U3.8 Organizing  teaching activities

1. To know what  is instructional design   2. To be able to  classify different kinds of activities   3. To talk about  how to start a lesson   4. To master the  basic teaching procedures   5. To discuss  how to organize activities effectively   6. To be able to  analyze and assess the activities of starting a lesson   7. To analyze  teaching colors according to the given procedure

Step1. Warm up

1. Review

  Ss demonstrateinstructions with body language.

2. Ss review in what way we learn our L1, and then think:

  What activities can we use toteach pupils English?

Step 2. Presentation of teaching activities

1. Introduction ofteaching activities

Ask: 1) what is a teaching activity?

一个教学环节，以语言练习为主要内容，以将语言知识和技能在具体活动中的落实为主要目标。

语言知识：词汇、语法、文化等方面

语言技能：听、说、读、写等

活动的形式例举：听说、听做、排序、配对、认读闪视卡等

  2)What is instructional design?

英语教学活动的设计即设计和组织英语课堂活动，是指教师根据教学内容设计语言交际场合及情景，设计课堂活动，组织并引导学生参加语言交际，在活动中学会运用课堂上所教的语言，并会用英语进行交际。

简言之，课堂教学活动设计就是对一个活动（环节）的教学内容、目标、方法、时间等的选择与安排。

 3) Ssdiscuss: When designing an activity, what factors do you need to consider?(Task3.8.4A)       

    knowledge, skills – listen, speak, read,write

participation, time, space, level - interaction

 atmosphere – stirring,settling

ability – physically-engaged,mentally-engaged

phases- to prepare, present, practice

 

2. Presentation oftwo types of activities and practice

Present the newtopics below using the discussion points above.

 T: consideringclassroom atmosphere and the learners’ ability development,we should choose appropriate types of activities. So howdo we categorize these activities? (Present the new topic.)

1). Stirring and settling activities

(1). Stirring activities: wake up andstimulate children   Over-excited,restless

Settling activities: calm children down,bored

---Halliwell(1992)

(2). Task3.8.2 A on Page 109

Ss work in pairs, and decide which is a “settler”and which is a “stirrer”. Then check the answer.

Activity 1,2,8 and 9 are comparativelysettling activities, and the others are more stirring ones.

(3) Task3.8.2 B on Page 109

Show Ss some activities and ask them tojudge.

 Stirring: paired oral work, competition, roleplay, guessing games, TPR activities, singing songs, drama acting, etc.

 Settling: copying, coloring, listening,drawing, dictation, other writing tasks

( 4). Question: How can we use these twokinds of activities effectively?

(A) Lively class: settling activities

      Quietclass: stirring activities

(B) Tips:Alternately use stirring and settling activities.

2). Physically-engaged and mentally-engagedactivities

(1). Introduction: Halliwell also pointsout that some activities require children to think hard while others requirechildren to do things with their hands. So they can be classified as “mentally-engaged”activities and “physically-engaged” activities

Physically-engaged: children are requiredto think hard

Mentally-engaged: children are required todo things with their hands

(2). Task3.8.3

Ss work in pairs and make a list of physically-engagedactivities and mentally-engaged activities.

Physically-engaged: reading aloud, copying,coloring, repeating, drawing…

Mentally-engaged: guessing games, solvingproblems, imaginations, telling one’s experiences…

Step 3. Presentation of “how to organize activitieseffectively” and practice

 T: When designingthe activities, we need to consider many questions just like you have shared. Oncethese questions are answered, we can move into the details for designing theactivity, such as when we will do this activity. First, we should know whatteaching procedures there are in a lesson, and then we can choose appropriateactivities for each phase.

1. Details fordesigning an activity

 1) preparationphase ---- warm-up

2) main activity phase ----- Presentation, practice

3) follow-up/ consolidation phase ---- Communicativepractice,  extension, conclusion,homework

2. How to start alesson?

1). Ss talk about the following twoquestions.

Q 1: What do warm-up activities function?

      (1)Arouse pupils’ learning interests

      (2) Preparefor the new lesson:

Draw pupils’ attention

Stimulate the experience and knowledge

Form a range of expectance for learning

Have pupils participate

2). Q2: What activities do you think can beused to start our lesson? Suggestion answers: (page106)

  Activities of warm-up: a song/chant, a rhyme,a TPR activity, a game, a talk, a story…

Suggestions for the beginning: moreinteresting and unpredictable as well as purposeful.

