剑桥英语教学能力认证考试教程TKTCourseUnit16文档格式.docx
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Tellthem:
thedate
thetime
theaddressoftheparty.
Wecanseethatboththeseactivitiesgivelearnersanopportunitytouselanguage,butindifferentways.
isacontrolled/restrictedpracticeactivitybecauselearnerscanonlyusecertainitemsoflanguage
focusesonaccurateuseoflanguage
isagap-fillexercise.
isalesscontrolled/freerpracticeactivitybecausethelanguagethelearnerswilluseisnotcarefullylimitedorcontrolled
focusesoncommunicatingamessage
isatask.
Thesamekindsofdifferencescanalsobeseeninotheractivitiesforspeaking,writingandlearningnewlanguage.Drills(guidedrepetitions),copyingwordsorsentences,jazzchants,dictationandreadingaloudareotherexamplesofcontrolledpracticeactivities.Infreeractivitiestheteacherorthematerialsdonotlimitthelanguagethatlearnersuse.Examplesoftheseare:
discussions;
solvingproblemsthroughexchangingideas;
sharingorcomparingideas,informationorexperiences;
writingemails,stories,letters,invitationsorcompositions.
Herearesixmoreactivities.Whatskill/subskill/languagedotheyfocusonWhatisthenameofthetypeofactivity
1.Readthestory.Thenanswerthesequestion:
aHowoldisgirl
bWheredoesshelive
cWhatisherfriend’sname
2.AListentothetapeandchoosethebestanswer:
Thechildren’sschoolis:
aneartheirhouse
bneartheshops
coppositethepostoffice
BNowlistenagain.Arethesesentencestrueorfalse
aTheschoolisnew.
bTheclassroomisbig.
cThelibraryhasmaybooks.
3.Lookatthesepicturesandthenreadthestory.Putthepicturesinthecorrectorder.Writethecorrectnumber(1-6)undereachpicture.
4.Listentothetape,andinpairsfillinthisform:
Girl’sname:
………………….
Girl’saddress:
………………..
Nameofgirl’sfriend:
………..
5.Workinpairs.Eachofyoushoulduseoneoftheserolecards.
AYourfriendhasaproblem.Givehim/herthebestadviceyoucan.
BYouhaveaproblem.Youwanttogotouniversity,butyoufindstudyingverydifficult.Askyourfriendforadvice.
6.Getintogroupsoffour.Findoutwhichfoodyourfriendslikeanddislikemost.Ask:
Whichfooddoyoulikemost
Whichfooddoyoudislikemost
Herearetheanswerstothequestionabove:
Activity
Skill/subskill/language
Typeofactivity
1
Readingforspecific
information
Wh-question(questionsbeginningwithquestionwords:
.which/what/how/when/why)forcomprehension
2
Listeningforspecific
AMultiple-choicequestion(anactivityinwhichyouchoosethebestanswerfromthreeormorepossibleanswers)
BTrue/Falsequestions(anactivityinwhichyoudecidewhetherstatementsarecorrectorincorrect)
3
Readingfordetail
Ordering
4
Formfilling
5
Fluencyinspeaking/freer
practiceofnewlanguage
Role-play(anactivityinwhichyouimaginethatyouaresomeoneelseinaspecificsituation)
6
Accuracyinspeaking/
controlledpracticeofnew
language
Survey(findingouttheopinionsofagroupononetopic)
Wecanseethatactivitiescandifferinseveralways:
theskillorsubskilltheyfocuson;
whattypetheyareandwhatinteractionpatternstheyuse.Thekindsofskillsorlanguagetheyfocusonandtheinteractionpatternstheyusearenotfixed.So,forexample,multiple-choicequestionscouldbeusedforreading,listeningorgrammaractivitiesandcanbedoneindividually,inpairsoringroups.Similarly,form-fillingcouldbeusedforreading,listeningorgrammarpractice,anddoneindividually,inpairsoringroups.
Activities5and6bothinvolvelearnerstalkingtooneanothertoexchangeinformationtheydon’tknow.Thismeanstheyaretalkingordertocommunicate,notjusttopracticelanguage.Thiskindofactivityinwhichlearnersexchangeinformationthatonlyoneofthemhasiscalledaninformationgaporacommunicativeactivity.
Anactivitymayfocusonaccuracyorcommunicationdependingonhowitisintroducedbytheteacherorthematerials.Forexample,thesurveyaboveisfocusedonaccuracybecauseitlimitsthelanguagethatlearnersusetoaskandanswertwospecificquestions.Iftheinstructionsfortheactivitywere‘Findoutaboutyourfriends’likesanddislikesinfood’,thiswouldnotrestrictlearners’choiceoflanguageandtheactivitywouldfocusoncommunication.
