AT Bridging Teacher Training Handbook

AT Bridging Teacher Training Handbook
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2021年04月04日22:12:10 0 524

AT Bridging Teacher Training Handbook               
Content
Teaching Groups 
Observation Task 
Observation Task 1:Instructions 
Observation Task 2:Feedback 
Observation Task 3:Monitoring 
Observation Task 4:Error correction 
Observation Task 5: Skills focus lesson No. 1 
Observation Task 6:Skills focus lesson No. 2 
Observation Task 7:Skills focus lesson No. 3 
Observation Task 8:Skills focus lesson No. 4 
Self-evaluation 
Teaching Practice – Self-Evaluation 
Teaching Practice – Self-Evaluation 
Teaching Practice – Self-Evaluation 
Teaching Practice – Self-Evaluation 
Teaching point Unit1-4 
AT Bridging Listening 
AT Bridging Reading 
AT Bridging Speaking 
AT Bridging writing 
Appendix 
Controlled and freer speaking and writing practice tasks 
Productive skills/Extension Activities 
The Instruction Cycle 
Staging for Fluency Speaking Tasks 
Task Management 
Prediction tasks for listenings /readings 
Reference Books 
 
 

Teaching Groups

Trainee Group1Group2Group3Group4
A



B



C



D



E



F



Tutor



 
TP Arrangement

TP#1TP#2TP#3TP#4
AUnit1Unit2Unit3Unit4
BUnit1Unit2Unit3Unit4
CUnit1Unit2Unit3Unit4
DUnit1Unit2Unit3Unit4
EUnit1Unit2Unit3Unit4
FUnit1Unit2Unit3Unit4

Observation Task

Observation Task 1:Instructions

Choose 4 instances in which the teacher gives ss instructions to set up a task and try to record what the teacher says word for word. Comment on how easy it was to do this.
 
Peer 1
TaskTeacher’s exact wordsEasy to record?















 
Peer 2
TaskTeacher’s exact wordsEasy to record?















Observation Task 2:Feedback

Watch how feedback is managed in the lessons today and please note down:
· what kind of feedback was given
· how the answers were confirmed to the students
· any errors that the teacher(s) picked up and presented to the learners as part of feedback.
· any comments about relevance to the context and the target language for the lesson
· the students’ reaction(s) to this feedback.
 
 
Lesson 1
 
 
 
 
 
 
 
 
 
 
 
 
 
Lesson 2
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Observation Task 3:Monitoring


Teacher 1Teacher 2
 
Did the teacher monitor everyone?


 
How unobtrusive was the monitoring?
 
 


 
Did the teacher monitor crouching/sitting / standing? Was this appropriate?


 
Did the teacher check that all the students were doing the task properly? How?


 
Were early finishers kept busy?
 


4 points about monitoring that I’ve picked up from this task:
 
1)
2)
3)
 
 


Observation Task 4:Error correction

 
Listen out for student errors and keep a tally of how the teacher deals with the errors.
 

Teacher 1Teacher 2
Ignores the error.
 
 
 


Uses reformulation (repeats what the student said but accurately, without explicitly drawing attention to the error).

Explicitly indicates the error and provides a correct model.
 
 


Explicitly indicates the error and provides an explanation or guides sts to understanding why it was inaccurate.

Explicitly indicates the error and elicits or prompts a correct model from the student who made the error.
 


Explicitly indicates the error and encourages peer correction.
 
 


Makes a note for future reference (possibly used for delayed correction).
 


 
Where the techniques used appropriately?
 
 
 
Teacher 1
 
 

 
 
Teacher 2
 

Observation Task 5: Skills focus lesson No. 1

 
Complete one table for each skills focus lesson observed.
 
Key areaQuestions to considerYour notes
 
Lead-in
 
Is it stimulating? How well does it lead into what follows? Is it the right length?
 

 
Vocabulary
 
Is the necessary vocabulary dealt with? Could any of it have been omitted? Does the teacher elicit and check the vocab with the whole class or give the students a task to do in pairs and then check that?
 

 
Tasks
 
Are the tasks do-able? Does the teacher ensure the students know what to do? Are they given the chance to check with their partner? Are they given more time or a second listen if necessary?
 

 
Feedback
 
Are students ready? Are various students involved? Can all students hear and / or see the right answers (if there are any)? Is it over-slow, rushed or just right?

 
Post reading / listening
 
Do the students enjoy it? Does it develop logically out of what had gone before? Is there enough time? Does the teacher monitor unobtrusively?
Is there any delayed error correction?

 

Observation Task 6:Skills focus lesson No. 2

 
Complete one table for each skills focus lesson observed.
 
Key areaQuestions to considerYour notes
 
Lead-in
 
Is it stimulating? How well does it lead into what follows? Is it the right length?
 

 
Vocabulary
 
Is the necessary vocabulary dealt with? Could any of it have been omitted? Does the teacher elicit and check the vocab with the whole class or give the students a task to do in pairs and then check that?
 

