浙江省平陽(yáng)縣昆陽(yáng)鎮(zhèn)第二中學(xué)七年級(jí)英語(yǔ)上冊(cè) 教師課堂話語(yǔ)研究課件 （新版）外研版

教師話語(yǔ)（teacher talk）講座的主要內(nèi)容1. 如何才能更有效地進(jìn)行課堂話語(yǔ)的互動(dòng)？2. 有效的互動(dòng)交際策略有哪些？我們應(yīng)該教給學(xué)生哪些互動(dòng)交際策略？3. 如何研究教師話語(yǔ)？教師互動(dòng)話語(yǔ)存在的問(wèn)題1.Stop talking like a teacher! 有研究：教師話語(yǔ)量占整個(gè)課堂語(yǔ)言的70到90， “唱獨(dú)角戲”的感覺(jué)。 teachers speak more, more often, control the topic of conversation, rarely ask questions for which they do not have answers, and appear to understand absolutely everything the students say, sometimes before they even say it!A joke: The teacher asked Tom, “Why did you come to school so late this morning?” Tom said, “ Someone lost one yuan.” The teacher smiled and said, “I know you helped him find the money.” “ No, I stood on the money until the person went away”, replied Tom.當(dāng)教師真正關(guān)注學(xué)生想要表達(dá)的意思而不是要當(dāng)教師真正關(guān)注學(xué)生想要表達(dá)的意思而不是要學(xué)生表達(dá)你的意思時(shí)學(xué)生表達(dá)你的意思時(shí), 課堂真實(shí)意義上的互動(dòng)才課堂真實(shí)意義上的互動(dòng)才能展開，那是課堂最精彩的時(shí)刻。能展開，那是課堂最精彩的時(shí)刻。討論：討論：1)有些教師認(rèn)為教師講的清有些教師認(rèn)為教師講的清楚，學(xué)生的話語(yǔ)質(zhì)量差，語(yǔ)速又慢，楚，學(xué)生的話語(yǔ)質(zhì)量差，語(yǔ)速又慢，耽誤不少上課時(shí)間，所以由老師多耽誤不少上課時(shí)間，所以由老師多講的課堂效率高，你覺(jué)得這種觀點(diǎn)講的課堂效率高，你覺(jué)得這種觀點(diǎn)如何？你是否認(rèn)為學(xué)生課堂上說(shuō)話如何？你是否認(rèn)為學(xué)生課堂上說(shuō)話耽誤時(shí)間？耽誤時(shí)間？2) 你是否贊成這種觀你是否贊成這種觀點(diǎn)：無(wú)論什么時(shí)候都要減少點(diǎn)：無(wú)論什么時(shí)候都要減少TTT（teachers talking time)？Swain (1985)“ 可理解輸出假設(shè)” (Comprehensible output hypothesis) 學(xué)習(xí)母語(yǔ)的啟示：大量的輸入，試錯(cuò)，猜測(cè)，他人的幫助Language hypothesis test the hypothesis notice the difference reformulate language關(guān)于減少（teachers talking time)不能盲目的過(guò)分的強(qiáng)調(diào)減少，要根據(jù)學(xué)生的具體水平，課型，教學(xué)目標(biāo)等來(lái)進(jìn)行處理。啟示1：（p73)互動(dòng)是交際的核心（Brown, 1994)?；?dòng)是學(xué)習(xí)得以實(shí)現(xiàn)的方式，也是學(xué)習(xí)的目的，很多的啞巴英語(yǔ)就是不互動(dòng)造成的。優(yōu)秀教師的課堂話語(yǔ)量占一節(jié)課時(shí)間的50. 7%。語(yǔ)言教師要認(rèn)識(shí)到教師課堂話語(yǔ)霸權(quán)會(huì)造成學(xué)生的課堂“失語(yǔ)”，所以要加強(qiáng)互動(dòng)話語(yǔ)的意識(shí)和互動(dòng)話語(yǔ)設(shè)計(jì)。 練習(xí)互動(dòng)話語(yǔ)設(shè)計(jì)你認(rèn)為以下的話語(yǔ)能抓住學(xué)生的注意力嗎？為了提高互動(dòng)，應(yīng)該如何設(shè)計(jì)？T: Ok. Thank you. So you can keep your opinion, but in my opinion, I will divide the passage into two parts. Part one includes first paragraph. And the second part includes para.2 and 3. And the main idea of the para. is2. 課堂話語(yǔ)互動(dòng) 例1: T: Look at this cat. Its very cute(教師出示貓的圖片) （教師拼讀單詞并領(lǐng)讀：c-u-t-e）spell the word.