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FLTRP Training Program for College English Teaching (July 21-24, 2010)


Title: New Standard College English A Integrated Course Demo Class Author: USER Last modified by: l Created Date: 7/16/2010 1:42:47 AM Document presentation format – PowerPoint PPT presentation

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Title: FLTRP Training Program for College English Teaching (July 21-24, 2010)

FLTRP Training Program for College English
Teaching (July 21-24, 2010)
  • Reading and Writing Teaching Seminar
  • LONG Yan
  • Guangdong University of Foreign Studies

  • Integrated Course teaching in GDUFS
  • A demo class
  • Exchange of ideas

School of English and Education
  • founded in 2001 and restructured in 2005
  • structure

Department of Education
Division 1
Division 2
Division 3
Division 4
Graduate English Division
  • ???(????)????
  • ?????????????????????????????????????????,???????
  • ????????????
  • 1????????????????????????????????????????????????
  • 2????????????????????????????????????????????????

College English teaching in GDUFS
  • Placement test in Grade1
  • All-English Class Year1 College EnglishCECL
    Year2 English Writing
  • Stream A Year1 College English
  • Year2 Western Culture Translation
  • Stream B College English
  • Stream C College English

Integrated Course of College Englishin GDUFS
  • What skills are integrated? How?
  • What skills are neglected? Why?

Why is writing not fully integrated in ELT?
This is so partly because it is laborious and
time-consuming to mark learners' compositons and
partly because relatively few non-native speaking
EFL teachers themselves are able to write good
-- Wang Chuming
More manageable tasks involving listening,
reading and speaking receive much more attention
in EFL teach, with speaking as the major mode of
developing productive skills. ----Wang
Chuming (The Length Approach in
Issues to be considered to achieve successful
integration of reading and writing
  • read efferently or aesthetically
  • Successful shift from language perception to
    language production
  • Reading speaking
  • Reading writing

A possible solution
  • Teacher-facilitated, student-centered approach

Starting point reading
  • Reading for entertainment
  • Reading for writing

  • "I took a speed reading course and read 'War and
    Peace' in twenty minutes. It involves Russia."
  • ---- Woody Allen (US movie actor, comedian,

Goals of teaching reading
  • developing students reading skills and
  • maintaining students motivation for reading
  • helping students have effective language output

A Case Study
  • Material
  • Unit 2 Childhood memories (Book 3)
  • New Standard College English---Real
    CommunicationAn Integrated Course
  • Target Students
  • Sophomores (Semester 1)
  • Class size 50
  • Time duration80 mins

Unit Overview
  • Starting point
  • Active reading(1)
  • Talking point
  • Active reading (2)
  • Talking point
  • Language in use
  • Reading across cultures
  • Guided writing
  • Unit task
  • Unit file

  • Pre-reading activities
  • While-reading activities
  • Post-reading activities

Pre-reading activities
A game find out the differences in the pictures
Pre-reading activities
  • Group work (p.18)
  • Do any photos remind you of anything from your
    childhood?Which picture do you find a little
    unusal from our common practice in China?
  • Individual workead the short biography about
    the author.
  • Read the title and the illustration to get more
  • Describe the Superman briefly on p.20

While-reading tasks
  • Individual tasks
  • Skim the text and find out its text type,
    then sum up the main idea of each paragraph in
    one word.

Teaching objectives
  • K 1. features of descriptive writing
  • 2. key vocabulary and expressions
  • S 1. use of description and imagery
  • A 1. Childhood as an important period in one's

Y.Zhu Guangdong University of Foreign Studies
Focal pointDescription
  • people
  • place
  • events
  • A descriptive essay needs sharp, colorful
    details that appeal to readers senses (sight,
    hearing, taste, smell, and touch).

the use of imagery
Related writing skills and tasks
  • Highlight the uses of description and imagery
    achieved through long phrases and sentences, and
    employment of allocation

While-reading activities
  • Teacher gudied reading Description of places in
    paragraph 25, notice the use of imagery, ask
    student to underline the allocation
  • Group work
  • Read the rest of the text, notice the
    description of real and imaginery people in the
    text, focus on 1) their look2) their
  • 3) how the author create the image

Post-reading activity
  • Reading aloud short paragraphs
  • Asking comprehension questions
  • Paraphrase sentences
  • Produce language based on what they learned

Read aloud or silently?
  • Type1 silent reading
  • Silent reading is an individual activity
  • Its main purpose is to get or extract
  • We also read in silence for pleasure.
  • We need effective strategies such as skimming,
    scanning, predicting, etc. to help us extract
    information efficiently.

Type2 Reading aloud
  • Reading aloud is a collective activity
  • We read aloud to share information with others
  • We read aloud for appreciation of a good piece of
  • We need good pronunciation and intonation in
    order to make ourselves understood by others.

  • Students learn the text through silent reading
  • With comprehension, they read aloud to their
    group members
  • By doing so, we can boost students motivation and

A Vocabulary game
  • Group work use as many as possible the following
    words and phrases to make up a short story.
  • vague twilight blaze light
  • giggle outlaw sallow
  • bookish roaring whistling
  • soaring whirling cape
  • sallow mamma's boy
  • perpectual droning sound
  • blink tag broomstick

An alternative activity
  • I used to be afraid of....(p.27)
  • How many students have the same fear? Why?

