AT Bridging 教师培训手册2

AT Bridging 教师培训手册2
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醉清风
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2021年04月04日22:15:11 0 716

Unit 2  

Time: 120 minutes

Source: AT Bridging Reading Course book

Main focus: Reading

Lesson aim: 

- To better enable Ss to practice receptive skills, specifically the sub-skills of reading for overall understanding, reading for detailed information, and identifying facts and opinions.

- To better enable Ss to practice using words and expressions to talk about their opinions about major.

Teaching Points (lesson procedure)

Reading Passage 1

Warm-Up

• Set the scene to elicit the topic: major;

• Have students look at pictures, work in pairs and complete the gap-filling;

• Get students to have a quick discussion and activate their schemata about different majors;

Teacher’s Note:

- Give feedback after students’ discussion, show the evidence of monitoring.

Vocabulary

• Have students guess the meanings and then write words next to definitions;

• Have students do a simple practice; If necessary, prepare some CCQs to clarify.

Teacher’s Note:

- Don’t forget to check instructions on key points when you ask students to guess possible meanings, E.g. “Can you use dictionary right now?”

Before You Read

• Have students underline details through “Pair– Compare – Check” procedure;

(If time limits, leave it as homework)

• Prediction: Give students the title and subtitles and have them guess what the passage is going to talk about;

Time to Read

• (Reading for gist) Set Ex. I-1: Follow the procedure: “Individual – Compare – Check”

Teacher’s Note:

- Limited time is very important, if you set the time limit more than 2 mins, students are more likely to read word-by-word. 

• (Reading for details) Set Ex. IV: Follow the procedure: “Individual – Compare – Check”

• (Teaching Vocabulary) Set Ex. II: Get students to infer the meaning of words in the passage.

• Grammar (Ex. III): Get students to do the “noticing” first and then give them a simple practice.

Teacher’s Note: 

- Grammar in Unit 2 is not that complicated, so we just need to give students some time to process targeted language (Predicate Verb), and then we use a simple practice to help them recognize targeted language. Remember after “noticing” stage, we do not need to give feedback.

TOEFL Tips

• Guide students to notice some sample questions and help them recognize them as one common type of question in TOEFL: Factual Information Questions.

Teacher’s Note: 

- Give students enough time to process and encourage self-study and peer help.

After Reading

• Set Ex. II and guide students to work in groups; Do a “Gallery Walk” and give enough feedback

Teacher’s Note:

- Give both content and language feedback on their work afterwards.

- Gallery Walk -- T tells students to post their table on the wall and walk around the class to see other groups’ opinions.

Reading Passage 2

Vocabulary

• Have students guess the meanings and then write words next to definitions;

• Have students fill in the blank; If necessary, prepare some CCQs to clarify.

Teacher’s Note:

- Don’t forget to check instructions on key points when you ask students to guess possible meanings, E.g. “Can you use dictionary right now?”

- Do not ask students to do the task individually, we don’t want to create a testing atmosphere;

Before You Read

• Have students fill in the table through “Pair – Compare – Check” procedure;

Teacher’s Note:

- Give feedback on interesting points, showing evidence of monitoring; E.g.” I’ve heard you say…”

• Identifying Facts and Opinions:

Give students some sample sentences to elicit “fact” and “opinion”; Use CCQs or Gap-filling to help students identify and distinguish those two concepts; Get students to complete the task. I.

Teacher’s Note:

- Pay attention to your TTT. No need to explain that much. 

• Prediction: Ask students to guess from the title and guess what the passaging is going to talk about.

Time to Read

• (Reading for gist) Set Ex. I-1: Follow the procedure: “Individual – Compare – Check”

Teacher’s Note:

- Limited time is very important, if you set the time limit more than 2 mins, students are more likely to read word-by-word. 

• (Reading for details) Set Ex. II: Follow the procedure: “Individual – Compare – Check”

• (Teaching Vocabulary) Set Ex. I-2: Get students to infer the meaning of words in the passage.

• Controlled practice: Set Ex. III-IV

• Recycle reading materials: Set Ex. I-3&4

Teacher’s Note: 

- Prepare the answer keys or write answers on the board. Do not do running commentary. Give students enough time to process right answers.

- Do not spend too much time on Set Ex. I-3&4; Ex. I-3&4 is aimed at increasing STT and encouraging students to reflect on what they’ve read. 

TOEFL Tips

• Guide students to notice the link between “Identifying facts and opinions” with one type of question in TOEFL reading: Rhetorical purpose questions.

Teacher’s Note: 

- Give students enough time to process and encourage self-study and peer help.

After Reading 

• Set Ex. II and guide students to discuss in pairs, and then do the “Find someone who” to encourage talking and sharing.

Teacher’s Note:

- Give both content and language feedback on their work afterwards.

- Find someone who – T tells students to stand up and walk around the class and talk to different classmates about which major they will choose and why. Students will find out how many of them chose the same major.

Unit 3

Time: 120 minutes

Source: AT Bridging Reading Coursebook

Main focus: Reading

Lesson aim: 

- To better enable students to paraphrase information;

- To better enable students to recognize cohesion by identifying pronouns (he, she, they etc.);

Teaching Points (lesson procedure)

Warm-Up

• Activate Ss’ prior knowledge of different forms of local art around the world;

• Have Ss look at the pictures and complete the matching activity in Ex. I;

• Have Ss read and discuss 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 matching activity in Ex. II;

Teacher’s Note: 

- Tell Ss they are going to read a passage about the introduction of a students’ art exchange program and the relevant art exhibition, 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 meaning and function of cohesion and of some cohesive words (esp. pronouns);

• Have Ss read and identify the pronouns in a paragraph in Ex. I;

Time to Read-Come to the Art Is Everything Exhibition

• Set Ex. I and then ask Ss to check the answers in pairs;

Teacher’s Note: 

- Remind Ss of the importance of recognizing the purpose of a passage.