（拼讀）S: c-u-t-eT:Good. Cute S: cute（跟讀）T:What is cute?S:Cat is cute.S:Goldfish is cute. 討論思考：這段教師話語(yǔ)是否是初中教單詞比較典型的課討論思考：這段教師話語(yǔ)是否是初中教單詞比較典型的課堂話語(yǔ)？你覺(jué)得有什么問(wèn)題嗎？通過(guò)這段教學(xué)學(xué)生堂話語(yǔ)？你覺(jué)得有什么問(wèn)題嗎？通過(guò)這段教學(xué)學(xué)生是否真正理解了是否真正理解了cute含義？如何是你，你如何教授含義？如何是你，你如何教授這個(gè)單詞這個(gè)單詞cute？Another way of teaching:T: Look at this little cat. Its very cute(教師出示貓的圖片) T: Look, what is cute?( 可以有更多的圖片和可愛(ài)小動(dòng)物或嬰兒等孩子的視頻，啟發(fā)學(xué)生講一講哪些你認(rèn)為是cute) S: The cat is cute.T: What else is cute?S: The little baby is cute. T: yeah, They are cute. They are lovely. 如果是重點(diǎn)單詞,需要關(guān)注拼寫時(shí)（教師拼讀單詞并領(lǐng)讀：c-u-t-e）spell the word.S: c-u-t-eT:Good. cuteS: cute利用語(yǔ)料庫(kù)獲得真實(shí)語(yǔ)境：BNC British National corpus 網(wǎng)址 http:/corpus.byu.edu/bnc/x.asp?w=1280&h=720 Oh I got her a lovely cute little teddy. Hello. Hello cat. Oh theyre cute arent they? Ill advertise of course they do， I mean in every golf magazine you get Eagle Golf, you get American Golf and you get Navada Bobs and thats it Navada Bobs, whats Navada Bobs? oh its a cute , little, little cowboy with a big hat on called Et Navada Bob.讓學(xué)生仔細(xì)觀察這些例子，總結(jié)讓學(xué)生仔細(xì)觀察這些例子，總結(jié)cute 的含義的含義 (cute: delightfully pretty and often small)http:/www.natcorp.ox.ac.uk (英國(guó)國(guó)家語(yǔ)料庫(kù)）例2: T: Do you have a pair of trousers?S: No, I dont.T: No, I dont. Good , sit down.思考討論：你覺(jué)得這個(gè)對(duì)話有什么問(wèn)題思考討論：你覺(jué)得這個(gè)對(duì)話有什么問(wèn)題嗎？教師為何這樣提問(wèn)？教師想達(dá)到什嗎？教師為何這樣提問(wèn)？教師想達(dá)到什么目的？學(xué)生為何這樣回答？么目的？學(xué)生為何這樣回答？A joke:A new teacher was trying to make use of her psychology course. So she started class by saying, “Those who think you are stupid stand up, please”. After a few seconds, little Johnny stood up. The teacher asked, “Do you think you are stupid, little Johnny?” Little Johnny answered, “No, maam, but I hate to see you standing there all by yourself!” 例3: T: I would like you to listen to the tape and answer my question.(聽錄音后)T: bad weather or good weather?S: Bad weather.T: The man said “what bad weather”. Eh, it is snowing or it is raining?S: SnowingT: Snowing. Will it last long?S: No,it wont.T: How do you know?S: The snow will fall today.T: yeah,later.T: So Then I would like you to make some dialogues. For example: What bad weather. It will be hot tomorrow. Will it be hot tomorrow? Yes, it will. Understand?Ss: Yes.