資源1Focusonthelearner’sspokenlanguageLength

1、Focus on the learners spoken languageLength: 750-1,000 wordsDue: 20th October, 2015Overall Goal: To increase awareness of the language learning process by analyzing specific learner utterances and commenting on what they suggest about spoken language development. General Outline:For this task, you w

2、ill: observe a colleagues lesson make notes of language that students produce in the class both accurate and inaccurate ( give 10 samples of learners production) suggest focal points for learners language development comment briefly on the language development needs of the class as a whole Specific

3、Guidelines: 1. Observation: Data collection a) Arrange to observe your colleagues entire lesson- make sure that the learners will have speaking opportunities in the lesson (the teacher can be your ICELT course mate). Before the lesson talk to the teacher about the language ability of the class as a

4、whole and about the lesson (topic, lesson aims, anticipated difficulties, etc.)b) While you are observing: Carefully note language that students produce (in English) during the lesson-note down as much as you can of the sample Also, note the context in which the utterance was said (i.e. who the lear

5、ner was speaking to, the topic the learner was talking about, or a question to which the learner was responding). You may audio record the lesson and note learner language when listening to the recording.2. The task (see template): a) Provide background by giving a brief description of the learners

6、(e.g. age, level of English, classroom dynamic, e.g. disruptive learners, strong and weak learners, shy learners, etc.), and of the lesson (i.e. topic, objectives). 100-150 wordsb) Select 10 samples of spoken language used by the learners during the class. There should be a mixture of accurate / app

7、ropriate and inaccurate / inappropriate utterances. Focus on a variety of language areas within the 10 samples: e.g. grammar, pronunciation, function, vocabulary, appropriacy, style. 600- 750 words.For each sample, provide: the context in which the language was used (i.e. the topic the learner was t

8、alking about, a teacher question to which the learner was responding) and a comment on what each sample shows about the learners progress in spoken English (i.e. what the learner has already learned, is in the process of learning, or has not yet learned). 600-750 words Note: You should include evide

9、nce of background reading where appropriate (i.e. relevant quotes from or references to published ELT writings) and a bibliography detailing your sources.c) Finally, comment briefly on the language development needs of the class as a whole. Be specific (i.e. NOT: The class needs to work on grammar.

10、Rather: the class can do controlled task but need more fluency practice. Some suggested activities are). 50-100 words.Task 2 ICELT Cover PageTemplateClass background (100 150 words)The classed observed for the assessment of learners spoken language is composed of 42 grade-seven students whose Englis

11、h level are quite different from each other. Among the students, 11 are quite fluent in speaking English and are able to communicate effectively while nearly 10 are fairly poor at English. The rest are of average level. The students often volunteer to speak in front of the class, not afraid of makin

12、g mistakes. The teaching object is to improve the students reading subskills including scanning, reading for gist, reading for detail, deducing meaning from context, and understanding text structure. Learners speaking subskills such as using grammar, vocabulary and functions, oral fluency and using

13、interactive strategies are also expected to be improved by being given more opportunities to speak in class. The text A trip to Beijing (U1, 7A Oxford English) introduces some places of interest in Beijing.Samples (10 samples, including contexts and your evaluation of each)Sample 1ContextTeacher: Ha

14、ve you been to Beijing?Student 1: Yes, I have been there last summer.CommentThis is an inaccurate use of the present perfect tense. S1 should have said Yes. I went there last summer. because the simple past tense should be used with adverbials of time such as last week or last summer. Chinese expres

15、ses the concept of time very differently from English, learners have serious difficulty in handling English tenses and aspects, which is stated by Bernard Smith (2001: 315). This is also a kind of developmental error. More controlled grammatical practice like gap-filling and multiple-choice should b

16、e processed on tenses.Sample 2ContextTeacher: Could you tell me where The Summer Palace is? (pointing at the map of Beijing where the Summer Palace is clearly circled)Student 2: In the west-north of Beijing.CommentS2 made an interference lexical mistake by saying west-north to describe the location.