 
Tasks
 
Are the tasks do-able? Does the teacher ensure the students know what to do? Are they given the chance to check with their partner? Are they given more time or a second listen if necessary?
 

 
Feedback
 
Are students ready? Are various students involved? Can all students hear and / or see the right answers (if there are any)? Is it over-slow, rushed or just right?

 
Post reading / listening
Do the students enjoy it? Does it develop logically out of what had gone before? Is there enough time? Does the teacher monitor unobtrusively?
Is there any delayed error correction?

Observation Task 7:Skills focus lesson No. 3

Complete one table for each skills focus lesson observed.
 
Key areaQuestions to considerYour notes
 
Lead-in
 
Is it stimulating? How well does it lead into what follows? Is it the right length?
 

 
Vocabulary
 
Is the necessary vocabulary dealt with? Could any of it have been omitted? Does the teacher elicit and check the vocab with the whole class or give the students a task to do in pairs and then check that?
 

 
Tasks
 
Are the tasks do-able? Does the teacher ensure the students know what to do? Are they given the chance to check with their partner? Are they given more time or a second listen if necessary?
 

 
Feedback
 
Are students ready? Are various students involved? Can all students hear and / or see the right answers (if there are any)? Is it over-slow, rushed or just right?

 
Post reading / listening
Do the students enjoy it? Does it develop logically out of what had gone before? Is there enough time? Does the teacher monitor unobtrusively?
Is there any delayed error correction?

Observation Task 8:Skills focus lesson No. 4

Complete one table for each skills focus lesson observed.
 
Key areaQuestions to considerYour notes
 
Lead-in
 
Is it stimulating? How well does it lead into what follows? Is it the right length?
 

 
Vocabulary
 
Is the necessary vocabulary dealt with? Could any of it have been omitted? Does the teacher elicit and check the vocab with the whole class or give the students a task to do in pairs and then check that?
 

 
Tasks
 
Are the tasks do-able? Does the teacher ensure the students know what to do? Are they given the chance to check with their partner? Are they given more time or a second listen if necessary?
 

 
Feedback
 
Are students ready? Are various students involved? Can all students hear and / or see the right answers (if there are any)? Is it over-slow, rushed or just right?

 
Post reading / listening
 
Do the students enjoy it? Does it develop logically out of what had gone before? Is there enough time? Does the teacher monitor unobtrusively?
Is there any delayed error correction?



Self-evaluation
Teaching Practice – Self-Evaluation
TraineeDateTP#
 
 
1. How satisfied are you with your lesson (please circle): very / quite / ok / not very / not at all 
 
2. Evidence in the lesson of how the main aim and secondary aims were achieved.
(Don’t just write your aims, actually say what the students said/did that showed how much you achieved your aims in the lesson)
 
 
 
 
 
3. Strengths of my lesson
 
 
 
 
 
 
 
 
 
 
 
 
 
 
4. What I would do differently
(Be as specific as possible. Don’t just say ‘I would give clearer instructions’ state when and how)
 
 
 
 
 
5. Development on previous action points
(not applicable for TP #1)
(Refer back to your previous action points given to you by your tutor and your personal aims and say how much improvement you feel there was in the lesson)  
 
 
 
 
 
 
 
 
 
Your development as a teacher relies on your ability to reflect on what happens in your classes and to learn from your reflections.   On the training course, you must write a Self-Evaluation after each lesson.    
 
Your signature: ______________________________      Date: 
 
Tutor’s signature: ______________________________
 
Teaching Practice – Self-Evaluation
 
TraineeDate
 
TP#
 
 
 
1. How satisfied are you with your lesson (please circle): very / quite / ok / not very / not at all 
 
2. Evidence in the lesson of how the main aim and secondary aims were achieved.
(Don’t just write your aims, actually say what the students said/did that showed how much you achieved your aims in the lesson)
 
 
 
 
 
3. Strengths of my lesson
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
4. What I would do differently
(Be as specific as possible. Don’t just say ‘I would give clearer instructions’ state when and how)
 
 
 
 
 
5. Development on previous action points
(not applicable for TP #1)
(Refer back to your previous action points given to you by your tutor and your personal aims and say how much improvement you feel there was in the lesson)  
 
 
 
 
 
 
 
 
Your development as a teacher relies on your ability to reflect on what happens in your classes and to learn from your reflections.   On the training course, you must write a Self-Evaluation after each lesson.    
 
Your signature: ______________________________      Date: 
 
Tutor’s signature: ______________________________
Teaching Practice – Self-Evaluation
 
Trainee
 
 
Date
 
TP#
 
 
 
1. How satisfied are you with your lesson (please circle): very / quite / ok / not very / not at all 
 
2. Evidence in the lesson of how the main aim and secondary aims were achieved.
(Don’t just write your aims, actually say what the students said/did that showed how much you achieved your aims in the lesson)
 
 
 
 
 
3. Strengths of my lesson
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
4. What I would do differently
(Be as specific as possible. Don’t just say ‘I would give clearer instructions’ state when and how)
 
 
 
 
 
5. Development on previous action points
(not applicable for TP #1)
(Refer back to your previous action points given to you by your tutor and your personal aims and say how much improvement you feel there was in the lesson)  
 
 
 
 
 
 
 
 
 
Your development as a teacher relies on your ability to reflect on what happens in your classes and to learn from your reflections.   On the training course, you must write a Self-Evaluation after each lesson.    
 