(學(xué)生練習(xí)20秒以后)S1：What bad weather. It will be warm tomorrow.S2: Will it, Will it be warm tomorrow?S1: No ,it wont.討論：以上對(duì)話你發(fā)現(xiàn)問(wèn)題了嗎？你覺(jué)得問(wèn)題出討論：以上對(duì)話你發(fā)現(xiàn)問(wèn)題了嗎？你覺(jué)得問(wèn)題出在哪？教師接下來(lái)應(yīng)該如何引導(dǎo)學(xué)生？學(xué)生為何在哪？教師接下來(lái)應(yīng)該如何引導(dǎo)學(xué)生？學(xué)生為何犯這樣錯(cuò)誤？犯這樣錯(cuò)誤？T: It will be warm tomorrow. What weather, bad or good? S：Good.T:yeah, everyone likes to have warm weather. So you can say what-(升調(diào)停頓提示)S：What good weather.T: Good. Could you do the dialogue again?S1：What good weather. It will be warm tomorrow.S2: Will it, Will it be warm tomorrow?S1: Yes, it will.啟示二：從語(yǔ)言知識(shí)的建構(gòu)方面看，基于意義之上的互動(dòng)對(duì)語(yǔ)言知識(shí)的建構(gòu)具有重要意義，單純基于語(yǔ)言形式之上的假互動(dòng)，具有互動(dòng)的膚淺熱鬧，但往往強(qiáng)調(diào)簡(jiǎn)單重復(fù)，要加以區(qū)別和避免。例4T：Did you watch the weather report yesterday evening?SS: No.T: I watched the weather report yesterday evening. Do you want to know the weather? S: Yes.T: You can ask me “Whats the weather like in” Here is the map of China.（教師把天氣預(yù)報(bào)中常見(jiàn)的天氣標(biāo)志和一些城市的名稱貼在黑板上）S: What is the weather like in Beijing?T: Its cloudy.思考討論：你覺(jué)著這段課堂話語(yǔ)教師的教學(xué)目的是什么？思考討論：你覺(jué)著這段課堂話語(yǔ)教師的教學(xué)目的是什么？你覺(jué)得學(xué)生真的想了解這些地方的天氣嗎？這樣的課堂話你覺(jué)得學(xué)生真的想了解這些地方的天氣嗎？這樣的課堂話語(yǔ)的情境創(chuàng)設(shè)有問(wèn)題嗎？如果你來(lái)設(shè)計(jì)，如何教授這個(gè)語(yǔ)語(yǔ)的情境創(chuàng)設(shè)有問(wèn)題嗎？如果你來(lái)設(shè)計(jì)，如何教授這個(gè)語(yǔ)言項(xiàng)目？言項(xiàng)目？在上例中，如果說(shuō)能賦予交際以更接近真實(shí)的目的，比如讓你來(lái)為一個(gè)外國(guó)朋友來(lái)中國(guó)或者為自己未來(lái)的旅游進(jìn)行一個(gè)天氣調(diào)查，可能這樣的情境更加真實(shí)。建議三：真實(shí)情境的創(chuàng)設(shè)對(duì)于激發(fā)學(xué)生互動(dòng)的愿望非常重要，沒(méi)有溝通欲望的互動(dòng)會(huì)使互動(dòng)的效果大打折扣，所以要思考如何設(shè)計(jì)最真實(shí)的情境激發(fā)有意義的互動(dòng)。3. 最有效的一種互動(dòng)是意義協(xié)商（meaning negotiation），那什么是意義協(xié)商，我們看一個(gè)例子：例5: T: What was the funniest thing that happened to you at school? Tang?S: Funniest thing?T: The funniest.S1: The funniest thing I think out of school was to go to picnic.角色扮演：假設(shè)你們?cè)谡n堂中，小組里，一個(gè)人角色扮演：假設(shè)你們?cè)谡n堂中，小組里，一個(gè)人扮演老師，另一些人扮演學(xué)生，扮演老師，另一些人扮演學(xué)生，把這個(gè)對(duì)話續(xù)說(shuō)下去。把這個(gè)對(duì)話續(xù)說(shuō)下去。