l Task 1 l Output To compare the

“输出驱动假设”教学活动举例 l Task 1 l. Output: To compare the Chinese spring festival with the westerner’s Christmas when you talk to the overseas students in your university l. Input: One or more passages about the Spring festival, one or more passages about the Christmas and one passage about how to make a

“输出驱动假设”教学活动举例 l. Task 2 l. Output: To explain how to make Jiaozi in English to your international friends l. Input: One passage about how to explain a process and the other one about the production of Jiaozi

“输出驱动假设”教学活动举例 l Task 3 l. Output: To talk about your favorite American song with your American friends l. Input: One passage about how to talk about one of your favorite things and the other one about the American songs

1. 1 对“输出驱动”的解释 l How is Output-driven hypothesis different from Krashen’s input hypothesis and Swain’s output hypothesis? 14

教学任务：Speak to explain a concept l Output activity: a trial l Input activity: Listening activity l. Case-analyzing activities l. Language activities l. Reviewing activities l Guided practice l More practice

循序渐进法 l Output as a warm-up activity Suppose you explain the Chinese concept “走后门”， “老外” to a foreign teacher. Discuss with your partner whether your explanation is clear or not. If not, discuss with your classmate why you failed to do so. •

循序渐进法 • Input activity Listen to the speech Caroline has prepared for Friday. When you listen to the speech, note down the main features of impressionistic painting

循序渐进法 Case-analyzing activities • After hearing Caroline’s speech, have you got a clear idea of what impressionistic painting is？ Discuss in what ways Caroline has managed to get the meaning of this concept across to her audience.

循序渐进法 In order to make her speech intelligible to an audience with little knowledge about her topic, Caroline has paid much attention to the structure of her talk. Analyze her speech to find out how it is organized.

循序渐进法 l Show the structure of concept- explaining speeches • Introduction • Body • Conclusion

循序渐进法 – Language activities • Listen to Caroline’s speech again. Do you think it is easy to understand? Discuss how Caroline has managed to make her language easy to understand. • What sentences and expressions do you think you can learn from her speech? • List transitional sentences for concept-

–Reviewing activities • Use Caroline’ s outline but your own words to talk about “impressionistic painting” • Explain the concept your have chosen in the warm-up activities again. Try to incorporate the structure and language you have learned from this lesson into your talk

循序渐进法 Guided practice – Researching activities More practice

Fig. 1 Conceptual model of scaffolding（van de Pol，et al. 2010: 274)

3. 2 教师辅助渐减法 • Teaching ≠ testing • Teaching = provide scaffolding at the right time and in the right manner

3. 2 教师辅助渐减法 • Scaffolding – Understand the learner’s current level and his/her potential level (了解学情） – Take the measures to push the learner to reach his/her potential level (想方设法挖掘 学生潜力） – Reduce the teacher’s help gradually so that the learner will become autonomous gradually （逐步放手，逐步提高学生学习的自主性）

3. “输出驱动”的教学案例 EGP一般级：口头表达 新标准综合教程第 1课 Active Reading One: Diary of a fresher 一般教学程序： Warm-up: predicting, or asking questions related to their personal experiences Skimming and scanning Explain the meaning of some phrases or expressions …. 学生反应…… 92

Diary of a fresher：口头表达 Teaching objectives 1. Be able to talk about students’ university life including living conditions, library facilities, dining service, courses, study habits, afterclass activities, roommates and classmates, teachers, etc. 2. Be able to talk about students’ feelings about their university life 3. Be able to compare Chinese freshers’ life with those in other countries

Diary of a fresher：口头表达 • Create a situation where the activity you designed has genuine communicative values • Suppose a group of freshers from the University of Oxford who will come to visit your university. They’d very much like to know your university life as freshmen and you are also eager to know their life experience. They will come next Friday. In order to have effective communication, you must have a good preparation for your speech. • You will hold a meeting at which some of you will play the role of oxford university students and some of you will be Chinese students. You will draw the lots at the meeting to decide what kind of role each of you will play.

Diary of a fresher：口头表达 • Preparation for the meeting: three phrases – Talk about the Oxford student’s life – Talk about the Chinese student’s life – Make a comparison between the Oxford student’s life and the Chinese student’s own life • Holding a meeting（Who will play what kind of role will be decided only one day in advance）

Diary of a fresher：口头表达 • Step 1: Divide the students into six groups

Diary of a fresher：口头表达 • Step 2: Give students a chart and ask them to answer the questions individually Sunday Where What How (feel) With whom Comments

Diary of a fresher：口头表达 Step 3: Check with your group members

Diary of a fresher：口头表达 Step 4: exchange your information with the members from the other group. While listening, they take notes

Diary of a fresher：口头表达 Step 5: Read the whole text and see whether the information they got from their students is right or wrong. Step 6: The students answer the questions raised by the teacher

4. “输出驱动”教学案例 • 口头表达模块 – Academic English for social sciences – Unit I Decision-making behaviors in Economic activities – Text A: How people make decisions – 教学目标： – Abl – The principle for people to make decisions in a market: If and only if the marginal benefit of an action exceeds the marginal cost. – Public policy makers change the costs or benefits that people face by setting up a new policy which is believed to produce incentives that can induce a person to act in an expected way.

4. “输出驱动”的教学法 Ask the students to explain the following puzzling economic phenomenon: Rice is more essential than gold for one’s life. Why are people willing to pay much more for gold than rice? Arouse interest Notice the gap Get input Produce output

3. “输出驱动”的新课程体系 • 基于EGP课文系列 –以新标准综合课第 1课为例 Active Reading One: Diary of a fresher Reading across cultures: Settling down at college around the world – 笔头表达模块（听-写; 读-写; 说-写） Activity one: Describe an oxford fresher’ experience in English and share it with your pen pal in other countries Activity two: Write one week’s diary and send to your pen pal 108

3. “输出驱动”的新课程体系 • 基于EGP课文系列 –以新标准综合课第 1课为例 Active Reading One: Diary of a fresher Reading across cultures: Settling down at college around the world – 笔头表达模块(读-说/听-说） 2. Comparison activity • Do you think Chinese university freshmen behave in the same way as university students in other countries? • What kind of unique features might you have? • Activity 1: Compare you with an Oxford university fresher. • How does an Oxford university fresher behave at the beginning of his/her university life? • What to be compared? • How to compare? 109

3. “输出驱动”的新课程体系 • 基于EGP课文系列 –以新标准综合课第 1课为例 Active Reading One: Diary of a fresher Reading across cultures: Settling down at college around the world – 口译模块（听-译: 英译中或中译英） Situation: A group of university freshmen from different Countries come to visit China and exchange their experience of university life at a meeting. You are asked to be an interpreter for those participants whose English is not good. 110

3. “输出驱动”的新课程体系 • 基于EGP课文系列课程 –以新标准综合课第 1课为例 Active Reading One: Diary of a fresher Reading across cultures: Settling down at college around the world – 笔译模块（读-译: 英译中或中译英） Situation: you are asked to write a short article for a Chinese journal introducing the life of the university freshmen from other countries. 学习：翻译和编译 111

3. “输出驱动”的新课程体系 • 基于日常交际任务的系列课程 –口头表达模块(任务） 任务 1: Organize an orientation program for incoming international students Your students are asked to give a talk to a group of international students who have just come to study Chinese in your university – High school graduates from Britain, first time to go abroad • A brief introduction to your university Advice on daily life and after-class activities Advice on academic studies Supplementary reading materials Search the relevant materials from the internet 112