Keyconceptsandthelanguageteachingclassroom
Whenselectingactivitiesforpractisinglanguageortheskillsofspeakingorwriting,weneedtodecidewhethertodoacontrolledpracticeorafreerpracticeactivity,anactivitythatfocusesonaccuracyoroncommunication.
Whenchoosingactivitiesfordevelopingskills,weneedtodecidewhichskillorsubskilltofocuson.
Lessonsusuallyconsistofaseriesoflinkedactivities.Thereareseveraldifferentwaysoflinkingactivitiesinlessons.Thesearejustsomeofthem:
1.PPP:
Presentation→controlledpracticeactivities→freerpracticeactivities
2.TBL:
Discussion→tasks→presentation→focusonform
3.Skills-basedlessons:
Warmerandlead-in→comprehensiontasks→post-taskactivities
ExampleI:
Alisteningskillslesson
Lead-in:
discussingthetopicofthelisteningandlearninganyimportantnewvocabulary→Comprehensiontasks:
listeningtotherecordedconversationagainandcompletingaformwithspecificinformation→Post-taskactivities:
briefdiscussionofthetopicoftheconversation.
Youcanseethatthecomprehensionactivities(forlisteningorreading)startwithfocusingonmoregenerallevelsofcomprehensionbeforemovingontosubskillsthatrequirepayingmoredetailedorspecificattentiontothetext.
Example2:
Atopic-basedlessonwhichdevelopsseveralskills
Lead-in:
speakingaboutthetopicanddoingrelatedlanguagework→Tasks:
listeningtoarecordingaboutthetopic→readingatextaboutthetopic→Post-taskactivities:
discussingthetopicand/orfocusonthelanguageofthetopic→writingacompositionaboutthetopic.
SeeUnit18and20forplanningactivitiesforlessonsandUnit26forlanguageusefultotheteacherforcarryingoutactivities.
FOLLOW-UPACTIVITIES(Seepage173foranswers)
1.WhatdotheseactivitiesaimdevelopPutthemintothecorrectcolumn.
Communication
Accuracy
A.choraldrillingofpronunciation
B.role-play
C.dictation
D.discussions
E.gap-fillexercises
F.storywriting
G.copyingwords
H.repeatingnewwords
I.describingpictures
J.learningconversationsbyheart
K.problemsolving
2.Whichskill(s)couldtheseactivitiesbeusedtodevelop
A.storycompletion
B.form-filling
C.informationgap
D.true/falsequestions
E.role-play
REFLECTION
Thinkabouttheselearners’comments:
1.Idon’tlikedoinglotsofdifferentactivities–it’sconfusing.
2.Ilikedoingamixtureofactivitieswithsomefocusingonaccuracyandsomeonfluency.Thatreallyhelpsmelearn.
DISCOVERYACTIVITIES
1.Lookthroughtwopagesofyourcoursebook.CanyounameallthedifferentkindsofactivitiesitcontainsWhatisthepurposeofeachactivity
2.Lookattoseelotsofdifferentactivitiesfordevelopingskillsandlanguage.
3.Lookbackoverthisunitandfindatypeofactivitythatyouhavenevertaughtbefore.Tryitwithoneofyourclasses.DiditworkwellWasitsuccessfulWriteupyourthoughtsinyourTKTportfolio.
4.UsetheTKTGlossarytofindthemeaningoftheseterms:
chant,jumbledpictures,labeling,prioritizing,projectwork.
TKTpracticetask(Seepage176foranswers)
Forquestion1-7,matchthedescriptionswiththeteachingactivitieslistedA-H.
Thereisoneextraoptionwhichyoudonotneedtouse.
Teachingactivities
A.problemsolving
B.arole-play
C.labelling
D.choraldrilling
E.formfilling
F.agame
G.asurvey
H.projectwork
Descriptions
1.Theteachersaysawordandasksallthelearnerstorepeatittogether.
2.Theteacherputslearnersinpairsandasksoneofthemtoactasalosttouristaskingtheway,andtheotherasalocalpersongivingdirections.
3.ThelearnersusemapstoworkoutthebestwaytogetfromXtoY.
4.Thelearnerslistentoatapeandcompleteatimetable.
5.Thelearnersaskalltheirclassmatestheiropinionaboutsomethingandthennoteitdown.
6.Thelearnersgotothelocalmuseum,thelibraryandtheinternettofindoutaboutdinosaurs.Theythenmakeanexhibitionofwallpostersaboutthem.
7.Thelearnerschoosenamesofobjectsfromalistandwritethenamesunderpicturesoftheobjects.