[After the activity:] Was it easy to do? Did you work together, or did one person2.find the solution?Why?Exampleofstudentproduction:S1:I think these two should go here. They're all indoor activities.S2:Yes, but you can do them outdoors, too.S3:What if we put all men together in one group, and the women in another? (etc.)ListeningComprehension"Dictate the Picture"Language focus: there is, there are; prepositionsSkills practiced: listening comprehensionTime:15-20minutesMaterial: Pictures, or a photocopies of a picture where the items are spread over thepage.The vocabulary should be known to the students. There should be one pictureor copy for each pair of students. Also, a similar picture to do the example with.Instructions:1. To do an example of the activity, tell the class that you have a picture which youwill not show to them, but you will describe it for them. The students should drawthe picture. "Dictate" the picture to them. Do this slowly and repeat or rephrasesentences when necessary. Allow students to ask questions.Example: This is a picture of a man in his office. In the middle of the picture,there is a man. He is sitting on a chair. To his left, there is a large desk. There is acomputer on his desk, and there are many papers on the desk. Behind the man,there is a picture on the wall. (Etc.)Divide the students up in pairs. Hand out a picture to each pair. One student will2describe, the other will listen and draw the picture. The listeners cannot look at thepictures!When students finish,theycan compare the drawings withthe originalpicture3. Students change roles: the person who just described will now draw, and viceversa."Speculation"Language focus: past tenses and other structures depending on the level of thestudentsMaterial: Pictures with unusual situations (e.g., a man balancing chairs on his arms,feet and head, a female executive tied and gagged in her office, a very muddyMercedes parked in the business district of a city, etc.).Instructions:1. Elicit question words and write them on the board: where, why, who, when, what,etc.2.2Tell the students to work in pairs or small groups and explain the picture, using thequestions words. Do one picture with the class as an example.Exampleof questions:(I liketo use picture of an archeologist standing between agroup of Peruvian mummies.) Who is this man? What does he do? How do youknow? What is he doing now? What does it say on the bags? What's in the bags?pictures are a good source of material for practicing speaking, listening, writing,vocabulary and grammar. The activities above are just a few examples of whatteachers can do with pictures. I hope the sample activities above will stimulateteachers to come up with their many more effective and enjoyable activities.Topic Two: Using games in classroomLanguage learning is a hard task which can sometimes be frustrating. Constant effortis required to understand, produce and manipulate the target language. Well-chosen16
16 2. [After the activity:] Was it easy to do? Did you work together, or did one person find the solution? Why? Example of student production: S1: I think these two should go here. They're all indoor activities. S2: Yes, but you can do them outdoors, too. S3: What if we put all men together in one group, and the women in another? (etc.) Listening Comprehension "Dictate the Picture" Language focus: there is, there are; prepositions Skills practiced: listening comprehension Time: 15-20 minutes Material: Pictures, or a photocopies of a picture where the items are spread over the page. The vocabulary should be known to the students. There should be one picture or copy for each pair of students. Also, a similar picture to do the example with. Instructions: 1. To do an example of the activity, tell the class that you have a picture which you will not show to them, but you will describe it for them. The students should draw the picture. "Dictate" the picture to them. Do this slowly and repeat or rephrase sentences when necessary. Allow students to ask questions. Example: This is a picture of a man in his office. In the middle of the picture, there is a man. He is sitting on a chair. To his left, there is a large desk. There is a computer on his desk, and there are many papers on the desk. Behind the man, there is a picture on the wall. (Etc.) 2. Divide the students up in pairs. Hand out a picture to each pair. One student will describe, the other will listen and draw the picture. The listeners cannot look at the pictures! When students finish, they can compare the drawings with the original picture. 