初中英语教学法unit5.classroommanagement.ppt
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初中英语教学法unit5.classroommanagement.ppt
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UNIT5ClassroomManagement,WhatisClassroomManagement?
thewayteachersorganizewhatgoesonintheclassroom,Whatsthegoalofclassroommanagement?
Gebhard,1996,ThegoalofclassroommanagementistocreateanatmosphereconductivetointeractinginEnglishinmeaningfulways.,Effectiveclassroommanagementcanbeachievedwhenthefollowingthreeconditionsaremet:
1)Theteacherplaysappropriateroles.2)Theteacherprovidesclearinstructions.3)Studentsaregroupedinawaysuitableforthelearningactivities.4)Theteacherasksappropriatequestions.5)Thereisdisciplineandharmonyintheclass.6)Thestudentserrorsaretreatedproperly.,I.Therolesoftheteacher,1.RichardsandRodgersviewpointTeachersrolesarerelatedultimatelytoassumptionsaboutlanguageandlanguagelearningatthelevelofapproach.Differentapproachesstipulate(规定)differentrolesfortheteacher.,2.TeachersrolesAlthoughdifferentapproachesstipulatedifferentteacherroles,therearesomecommonrolesthatteachersplayinmostofthemajorapproaches.,Beforetheclass,theteacherisaplanner.Aftertheclass,theteacherisevaluator.Duringtheclass,theteacheris1.controller2.assessor3.organizer4.prompter5.participant6.resource-provider,Activity1:
Workingroupsoffourandshareyourideas,Whatdoyouthinktheteacherdoeswhenhe/sheisacontroller,anassessor,anorganizer,aprompter,aparticipantandaresource-providerrespectively?
Theteacherascontrollerofeverythingthatgoesonintheclassroom.B.Theteacherasmanager,organizingtheactivities;C.Theteacherasassessor,givingfeedbackandadvice,aswellascorrectionandgrading;D.Theteacherasparticipant(co-communicator)inanorganizedactivitysuchasdebateorroleplay;,E.Theteacheraspromptertoencouragestudentstoparticipateormakesuggestionsabouthowtoproceedinanactivity;F.Theteacherasresource,thatisasourceoflanguageandknowledge;G.Theteacherasinstructor,actuallyteachingthenewlanguagepointsandtrainingstudentsinlanguageskills.,Teachersnewroles,TeachersasfacilitatorsTeachersasguidesTeachersasresearchers,II.ClassroomInstruction,Classroominstructionsrefertotypeoflanguageteachersusetoorganizeorguidelearning.Generallytheyincludeallclassroomlanguagethatteachersmayuseforteachingpurposesaswellasmanagingteaching.,Activity2:
HowoftendoyouuseEnglishintheclassroom?
AskyourselfhowoftenyouuseEnglishforthepurposeslistedbelow.Recordyouranswersusually,sometimesorneverinthespaces.Nowask.,greettheclassinEnglish?
-asktheclassquestionsinEnglish?
-presentnewlanguageinEnglish?
-useEnglishtoteachgrammar?
-organisetheclassinEnglish?
-useEnglishformorethan50%ofthelesson?
-,Activity3:
Thinkofatleast4advantagestousingEnglishtoteachEnglish.,Activity4.Whatcanwesay?
WriteexamplesofsuitableEnglishphrasesandwordsundereachtopic.,PRAISEORGANISINGSOCIALTOPICS,Doyouagree?
