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Messages from around

Messages from around

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Messages from around

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  1. Messages from around 绵阳市教育科学研究所 袁伦高 864169831@qq.com

  2. Messages from the classes and the couresbook

  3. Roar to the course-book • Be the master, not the servant, of the course-book • Replace it if you think it’s trash • Omit it if you think it’s more than enough • Add something to it if you think it’s less than enough • Relocate it if it is not in the right place • 教教材 versus 用教材教

  4. Regrouping 子话题(模块整合)+ 功能项目 + 技能训练 How about your middle school lifeIntro + speaking + writingYour Senior highReading + grammarDifferent countries, different schools Cultural corner + function What do you think of …? Introduction + speaking What is your ideal teacher? Intro + speaking* + reading + GWhich do you prefer? Culturalcorner + listening + function Home or Not Talking + Introduction + cultural corner Your travel experience Reading + grammar + speaking Your first ** Listening + speaking +writing Your hometown/neighborhood Intro + reading + listening Your new neighborhood Grammar + function & speaking Where do you prefer to live Listening*+ cultrule corner + writing New studies Introduction + talking + cultural corner New challenges Listening + reading +function Find fun in class Listening + speaking & writing* New ages, new life Intro + Speaking + cultural corner Keep Pace with the World Reading + reading* + function Dos & Don’ts Listening + writing

  5. Bear the bigger picture in mind

  6. Bear the bigger picture in mind

  7. Bear the bigger picture in mind

  8. Consensus • PWP • Pre- energize, activate back ground knowledge, provide a reason for the task, get rid of the landmines(vocab.) • While- focus on the target task • Post- personalize, language focus • Information first, then the information carrier • Priority given to what the language is talking about, rather than how the language is constructed

  9. Task---the least valued but most fruitful • Talking about a trip you made about a tourist spot • Think of a tourist spot where you made notes on • How to get there • What you can do there • What you like about it • Things that happened to you when you were there • Try to find some of the items to illustrate your report • Photographs • Postcards • Magazine or newspaper reports • Maps • Souvenirs • Report back to the rest of the class

  10. Why fruitful? • Precious opportunity to put what is just learned to use • Best way to consolidate • Bring life to language learning • Learn subconsciously to think in English • Learn to explore and organize • ……

  11. Message from me • Professionalism • Love • Commitment • Devotion • ELT may not be everybody’s dream job. Once having chosen it, be serious and committed to it. • Professionalism is the foundation for innovative work

  12. Message from the Curriculum Reform • When did we start our CR? • 2010 or 2003? • Senior English for China by PEP • 3500 words • Topic-based coursebook • Task-based approach • Warming up---listening and speaking---reading---language focus---integrating skill(writing) • No panic

  13. 课改突破的关键 政府的 观念 perspetive on education and TEFL 社会的 教师 教育管理人员 学生、家长

  14. Our DNA • 两耳不闻窗外事 一心只读圣贤书 • 书山有路勤为径 学海无涯苦作舟 • 宝剑锋从磨砺出 梅花香自苦寒来

  15. 重死背 轻理解 重形式 轻内容 重接受 轻创造 重书本 轻实际 重传授 轻探究 重治世 轻做事 《三字经》 八股,馆阁体 圣贤书,训诂,注经 劳心者治人,劳力者治于人 Good old days 典籍 这都说的谁?

  16. 思维方式与价值观 什么是教育? “当我们将学过的东西忘得一干二净时,最后剩下来的,就是教育的本质了.”

  17. 英语教育中的观念更新 • Learning a language is primarily about • NOT words, phrases, structures, collocations, grammar rules • BUT what you can do with the language • Words, phrases and structures are absolutely important for the tasks, but by trying to perform the tasks with the language from the very beginning, you’ll gradually have a better and easier command of them.

  18. For every module in the coursebook now in use there is a topic and a designated task. • Have your students work around the task instead of the words, phrases and structures and you’ll eventually make everything, not only the ability to do things with the language, but also the words, phrases and structures, which is believed to make the main part of a test.

