Dec. 22nd, 2011 Dec. 22nd, 2011
Tianjin University of Science and Technology
Bian Min
Reading
Writing
Listening
Speaking
The 4 Skills
Audiolingualism: speaking ★
other skills were used to reinforce
What’s new?
1, One skill is not a reflection of another.
2, Variety is important.
3, Integration of skills.
1, Recognition of sentence structures
2, Dictation
× word-by-word dictation
Focused dictation (writing down only items which have been selected in advance):
ListeningImportance: GuidedGuided listening should
come before speaking
1) indefinite article; plural form; prepositions
2)cloze (combination of reading and listening)
3)sequence or order; past tense etc…
Structures
Listening comprehension
1, Materials: authentic spoken language Cassette recorder vs. Written material read aloud
2, Teaching procedures:
Stage one: Arousing student interest or motivation.
Stage two: Play the recording straight through.
Stage three: Listen for particular pieces of information.
Stage four: Worksheet to be completed individually, in pairs or small groups.
Stage five: A final play to check the worksheet.
Meaning
Function
Listening comprehension
Meaning
Function
Summary: Material
Guidance
Motivation
Speaking
Being able to use the sound Being able to use the sound system of Englishsystem of English
1, To make the students sensitive to the differences between their own language and English by:
1) Speaking the native language with an English accent
2) Minimal pair sound exercises
3) A necessary explanation of the sound
SpeakingBeing able to use the sound Being able to use the sound
system of Englishsystem of English
2, To help the students learn intonation, or the tune and rhythm of English by:
1) Familiarizing students with the basic tunes
2) Reproducing the tune in their own speech ( singing “la-la-la”)
3) Simple marking system to indicate stress
4) Paying attention to the link between intonation and function
Speaking Being able to Being able to communicate freelycommunicate freely
How to encourage students to speak? (controlled —— semi-controlled —— freer practice)
Stage one: Repeat a scripted dialogue separately or in pairs.
Stage two: Make substitutions within the framework of the original dialogue.
Stage three: Give students cues or prompts to perform(P132).
Students need to decide on form & content)
Stage four: Give students a role to play. (P133)Other communicative activities:
Describe the difference activities
Describe and arrange / Describe and draw
Solve a problem through discussion
Speaking Being able to Being able to communicate freelycommunicate freely
Summary:
To teach speaking skills, there is a progression from exercises which focus on sounds to activities which provide the student with choice and freedom for practicing communication.
ReadingTwo stages DecodingDecoding ComprehensionComprehension
“Definition”
To recognize the significance of the message, understanding the intentions of the writer…
Determinantfactors
Children’s ability to connect sound and symbol
Knowledge of the world, reasons for reading, attitudes
Teacher’s Teacher’s rolerole
read aloud to provide a model about the relationship between print and sound
To help create reasons for wanting to read something and to organize the students’ thinking
HOW
To recognize the relationship between the print on the page and the sounds of the language
Types of literature
Non-fiction
Narrative/Fiction
Texts which describe arrangements of things
Activities
Written text Visual form
T/F and multiple choice comprehension exercises
Fruitful discussion and purposeful reading
Stage one: Arouse students’ interest and motivation.
Stage two: Give students points to search.
Stage three: Discuss answers, right or wrong.
Stage four: Reproduce——writing
How to conduct a reading lesson?
Thank you!