Developing Students

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Developing Students Integrated Skills
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• Example 1

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• Unit2 Colours and Moods
• 1???????
• 1)?????????????????????????,????????????????????
  ?????
• 2)????????????????????,?????????????????????
• 3)???????????????????????????????????????,???????
  ???????,???????????

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• Example 2

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• Unit 8 Animal experiment
• ????
• ???????
• 1 ????animal experiments???
• 2 ???????????????
• Some students think,because/since. Also,
  besides, whats more, furthermore
• 3 ???????argumentative essay?
• ????????????????????,?????
• ??????????????

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???????? (Revised plan)

• ???????
• 1?????animal experiments???????
• 2??????????????????????????
• 3????????????????????????
• ????
• 1??????????
• 2????????????????
• ????
• ???????????????????
• ????
• ????????????????????

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• ?????????

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• ???????????????

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Views on language

• Structural view
• Functional view
• Interactional view

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What will be your focus in teaching?

• Structural view knowledge vocabulary and
  grammar (sentence patterns)
• Functional view communicative categories,
  communicative ability (to be able to communicate)
• Interactional view to communicate appropriately
  (communicative strategies, cultural awareness,
  etc.)

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Views on Language Learning

• Behaviorist Theory

• Cognitive Theory

• Constructivism
• Social-constructivism

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Behaviorist Theory
stimulus
response
reinforcement
habit formation
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Cognitive theory

• Learners should be allowed to create their own
  sentences based on their understanding of certain
  rules (creativity)

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Constructivism

• Learning is a personal construction of knowledge
  to be learned based on the learners previous
  experience.

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Social-constructivism

• Interaction and engagement with the target
  language in a social context is important.

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Social-constructivism

• ZPDZone of Proximal Development (?????)
• Scaffolding (???)learning is best achieved
  through the dynamic interaction between the
  teacher and the learner (question explanation)
• the learners (a more capable peers support)

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What are the common views on language learning?
Behaviorism Pavlov Skinner Imitation repetition (S-R-R) External factors
Cognitivism Chomsky Thinking (creativity) Internal factors
Constructivism Piaget Bruner Dewey Personal construction Interaction
Social- constructivism Vygotsky ZPD scaffolding Interaction
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• Example 1

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????(???)?????
Unit 9 When was he born ?

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Look at the pictures , ask and answer the
following questions.
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(No Transcript)
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Unit 9 When was he born ?
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(No Transcript)
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(No Transcript)
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Listen and write the year the sports star
was born.
1963
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1975
1980
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(No Transcript)
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1.Read the conversation on page 53
1c. 2.Make the new conversations about the
stars you like. 3.Prepare for the new lesson.
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• Example 2

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Unit 10 Im going to be a basketball player .
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What does he/she do?
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Do you want to be a/an?
computer programmer
pilot
actor
professional baseball player
engineer
teacher
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AWhat are you going to be when you grow up?
B Im going to be a/an
professional baseball player
pilot
computer programmer
engineer
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??????????
What are you going to do when you grow up? Im
going to be a/an .
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How are you going to be an engineer?
Im going to study math very hard.
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Listen! How are they going to do?
computer programmer professional basketball
player engineer actor
take acting lessons study computer science
practice basketball every day study math
really hard
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Guess What is Cheng Han going to do?
Lets listen!
v
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Listen again!
What are Cheng Hans plan for the future?
What
Where
How
when
He is going to be an actor.
He is going to move to New York.
He is going to take acting lessons.
He is going to finish high school and college
first.
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Little reporter
What are your friends plan for the future?
name What is he/she going to do? How is he/she going to do that?