The Nuts and Bolts of writing instruction
  • Problems
  • Possible solutions

Problems in ELT classroom writing
  • 1) a skill if not being completely neglected,
    at least its use not fully exploited
  • 2)writing as language learning, not for real
    communication3) product-oriented, not process

Teacher's headaches
  • How to motivate students
  • How to help students compose their writing

Motivating Students
  • Know who your students are and what they want
  • Use culturally relevant texts and materials
  • Generate an appropriate task
  • Take care of the process of writing.
  • Give feedback as soon as possible

Use Culturally Relevant Texts and Materials
Culturally relevant texts and materials are ones
that students can connect with, ones that draw on
their background and culture (Freeman and Freeman
2004). They do this by connecting to students
lives, not just to their cultural heritage. They
dras on students' exprience at home,in the
community, and at school and contribute to the
students' process of making meaning.
Questions to examine cultural relevance
  • "Tasks form the heart of writing teaching"
  • (Hyland, 2003,p.139)

Take care of the process of writing
  • When every stage of the writing process is well
    taken care of, the writing product comes as a
    natural development.
  • -- Zhou Yan
  • Let students actively participate. Take a
    variety of roles from active direction to
    reflective support.
  • -

Procedures of process writing
  • Creating a motivation to write
  • Brainstorming
  • Mapping
  • Free-writing
  • Outlining
  • Drafting
  • Editing
  • Revising
  • Proofreading
  • Conferencing

Writing tasks
  • An important person in my childhood(p.31)
  • Write an essay narrating an experience in which a
    certain emotion was predominant
  • Fear Pride SympathyLove Anger
  • Greed Loneliness ...

More suggested topics
  • my biggest fear
  • The most courageous thing I've ever done...
  • An old neighborhood
  • My first day at school
  • A rebellious act
  • ...

  • A thesis sentence"My first day in kindergarten
    was one of the scariest days of my life."
  • "When I was young, I used to be afraid of the
  • conflicts
  • details

(No Transcript)
  • Talking point (p.27)
  • Freewriting
  • Outlining
  • 1)a thesis sentence
  • 2)conflicts
  • 3)details

  • Who (society,relationship,self)
  • What(money,need,extra benefits)
  • When (past,present,future)
  • Where(school,home,extracurricularplaces)
  • Why(beauty,relaxation,fun)

Oral composition
  • Group work
  • based on the outline, share your story with

  • Finish writing task after class.
  • A sample writing by a student

Those Days with Nature Raina
  • When I was a little girl, I lived with my
    grandpa and grandma in a small village, a
    beautiful village on the bank of a long river.
    Those years I spent there composed my most
    beautiful memory because of my friendship with my
    peers, and with nature.
  • In the countryside, we were so close to the
    nature that we thought it our friend whom we
    could never ever leave. We got up as the sunshine
    slip into our bedrooms and the birds began their
    a-whole-day-long singing. And then we had a day
    of games with the naturewe went to the crook and
    caught some tadpoles back home to observe how
    they grew into frogs we made nests with straw
    and put them

  • onto the trees, hoping that more and more
    birds would become our neighbours we picked the
    abandoned cats or chickens to the safe corners,
    took some cloth and food from home to them and
    kept them accompanied we liked to sprawl on the
    farmland in the nightfall and played with the
    leaping crickets we enjoyed every bright night,
    counting the countless stars and staring at the
    twinkling fireflies. At the end of a day, we
    slipped into the dreams where we played games
    with nature again under blue sky.

  • The children growing up in the villages have a
    sense of being a part of nature as the nature has
    ever been played together with them for a whole

Peer Review Guidelines---Written Response
  • F\?????PPT\Guidelines_for_Editing_a_Narrative_Par

Problems and possible solutions
  • writers who don't write
  • writers whose writng is difficult (or impossible)
    to read
  • writers whose writing doesn't make sense

allow studnets to select their own topic in a
low-anxiety, risk-free environment
have students read back their writing
writing parteners to help each other with this
  • writers who never revise
  • writers who edit only a little, if not all
  • writers who take forever to finish
  • writers who find it difficult to get organized
    and come up with ideas

select one essay to be read by student
Edit one thing at a time
motivation deadline
Teacher as a facilitator and encourager and
group help scaffold the task
Sequenced writing assignments
  • Empowering students to write with authority and
    knowledge on a topic is the goal of many writing
    instructors. Ilona Leki describes a
    five-assignment sequence that help students
    become better writers while becoming experts on
    their subject areas.

The Sequence
Current Knowledge The First Assignment In the
first assignment students recount everything they
currently know about the topics they have
selected, including the significance of the topic
and the students' personal involvement in it.
  • Summaries
  • The Second Assignment
  • Students are asked to find three publicly
    available information on their subjects and to
    summarize some items.

  • The Survey
  • The Third Assignment
  • Students get more information on their topic from
    another source-- a survey based on questions
    evolving from the topic. They develop suvery
    questions and must survey at least 20 people.

Interview with an Expert The Fourth
Assignment The students make an appointment,
draw up interview questions, record or take notes
on the interview, and write up the information
they find into an interview report.
  • The Final Report
  • The Fifth Assignment
  • Students synthesize information into a coherent,
    fully developed report.

  • Your Class.
  • Your Career.
  • Everyones Future.
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