Every minute

matters

Move a number so as to let the

equation make sense

6263=1
6

2 63=1
2

Page 2

YOUR LOGO

What mouse has 2 legs

Mickey Mouse.

What duck has two legs

All ducks have two legs.

Page 3

YOUR LOGO

Every minute matters

Teaching objectives
Teaching Design

Page
4 4

 Teaching objectives
5

Why do we have to study teaching

objectives?
For Sslearning get Ss to
focus on learning and selfmonitoring
For Ts instructing
Guide T to have a better
choice of teaching method
or media aid.
For assessment Guide
T&Ss to evaluate the
outcome
Page
6 6

Basic steps of designing a lesson

Set
objectives
7

Orient
objectives

Evaluate
objectives

How to state teaching objectives

1 Its the outcome of learning not the

activities.
2 Its clear and observable.
3 It should be Ss can do sth., not T
makes Ss do sth.
4 Each objective should include only one
item.
8

Bad way:
(1)Cultivate Sss--(2)Lead Ss to do--(3)Master--(4)To train Ss to do--(5)To stimulate Ss --(6) To enhance Ss--(7) To let Ss. Do --(8) To introduce --9

Five key words

10

 comprehension
1 Character, Plot, Setting
2 Draw conclusion
3 Cause and Effect
4 Summarize
e.g Use your Story Map to summarize The Summer of the

Swans. Tell about the different emotions that Sara feels

while searching for Charlie.

Character
Setting
Problem
Events

Solution
11

11

 application
Compare the two schedules. When can
the girls meet?

Look and think: how does Da

Vinces own words help you understand
his ideas and feelings? Why?

12

12

 analysis
1 the gist of a paragraph
2 facts
3 opinions
E.g. Use evidence from the text to support
your answer. Why does Sara feel anxiety when
she looks at the forest?

13

13

 synthesis
E.g. Ss can synthesize: How would you end
the story? Why?

The setting of the story presents

many obstacles for Sara to overcome. If
you were to plan a search for Charlie,
what would you need in order to overcome
these obstacles?
14

14

 evaluation
1 Authors perspective(attitude or opinion )
2 Authors purpose(inform,persuade or
entertain)

3 Readers judgment
E.g. Use specific examples from the information in
the text to support your answer.
Use a chart to keep track of the clues that reveal
the authors purpose as you reread My Friend
Action
Judgment
Mateo
15
Evaluate the actions of the characters.
15

Curriculum standard
Vocabulary 600~700 400 50
1500~1600 700 500
3500~4000 3000 2000
01 know \understand the meaning of--02 know compound words like foretell, undergrowth;
know the antonyms of tall, old, big--know the prefix or suffix of base words like employ,
employee\ agree, disagree
03 comprehend the multiple-meaning words like
conscious (knowing or realizing; awake)
04 Use the words in the context
16

16

Language ability
Level 1Listen and do:
can identify pics or objects;
can understand simple instructions
and respond correctly;
can follow the instructions, such as
point at the pic, paint the pic, or
draw;
can understand short simple story
with the help of pics or gestures and
respond correctly.
17
17

Level 1Speak and sing:

can mime speaking according to recording;
can greet each other in simple English;
can communicate with each other about simple
personal information, such as names, ages and so
on;
can express ones feelings, such as likes or dislikes;
can guess from acting and say out the words &
phrases according to pics.
can sing 15 songs or ballads or so.
18

18

Level 1Play and act:

can play games with the help of their teacher
and communicate with each other in simple
English as well;
can role-play in simple English.

19

19

Level 1Read and write:

can know the words with the help of pics;
can read the words with the help of pics;
can understand short simple stories with the
help of pics;
can write letters and words correctly;
can mime writing words and sentences.

20

20

Level 2Listening:
can comprehend simple conversations or
recording materials with the help of pics,
images or gestures;
can comprehend simple stories with pics;
can understand Ts questions;
can respond to simple orders or Ts questions
correctly.

21

21

Level 2Speaking:
can make good pronunciation and intonation ;
can make simple dialogues about personal
information or ones family;
can use some everyday English, such as
greetings, farewells, appreciations or
apologies;
can describe topics about everyday life;
can tell simple stories with the help of T & pics.
22

22

Level 3Listening:
can identify various tones, such as affirmative,
interrogative or orders;
can know the rhythms of ballads;
can identify the connections of spoken discourse;
can understand sequential instructions and questions and
respond properly;
can comprehend the discourse about the familiar topics;
can understand what T narrates about a story with the help
of clues.
23

23

Level 3Speaking:
can communicate in simple English;
can communicate about familiar topics;
can role-play with the help of Ts instructions;
can describe sth. with the help of slides, pics or words;
can offer ones personal information or experiences;
can account simple stories;
can recite some English poems , ballads or sing some
English songs;
can make good pronunciation and intonations during the
24
English
activities.
24

Level 4Listening:
can understand simple discourse in normal speed,
identify familiar topics and get information from
them;
can understand the plot, characters or events of
stories;
can understand sequential instructions and
complete the tasks according to them.
25

25

Level 4Speaking:
can give sequential instructions according to
clues;
can elicit topics and make dialogues;
can describe ones own or others experiences
with the help of T or pics;
can participant in role-play with the help of T;
can make good pronunciation and intonation
during the speaking activities.
26

26

Level 5Listening:
can comprehend the authors purpose according to its
intonation and stress;
can understand the talks about familiar topics and can get
information and views;
can guess the new words meaning from the context and
can comprehend the general ideas ;
can respond properly during the listening;
can note down some information.

