Individual Task 2.doc

IHL-GP英语教师国际培训项目（版权所有）Individual Task 2 Presentation techniques and language class activities There are 4 tasks (A, B, C and D). Tasks link to units of your course. Answers will be on . The calendar in your Sky School classroom shows dates, when the answers are available on .所有答案可以在上查看。具体可查看答案的日期在班级日历中会显示。Top Tips!There are many classroom ideas in this individual task. Try some of the ideas with your classes!Task 2 A Read the descriptions of the classroom activities (1 - 4). Which of the purposes (A, B or C) is NOT correct? 1. 老师展示一个男人正在开车的图片给学生，并要求他们用“he/she used to”句型进行造句。如：He used to drive a car. 老师继续展示一位女士正在打篮球的图片，并且让学生用同样的句型结构造句。A. accuracy B. fluencyC. grammatical structure2. Step 1：将学生分组。Step 2：每组选取一位学生作为第一个游戏参与者。这位学生背对黑板坐，让其无法看到黑板。Step 3： 老师在黑板上写一个最近学过的单词或短语。Step 4：本组的其他成员用英语解释这个单词或短语但不可说出这个词语。Step 5：背对黑板的学生根据其他组员的描述来猜测是哪个词语，如果答案正确，本组得一分。A. controlled practice B. receptive skillsC. vocabulary review3. Step 1：准备一叠单词及图片的卡片。（也可以让学生自行准备）单词和图片必须对应。如：一张卡片上有“fish”这个单词，就应有另一张画着鱼的卡片。Step 2：将所有卡片洗乱并正面朝下放置在桌上。Step 3：第一位学生拿出一张卡片并告知上面的单词或图片。Step 4：第一位学生抽取另外一张卡片，告知上面的图片或单词，如果本卡片可以和第一张匹配，该学生赢得此组卡片，并进行第二轮选词。如果两张卡片内容不匹配，该学生需把卡片正面朝下放在桌上。Step 5：接下来的第二、三、四位学生等依次翻开卡片寻找可以配对的单词和卡片。A. controlled practiceB. communicative activityC. vocabulary practice4. Students act out a conversation between a doctor and a patient. The students have not prepared the conversation.A. controlled practiceB. productive skillsC. freer practiceTask 2 BMatch the steps from the teachers lessons (5 - 11) with the names of the presentation techniques (A-H).There is one extra option which you do not need to use.5. The teacher asks the students to take three things out of their bags. The students show their things. The teacher writes the names of these objects on the board.A concept checkingB elicitingC describing a situationD definingE mimingF using guided discoveryG drillingH using realia6. The teacher asks the students to read some sentences. Some words are underlined. Then the students must decide if the underlined words were nouns or adjectives by looking carefully at their endings.A concept checkingB elicitingC describing a situationD definingE mimingF using guided discoveryG drillingH using realia7. The teacher tells the class the meaning of the words.A concept checkingB elicitingC describing a situationD definingE mimingF using guided discoveryG drillingH using realia8. The teacher says the new words several times. Then students repeat as a class.A concept checkingB elicitingC describing a situationD definingE mimingF using guided discoveryG drillingH using realia9. The teacher asks the students to give examples of things people take on holiday.A concept checkingB elicitingC describing a situationD definingE mimingF using guided discoveryG drillingH using realia10. The teacher introduces some new words. Then the teacher asks the students questions about the meaning of the words because she wants to see if the students understand.A concept checkingB elicitingC describing a situationD definingE mimingF using guided discoveryG drillingH using realia11. The teacher closes her eyes, puts her hands together and holds them next to her right ear to show the meaning of sleep.A concept checkingB elicitingC describing a situationD definingE mimingF using guided discoveryG drillingH using realiaTask 2 CMatch the students descriptions of activities (12 - 16) with the names of classroom activities (A-F).There is one extra option which you do not need to use.12. We sometimes start the lesson with a short activity to wake us up.A project workB a warmerC labelingD a role-playE a brainstormF an information gap activity13. The teacher encourages us to think of and share all the words we know on a particular topic before we start writing.A project workB a warmerC labelingD a role-playE a brainstormF an information gap activity14. There are sometimes boxes under pictures and we have to write the correct word in each box.A project workB a warmerC labelingD a role-playE a brainstormF an information gap activity15. We work in pairs. I have one picture and my desk mate has a picture. We must not look at the other persons picture. There are some differences between the pictures. We must talk to find differences.A project workB a warmerC labelingD a role-playE a brainstormF an information gap activity16. We sometimes work in pairs or groups. The teacher gives us a card. On the card there is some information about a character in a situation. Then we act out the situation. We dont know what the other student will say so we must listen. Its exciting for us!A project workB a warmerC labelingD a role-playE a brainstormF an information gap activityTask 2 CMatch the course book instructions (17 - 20) with the aims (A - E).There is one extra option which you do not need to use.17. Listen and count the syllables. Mark the stress. A pronunciation workB listening comprehensionC practising collocationD personalisation of a grammatical structureE teaching meaning18. Match the words and the pictures. Check your ideas using the Chinese English word list on page 89.A pronunciation workB listening comprehensionC practising collocationD personalisation of a grammatical structureE teaching meaning19. Match the verbs in list A with the phrases in list B that they are often used with.A pronunciation workB listening comprehensionC practising collocationD personalisation of a grammatical structureE teaching meaning20. What did you do last weekend? List six different things. Exchange lists with another student. Ask questions to find out when your partner did these thin