3. Students change roles: the person who just described will now draw, and vice versa. "Speculation" Language focus: past tenses and other structures depending on the level of the students Material: Pictures with unusual situations (e.g., a man balancing chairs on his arms, feet and head, a female executive tied and gagged in her office, a very muddy Mercedes parked in the business district of a city, etc.). Instructions: 1. Elicit question words and write them on the board: where, why, who, when, what, etc. 2. Tell the students to work in pairs or small groups and explain the picture, using the questions words. Do one picture with the class as an example. Example of questions: (I like to use picture of an archeologist standing between a group of Peruvian mummies.) Who is this man? What does he do? How do you know? What is he doing now? What does it say on the bags? What's in the bags? pictures are a good source of material for practicing speaking, listening, writing, vocabulary and grammar. The activities above are just a few examples of what teachers can do with pictures. I hope the sample activities above will stimulate teachers to come up with their many more effective and enjoyable activities. Topic Two: Using games in classroom Language learning is a hard task which can sometimes be frustrating. Constant effort is required to understand, produce and manipulate the target language. Well-chosen
games are invaluable as they give students a break and at the same time allowstudents to practiselanguage skills.Games arehighlymotivating sincethey areamusing and at the same time challenging. Furthermore, they employ meaningful anduseful languageinreal contexts.Theyalsoencourageandincreasecooperation.Games are highly motivating because they are amusing and interesting. They can beused to give practice in all language skills and be used to practice many types ofcommunication.Manyexperiencedtextbookandmethodologymanualswritershaveargued that games arenot just time-filling activities but have agreat educationalvalue.FurthersupportcomesfromZdybiewska,whobelievesgamestobeagoodway of practising language, for they provide a model of what learners will use thelanguage for in real life in the future (1994:6).There are many advantages of using games in the classroom:1. Games are a welcome break from the usual routine of the language class.2. They are motivating and challenging3. Learning a language requires a great deal of effort. Games help students to make andthe effort of learning.sustain4. Games provide language practice in the various skills- speaking, writing, listening andreading.5.They encourage studentsto interactand communicate.6. They create a meaningful context for language use.WhentoUseGames'Games are often used as short warm-up activities or when there is some timeleft at the end of a lesson. Yet, as Lee observes, a game"should not beregarded as a marginal activity filling in odd moments when the teacher andclass havenothing better to do"(1979:3).Games ought to beat theheartofteachingforeignlanguages.Rixonsuggeststhatgamesbeusedatall stagesofthe lesson, provided that they are suitable and carefully chosen.''Gamesalsolendthemselveswelltorevisionexerciseshelpinglearnersrecallmaterial in a pleasant, entertaining way. All authors referred to in this articleagree that even if games resulted only in noise and entertained students, theyare still worth paying attention to and implementing in the classroom sincethey motivate learners, promote communicative competence, and generatefluency.How to Choose Games (Tyson, 2000)* A game must be more than just fun.* A game should keep all of the students involved and interested.* A game should encourage students to focus on the use of language ratherthan on the language itself.* A game should give students a chance to learn, practice, or review specificlanguage material.'In an effort to supplement lesson plans in the ESL classroom, teachers oftenturn to games. The justification for using games in the classroom has beenwelldemonstratedasbenefitingstudentsinavarietyofways.Thesebenefitsrange from cognitive aspects of language learning to more co-operative groupdynamics.Some examples for using games:1)Pickingtheapples:The teacher draws a large tree on the board and sticks many cuttings of redapples onto the tree. On the back of each apple is a question for the children topick. An example question could be: “Spell the word train". If the children17
