1. FLTRP Training Program for College English Teaching (July 24, 2010) Listening & Speaking Teaching Seminar Zhu Yuanyuan Guangdong University of Foreign Studies

2. 9/19/2015Y.Zhu Guangdong University of Foreign Studies2 Outline Courses of Listening & Speaking in GUFS A Case Study (Unit 2, Book 3) Ideas Exchange

3. 9/19/2015Y.Zhu Guangdong University of Foreign Studies3 Courses of Listening & Speaking in GUFS 1. Class Size: 50 2. Duration: 80 minutes 3. Frequency: once a week

4. 9/19/2015Y.Zhu Guangdong University of Foreign Studies4 Courses of Listening & Speaking in GDUFS 4.focuses 1 2 3 4 materialsstories lectures talk shows news (special) movie clips American & British TV news presentationmp3 record movie forum news report semesters focuses

5. 9/19/2015Y.Zhu Guangdong University of Foreign Studies5 Courses of Listening & Speaking in GUFS 4. Examples Semester 1 Semester 2 Semester 3 Semester 4

6. 9/19/2015Y.Zhu Guangdong University of Foreign Studies6 A Case Study Material: Unit 2 Childhood memories (Book 3) Target Students: Sophomores (semester 3) 3

7. 9/19/2015Y.Zhu Guangdong University of Foreign Studies7 A case study---Unit 2 Childhood Memories Unit overview Inside view Outside view Listening in Presentation skills Pronunciation

8. 9/19/2015Y.Zhu Guangdong University of Foreign Studies8 A case study---Unit 2 Childhood Memories Unit overview Inside view Outside view (P18) Listening in Presentation skills (P22) Pronunciation

9. 9/19/2015Y.Zhu Guangdong University of Foreign Studies9 A case study---Unit 2 Childhood Memories Satisfied…?

10. 9/19/2015Y.Zhu Guangdong University of Foreign Studies10 A case study---Unit 2 Childhood Memories

11. 9/19/2015Y.Zhu Guangdong University of Foreign Studies11 A case study---Unit 2 Childhood Memories Teaching process? Input Output

12. 9/19/2015Y.Zhu Guangdong University of Foreign Studies12 A case study---Unit 2 Childhood Memories Teaching process? Intake Input Interaction Output

13. 9/19/2015Y.Zhu Guangdong University of Foreign Studies13 A case study---Unit 2 Childhood Memories 1. Distinction between input & intake ( Corder,1967) Input is what is available to learners. Intake is what is internalized by learners. 2. Interaction: learn through the negotiation around meaning that occurs when learners engage in communication and communicative learning activities. (Long, 1980s)

14. 9/19/2015Y.Zhu Guangdong University of Foreign Studies14 A case study---Unit 2 Childhood Memories P18 Outside view

15. 9/19/2015Y.Zhu Guangdong University of Foreign Studies15 A case study---Unit 2 Childhood Memories A K S

16. 9/19/2015Y.Zhu Guangdong University of Foreign Studies16 A case study---Unit 2 Childhood Memories Teaching objectives? K: knowledge knowing S: Skills doing A: Attitudes being whole-person development

17. 9/19/2015Y.Zhu Guangdong University of Foreign Studies17 A case study---Unit 2 Childhood Memories Teaching objectives: K: 1. UNICEF’s contributions to Afghanistan 2. key vocabulary and expressions S: 1. well-organized news report 2. comparison A: 1. peace 2. education

18. 9/19/2015Y.Zhu Guangdong University of Foreign Studies18 A case study---Unit 2 Childhood Memories P18 Outside view ---background information 1. Afghanistan ? Kabul? The Taliban? 2. UNICEF?

19. 9/19/2015Y.Zhu Guangdong University of Foreign Studies19 A case study---Unit 2 Childhood Memories

20. 9/19/2015Y.Zhu Guangdong University of Foreign Studies20 A case study---Unit 2 Childhood Memories

21. 9/19/2015Y.Zhu Guangdong University of Foreign Studies21 A case study---Unit 2 Childhood Memories P18 Outside view----1 st listening for gist structure how where & who what

22. 9/19/2015Y.Zhu Guangdong University of Foreign Studies22 A case study---Unit 2 Childhood Memories P18 Outside view----1 st listening for gist Structure problem?  organization?  actions?  example?  summary & comments

