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) Ss background. Year 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) 3. .

Vocabulary ¡ ¡ ¡ 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 ¡ ¡ ¡ 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? (Enjoy 6, 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 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 ¡ Q: Where are you going ? (Ask students to choose the one they want to go most. ) ¡ Make a bar chart and students read the chart information.

IGA- Enjoy 7, Lesson 2 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 ¡

Classroom Observation ¡ Deconstruction Classroom Observation Top-down Listening Task ¡ 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 ¡ ¡ ¡ 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 ¡ 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 ¡ ¡ Grade : K to Year 6 Class size: - K: 20 students/class -Year 1: 20 -22 students/class -Year 2: 22 -24 students/class -Year 3~6: around 30 students/class ¡ ¡ Assistant teacher: It depends. Learning supporting teacher: Reading Recovery

School Visit-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 ¡ On-line news www. abc. net. au/rn/edpod www. abc. net. au/tv/btn ¡ Kids TV program www. abc. net. au/abckids www. abc. net. au/children/bananas/aboutgames www. abc. net. au/abckids/guide ¡ Writing www. kidsonthenet. com/castle/index. htm

The last but not the least

Thank you for listening!!