Chapter实用PPT课件PPT课件

1、Understanding the conditions of L2 learning: 1.1. The framework of L2 input and outputThe framework of L2 input and output2.2. The 5 categories of classroom activities The 5 categories of classroom activities /tasks and the balance between form-/tasks and the balance between form-based practice & co

2、mmunicationbased practice & communication3. How to facilitate effective EFL learning3. How to facilitate effective EFL learning4. Humanistic EFL learning & teaching in the 4. Humanistic EFL learning & teaching in the classroomclassroom第1页/共32页 MOTIVATIONFilterInputIntakeOutput(internal process)(Inte

3、raction)(Environment)UptakeReflection (internal process) Filter第2页/共32页lNon-communicative 无交际操练活动:focusing on form of language, how it is formed and what it means through drills, exercises, teachers instructions. lPre-communicative : practising L2 with Ss attention to the meaning but without new mes

4、sages, e.g., acting out role-play dialogues or “question-and-answer” practice. lCommunicative : 有交际操练活动practising language in a context with new information e.g. in information-gap activities or in the responses to the factual questions, or “personalized” questions.lStructured :模拟性交际活动 communicating

5、 in situations, that elicit pre-learnt language with some unpredictability, e.g., in structured role-play with different situations and simple problem-solving, the commonly used structures & Ss personal experience are required.lAuthentic :真实交际活动 communicating in the situations where the meanings are

6、 completely unpredictable in more creative role-play, more complex problem-solving, discussion, debate.第3页/共32页Balance bet. Practice & Communication Communication Junior E College E. Practice 第4页/共32页How to Facilitate EFL Learningl Humanistic & supportive learning environment;l Interesting & challen

7、ging tasks for Ss active thinking and judgment;l Communicative interactions with feedbacks; l Strong motivation for learning & using L2;l Necessary support for Ss to test meaning or language rules in performing the tasks.第5页/共32页l The development of a whole person in L2 learning; l The consideration

8、 of learners feelings and other affective factors in L2 learning;l The classroom interactions for Ss both input and output;l The growth in self-awareness and self-building of the inner language system in autonomous learning.第6页/共32页Further discussion on how people understand L21.1. What is understan

9、ding (as a way of thinking)? What is understanding (as a way of thinking)? 2.2. Teaching Description (5): how teachers Teaching Description (5): how teachers facilitate effective understanding in EFL facilitate effective understanding in EFL reading reading 3.3. The role of EFL T. & Ss before/ while

10、 & after The role of EFL T. & Ss before/ while & after readingreading4. The three models of reading (or listening)4. The three models of reading (or listening)第7页/共32页Getting to know your personal theoriesHow do people understand languageHow do people understand language？1. people understand languag

11、e in reading or listening word-by-word and sentence-by-sentence; 2. Understanding L. mainly involves visual info. (words or sentences readers can see on the page) or audio info. (the phonetic symbols listeners can hear from the speaker);3. People understand a text from part to the whole, bit by bit;

12、4. Understanding L. is an information processing by which people is interacting with the speaker or the writer; 5. Understanding L. involves both linguistic and general/ background knowledge stored in peoples memory;6. People understand a text by predicting and guessing the meaning from the context.

13、第8页/共32页 The mind is not a vessel to be filled, but a fire to be ignited.(Plutarch )普卢塔克：古希腊传记作家和哲学家第9页/共32页Understanding: a kind of thinking The learners grasp the meaning or information by thinking (interpreting, translating etc.).lInterpretinglExemplifyinglSummarisinglInferringlParaphrasinglClass

14、ifyinglComparinglExplaining第10页/共32页BLOOMS REVISED TAXONOMYGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.Justifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judgingBreaking information into pa

15、rts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, findingUsing information in another familiar situationImplementing, carrying out, using, executingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explainingRecalling

16、 informationRecognising, listing, describing, retrieving, naming, finding第11页/共32页Understanding: Potential Activities and Products Write in your own words Cut out, or draw pictures to illustrate a particular event in the story. Report to the class Illustrate what you think the main idea may have bee

17、n. Make a cartoon strip showing the sequence of events in the story. Write and perform a play based on the story. Write a brief outline to explain this story to someone else Explain why the character solved the problem in this particular way Write a summary report of the event. Prepare a flow chart

18、to illustrate the sequence of events. Make a colouring book. Paraphrase this chapter in the book. Retell in your own words. Outline the main points.第12页/共32页Here are 2 sample lessons, L 14 and L 15 of Unit 4, JEFC, for Junior 3 students, Term 1. The topic of this unit is “Travel”, L14 is a story abo

19、ut “Jims Train Ride” & L 15 is a dialogue between Jim and Lin Tao who met after Jims trip to Mount Emei. Lets see what happened in the two classes and how they helped students to understand and produce language in the 2 student teachers teaching practicum. 第13页/共32页intheClassAFactual questions & res

20、ponses about Ss travelGroup-challenging questions to practice “indirect speech”Reading the story with 4 questions for detailed informationQuestion-answer practice about Jims train rideTeachers instruction about some verbal itemsListening & reading aloud to understand & practice the text Group survey

21、 on the favorite ways of travel Group report & class discussion on their favorite way of travel第14页/共32页forDescription1. Do Ss understand the story very well? Why do you think so? 2. How do Ss use the contextual information to understand the story? 3. Do Ss have strong reasons to read, listen and sa