27

27

Level 5Speaking:
can offer information, express ones views and participant
in discussion;
can exchange information with partners and complete the
tasks together;
can revise oneself while speaking;
can inquire and ask for help;
can make situational conversation;
can act an English short play;
can make good pronunciation and intonation during the
28
English activities.
28

 Teaching design
29

How to lead in
30

Sample
Topic: My new teachers
1
Lesson plan: Listening (criteria for a good
teacher) and reading (introduction of three
teachers) teaching contents as follows
INTRODUCTION
1 Look at these words. Decide if they are positi
amusing energetic funny intelligent ki
nervous organized patient popular serio
2 Use some of the words in activity 1 to describ
3 Listen and tick the statements that you agree
Step 1: Lead in
T: Hello, boys and girls. Nice to meet you! I am
your new teacher. Now look at me! What do
you
think
about
Could
you
Reasonable
Sssme?
way of
thinking
use some
31adjectives to describe me?

Sample2
Topic: Seasons The weather in Canberra
Lesson plan: Listening and speaking (WB
Listening: a comparison between Australia and
China)
Step 1 Lead in
1 Teacher shows some pics (animals, national flag, map of
Australia, map of China) and let Ss talk about some general
information about Australia and China(size, location, animals).
2 Teacher shows a map of China and ask Ss:
If you are asked to compare Australia with another country,
which country would you choose?

Targeted
32

What purpose

Sample3

Topic: Educational exchange

Lesson: Writing
Step 1: Lead in
1 Ss enjoy a video and ask: What is the website Ma
Fengwo.cn about?
2 Ss skim An exchange visit on Page 76 and find out the
answers to the two questions, then complete the report.
3 Ss talk about their activities they have done
4 Ss find out the structure
5. Ss read the two articles to identify good sentence
structure.
6.Ss make a comparison between the two articles.

More like speaking

33

Sample4

Topic: Life in the future

Lesson: Listening (a letter from the future)
and speaking
Step 1: Lead in (12 minutes)

1 Questions: How did people travel in the past? What about

now? What about in the future?
2 Let Ss watch a piece of video (Shenzhou IX into space)
T: So how do you think people will travel in the future?
Ss: By rockets.
Proper media application
T: I think Do you agree?
Ratio of time and effect
Ss: Yes.
Role of Ss and T
34

Good case

35

 Topic: My new teachers

Lesson: Listening and speaking
Step 1: Lead in
1 Teacher asks questions:

Sample5

Take Ss life into account Ss

can express their ideas freely.

Do you remember your first teacher? Who is your favorite teacher?

Can you tell me something about him or her?

2 Word competition: Divide the whole class into two

groups. Ss come to the blackboard to write as many
adjectives as possible to describe a popular teacher and
an unpopular teacher.
A competition can motivate Ss to learn.
36

Group 1

Popular
teacher

Group 2

amusing, energetic, funny

intelligent, kind, patient,
beautiful, honest,
handsome

strict, serious, stupid

Unpopular
teacher

3 Read the adjectives after the

37

Categorical reduction helps

Ss remember better

Sample6
Topic: Educational Exchange
Lesson plan: Listening & speaking
Step 1 Lead in
Take Ss life and emotional attitude
Let Ss watch a picture of an old photo
into
account

and
lead students
to guess what
it is.
Teacher opens up that album and shows them a series of pictures of
educational exchage).
Pre-listening question:
Would you like to take part in an exchange program or not?
And why?
Step 2 Predicting
Teacher shows a picture of poster and ask Ss to tell what kind of
activities people are having.

Preps for listening

38

Activate the learned knowledge

What lead-in activities would you

design? Festivals

39

Topics
Students interests
Vocabulary
Grammar
Reading comprehension activities
Speaking
Cooperative learning

Activity 1:
In groups brainstorm the festivals you
know about or you might have heard of.
Make a list and try to classify them into
different categories.
Chinese festivals/western festivals/African
festivals
Festivals to celebrate
(topic, reading passage)
40

Activity 2:
Which is your favourite festival? Give your
reasons.
Which festival would you like to
experience? Why?
(vocabulary, grammar)
41

Activity 3:
Get into groups. Each student must think
of a festival and briefly describe it to your
group members. The other members ask
questions and try to guess what festival it
is.
(interest, vocabulary, cooperative learning)

42

Strategies:
Activating prior knowledge
Predicting
Skimming
Scanning
Guessing meaning of unknown words
Recognizing text types
Identifying topics and main ideas
Word recognition exercises (not really a strategy)

43

How to design a lesson

1. A clear objectives
To develop/improve the students reading skills
To get the students familiar with vocabulary

Students will underline the topic sentence in each

paragraph.
Students will write three inferential questions for the
passage that is presented.
Students will be able to skim to find the main idea
of the passage.