Your signature: ______________________________      Date: 
Tutor’s signature: ______________________________
Teaching Practice – Self-Evaluation
 
TraineeDate
 
TP#
 
 
 
1. How satisfied are you with your lesson (please circle): very / quite / ok / not very / not at all 
 
2. Evidence in the lesson of how the main aim and secondary aims were achieved.
(Don’t just write your aims, actually say what the students said/did that showed how much you achieved your aims in the lesson)
 
 
 
 
 
3. Strengths of my lesson
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
4. What I would do differently
(Be as specific as possible. Don’t just say ‘I would give clearer instructions’ state when and how)
 
 
5. Development on previous action points
(not applicable for TP #1)
(Refer back to your previous action points given to you by your tutor and your personal aims and say how much improvement you feel there was in the lesson)  
 
 
 
 
 
 
 
 
 
Your development as a teacher relies on your ability to reflect on what happens in your classes and to learn from your reflections.   On the training course, you must write a Self-Evaluation after each lesson.    
 
Your signature: ______________________________      Date: 
 
Tutor’s signature: ______________________________


Teaching point Unit1-4

AT Bridging Listening   

Unit1 
Time: 120 minutes
Source: AT Bridging Listening Course book
Main focus: Listening
Lesson aim: 
- To better enable students to know some common student services provided at universities;
- To better enable students to know how to look for the main purpose of a conversation, and predict the main ideas of lectures, short presentations, and other kind of listening passages.
 
Teaching Points (lesson procedure)
Warm-Up 
• Set up pair discussion for the comparison of two pictures in Ex. I;
• Activate Ss’ previous knowledge about dorms;
 
Conversation: living in a dorm
Vocabulary
• Have Ss listen to the sentences and fill in the blank;
• Set up pair discussion for the meaning of the words;
• Clarify MFP of the words in this stage;
Teacher’s Note:  
- Tell Ss they are going to listen to a conversation about dorm, but first they need to clarify some blocking vocabulary.
- Drill the pronunciation chorally and individually.
 
Before You Listen
Functional Language
• Set the context about introducing a question or a need in solving problems;
• Have Ss listen to the beginning of the conversation and fill in the blanks in Ex. I;
• Set up pair discussion about the following questions in Ex. II;
• Introduce the following common expressions;
Teacher’s Note: 
- Have Ss make sentences with the expressions to get better ideas about how to use the expressions.
 
While you listen
Listening for the main purpose
• Have Ss listen to the conversation and think about the student’s main purpose in Ex. I;
• Refer to TOEFL tip and have Ss get familiar with the main purpose questions;
• Have Ss listen to three short conversations and identify the main purposes in Ex. II;
Teacher’s Note: 
-   Have Ss take notes while listening. Ss are allowed to read the questions after the audio ends.
 
Listening for comprehension
• Have Ss listen to the conversation again and answer the question 1-4 (listen for specific information);
• Have Ss check their answers in pairs;
 
After Listening
• Set up pair discussion about the topic;
Teacher’s Note:
- Organize a mini debate in class if time permits.
-   Offer enough scaffolding for weak students.
 
Short presentations: student orientation
Vocabulary
• Have Ss fill in the blanks with the words they hear in Ex. I;
• Set up pair discussion for the meaning of the words in Ex. II;
• Clarify MFP of the words in this stage;
Teacher’s Note:  
- Tell Ss they are going to listen to a short presentation about student orientation, but first they need to clarify some blocking vocabulary.
- Drill the pronunciation chorally and individually.
 
Before You Listen
Prepare to listen
• Set a context about orientation for new university students;
• Set up pair discussion about what orientation is all about;
• Have Ss complete the definition of orientation with the words in Ex. 1;
• Set Ex. 2. Have Ss think about the information they can get at an orientation;
Teacher’s Note:  
- Prepare a short video or some photos for students to get a clearer picture about the orientation.
• Set Ex. 3. Have Ss listen to short clips and match the information with the right photos;
 
Functional Language – make a prediction
• Have Ss think about the importance of predicting main ideas;
• Set up pair discussion to make a list of ways to predict the main idea of a listening passage;
 
TOEFL Tip
• Introduce the benefits of predicting in TOEFL listening;
• List the clues for predicting main ideas;
Teacher’s Note:  
- Explain to Ss about why the clues may help in predicting main ideas.
 
