劍橋英語教學(xué)能力認(rèn)證考試教程

1、Unit16 Practice activities and tasks for language and skills developmentn What are practice activities and tasks for language and skills development?These are activities and tasks designed to give learners opportunities to practice and extend their use of language, such as new vocabulary, functional

2、 exponents or grammatical structures, or of the subskills of reading, listening, speaking or writing. There are many different kinds of activities and tasks with different names and different uses.n Key conceptsHere are two writing activities. Can you find three teaching differences between them?Act

3、ivity 1 Complete these sentences about yourself with can or cant.1. I swim.2. I speak Mandarin.3. I play the guitar.4. I use a computer.5. I run very fast.Activity 2Write an invitation inviting your friends to your birthday party.l Invite them.l Tell them:the datethe timethe address of the party.We

4、can see that both these activities give learners an opportunity to use language, but in different ways.Activity 1Activity 2l is a controlled/restricted practice activity because learners can only use certain items of languagel focuses on accurate use of languagel is a gap-fill exercise.l is a less c

5、ontrolled/freer practice activity because the language the learners will use is not carefully limited or controlledl focuses on communicating a messagel is a task.The same kinds of differences can also be seen in other activities for speaking, writing and learning new language. Drills (guided repeti

6、tions), copying words or sentences, jazz chants, dictation and reading aloud are other examples of controlled practice activities. In freer activities the teacher or the materials do not limit the language that learners use. Examples of these are: discussions; solving problems through exchanging ide

7、as; sharing or comparing ideas, information or experiences; writing emails, stories, letters, invitations or compositions.Here are six more activities. What skill/subskill/language do they focus on? What is the name of the type of activity?1. Read the story. Then answer these question:a How old is g

8、irl?b Where does she live?c What is her friends name?2. A Listen to the tape and choose the best answer:The childrens school is:a near their houseb near the shopsc opposite the post office B Now listen again. Are these sentences true or false? a The school is new. b The classroom is big. c The libra

9、ry has may books.3. Look at these pictures and then read the story. Put the pictures in the correct order. Write the correct number (1-6) under each picture.4. Listen to the tape, and in pairs fill in this form: Girls name: . Girls address: . Name of girls friend: .5. Work in pairs. Each of you shou

10、ld use one of these role cards.A Your friend has a problem. Give him/her the best advice you can.B You have a problem. You want to go to university, but you find studying very difficult. Ask your friend for advice.6. Get into groups of four. Find out which food your friends like and dislike most. As

11、k: Which food do you like most? Which food do you dislike most?Here are the answers to the question above:ActivitySkill/subskill/languageType of activity1Reading for specificinformationWh- question (questions beginning with question words: e.g. which/what/how/when/why) for comprehension2Listening fo

12、r specificinformationA Multiple-choice question (an activity in which you choose the best answer from three or more possible answers)B True/False questions (an activity in which you decide whether statements are correct or incorrect)3Reading for detailOrdering4Listening for specificForm filling5Flue

13、ncy in speaking / freerpractice of new languageRole-play (an activity in which you imagine that you are someone else in a specific situation)6Accuracy in speaking /controlled practice of newlanguageSurvey (finding out the opinions of a group on one topic)We can see that activities can differ in seve

14、ral ways: the skill or subskill they focus on; what type they are and what interaction patterns they use. The kinds of skills or language they focus on and the interaction patterns they use are not fixed. So, for example, multiple-choice questions could be used for reading, listening or grammar acti

15、vities and can be done individually, in pairs or in groups. Similarly, form-filling could be used for reading, listening or grammar practice, and done individually, in pairs or in groups.Activities 5 and 6 both involve learners talking to one another to exchange information they dont know. This mean

16、s they are talking order to communicate, not just to practice language. This kind of activity in which learners exchange information that only one of them has is called an information gap or a communicative activity.An activity may focus on accuracy or communication depending on how it is introduced

17、 by the teacher or the materials. For example, the survey above is focused on accuracy because it limits the language that learners use to ask and answer two specific questions. If the instructions for the activity were Find out about your friends likes and dislikes in food, this would not restrict

18、learners choice of language and the activity would focus on communication. n Key concepts and the language teaching classrooml When selecting activities for practising language or the skills of speaking or writing, we need to decide whether to do a controlled practice or a freer practice activity, a

19、n activity that focuses on accuracy or on communication.l When choosing activities for developing skills, we need to decide which skill or subskill to focus on.l Lessons usually consist of a series of linked activities. There are several different ways of linking activities in lessons. These are jus

20、t some of them:1. PPP: Presentation controlled practice activities freer practice activities2. TBL: Discussion tasks presentation focus on form3. Skills-based lessons: Warmer and lead-in comprehension tasks post-task activitiesExample I: A listening skills lessonLead-in: discussing the topic of the

21、listening and learning any important new vocabulary Comprehension tasks: listening to the recorded conversation again and completing a form with specific information Post-task activities: brief discussion of the topic of the conversation.You can see that the comprehension activities (for listening o

22、r reading) start with focusing on more general levels of comprehension before moving on to subskills that require paying more detailed or specific attention to the text. Example 2: A topic-based lesson which develops several skills Lead-in: speaking about the topic and doing related language work Ta

23、sks: listening to a recording about the topic reading a text about the topic Post-task activities: discussing the topic and/or focus on the language of the topic writing a composition about the topic.See Unit 18 and 20 for planning activities for lessons and Unit 26 for language useful to the teache

24、r for carrying out activities.FOLLOW-UP ACTIVITIES (See page 173 for answers)1. What do these activities aim develop? Put them into the correct column.CommunicationAccuracyA. choral drilling of pronunciationB. role-playC. dictationD. discussionsE. gap-fill exercisesF. story writingG. copying wordsH.

25、 repeating new wordsI. describing picturesJ. learning conversations by heartK. problem solving2. Which skill(s) could these activities be used to develop?A. story completionB. form-fillingC. information gapD. true/false questionsE. role-play REFLECTIONThink about these learners comments:1. I dont li

26、ke doing lots of different activities its confusing.2. I like doing a mixture of activities with some focusing on accuracy and some on fluency. That really helps me learn.DISCOVERY ACTIVITIES1. Look through two pages of your coursebook. Can you name all the different kinds of activities it contains?

27、 What is the purpose of each activity?2. Look at .uk to see lots of different activities for developing skills and language.3. Look back over this unit and find a type of activity that you have never taught before. Try it with one of your classes. Did it work well? Was it successful? Write up your thoughts in your TKT portfolio.4. Use the TKT Glossary to find the meaning of these terms: chant, jumbled pictures, labeling, prioritizing, project work.TKT practice task (See page 176 for answers)For question 1-7, match the descriptions with the te