17 games are invaluable as they give students a break and at the same time allow students to practise language skills. Games are highly motivating since they are amusing and at the same time challenging. Furthermore, they employ meaningful and useful language in real contexts. They also encourage and increase cooperation. Games are highly motivating because they are amusing and interesting. They can be used to give practice in all language skills and be used to practice many types of communication. Many experienced textbook and methodology manuals writers have argued that games are not just time-filling activities but have a great educational value. Further support comes from Zdybiewska, who believes games to be a good way of practising language, for they provide a model of what learners will use the language for in real life in the future (1994:6). There are many advantages of using games in the classroom: 1. Games are a welcome break from the usual routine of the language class. 2. They are motivating and challenging. 3. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning. 4. Games provide language practice in the various skills- speaking, writing, listening and reading. 5. They encourage students to interact and communicate. 6. They create a meaningful context for language use. When to Use Games 'Games are often used as short warm-up activities or when there is some time left at the end of a lesson. Yet, as Lee observes, a game "should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do" (1979:3). Games ought to be at the heart of teaching foreign languages. Rixon suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen.' 'Games also lend themselves well to revision exercises helping learners recall material in a pleasant, entertaining way. All authors referred to in this article agree that even if games resulted only in noise and entertained students, they are still worth paying attention to and implementing in the classroom since they motivate learners, promote communicative competence, and generate fluency.' How to Choose Games (Tyson, 2000) * A game must be more than just fun. * A game should keep all of the students involved and interested. * A game should encourage students to focus on the use of language rather than on the language itself. * A game should give students a chance to learn, practice, or review specific language material. 'In an effort to supplement lesson plans in the ESL classroom, teachers often turn to games. The justification for using games in the classroom has been well demonstrated as benefiting students in a variety of ways. These benefits range from cognitive aspects of language learning to more co-operative group dynamics.' Some examples for using games: 1) Picking the apples: The teacher draws a large tree on the board and sticks many cuttings of red apples onto the tree. On the back of each apple is a question for the children to pick. An example question could be: “Spell the word train”. If the children
answer correctly, they can keep the apple. Otherwise they have to put the appleback on the board. The questions can be various and the apples can bereplenished.The aim of the activity is to see who harvests the most apples.2)JeopargyIt is a team competition. The class is divided into several teams, for example, the"Fruit team"and the"Vegetable team".The children can choose their own teamnames. The teacher draws a table on the board with different points corresponding todifferent questions as shown below:Eachteamchoosesanitemandtakesturnscompletingthetaskonthecard.Iftheteam picks the card, for example, card recognition, number 15, the teacher will showflash cards forthe child to say thematching English words.If the child says thewordscorrectly,theirteamreceive15points;however,anincorrectanswerlosestheteam 15 points. More difficult or challenging items get more points. Therefore, cardrecognition number 2o, the teacher can show eight flash cards.This game is very challenging for Ss. The teacher can design different contents andpoints systems. The team may win or lose more points when the children are givenmore challenging activities to do. The team with the highest points scored wins thegame.3) Climbing the ladderAgain it is a team competition. The teacher draws a ladder on the board. On thetop of the ladder is a flag. Each time the team wins a point; the teacher will drawthat team's symbol on the step. For example, if the apple team correctly answersa question, the teacher draws an apple on the step. The first team to the top of theladder wins.4) Hunting the match pictureMake two different-colored decks of index cards, one containing pictures ofclassroomobjectsandtheothercontainingcardswiththenamesoftheobjects.Shuffle the decks separately and hand out the picture cards to one group and thenames cards to another.The Ss who receive the picture cards should not showthem to anyone else.Ss who receive the name cards must hunt for theirmatching pictures by going around the room asking picture-holders “Is it a?" The Ss with the picture answers yeas or no. The first one to find hismatch is the winner. Reshufle and play again.5) Hot / cold gamePlay the hot / cold game to practice prepositions of place.Hide the objectsomewhereintheclassroom.YourSstrytolocateitbyaskingquestions suchas" Is it near the chalkboard? Is it behind the door?" If they are far away, you say "You're cold". As they approach the object, you say "You're getting warm". Ifthey are