1. Teaching College English listening & speaking: An output-driven model TIAN Zhaoxia Nanjing Normal University

2. Basic principles Basic principles Main features Main features Main features Main features Implementation Implementation Implementation Model teaching (Unit 3, Book 1) Model teaching (Unit 3, Book 1) Attractions Attractions Attractions

3. Basic principles Real communication Real communication General teaching goals General teaching goals Shift of teaching focus Shift of teaching focus Teaching principles Teaching principles

4. Real communication Unconscious use of language Unconscious use of language Carrier of information Speaking Speaking Integrated language skills Integrated language skills … …

5. General teaching goals To develop integrated skills To develop integrated skills To enrich knowledge To enrich knowledge To develop thinking To develop thinking (critical & logical) (critical & logical) To have fun To have fun

6. Shift of the teaching focus Perception Production reading writing reading writing & listening & speaking & listening & speaking

7. Teaching principles Output! Output! Output! Output! Output! Output! Listen to write & speak; Listen to write & speak; Read to write & speak. Know the students; Know the students; Embrace flexibility.

8. Main features Students ’ problems Students ’ problemsSpeaking Listening Listening Solutions/Main features Solutions/Main features

9. Problems with speaking Related to content Related to content Lack of ideas; not well organized Lack of ideas; not well organized Related to language Related to language Pronunciation, vocabulary, grammar Pronunciation, vocabulary, grammar Psychological or emotional Psychological or emotional Personality, interest, … Personality, interest, …

10. Problems with listening Losing the track Losing the track Poor vocabulary Poor vocabulary Limited encyclopedic Limited encyclopedic knowledge knowledge … …

11. Teacher’s headache 这么多宝贝要喂啊 !

12. Teacher’s headache 宝贝，张张嘴吧！

13. Solutions/Main features Group work Group work Note-taking training Note-taking training Speaking under timed Speaking under timed conditions conditions Teacher ’ s responsibility Teacher ’ s responsibility

14. Group work Grouping Grouping Class participation Class participation Assessment Assessment

15. Grouping 50 or a bit more; 50 or a bit more; first-year students first-year students 10 groups; 4-6 10 groups; 4-6 Group leader; secretary Group leader; secretary A name list A name list

16. Class participation Groups instead of individuals Participation > Performance

17. Assessment 30 % of final grade 30 % of final grade Participation Record Participation Record Peer assessment Peer assessment

18. Week Week Group 1 2 3 … 1 2 3 4 …

19. Note-taking training When? When? What? What? How? How? Why? Why?

20. Why taking/making notes? To concentrate To concentrate To follow the line To follow the line To get the main points To get the main points To prepare for speaking To prepare for speaking To develop logical thinking To develop logical thinking

21. Speaking under timed conditions 15 to 40 seconds; 15 to 40 seconds; One or more than one minute One or more than one minute

22. Speaking under timed conditions What does this mean? What does this mean? Advantages? Advantages? Feasibility? Feasibility?

23. Advantages Ideas only; less grammar Ideas only; less grammar Speaking quickly Speaking quickly Quick response Quick response More participation More participation

24. Feasibility English speaking contests English speaking contests TOEFL, EILTS, BEC, PTE TOEFL, EILTS, BEC, PTE Previous experiences Previous experiences

25. Teacher’s responsibility To prepare lessons To prepare lessons To encourage To encourage To facilitate To facilitate

26. Implementation Model teaching “ Learning to think ” Unit 3, Book 1 Unit 3, Book 1

27. Unit overview Inside view (1 & 2) Inside view (1 & 2) Outside view (1 & 2) Outside view (1 & 2) Listening in (1 & 2) Listening in (1 & 2) Presentation skills Presentation skills Pronunciation Pronunciation

28. Three examples Operation of the model Operation of the model Note-taking training Note-taking training Speaking Speaking

29. Inside view (P27-28) Conversation 2 (2 ’ 50 ’’ ) Conversation 2 (2 ’ 50 ’’ ) What are Janet ’ s difficulties? Listen/write/speak Listen/write/speak Central idea? Central idea? Main points? Main points?