Teachersinstructionscanserveasveryusefulmodelsandmeaningfulinput,aswellastoolsfororganizinglearning.,Rulestofollowformakinginstructionseffective,1.Usesimpleinstructions(clear,simple,concise,supportedbygesture)2.Usethemother-tongueonlywhenitispossible3.Modelthetask/activitybeforelettingstudentsmoveinpairsorgroups4.Trytoavoidlengthyexplanation.(Demonstration,nottodoallthetalkinginclass),III.Studentgrouping,1)whole-classwork(lockstep)2)pairwork3)groupwork4)individualstudy,Activity5:
GroupdiscussionTheadvantagesanddisadvantagesoftheabovegrouping,Activity6:
BrainstormingFurthersuggestionsaboutstudentgroupingmethods,1)Whenworkinginlockstep,theteachershouldnotspeaktoomuch.2)Whenorganizingpairwork,theteachershouldgivetheclearestinstructions.Ifnecessary,theteachershoulddemonstratewithonestudentfirst.,3)Somepossiblewaystogroupthestudents:
GroupingthestudentsaccordingtoseatingarrangementStudentsselecttheirowngroupmembers(risky)StrongstudentsandweakstudentsaremissedtogetherStrongstudentsandweakstudentsaregroupedseparatelytododifferenttakes.Groupthestudentsbydrawinglots.,Activity7:
The8stepsforgroup&pairworkCompletethetablebelowandtick()howmanyyouusuallydo.,Keys,EXPLAIN/showwhatthestudentsmustdo.CHECKeveryoneunderstands.CHECKeverystudenthasapartner.BEGINthepairwork.MOVEaroundtheclassroom.DONTTALKtostudents,unlesstheyneedhelp.LISTENcarefully.CROUCHdowntohearclearly.TrytoAVOIDeyecontact.6.FINISHthepairwork.CORRECTcommonmistakes.ChoosesomevolunteerstoSHOWwhattheydid.,Althoughpairworkandgroupworkcanprovidestudentsmorechancesforpractice,individualstudyshouldnotbetotallyneglected.,WARNING,IV.Disciplineinthelanguageclassroom,1.Whatsthefinalgoalofdisciplineinthelanguageclassroom?
Theultimategoalofdisciplineistomakemoreeffectivelearningpossible,buttherelationshipbetweendisciplineandlearningisnotasstraightforwardasitappears.,2.PracticalhintsforteachersonclassroomdisciplineUr,1996:
263,3.Measuresforindisciplinedactsandbadlybehavingstudents(byHarmer,1983)1)Actimmediately2)Stoptheclass.3)Rearrangetheseats.4)Changetheactivity.5)Talktostudentsafterclass.6)Usetheinstitution.,Activity8Discussion,.Questioningintheclassroom,Whatarethefunctionsorpurposesofquestions?
TofocusstudentsattentionsToinvitethinkingorimaginationsTocheckunderstandingTostimulaterecallofinformationTochallengestudentsToassesslearning,Questioningtechniques,Questionsshouldbewiseandpurposeful,contributingtotheoverallobjectivesofthelesson,stimulatingthedevelopmentofknowledgeandthinking,aswellashelpingtomaintaineffectiveinteraction.,Questiontypes,Openquestions(open-endedquestions)开放性问题,非限答式提问Closedquestions(close-endedquestions)限答式提问,Displayquestions(展示性问题)Genuinequestions(真实问题),Lower-orderquestions(低层次问题)drawmoreuponmemorized,summarythinking.Higher-orderquestions(高层次问题)requiremorecreative,syntheticthinking.,BloomsTaxonomyofQuestions(questionsofsixlevels),KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation,Asateacher,howtousethismodeltoaskquestionsatdifferentlevelsofcomplexity,therebykeepingyourstudentschallenged.,Activity9:
Discussion,VI.Dealingwitherrors,TherightattitudetowardserrorsTheappropriatestrategiesindealingwitherrors,Distinctionbetweenanerrorandamistake,
(1)Thethoughtofthosepoorchildrenwerereallywasreallybotheringme.(想到那些穷孩子就使我烦恼。
)
(2)HeteachedusEnglish.(他教我们英语。
),Amistake:
aperformanceerrorthatiseitherarandomguessora“slipoftongue/pen”,itisafailureperformancetoaknownsystem.Amistakehasnothingtodowiththelanguagecompetence.,行为错误(mistakes),指的是语言使用层面上的失误(言语失误,口误/笔误),而在语言能力的层面上使用者是知道关于某一特定语言项目的正确用法的。
行为错误(失误)是偶然的、无规律的,非系统性的,可能是一时忘记了,或因疲劳等原因出现了语言运用的失误,被提出以后学习者可自行纠正。
例
(1)中使用者自行纠正其语言行为就说明了这一点。
Anerrorhasdirectrelationwiththelearnerslanguagecompetence.Errorsdonotresultfromcarelessnessnorhesitation,butlackofknowledgeinthetargetlanguage.Languageerrorscannotbeself-corrected.,Errors,能力错误(观念性错误,偏误)。
学习者并没有意识到自己错在哪里,所以它们与学习者的语言能力(linguisticcompetence)有关,而不是语言使用(linguisticperformance)层面上的问题。
能力错误是有规律的,它系统地反映了外语学习者在某一阶段的语言能力,不能自行纠正。
在例
(2)中,学习者显然过度概括英语动词过去时的形式,比如从workworked中类推至teach-teached。
Activity10.Howoftenshouldwecorrectstudents?