Report My friend is going to be a/an.
He is going to.
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Discussion
What are you going to do for the 2008 Olympic
Games?
Were going to
2008 Olympic Games
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New Years resolution
?
?
?
1. Learn to play an instrument 2. get a
part-time job 3. make the soccer team 4.
get good grades 5. eat healthier food 6. get
lots of exercise
?
?
?
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What are they talking about?
They are talking about their New Years
resolutions. Lets listen!
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Listen
name What is he/she going to do? How is he/she going to do that?
Lucy
Manuel
Kim
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Report
Can you write a report about their New Years
resolutions? Try!
The beginning Three students made their New
Years resolutions yesterday.
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Lets read New Years Resolution Survey Results
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Groupwork
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The super girls told their New Years resolutions
to the reporter. They are going to
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???????
???????,???????????? resolution ?????????!
?????? 1 .???????????????????? 2
.?????????????,???? 3.??????, ????????
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?????
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
Report In Group 1, is going to
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Clean and Green!
????
?????????????!??????????????????????,????????!

1. We are going to build a bigger subway.

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boxer
fisherman
babysitter
guide
zookeeper
judge
librarian
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Personal Information
Name
Hobby
Be good at
Appearance
Personality
My ideal job
Suitable jobs
Friends suggestions
Resolutions
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• Teaching reading

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Reading models

• Bottom-up model

• Top-down model

• Interactive model

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Three stages of teaching reading

• Pre-reading Stage
• While-reading Stage
• Post-reading Stage

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Strategies Involved in Reading
Predicting Skimming Scanning Inferring Recognizing
rhetorical structures
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Pre-reading activities

• Predicting
• vpredicting based on the title
• vpredicting based on vocabulary
• vpredicting based on the
• T/F questions
• Setting the scene

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while-reading stage

• This stage mainly focuses on the exploitation of
  the text. It aims to help the readers understand
  the content and structure of the text, as well as
  the authors purpose in writing it.

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While-reading activities

• Skimming to get the gist of the text
• Scanning to locating specific information
• Transferring information from the text to a
  diagram, table, form, map, graph or picture
• Taking notes on the main points, or on specific
  points of the text
• Drawing a diagram to show the text structure

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Post-reading activities

• It is to consolidate or reflect on what has been
  read in the text the other is to relate the text
  to the students own knowledge, interests, or
  views. It is not directly connected with the
  text, but usually grows out of it.

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Post-reading activities

• Summary
• Gap filling
• Oral discussion (of the topic of the text)
• Role-play (a different situation from that of the
  text but using the same/different characters)
• Writing (a summary of the main content of the
  text)

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• Comment on the content of the text
• Retelling the story of the text
• Finishing the story(either predicting an ending
  or changing the ending )
• Listening to or reading some supplementary
  material about the topic

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Example 1
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????????,??),
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Example 2(???1)
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Teaching speaking
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Principles of Teaching speaking

• Balancing accuracy-based with fluency-based
  practices
• Contextualizing practice
• Personalizing practice
• Building up confidence
• Maximizing meaningful interactions
• Helping students develop speaking strategies

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Types of Speaking activities

• Pre-communicative activities
• Structural activities
• Quasi-communicative activities
• Communicative activities
• Functional communication activities
• Social interaction activities

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Designing speaking tasks

• Controlled activities
• Semi-controlled activities
• Semi-communicative activities
• Communicative activities

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Controlled activities

• The teacher is leading a drill
• T He walks to school everyday.
• T Go
• Ss He goes to school everyday.
• T Run
• Ss He runs to school everyday.
• T Jump
• Ss He jumps to school everyday.

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The teacher gives the first half of the dialogue
by asking a questionT What were you doing
when I called you last night?(The teacher holds
on a picture with a person reading a book.)S I
was reading a book when you called. T Oh, I
see. What about you, Mary?(The teacher holds
another picture with a person watching TV.)S I
was watching TV when you called.
Semi-controlled activities
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Information gap activitiesproblem-solving
activitiesdiscussionsrole-playingpress
conferenceinterviewing projects, etc.
Communicative activities
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Example 1 (???2)
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Teaching grammar
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Different ways of presenting grammar in the
classroom