T: Go on a picnic? So what happened, what made it funny?S: Go to picnic we made playing or talking with the teacher more closely because in the school we have a line you know he the teacher and me the studentT:-So you say there was a gap or a wall between the teacher and the students so when you-S1:-If you go out of the school you went together with more (gestures “close” with hands)T:- so you had a closer relationship outside the classroomS: yeah (引自 McCarthy &Walsh, 2003)兩人一組，角色扮演朗讀下面對(duì)話:T: What happened to him ?s : He brought his leg.T : Brought? What do you mean ?S : His leg was injure.T : oh broke,I see.討論：意義協(xié)商的意思是什么？這樣的例討論：意義協(xié)商的意思是什么？這樣的例子在我們的初中課堂中多嗎？能子在我們的初中課堂中多嗎？能否舉例否舉例?討論：碰到這樣一些交流不暢的時(shí)討論：碰到這樣一些交流不暢的時(shí)候，你如果不懂學(xué)生在講什么，你候，你如果不懂學(xué)生在講什么，你會(huì)怎么辦？你會(huì)對(duì)學(xué)生想要表達(dá)的會(huì)怎么辦？你會(huì)對(duì)學(xué)生想要表達(dá)的信息進(jìn)行詢問(wèn)嗎，還是假裝明白，信息進(jìn)行詢問(wèn)嗎，還是假裝明白，或忽略跳過(guò)？還是直接提供你的答或忽略跳過(guò)？還是直接提供你的答案？案？你覺(jué)得教師和學(xué)你覺(jué)得教師和學(xué)生進(jìn)行意義協(xié)商的生進(jìn)行意義協(xié)商的意義何在意義何在？The teachers reflection: （反思）Theres a lot of scaffolding being done byme because I want to get it flowing, I want to encourage them, keep it moving as it was. Im clarifying to the class what hes saying because I know in an extended turn a broken turn and its not exactly fluent and its not articulate I try to reinterpret for the benefit of the class so that they all understand the point being made by the student.Vygotsky的中介理論( Theory of Mediation) : 有效學(xué)習(xí)的關(guān)鍵在于兒童和中介人 (父母、老師和同伴等)之間交往互動(dòng)的質(zhì)量，中介者的作用在于找到幫助學(xué)習(xí)者學(xué)習(xí)的方法, 并使用工具使其進(jìn)入最近發(fā)展區(qū) ( Zone of Proximal Development) 。ZPD指比兒童現(xiàn)有知識(shí)技能略高出一個(gè)層次, 經(jīng)他人協(xié)助后可達(dá)到的水平。教師是兒童學(xué)習(xí)過(guò)程中最重要的中介者。對(duì)于教師來(lái)說(shuō), 最重要的工具就是語(yǔ)言。教師在課堂教學(xué)中所使用的語(yǔ)言對(duì)兒童的學(xué)習(xí)和思維有著重大的影響。啟示四：教師創(chuàng)造更多的意義協(xié)商的機(jī)會(huì)并做好中介作用，有助于發(fā)展語(yǔ)言的表達(dá)能力和提高學(xué)生自主的言語(yǔ)能力，中介作用不是替代學(xué)生做出回答，而是提供語(yǔ)言的試錯(cuò)機(jī)會(huì)，并且引導(dǎo)他們看到正確表達(dá)和他們語(yǔ)言之間的差異。討論：你認(rèn)為現(xiàn)在課堂話語(yǔ)交流是否存在這樣的一討論：你認(rèn)為現(xiàn)在課堂話語(yǔ)交流是否存在這樣的一些問(wèn)題和其他問(wèn)題：些問(wèn)題和其他問(wèn)題：1.老師或其他同學(xué)講話，學(xué)生沒(méi)有反應(yīng)。老師或其他同學(xué)講話，學(xué)生沒(méi)有反應(yīng)。2.學(xué)生聽的時(shí)候不會(huì)提問(wèn)。學(xué)生聽的時(shí)候不會(huì)提問(wèn)。3.其他學(xué)生講話學(xué)生不其他學(xué)生講話學(xué)生不注意聽。注意聽。你認(rèn)為我們有什么方法改進(jìn)上述問(wèn)題？你認(rèn)為我們有什么方法改進(jìn)上述問(wèn)題？有哪些交際策略我們應(yīng)該教給學(xué)生以便他們能更好有哪些交際策略我們應(yīng)該教給學(xué)生以便他們能更好參與互動(dòng)？參與互動(dòng)？ 