Transcript How do I use it?

Overseas Study
in Australia
2007
By Vicky Huang
Overview
Methodology and Classroom Observation
1.Listening
2.Vocabulary
3.Interactive activity
(Listening/Speaking/Reading)
4. Writing
 School Visit
 Information Sharing

Listening –Finding a balance
Top-down: context
1. looking from the whole language
2. focus on the “meaning” and “use”
3. prediction task-w/o words preteach,
students can’t get involved.
 Bottom-up
1. part of language
2. grammar/ vocabulary/ pronunciation…

Classroom Observation
Top-down Listening Task
Topic : Cow
Classroom Observation
Bottom-up task

Bingo Game
ex. language opinion bingo

matching
How do I use it ?
Top-down Task (Enjoy 9, Lesson 1)
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Ss backgroundYear 6, Level D
Preteach“is coming to”,
“Friday”, “singer”,
“want to be”
Using web map to
help students
understand the
conversation.
How do I use it?
Bottom-up Task (Enjoy 7, Lesson 2)
1
2.
3.
4.
5.
6.
7.
8.
9.
10.
c
11.
12.
13.
14.
15.
19.
20.
A
16.
17.
18.
Follow the instruction.
1. Go to block 13, write down the number of picture “beak”.(a)
2. Go to block 9, write down the number of picture “cheese”(c)
...
Vocabulary
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Context approach
Notions: ”noticing”, “retrieval” and “use”
1. Noticing-teach words
2. Retrieval and Use –
How are students using?
Denotation (the word meaning)
and Connotation (personal association
and feelings for the word)
Classroom Observation
Words Instruction for Post-Beginner Level
Word Wall
 Help students to
retrieve the words
Words Instruction for Beginner Level
A group a picture, each group
has different pictures
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Students write down the words
associated with the pictures.
(retrieval)
They may write them in
sentences with consistency.
(use)
Presented by groups
Denotation and connotation
are both included
Words Instruction for
-- Post Beginner Level
Students should read it, copy
it and repeat it. (retrieval)
An activity
book a week.
Make sentences
with the words.
(use)
How do I use it? (Enjoy6, Lesson 6)
Making Word Association Map Through Discussion
noticing
& Denotation
Connotation
Ex
Buy what?
新學友書局
pens, CDs, erasers,
長和書局
books, storybooks
萬花筒書局
notebooks
…
Make a sentence (retrieval and use)
新學友 is a bookstore.
I am going to the bookstore.
I am going to buy books.
壽山動物園 is a zoo.
I am going to the zoo.
I am going to see lions.
Interactive Task
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Work in pairs or small groups.
Talk is needed to complete the task.
Equal turn taking.
Types of interactive tasks?
- IGAs
-
Barrier Games
Flow charts
Ranking
Sequencing
Surveying / Interviewing
Classroom Observation
Interactive Task
Flow chartspelling activity
Ranking
ex. the most important,
the favorite,
the noisiest…
Y
c
Classroom Observation
Interactive Task --IGA
For advanced students
One is for student A, another one is for student B.
Surveying and Rankingretrieval and use the words
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Q: Where are you going ?(Ask students to
choose the one they want to go most.)
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Make a bar chart and students read
the chart information.
IGA- Enjoy7, Lesson 2
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2 students a pair.
Student A is an advanced student.
Student B is a student relatively
slow to Student A.
Student A read the sentences.
Student B listen and choose the
right one.
IGA
Writing
Deconstruction
- makes the context
meaningful
- build the background (prior)
knowledge
 Joint Construction
- T guides students by asking
questions, making
suggestions and re-working
 Independent Construction
- Independent writing
 Circle means flexibility
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Classroom Observation
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Deconstruction
Classroom Observation Top-down Listening Task
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Joint Construction
T offers students
reference words to write.
Students write words,
or even simple
sentences through T’s
help.
Classroom Observation
Cows have four legs.
Cows give us milk.
How do I use it? (Enjoy 7 Lesson 2)

Deconstruction: build the field
- Story telling for “ The fox and the crow.”
- Top-down discussion
crow
The fox gets the cheese.
The crow sings.
eyes
feathers
The fox makes the crow sing.
big
+
pretty
The hungry fox is looking for food.
+
=
The fox wants to get the cheese.
sing
queen
Joint Construction
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IGA IGA
Change the story elements. Use the p.12
picture as an example. Work out the story
together w/ students.
Who? the alligator, the cat
What? has bread in her mouth
How does the cat look like?
Body parts
Describing words
eyes
big
hair
clean
ears
pretty
Independent Construction
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For advanced students, they have to make
their own story.
For the middle level students, I will focus
on the joint construction stage. Teacher
helps them fill in the blanks to complete
the story. Then rewrite it.
For the slow students, they only have to
copy down the new story that we just
worked out together.
School Visit
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Grade : K to Year 6
Class size:
- K: 20students/class
-Year 1: 20-22 students/class
-Year 2: 22-24 students/class
-Year 3~6: around 30 students/class
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Assistant teacher: It depends.
Learning supporting teacher: Reading
Recovery
School Visit-Reading
Reading Strategy
Reading Groups
Reading Corner
Reading Activity
Library
Grammar Poster
Punctuation Poster
Phonics Poster
Sight Words Poster
Poster for Asking Skill
Genre Approach-Text Type
Website Information Sharing
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On-line news
www.abc.net.au/rn/edpod
www.abc.net.au/tv/btn
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Kids TV program
www.abc.net.au/abckids
www.abc.net.au/children/bananas/aboutgames
www.abc.net.au/abckids/guide
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Writing
www.kidsonthenet.com/castle/index.htm
The last but not the least
Thank you for
listening!!