very near, you say “You're hot."6)TwentyQuestionTwenty Questions: Play Twenty Questions. Begin with I'm thinking of someone (orsomeplace or something). You Ss can ask twenty yes / no questions only. Then theyhave to guess the answer (if they haven not done so already) or give up. The personwhoguessesthecorrectanswerbecomesthenextleader.7) Word MagicMagiceyesChoose a word card that learners have learned in previous ti Word magic is a co-operative and competitive game in which player score points by putting downseparate letters or changing the letter order of a word on a flat board to form correcwords. The three players put their packs of cards together on the board and shufflethem.When theyarewell shuffled, theyare stacked inthe center of theboard.Three players in turn draw a letter card from the stack. The first one who gets an -18
18 answer correctly, they can keep the apple. Otherwise they have to put the apple back on the board. The questions can be various and the apples can be replenished. The aim of the activity is to see who harvests the most apples. 2) Jeopargy It is a team competition. The class is divided into several teams, for example, the “Fruit team” and the “Vegetable team”. The children can choose their own team names. The teacher draws a table on the board with different points corresponding to different questions as shown below: Each team chooses an item and takes turns completing the task on the card. If the team picks the card, for example, card recognition, number 15, the teacher will show flash cards for the child to say the matching English words. If the child says the words correctly, their team receive 15 points; however, an incorrect answer loses the team 15 points. More difficult or challenging items get more points. Therefore, card recognition number 20, the teacher can show eight flash cards. This game is very challenging for Ss. The teacher can design different contents and points systems. The team may win or lose more points when the children are given more challenging activities to do. The team with the highest points scored wins the game. 3) Climbing the ladder Again it is a team competition. The teacher draws a ladder on the board. On the top of the ladder is a flag. Each time the team wins a point; the teacher will draw that team’s symbol on the step. For example, if the apple team correctly answers a question, the teacher draws an apple on the step. The first team to the top of the ladder wins. 4) Hunting the match picture Make two different-colored decks of index cards, one containing pictures of classroom objects and the other containing cards with the names of the objects. Shuffle the decks separately and hand out the picture cards to one group and the names cards to another. The Ss who receive the picture cards should not show them to anyone else. Ss who receive the name cards must hunt for their matching pictures by going around the room asking picture-holders “Is it a _?” The Ss with the picture answers yeas or no. The first one to find his match is the winner. Reshufle and play again. 5) Hot / cold game Play the hot / cold game to practice prepositions of place. Hide the object somewhere in the classroom. Your Ss try to locate it by asking questions such as “ Is it near the chalkboard? Is it behind the door?” If they are far away, you say “ You’re cold”. As they approach the object, you say “You’re getting warm”. If they are very near, you say “You’re hot.” 6) Twenty Question Twenty Questions: Play Twenty Questions. Begin with I’m thinking of someone (or someplace or something). You Ss can ask twenty yes / no questions only. Then they have to guess the answer (if they haven not done so already) or give up. The person who guesses the correct answer becomes the next leader. 7) Word Magic Magic eyes Choose a word card that learners have learned in previous ti Word magic is a cooperative and competitive game in which player score points by putting down separate letters or changing the letter order of a word on a flat board to form correc words. The three players put their packs of cards together on the board and shuffle them. When they are well shuffled, they are stacked in the center of the board. Three players in turn draw a letter card from the stack. The first one who gets an –