常見(jiàn)的交際策略：（案例分析：摘自英語(yǔ)課程標(biāo)準(zhǔn)在初中課堂教學(xué)中的應(yīng)用p32-53）1.Listen carefully with your whole body, give feedback by nodding or saying mm-bmm2.Be a mirror: repeat a phrase that the speaker used to show understanding3. Learn to paraphrase: if you dont know how to say a word, say it in a different way.4. Learn to ask questions to clarify the meaning of the speaker: such as “what”, “What was the first word you said?” “What was the meaning of the word “romantic”?” “Can you give examples?”你在教學(xué)中是如何教會(huì)學(xué)生這樣的一些交際策略？你在教學(xué)中是如何教會(huì)學(xué)生這樣的一些交際策略？如何鼓勵(lì)學(xué)生參與互動(dòng)？如何鼓勵(lì)學(xué)生參與互動(dòng)？Mr Tao 教授以上交際策略的方法1.讓學(xué)生用接球(soft ball)的方式養(yǎng)成交流的時(shí)候注視對(duì)方的習(xí)慣，有利于學(xué)生真實(shí)的交際。2.觀察錄像中真實(shí)生活中的對(duì)話并反思策略3.帶著問(wèn)題觀察生活中的會(huì)話策略（自我調(diào)查）4.運(yùn)用一些游戲，比如no-name game ，接龍游戲等來(lái)訓(xùn)練學(xué)生提問(wèn)和解釋的交際策略5.在練習(xí)仔細(xì)聽和做出反饋的策略時(shí)，讓學(xué)生輪流進(jìn)行不同角色扮演：a talker, a listener, a watcher6.在每時(shí)每刻的教學(xué)中運(yùn)用這些交際技巧no-name game 具體操作示范S1:This is whatchamacalit. I use it when I make tea.S2:A cup? （注意聽并提問(wèn)）S3:A kettle? （注意聽并提問(wèn)）S1:No, you put tea in it and wait. (paraphrase)S4:Is it a teapot?S1:Yes4. 反饋的重要作用對(duì)內(nèi)容的反饋？對(duì)語(yǔ)法形式反饋？1）對(duì)形式的反饋e.g：What is he doing?S: He is drawing a picture.T: Drawing a picture. Good ,yes. Drawing a picture.在反饋時(shí)，教師的關(guān)注點(diǎn)是什么？在真實(shí)的談話中多見(jiàn)嗎？在初中的課堂中多見(jiàn)嗎？2）內(nèi)容性反饋例：T : Now , let s look at this old man.( p p t 中出現(xiàn)一個(gè)類似腦白金廣告中老爺爺?shù)膱D片)Ss: 腦白金T : 腦白金? So , what do you think of 腦白金?Ss: Famous.T : Famous. Very famous. Why is he famous?S 1: Advert.T : Pardon?S 1: Advertisement .T : OK, why do you say the advertisement ?S 1: ( 2 second pause) Advertisement make the man famous .T : Very good. He is famous because of the advertisement. Right?討論：這個(gè)例子中教師反饋時(shí)提了什么問(wèn)題？教師的關(guān)注點(diǎn)討論：這個(gè)例子中教師反饋時(shí)提了什么問(wèn)題？教師的關(guān)注點(diǎn)在在什么方面？目的是什么？這樣的反饋在你們的課堂中常見(jiàn)嗎什么方面？目的是什么？這樣的反饋在你們的課堂中常見(jiàn)嗎？例 7：T:Do you like to have more than one child?S:Maybe, its good. But things doesn t always go smooth like you think.T: What do you mean by that? S: I mean sometimes a husband and a wife dontagree each other.T: Give me an example, please. S: In my hometown, the wife doesnt want to have birth to a child, but the husband wants to have more than one child, and they got fight, finally they made divorced.T: Oh, I see. If it were you, what would you do?S: I was not sure now.T: And youll get divorced with him? S: Perhaps.在這個(gè)例子中，教師是如何通過(guò)反饋推進(jìn)話題的討論？根據(jù)swain 的觀點(diǎn), 大量的口語(yǔ)輸出機(jī)會(huì)并不能保證二語(yǔ)習(xí)得, 學(xué)習(xí)者只有在受到外在壓力(being pushed )的情況下, 即產(chǎn)出推動(dòng)性的產(chǎn)出（pushed output)，才可能更有效地提高二語(yǔ)水平。