Topic practice (Hobbies) 话题练习法

投稿时间:2018年12月07日 点赞数:11358 作者:editor

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Topic practice is strongly recommended

   because it helps students accumulate languages, ideas and situations about different topics in real life. Hard to imagine we analyze reading materials or tell stories to a stranger when communicating with someone. Instead, an appropriate topic fills the gap between people. Through topic practice, whenever and wherever topics like hobbies, transportation, sports, health, weather, relationship…are involved, the students are familiar with them. 

   All topics from textbooks or from the syllabus cover almost every field of daily life. It is so authentic and practical because communication comes from topics in daily life and goes back to daily life. Students become confident of using languages spontaneously because they have tried a lot in class. 

   Topic practice has four steps called

   4Ps--Preparation, Presentation, Practice and Production. The teacher took “Hobbies” as an example in the video. In preparation stage, the teacher only needs to plan something interesting to lead in the topic, then present new words and sentence patterns as an input so that the students can output in the production stage. Students work in groups, practicing to challenge themselves.

   Guessing games, brainstorming, survey, interview and role play make the class fun and develop the students’ ability of communication, collaboration, creativity and critical thinking. The class starts with words and phrases, then sentences and passages. The teacher plans basic “what””why” questions first, then more questions, then real situations, guiding students to think and encouraging students to speak in pairs, in groups and in public. 

   “话题练习法”是从教材或大纲中选取话题,通过积累话题下的语言,创设真实生活情境训练学生提高口语的方法。很难想象,我们与陌生讨论阅读文本,或讲故事给他们听。相反,在话题中说话得体,能拉近我们和别人的距离。“话题练习法”几乎覆盖日常生活所有话题。步骤为4P:热身导入-呈现新知-操练-语言输出。

   本课以“爱好”话题,设计如下:Preparation(热身导入话题)-教师设计了通过肢体语言让学生猜老师正在干什么,切入话题“爱好”。再通过“头脑风暴”让学生用一分钟尽可能多地写出“爱好”的词汇。Presentation(呈现新知)通过图片呈现学生没学到的词汇,也呈现表达原因的句式。Practice(操练)设计“问题链调查表”,采用两人“采访”的方式帮助学生积累话题下的语言和思想,为下一步输出做铺垫;Production(输出)以若干生活情境为挑战,学生以小组为单位,讨论后以“角色扮演”等形式展示,老师评价并指导。本节课从词到短语,到句子,到对话,从基本问题到扩展问题,到生活情境,通过三次合作培养学生合作,协调,创新和批判性思维的能力。

   “话题练习法”,使学生在日常生活中随时遇到特定话题时,能自然地使用平时的积累表达自己的思想。

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