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Jenny Lu 盧貞穎

Effective English Teaching Strategies. Jenny Lu 盧貞穎. 領域群科有效教學策略與示例. 有效教學定義. 簡單定義 應用適切教學策略，達成預期教學目標。 何謂有「效」？ 效能（ effectiveness ）：教學目標之達成 效率（ efficiency ）：教學條件與資源的規劃和運用，快速達成目標 。. 有效教學架構. 介入策略. 1. 營造班級溫馨氣氛 . 5. 提供學生體驗機會. 2. 布置鼓舞動機環境. 6. 啟發自主學習策略.

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Jenny Lu 盧貞穎

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  1. Effective English Teaching Strategies Jenny Lu 盧貞穎

  2. 領域群科有效教學策略與示例

  3. 有效教學定義 • 簡單定義 應用適切教學策略，達成預期教學目標。 • 何謂有「效」？ • 效能（effectiveness）：教學目標之達成 • 效率（efficiency）：教學條件與資源的規劃和運用，快速達成目標。

  4. 有效教學架構

  5. 介入策略 1. 營造班級溫馨氣氛 5. 提供學生體驗機會 2. 布置鼓舞動機環境 6. 啟發自主學習策略 3. 善用 e化科技媒材 7. 表現具體學習成果 4. 適切多元教學方法 8. 領域特定教學策略

  6. 檢核指標

  7. Features • Be aware of the teaching cycle/structure • Keep students busy • Adopt a lot of hands on activities • Provide enough input and practice with pair work and group work • Assess students’ learning achievement

  8. Learning Contents and Language Skills • Learning components: --- alphabet --- vocabulary --- pattern --- chant and song --- dialogue and story • Language skills: --- listening, speaking, reading, writing

  9. Teaching vs. Learning • Teaching procedure Presentation Practice Production • Learning procedure Meet the language Manipulate the language Make the language their own

  10. Typical Teaching Cycle Warm-up Review Presentation Practice Production Wrap-up Evaluation

  11. Lesson Plan by________________

  12. Letter Instructions 1. Letter Names & Letter Forms -- Alphabet recognition 2. Letter Sounds -- Phonemic awareness -- Pre-phonics 3. Meaningful Association -- Word recognition

  13.  Focus on pronunciation /i/: b, c, d, e, g, p, t, v, z //: f, l, m, n, s, x /e/: a, h, j, k /ai/: i, y /u/: q, u, w o and r

  14. Confusable Letter Pairs • b, d, looking at me • p, q, point to my shoes

  15. Reinforcing Activities -----Letter Card Activities:  Listening:  Point to (all letters on the desk)  Speaking:  Speed Reading (Time keeping)

  16.  Reading:  Ordering Game (time keeping)  Pair up (time keeping)  Memory Game (time keeping)  Writing:  Format (notebook & lines) 頂天立地  Say and Write (Time keeping---practice in class )

  17. Introductions of letter sounds Cat & Dog  Avoid too much information and confusion: * a, a, a, /æ/, /æ/, /æ/. A, a, apple. a, /æ/, apple. letter name alone then letter sound  Focus on pronunciation a b c d e f g h i j k l m n o p q r s t u v w x y z

  18. Teaching Vocabulary meaning phonics form sound

  19. Reinforcing Activities ----- Vocabulary 1. Listening:  Point to (using cards)  Listen and Do 2. Speaking:  Speed Reading (group work)

  20. 3. Reading:  Ordering Game (student cards)  Pair up (using cards, time keeping)  Memory Game (using cards)

  21. 4. Writing and spelling instruction  Sound Structure Analysis --- Counting syllables (segmentation) --- Phonics (letter-sound correspondence) monosyllabic words and multi-syllabic words  Say and Write (letter-sound correspondence in Reading & Writing)

  22. Teaching Vocabulary • Monosyllabic words

  23. Teaching Vocabulary • Multisyllabic words

  24. Pattern Instructions • Meaning • Grammar point • Application • Communication

  25. Reinforcing Activities ----- Pattern • Group work and pair work • Mechanical drills • Meaningful practice • Communicative activities

  26. Phonics Instructions 1. ConstantContinuousInstruction

  27. Reinforcing Activities ----- Phonics 2. SEE, HEAR, SAY and WRITE the words --- • Multi-sensory instruction • Finger-pointing reading • Letter- sound correspondence in reading and writing --- say and write

  28. 3. Blending a, t  at h, -at  hat bas, -ket basket basket, -ball  basketball

  29. Effective Phonics Instruction 4. Segmentation • Onset and rime: c/at, n/ice • Syllable segmentation: to-day; mon-key • Spelling patterns: -ight  fight, light, might, night, right, sight, tight • Compound word: book/store, free/way, sea/food, side/walk school/bag, bed/time, door/bell, ….

  30. Example 1 • b ag bag bag • c at cat cat • P at Pat Pat • rabbitrabbit rabbit • s ad sad sad • She is Pat. • She has a cat.

  31. Example 2 • br ave brave brave • D ave Dave Dave • c ake cake cake • n ame name name • r ace race race • This is Dave. • He is brave.

  32. 5. Induction: father, mother, brother ther Deduction: ar car, card, park, smart 6. Sound deletion / Sound addition

  33. Chants and Songs Instructions • Listen for information Give cue questions before listening. One at a time. • Check understanding • Practice 1. Teacher vs. Students/ Q & A 2. Pointing and chant /sing • Production

  34. Reinforcing Activities ----- Chants and Songs • What’s the Matter?LET’S CHANT LET’S SING 2 What’s the Matter? What’s the Matter? What’s the Matter? I am sick. What’s the Matter? Are you OK? I am sick today. Oh, no! What’s the Matter? I am very very sick today. Oh, no! I am very very very very sick today. That’s too bad!

  35. Listen and Check • Hungry Boy Chant  LET’S CHANT LET’S SING 2 What does he want? What does he want? Listen carefully. He wants an egg, two bananas, three hot dogs, four hamburgers, five cookies, six sandwiches. * He is a hungry boy. ** He is a very hungry boy. ** He is a hungry boy. ** He is a very hungry boy. **

  36. Teaching Dialogs/Stories • Listen for information Give pre-listening questions. One at a time. • Check understanding • Listen and answer • Echo reading • Point and read (pair work) • Role play

  37. Instruction of Role Play • Find out the characters • Number the characters • Grouping students according to the number of the characters • Practice 1: same characters in a group • Practice 2: different characters in a group • Show time

  38. Understanding the Purposes of the Activities • Examples:  Spell the word ……  What word starts with s and ends with y?  Unscramble the words / sentences

  39. Dealing with Multilevel Students • Making the Instruction Flexible • Low achievers: Remedial Teaching • Advanced Students: 1. Free Reading 2. English Learning Plan

  40. Storytelling • Choose the right book (i plus 1) • Pre-reading / Pre-listening --- Title / topic / background knowledge --- Vocabulary --- Pattern / useful expressions • While-reading / While-listening --- Listen for information --- Check understanding/ predict and infer • Post-reading / Post-listening --- Worksheet --- Readers’ Theater --- My Story Book

  41. Reading Activities--- Text/Story Level • Listen for information • Check understanding • Unscramble the pictures (copy and cut out the pictures) • Unscramble the text/story • Point and read (T/S, S/S) • Echo reading • Reading chain • Look and retell • RT

  42. Dictation 1. Review the story (point and read) 2. Write down unfamiliar words 3. Listen for the speaker 4. Listen and write down the dialog

  43. Running Dictation 1. Dealing with basic students 2. Pair up 3. Ss take turns listen and write down the dialog 4. Check and correct

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