While Listening
Predicting main ideas
• Set Ex. I. Have Ss make predictions before listening.
• Set Ex. II. Check if Ss’ predictions are correct.
• Set Ex. III. Have Ss listen to the presentations again and answer the three questions (listen for specific information);
Teacher’s Note:  
- Some weak Ss may find it difficult to answer the questions. Set up pair discussion before writing down answers.
• Set Ex. IV. Have Ss listen to parts of the conversation and fill in the blanks.
 
Listening for comprehension
• Have Ss finish Ex. I and check answers in pairs;
Teacher’s Note: 
-   Some Ss may not remember clearly about the details. Prepare excerpts to help Ss to confirm the information they need.
 
 
After listening
Discussion
• Set up pair discussion for Ex. I. Have Ss choose one of the campus services from before and make a list of its good points.
• Have Ss give a short presentation to a group of “first-year” students. Tell them about the services and benefits.
Teacher’s Note: 
-   Monitor and assist with ideas or/and language. 
- Remind students of using the information in listening passages. 
- Give feedback afterwards.
 
Note-taking skill
• Introduce the importance of recognizing emphasized words;
• List typical characteristics of an emphasized spoken words;
• Have Ss read the sentences and emphasize the underlined words in Ex. I;
• Have Ss practice note-taking for emphasized words;
• Have Ss pair-check and give feedback.
 
 
 
 
 
 
 
 
Unit2
Time: 120 minutes
Source: AT Bridging Listening Course book
Main focus: Listening
Lesson aim: 
- To better enable students to know different communities and their qualities;
- To better enable students to know how to look for the main idea of a lecture, and identify changes in topic in lectures.
 
Teaching Points (lesson procedure)
Warm-Up 
• Set up pair discussion for the definition of community in Ex. I;
• Help Ss understand the word “community” and finish Ex. II &III;
• Activate Ss’ previous knowledge about library activities;
 
Conversation: printing in the library
Vocabulary
• Have Ss match the words mentioned in clips with the words in the list;
• Set up pair discussion for the meaning of the words;
• Clarify MFP of the words in this stage;
Teacher’s Note:  
- Tell Ss they are going to listen to a conversation about library, but first they need to clarify some blocking vocabulary.
- Drill the pronunciation chorally and individually;
 
Before You Listen
Review
• Have Ss brainstorm the activities in library and write down their guesses about the conversation in Ex. I;
• Have Ss listen to the beginning of the conversation and answer the three questions in Ex.II (listen for gist and understand the main idea);
Teacher’s Note:  
- Review the ways in which students’ introduce their problems. If necessary, refer to Unit 1.
 
Functional Language
• Set the context about asking questions in solving problems;
• Have Ss listen to the beginning of the conversation again and fill in the blanks in Ex. I;
• Set up pair discussion about the following questions;
• Have Ss listen to a different part of the conversation and fill in the blanks in Ex. II;
• Set up pair discussion about the following questions;
• Have Ss brainstorm in pairs about three reasons why we ask questions in conversations in Ex. III;
Teacher’s Note: 
- Prepare some conversation clips for scaffolding if Ss have no idea about Ex. III.
• Nominate some Ss to share reasons with the class;
• Have Ss listen to three short conversations and match the questions to their functions in Ex. IV;
• Have Ss listen to the conversations again and check answers;
Teacher’s Note: 
- Have Ss listen for the second time and retell the main ideas of the conversations, if Ss all get the correct answers after the first listening.
 
While you listen
Listening for comprehension
• Have Ss listen to the whole conversation and finish Ex. I-IV (listen for specific information and detailed information);
Teacher’s Note: 
-   Have Ss take notes while listening. Ss are allowed to read the questions after the audio ends.
- Cut the conversation audio into two parts if necessary. Have Ss finish Ex. I & II with the first part and finish Ex. III & IV with the rest.
 
Listening for questions
• Set Ex.I and ask Ss to pay attention to the questions in conversations;
• Have Ss discuss in pairs about why the student and librarian ask the questions;
 
After you listen
• Set up pair discussion about the topic;
Teacher’s Note:
- Organize a mini debate in class if time permits.
-   Offer enough scaffolding for weak students.
 
TOEFL Tips
• TO BE DEVELOPED
• Clarify the meaning of community;
• List the reasons people raise questions in conversations.
 
Library workshop: housing designs in residential communities
Vocabulary
• Have Ss fill in the blanks with the words they hear in Ex. I;
• Set up pair discussion for the meaning of the words in Ex. II;
• Clarify MFP of the words in this stage;
Teacher’s Note:  
- Tell Ss they are going to listen to a campus talk about housing designs, but first they need to clarify some blocking vocabulary.
- Drill the pronunciation chorally and individually;
 
Before You Listen
• Set up pair discussion about the pictures in Ex. I;
• Have Ss make 1 or 2 choices from the list in Ex. II and explain the reason to partners;
 
Review-predict the main idea
• Have Ss predict what the talk is going to discuss by reading the poster;
Teacher’s Note: 
- Review the ways of introducing main ideas.
- Analyze the layout of a poster.
 
