備考核心模塊精講課程講義第五

LectureFivePresentationtechniques&introductoryUnit15PresentationtechniquesandintroductoryactivitieschoraldrillTeachersaysawordorsentenceandthelearnersrepeatittogetherasaconceptAconceptquestionisaquestionaskedbytheteachertomakesurethatalearnerhasunderstoodthemeaningofnewlanguage,e.g.teachingthenewgr ticalstructure‘usedto’,usingtheexampleHeusedtoliveinParisconceptquestion–DoesheliveinParisnow?Answer–No.Toputnewlanguageintoasituationthatshowswhatitmeans,e.g.whenteachingthepastsimpletenseshowinglearnersaseriesofpicturesofafamilyholidaythatwentwrong.Seesetthescene,setthecontext.contextThesituationinwhichlanguageisusedorpresented;e.g.astoryaboutaholidayexperiencecouldbeusedas thecontexttopresentandpractisepasttenses.Photographscanhelptoprovideacontextforamagazinearticle.Thewordsorphrasesbeforeorafterawordindiscoursewhichhelpsomeonetounderstandthatword,e.g.Idrovemyvantothetowncentreandparkeditinthecarpark.Weknowthatvanmustbesomekindofvehiclebecausethewordsdriveandparkprovideacontext.Seededucemeaningfromcontext.【實(shí)戰(zhàn)操練CompletethesentencebymatchingthetermswiththedescriptionslistedA,B,or ways ngrealactivitiesthatneedtobecommunicatedCactivitiesContextualizingis anideaoratoolofusingthelanguageinasituationorThisisateachingtechnique.Whenateacherthinksthatsomelearnersknowapieceoflanguageorotherinformation,he/sheaskstargetedquestionsorgivescluestogetorpromptthemtogivethetargetlanguageorinformationratherthansimplyprovidingittotheclassher/himself.Forexample,theteacheristeachingwordsfordifferentvegetables.He/sheshowslearnersapictureofacarrotandsays:What’sthis?Theteacherdoesthisbecausehe/shethinkssomeofthelearnersmightbeabletosay:It’sacarrot.learningThewayinwhichanindividuallearnernaturallypreferstolearnsomething.Therearemanylearningstyles.Threeofthemarebelow.auditoryAlearnerwhoremembersthingsmoreeasilywhentheyhearthemspoken.ThistypeoflearnermayliketheteachertosayanewwordaloudandnotjustwriteitontheAlearnerwholearnsmoreeasilyby ngthingsphysically.Thistypeoflearnermayliketomovearoundormoveobjectswhilelearning.visualAlearnerwhofindsiteasiertolearnwhentheycanseethingswrittendownorinapicture.Thistypeoflearnermayliketheteachertowriteanewwordontheboardandnotjustsayitaloud.presentation,Whentheteacherintroducesnewlanguage.Teacherspresentnewlanguage,sometimesbyusingtheboardandspeakingtothewholeclass,ortheymightuseatextwhichincludesthenewlanguagefortheirpresentation.Seeguideddiscoveryapproach,Presentation,PracticeandProduction(PPP).Whenlearnersgiveatalktotheirclassorgroup;e.g.alearnerdoessomeresearchandpreparesa presentationaboutasubjecthe/sheisinterestedin.presentation,PracticeandProductionAnapproachtoteachingnewlanguageinwhichtheteacherpresentsthelanguageusingasituation,getslearnerstopractiseitinexercisesorothercontrolledpracticeactivities,andthenaskslearnerstouseorproducethesamelanguageinacommunicativeandlesscontrolledway.Forexample,teachingthepresentsimple,Johngetsupat7.00,hehasbreakfast,hegetsdressedetc.Theteachershowslearnerspicturesofa (John)ngthesethingsandshowsacalendartoshowthelearnersthatthe (John)doesthesethingseveryday(thisisthepresentationstage).Theteachercheckslearnersunderstandthemeaning(routine)thengetslearnerstorepeatexamplesentences,inopenclasstheninpairs(thepracticestage).Finally,thelearnerstalktoeachotherabouttheirdailyroutines(theproductionsituationalAwayofpresentingnewlanguagethroughasimplestoryorsituation.Theteachermayusepicturesorotheraidstohelphim/hercreatethesituation,Forexample,ateacheristeachingIfIwereyouI’d...forgivingadvice.Theteachershowslearnersapictureofayoungman.He/shelsthelearnersthatthisisJohnandthatJohnhasajobinterviewtomorrow.TheteachersaysthatJohnneedsthelearners’help,Hewantstoknowwhatheshouldandshouldn’tdoduringtheinterviewtobesuccessfulandgetthejob.Theteacheraskslearnersfortheirideas,suchaswearasuit,beontime, andbefriendlyetc.ThentheteacheraskshowtheycanlJohnthesethings.He/shehelpsthelearnerstosay:IfIwereyou,I’dwearasuit;IfIwereyou,I’dbeontime,etc.Thenthelearnerspractisethedifferentsentencesinopenclass,thenpairs.SituationalpresentationsarepartofthePresentation,Practice,Production(PPP)stage,Asectionofalesson.Lessonshavedifferentstagesorstepssuchaslead-in,presentation,controlledpractice,etc.Anactivitythatlearnerscomplete.Forexample,problem-solvingactivitiesorinformation-gapactivitiesaretasks.Taskmayalsobeusedasanotherwordforactivity.SeeTask-BasedLearning(TBL).task-basedLearningAnapproachtoteachinginwhichtheteacheraskslearnerstodoataskwhichhasanachievableresult.Thetasktheteachergivesisthetypeoftaskpeoplemightdoinreallifeandwhichinvolvescommunicatingwithotherlearners.Forexample,learnersmightbegiventhetaskof nningtheopeningofanewrestaurantintheirtown.Thehavetodecidewheretherestaurantshouldbe,whatkindoffooditwillserve,howbigitwillbe,howexpensiveetc.While ngthetask,learnersuselanguagetoprepareareportontheirdecisions.Whentheyhavecompletedthetaskandtheirreport,theteachermayaskthemtothinkaboutthelanguagetheyusedwhile ngthetask,butthemainfocusforlearnersisonthetaskitself.test-teach-Anapproachtoteachingnewlanguage.Theteacheraskslearnerstodoatasktoseehowwelltheyknowacertainpieceoflanguage(thisisthefirstteststage).Theteacherthenpresentsthelanguagewhichisnewforthelearners(theteachstage).Finallytheteacherasksthelearnerstodoanothertaskusingthenewlanguagecorrectly(thisisthesecondteststage).Thiswayofteachingtargetlanguagecanbehelpfuliftheteacherthinksthelearnersmayalreadyknowsomeofthetargetlanguage.Ithelpstheteacherdiagnosewhatthelearnersneedtolearnsothathe/shecanfocusonlyonthisintheteachstage.【實(shí)戰(zhàn)操練MatchtheinstructionswiththeteachingmethodorapproachlistedA-TaskTaskbasedlearning r-TranslationCommunicativeTotalPhysicalResponsePresentation,PracticeandProductionInsmallgroups,createa forathreedayschoolIamwavingmyhandandsaying, DecidehowyouaregoingtofindtheinformationyouneedtocompletetheLearnthevocabularylisttonight Insmallgroups,usethewordswehavebeenpractising naMatchthestatementswiththeteachingapproachesthattheydescribelistedA,orA.PPPC. rLearnersacquirelanguagebytryingtouseitinrealcommunicativeTheteachermovesfromprovidingmodelsoflanguageusetomonitoringlearners,useoflanguage.Firstthelearnerscompleteacommunicativetask:theyareencouragedtouseanyEnglishtheyknowandtheydonothavetouseanyparticularlanguageitem.ThewrittenformofthelanguageismoreimportantthanthespokenThelanguagefocusisatthestartoftheteachingsequence,withfluencyactivitiescominglater.Thelanguagefocuscomesafteracommunicativeactivity,sothatlearnersnoticegapsintheirlanguage.Unit16PracticeactivitiesandtasksforlanguageandskillsdevelopmentAnactivitythatlearnerscomplete.Forexample,problem-solvingactivitiesorinformation-gapactivitiesaretasks.Taskmayalsobeusedasanotherwordforactivity.SeeTask-BasedLearning.(TBL).Atechniqueteachersusetoprovidelearnerswithpracticeoflanguage.Itinvolvesguidedrepetitionofwordsorsentences.Inachoraldrilltheteachersaysawordorsentenceandthelearnersrepeatittogetherasaclass.InanindividualdrilltheteachersaysawordorsentenceandonelearnerInasubstitutiondrilltheteacherprovidesasentenceandadifferentwordphrasewhichthelearner(s)mustuse(orsubstitute)inexactlythesameInatransformationdrilltheteachersaysawordorasentenceandthelearneranswersbychangingthesentenceintoanewgr ticalstructure.【實(shí)戰(zhàn)操練Controlledpracticeiswhen theteachermakesthelanguagechoicesforthethelearnerspeaksusinglanguagelyinanthelanguagelearnerspeaksfocusingoninformationgapAclassroomactivityinwhichlearnersworkinpairsorgroups.Learnersaregivenatask,buttheyaregivendifferentinformationand,tocompletethetask,theyhavetofindoutthemissinginformationfromeachother.Forexample,learnersworkinpairs;oneofthelearnershasaweatherreportfromTorontoandtheo