课程详情 课程评价(295)

DECA aims at helping you learn how to design & apply activities so your students can learn English more efficiently and in a more enjoyable way. With principles to guide you, example activities to inspire you, and Teacher’s Toolkit to support you, learning is sure to happen!

—— 课程团队

课程概述

Welcome aboard!

Designing English Classroom Activities (DECA) is an English teacher education course, so we expect you to be interested in learning BOTH the English language AND how to teach and learn the language, to ensure an enjoyable and fruitful learning journey.  

You don't have to be an English major or an English teacher to learn this course, since we believe this course can help you become an English teacher if you are not one yet and it can help you become a better English teacher if you already are.

Purpose

DECA aims at teaching you how to design and apply classroom activities to make your class more interesting so the students can learn more efficiently and in a more enjoyable way.

 

Topics

DECA lasts 8 weeks and has 8 modules:

Module 1: Designing pronunciation activities

Module 2: Designing vocabulary activities

Module 3: Designing grammar activities

Module 4: Designing discourse activities

Module 5: Designing listening activities

Module 6: Designing speaking activities

Module 7: Designing reading activities

Module 8: Designing writing activities

Features

Principles for designing English classroom activities are outlined to guide you;

Example activities are provided to help you discover what is possible when you design English classroom activities;

A sample lesson in each module is provided to inspire you to design and use creative and effective activities for your own class;

A TTK—Teacher’s Toolkit—with easy-to-use resources, tools and activities is created to support you;

Opportunities are created for all participants to learn together to become better at designing and using English classroom activities.

Though primarily designed for middle school and high school English teachers, all of the principles apply to lower- or higher-level English classes and most of the activities can be easily adapted for different levels and needs.

Join the course and learn together how to design enjoyable and effective English classroom activities!

授课目标

Designing English Classroom Activities (DECA) aims at teaching you how to design and apply classroom activities so that your students can learn more efficiently and in a more enjoyable way. Specifically, throughout and by the end of the course, you will be able to analyze and evaluate English classroom activities for their relevance to teaching

objectives and teaching context (students, grade level, language background, etc.); design and/or adapt English classroom teaching activities that are appropriate for achieving

learning objectives and actionable in particular teaching contexts, and develop a bank of teaching activities that can be adapted and used for future teaching.

课程大纲

01 Designing Pronunciation Activities

At the end of this module, you should be able to explain the meaning of good pronunciation; summarize the importance and the basic requirement of good pronunciation in spoken or oral communication; list the pronunciation items; name the principles for designing pronunciation activities; apply the principles when adapting or designing activities that aim at different aspects of pronunciation; and create feasible pronunciation activities for your own learners.

课时

Introduction

Principles for designing pronunciation activities

A sample pronunciation activity: minimal pairs in context

Closing

TTK 1: Pronunciation Activities, Resources and Tools

Quiz 1

02 Designing Vocabulary Activities

At the end of this module, you should be able to name three principles for designing vocabulary activities; explain why the principles are important; apply the principles when adapting or designing speaking activities; adapt vocabulary activities to fit a new teaching context; and create effective vocabulary activities for your own classroom.

课时

Introduction

Principles for designing vocabulary activities

Activities for presenting vocabulary

Activities for practicing vocabulary

A sample activity: Telling a story

Closing

TTK 2: Vocabulary Activities, Resources and Tools

Quiz 2

03 Designing Grammar Activities

At the end of this module, you should be able to name three principles for designing grammar activities; explain why the principles are important; apply the principles when adapting or designing grammar activities; adapt grammar activities to fit a new teaching context; and create effective grammar activities for your own classroom.

课时

Introduction

Principles for designing grammar activities

Activities for presenting grammar

Activities for practicing grammar

A sample activity: Grammar Gamble

Closing

TTK 3: Grammar Activities, Resources and Tools

Quiz 3

04 Designing Discourse Activities

At the end of this module, you should be able to define the key term “discourse”; name principles for designing discourse activities; explain why the principles are important; apply the principles when adapting or designing discourse activities; adapt discourse activities to fit a new teaching context; and create effective discourse activities for your own classroom.

课时

Introduction

Principles for designing discourse activities

Discourse activities

A sample activity: Let's complain!

Closing

TTK 4: Discourse Activities, Resources and Tools

Quiz 4

05 Designing Listening Activities

At the end of this module, you should be able to name three principles for designing listening activities; explain why the principles are important; apply the principles when adapting or designing listening activities; adapt listening activities to fit a new teaching context; and create effective listening activities for your own classroom.

课时

Introduction

Designing pre-listening activities

Designing while-listening activities

Designing post-listening activities

A sample listening activity: Listen and Fill

Closing

TTK 5: Listening Activities, Resources and Tools

Quiz 5

06 Designing Speaking Activities

At the end of this module, you should be able to name three principles for designing speaking activities; explain why the principles are important; apply the principles when adapting or designing speaking activities; adapt speaking activities to fit a new teaching context; and create effective speaking activities for your own classroom.

