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!