While you listen
• Have Ss listen to the campus talk in the poster and answer the questions (listen for gist and understand the main idea);
 
Functional Language - listening for the main topic of academic lectures
• Have Ss listen to the beginning of the talk again and fill in the blank in Ex. I;
• Set up pair discussion to make a list of expressions of introducing main ideas in Ex. II;
• Have Ss listen to the beginning of three lectures and write down the expressions in Ex. III;
• Have Ss discuss about the main ideas in each lecture in Ex. IV;
Teacher’s Note: 
- If necessary, have Ss listen to the beginning of three lectures for the second time to recognize the main ideas.
 
Listening for the main idea
• Help Ss better notice the expressions for introducing main ideas in lectures;
 
TOEFL Tips
• TO BE DEVELOPED
 
Listening for comprehension
• Have Ss listen to the talk again and finish Ex. I (listen for specific information);
Teacher’s Note: 
-   Have Ss take notes while listening. Ss are allowed to read the questions after the audio ends.
-   Play the clips again rather than the whole talk while giving feedback in this task.
 
Functional Language – transition language in lectures
• Have Ss listen to part of a talk and fill in the blanks in Ex. I;
• Have Ss think about the purpose of the expression;
 
Transition language in lectures
• Set the situation of recognizing topic transition;
• Have Ss list more expressions used to signal the topic transitions;
Teacher’s Note: 
-   Offer enough scaffolding for weak students.
• Have Ss read a part of a lecture and underline the expressions to signal transitions in Ex. II;
• Set Ex. III. Have Ss listen to a different part of the talk and recognize the expressions to signal transitions;
 
 
 
After you listen
Discussion
• Set up pair discussion about the topic.
 
Note-taking skill
Review-identifying important words
• Review the strategy of looking for stressed content words;
• Have Ss find the important words in Ex. I;
 
Note-taking skill - the main idea
• Have Ss practice note-taking with symbols;
• Have Ss pair-check and give feedback.
 
 
 
 
 
 
 
 
 
 
 
Unit3
Time: 120 minutes
Source: AT Bridging Listening Coursebook
Main focus: Listening
Lesson aims: 
- To develop students’ skills of listening for gist and detailed comprehension in the context of arts.
- To enable students to learn skills of listening for suggestions and definitions and identify the language for these two functions.
 
Teaching Points (lesson procedure)
Unit warm-up
Ÿ Greet Ss and introduce the topic of the unit
Ÿ Set task 1 and quickly check answers with the whole class
Ÿ Elicit correct words from Ss in task 2
Ÿ Set task 3 for a brief pair discussion and nominate several pairs for feedback
 
Conversation
Vocabulary
Ÿ Have Ss read the four sentences in task I and let them use the four sentences to help them match the definitions with the words on the PPT(self-designed)
Ÿ Concept check the words by asking CCQs or letting Ss identify more examples
Ÿ Ss listen to the recording and pay attention to the pronunciation
Ÿ Model and drill pronunciation (chorally and individually)
Ÿ Elicit part of speech
 
Before you listen
Review
Ÿ Have Ss match the questions with their functions and quickly check answers as a class
Ÿ Have Ss listen to the recording and let them pay attention to the intonation
 
 
Prepare to Listen 
Listening for Suggestions
Ÿ Set Ex. I.
Teacher’s notes:
-Direct Ss attention to the questions first
-Ss pair check first and then check answers as a class
 
TOEFL Tip
Ÿ Have Ss look at the common questions in the test
Ÿ Elicit test questions by asking what do the questions have in common?/what are they asking for?
Teacher’s notes:
-Make sure Ss know locating and identifying suggestions is very important in TOEFL conversations.
 
Functional Language – Suggestions
Ÿ Set Ex. I 1 & 2 and quickly check answers as a class
Ÿ Pair Ss up and Set Ex I.3. Regroup Ss after the pair work and let Ss report their ideas to the rest of the new group.
Teacher’s notes:
-To regroup Ss, you can assign numbers 1 or 2 to students in each pair and then put all the 1s in a new group and all 2s in another.
 
Giving Suggestions
Ÿ Have Ss look at the expressions for giving suggestions and compare these with the expressions they have written down in Functional Language – Suggestions.
Teacher’s notes:
-This can serve as the feedback stage for the last part: Functional Language – Suggestions.
Ÿ Set Ex. II 1-2. Play the recording for the first time. Ss pair check first and check answers as a class.
Teacher’s notes:
- Play the recording for the first time. Ss pair check first and check answers as a class.
- Play the recording for the second time. Have Ss pay attention to the functional language for giving suggestions.
 
While Listening
Ÿ Set Ex. I and quickly check answers as a class
Ÿ Set Ex. II and play the recording for the first time. Ss pair check first and check answers as a class.
 
