国外教学法 澳洲学习汇报

Concept Check Questions  We use concept check questions to help clarify meaning and to check students’ understanding rather than saying “ Do you understand?”

The concept questions below are to check the meaning of a marker sentence. What could the marker sentence be ? Analyse the form. 1. Did I do it? No Did someone else do it? Yes Did I pay for it? Yes Is it a service? Yes The marker sentence: I had my hair cut.

2. Did you do it? No  Was it a good idea to do it? Yes  Is it advice about the past? Yes 3. Did I do it in the past? Yes  Do I do it now? No  Once or many times? Many Learning teaching Jim Scrivener The marker sentence: I should have done my homework. The marker sentence: I used to swim in the river.

How to make up concept questions?  I managed to move the desk.  I managed to win the fight.  I managed to stop crying? Managed maintains the same meaning in all the sentences even though the situation is different. Circle the sentences below that contain part of the essential meaning. 1. I didn’t try. 2. I didn’t like it. 3.I tried. 4. It was fun. 5. I was told to do it. 6. It was difficult. 7. It was a responsibility. 8. I didn’t succeed 9. I succeeded. 10. I’m going to succeed

How to make up concept questions? Having identified the key concepts, you can turn your sentences into concept questions:  Did I try it ? Yes In the following sentences, identify the key concepts and turn them into questions. The answers to your questions should require very simple answers eg yes, no, perhaps.

1. she has been watching TV since 11 am. 2. Helen used to play the drum. 1. Did she begin to watch TV at 11 am? Yes Is she still watching TV now? Yes Will she continue to watch TV? Perhaps 3.I am having dinner with my friend this evening. 3. Am I eating now? No Is it a plan for this evening? Yes Is it an invitation? Perhaps

4. I wish I were rich. Do I have much money? No Is it a fact or a dream? A dream Is it likely to happen? No 5.I didn’t mean to break your cup. Did I do it in the past? Yes Was it done on purpose? No Is it an apology? Perhaps Once or many times? Once

6. I’d rather have pizza than pasta. Concept questions can also be used for vocabulary. Will I choose pizza or pasta? Pizza Do I hate pasta? Perhaps Is it a preference? Yes Once or many times? Once

Rules for concept questions 1. get to the “heart “ of the concpt 2. Don’t repeat the target language in the concept questions. 3. Keep the language simple. Don’t use hypothetical language or modals. 4. keep the sentences short. 5. Make sure your questions check the right part of the sentence. 6. Make sure the answer required is short. (yes, no if possible).

Writing concept questions 1. Look at the structured being checked. 2. Write a couple of sentences that explain the meaning of the structure. 3. Turn these sentences into questions. 4. Check that you have followed all of the rules above. 5. Answer the questions.

Classroom Feedback and correction techniques  Content –based feedback and language focused feedback.  The teacher…  1. asks learners whether they agreed or disagreed with each other in a discussion about public transport.  2.checks answers to a controlled practice gap-filled task.  3. tells a learner that she found his story exciting to read.  4.tells a learner to think about the tense she has just used in an utterance.  5. asks how many other learners they spoke to after a “find someone who…”task.  6. repeats a correct version of a structure that a learner has said incorrectly when practising a dialogue in pairs. C L C L C L

What’s the problem?  T: So what did you and Luca talk about, Paola?  P: We talk about classic film we like.  T: Oh, so which film?  P: We talk about Casablanca.  T: Talked. What happens?  P: Talked?  T: Yes, so what’s the story?  P: We talked about Casablanca?  T: That’s right- you told us. But who are the main characters?  P: (silence)

Correcting written work

How to use video in the classroom Offers and requests  Prediction  Check Prediction  Specific information  Listen and tick --function  Restricted-practice  free practice

ARC, ESA & PWP  Authentic activities  Restricted practice  Clarification Engage Study Activate Pre- listening/speaking/reading/speaking While- listening/speaking/reading/speaking Post- listening/speaking/reading/speaking

Lesson plan  Main aim: to enable learners to read an article about a stowaway cat for gist and specific information  Sub aim: to enable learners to work on fluency while sharing ideas about the article  Personal aims: to give clear instructions and to keep my teacher talked down. Have you related your main aim to a skill(R,L,S,or W) or to a language (structure, function, vocabulary)?

ABCD Audience Behavior Condition Degree Who Will do what Under what conditions To what degree Students will get the main idea and the detailed information by listening. The students (A) will be able to get both (D) the main idea and the detailed information by ticking (B) the right answers through careful listening (C).

Lesson plan  Assumptions The students may be of a mixed ability and the text may be too difficult for some.  Anticipated Problems and Solutions Some may feel too challenged by text—I will pre- teach key vocabulary and have a long lead-in to try and engage all of the learners. I will provide activities for those who can cope with the text to carry on with while I assist weaker students.

Some games for teaching

Useful websites           englishforeveryone.org 

Thank you!