Teaching College English Teaching College English listening & speaking: An listening & speaking: An

output-driven modeloutput-driven model

TIAN ZhaoxiaTIAN ZhaoxiaNanjing Normal UniversityNanjing Normal University

Basic principlesBasic principles Main featuresMain features ImplementationImplementation Model teaching (Unit 3, Model teaching (Unit 3, Book 1)Book 1)

AttractionsAttractions

Basic principlesBasic principles

Real communicationReal communication General teaching goalsGeneral teaching goals Shift of teaching focusShift of teaching focus Teaching principlesTeaching principles

Real communicationReal communication

Unconscious use of Unconscious use of languagelanguage

Carrier of informationCarrier of information

SpeakingSpeaking Integrated language skillsIntegrated language skills … …

General teaching goalsGeneral teaching goalsTo develop integrated To develop integrated skills skills

To enrich knowledge To enrich knowledge To develop thinking To develop thinking (critical & logical) (critical & logical)

To have fun To have fun

Shift of the teaching focusShift of the teaching focus

PerceptionPerception ProductionProduction

reading reading writingwriting

& listening & & listening & speakingspeaking

Teaching principlesTeaching principles

Output! Output! Output! Output! Output!Output!

Listen to write & speak; Listen to write & speak;

Read to write & speak. Read to write & speak. Know the students; Know the students;

Embrace flexibility. Embrace flexibility.

Main featuresMain features

Students’ problemsStudents’ problemsSpeakingSpeaking

ListeningListening Solutions/Main Solutions/Main features features

Problems with speakingProblems with speaking Related to contentRelated to content Lack of ideas; not well organizedLack of ideas; not well organized

Related to languageRelated to language Pronunciation, vocabulary, Pronunciation, vocabulary, grammargrammar

Psychological or Psychological or emotionalemotional Personality, interest, …Personality, interest, …

Problems with listeningProblems with listening Losing the trackLosing the track Poor vocabularyPoor vocabulary Limited encyclopedic Limited encyclopedic knowledgeknowledge … …

Teacher’s headacheTeacher’s headache

这么多宝贝要喂啊这么多宝贝要喂啊 !!

Teacher’s headacheTeacher’s headache

宝贝，张张嘴吧！

Solutions/Main featuresSolutions/Main features Group workGroup work Note-taking trainingNote-taking training Speaking under timed Speaking under timed conditionsconditions Teacher’s Teacher’s responsibilityresponsibility

Group workGroup work

GroupingGrouping Class Class participationparticipation

Assessment Assessment

GroupingGrouping 50 or a bit more;50 or a bit more; first-year studentsfirst-year students 10 groups; 4-6 10 groups; 4-6 Group leader; Group leader; secretarysecretary

A name listA name list

Class participationClass participation

Groups instead of individuGroups instead of individualsals

Participation > PerformanParticipation > Performancece

AssessmentAssessment

30 % of final grade30 % of final grade Participation Participation RecordRecord

Peer assessmentPeer assessment

WeekWeekGroupGroup 1 2 3 … 1 2 3 … 11 22 33 44 … …

Note-taking trainingNote-taking training

When?When? What?What? How?How? Why?Why?

Why taking/making notes?Why taking/making notes?To concentrateTo concentrateTo follow the lineTo follow the lineTo get the main pointsTo get the main pointsTo prepare for speakingTo prepare for speakingTo develop logical To develop logical thinkingthinking

Speaking under Speaking under timed conditionstimed conditions

15 to 40 seconds;15 to 40 seconds; One or more than oOne or more than o

ne minutene minute

Speaking under Speaking under timed conditionstimed conditions

What does this What does this mean?mean?

Advantages?Advantages? Feasibility?Feasibility?

AdvantagesAdvantages

Ideas only; less Ideas only; less grammargrammar

Speaking quicklySpeaking quicklyQuick responseQuick responseMore participationMore participation

FeasibilityFeasibility

English speaking contests English speaking contests TOEFLTOEFL, EILTS, BEC, , EILTS, BEC, PTEPTE Previous experiencesPrevious experiences

Teacher’s responsibilityTeacher’s responsibility

To prepare lessonsTo prepare lessons To encourageTo encourage To facilitateTo facilitate

ImplementationImplementation

Model teachingModel teaching

““Learning to think”Learning to think” Unit 3, Book 1Unit 3, Book 1

Unit overviewUnit overviewInside view (1 & Inside view (1 & 22))Outside view (Outside view (11 & 2) & 2)Listening in (1 & 2)Listening in (1 & 2)Presentation skillsPresentation skillsPronunciationPronunciation

Three examplesThree examples

Operation of the Operation of the modelmodel

Note-taking trainingNote-taking training SpeakingSpeaking

Inside view (P27-28)Inside view (P27-28) Conversation 2 (2’50’’)Conversation 2 (2’50’’)What are Janet’s What are Janet’s difficulties?difficulties?

Listen/write/speakListen/write/speak Central idea? Central idea? Main points?Main points?