Readwhatthese3teacherssay.Whichteacherwouldyouprefertohave?
Why?
Whichteacherareyou?
TeacherXia:
MystudentsalwaystakecarewhattheysaybecauseIneverletthemmakemistakes.Iftheysayanythingwrong,IstopthemandmakethemsayitcorrectlybecauseIdontwantthemtolearnbadEnglishfromeachother.,TeacherYang:
Isometimescorrectmystudents.Forinstance,ifwerepractisinganewsentenceorword,thenImakesuretheysayitcorrectly.Butifweredoingafreepracticeactivity,Itrynottocorrectthemtoomuch.IfIdocorrectstudents,Itrytodoitinanencouragingway.,TeacherZhou:
MystudentsarenotshyanymorebecauseIhardlyevercorrecttheirmistakes.IwantthemtoexpressthemselvesinEnglishwithoutworryingaboutmakingmistakes.SometimesInoticethingsthateveryonegetswrong,butIneverinterruptstudentstocorrectthem.,Mistakescanbeself-corrected.Errorscannotbeself-corrected.,Howtodealwith(spoken)errors,accuracy-basedactivitiesfluency-basedactivities,Whentocorrect,Howtocorrect,DirectteachercorrectionIndirectteachercorrectionSelfcorrectionPeercorrectionWholeclasscorrection,Self-correctionisencouragedbeforeteachercorrectionorpeercorrectionbecauseifitisamistake,thestudenthimself/herselfwillbeabletocorrectit.,Activity11.Positivecorrection,Johnmakesamistake.Howdoestheteachercorrectit?
Teacher:
John,whendoyougetup?
John:
Iamgetupat6oclock.(amistake!
),TeacherA:
No,yourewrong!
YoushouldsayIgetup,notIamgetup.Sitdown!
TeacherB:
OK,nearlyright.YoushouldsayIgetup,notIamgetup.Sitdownplease!
TeacherC:
OK,nearlyright.YoushouldsayIgetup,notIamgetup.Tryagain!
John:
I.getupat6oclock.TeacherC:
Yes,muchbetter.Welldone!
TeacherD:
OK,nearlyright.Tryagain,I.John:
I.getupat6oclock.TeacherD:
Yes,thatsit!
Welldone!
TeacherE:
Yougetupat6oclock.Thatsveryearly.Nowonceagain,whendoyougetup?
John:
I.getupat6oclock.TeacherE:
Good!
Hegetsupat6oclock.,TeacherF:
Nearlyright.Canyoutryagain?
John:
I.?
!
TeacherF:
Mary,maybeyoucanhelp?
Whattimedoyougetup?
Mary:
Igetupat7oclock.TeacherF:
Good!
ShesaidIgetup.NowJohn,canyoutryagain?
John:
I.getupat6oclock.TeacherF:
Yes,thatsit!
Welldone!
Correctingshouldbegentle.,IndirectteachercorrectionisencouragedratherthandirectteachercorrectiontoavoiddamagingstudentsSelfesteemandconfidence.,
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