30. Teaching steps (15 minutes) Introduction and directions Introduction and directions Introduction and directions Introduction and directions Listening and note-taking Listening and note-taking Group discussion (2 minutes) Group discussion (2 minutes) Short Q & A (15 seconds) Short Q & A (15 seconds) Short Q & A (15 seconds) Short Q & A (15 seconds) Summary (30 seconds) Summary (30 seconds) Second listening (Ex. 6) Second listening (Ex. 6)

31. Student analysis No introduction? A brief introduction? A more detailed introduction?

32. Janet’s problem? Everything different Everything different asking questions (not used to) tutorial (not used to) critical thinking Critical thinking Critical thinking justification justification

33. Outside view (P30-31) Part 1 (4 ’ 50 ’’ ) Part 1 (4 ’ 50 ’’ ) Mind map/mapping Mind map/mapping Listen/write/speak Listen/write/speak

34. Note-taking training Analysis of materials Analysis of materials Listen for topic questions Listen for topic questions and transitions. and transitions.

35. Who can tell me what a mind map is? Who can tell me what a mind map is? What I ’ d like to do next is look at some of the uses or the reasons for using mind maps. What I ’ d like to do next is look at some of the uses or the reasons for using mind maps. What are some other uses of mind maps? What are some other uses of mind maps?

36. Are there any other uses that you can think of for mind mapping? Are there any other uses that you can think of for mind mapping? Next, I ’ d like to talk about some of the advantages or the benefits of using mind maps … Next, I ’ d like to talk about some of the advantages or the benefits of using mind maps … …

37. Teaching steps (15 or 20 m?) Introduction and directions Introduction and directions Introduction and directions Introduction and directions Listening & note-taking Listening & note-taking Group discussion (3 minutes) Group discussion (3 minutes) Note-taking strategies Note-taking strategies Note-taking strategies Note-taking strategies Short Q & A (20 seconds) Short Q & A (20 seconds) Summary (35-40 seconds) … Summary (35-40 seconds) …

38. Topic Point 1 Point 1 details … details … Point 2 Point 2 details … details … … …

39. Mind map What is … ? (definition) A way of thinking; generate, organize ideas Uses 1. brainstorming 2. note-taking 3. revision 4. problem-solving Advantages 1. visual map 2. quick summary 3. creative thinking

40. Listen/read/write/speak Note-taking training Outline (detailed) P-R-E-(P)

41. Teaching steps (Cont.) Watching (in or after class) Watching (in or after class) details, Ex., language, … details, Ex., language, …

42. Listening in Developing critical thinking (P32 & 33) (P32 & 33) Integrated skills Integrated skillsRead/listen/write/speak

43. Developing critical thinking Pre-class research “ Stroke ” “ Montessori methods ”

44. Pre-class research Assign topics Assign topics symptoms & consequence? symptoms & consequence? causes? causes? treatment? treatment? prevention? prevention? Assign topics to groups Assign topics to groups

45. Speaking activities Different tasks to different groups More information input More information input Variety Variety

46. (Ex. 5, P32) Summary of Passage 1 Summary of Passage 1 Symptoms & consequence Symptoms & consequence Causes Causes Therapy Therapy Prevention Prevention

47. Presentation skills Alternative 1 Alternative 1 Ex. in this book Alternative 2 Alternative 2 Based on reading Based on reading … …

48. Summary/Comments Follow PREP structure Follow PREP structure (2-3 reasons/subpoints) (2-3 reasons/subpoints) 60-80 seconds 60-80 seconds (120-150 words) (120-150 words) Well prepared Well prepared

49. Pronunciation In real communication ClarityRhythm Stress-timed vs. syllable-timed

50. Rhythm Sentence stress Sentence stress Weak forms of function words

51. Sentence stress I don ’ t know what would have happened to me if I hadn ’ t had my family. I don ’ t know what would have happened to me if I hadn ’ t had my family.

52. Embrace flexibility Contents Contents Activities Activities listen/watch only after-class listening after-class listening…

53. Attractions Practicality Practicality Integrated skills training Integrated skills training Critical & logical thinking Critical & logical thinking development development Challenge and excitement Challenge and excitement

54. English class ChallengingExcitingRewarding

55. “ English class drives me mad; yet I have fun. ”

56. Teaching College English listening & speaking: An output-driven model TIAN Zhaoxia Nanjing Normal University