lettercard starts.The players take turns at conjuring different words on the board,which are tested by three judges. If an improvised word is judged to be right, therecorderputitdownunderthenameoftheconjuror.Thegamecanbeended atanytime. Under the surveillance of the players, the recorder counts the words undereach player's name and gets the total scores of each. The one with the highestscoresis thechampion-theultimatewinner(rules:)Threeplaverstaketurnstoconjuredifferentwords on theboard withtheletter cardsintheirhands.Thegamewon't stop until oneof them has run out of all theletterin his hand or noneof themcan make a word any more or all of them agree to end the game.At each of his turns, each player has the right to make one new word. If she willmiss a chance of gaining a point and have to wait for another turn.When a word is conjured, the working player first says the word she is going tomake. Then, as soon as the word has been put on the board, she explain it inEnglish or gives a phrase or sentence with the word in it.me.Don't showthecard innormal ways.Revolvethecard quickly,so thatSs haveto pay all attention and make great efforts to identify the word. The one who hasidentify the card is winner.8)HorrorBoxBring a box in which there is a common thing. Choose one of student to come tothefront of classroom withknowingthat it is in thebox.Other studentsknow thereis no horror thing in it. The student on the platform guess through touching thething inthebox whileasking some questions like"Doseitbiteme?","doseit havefur?"or“Isit soft?"You can create all kinds of appropriate meaningful and flexible games andactivities Games and educational activities are necessary to keep theclassenjoyable and createa sense of fun;however,wemust be careful theactivities dosenotlasttoolongorthechildrenbecomebored.9)Magic eyeIn conclusion, learning vocabulary through games is one effective and interestingwaythat canbeapplied in anyclassrooms.Theresults of thisresearch suggestthatgames are used not only for mere fun, but more importantly,for the useful practiceand review of language lessons, thus leading toward the goal of improving learners'communicativecompetence.7.Homework:1)In what way are language used in real life in comparison to language used I traditionalpedagogy?2)what are the difference between linguistic competence and communicativecompetence?3)Canyoulist somecommunicativeactivities?What arethecommon features oftheseactivities?4)what are the criteria for evaluating communicative activities?5)To what extent do you think communicative language teaching approach can be used inthe context of teaching English in the middle schools?8.Self-assessment:Because students are familiarwiththeEnglishclassroom,itis very easyto help Ssunderstand it.ButTheyacturallydon'tknowhowtomannageclasseffectively.ItrequiresT explain it in details with the help of clare illustration and examples by using real19
19 lettercard starts. The players take turns at conjuring different words on the board, which are tested by three judges. If an improvised word is judged to be right, the recorder put it down under the name of the conjuror. The game can be ended at any time. Under the surveillance of the players, the recorder counts the words under each player’s name and gets the total scores of each. The one with the highest scores is the champion—the ultimate winner (rules :) Three players take turns to conjure different words on the board with the letter cards in their hands. The game won’t stop until one of them has run out of all the letter in his hand or none of them can make a word any more or all of them agree to end the game. At each of his turns, each player has the right to make one new word. If she will miss a chance of gaining a point and have to wait for another turn. When a word is conjured, the working player first says the word she is going to make. Then, as soon as the word has been put on the board, she explain it in English or gives a phrase or sentence with the word in it. me. Don’t show the card in normal ways. Revolve the card quickly, so that Ss have to pay all attention and make great efforts to identify the word. The one who has identify the card is winner. 8) Horror Box Bring a box in which there is a common thing. Choose one of student to come to the front of classroom with knowing that it is in the box. Other students know there is no horror thing in it. The student on the platform guess through touching the thing in the box while asking some questions like “Dose it bite me?”, “dose it have fur?” or “Is it soft?”. You can create all kinds of appropriate meaningful and flexible games and activities Games and educational activities are necessary to keep the class enjoyable and create a sense of fun; however, we must be careful the activities dose not last too long or the children become bored. 9)Magic eye In conclusion, learning vocabulary through games is one effective and interesting way that can be applied in any classrooms. The results of this research suggest that games are used not only for mere fun, but more importantly, for the useful practice and review of language lessons, thus leading toward the goal of improving learners' communicative competence. 7.Homework: 1)In what way are language used in real life in comparison to language used I traditional pedagogy? 2)What are the difference between linguistic competence and communicative competence? 3)Can you list some communicative activities? What are the common features of these activities? 4)What are the criteria for evaluating communicative activities? 5)To what extent do you think communicative language teaching approach can be used in the context of teaching English in the middle schools? 8.Self-assessment: Because students are familiar with the English classroom, it is very easy to help Ss understand it. But They acturally don't know how to mannage class effectively. It requires T explain it in details with the help of clare illustration and examples by using real