  19. Message from the field • Classroom strategies • Remember words • Classroom teaching model • Clozing strategy • Reading comprehension strategy • Test writing

  20. A effective tool to help remember words Mind Maps!

  21. Mind Maps! Related Category Related Category Related word Related word Related word Related word Word or Phrase Related word Related word Related Category Related Category Related word Related word Related word Related word Related word Related word

  22. Mind Maps! Features: • Fast • Little preparation-time • Pictures as prompts • Different colors • Can be used for any topic • Pre-teach vocabulary

  23. or Is it easier to remember words in “mind maps” compared to lists?

  24. Word Lists vs. Mind Maps Memorize these words in 60 seconds NO WRITING!!! active alive bicycle boat bread build call different foot invite jeans kilometer match shower tennis Theater Thirsty woman

  25. Write as many words as you can remember!

  26. Look at the mind map for 60 seconds!

  27. happy sad Instruments Sounds piano guitar drums soft loud Music People Types classical Guitarist Singer rock pop Pianist

  28. Write as many words as you can remember… use a mind map!

  29. Gapped dictation for mixed ability classes---A • A successful language ………. may be strong ……. all areas, but ……..does not mean ……....a weaker student ………. weak in all………..; it is important ……… see that individual ………... bring different strengths …….. a class. There……… also more to …….. learner than just …………. Every student carries……. set of personal …………… that influence their …….…… to what happens …….. the classroom. In …………. to language they ……….the four skills, ……….…. experience, knowledge, feeling, …………, preferred learning style ………..ability to reason. ………….. of this teachers ……….. to see their …….… as ‘whole people’……….. than pieces of …..…….. But also, by …..…… this view we ……....……. see the mixed …………. class as a …..….. and varied resource, ……….... than as a …………...

  30. Gapped dictation B • A successful language learner may ……. strong in all areas, but ……… does not mean that a ………… student is weak in all ……….…; it is important to see ……….. individual students bring different strengths ………. a class. There is also …..…… to the learner than just ……………. Every student carries a set ……… personal characteristics that influence their …….…… to what happens in the …………. In addition to language they …….. the four skills, world experience, ……….., feeling, beliefs, preferred learning style ……… ability to reason. Because of ..…….teachers need to see their ………… as ‘whole people’ rather than ……….. of language. But also, by …………. this view we immediately see ……….. mixed ability class as a ……… and varied resource, rather than………. a problem.

  31. Gapped dictation C • A successful language learner may be strong ……… all areas, but this does not mean ……… a weaker student is weak in all ………..; it is important to see that individual ………… bring different strengths to a class. There ………… also more to the learner than just …………. Every student carries a set of personal ………………. that influence their approach to what happens …………. the classroom. In addition to language they ………. the four skills, world experience, knowledge, feeling, …………, preferred learning style and ability to reason. ………….. of this teachers need to see their ………… as ‘whole people’ rather than pieces of …………. But also, by taking this view we ………….... see the mixed ability class as a ………. and varied resource, rather than as a …………….

  32. GRR classroom teaching model • Gradual release of responsibility Independent Modeling shared Guided 我做,你看 我做,你也做 你做,我帮 你做,我看

  33. A scaffolded approach to Cloze Test • 1. He is a ________. • 2. He taught us Chinese last year, and he is a good ________. • 3. The elephant is the 1 animal in the world with a trunk. It uses its trunk 2 many ways. He 3 leaves from the trees with its trunk and put 4 into its mouth. It can even use its trunk to pull down trees when it wants make a road 5 the woods.

  34. A scaffolded approach to Cloze Test • 4. An artist had a small 1 . sometimes he painted women without any clothes on. So he and his wife always tried to keep the small girl 2 when he was doing this. “She is too young to understand it.” They said. • But one day, when he was painting a 3 with no clothes on, he forgot to lock the door, 4 the little girl suddenly ran 5 . • 6 a few seconds the little girl said nothing, but then she ran to her mother and said angrily “why do you let her go about without clothes on 7 you don’t let me?”

