Y.LONG Guangdong University of Foreign Studies

FLTRP Training Program for College English Teaching (July 21-24, 2010)

Reading and Writing Teaching Seminar

LONG Yan

Guangdong University of Foreign Studies

Y.LONG Guangdong University of Foreign Studies

I. Integrated Course teaching in GDUFSII. A demo classIII. Exchange of ideas

Y.LONG Guangdong University of Foreign Studies

School of English and Education founded in 2001 and restructured in 2005

structure

Department of EducationDivision 1Division 2Division 3Division 4Graduate English Division

Y.LONG Guangdong University of Foreign Studies

教育学（英语教育）专业特色 本专业学生在校期间将参加英语专业四级和八级测试。通过英语和教育理论的学习与教学实习，形成良好的英语教师素养，获得从事各类学校英语教学与研究和企事业单位英语培训与管理的较强能力。 主要专业课程包括两大模块： 1 、英语语言文学课程：综合英语、英语口语、英语视听、高级英语、英语国家文化、英语笔译、英语口译、英美文学、语言学概论等。 2 、用英语或双语开设的教育学课程：教育学原理、课程与教学论、中国教育史、外国教育史、英语教学法、教育心理学、教育领导学、比较教育学、教育文化学、教育技术学。

Y.LONG Guangdong University of Foreign Studies

College English teaching in GDUFSPlacement test in Grade1 All-English Class Year1: College English+CECL Year2: English Writing Stream A Year1: College English Year2: Western Culture; Translation Stream B: College English Stream C: College English

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Integrated Course of College Englishin GDUFS What skills are integrated? How? What skills are neglected? Why?

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Why is writing not fully integrated in ELT?This is so partly because it is laborious and time-consuming to mark learners' compositons and partly because relatively few non-native speaking EFL teachers themselves are able to write good English. -- Wang Chuming

Y.LONG Guangdong University of Foreign Studies

More manageable tasks involving listening, reading and speaking receive much more attention in EFL teach, with speaking as the major mode of developing productive skills. ----Wang Chuming (The Length Approach in ELT)

Y.LONG Guangdong University of Foreign Studies

Issues to be considered to achieve successful integration of reading and writing read efferently or aesthetically Successful shift from language perception to language production Reading speaking Reading writing

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A possible solution Teacher-facilitated, student-centered approach

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Starting point: readingReading for entertainmentReading for writing

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"I took a speed reading course and

read 'War and Peace' in twenty minutes. It involves Russia."

---- Woody Allen (US movie actor,

comedian, & director)

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Goals of teaching reading

1) developing students’ reading skills and strategies;

2) maintaining students’ motivation for reading;

3) helping students have effective language output

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A Case Study Material: Unit 2 Childhood memories (Book 3) New Standard College English

---Real Communication:An Integrated Course

Target Students: Sophomores (Semester 1) Class size: 50 Time duration:80 mins

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Unit Overview

Starting point Active reading(1) Talking point Active reading (2) Talking point Language in use Reading across cultures Guided writing Unit task Unit file

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Procedures

Pre-reading activities

While-reading activities

Post-reading activities

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Pre-reading activitiesA game: find out the differences in the pictures

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Pre-reading activities Group work: (p.18) Do any photos remind you of anything from your childhood?Which picture do you find a little unusal from our common practice in China? Individual work:ead the short biography about the author. Read the title and the illustration to get more information. Describe the Superman briefly on p.20

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While-reading tasks Individual tasks: Skim the text and find out its text type, then sum up the main idea of each paragraph in one word.

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04/22/23 Y.Zhu Guangdong University of Foreign Studies 20

Teaching objectives

K: 1. features of descriptive writing 2. key vocabulary and expressions S: 1. use of description and imagery A: 1. Childhood as an important period in one's life

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Focal point:Description people place events A descriptive essay needs sharp, colorful

details that appeal to readers’ senses (sight, hearing, taste, smell, and touch).

the use of imagery

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Related writing skills and tasks Highlight the uses of description and imagery achieved through long phrases and sentences, and employment of allocation

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While-reading activities Teacher gudied reading: Description of places in paragraph 2&5, notice the use of imagery, ask student to underline the allocation Group work: Read the rest of the text, notice the description of real and imaginery people in the text, focus on: 1) their look2) their personality 3) how the author create the image

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Post-reading activity Reading aloud short paragraphs Asking comprehension questions Paraphrase sentences Produce language based on what they

learned

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Read aloud or silently? Type1: silent reading Silent reading is an individual activity; Its main purpose is to get or extract

information; We also read in silence for pleasure. We need effective strategies such as

skimming, scanning, predicting, etc. to help us extract information efficiently.

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Type2: Reading aloud

Reading aloud is a collective activity; We read aloud to share information

with others; We read aloud for appreciation of a

good piece of writing; We need good pronunciation and

intonation in order to make ourselves understood by others.

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Students learn the text through silent reading activities;

With comprehension, they read aloud to their group members;

By doing so, we can boost students motivation and confidence.

