英语教师课堂话语策略.ppt

l英语教师课堂话语策略 l l 云师大外国语学院 l 侯云洁 l l 英语教师课堂话语 l定义 l课堂上产生的话语，包括学生话语和教师话语 。广义来说，课堂话语还包括课堂上教师的板 书、学生的当堂作业、教学中播放的音像材料 以及教材中的文本材料。 l功能 l-介绍教学内容和教学目的：介绍本节课的主 要内容、教学目的、计划开展的活动等 l-导入新知：介绍与新授内容有关的话题和背 景知识，使学生在新旧知识、经验之间建立联 系。 l-讲解语言知识：通过陈述、提问、解释、反 馈等方 式把新知识传递给学生或者帮助学生 建构知识 l-组织活动：介绍教学活动的步骤、要求等， 宣布活动的 开始、结束等；组织学生报告活 动的结果；对学生完成活动情况的评价 l-提供语言输入：教师为学生提供必要的语言 输入，如示范、举例、领 读、叙事； l-维持课堂纪律： 维持正常课堂教学秩序和 课堂纪律，以使教学活动 顺利进行。 如何观察分析课堂话语 （1） l-话语的语音特征：发音、语调、重音、 l 语音连缀。 l-话语的语速：话语的速度、停顿的频率 l 与持续时间等。 l-话语的词汇特征：词汇类型、词汇使用 l 频率、词汇难度。 l-话语的句法特征：句子的平均长度、句子结构 l 复杂程度、语法正确性、句子类型分布及使用 l 频率等。 如何观察分析课堂话语 （2） l-提问：教师所提问问题的类型及使用频 l 率、提问后的等待时间、提问的措辞。 l-反馈：反馈的时机、方式，对学生错误 l 的纠正方式，对学生的鼓励和表扬等： l-解释：教师在什么情况下解释语言知 l 识、解释的方式等； l-重复：教师对学生话语的重复频率、重 l 复的原因、重复的形式。 l-指令：教师指令的清晰的程度和措辞。 如何观察分析课堂话语（3） l-教师的话语量 l-教师话语句子特征 l-教师话语的内容和功能 有效课堂话语的5个原则 l1 真实性 l强调课堂交流的真实性和交际性， 并不是说 必须为真实交际而产生交流。为了呈现某个语 言项目， 教师需要创设一个语境。不为真实 交流需要，而是为了达到某个教学目的。 Case 1 lT: Whats your name? lS: My name is lT: How old are you? lS: Im 11. lT: When is your birthday? lS: Its May 22. lT: Nice to meet you. Heres a present for you. Case 2 lT: HmmHow smelly! Whats it? Let me find out. Oh, Its an onion. (教师从讲台上拿出一个 洋葱并作出难闻状）Do you like onions? lS: Yes. lT: We should eat all kinds of vegetables. Theyre all good for us. Case 3 lS: (The phone is ringing) Hello. Its Yao Ming. lT: (Take the phone) Hello, this is Miss Wang. Im your fan. What are you doing? lS: Im watching TV. What about you? lT: Im talking to you. Thank you. Bye! lYao: Bye! l2 互动性 l教师课堂话语的使用方式直接影响学生的课堂 参与程度。同时，教师话语使用方式对课堂气 氛也有重要影响，而课堂气氛也会影响学生的 参与程度。 互动性 Case 1 lT: Did you do your homework yesterday? lS1: Yes, I did. lT: Good. Good boy. Did you do your homework yesterday? Did you, yesterday? lS2: Yes, I did. lT: Did you telephone your friend yesterday? lS3: No. I didnt. lT: Did you watch TV yesterday? lS4: No. I didnt. 互动性 Case 2 l(教师依次叫A.B.C三个学生走上讲台,然后微笑者.) lT: Oh, I think A walks fast. lT: (故作思索状) What about B and C? l(学生举手踊跃,教师随机点了两位学生.) lS1: B walks faster than A. lS2: C walks the fastest of the three. lT: Are their answers both right? lSs: Yes! l(此时的真实情境让学生易于理解。) lT: Now, make three more similar sentences and say them in your groups. Now, begin! l(学生们在小组内轮流说出自己的句子, 其他组 员不时地给出一些建议.教师四处巡视,发现有 困难的学生及时给予帮助和鼓励.) lT: Lets ask Chen to show his sentences! l(Chen是教师刚才指导过的那个英语基础较差 的学生.) lChen: Tom jumps high. David jumps higher than Tom. Lucy jumps the highest of all. lT(带着鼓励和赞许) Well done! Lets clap our hands for him. Congratulations. lT: Can you get some rules from these three sentences? lSs: lT: And how to form comparative and superlative forms of adverbs? lSs: lT: Now, please try to do the exercises by yourselves first, and then check the answers in small groups. If you have any difficulties, you can discuss with each other. l(学生们先独立完成课本上的相应练习,然后在四人一 组中交流答案,组长负责此环节.) l(屏幕上显示练习答案.) lT: Check your answers again. If you still have some trouble, you may ask me for help. l(个别学生询问,教师一一给予答复并再次询问全班学 生是否明了所有练习) lT:(故作苦恼地说) Now, I have some questions to ask you. I dont know if there are any mistakes in these sentences. Can you help me? l(教师换位成学生求助, “小教师们”踊跃发言,改 正错句.