3. Practice

 Case-analysis and discussion (New Friends)

Topic: Discuss ways the teacher use to start thelesson and analyze its purpose respectively.(See ppt13)

  TPR (Guess, listen and do, chant and do) →Review activity phrases

Guess (flashcards)          →Review‘She/he is…. She/he likes…’

Look and judge            →Reviewdescriptive words

TPR           →Reviewantonyms

4. Ways of leadingin a lesson

1) 活动导入:歌曲、游戏、猜谜、竞赛、TPR

(enjoy theteaching clip of “Christmas Gifts”)

2) 情境导入设问、图片、实物、动画 

 (enjoy the teaching clip of “Wild Animal”)

3) 交待目标和要求

5. Activities and appreciation (May be left for Ss to analyze after class.)

活动一：catching game

T: Let’s play a game: Look at the screen,there are some phrases in it. If you know it, please stand up, try to catch itand read it loudly. Are you ready?

Ss: Yes!

(于是孩子们整装待发，信心十足。音乐响起，屏幕快速闪过一些已学的动词的－ing形式。会读的孩子兴奋地起立大声读出此短语，并作要抓单词样。屏幕最后定格在一个大空格加问号中。目的是让孩子继续说说相关的动词短语。)

T：Anymore?

S1: watching TV!

S2 : Playing computer games!

…

(接着，老师拿出自己准备好的道具吉他，边弹边问学生：What are you doing? 学生如实回答。)

S1: I’m reading.

S2: I’m having English class. …

活动二：guessing game

(老师趁机引入她的吉他老师Peter,让学生猜What is Peter doing?)(屏幕出现Peter 的照片)

S1: He is drawing pictures.

T: Maybe!

S2 : Maybe he is going hiking!

S3: Maybe he is going shopping!

S4: Maybe he is sweeping the floor!

T：Anymore?

…

6. Basic demands of warm-up/lead-inactivities

 (1). 以教学目标为导向(问题情境指向课题内容的总目标)；

(2). 与即将开始讲解的新知识相关(能揭示新旧知识的关联)；

(3). 短时间内取得良好的效果(时长为3分钟以内为宜)；

(4). 形式丰富多样，活动设计有梯度，贴近学生生活；

(5). 富有启发性，抑制与教学无关的活动

(6). 考虑学生的兴趣，能激发学生的主观能动性。

7. The principles of effective activities used to beginning a lesson:

Meet the needs of learners

Related to the new learning

Make learning enjoyable

Not too long

Communicative(师生有真正意义上的互动，包括意义的磋商和信息的交换等)

  Contribute to learners’ overall development

Step4. Discussion of how to organize activitieseffectively

1. Discuss: what steps do you think acomplete lesson should have?

 warm-up andlead-in, presentation, practice, communicative practice,  extension, conclusion, homework (possibleanswer)

2. lecturing of each step

Common way:

1) Warm-up /Lead-in ---  激活已知，形成动机

2) Presentation and drill（在语境中交替进行，挥动扩展）---感知、理解新语言项目，在体验和实践中构建新知识，强化理解和记忆

3)  Meaningfulpractice --- 初步应用表达

4)  Textbook  ---   整体理解语段和内化

5)  Communication（新语境下的综合运用）--- 运用语言进行交际（新语境下能力生成和迁移）

6)  Conclusion，homework --- 整理重点，巩固落实

Task- based ：

引入（Leading-in）- 准备做任务（Pre-task）- 做任务(while-task)- 展示任务产品(Post-task) - 检查与评价（Check and Comment）- 布置作业（Homework）

3. Ss discuss in pairs:

 How can we present new language effectively?

 Discussionpoints:

1).新知识要建立在学生已有的知识经验基础上

2).语境创设真实自然，贴近学生生活，有利于学生理解和感知语言的意义(see video clip1)

3).呈现要在语境中进行，使音、形意相结合

4).呈现要以旧带新，小步子扩展，逐步建构，方法多样，调动学生多感官参与(see video clip2)

5). 师生要保持自然和谐的情感交流，教师要关注全体学生的学习状态，鼓励学生主动学习。

4. How can we design and organizemeaningful practice?

Watch and discuss video clip3: 孙老师分了几个步骤完成这段教学活动？ 

                            这个交际性语言运用活动如何体现了交际性？

T：开展有意义的语言实践活动，关键在于创设有意义的“语境”和“信息沟”。

  1）目标要集中

2）形式要多样图片（歌曲，游戏，卡片，简笔画，多媒体，TPR，etc.）

3）不断重复

Step5.Conclusion

1. Discuss how we can organize teaching activities effectively.

2. Suggestions:

拿来主义---    减少备课的时间，同时更深入地了解和关注学生

简单原则---    活动引入简单、指令简单、教具简单等

朴实为好---    模仿表演、抄写还是需要的