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A Vocabulary game Group work: use as many as possible the following words and phrases to make up a short story. vague twilight blaze light giggle outlaw sallow bookish roaring whistling soaring whirling cape sallow mamma's boy perpectual droning sound blink tag broomstick

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An alternative activity I used to be afraid of....(p.27) How many students have the same fear? Why?

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The Nuts and Bolts of writing instruction Problems Possible solutions

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Problems in ELT classroom writing

1) a skill if not being completely neglected, at least its use not fully exploited2)writing as language learning, not for real communication3) product-oriented, not process approach

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Teacher's headaches How to motivate students How to help students compose their writing

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Motivating Students Know who your students are and what they want Use culturally relevant texts and materials Generate an appropriate task Take care of the process of writing. Give feedback as soon as possible

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Use Culturally Relevant Texts and MaterialsCulturally relevant texts and materials are ones that students can connect with, ones that draw on their background and culture (Freeman and Freeman 2004). They do this by connecting to students lives, not just to their cultural heritage. They dras on students' exprience at home,in the community, and at school and contribute to the students' process of making meaning.

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Questions to examine cultural relevance

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"Tasks form the heart of writing teaching" (Hyland, 2003,p.139)

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Take care of the process of writing When every stage of the writing process

is well taken care of, the writing product comes as a natural development. -- Zhou Yan

Let students actively participate. Take a variety of roles from active direction to reflective support.

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Procedures of process writing Creating a motivation to write Brainstorming Mapping Free-writing Outlining Drafting Editing Revising Proofreading Conferencing

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Writing tasks An important person in my childhood(p.31) Write an essay narrating an experience in which a certain emotion was predominant:

Fear Pride SympathyLove Anger Silliness Greed Loneliness ...

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More suggested topics my biggest fear The most courageous thing I've ever done... An old neighborhood My first day at school A rebellious act ...

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Structure A thesis sentence"My first day in kindergarten was one of the scariest days of my life." "When I was young, I used to be afraid of the dark... conflicts details

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Y.LONG Guangdong University of Foreign Studies

Prewriting Talking point (p.27) Freewriting Outlining 1)a thesis sentence 2)conflicts 3)details

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Outlining Who (society,relationship,self) What(money,need,extra benefits) When (past,present,future) Where(school,home,extracurricularplaces) Why(beauty,relaxation,fun)

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Oral composition Group work: based on the outline, share your story with others.

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Finish writing task after class. A sample writing by a student

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Those Days with Nature Raina

When I was a little girl, I lived with my grandpa and grandma in a small village, a beautiful village on the bank of a long river. Those years I spent there composed my most beautiful memory because of my friendship with my peers, and with nature.

In the countryside, we were so close to the nature that we thought it our friend whom we could never ever leave. We got up as the sunshine slip into our bedrooms and the birds began their a-whole-day-long singing. And then we had a day of games with the nature—we went to the crook and caught some tadpoles back home to observe how they grew into frogs; we made nests with straw and put them

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onto the trees, hoping that more and more birds would become our neighbours; we picked the abandoned cats or chickens to the safe corners, took some cloth and food from home to them and kept them accompanied; we liked to sprawl on the farmland in the nightfall and played with the leaping crickets; we enjoyed every bright night, counting the countless stars and staring at the twinkling fireflies. At the end of a day, we slipped into the dreams where we played games with nature again under blue sky.

The children growing up in the villages have a sense of being a part of nature as the nature has ever been played together with them for a whole childhood.

Y.LONG Guangdong University of Foreign Studies

Y.LONG Guangdong University of Foreign Studies

Peer Review Guidelines---Written Response F:\第一期专家

PPT\Guidelines_for_Editing_a_Narrative_Paragraph.doc

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Problems and possible solutions writers who don't write

writers whose writng is difficult (or impossible) to read

writers whose writing doesn't make sense

* writing parteners to help each other with this question

* allow studnets to select their own topic in a low-anxiety, risk-free environment

* have students read back their writing

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writers who never revise writers who edit only a little, if not all writers who take forever to finish writers who find it difficult to get organized and come up with ideas * Teacher as a facilitator and encourager and group help scaffold the task

* select one essay to be read by student

*Edit one thing at a time

* motivation+ deadline

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Sequenced writing assignmentsEmpowering students to write with authority and knowledge on a topic is the goal of many writing instructors. Ilona Leki describes a five-assignment sequence that help students become better writers while becoming experts on their subject areas.

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The SequenceCurrent Knowledge:The First AssignmentIn the first assignment students recount everything they currently know about the topics they have selected, including the significance of the topic and the students' personal involvement in it.

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Summaries: The Second Assignment Students are asked to find three publicly available information on their subjects and to summarize some items.

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The Survey: The Third Assignment Students get more information on their topic from another source-- a survey based on questions evolving from the topic. They develop suvery questions and must survey at least 20 people.

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Interview with an Expert:The Fourth AssignmentThe students make an appointment, draw up interview questions, record or take notes on the interview, and write up the information they find into an interview report.

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The Final Report The Fifth Assignment Students synthesize information into a coherent, fully developed report.

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Your Class. Your Career. Everyone’s Future.