ON TEACHERS’ BOOK (1A) AND TEACHING TECHNIQUES
OUTLINES
OVERVIEW
TASK-BASED TEACHING/LEARNING
TEACHING ACTIVITIES
LEARNING ACTIVITIES
ASSESSMENT
TEACHING MATERIALS
OVERVIEW
Each unit is consisted of three parts
Teaching aims and demands
Suggested teaching notes
Supplementary reference materials
Teaching aims and demands
Topics
Understanding of the title and some goals
Example 1 (Unit One)
Title: Good friends
Goals: Talk about friends
Learn to make apologies
Write an e-mail
Topics: Talk about friends and friendship
Discuss problems occurring in a friendship and
suggest solutions
Write an e-mail to make an e-pal
Teaching aims and demands
Example 2 (Unit Twelve)
Title: Art and literature
Goals: Talk about art and literature
Review making decisions and giving opinions
Review the Attributive Clause
Topics: Talk about art and literature
Talk about artists, painters and writers
Tell stories
Make decision and give opinions
Teaching aims and demands
Function items
Understanding of Listening and/or Speaking
Example 1 (Unit One)
Listening:
Some friends discuss common problems that occur in a friendship.
Speaking:
Some students talk about likes and dislikes.
Function items:
Likes and dislikes
Making apologies
Teaching aims and demands
Example 2 (Unit Two)
Speaking:
The speaking exercise gives students the opportunity to practise communication skills that help them keep conversation going that may otherwise breaks down.
Function items:
Language difficulties in communication
--- Can you spell that, please?
--- Could you repeat that, please?
--- What do you mean by … ?
…
Teaching aims and demands
Vocabulary
Based on texts
New words (371 +176)
New expressions (77)
Teaching aims and demands
Grammar
Bases on Grammar
Functional description with grammar terms followed by one or two examples
Example 1 (Unit One)
直接引語(yǔ)和間接引語(yǔ)（1）
轉述他人的敘述----陳述句
轉述他人的疑惑----一般疑問(wèn)句
轉述他人的問(wèn)題----特殊疑問(wèn)句
Teaching aims and demands
Example 2 (Unit Nine)
現在進(jìn)行時(shí)被動(dòng)語(yǔ)態(tài)
用英語(yǔ)描述事物正受到某種影響或某種處理----使用現在進(jìn)行時(shí)變動(dòng)語(yǔ)態(tài)（is / are being + 過(guò)去分詞）
用英語(yǔ)描述人物正受到某種影響或某種處理----使用現在進(jìn)行時(shí)變動(dòng)語(yǔ)態(tài)（is / am / are being + 過(guò)去分詞）
Suggested teaching notes
教學(xué)內容分析
總體分析
包括中心話(huà)題、相關(guān)話(huà)題和語(yǔ)言
單項分析
包括內容介紹、目的分析
example
Suggested teaching notes
教學(xué)方法建議
Core task
Warming up
Listening
Speaking
Pre-reading
Reading
Post-reading
Language study (word & Grammar)
Integrating skills
Suggested teaching notes
Core Tasks
Based on topics/themes
Structured
Authentic
Example 1 (Unit One)
Work out standards of good friends
Introduce your good friend
Write an e-mail to find a e-pal
Make friends with your new classmates, roommates, teammates, close neighbour or others
Suggested teaching notes
Example 2 (Unite Three)
Plan a trip (especially, during National Day)
Work out some tips the trip
Design an eco-travel for the local tourism
Travel on holiday and write postcards or travel notes
Suggested teaching notes
Warming up
Keep Warming up in mind
Stimulating
Brainstorming
Example 1 (Unit One)
Example 2 (Unit Four)
Suggested teaching notes
Listening
Step by step (in two aspects)
(1) in skills----planned
In Book 1A, we should help students concentrate their mind while listening, and then remember what they hear
(2) in procedure----programmed
Pre-listening (warming up)
Listening (with purpose)
Post-listening (extension)
Suggested teaching notes
Example 1 (Unit One)
Example 2 (Unit Nine)
Suggested teaching notes
Speaking
MMC drill/practice pattern. In TB, more attention is paid on C
Enough time
The whole class (single, pair, group, class work, etc)
Situation
Example 1 (Unit One)
Example 2 (Unit Two)
Suggested teaching notes
Pre-reading
Warming up in background
Semi-control and/or un-control
Open-end
Example 1 (Unit One)
Example 2 (Unit Two)
Suggested teaching notes
Reading
Step by step (in skills)
In Book 1A, we should help students in skimming, scanning, guessing and summing up, etc.
Level by level (in internalization)
Surface meaning
Deep meaning
For pleasure
Example 1 (Unit One)
Example 2 (Unit Seven)
Suggested teaching notes
Post-reading
Deepening comprehension of topics
Extension
All kinds of activities
Example 1 (Unit One)
Example 2 (Unit Three)
Suggested teaching notes
Language study
Word study
understanding the meaning in context, and by suffix and prefix
Lexical chunk
Grammar
Discovering
MMC
Example 1 (Unit One)
Example 2 (Unit Four)
Suggested teaching notes
Integrating skills
Reading
As extensive reading material
As sample for writing
Writing
Step by step
Criteria for writing and evaluating
Example 1 (Unit One)
Example 2 (Unit Four)
Suggested teaching notes
教學(xué)評價(jià)建議
Self-assessment
Based on goals
Peer assessment
Mainly about students’ learning itself
Self-testing
Focusing on form, including words and grammar
Example 1 (Unit One)
Example 2 (Unit Four)
Supplementary reference materials
Supplementary notes
For teachers, but not for students
Background
For teachers
TASK-BASED TEACHING/LEARNING
Focus on form Focus on meaning
Non-communicative learning
Pre-communicative language practice
Communicative language practice
Structured communication
Authentic communication
TEACHING ACTIVITIES
Step by step (procedure)
Pre-activities
Warm up in form and meaning
Break any chain
Activities
Control, semi-control, un-control (MMC)
Surface structure and deep structure and others
Post-activities
Consolidation
Extension
Development
LEARNING ACTIVITIES
Working form
Single work
Pair work
Group work
Class work
LEARNING ACTIVITIES
Interaction form
Teacher-student interaction
Student-student interaction
Student-teacher interaction
ASSESSMENT
Checklist
System
Self-assessment
Peer assessment
Teacher’s assessment
TEACHING MATERIALS
Textbook
Extended materials
Understanding of materials
The world around