Listening For Comprehension
Ÿ Set Ex. III. Have Ss close their books and take notes for the second listening. Ss pair check first and check answers as a class.
Teacher’s notes:
-Remind Ss to take notes on problems and suggestions in the conversation.
-If Ss are at a lower level, let them read the questions first
-Walk around the classroom and collect Ss’ common difficulties when they are doing pair check.
-Replay the part where they have troubles with.
 
After Listening
Ÿ Set Ex I.
Teacher’s notes:
-Give Ss some task language, for example, transition words in a process or vocabulary for writing a paper
-Give individual Ss enough time to prepare
-When Ss are ready for production, pair them up for discussion
-Monitor unobtrusively for both content and language feedback later
 
Lecture
Vocabulary
Ÿ Have Ss read the four sentences in task I and let them use the six sentences to help them match the definitions with the words on the PPT(self-designed)
Ÿ Concept check the words by asking CCQs or letting Ss identify more examples
Ÿ Ss listen to the recording and pay attention to the pronunciation
Ÿ Model and elicit stress. Drill pronunciation (chorally and individually)
Ÿ Elicit part of speech
 
Before you listen
Ÿ Set Ex I. Ss pair check first and check answers as a class.
 
 
 
Prepare to Listen 
Listening for Definitions
Ÿ Set Ex. I.
Teacher’s notes:
-Direct Ss attention to the questions first
-Ss pair check first and then check answers as a class
 
TOEFL Tip
Ÿ Have Ss look at the TOEFL Tip.
Teacher’s notes:
-Ask Ss questions to check their understanding, i.e., do you need to know/remember all the academic words? Why?
-Ask Ss to underline the answers to the above questions.
 
Functional Language –Giving Definitions
Ÿ Set Ex. I 1 & 2 and quickly check answers as a class
Ÿ Pair Ss up and Set Ex I.3. Regroup Ss after the pair work and let Ss report their ideas to the rest of the new group.
Teacher’s notes:
-To regroup Ss, you can assign numbers 1 or 2 to students in each pair and then put all the 1s in a new group and all 2s in another.
 
Giving Definitions
Ÿ Have Ss look at the expressions for giving definitions and compare these with the expressions they have written down in Functional Language – Giving Definitions.
Teacher’s notes:
-This can serve as the feedback stage for the last part: Giving Definitions
Ÿ Set Ex. II 1. Play the recording for the first time. Quickly check answers as a class.
Teacher’s notes:
- Play the recording for the second time. Have Ss pay attention to the functional language for giving definitions.
 
 
Review
Ÿ Set the task for pair discussion and nominate Ss to give feedback.
 
While Listening
Ÿ Set Ex. I and play the recording for the first time. Ss pair check first and check answers as a class.
 
Listening For Definitions
Ÿ Set Ex. I 1-6. Play the recording for the first time. Ss pair check first and check answers as a class.
Teacher’s notes:
-If Ss are at a lower level, play the recording twice. For the first time, let them pay attention to the definitions per se. For the second time, have Ss pay attention to the functional language for giving definitions.
 
After Listening-discussion
Ÿ Set the pair discussion
Teacher’s notes:
-Give Ss some task language, for example, expressions for introducing personal opinion or reasons.
-Give individual Ss enough time to prepare
-When Ss are ready for production, pair them up
-Monitor unobtrusively for both content and language feedback later
 
Note-taking Skill
Ÿ Set Ex. I 1-4. Ss pair check first and check answers as a class.
Ÿ Set Ex. II and Ex. III. Ss pair check first and check answers as a class.
 
 
 
 
 
Unit4
Time: 120 minutes
Source: AT Bridging Listening Coursebook
Main focus: Listening
Lesson aims: 
- To develop students’ skills of listening for gist and detailed comprehension in the contexts of choosing a presentation topic and nanotechnology.
- To enable students to learn skills of listening for attitude/opinion and examples and identify the language for these two functions.
 
Teaching Points (lesson procedure)
Unit warm-up
Ÿ Greet Ss and introduce the topic of the unit
Ÿ Set task 1 and quickly collect ideas from the whole class
Ÿ Set task 2 for a brief pair discussion and nominate several pairs for feedback
 
Conversation
Vocabulary
Ÿ Have Ss read the six sentences in task I and let them use the four sentences to help them match the definitions with the words on the PPT(self-designed)
Ÿ Concept check the words by asking CCQs or letting Ss identify more examples
Ÿ Ss listen to the recording and pay attention to the pronunciation
Ÿ Model and drill pronunciation (chorally and individually)
Ÿ Elicit part of speech
 
Before you listen
Review
Ÿ Pair Ss up and let them recall expressions for giving suggestions together
Ÿ Nominate several pairs for feedback
 
Prepare to Listen 
Listening for Attitude and Opinion
Ÿ Set Ex. I
Teacher’s notes:
-This task can be adapted into a listening task
-Direct Ss attention to the questions first
-Ss pair check first and then check answers as a class
Ÿ Set Ex. II.
Teacher’s notes:
-Ss pair check first and then check answers as a class. Replay if necessary.
Ÿ TOEFL Tip
Have Ss read this part.
 
