for College English Teaching (July 21-24, 2010) Reading and Writing Teaching Seminar LONG Yan Guangdong University of Foreign Studies Y.LONG Guangdong University of Foreign Studies

2. Integrated Course teaching in GDUFS • A demo class • Exchange of ideas Y.LONG Guangdong University of Foreign Studies

3. School of English and Education • founded in 2001 and restructured in 2005 • structure Department of Education Division 1 Division 2 Division 3 Division 4 Graduate English Division Y.LONG Guangdong University of Foreign Studies

4. 教育学（英语教育）专业特色 • 本专业学生在校期间将参加英语专业四级和八级测试。通过英语和教育理论的学习与教学实习，形成良好的英语教师素养，获得从事各类学校英语教学与研究和企事业单位英语培训与管理的较强能力。 • 主要专业课程包括两大模块： • 1、英语语言文学课程：综合英语、英语口语、英语视听、高级英语、英语国家文化、英语笔译、英语口译、英美文学、语言学概论等。 • 2、用英语或双语开设的教育学课程：教育学原理、课程与教学论、中国教育史、外国教育史、英语教学法、教育心理学、教育领导学、比较教育学、教育文化学、教育技术学。 Y.LONG Guangdong University of Foreign Studies

5. College English teaching in GDUFS Placement test in Grade1 • All-English ClassYear1: College English+CECL Year2: English Writing • Stream A Year1: College English Year2: Western Culture; Translation • Stream B: College English • Stream C: College English Y.LONG Guangdong University of Foreign Studies

6. Integrated Course of College Englishin GDUFS • What skills are integrated? How? • What skills are neglected? Why? Y.LONG Guangdong University of Foreign Studies

7. Why is writing not fully integrated in ELT? This is so partly because it is laborious and time-consuming to mark learners' compositons and partly because relatively few non-native speaking EFL teachers themselves are able to write good English. -- Wang Chuming Y.LONG Guangdong University of Foreign Studies

8. More manageable tasks involving listening, reading and speaking receive much more attention in EFL teach, with speaking as the major mode of developing productive skills. ----Wang Chuming (The Length Approach in ELT) Y.LONG Guangdong University of Foreign Studies

9. Issues to be considered to achieve successful integration of reading and writing • read efferently or aesthetically • Successful shift from language perception to language production Reading speaking Reading writing Y.LONG Guangdong University of Foreign Studies

10. A possible solution • Teacher-facilitated, student-centered approach Y.LONG Guangdong University of Foreign Studies

11. Starting point: reading Reading for entertainment Reading for writing Y.LONG Guangdong University of Foreign Studies

12. "I took a speed reading course and read 'War and Peace' in twenty minutes. It involves Russia." ---- Woody Allen (US movie actor, comedian, & director) Y.LONG Guangdong University of Foreign Studies

13. Goals of teaching reading • developing students’ reading skills and strategies; • maintaining students’motivation for reading; • helping students have effective language output Y.LONG Guangdong University of Foreign Studies

14. A Case Study • Material: Unit 2 Childhood memories (Book 3) New Standard College English---Real Communication:An Integrated Course • Target Students: Sophomores (Semester 1) Class size: 50 Time duration:80 mins Y.LONG Guangdong University of Foreign Studies

15. Unit Overview • Starting point • Active reading(1) • Talking point • Active reading (2) • Talking point • Language in use • Reading across cultures • Guided writing • Unit task • Unit file Y.LONG Guangdong University of Foreign Studies

16. Procedures • Pre-reading activities • While-reading activities • Post-reading activities Y.LONG Guangdong University of Foreign Studies

17. Pre-reading activities A game: find out the differences in the pictures Y.LONG Guangdong University of Foreign Studies

18. Pre-reading activities • Group work: (p.18) • Do any photos remind you of anything from your childhood?Which picture do you find a little unusal from our common practice in China? • Individual work:ead the short biography about the author. • Read the title and the illustration to get more information. • Describe the Superman briefly on p.20 Y.LONG Guangdong University of Foreign Studies

19. While-reading tasks • Individual tasks: Skim the text and find out its text type, then sum up the main idea of each paragraph in one word. Y.LONG Guangdong University of Foreign Studies

20. Teaching objectives K: 1. features of descriptive writing 2. key vocabulary and expressions S: 1. use of description and imagery A: 1. Childhood as an important period in one's life 7/31/2014 Y.Zhu Guangdong University of Foreign Studies Y.LONG Guangdong University of Foreign Studies 20

21. Focal point:Description people place events A descriptive essay needs sharp, colorful details that appeal to readers’ senses (sight, hearing, taste, smell, and touch). the use of imagery Y.LONG Guangdong University of Foreign Studies

22. Related writing skills and tasks • Highlight the uses of description and imagery achieved through long phrases and sentences, and employment of allocation Y.LONG Guangdong University of Foreign Studies

23. While-reading activities • Teacher gudied reading: Description of places in paragraph 2&5, notice the use of imagery, ask student to underline the allocation • Group work: Read the rest of the text, notice the description of real and imaginery people in the text, focus on: 1) their look2) their personality 3) how the author create the image Y.LONG Guangdong University of Foreign Studies

24. Post-reading activity • Reading aloud short paragraphs • Asking comprehension questions • Paraphrase sentences • Produce language based on what they learned Y.LONG Guangdong University of Foreign Studies