课时

Introduction

Principle 1: Motivating the students to speak

Principle 2: Maximizing Student Talking Time (STT)

Principle 3: Providing clear instructions

A sample lesson: Find Someone Who

Closing

TTK 6: Speaking Activities, Resources and Tools

Quiz 6

07 Designing Reading Activities

At the end of this module, you should be able to distinguish pre-, while- and post-reading activities; name principles for designing pre-, while- and post-reading activities; explain why the principles are important; apply the principles when adapting or designing pre-, while- and post-reading activities; adapt pre-, while- and post-reading activities to fit a new teaching context; and create effective pre-, while- and post-reading activities for your own classroom.

课时

Introduction

Designing pre-reading activities

Designing while-reading activities

Designing post-reading activities

A sample reading activity: story strips

Closing

TTK 7: Reading Activities, Resources and Tools

Quiz 7

08 Designing Writing Activities

At the end of this module, you should be able to name three principles for designing writing activities; explain why the principles are important; apply the principles when adapting or designing writing activities; adapt writing activities to fit a new teaching context; and create effective writing activities for your own classroom.

课时

Introduction

Designing pre-writing activities

Designing while-writing activities

Designing post-writing activities

A sample writing activity: write a post card

Closing

TTK 8: Writing Activities, Resources and Tools

Quiz 8

预备知识

Since this course is created for English teachers (both pre-service and in-service English teachers) and taught in English as well, participants should have adedquate English proficiency to participate and learn. In general, English majors and non-English majors who have passed CET-4 and CET-6 should have no difficulty in understanding the content and complete the assignments.

参考资料Reference books

徐泉、王婷. 2018. 英语教学技能训练教程. 上海：上海外语教育出版社.

Pronunciation activities

Martin Hewings. 2004. Pronunciation Practice Activities: A Resource Book for Teaching English Pronunciation. Cambridge: Cambridge University Press.

Martin Hewings. 2007. English Pronunciation in Use. Cambridge: Cambridge University Press.

Ann Baker. 2009. Ship or Sheep? Cambridge: Cambridge University Press.

Vocabulary activities

O’Dell, Felicity & Head, Katie. 2003. Games for Vocabulary Practice. Cambridge: Cambridge University Press.

Watcyn-Jone, Peter.2004. Vocabulary Games and Activities. Penguin.

Hadfield, Jill. 1999. Intermediate Vocabulary Games. Harlow: Pearson Education Limited.

Grammar activities

Ur, Penny. 2009. Grammar Practice Activities. Cambridge: Cambridge University Press.

Scrivener, Jim. 2010. Teaching English Grammar. Macmillan Education.

Zaorob, M. L., & Chin, E. 2001. Games for grammar Practice: A Resource Book of Grammar Games and Interactive Activities. Cambridge: Cambridge University Press.

Discourse activities

Rodney H. Jones. 2018. Discourse Analysis: A Resource Book for Students. 2nd Edition. Routledge.

Brian Paltridge.  2012. Discourse Analysis: An Introduction. 2nd Edition. Continuum.

Betsy Rymes. 2015. Classroom Discourse Analysis. 2nd Edition. Routledge

Listening activities

Miles Craven. 2004. Listening Extra: A Resource Book of Multi-Level Skills Activities. Cambridge: Cambridge University Press.

Jill Hadfield & Charles Hadfield. 1999. Simple Listening Activities. Oxford.

Speaking activities

Penny Ur & Andrew Wright. 1992. Five-Minute Activities: A Resource Book of Short Activities. Cambridge: Cambridge University Press.

Jill Hadfield & Charles Hadfield. 1999. Simple Speaking Activities. Oxford.

Jill Hadfield. 1999. Beginners’ Communication Games. Longman.

Mick Gammidge. 2004. Speaking Extra: A resource book of multi-level skills activities. Cambridge: Cambridge University Press.

Reading activities

Liz Driscoll. 2004. Reading Extra: A Resource Book of Multi-level Skills Activities. Cambridge: Cambridge University Press.

Jill Hadfield and Charles Hadfield. 2001. Simple Reading Activities. Oxford.

Jeff Zwiers. 2010. Building Reading Comprehension Habits in Grades 6-12: A Toolkit of Classroom Activities. International Reading Association

Sara Inskeep. 2009. Complete Book of Reading and Writing Reproducibles - Grades 7-8. Lorenz Educational Press.

Writing activities

Graham Palmer. 2004. Writing Extra: A Resource Book of Multi-level Skills Activities. Cambridge: Cambridge University Press.

Jill Hadfield and Charles Hadfield. 2000. Simple writing Activities. Oxford.

For more information about DECA, follow UEL.