  35. A scaffolded approach to Cloze Test • 5. the year I went away to college was a very difficult transition for me. 1 is probably true with many people, I got quite homesick and 2 thought about going home. • although the 3 time for many students is getting 4 from home, my mailbox was frequently 5 . one day when I went to the mailbox, there was a postcard 6 out at me. I sat down to read it, 7 a note from someone back home. 8 I became increasingly puzzled as 9 postcards were like this: it was full news report about a woman named Mabel and her newborn baby, I took the card back to my room and 10 about it. • 1. A. If B. So C. As D. What • 2. A. often B. carefully C. seldom D. merely • 3. A. hard B. last C. busiest D. happiest • 4. A. visitors B. letters C. calls D. directions • 5. A. empty B. full C. closed D. open • 6. A. pouring B. reaching C. staring D. rolling • 7. A. describing B. considering C. enjoying D. expecting • 8. A. But B. Thus C. Also D. Even • 9. A. any B. no C. some D. such • 10. A. joked B. talked C. forgot D. cared

  36. Four Levels of Comprehension Questions Energy What are the seven kinds of energy mentioned in this selection? 1. Literal Comprehension What is the main idea of this selection? 2. Interpretation Can we live without the sun? Explain. 3. Critical Reading If we were able to harness the sun’s energy efficiently, what consequences would it bring for us? 4. Creative Reading

  37. General/Specific Peach Pork Beef Meat Food Fruit Apple

  38. General/Specific Banana Pear Fruit Peach Orange

  39. General/Specific Core/ Seed Color Juicy Thick skin Pear Peach Banana Orange

  40. General/Specific 1. Word Level 2. Phrase Level 3. Sentence Level Topic sentence

  41. Word Level G = most general S = most specific 1. ___ place 2. ___ Susan 3. ___ evergreen ___ Room 243 ___ girl ___ spruce ___ classroom ___ person ___ tree G S S G S G

  42. Phrase Level G = most general E = equally specific G Country size E 1. ___ parts of body ___ the arms of a man 2. ___ May Day ___ New Year 3. ___ basic needs of man ___ love and respect from others 4. ___ smallness of Holland ___ largeness of Russia 5. ___ quick, powerful lions ___ several wild animals ___ powerful, huge elephants 6. ___ can be harmful to health ___ an expensive habit ___ reasons for not smoking E Holidays E E G G G

  43. Sentence Level G = most general E = equally specific G 1. ___ Africa falls into seven divisions. ___ East Africa is the roof of Africa. 2. ___ A snake smells with its tongue. ___ A snake swallows its food whole. 3. ___ The necktie started out as a piece of lace and turned into a silk bow. ___ The necktie has been getting smaller and smaller for hundreds of years. ___ Now many neckties are no wider than a piece of string. Snake is a strange animal. E E G

  44. Fact or opinion? • Fact • anything that is done or happens; anything actually existent; any statement strictly true; truth; reality • E.g. The house was painted on November 18, 1999. • Opinion • indicating a belief, view, sentiment, conception.“ • E.g. The house was painted recently on November 18, 1999, so it looks as good as new.

  45. Fact or opinion? • Decide which of these statements are fact or opinion • Smoking is a nasty habit. • Smoking is an unhealthy habit. • Daffodils are the prettiest of all the spring flowers. • Summer is the best season of all. • London is the best city to visit when touring in England. • London is the capital city of England. • Mary is the best shot in the netball team. • John scored the most goals this season. •  Football is better than netball. • Swimming is a good way to keep fit.

  46. Test writing • 一。确定试卷结构

  47. 二、制定命题要求 • 总体要求 • 试卷结构和各题命题规范严格按要求执行; • 选材时避开常见教辅和各地高考题; • 仔细校对; • 附答案,且保证准确、唯一性; • 保密。