同時(shí)教師應(yīng)引導(dǎo)學(xué)生學(xué)習(xí)評(píng)論其他學(xué)生的有關(guān)內(nèi)容的發(fā)言，What do you think of what he says，Why do you think so? Can you give your own idea about that? Can you give some examples? 針對(duì)一些口語(yǔ)活動(dòng)，教師可以先給一個(gè)模板或進(jìn)行示范， 可以引導(dǎo)從語(yǔ)音語(yǔ)調(diào)、內(nèi)容、形式、準(zhǔn)備等各方面進(jìn)行評(píng)價(jià)或給予反饋。T：How is his report？ Do you have some comments？S1：I think its good. His pronunciation is beautiful.S2：I like his report. But I find a mistake.討論：對(duì)于口語(yǔ)中出現(xiàn)的語(yǔ)法錯(cuò)誤，你討論：對(duì)于口語(yǔ)中出現(xiàn)的語(yǔ)法錯(cuò)誤，你在課堂上是否糾正，什么時(shí)候糾正，由在課堂上是否糾正，什么時(shí)候糾正，由誰(shuí)來(lái)糾正，你覺(jué)得糾正學(xué)生口語(yǔ)錯(cuò)誤有誰(shuí)來(lái)糾正，你覺(jué)得糾正學(xué)生口語(yǔ)錯(cuò)誤有效嗎？你認(rèn)為學(xué)生喜歡老師對(duì)他們的錯(cuò)效嗎？你認(rèn)為學(xué)生喜歡老師對(duì)他們的錯(cuò)誤進(jìn)行糾正嗎？誤進(jìn)行糾正嗎？例8 （work in pairs and read the following dialogue)T : What did S 1 s grandparents do for her ?S 2: N o.T : No ? （升調(diào)）S 2: He cooked -T : TH E Y cooked - （重讀they）S 2: They cooked the food.T : OK , they cooked many delicious food for S 1. Now, what class did S 1 take?S 3: She take a -T : She-（停頓）S 3: ( 6 second pause) .T : She take or she took ? (選擇方式提示錯(cuò)誤)S 3: She took a math class.討論：討論：1.在這個(gè)錯(cuò)誤的糾正過(guò)程中，教師通過(guò)哪在這個(gè)錯(cuò)誤的糾正過(guò)程中，教師通過(guò)哪幾種方式幫助學(xué)生自我糾正錯(cuò)誤？幾種方式幫助學(xué)生自我糾正錯(cuò)誤？2.你在教學(xué)中會(huì)怎樣引導(dǎo)學(xué)生進(jìn)行自我糾你在教學(xué)中會(huì)怎樣引導(dǎo)學(xué)生進(jìn)行自我糾正錯(cuò)誤？你更傾向于讓學(xué)生自我糾正還是正錯(cuò)誤？你更傾向于讓學(xué)生自我糾正還是老師糾錯(cuò)？還是同伴糾錯(cuò)？你覺(jué)得哪種效老師糾錯(cuò)？還是同伴糾錯(cuò)？你覺(jué)得哪種效果好？果好？建議：1. 引導(dǎo)更多的進(jìn)行自我糾正和同伴糾正錯(cuò)誤，能提高學(xué)生聽的注意力和對(duì)語(yǔ)言的意識(shí)。同時(shí)促進(jìn)學(xué)生參與課堂話語(yǔ)中的互動(dòng)。2. 根據(jù)學(xué)習(xí)的情況進(jìn)行相應(yīng)語(yǔ)法結(jié)構(gòu)的聚焦糾正法，不要面面俱到。3. 注意顯性負(fù)反饋（negative feedback）的副作用4. 要給學(xué)生適當(dāng)留一些時(shí)間來(lái)思考，適當(dāng)增加等待時(shí)，不要急于替學(xué)生回答。 5.反饋時(shí)，籠統(tǒng)的說(shuō)ok,good, 對(duì)學(xué)習(xí)者的學(xué)習(xí)不能產(chǎn)生很好的效果，學(xué)習(xí)者更想要獲得更加具體詳細(xì)的反饋和進(jìn)一步的講解說(shuō)明，并指出正確的表達(dá)，所以學(xué)習(xí)如何評(píng)價(jià)學(xué)生的回答或表達(dá)是很重要的話語(yǔ)能力。