Functional Language – expressing attitude and opinions
Ÿ Set Ex. I
Teacher’s notes:
-Ss pair check first and then check answers as a class. Replay if necessary.
-Elicit functional language – expressing attitude and opinions in the answers they have filled out
Ÿ Pair Ss up and Set Ex II.2. Regroup Ss after the pair work and let Ss report their ideas to the rest of the new group.
Teacher’s notes:
-To regroup Ss, you can assign numbers 1 or 2 to students in each pair and then put all the 1s in a new group and all 2s in another.
Ÿ TOEFL Tip
Teacher’s notes:
-Have Ss read this part and compare these expressions with the ones they have written down in 
 
Functional Language – expressing attitude and opinions.
 
While Listening- listen for main idea
Ÿ Set Ex. I and quickly check answers as a class
Ÿ Pair Ss up and set Ex. II 1-2. Collect feedback from several pairs.
 
While Listening- listen for Attitude and Opinion
Ÿ Set Ex. III.
Teacher’s notes:
- Ss read the questions first. Ss pair check first and check answers as a class.
-Remind Ss to listen for expressions for giving attitude and opinion.
-Replay the part where they have troubles with.
 
Ÿ Set Ex. IV.
Teacher’s notes:
- Ss read the questions first. Ss pair check first and check answers as a class.
-Remind Ss to listen for expressions for giving attitude and opinion.
-Replay the part where they have troubles with.
 
While Listening- listen for Comprehension
Ÿ Set Ex. V
Teacher’s notes:
- Ss close their books and take notes for the second listening. Ss pair check first and check answers as a class.
-Remind Ss to take notes on important parts in the conversation, i.e., problems & suggestions, and attitude and opinions.
-If Ss are at a lower level, let them read the questions first
-Walk around the classroom and collect Ss’ common difficulties when they are doing pair check.
-Replay the part where they have troubles with.
 
After Listening
Teacher’s notes:
-pair Ss up and assign roles to them accordingly
-Give Ss some task language, for example, expressions for giving opinions and suggestions
-Give Ss enough time to prepare
-Monitor unobtrusively for both content and language feedback later
 
Lecture
Vocabulary
Ÿ Have Ss read the six sentences in task I and let them use the six sentences to help them match the definitions with the words in Ex. III
Ÿ Concept check the words by asking CCQs or letting Ss identify more examples
Ÿ Ss listen to the recording and pay attention to the pronunciation
Ÿ Model and elicit stress. Drill pronunciation (chorally and individually)
Ÿ Elicit part of speech
 
Before you listen
Review
Ÿ Set the task for pair discussion and nominate Ss to give feedback.
 
Prepare to Listen -Listening for examples
Ÿ Set Ex. I. Ss pair check first and then check answers as a class
Ÿ Set Ex. II.
Teacher’s notes:
-Direct Ss attention to the questions first
-Ss pair check first and then check answers as a class
-Replay the part where Ss have problems with
 
Functional language
Ÿ Set Ex. I
Teacher’s notes:
-Ss pair check first and then check answers as a class. Replay if necessary.
-Elicit functional language – giving examples in the answers they have filled out
Ÿ Pair Ss up and Set Ex II.2. Regroup Ss after the pair work and let Ss report their ideas to the rest of the new group.
Teacher’s notes:
-To regroup Ss, you can assign numbers 1 or 2 to students in each pair and then put all the 1s in one new group and all 2s in another.
Ÿ TOEFL Tip
Teacher’s notes:
-Have Ss read Part 1 & 2 and compare the expressions in part 2 with the ones they have written down in Functional Language – giving examples
Ÿ Set Ex. III
Teacher’s notes:
- Play the recording for the first time. Ss pair check first and check answers as a class.
- Play the recording for the second time. Have Ss pay attention to the functional language for giving suggestions.
 
While Listening-listening for the main idea
Ÿ Set Ex. I and play the recording for the first time. Ss pair check first and check answers as a class.
Listen for Examples
Ÿ Set Ex. II 1-5.
Teacher’s notes:
- Direct Ss to the questions first
-Play the recording for the first time. Ss pair check first and check answers as a class.
-If Ss are at a lower level, play the recording twice. For the first time, let them pay attention to the questions per se. For the second time, have Ss pay attention to the functional language for giving examples.
Listen for Comprehension
Ÿ Set Ex IV 1-4. Ss pair check first and check answers as a class.
Teacher’s notes:
- Ss close their books and take notes for the second listening. 
-Remind Ss to take notes on important details in the lecture, i.e., main topics, examples, definitions, etc.
-If Ss are at a lower level, let them read the questions first
-Walk around the classroom and collect Ss’ common difficulties when they are doing pair check.
-Replay the part where they have troubles with.
 