Teaching steps (15 minutes)Teaching steps (15 minutes)

Introduction and directionsIntroduction and directionsListening and note-takingListening and note-takingGroup discussion (2 Group discussion (2 minutes)minutes)

Short Q & A (15 seconds)Short Q & A (15 seconds)Summary (30 seconds)Summary (30 seconds)Second listening (Ex. 6)Second listening (Ex. 6)

Student analysisStudent analysis

No introduction?No introduction?A brief introduction?A brief introduction?

A more detailed introduA more detailed introduction?ction?

Janet’s problem?Janet’s problem? Everything differentEverything different

asking questionsasking questions

(not used to) tutorial(not used to) tutorial

(not used to) critical (not used to) critical thinkingthinking

Critical thinkingCritical thinking

justificationjustification

Outside view (P30-31)Outside view (P30-31)

Part 1 (4’50’’)Part 1 (4’50’’)

Mind map/mappingMind map/mapping

Listen/write/speakListen/write/speak

Note-taking trainingNote-taking training

Analysis of materialsAnalysis of materials Listen for topic questioListen for topic questio

ns ns and transitions.and transitions.

Who can tell me what a Who can tell me what a mind map is?mind map is?

What I’d like to do next What I’d like to do next is look at some of the is look at some of the uses or the reasons for uses or the reasons for using mind maps.using mind maps.

What are some other What are some other uses of mind maps?uses of mind maps?

Are there any other uses that Are there any other uses that you can think of for mind mayou can think of for mind mapping?pping?

Next, I’d like to talk about sNext, I’d like to talk about some of the advantages or the ome of the advantages or the benefits of using mind mapsbenefits of using mind maps……

……

Teaching steps (15 or Teaching steps (15 or 20 m?)20 m?)

Introduction and directionsIntroduction and directionsListening & note-takingListening & note-takingGroup discussion (3 Group discussion (3 minutes)minutes)

Note-taking strategiesNote-taking strategiesShort Q & A (20 seconds)Short Q & A (20 seconds)Summary (35-40 seconds)…Summary (35-40 seconds)…

TopicTopic Point 1Point 1

details…details… Point 2Point 2

details…details… ……

Mind mapMind mapWhat is…? (definition)What is…? (definition)

A way of thinking; generate, A way of thinking; generate, organize ideasorganize ideas

UsesUses1. brainstorming1. brainstorming2. note-taking2. note-taking3. revision3. revision4. problem-solving4. problem-solving

AdvantagesAdvantages1. visual map1. visual map2. quick summary2. quick summary3. creative thinking3. creative thinking

Listen/read/write/speakListen/read/write/speak

Note-taking trainingNote-taking training

Outline (detailed)Outline (detailed)

P-R-E-(P)P-R-E-(P)

Teaching steps (Cont.)Teaching steps (Cont.)

Watching (in or after Watching (in or after class)class)

details, Ex., details, Ex., language,…language,…

Listening inListening in

Developing critical Developing critical thinkingthinking

(P32 & 33)(P32 & 33)

Integrated skillsIntegrated skillsRead/listen/write/speak Read/listen/write/speak

Developing critical thinkingDeveloping critical thinking

Pre-class researchPre-class research

““Stroke”Stroke”

““Montessori Montessori methods”methods”

Pre-class researchPre-class research Assign topicsAssign topics symptoms & symptoms & consequence?consequence? causes?causes? treatment?treatment? prevention?prevention?

Assign topics to groupsAssign topics to groups

Speaking activitiesSpeaking activities

Different tasks to Different tasks to different groupsdifferent groups

More information More information inputinput

VarietyVariety

(Ex. 5, P32)(Ex. 5, P32) Summary of Passage 1Summary of Passage 1 Symptoms & Symptoms & consequenceconsequence

CausesCauses TherapyTherapy PreventionPrevention

Presentation skillsPresentation skills Alternative 1Alternative 1

Ex. in this bookEx. in this book Alternative 2Alternative 2

Based on readingBased on reading … …

Summary/CommentsSummary/Comments Follow PREP structureFollow PREP structure (2-3 reasons/subpoint(2-3 reasons/subpoint

s)s) 60-80 seconds 60-80 seconds (120-150 words)(120-150 words) Well preparedWell prepared

PronunciationPronunciation

In real communication In real communication

Clarity Clarity

Rhythm Rhythm

Stress-timed Stress-timed vs.vs. syllable-timedsyllable-timed

RhythmRhythm

Sentence stressSentence stressWeak forms of function Weak forms of function

wordswords

Sentence stressSentence stress

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

Embrace flexibilityEmbrace flexibility ContentsContents ActivitiesActivities

listen/watch onlylisten/watch only after-class after-class listeninglistening

……

AttractionsAttractions PracticalityPracticality Integrated skills trainingIntegrated skills training Critical & logical Critical & logical thinking thinking

developmentdevelopment Challenge and excitementChallenge and excitement

English classEnglish class

ChallengingChallengingExcitingExciting

RewardingRewarding

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

Teaching College English Teaching College English listening & speaking: An listening & speaking: An

output-driven modeloutput-driven model

TIAN ZhaoxiaTIAN ZhaoxiaNanjing Normal UniversityNanjing Normal University