我的教学法设计.docx
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我的教学法设计.docx
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我的教学法设计
MethodologyinTeachingSecondLanguage
Name:
张敏
StudentNo.:
2012110055
Lecturer:
ZhangMin
AssignmentOne
Preparetwoconsecutivelessons,eachinwhichyoudevelopthe
macro-skillsofreadingandwriting
2500words
Rationalfortheoveralllessondesign
Task-BasedLanguage(TBLT)referstoanapproachbasedontheuseoftasksasthecoreunitofplanningandinstructioninlanguageteaching.Itproposesthenotionof“tasks”asacentralunitofplanningandteaching.Thereisacommonsensicalunderstandingthatataskisanactivityorgoalthatiscarriedoutusinglanguage.
CommunicativeLanguageTeaching(CLT)emphasizestheneedtofocusinlanguageteachingoncommunicativeproficiencyratherthanonmeremasteryofstructures.Languageisasystemfortheexpressionofmeaning.Theprimaryfunctionoflanguageistoallowinteractionandcommunication.Thestructureoflanguagereflectsitsfunctionalandcommunicativeuses.Theprimaryunitsoflanguagearenotmerelyitsgrammaticalandstructuralfeatures,butcategorizesoffunctionalandcommunicativemeaningasexemplifiedindiscourse.
CooperativeLanguageLearning(CLL)ispartofamoregeneralinstructionapproachalsoknownasCollaborativeLearning(CL).CooperativeLearningmakesmaximumuseofcooperativeactivitiesinvolvingpairsandsmallgroupsoflearnersintheclassroomasashiftfromteacher-centeredtostudent-centered.
Rationalforreadingactivities/tasks
Barnett(1989)categorizesreadingmodelsintothreebasictypes:
Bottom-upmodels-thereaderessentiallybuildsupthemeaningofatextonthebasisofdecodingsmallerunits:
firstwords,andphrases,thensentencesandparagraphs,andfinallyworkingoutthemeaningofthewholetext.Theprocessingisessentially"data-driven"asitisevokedbyincomingdata;Top-downmodels--thereaderusesconceptualbackgroundknowledgeandreasoningskillstogaincomprehension.Theprocessingis"concept-driven";However,moreandmorelinguistsbelievereadingisaninteractive,comprehensiveprocess(interactivewayofreading)--thereaderusesbottom-upandtop-downwaystogether,andthetwowaysinteractwithwitheachotherintheunderstandingofatext.Forexample,thereadermightpredicttheconceptofthetextbyusinghisknowledgeofthetopic(top-down),thenlookforkeywords(bottom-up)tochecktheprediction,orgetthemaingistofthetextbyskimmingitquickly(top-down)andexaminethewriter'schoiceofvocabularyforunderstandingtheimpliedmeaning.
Theroleofbackgroundknowledgeinlanguagecomprehensionhasbeenformalizedasschematheory(Bartlett,1932;RumelhartandOrtony,1977;Rumelhart,1980),whichhasasoneofitsfundamentaltenetsthattext,anytext,eitherspokenorwritten,doesnotbyitselfcarrymeaning.Rather,accordingtoschematheory,atextonlyprovidesdirectionsforlistenersorreadersastohowtheyshouldretrieveorconstructmeaningfromtheirown,previouslyacquiredknowledge.Thispreviouslyacquiredknowledgeiscalledthereader’sbackgroundknowledge,andthepreviouslyacquiredknowledgestructuresarecalledschemata(Bartlett,1932;AdamsandCollins,1979,Rumelhart,1980).Accordingtoschematatheory,comprehendingatextisaninteractiveprocessbetweenthereader’sbackgroundknowledgeandthetext.Efficientcomprehensionrequirestheabilitytorelatethetextualmaterialtoone’sownknowledge.Comprehendingwords,sentences,andentiretextsinvolvesmorethanjustrelyingonone’slinguisticknowledge.AstheopeningquotefromAndersonetal.Pointsout,“everyactofcomprehensioninvolvesone’sknowledgeoftheworldaswell”(Andersonetal.,1977:
369).
Advanceorganizersandcontextualcuesareimportantinhelpingreadersbuildand/orretrievefrommemoryappropriateschematatohelpcomprehend.(Hadley,1993)
Readingskillsareimportantforimprovingcomprehensionbecausetheyenablereaderstousetop-downandbottom--upmodesinteractively.
Rationalforwritingactivities/tasks
Researchontheuseofmodelsofgoodwritinginwritinginstructionyieldsmixedresults,withsomestudiesshowingbenefitsandothersshowingnosignificantdifferencesbetweengroups.However,Hillocksmaintainsthattheuseofmodels,especially“toillustrateasinglecharacteristicofeffectivewriting,suchastheuseofconcretedetail”canbebeneficialatallgradelevels.
LessonPlan
Language:
English
Backgroundoflearners:
collegestudents(freshmen,Englishmajors)
Proficiencylevel:
advancedlevel
Lessonlength:
50minutesforeachlesson
Typeoflesson:
readingandwriting
Aim:
1.reinforcereadingskills-skimmingandscanning;
2.guessthemeaningofunknownwordsorphrasesfromcontext;
3.identifytherelationshipamongsentencesandinterpretcomplex
structures;
4.understandtheforceofconnectorsandevaluatethetext;
5.Predictthereadingtext;
Relevantpriorlearningknowledge:
studentshavealreadybeenintroducedsomereadingskillssuchasskimmingandscanninginseniorhighschool.