44

How to design a lesson

2. Out of Ss reality
Ten Question Syndrome
K-W-L Mode
What do I Know?
What do I Want to know?
What have I Learned?
45

How to design a lesson

3 A tutor, not a judge
Are you a coach or a judge?
Scaffolding
What difficulties do the students
have?
InputOutput
46

Input processing: Input-intake-output

1.
2.
3.
4.
5.

47

Present one
thing at a time
Patten
(1993)
Keep meaning in focus
Move from sentence to connected discourse
Use both oral and written input
Have the learner do something with the input

How to design a lesson

4 various but logical activities
(to maintain interest, motivation, and pace)

Individual work
Pair work
Group work
Class work

Cooperative learning
48

How to design a lesson

5 Clear instructions
e.g What problems can you find from
the following teaching instructions?
Now please use some adjectives to introduce
somebody.
Now please use as many adjectives as you can to
describe a popular teacher and an unpopular
teacher.
49

 Please turn to page 11.Look at the screen, here are

some pictures. Please describe them using the
expressions below them.
Scan the text to get the general idea of the text.
Now listen to the tape.
Can you find other information about Murrays
life?

50

How to design a lesson

PURPOSE:
TYPE:

6 Reference for your

activities
Is the purpose clearly defined?

Does the type of exercise/activity effectively

and economically accomplish the purpose?
CONTENT:
Is the ratio of language given/learner task
economic?
Are instructions to learners clear?
INTEREST:
Is it interesting?
AUTHENTICITY: Is it a meaningful task? Is it challenging?
DIFFICULTY:
Does it contain distracting difficulty?
(Moore J, 1980)
51

How to deal with vocabulary

in an intensive listening text
Justifying procedures

Reasons:
1. It is a high frequency word or will occur in other
texts.
2. It is a useful technical word.
3. It is a low frequency word.
4. It is important for the message of the text.
5. It is not important for the message of the text.
6. It has useful parts.
7. It is easy to guess from context.
8. It is like a first language word.
52

Justifications for Procedures for

Dealing with Words in TextsReasons
Ways of dealing with words

1, 2, 3
Preteach
1
Replace it in the text before giving 3
the text to the learners

4, 5
4
4, 5

6, 7, 8
6

Put it in a glossary
Put it in an exercise after the text

13
1

4, 5
4, 5

6, 8

Quickly give the meaning

Do
nothing about it
53

3
3

4, 5
5

8
7, 8

Ways of dealing with words

Reasons
1, 2, 3
1, 2, 3

4, 5
4

Help the learners use a dictionary

1, 2, 3

4, 5

Break it into parts and explain

1, 2, 3

4, 5

Spend time looking at its range of

meanings and collocations

1, 2

4, 5

Help the learners use context to

guess

Paul Nation, Managing Vocabulary Learning

54

6, 7, 8
7

What
What words are to be taught?
What aspects of a word are to be taught?
What strategies are to be taught?

55

What aspects of a word ?

If you know a word, it means:
You know how often it appears in oral or
written language;
You know its function in a context;
You know which family it belongs to;
You can associate it with other words;
You know its other meanings;
You know which words it might co-occur with.
56

Strategies to be taught
Pronunciation, form, meaning combined
Guessing words from the context
A knowledge of word formation
Using English-English dictionaries
Skills of memorizing words
How deeply you process the word
How frequent you meet the word
L1 translation
L2 explanation
L2 output
57

How
Learning from meaning-focused input: listening,
reading
Learning from meaning-focused output:
speaking, writing
Language-focused learning: important words,
strategies, grammar
Developing fluency: repetition
( Nation )
58

How
Lexico-semantic theory
a net work of associations, a web-like structure of
interconnected links (Aitchison, 1987)
Connect the word with already known words, the
links is created, the learning takes place (Skmen
)
1
2
3
4
59

Put the words into three lists.

What other words can you think of to put into this spider?
How many words for time/colour/ do you have
Try to work out the meaning of these words beginning with multi-.

Asian elephants; giant pandas; blue

whales; South China tigers

An endangered animal
related to the topic
classification
Wild; giant;
cruel; fierce;
cute; planteating; meateating;
dangerous;
gentle; large;
polluted;
imprtant

60

Home; food; appearance;

behavior; life; why in danger

Adjectives to describe animals

Important verbs
Provide; pollute; kill;
protect; weigh; eat;
move; live; cut down;

Dual coding theory

Learning is aided when materials is
made concrete within the conceptual
range of the learners
Create a range of 5-16 encounters
with a word in order for student to
truly acquire it
61

lexical chunks
The most fundamental guiding principle (for)
those who are anxious to be proficient in foreign
conversation is this: Memorizing perfectly the
largest number of common and useful wordgroups!
Palmer (1925)
As a way of quickly developing fluency and of
picking up native-like expressions, groups of
words should be learned as units.

Nation (2003)
62

lexical chunks
Polywords
Collocates co-occurrence
lexical: heavy rain, heavy smoker
grammatical: intend to do, good at
Institutional utterancesSentence frames
and heads

63

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64

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