拓展中小学英语课堂教学管理的空间ppt课件

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,1,1.The role of the teacher,controller assessor organizer prompter participant resource-provider,2,Teachers roles TASK 1,3,The following are things that teachers often do in a language classroom. Decide what role the teacher is playing in each activity.,4,a. The teach

2、er gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.,controller,5,6,c. 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

3、form group 1, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way.,organizer,7,d. 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.,as

4、sessor,8,e. The teacher 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.,controller,9,f. While doing a writing task either individually or in groups, the students need to use a particular word they dont kn

5、ow. So they ask the teacher.,resource-provider,10,g. 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 jacket.,prompter,11,h. When the s

6、tudents have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.,organizer,12,i. When students are doing a group-work task, the teacher joins one or two groups for a short period of time.,participant,13,i. When students

7、 are doing a group-work task, the teacher joins one or two groups for a short period of time.,participant,14,k. 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.,participant,15,2. Student grouping,1). Whole class work,16,

8、Students: under the control of the teacher; all doing the same activity at the same rhythm and pace,17,Teacher: presenting new language; giving explanation; checking answers; doing accuracy-based reproduction; summarizing learning,18,Students: answering either together or one by one,19,2). Pair work

9、 Students work in pairs on an exercise or a task a dialogue reading; a game an information-gap task,20,Teacher: circulating around the classroom; answering questions; providing help,21,Teacher: circulating around the classroom; answering questions; providing help,22,Teacher: joining each group for a

10、 while; as a participant not as a leader or inspector,23,4). Individual study working on their own at their own speed; silent reading; doing written exercises writing something down individually,24,Student grouping Task 2,25,Speaking Activity Decorate your classroom with things that are either beaut

11、iful or useful. How would you decorate it and what things would you need? How can you get them?,26,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 result,27,3. Dealing with errors,1). D

12、ifferences between errors and mistakes,28,A mistake refers to: a performance error that is either a random or a “slip of tongue”; a failure performance to a known system having nothing to do with the language competence can be self-corrected,29,An error refers to: having direct relation with the lea

13、rners language competence lack of knowledge in the target language can not be self-corrected,30,2). When to correct (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

14、.,31,Taking a note in teachers mind (facing common mistakes); Trying to do the correction after the students performance,32,(2). During accuracy work: needing to intervene more because the purpose of the activity is to get what is learned right,33,3). How to correct direct teacher correction indirec

15、t teacher correction self-correction peer correction whole class correction,34,Indirect teacher correction: avoiding damaging students self esteem and confidence,35,Self-correction: Being encouraged before teacher correction or peer correction,36,Peer correction: student cannot be self-correct (lack

16、 of competence), ask other students to help correct it;,37,Whole class correction: whole class can be invited to correct; Applying: vocabulary, use of grammar, pronunciation,38,Dealing with errors TASK 3,39,Below are some classroom extracts. Which error correction method is the way you favor? And wh

17、ich is the way you dislike?,40,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.,41,B T: Whats your mothers job? S: He is T: Oh, not he, you mother is a woman. You should use SHE. S: She is a ,42,C T: Make a sentence with have! S: He have a car

18、. T: There is a big mistake in your sentence. Can you correct it? S: Mmmm No, I dont know. T: Who can correct him?,43,D T: What did you do last Saturday, Mary? S: I watch TV, and do homework. T: Oh, great! How about you, John?,44,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.,45,F T: Can you tell us something about