• Deductive method
• Inductive method
• Guided discovery method

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Different ways of presenting grammar in the
classroom

• Deductive method

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Different ways of presenting grammar in the
classroom
Inductive method(???2)
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Interactive method
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Attributive clause with who and which
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5 minutes for students to read through the
grammar rule of attributive clause
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Miss Chen
Ling liang
The teacher___________is Miss Chen.
who is speaking
The student _____________ is Ling Liang
who is answering
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who is playing Chinese Kongfu
The boy__________________________ is Miss chens
son.
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who shows us a pose
Justinbieber ____________________is a famous
singer.
who smiles to us
The actor___________________ is zhanghan.
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??????? ?????,????????????????????????????_____,?
??????????_____?
?.
???
??
?????
The boy who is playing Chinese Kongfu is five
years old now.
Attributive clause
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who???????
??????????
?????
His father is the person who will be most
unhappy.
Attributive clause
??????????
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??,?????? ???????,???????? ??????who?
???who ????????,? ???????????????? ??who??
?Do you know Mr Zhang who(m) they like
very much?
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?????
It successfully shows the rich culture which
makes Beijing so famous.
Attributive clause
??????????
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?????
The photo which we liked best was taken by Zhao
Min.
Attributive clause
??????????
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??,?????? which????????????? ?????which???????? ?
????,???????
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Match the parts of the sentences.
we saw last night was not very good you met
just now is my brother won a prize go to the
same school. they chose to
1. Beijing is the city 2. The photographers
were three students 3. The tall boy 4. The movie
which who
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Join the sentences with who or which.

• 1 The building is our school. The building stands
  by the lake.
• The building _____________________
• is our school.
• 2 Here is the girl. The girl wants to see you.
• Here is the girl ___________________.

which stands by the lake
who wants to see you
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• 3 I am the only student. I can run faster than
  Peter.
• I am the only student
• __________________________.
• 4 Yesterday we bought a book. The book is really
  hard to understand.
• Yesterday we bought a book
• ______________________________.
• 5 Is this the play? We will see the play next
  month.
• Is this the play
• __________________________?

who can run faster than Peter
which is really hard to understand
which we will see next month
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Game
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A short test
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Summary
What have you learned?
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• , he traveled with his father, who wanted to do
  trade with the Chinese. (Para. 1)
• 2. He was very impressed by Beijing, especially
• the Summer Palace which he described as The
  greatest palace that ever was (Para. 3)
• 3. There were inventions and developments in
  China which were not available in Europe at that
  time. (Para. 4)
• 4. He was also confused by the black stones
  people used for fuel. (Para. 4)

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5. However, Marco was lucky to meet another
prisoner who enjoyed listening to his stories
about China. (Para. 5) 6. The prisoner then
wrote the stories in the book called The
Description of the World, which became one of
(Para. 5) 7. Marco was asked the question, Was
it all true?, to which he replied, I have only
told half of (Para. 6)
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Discussion

Information to identify the person(s) / object(s) Extra information about a person or a thing, which can be left out


Defining relative clause
Non-defining relative clause
? ? ? ?
? ? ?
No comma
With comma
Forward
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2. He was very impressed by Beijing, especially
the Summer Palace which he described as The
greatest palace that ever was 3. There were
inventions and developments in China which were
not available in Europe at that time. 4. He was
also confused by the black stones people used for
fuel. 5. However, Marco was lucky to meet
another prisoner who enjoyed listening to his
stories about China.
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• , he traveled with his father, who wanted to do
  trade with the Chinese.
• 6. The prisoner then wrote the stories in the
  book called The Description of the World, which
  became one of
• 7. Marco was asked the question, Was it all
  true?, to which he replied, I have only told
  half of