17、 The accurate word would be north-west. This error occurred because of the influence of the leaners L1, Chinese. It shows that more attention should be paid to arouse the leaners awareness of lexical differences in the two languages.Sample 3ContextWhile doing a jigsaw activity of the text in group,

18、a student (S3) told her groupmates, There are lots of people come to Beijing every year.CommentS3 obviously made a grammatical error concerned with relatives. He should have used who come rather than come. Michael Swan (2001: 317) states that English relative structures are difficult for Chinese lea

19、rners, who often simply avoid using them. Typical mistakes include the omission or addition of pronouns. This kind of error is a fossilization for most grade-seven students,. Further practice on this kind of structure ought to be performed.Sample 4Context(While asked to read one paragraph aloud indi

20、vidually) Student 4: It is a place with many ancient (/ensnt/) buildings.CommentIt was phonological error. The accurate way of pronouncing it should be /ennt/. Large amounts of students are likely to be unaware of the pronunciation of -cient in certain words like ancient and efficient, which demonst

21、rates that phonological practice should be emphasized in and after class.Sample 5ContextThe students are in the process of a role-play.Student 5A: - Would you please show me around Beijing tomorrow?Student 5B: - Certainly not. I have to work tomorrow. But I can show you around the day after tomorrow

22、.CommentThis is a pragmatic error. The student used an inappropriate register to express rejection to someones request. It was a bit impolite. The student should have said Sorry I have to work tomorrow, but shall I show you around the city the day after tomorrow? Learners should be taught what langu

23、age to use and how to use it appropriately.Sample 6ContextStudent 6: We can see soldiers raising the Chinese national flag in Tiananmen Square every morning. (describing his own experience in Beijing to the class)CommentIt was quite surprising that S6 was capable of distinguishing the transitive ver

24、b raise from the intransitive verb rise while many other students might get confused. His precise use of raising here indicated his strong ability of using English verbs.Sample 7ContextTeacher: How did the writer go to Beijing? Student 7: We took a plane to Beijing because taking a train is too slow

25、.CommentIt was amazing that S7 was able to use a gerund here as the subjective of the adverbial clause of reason. Chinese is a non-inflected language. In Chinese, verb forms are not changed when their functions in sentences vary. However, in English, we should use gerund as a subjective or an object

26、ive. The learner showed his excellent English level by using taking accurately.Sample 8ContextTeacher: Could you tell us some detailed information about the Great Wall according to the text?Student 8: The Great Wall is to the north of Beijing. It is a long wall with towers on it. It was built with b

27、ricks and stones. Tourists can see beautiful mountains from the wall.CommentMost learners have difficulty in using prepositions accurately because Most prepositions have a range of meanings, both literal and metaphorical (Scott Thornbury, 2006: 177). S8 could perfectly use different prepositions to

28、express locations without any hesitation when speaking, which demonstrates her high precision in terms of grammar.Sample 9ContextTeacher: How was Bens trip to Beijing according to the text?Student 9: It was fantastic.CommentAfter many other learners used such words as interesting, good, nice and exc

29、iting, S9 used fantastic to appropriately describe the trip. She absolutely showed his amazing range of lexis and his ability to use lexis flexibly.Sample 10Context(When retelling one paragraph concerned with the Palace Museum in his own words) Student 10: The Palace Museum is one of the places of h

30、istorical interest in Beijing. It is a place with a lot of ancient buildings. Therefore, you can visit the museum if you want to know more about the history of China. There are many books about Chinese history and culture in the gift shop. You can also buy one before you leave.CommentS10 performed p

31、erfectly when giving this marvelous coherent speech to the whole class. It was apparent that he is one of the top students in the class because he is capable of speaking a cohesive paragraph with little hesitation. He has reached a sufficiently high level of making use of a wide range of cohesive devices including lexical sets (historical, history, ancient), word family (historical, history), references devices (it, one) and linkers (therefore, if) in an effective way (Scott Thornbury, 2006: 33). The student can also attract t