23. 9/19/2015Y.Zhu Guangdong University of Foreign Studies23 A case study---Unit 2 Childhood Memories P18 Outside view---2 nd listening for specific information P18 exercise 3 P19 exercise 5 Noticing Hypothesis (Schmidt, 1990) Note taking, Interaction

24. 9/19/2015Y.Zhu Guangdong University of Foreign Studies24 A case study---Unit 2 Childhood Memories P18 Outside view---News report The Spring Bud Project Safe & Healthy Growth Project Hope Project Sanxiaxiang Vol-Teach migrant workers’ children…

25. 9/19/2015Y.Zhu Guangdong University of Foreign Studies25 A case study---Unit 2 Childhood Memories Outside view---News report 1. Structure 2. Comparison between situations (before and after) 3. Your own comments Scaffolding (Vygotsky)

26. 9/19/2015Y.Zhu Guangdong University of Foreign Studies26 A case study---Unit 2 Childhood Memories P22 Presentation skills---informal discussion Difficulties when speaking? 1. poor content 2. poor vocabulary …

27. 9/19/2015Y.Zhu Guangdong University of Foreign Studies27 A case study---Unit 2 Childhood Memories P22 Presentation skills---informal discussion DifficultiesSolutions poor content interesting topics rich input (reading, listening) supporting details …… poor vocabulary words learned in the unit words with variety ……

28. 9/19/2015Y.Zhu Guangdong University of Foreign Studies28 A case study---Unit 2 Childhood Memories P22 Presentation skills---informal discussion 1 requirements? 2.topics?

29. 9/19/2015Y.Zhu Guangdong University of Foreign Studies29 A case study---Unit 2 Childhood Memories P22 Presentation skills---informal discussion Content 1. telling a lie as a kid 2. input (“growing pains”, “cultural childhoods”)growing pains 3. narrate the experience with details

30. 9/19/2015Y.Zhu Guangdong University of Foreign Studies30 A case study---Unit 2 Childhood Memories P22 Presentation skills---informal discussion Vocabulary 1. P22 words in the chart 2. Active reading(2) in Integrated English e.g. When I look back on … It reminds me of… I can see vast differences between…and…

31. 9/19/2015Y.Zhu Guangdong University of Foreign Studies31 A case study---Unit 2 Childhood Memories P22 Presentation skills---informal discussion 1 Group work (4 each group) 2 Narrate your experience of telling a lie. 3 Compare the attitudes towards telling lies with regard to both your parents & Ben’s parents ? 4. Your view on it. Observation (take notes and join in)

32. 9/19/2015Y.Zhu Guangdong University of Foreign Studies32 A case study---Unit 2 Childhood Memories Peer-evaluation Rubrics Structure(0-5): problem  organization  actions  example  summary Comments(0-5): your own comment Application (0-5): comparison, words in Unit 2 Manners (0-5): clear pronunciation and proper body language. Timing (0-5): The speech is finished within three minute. …

33. 9/19/2015Y.Zhu Guangdong University of Foreign Studies33 A case study---conclusion K.S.A. Interaction Output Input Intake “Outstanding teaching, successful learning”

34. 9/19/2015Y.Zhu Guangdong University of Foreign Studies34 Ideas exchange

35. References Borich, G. D. (1990) Observation Skills for Effective Teaching, Columbus: Merrill Publishing Company. Nunan, D. (ed.)(2003). Practical English Language Teaching. The McGraw-Hill Companies, Inc. Raymond, E. (2000). Cognitive Characteristics. Learners with Mild Disabilities (pp. 169-201). Needham Heights, MA: Allyn & Bacon, A Pearson Education Company. Input, Interaction, and Output. (4/26/2007). Retrieved July 12,2010,fromhttp://www.fltrp.com/newsdetail.cfm?iCntno=23 443http://www.fltrp.com/newsdetail.cfm?iCntno=23 443 How to Integrate the Interaction Hypothesis into Your ESOL (ESL, EFL) Classroom(no date). Retrieved July 11, 2010, fromhttp://www.associatedcontent.com/article/1764572/the_i nteraction_hypothesis_what_it.html?cat=4http://www.associatedcontent.com/article/1764572/the_i nteraction_hypothesis_what_it.html?cat=4 9/19/2015Y.Zhu Guangdong University of Foreign Studies35