- Remind Ss of the importance of recognizing the genre of a passage.

- Show Ss some pictures about other types of flyers. 

• Set Ex. II, the gap-fill activity and then ask Ss to check the answers in pairs;

• Set Ex. III as an individual work and then a pairwork to check the answers;

Reading Skills

• Guide Ss to notice the importance of using paraphrasing to show a better understanding of the reading material and for writing;

• Guide Ss to recognize the common techniques used to paraphrase sentences;

Teacher’s Note: 

- Explain to Ss that three common paraphrasing methods are using synonyms, changing the forms of the key words (parts of speech) and changing the organization of the clauses in a sentence.

- Show Ss more examples if necessary.

- Set Ex. III and then ask Ss to check the answers in pairs;

- Set Ex. IV and then ask Ss to check the answers as a whole class;

- Guide Ss to notice the meaning and function of pronouns in terms of generating cohesion within a sentence or between sentences;

- Guide Ss to recognize the common types of pronouns;

- Set Ex. V and then ask Ss to check the answers with a new partner;

TOEFL Tips

• Guide Ss to notice the importance of understanding paraphrased information in the reading passage;

• Guide Ss to practice the skill of recognizing reference in the reading passage;

After Reading

• Set the discussion activity;

• Set the freer practice to develop Ss’ oral fluency;

Teacher’s Note: 

- Have Ss look at the pictures and familiarize themselves with the art forms.

- Have Ss think individually and then 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 Navajo Art, 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 recall previous knowledge of some examples of ancient art forms;

• Have Ss complete the matching activity;

Time to Read-Navajo Art

• Set Ex. I about the comprehension of the reading passage;

Teacher’s Note: 

- Remind Ss the importance of understanding specific information in a reading passage.

- Have Ss finish the short-answer and multiple-choice questions and do the pair-check afterwards.

- Provide necessary feedback.

• Set Ex. II about identifying the modifiers of a noun or noun phrases in a sentence;

Teacher’s Note: 

- Explain to Ss the meaning and function of a modifier.

- Provide more examples of a modifier if necessary.

After You Read

• Set the discussion activity

Teacher’s Note: 

- Provide some pictures to help Ss recall their knowledge of traditional customs.

Vocabulary List 

Teacher’s Note: 

- Pick some potential blocking vocabulary and clarify MPFA of the words in this stage.

Unit 4 

Time: 120 minutes

Source: AT Bridging Reading Coursebook

Main focus: Reading

Lesson aim: 

- To better enable students to recognize reasons, causes and effects;

- To better enable students to identify the importance of coherence within reading passages;

Teaching Points (lesson procedure)

Warm-Up

• Activate Ss’ prior knowledge of the heritage sites of two world-famous civilizations;

• Have Ss look at the pictures and complete the labelling activity in Ex. I;

• Have Ss read and discuss the questions in Ex. II in pairs;

• Have Ss think of the answers for Ex. III and share them 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 an online passage about the rise of the polis as an assignment, 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 a cause and an effect;

• Have Ss read and identify the cause and effect in a sentence in Ex. I;

Time to Read-The Rise of The Polis

• Set Ex. I and then check the answer as a whole class;

Teacher’s Note: 

- Remind Ss of the importance of making a prediction from the title of a passage;

• Set Ex. II and then ask Ss to check answers in pairs;

• Set Ex. III as an individual work and then a pairwork to the answers;

Teacher’s Note: 

- Emphasize the importance of event (cause) and effect and their relationship;

• Set Ex. IV

Teacher’s Note: 

- Have Ss do the exercises individually and check the answers with a partner;

- Reveal the answers to the whole class and make necessary clarifications;

Reading Skills

• Guide Ss to notice the importance of using the cause-and-effect organization to make a text coherent and cohesive;

• Guide Ss to recognize the common expressions used to establish a cause-and-effect relation in a text;

Teacher’s Note: 

- Explain to Ss that the expressions list is not exhaustive;

- Set Ex. I and then ask Ss to check answers in pairs;

TOEFL Tips

• Guide Ss to notice the importance of understanding the cause-and-effect organization in the reading passage;

• Guide Ss to practice the skills of identifying the cause-and-effect relation;

After You Read

• 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 decline of the Mayan Empire, 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 recall previous knowledge of some other great civilizations;

• Have Ss practice the skill of making a prediction;

Time to Read-The Decline of The Mayan Empire

• Set Ex. I about the checking of prediction;

Teacher’s Note: 

- Have Ss skim the whole reading passage and do the pair-check afterwards;

- Provide necessary feedback;

• Set Ex. II and then ask Ss to check answers in pairs;

• Set Ex. III and then ask Ss to check answers with a partner;

Teacher’s Note: 

- Have Ss to draw a timeline to indicate several events in Ex. 1;

- Drill the word “catastrophic” in Ex. 2;

- Shorten the sentence length in Ex. 3 to satisfy Ss’ needs (if necessary);

After You Read

• 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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