After Listening-discussion
Ÿ Set the pair discussion
Teacher’s notes:
-Give Ss some task language, for example, expressions for introducing personal opinion or reasons.
-Give individual Ss enough time to prepare
-When Ss are ready for production, pair them up
-Monitor unobtrusively for both content and language feedback later
 
Note-taking Skill
Ÿ Set Ex. I 1-2. Ss pair check first and check answers as a class.
Ÿ Set Ex. II and Ex. III. Ss pair check first and check answers as a class.

AT Bridging Reading

Unit 1  
Time: 120 minutes
Source: AT Bridging Reading Coursebook
Main focus: Reading
Lesson aim: 
- To better enable students to look for main ideas and particular points of information;
- To better enable students to identify the definitions of difficult words and phrases;
 
Teaching Points (lesson procedure)
Warm-Up
• Activate Ss’ prior knowledge of some world-famous sites or places from great civilizations;
• Have Ss look at relevant pictures and names and complete the matching activity in Ex. I;
• Have Ss read and answer the questions in Ex. II in pairs;
 
Reading Passage 1
 
Vocabulary
• Have Ss guess the meanings of words in bold and think of the English explanation or similar words (synonyms) to replace the original ones;
• Clarify MPFA of the words in this stage;
• Have Ss finish the gap-fill activity in Ex. II;
Teacher’s Note: 
- Tell Ss they are going to read a passage about information on a class, but first they need to learn some words;
- Drill the pronunciation chorally and individually;
- Emphasize the importance of formal/ academic words in tertiary-level reading;
 
Before You Read
• Have Ss identify the difference between main idea and specific information;
• Have Ss read and answer the questions in Ex. I  (read for main idea and understand the specific information);
 
Time to Read-A Class Information About Development of Early Civilizations
• Set Ex. I and then check the answer as a whole class;
• Set Ex. II and then ask Ss to check answers in pairs;
• Set Ex. III as an individual work and elicit some other expressions;
Teacher’s Note: 
- Explain the meaning, function and importance of a syllabus;
• Set Ex. IV;
Teacher’s Note: 
- Clarify the meaning of skimming;
- Clarify some common ways to skim for main ideas (passage title, bold sub-titles, italics, first and last parts of each paragraph etc.);
- Have Ss underline individually;
- Monitor and assist with ideas or/and language (vocabulary and sentence structures). Make sure Ss are underlining key words instead of full sentences;
- Have Ss present the answer in pairs twice (Regroup after the first time). Give both content and language feedback on their work afterwards;
• Set Ex. V;
- Have Ss read and scan individually;
- Monitor and assist with ideas or/and language (vocabulary and sentence structures);
- Have Ss check the answers in pairs. Give both content and language feedback on their work afterwards;
• Set Ex. VI;
Teacher’s Note: 
- Clarify the meaning of scanning;
- Clarify some common ways to scan for specific information (capital letters for a place or name, numbers for dates, time etc.);
- Have Ss answer individually;
- Monitor and assist with ideas or/and language (vocabulary and sentence structures);
- Have Ss check the answers in pairs. Give both content and language feedback on their work afterwards;
 
TOEFL Tips
• Guide Ss to notice the importance of understanding the important details or facts in the reading passage (keep it simple and clear);
• Guide Ss to practice the skills of skimming and scanning;
 
After Reading
• Set the discussion activity;
Teacher’s Note: 
- Have Ss read and think about the answers to the questions individually;
- Have Ss present their answers in pairs. Give both content and language feedback on their work afterwards;
 
Vocabulary List 
Teacher’s Note: 
- Pick some potential blocking vocabulary and clarify MPFA of the words in this stage;
 
Reading Passage 2
Vocabulary
• Have Ss guess the meanings of words in bold and think of the English explanation or similar words (synonyms) to replace the original ones;
• Clarify MPFA of the words in this stage;
• Have Ss finish the gap-fill activity in Ex. II;
Teacher’s Note: 
- Tell Ss they are going to read a passage about the development of social complexity, but first they need to learn some words;
- Drill the pronunciation chorally and individually;
- Emphasize the importance of formal/ academic words in tertiary-level reading;
 
Before You Read
• Have Ss understand the importance of making a prediction about the topic of a passage;
• Have Ss realize the common ways to make a prediction (look at the title, pictures, diagrams in the article etc.);
 
Time to Read-The Development of Social Complexity
• Have Ss skim the whole reading passage and do the pair-check afterwards;
• Provide necessary feedback (elicit/ clarify main idea);
• Set Ex. I and then ask Ss to check the answers in pairs/ as a whole class;
• Set Ex. II and then ask Ss to check answers in pairs;
Teacher’s Note: 
- Explain the meaning, function and importance of the subject in a sentence;
 
After Reading
• Set the discussion activity;
Teacher’s Note: 
- Have Ss read and think about the answers to the questions individually;
- Have Ss present their answers in pairs. Give both content and language feedback on their work afterwards;
 
Vocabulary List 
Teacher’s Note: 
- Pick some potential blocking vocabulary and clarify MPFA of the words in this stage;

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