怎么把我的教学变得更有效
就是我们原来做习惯的东西，稍微动一下
不够的地方（其实是不好的地方）
Purposes of the
workshop
To bridge the gap
between standards and implementation
To share ideas and
strategies for effective teaching and learning
To think what could
be done differently for our own classrooms to improved teaching
心里话：老朋友相会，讨论教学，交流心得
让我坐在这不说话，interaction，这样能学的更好，而且对整个有贡献
Standards and
concepts
· Five Cs
· Communication: 3 modes
· Backward Design: Assessment, how to teach
·
现在越来越觉得Implementation的重要性
帮助Asia Society进入教室Deep coaching
Asia Society
TEQ (Theory, Enthusiastic
先让老师们想一想，然后讨论
Wet your feet
· Learning objectives
· Evidence of learning
· Introduction to new materials
· Guided practice
· Application
这不是你一个人在唱戏，你可以自己唱到底，学生不能配合
要把水分挤掉
Asia Society 录像
1.Learning
objectives 定目标（就是定这一节课）心想
2.Evidence of
learning 设计验证任务 (interview each other to know the favorite
animal-task; formative assessment 懂吗？对吗？不对？ ) 3 mode 心想
3. introduction to
new material 教心想
4.Guided practice 练事成
5.Application 用 （执行验证任务, 3 mode） 事成
(today doesn’t
matter; 今天我教你的，我就要
一人落后，全组遭殃
群众专政；三个半，蛋炒饭；青蛙
每堂课就是一个小的Cylcle
设小一点的目标
今天教下来，
最怕的就是traditional 挖空的考试，可是
Objectives:
Pros
|
Conts
|
Communicative (不是只学一个字)
Functional
Language: new
words ; sentence structure; (review)
Cultural
Content (subject)
Functional-language
(alignment)
|
One of the first three goals
1. Functional objective
2. Performance objectives
3. Can Do: NCSSFL-ACTFL Can-Do
Statement
4.
Content
5.
Cultural
6.
Language objective
(alignment with the first 5)
Learning
objectives: case study
I can…
Reinforce the vocabulary
knowledge by using the sentence structure “my favorite animal…”
Reinforce the
vocabulary knowledge by asking the Ss to tell about their favorite animals 本末导致
I can tell about my
favorite animals
考虑
formation of the
rain forest
three modes掐死他一定要用
五个句子
not everyone has
common sense
moderfication
e.g. patient,
scaffolding
这次考试，如果大部分是好的不是
Talk about the
weather in Shanghai. Make a presentation
可以范范而谈
To give them a scenario:
travel agent
从天气的
旅行社的，要卖
一定也没有感染力
也不能把句子都给出来
Performance
assessment:
Rubrics
尽量video tape ，evidence
用rubrics 打分
Use the time
expressions in sentences about daily acitivities
Use the time
expressions to tell about daily activiites
Tell about daily
activites
颜色+的+名词： 红色的衬衫 (X)
I can usually
understand short simple messages on familiar topics
Evidence of learning
不怎么好，在什么地方改进?
· Objective-outcome (alignment)
· Need to add more real world scenario
· Need more details of the task
(AAPPL
assessment)
e.g
identify
ask and answer
Imagine you and
your friend at the zoo and ask what you like
Evidence of
learning: Assessment: success criteria
Formative-learning
checks
Summative-performance
task (s)
Evidence
of learning
Obj-outcome
alignment
Need to
add more real worl scenerios
Need more
Interim
(instructional, evaluative, predictive) 毫无准备的
formative classroom
(minute by minutes, integrated into the lesson)
Chapter 1:
introduction and study framework
Source : perie,
marion and gong (2009)
Different levels of
learning evidence
Complete a
vocabulary categorizing table using the words given
Interview each
other about how many stationeries of different kinds each student has and fill
in worksheet
Interview and find out what the most popular color of your group using
the worksheet and report to your teacher
Work in pairs.
Mother requires Tom to do something before she can give the permission.
Tom negotiates with his mother. Finally, he gets the permission.
Functional objectives:
Identify
Ask and answer questions about family members
Evidence of learning: make a presentation X
Express what they want to eat or drink
Express what they want to ea for funch and argue for their cohices
Write a text/email to invite friend
骨肉皮posterity俺的presentation哦分他和story哦分年monster
Vocabstrucuresreview
Make a travel plan according to teacher provided packet of information
Shoulder friend share key words
可不可以说英文（STOP SIGN)
一定要学会保护自己（很nice; would you
pls?)
Introduction to new material
·
Real
life
·
Video/photo/picture
·
Context (situation/text 上下文)
到了外边，一定要从上下文figure out的能力是金不换的，要猜，你至少要有一个foundation；猜的本事要常锻炼（所以老师要
don’t do it: 没有 Context “Whats this?”
creative/innovative furniture
谈何容易，怎么拥抱
CONTEXT
Comprehensible input
Comprehension check哪个是杯子？
Target language : 工业革命
Drill，宁愿，也
一定要养成习惯：给他们word bank;
要说明清楚，听不懂的补考的，因为他们的分数是绳命
原来我计划的是四个月，你们三个月就可以了
我很有创意（有些字就直接给，interactive action)
introduction to new aterials: Case study
Teacher will
use the pictures to teach the new words
and sentences in this lesson
她是在学习
Use
Show the student the picture cards of plants
Ask them where the plants live
Use characters cards and picture cards to
introduce new words to students
Ask them about the meaning and hot to say
教学像扫地雷X
鸟语花香，风景如果 Comprehension
千里之行，始于足下
董老师女儿生病
讲故事
猴子捞月亮
很晚 (七点，八点？)
有一条河
有一棵树
小鸡的妈妈：
他们有需求的时候，比你直接给他有效更多
你把时间剩下来让他们说
learning objectives
evidence of learn
人生能有多少次这样相聚
Guided practice
Form
focused communicate classroom
范进没有中举以前
What would you expect from a good
classroom
· A lot of interaction
· A lot of drilling
· A lot of application
Chinatown: He work, yesterday I
buy
Guided practice:
怎么练
· focused
· context
· density练的节奏
· participation (不要班上有两个是他的救命稻草，到最后会的还会，不会的还不会；怎么把不会的同学弄回？
· Learning checking
· Accountability: 大合唱，独唱
造句：
虱子多了
Here is something for you…(简直就是机器人)
让他说话（不但，而且；然后拿着虽然但是）
说说学校的饭、说说你的房间、朋友；句子条（跟学生有chemistry)
Repetition: Yes or
no
Why do we want the
students to repeat: memorization; pronunciation; fluency
让他们养成的习惯，啪就出来；变得好玩一点儿
我的哥哥会唱中国歌
两个一起比
最后擂主和老师一起比：预备开始
Mindful repetition vs.
mindless repetition
Younger stuents:
Repeat and …pint/circle/touch
大声的说：小声的说，快快地说；慢慢，生气
（不要让他们小和尚念经有口无心）
beginningstudents
Change the picture of a store beside the
school 学校旁边
T does it and says it
T does it.
One S does it
Simultaneous repetition vs. Consecutive
repetition
第一遍是安静的听
第二遍 shadow readin
this is a book (rhysem)
这样的语言can feel it
怎么样练的面广?
Pair work: practice new
words on the worksheet
Word level 到sentence level
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