25. Read aloud or silently? • Type1: silent reading • Silent reading is an individual activity; • Its main purpose is to get or extract information; • We also read in silence for pleasure. • We need effective strategies such as skimming, scanning, predicting, etc. to help us extract information efficiently. Y.LONG Guangdong University of Foreign Studies

26. Type2: Reading aloud • Reading aloud is a collective activity; • We read aloud to share information with others; • We read aloud for appreciation of a good piece of writing; • We need good pronunciation and intonation in order to make ourselves understood by others. Y.LONG Guangdong University of Foreign Studies

27. Students learn the text through silent reading activities; • With comprehension, they read aloud to their group members; • By doing so, we can boost students motivation and confidence. Y.LONG Guangdong University of Foreign Studies

28. A Vocabulary game • Group work: use as many as possible the following words and phrases to make up a short story. vague twilight blaze light giggle outlaw sallow bookish roaring whistling soaring whirling cape sallow mamma's boy perpectual droning sound blink tag broomstick Y.LONG Guangdong University of Foreign Studies

29. An alternative activity • I used to be afraid of....(p.27) • How many students have the same fear? Why? Y.LONG Guangdong University of Foreign Studies

30. The Nuts and Bolts of writing instruction • Problems • Possible solutions Y.LONG Guangdong University of Foreign Studies

31. Problems in ELT classroom writing 1) a skill if not being completelyneglected, at least its use not fully exploited 2)writing as language learning, not for real communication3) product-oriented, not process approach Y.LONG Guangdong University of Foreign Studies

32. Teacher's headaches • How to motivate students • How to help students compose their writing Y.LONG Guangdong University of Foreign Studies

33. Motivating Students • Know who your students are and what they want • Use culturally relevant texts and materials • Generate an appropriate task • Take care of the process of writing. • Give feedback as soon as possible Y.LONG Guangdong University of Foreign Studies

34. Use Culturally Relevant Texts and Materials Culturally relevant texts and materials are ones that students can connect with, ones that draw on their background and culture (Freeman and Freeman 2004). They do this by connecting to students lives, not just to their cultural heritage. They dras on students' exprience at home,in the community, and at school and contribute to the students' process of making meaning. Y.LONG Guangdong University of Foreign Studies

35. Questions to examine cultural relevance Y.LONG Guangdong University of Foreign Studies

36. "Tasks form the heart of writing teaching" (Hyland, 2003,p.139) Y.LONG Guangdong University of Foreign Studies

37. Take care of the process of writing • When every stage of the writing process is well taken care of, the writing product comes as a natural development. -- Zhou Yan • Let students actively participate. Take a variety of roles from active direction to reflective support. - Y.LONG Guangdong University of Foreign Studies

38. Procedures of process writing • Creating a motivation to write • Brainstorming • Mapping • Free-writing • Outlining • Drafting • Editing • Revising • Proofreading • Conferencing Y.LONG Guangdong University of Foreign Studies

39. Writing tasks • An important person in my childhood(p.31) • Write an essay narrating an experience in which a certain emotion was predominant: Fear Pride SympathyLove Anger Silliness Greed Loneliness ... Y.LONG Guangdong University of Foreign Studies

40. More suggested topics • my biggest fear • The most courageous thing I've ever done... • An old neighborhood • My first day at school • A rebellious act • ... Y.LONG Guangdong University of Foreign Studies

41. Structure • A thesis sentence"My first day in kindergarten was one of the scariest days of my life." • "When I was young, I used to be afraid of the dark... • conflicts • details Y.LONG Guangdong University of Foreign Studies

42. Y.LONG Guangdong University of Foreign Studies

43. Prewriting • Talking point (p.27) • Freewriting • Outlining 1)a thesis sentence 2)conflicts 3)details Y.LONG Guangdong University of Foreign Studies

44. Outlining • Who (society,relationship,self) • What(money,need,extra benefits) • When (past,present,future) • Where(school,home,extracurricularplaces) • Why(beauty,relaxation,fun) Y.LONG Guangdong University of Foreign Studies

45. Oral composition • Group work: • based on the outline, share your story with others. Y.LONG Guangdong University of Foreign Studies

46. Finish writing task after class. • A sample writing by a student Y.LONG Guangdong University of Foreign Studies

47. Those Days with NatureRaina • When I was a little girl, I lived with my grandpa and grandma in a small village, a beautiful village on the bank of a long river. Those years I spent there composed my most beautiful memory because of my friendship with my peers, and with nature. • In the countryside, we were so close to the nature that we thought it our friend whom we could never ever leave. We got up as the sunshine slip into our bedrooms and the birds began their a-whole-day-long singing. And then we had a day of games with the nature—we went to the crook and caught some tadpoles back home to observe how they grew into frogs; we made nests with straw and put them Y.LONG Guangdong University of Foreign Studies

48. onto the trees, hoping that more and more birds would become our neighbours; we picked the abandoned cats or chickens to the safe corners, took some cloth and food from home to them and kept them accompanied; we liked to sprawl on the farmland in the nightfall and played with the leaping crickets; we enjoyed every bright night, counting the countless stars and staring at the twinkling fireflies. At the end of a day, we slipped into the dreams where we played games with nature again under blue sky. Y.LONG Guangdong University of Foreign Studies

49. The children growing up in the villages have a sense of being a part of nature as the nature has ever been played together with them for a whole childhood. Y.LONG Guangdong University of Foreign Studies

50. Peer Review Guidelines---Written Response • F:\第一期专家PPT\Guidelines_for_Editing_a_Narrative_Paragraph.doc Y.LONG Guangdong University of Foreign Studies