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Teaching Vocabulary
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Why vocabulary?
1. ???????????????-Rivers, 1983 2.
???????????,??????????????
-Harmer, 1991 3.
?????????,??????????????? 4. ?????????????????????
???,???????,?????????,??????????
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Vocabulary building-up
1. Brainstorming
Spring FestivalM2 (NSE-7B)
dumplings, fireworks, big dinner, haircut, new
clothes, shopping, cleaning, decorating, good
luck, paper cuts, stay up late, set fireworks,
??????????????????????,???????
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Vocabulary building-up
2.Category
Module 5 Healthy food(NSE 7A)
???? ??????
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please send us home
grains__________ meat_________ fruits
vegetables_____ drinks__________
others__________
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Vocabulary building-up
3. Flashing
Module 2 (NSE 7A) Talk about what you can do
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Vocabulary building-up
3. Flashing
Module 2 (NSE 7A) Talk about what you can do
play volleyball
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Vocabulary building-up
3. Flashing
Module 2 (NSE 7A) Talk about what you can do
play chess
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Vocabulary building-up
3. Flashing
Module 2 (NSE 7A) Talk about what you can do
play baseball
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Vocabulary building-up
3. Flashing
Module 2 (NSE 7A) Talk about what you can do
make a phone call
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Vocabulary building-up
3. Flashing
Module 2 (NSE 7A) Talk about what you can do
ski
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Vocabulary building-up
3. Flashing
Module 2 (NSE 7A) Talk about what you can do
play golf
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Vocabulary building-up
3. Flashing
Module 2 (NSE 7A) Talk about what you can do
dance
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(No Transcript)
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Vocabulary building-up
4. Christmas pudding
Revision for the vocabulary in book NSE 7A
Make as many words as you can out of the letters
CHRISTMAS PUDDING
rich, maths, rain, hair, spring, paint, push,
star, sing, train, chair, human
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Vocabulary building-up
4. Christmas pudding
international
net, nation, national, late, rate, are, tent,
note, .
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Vocabulary building-up
5. Word Map
Six topics for NSE 7A
Students homework P19? P31?P59???????????????10?
???????????family (??)?school (??)?food
(??)?weekend(??)?animal(??)?computer(??)? 6?word
maps ??????,437?, NSE 7-A??????300??????,23??????
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Vocabulary building-up
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Vocabulary building-up
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Vocabulary building-up
6. Good memory game
Any topic, eg. animals I go to the zoo to see
the pandas. I go to the zoo to see the pandas and
monkeys. I go to the zoo to see the pandas,
monkeys, and tigers. The order cant be
changed. Up to 27 students.
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Vocabulary building-up
7. You describe, I guess
Commonly used as a warm-up.
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Vocabulary building-up
7. You describe, I guess
Or just the opposite I describe, you guess
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Vocabulary building-up
8. First letter/ Last letter
Competitive game, all the students are involved.
Appleelephantteacherreddesertthinkkitchenne
wwhoopennice
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Vocabulary building-up
9. Adj. and noun. matching

• M4 (NSE-7B)
• heavy, strong, short, dull, comfortable, free
• cheap, weak, difficult, easy, cold, large
• rough, smooth, warm, hot, cool, expensive
• Small, new, old, low, interesting, light, long,
  bad

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Vocabulary building-up
9. Adj. and noun. matching

• M4 (NSE-7B)
• heavy / strong / short boy
• dull/ comfortable / short / free journey
• rough / warm / hot / cool weather
• cheap / uncomfortable / large bed (shoes)
• small / new / old / interesting / light / bad
  house