教师适时鼓励,恰当点拨,学生对该语法 的掌握更到位,也更深刻了.) Case 3 l T: Have you been to a zoo? What animals can you see in the zoo? lS1:Tigers, monkeys, bears and lT: What other animals can you see? lS2: sheep, snakes, birds. lS3: Dogs, ducks. lS4: Lions, dolphins, elephants. lT: What animals do you like best? Why? lS6: I like the fox because its very clever. lS7: I like the dolphin because its very exciting and its very beautiful. lS8: I like cows because I like milk very much. lS9: I like the panda because it only lives in China. lS10: I like the rabbit because it is very nice. lS11: I like the monkey because its very interesting. lS12:. lT: Do you think its good for the animals to live in the zoo? lS13: No. Because they should live in the forests or mountains. lT: Now lets go to a zoo to see more animals. Please open your books and turn to page 22. l3 逻辑性 l为了提高教学过程的逻辑性和层次性， 教师 应准确把握学生的已知知识和未知知识，并根 据学生对知识的熟悉程度设计教学步骤和教师 话语，既要确保学生充分激活和利用已知知识 ，又要使学生接触和学习新的知识。 逻辑性 Case 1 lT: How do you like this song? Very well? Kelly, what do you think? Do you like this song? Do you know the name of the singer? lS1: Sorry, I dont know. lT: Its ok. Does anybody know the name of the singer? lS2: His name is Robbie Williams. lT: Exactly. Do you know the name of the song? lS2: A Better Man. lT: A Better Man. Oh, my god! Gentleman. A Better Man. Think about it. Well and since he is a singer, and we dont know much about him, but he is a singer. Hum, Pulling, would you like to be a singer in the future? lS3: No. lT: What would you like to be? lS4: I want to be a scientist. l4 规范性 l课堂用语应尽量保证正确、清楚、简练、有条 理。学生对知识的掌握情况与课堂上教师的语 言表达的清晰程度有关系。 规范性 Case 1 lT: Lets begin our new lesson. Now you know we think with our heads. We see with our eyes. We hear with our ears. But today I dont feel very well. I didnt sleep well yesterday. Oh my head hearts. My head hurts. Ive got a headache. Now pay attention to Ive got a headache. Oh, now please read after me: headache. lS: headache. 规范性 Case 2 lT: The tortoise has four short legs and a small head. Look! It has a short tail, too. lT: Do you have a tail? lSs: No, I dont. lT: Who has a tail? Who has a tail? l(No response from students) lT: What animal has a tail? lS1: A monkey has a long tail. lS2: A tortoise has a short tail. Case 3 lT: Lets play a guessing game. lI am a girl. lI am the funniest of my friends, lI am the shortest of my friends. lI have shortest hair in my class. lI am the heaviest of my friends. lwho am I? lI am a boy. lI am the most outgoing of my friends, lI am the weakest of my friends. lI am the youngest in my class. lI am best at English. lI like Justin Bieber best. lwho am I? l5 生成性 l教师应把握教学中预设和生成的关系。语言应 用中有很多现时生成的资源可以利用和扩展。 Case 1 lDo you like this nature reserve? It is called Wolong Nature Reserve. Its for protecting giant pandas. If you are interested in this place and giant pandas, you can get more information from this website. Its www. wwfchina. org. (on the screen) lS1: What is wwfchina? lT: Oh, dont worry. It doesnt matter if you dont know. Lets look at this website. We can find short forms and symbol from it. lS2: What is org? lT: You know they are all short forms. Thats enough. lS3: Can you tell me what “www” really means? lT: Youve learnt it before, havent you? l l对此，三个提问的学生一脸茫然。对于这三个 问题，到底是教师不会，还是不屑回答？ Case 2 lNow lets play a guessing game lThis pet lives in the water. Its easy to take care of. Its quiet and beautiful. But its boring. Whats the pet lS: 乌龟 lT:乌龟?恩乌龟也是可能的，但乌龟不一 定生活在水里。Its goldfish. l为何不说出乌龟的英文？很显然学生的回答超 出教师的预设。 l6 引导性 l教师话语应该起到引导学生学习、自我管理、 引起注意、产生兴趣和约束的作用。 