Research task:Step 1: Watch part of the video twice and write down all the feedback the teacher gives to the class in full text. For the students answer, you can take down key words or whole sentence.Step 2: Discuss the feedback in groups and complete writing it.Step 3: categorize the feedback strategies and tell their purpose. Research task:S1: I have lots of friends. They are all warm hearted and helpful. Make great progressT: Yes, very good.S2: Go shopping with my friends and talk with my friendsT: MmmS2: We have lots of happiness.T: So, you mean you have the same interests and hobbies you can share with each other.S1:yesT:yes, Very good. S: act in a magical mirrorT: So You act in a magical mirror. Thats so interesting.（情感支持）Thank you very much (微笑).Unfortunately we have lot of unhappiness. Anyone who would like to tell me about your sadness.S1: Morning exercises are very boring.T: So, Morning exercises. Good. Youre bored with it, right(升調(diào)) S2:stressT: You are faced with a lot of stress. Thank you very much.S3:make low markT: You mean sometimes you should have done it right, but you make mistakes. Maybe not good result.(板書) This is a common problem.S4: mathematicsT: Thats the killer to me too. So Maths is very difficult and very demanding. S5: only one classT: So its a pity right. But I guess you also have some good teachers right(升調(diào))討論：這里的反饋都是針對(duì)內(nèi)容還討論：這里的反饋都是針對(duì)內(nèi)容還是語(yǔ)言形式？為何是這樣？你認(rèn)為是語(yǔ)言形式？為何是這樣？你認(rèn)為教師反饋的策略應(yīng)該分成哪幾類？教師反饋的策略應(yīng)該分成哪幾類？并且這樣幾類的出現(xiàn)頻率是怎樣的？并且這樣幾類的出現(xiàn)頻率是怎樣的？Research task:S1: I have lots of friends. They are all warm hearted and helpful. Make great progressT: Yes, very good.簡(jiǎn)單積極反饋簡(jiǎn)單積極反饋S2: Go shopping with my friends and talk with my friendsT: MmmS2: We have lots of happiness.T: So, you mean you have the same interests and hobbies you can share with each other.（意義協(xié)商）S2:yesT:yes, Very good.簡(jiǎn)單積極反饋簡(jiǎn)單積極反饋S3: act in a magical mirrorT: So You act in a magical mirror.（重復(fù)學(xué)生的話）Thats so interesting.（情感支持）Thank you very much (微笑).Research task:Unfortunately we still have lots of unhappiness. Anyone who would like to tell me about your sadness.S4: Morning exercises are very boring.T: So, Morning exercise （重復(fù)學(xué)生的話） Morning exercises actually (形式糾正）.Good.簡(jiǎn)單積極反饋簡(jiǎn)單積極反饋 So youre bored with it, right(升調(diào))重新組織學(xué)生的話語(yǔ)S4:stressT: You are faced with a lot of stress.重新組織學(xué)生的話語(yǔ) Thank you very much.S5:make low mark in the examsT: You mean sometimes you should have done it right, but you make mistakes. （意義協(xié)商）Maybe not good result.