22、y in this lesson? How? 4. What do Ss do before their reading? Do you think it helpful? Why? 5. What about their while-reading activities? Helpful? Why? 6. What about their post-reading activities? Helpful? Why? 第15页/共32页重点重点:Do Students Understand Well? l Students understand mainly the literal meani

23、ng of the story as the teacher emphasizes too much the meaning of the words & sentences more than the implied meaning of the story (how Jim & his family had a very happy & enjoyable train ride to Emei mountain). l Students dont have enough opportunities to search for the central meaning or the detai

24、led information of the story: why the train ride was happy and enjoyable. 第16页/共32页Understanding in Reading/ ListeninglUnderstanding language is a very complex , by which the reader (or listener) is interacting with the writer (or speaker) in a particular situation for a certain purpose (to figure o

25、ut what they really means word or the words.l Understanding the literal meaning of what the speaker or writer says is just at the first level of understanding including identifying all the audio or visual information from hearing or reading; interpreting the meaning of the words and sentences.lWhen

26、the literal meaning is not what the speaker or writer really means, the listener or reader has to explore the implied meaning that is hidden behind the words and sentences, it is known as the second level of understanding.第17页/共32页l What people can remember while listening & reading are the central

27、propositions (global representation of the text), or the main ideas of what people hear or read. l People have to combine all the individual propositions (literal meanings) together to build up a “whole” global meaning of the text when understanding language. l Unfortunately, in traditional “intensi

28、ve readings”, the individual propositions are often separated by T. & Ss. L2 learners have very few opportunities to look for the meaning of the whole text on their own. 第18页/共32页Mental lexiconsLinguistic informationGrammar rules & operations etc.)About topic, speaker, situation(the contextual infor

29、mation)General knowledge about the world 第19页/共32页 is the speaker or the writer (the identity, the relationship between speakers, and the relationship between the speaker & listener or between the writer & reader); the speech is going on (the situation in which the interaction takes place);the speec

30、h or writing is going on (the way of speaking or writing e.g. as for the speech, it may be a conversation, a story telling or a formal speech etc; while as for writing, it may be a note, a narration or an argumentation etc.);s/he is talking/ writing about (the topic that is being discussed orally or

31、 in writing); s/he says or writes (the purpose of the speaker or writer) 第20页/共32页重点:HowtoUseContextualInformationl Ss are asked to talk about travel before reading the story. However this topic is too extensive only about the background knowledge of travel, not concerning the specific topic of trai

32、n ride. l The pre-reading questions before reading mainly focus on the VI & verbal-item practice. Ss do not have clear purposes to read the story written by someone unknown and they have to search for too much information at one time). l Not much contextual information is used effectively or provide

33、d by the textbook or the teacher, (e.g., about the writer, the purpose of writing, Jims family etc.)第21页/共32页Pre-/While-PostReadingActivitiesBefore readinglTalk about what they know about “travel”lLearn the verbal items for readinglWhile reading l Find out the answers to the 4 questionsl Understand

34、the story from sentences l Listen to the teachers instructions After readingl Listen to/ read aloud the story to practice the text l Use what Ss have learnt to do things (the survey)l Read once more and see if to find something useful 第22页/共32页 “Information processing” refers to different kinds of o

35、fmeanings in reading or listening. It is an by which meanings areidentified & understood in communication. In the process, both verbaland nonverbalinformation are stored, organized and retrieved from memory.第23页/共32页l When L2 learners are inferring meanings in the information process, the more infor

36、mation are stored, organized and retrieved from memory, the more opportunities for them to identify or test out the successful language rules.l The higher level of thinking the listener or reader is involved, the more challenging the reading or listening tasks are.l The structure-based repetition an

37、d imitation will not bring about “deeper information processing” ( Clark & Clark 1977) . 第24页/共32页 There are two kinds of memory: short-term memory (STM) and long-term memory (LTM). What can be remembered in LTM is just the literal meaning, not the actual. When people comprehend (or produce) languag

38、e, they have to call on the remembered knowledge (stored information) in LTM. The stored information in LTM includes both verbal information and non-verbal information. All stored information is well organized with concepts, objects or events in the LTM systematically第25页/共32页Teacher roles Demonstra

39、tes Listens Questions Compares Contrasts ExaminesStudent roles Explains Describes Outlines Restates Translates Demonstrates Interprets Active participantClassroom Roles for Understanding第26页/共32页means that people build up the meaning of the materials word-by-word and sentence-by-sentence. They under

40、stand the meaning from part to the whole as visual information (VI) or audio information (AI) is more emphasized for understanding. emphasizes the use of general/ background knowledge when people understand language, e.g., using the context to predict the meaning or guess the meaning of any unfamili

41、ar items, and then find out how the detailed meaning is expressed in the text.emphasizes both lower-level skills (letter & word identification) and higher-level knowledge (general/ background knowledge) involved in understanding of the overall meaning of a text more or less simultaneously.(Handout P

42、3-4)第27页/共32页forDescription1. How do Ss think & do when practicing the “indirect speech”? 2. How can Ss remember the rule of “indirect speech” easily?3. Do Ss have reason to use language in the class? How? 4. How to help Ss read more purposefully in Class A? 第28页/共32页1.1. Read Handout “Read Handout “Chapter 5Chapter