拓展中小学英语课堂教学管理的空间PPT

1、 拓展中小学英语课堂教学管理的空间 宁波教育学院外语学院 翁燕文1.the role of the teacher controller assessor organizer prompter participant resource-provider teachers rolestask 1 the following are things that teachers often do in a language classroom. decide what role the teacher is playing in each activity. a. the teacher gives

2、students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. controllerc. the teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). each student draws one card. those who have drawn number 1 will form group 1,

3、and those who have drawn number 2 will form group 2. thus the students are put into five groups in a random way. organizerd. when a student has made a sentence with borrow, i borrowed a paper to write a letter, the teacher says, well, we dont say a paper, we say a piece of paper.assessore. the teach

4、er asks students to take turns to make sentences with a newly learned structure. if someone makes an error, the teacher asks him or her to revise.controllerf. while doing a writing task either individually or in groups, the students need to use a particular word they dont know. so they ask the teach

5、er.resource-providerg. the teacher asks a student a question have you ever bought clothes with problems? if the student doesnt seem to be ready, the teacher says for example, a shirt without and points to the buttons on his own shirt or mpterh. when the students have in groups decided wher

6、e to go for an spring outing, the teacher asks each group to tell the others why they have made such a anizeri. when students are doing a group-work task, the teacher joins one or two groups for a short period of time.participanti. when students are doing a group-work task, the teacher joi

7、ns one or two groups for a short period of time.participantk. the teacher has a word in his mind and asks students to guess by asking only yes/no questions until they make the correct guess.participant2. student grouping 1). whole class work students: under the control of the teacher; all doing the

8、same activity at the same rhythm and paceteacher: presenting new language; giving explanation; checking answers; doing accuracy-based reproduction; summarizing learningstudents: answering either together or one by one2). pair workstudents work in pairs on an exercise or a task a dialogue reading; a

9、game an information-gap taskteacher: circulating around the classroom; answering questions; providing helpteacher: circulating around the classroom; answering questions; providing helpteacher: joining each group for a while; as a participant not as a leader or inspector4). individual study working o

10、n their own at their own speed; silent reading; doing written exercises writing something down individually student groupingtask 2 speaking activity decorate your classroom with things that are either beautiful or useful. how would you decorate it and what things would you need? how can you get them

11、? the following steps might apply: 1) whole class work: go through the instruction 2) group work: discussion, agreement 3) whole class work: report their discussion result3. dealing with errors1). differences between errors and mistakesa mistake refers to: a performance error that is either a random

12、 or a “slip of tongue”; a failure performance to a known system having nothing to do with the language competence can be self-correctedan error refers to: having direct relation with the learners language competence lack of knowledge in the target language can not be self-corrected2). when to correc

13、t(1). during fluency work not to interrupt students unless communication breaks down; tip: if getting the most of the language right but has made a trivial mistake, let the mistake pass. taking a note in teachers mind (facing common mistakes); trying to do the correction after the students performan

14、ce(2). during accuracy work: needing to intervene more because the purpose of the activity is to get what is learned right3). how to correct direct teacher correction indirect teacher correction self-correction peer correction whole class correctionindirect teacher correction: avoiding damaging stud

15、ents self esteem and confidenceself-correction: being encouraged before teacher correction or peer correction peer correction: student cannot be self-correct (lack of competence), ask other students to help correct it;whole class correction: whole class can be invited to correct; applying: vocabular

16、y, use of grammar, pronunciation dealing with errorstask 3 below are some classroom extracts. which error correction method is the way you favor? and which is the way you dislike? a t: whats your name? s: my name tom. t: oh, good. my name is tom? s: yes, my name is tom. t: hello, tom.b t: whats your

17、 mothers job? s: he is t: oh, not he, you mother is a woman. you should use she. s: she is a c t: make a sentence with have! s: he have a car. t: there is a big mistake in your sentence. can you correct it? s: mmmm no, i dont know. t: who can correct him?d t: what did you do last saturday, mary? s: i watch tv, and do homework. t: oh, great! how about you, john?e t: make a sentence with have! s: he have a car. t: he have a car? s: he has a car. t: very good. he has a car.f t: can you tell us something about your father,