examples.Togetstudentspracticemoreandtheirexperienceiscrucail.Unit 3 Lesson Planning1.Teaching Aims:To look at one of the most important components of language teachers' work,lesson planning. I have arranged to introduce this topic prior to other units so thausers of the book can use what is covered in this unit as a guide when they writemini-lesson plans for other units.2.Teaching Content:1)Why is lesson planning necessary?2)Principles for good lesson planning3)Macro planning vs. micro planning4)Components of a lesson plan5)Samplelessonplans6)Conclusion3. Teaching Hours: 2 periods4. Teaching materials:1)Textbook2)Handout3)CAI5.Teaching Methods:1) Lecture (Computer-aided Instruction)2)Demonstration6. Teaching Procedures:初一英语下学期Lesson120教学设计Step 1 Revision,1.Check homework.2 Sing a song of your choosing.Step2AskandanswerSB Page 69, Part 1. Practise in pairs, talking about the people in the pictures. The studentsshould use the model given.Have several pairs volunteer totalk about the pictures for theclass. They may ask as many questions as they can, e.g. What (work) does he do? Wheredoes he work? How does he go to work? Does he like his work? What's he doing now?Where's he going?Step3Read and write1.SB page 69, Part 2, Speech Cassette Lesson 120. Students skim the passage for the mainidea. (It's Wednesday and people are going to the Great Wall. These people are from manycountries.)2.Play the tape, students listen and repeat.3. In small groups, hand each group a piece of paper with Now they are getting on a bigbus ...written at the top of the paper.The first member of the group writes a sentence,and thenpassesthepapertotheright.Thenthenext student writes a sentenceuntil thelaststudent of the group, who writes the last sentence of the story. The endings do notnecessarilyhavetobelogical.Theycanbejustforfun.Haveseveralgroupsvolunteertoread their endings for the class. For example, the first person may write, The people arewaiting on the bus. The second person could write, The bus driver is not there, etc.Step 4 Listen and answer20
20 examples.To get students practice more and their experience is crucail. Unit 3 Lesson Planning 1.Teaching Aims: To look at one of the most important components of language teachers’ work, lesson planning. I have arranged to introduce this topic prior to other units so that users of the book can use what is covered in this unit as a guide when they write mini-lesson plans for other units. 2.Teaching Content: 1)Why is lesson planning necessary? 2)Principles for good lesson planning 3)Macro planning vs. micro planning 4)Components of a lesson plan 5)Sample lesson plans 6)Conclusion 3. Teaching Hours: 2 periods 4. Teaching materials: 1)Textbook 2)Handout 3)CAI 5.Teaching Methods: 1) Lecture ( Computer-aided Instruction) 2)Demonstration 6. Teaching Procedures: 初一英语下学期 Lesson 120 教学设计 Step 1 Revision, 1.Check homework. 2 Sing a song of your choosing. Step 2 Ask and answer SB Page 69, Part 1. Practise in pairs, talking about the people in the pictures. The students should use the model given. Have several pairs volunteer to talk about the pictures for the class. They may ask as many questions as they can, e.g. What (work) does he do? Where does he work? How does he go to work? Does he like his work? What's he doing now? Where's he going? Step 3 Read and write 1.SB page 69, Part 2, Speech Cassette Lesson 120. Students skim the passage for the main idea. (It's Wednesday and people are going to the Great Wall. These people are from many countries.) 2.Play the tape, students listen and repeat. 3. In small groups, hand each group a piece of paper with Now they are getting on a big bus . written at the top of the paper. The first member of the group writes a sentence, and then passes the paper to the right. Then the next student writes a sentence until the last student of the group, who writes the last sentence of the story. The endings do not necessarily have to be logical. They can be just for fun. Have several groups volunteer to read their endings for the class. For example, the first person may write, The people are waiting on the bus. The second person could write, The bus driver is not there, etc. Step 4 Listen and answer