l Case 1 l某教师在带领学生学习了万圣节的一系列 l知识之后，决定对我国学生最熟悉的国外节日 圣诞节做进一步的探究性学习。 lT: Do you know Christmas Day? lSs: Yes. lT: What can you do on Christmas day? lS: We can; we can lT: Do you want to know more about it? How can you know more? lS1: I can look for information on the Internet. lS2: I can borrow some books on it from the library. lS3: I can have interviews with our parents, and our friends and our relatives. lS4: lT: Great! If you dont know how to study them by yourselves, you can read the following form. It can help you to do this study better. 圣诞节文化中国式圣诞节 1. “圣诞节” 是怎么来的? 它起源于什么时候?是为 了纪念谁? 1.圣诞节是怎样传入中 国的? 2.圣诞节有哪些?圣诞礼 拜时比唱的歌曲是什么? 2.所有中国人都喜欢过圣 诞节吗 ?有没有年龄特征 和区域特征? 3.圣诞老人是怎样出现 的? 在节日中扮演了什么角 色? 3.中国人用圣诞树有无自 己的民族特色? 4. 圣诞树是节日中比不 可少的东西,为什么?它有 什么象征意义? 4.中国人是怎样庆祝圣 诞节的?会举行崇拜仪式 吗? 5.常用的圣诞祝福语有哪 些? 5.有些人认为圣诞节是 西方文化入侵的一部分, 也有人认为这 是中国走 向世界,与国际接轨的一 个方面.对这个问题,我们 应当如何看待? 6.你吃过或见过圣诞大 餐吗? 其中最有代表意义 的食物是什么? 6.喜欢圣诞节都是为了 享受节日的快乐吗?有没 有其他的因素?如:商家为 了赢利. 7.西方人是怎样庆祝圣 诞节的? 7.你对圣诞节的态度如 何? l(T shows the form on the blackboard.) lT: Now let me divide the whole class into groups of five. You can help each other better. Please show us your results in the English class next week when you come back to class. l教师提问设计掌握了应有的 “度”: 有一定难度, 激发了学生求知欲,调动了学生注意力,刺激了 学生思维,让学生体会到智力角逐的乐趣,同时 还照顾到大多数学生的知识,智力水平,有一定 深度. 英语教师的课堂话语策略 l1) Slower teacher talk speed l2) More pause frequency and longer pause time because of the frequency of adjusting plans. l3) Simplified and exaggerated pronunciation. l4) Simple vocabulary l5) Avoiding using complex sentences l6) More affirmative sentences and exclamatory sentences. l7) More frequent self-repetition. Characteristics of Good Teacher Talk l-The teacher gets regular feedback through questions and other devices. l-The teacher constantly “scans” the group and maintains eye-contact with different members of it, and is thus constantly alert to non-verbal as well as verbal indications of incomprehension, problems of attention-span or potential disruptive behavior. l-The teacher gives students chances to interact with each other as well as with teacher. Characteristics of Good Teacher Talk l-The teacher constantly uses language that is “comprehensible”, rarely or never falling below the “switch off” barrier. In other words, the class may not understand every word but always understands the “the main gist”. lONeill (1999), Dogmas & Delusions in Current EFL Methodology, English language learning and teaching. Questioning Strategies lKnowing about Categories of questions lIn terms of Format l1) Yes/no questions l2) selective questions l3) Wh-questions l4) How/why questions Categories of questions lIn terms of Contents l1) Factual questions (who,what,why,when) l2) Comprehending questions (why) l3) Application questions “ What would you do if you were the manager?” 4) Analyzing questions “Give evidence” “Explain” 5) Evaluation questions “Should people” Was it right or wrong” Categories of questions lIn terms of the flexibility lClose vs. open questions lConvergent vs. divergent lDisplay vs. referential Categories of questions lIn terms of text-based l1) text explicit questions l2) text implicit questions l3) beyond-the-text questions lIn terms of the degree of difficulties l1) low-level l2) high-level Poor questioning behavior l1) questions too difficult or too simple l2) time f