剑桥英语教学能力认证考试教程-TKT-Course-Unit16

1、Unit16 Practice activities and tasks for language and skills developmentWhat are practice activities and tasks for language and skills developmentThese are activities and tasks designed to give learners opportunities to practice and extend their use of language, such as new vocabulary, functional ex

2、ponents or grammatical structures, or of the subskills of reading, listening, speaking or writing. There are manydifferent kinds of activities and tasks with different namesand different uses.Key conceptsHere are two writing activities. Can you find three teaching differences between themActivity 1C

3、omplete these sentences about yourself with can or can t.I swim.I speak Mandarin.I play the guitar.I use a computer.I run very fast.Activity 2Write an invitation inviting your friends to your birthday party.Invite them.Tell them:the datethe timethe address of the party.We can see that both these act

4、ivities give learners an opportunity to use language, but in different ways.Activity 1Activity 2is a controlled/restricted practice activity because learners can only use certain items of languagefocuses on accurate use of languageis a gap-fill exercise.is a less controlled/freer practice activity b

5、ecause the language the learners will use is not carefully limited or controlledfocuses on communicating a messageis a task.The samekinds of differences can also be seen in other activities for speaking, writing and learning new language. Drills (guided repetitions), copying words or sentences, jazz

6、 chants, dictation and reading aloud are other examples of controlled practice activities.In freer activities the teacher or the materials do not limit the language that learners use. Examples of these are: discussions; solving problems through exchanging ideas; sharing or comparing ideas, informati

7、on or experiences; writing emails, stories, letters, invitations or compositions.Here are six more activities. Whatskill/subskill/language do they focus on What is the name of the type of activityRead the story. Then answer these question:a How old is girlb Where does she livec What is her friend s

8、nameA Listen to the tape and choose the best answer:The children s school is:a near their houseb near the shopsc opposite the post officeB Now listen again. Are these sentences true or falsea The school is new.b The classroom is big.c The library has may books.Look at these pictures and then read th

9、e story. Put the picturesin the correct order. Write the correct number (1-6) under each picture.Listen to the tape, and in pairs fill in this form:Girl s name:Girls address:Name of girl s friend: Work in pairs. Each of you should use one of these role cards.A Your friend has a problem. Give him/her

10、 the best advice you can.B You have a problem. You want to go to university, but youfind studying very difficult. Ask your friend for advice.Get into groups of four. Find out which food your friends likeand dislike most. Ask:Which food do you like mostWhich food do you dislike mostHere are the answe

11、rs to the question above:ActivitySkill/subskill/languageType of activity1Reading for specificinformationWh- question (questions beginning with questionwords:.which/what/how/when/why)forcomprehension2Listening for specificinformationA Multiple-choice question (an activity in which you choose the best

12、 answer from three or more possible answers)B True/False questions (an activity in which you decide whether statements are correct or incorrect)3Reading for detailOrdering4Listening for specificForm filling5Fluency in speaking / freerpractice of new languageRole-play (an activity in which you imagin

13、e that you are someone else in a specific situation)6Accuracy in speaking / controlled practice of new languageSurvey (finding out the opinions of a group on one topic)We can see that activities can differ in several ways: the skill or subskill they focus on; what type they are and whatinteractionpa

14、tterns they use. The kinds of skills or language they focus on and the interaction patterns they use are not fixed. So, for example, multiple-choice questions could be used for reading, listening or grammar activities and can be done individually, in pairs or in groups. Similarly, form-filling could

15、 be used for reading, listening or grammar practice, and done individually, in pairs or in groups.Activities 5 and 6 both involve learners talking to one anotherto exchange information they don t know. This meansthey are talking order to communicate, not just to practice language. This kind of activ

16、ity in which learners exchange information that only one of them has is called an information gap or a communicative activity.An activity may focus on accuracy or communication depending on how it is introduced by the teacher or the materials. For example, the survey above is focused on accuracy bec

17、ause it limits the languagethat learners use to ask and answer two specific questions. If theinstructions for the activity were Find out about your friendslikes and dislikes in food , this would not restrict learners choice of language and the activity would focus on communication.Key concepts and t

18、he language teaching classroomWhen selecting activities for practising language or the skillsof speaking or writing, we need to decide whether to do a controlled practice or a freer practice activity, an activity that focuseson accuracy or on communication.Whenchoosing activities for developing skil

19、ls, we need to decide which skill or subskill to focus on.Lessons usually consist of a series of linked activities. Thereare several different ways of linking activities in lessons. These are just some of them:PPP: Presentation controlled practice activities freerpractice activitiesTBL: Discussion t

20、asks presentation focus on formSkills-based lessons: Warmer and lead-in comprehension tasks f post-task activitiesA listening skills lessonLead-in: discussing the topic of the listening and learning any important new vocabulary Comprehension tasks: listening to the recorded conversation again and co

21、mpleting a form withspecificinformationPost-task activities:briefdiscussion of the topic of the conversation.You can see that the comprehension activities (for listening or reading) start with focusing on more general levels of comprehension before moving on to subskills that require paying more det

22、ailed or specific attention to the text.A topic-based lesson which develops several skillsLead-in: speaking about the topic and doing related language work f Tasks: listening to a recording about the topic-reading a text about the topic Post-task activities: discussing the topic and/or focus on the

23、language of the topic fwriting a composition about the topic.See Unit 18 and 20 for planning activities for lessons and Unit 26 for language useful to the teacher for carrying out activities.FOLLOW-UP ACTIVITIES(See page 173 for answers)What do these activities aim develop Put them into the correctc

24、olumn.CommunicationAccuracychoral drilling of pronunciationrole-playdictationdiscussionsgap-fill exercisesstory writingcopying wordsrepeating new wordsdescribing pictureslearning conversations by heartproblem solvingWhich skill(s) could these activities be used to developstory completionform-filling

25、information gaptrue/false questionsrole-playREFLECTIONThink about these learners comments:I don t like doing lots of different activities it s confusing.I like doing a mixture of activities with somefocusing on accuracy and some on fluency. That really helps me learn.DISCOVERY ACTIVITIESLook through

26、 two pages of your coursebook. Can you name all the different kinds of activities it contains What is the purpose of each activityLook at to see lots of different activities for developing skills and language.Look back over this unit and find a type of activity that you have never taught before. Try

27、 it with one of your classes. Did it workwell Wasit successful Write up your thoughts in your TKTportfolio.Use the TKT Glossary to find the meaning of these terms: chant, jumbled pictures, labeling, prioritizing, project work.TKT practice task (See page 176 for answers )For question 1-7, match the descr