Teachingpreparations:
blackboard,chalk,teachingresources(seeAppendix),somepictures(visualaids)aboutthepoetsinthereadingtext,andppt.
Teachingresources(seeAppendix)
ReadingtextA
ReadingtextB
Resourcesheet1
Resourcesheet2
Resourcesheet3
Resourcesheet4
Writingtasksheetone
Writingtasksheettwo
Anticipateddifficulties:
Intheorientingphaseforreading,studentsmighthavedifficultyinpredictingthecontentofthetextthroughreadingthefirsttwosentencesofeachparagraph,sothelecturershouldteachthemhowtodoitfirst.
Whenassignedthewritingtask,learnersmighthaveformulatedideasthroughpreviousactivities,butmightnotunderstandthecomposingprocessandthediscoursefeaturesofthewritingtask,thereforethelecturershouldexplainitcarefully.
LessonOne
LessonOverview
Orientingphase
Activatestudents’schemata
10m
Enhancingphase
IntensiveReading(useschematatoprocessthetext,comprehensionchecksandcontextualguessing)
30m
Synthesizingphase
Applylearnedskillstowidercontextsandthewritingtask
10m
1.OrientingPhase
LessonObjectives
Procedures
ExpectedOutcome
Itisalead-instagewhichaimstofacilitatecomprehension:
topreparestudentslinguisticallyforthetasksinreading,familiarizethemwiththetopicofthereadingtext,drawonstudents’existingknowledge,andactivatetheirschemata.
Brainstormingandleading-in
1.InviteafewSstoillustratesomeexamplesabouttheirfavouritepoets.
2.Showsomepictures(visualaids)aboutthepoetsinthereadingtext.
3.Introducesomedetails(life,works)aboutthepoets.
4.InviteSstopredictthecontentofthetextthroughreadingthefirsttwosentencesofeachparagraph.
Thesceneissetted,thatisstudentsarefamiliarizedwiththeculturalandsocialbackgroundknowledgerelevanttothereadingtext.
2.EnhancingPhase
LessonObjectives
Procedures
ExpectedOutcome
1.reinforcereadingskills-skimmingandscanning;
2.guessfromcontextthemeaningofunknownwordsorphrases;
3.interpretcomplexstructures;
4.identifytherelationshipamongsentences(rhetoricalorganization);
5.understandtheforceofconnectors;
6.makeinference;
1.startwiththefirstparagraphsothatSsknowhowtoworkoutthegeneralideaofeachparagraph;
2.workinpairstogothroughthetextquicklytofindoutthemainideaofeachparagraph,checkanswersonebyoneparagraph;
3.comprehensionquestions-seeresourcesheet1;
4.illustratethestructureofthetext-contrast;
5.tickoutdifficultsentencesandexplainthem-seeresourcesheet1;
1.getgeneralideasandspecificdetails.
2.strengthenskimmingandscanningskills.
3.understandimpliedmeaning.
3.SynthesizingPhase
LessonObjectives
Procedures
ExpectedOutcome
Tosummarizethereadingtext;
TasksorexercisesshouldbedesignedwhichhelpSsgobeyondtheconfinesofthespecificreadingtexttoconsolidatereadingskillsandeffectivereadingstrategiesperse.
1.discussion;
2.vocabularyexercises--seeresourcesheet2;
3.retellthetext;
positiondevelopment-seewritingtasksheetone;
extendthespecificreadingtexttoconsolidatereadingskillsandeffectivereadingstrategies
LessonTwo
LessonOverview
Orientingphase
Activatestudents’schemata
10m
Enhancingphase
IntensiveReading(useschematatoprocessthetext,comprehensionchecksandcontextualguessing)
30m
Synthesizingphase
Applylearnedskillstowidercontextsandthewritingtask
10m
1.OrientingPhase
LessonObjectives
Procedures
ExpectedOutcome
1.Schematashouldbeactivatedtofacilitatecomprehensionprocess.
2.Developskillsinanticipationandpredictionforthereadingtext.
Brainstormingandleading-in
1.InviteafewSstoillustratesomeexamplesabouttheirfavouritepainters.
2.Showsomepictures(visualaids)aboutthepainterandherpaintingsinthereadingtext.
3.Introducesomedetails(life,works)aboutthepainter.
4.InviteSstopredictcontentofthetextthroughitstimesequence.
Studentsbuildexpectanciesforthereadingtextthattheyareabouttoread.
2.EnhancingPhase
LessonObjectives
Procedures
ExpectedOutcome
1.getthegistandlocatespecificinformation.
2.determinethegeneralcategoryofthereadingtext.
3.guessfromcontextthemeaningofunknownwordsorphrases;
4.identifytherelationshipamongparagraphs(rhetoricalorganization);
1.workinpairstogothroughthetextquicklytofindoutthemainideaofeachparagraph,checkanswersonebyoneparagraph;
2.comprehensionquestions-seeresourcesheet3;
3.illustratethestructureofthetext-timeseq
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