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Vocabulary building-up
10. Words in the context
M4-NSE-7B Summer will be hot and winter will be
warm. (??) My mother doesnt like hot spicy food
at all. (???)  That is a dull book, so I am not
interested in it. (???) My brother has got a dull
knife. (??)  Are you free tomorrow? (???) You can
get a free gift if you spend more than 30. (???)
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Vocabulary building-up
11. Antonym synonym
P23, M4-NSE-7B
Cheap, comfortable, easy, good, hot,
interesting, large, light, new, rough,
short, strong, warm,
Bad, cold, cool, difficult, dull, expensive,
heavy, long, old, small, smooth,
uncomfortable, wea
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Vocabulary building-up
12. Prefix suffix
M4-NSE-7B comfortableuncomfortable healthy (adj.
???) unhealthy (adj. ????) happy (adj. ???)
unhappy (adj. ????) like ( prep. ?) unlike
(prep. ??) real (adj. ???) unreal (adj.
???) usual (adj. ???)unusual (adj.
????) ????????????,????????im-, in-, dis-
????????????????
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Vocabulary building-up
13. Memory strategies
Dog (?)god(??) wolf (?)-------flow(??) live
(??)------evil (???) star (?)--------rats(?)
top (??)----pot (?,?) pets(??) ------ step
(?)
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Vocabulary building-up
14. Making stories
cake, bake, take, make, quake, snake mistake,
wake, lake, fake,
Once upon a time, there was a cook who loved to
bake by the lake. He loved to take his oven to
make his cake. Suddenly, there was a quake. For
Gods sake, What was it? It scared the cook. Was
it the earthquake? No, it turned out to be just
the snakes wake.
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Vocabulary testing
1. Jumbled words
Module 1 NSE 7-A

• Unscramble the words
• a b c d o l k r b a _______________
• 2. e a i r c p t s _______________
• 3. e i t n r t e h ________________
• 4. t a h m c ________________
• 5. w e t l v e ________________

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Vocabulary testing
2. Dictation (categories)
Revision Module B
food drinks place
animal _______ _______ _______
_______ _______ _______ _______
_______ _______ _______ _______
_______ _______ _______ _______ _______
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IV. Can you find 15 words your learned in this
module? (?????????????????15??????????????????)
1______ 2______ 3______   4_______5______6______  
7_______8______9______   10_______11______12_____
_   13_______14______15______
Vocabulary testing
3. Word puzzle/ cross words
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IV. Can you find 15 words your learned in this
module? (?????????????????15??????????????????)
1______ 2______ 3______   4_______5______6______  
7_______8______9______   10_______11______12_____
_   13_______14______15______
Vocabulary testing
4.verbs beginning with s
save, set, sit, solve, stay, sweep, sleep,
ski, skate, shop, see, snow, spend, stop, start,
send, switch
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IV. Can you find 15 words your learned in this
module? (?????????????????15??????????????????)
1______ 2______ 3______   4_______5______6______  
7_______8______9______   10_______11______12_____
_   13_______14______15______
Vocabulary testing
5.choose words for situation
bicycle, movie, company, computer, story,
radio, channel
1. We didn't use a _________ at school, and we
couldnt get online at that time. 2. This TV is
good, and it has about 40 _________. 3. I didnt
have a __________ , so I walked to school every
day at that time. 4. I enjoy listening to this
_____________ very much. 5. He opened another
__________ in this street.
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• Principles for good lesson planning?
• 1. Variety
• Variety means planning a number of different
  types of activities and where possible
  introducing students to a wide selection of
  materials so that learning is always interesting,
  motivating and never monotonous for the students.

139

• 2. Flexibility
• Flexibility means planning to use a number of
  different methods and techniques rather than
  being a slave to one methodology. This will make
  teaching and learning more effective and more
  efficient.

140

• 3. Learnability
• Learnability means the contents and tasks
  planned for the lesson should be within the
  learning capability of the students. The things
  should not be too easy either. Doing things that
  are beyond or below the students coping ability
  will diminish their motivation.

141

• 4. Linkage
• Linkage means the stages and the steps within
  each stage are planned in such a way that they
  are somehow linked with one another. Language
  learning needs recycling and reinforcement.

142
Reflective practice model of professional
education / development (Wallace 1991)

Reflective cycle
Received knowledge
Trainees existing conceptual schemata or mental
constructs
Professional competence
Practice
Reflection
Experiential knowledge
Stage 1
Stage 2
GOAL (Pre-training)
(Professional education/development)