(板書) This is a common problem. （情感支持）S1: mathematicsT: Thats the killer to me too. （情感支持） So Maths is very difficult and very demanding. （情感支持） S1: You are our English teacher but only one classT: So its a pity right. （情感支持） But I guess you also have some good teachers （情感支持） right(升調(diào))教師反饋策教師反饋策略的發(fā)現(xiàn)略的發(fā)現(xiàn)簡(jiǎn)單積極反饋：簡(jiǎn)單積極反饋： e.g. Yes, very good 3次次意義協(xié)商：意義協(xié)商： e.g. you mean you have the same interests and hobbies you can share with each other.次情感支持： e.g. Thats so interesting. 次單純重復(fù)學(xué)生的話次重新組織學(xué)生的話語(yǔ)次形式糾正形式糾正 e.g. Morning exercises actually 1次從這位教師的反饋的數(shù)據(jù)統(tǒng)計(jì)中你發(fā)現(xiàn)什么？教師反饋時(shí)重視什么？你認(rèn)為這些反饋和閱讀課導(dǎo)入部分的教學(xué)目的吻合嗎？總體評(píng)論：反饋形式多樣，情感支持的反饋比較多，總體評(píng)論：反饋形式多樣，情感支持的反饋比較多， 重視建立重視建立良好的互動(dòng)氛圍。反饋重視對(duì)內(nèi)容的反饋，和學(xué)習(xí)目標(biāo)有關(guān)，因良好的互動(dòng)氛圍。反饋重視對(duì)內(nèi)容的反饋，和學(xué)習(xí)目標(biāo)有關(guān)，因?yàn)檫@部分導(dǎo)入的目的是激發(fā)對(duì)閱讀主題的思考，同時(shí)閱讀課的目為這部分導(dǎo)入的目的是激發(fā)對(duì)閱讀主題的思考，同時(shí)閱讀課的目的也是對(duì)內(nèi)容的關(guān)注，對(duì)學(xué)生語(yǔ)言表達(dá)流暢性和思維流暢性的關(guān)的也是對(duì)內(nèi)容的關(guān)注，對(duì)學(xué)生語(yǔ)言表達(dá)流暢性和思維流暢性的關(guān)注。注。課堂活動(dòng)指令語(yǔ)言存在的問(wèn)題課堂活動(dòng)指令語(yǔ)言存在的問(wèn)題Play the number game 課堂活動(dòng)指令語(yǔ)言存在的問(wèn)題課堂活動(dòng)指令語(yǔ)言存在的問(wèn)題Task1：Work in pairs. Count from 1 to 20. Each time, each one can only count one or two numbers, but not three numbers. Who gets the number 20 will be the winner.例9: T: Anyway, so we so far talked a lot about the jobs. but Im sure there are some dream jobs in your mind. So why not hold a discussion? Four students as a group and you should write down the dream job in your mind.S: yes.T: Ok, boys and girls. Time is up. So tell me how many words, how many jobs have you got? How many?S1:my dream job is soldier, because my father is a soldier. When I see green clothes, I feel proud of him T: OK. Do you think he is like a soldier? Yes or No? OK, good, But my question is to collect as many words as possible.S2: The first one, scientist. The second one, surgeon.討論：這個(gè)教師的活動(dòng)指令語(yǔ)清楚嗎？他想討論：這個(gè)教師的活動(dòng)指令語(yǔ)清楚嗎？他想達(dá)到這個(gè)活動(dòng)的目的是什么？是否達(dá)到這個(gè)達(dá)到這個(gè)活動(dòng)的目的是什么？是否達(dá)到這個(gè)目的？從學(xué)生的表現(xiàn)看學(xué)生是怎樣理解這個(gè)目的？從學(xué)生的表現(xiàn)看學(xué)生是怎樣理解這個(gè)指令的？指令的？例10: And here, I want you to go through the passage again, and try to tick out the topics mentioned in the passage. Understand? OK. Now, lets go. Please try to tick out all the topics mentioned in the passage.討論：你覺(jué)得這段活動(dòng)的指令語(yǔ)清晰嗎？教討論：你覺(jué)得這段活動(dòng)的指令語(yǔ)清晰嗎？教師想要學(xué)生怎么做？如果是你來(lái)設(shè)計(jì)，你會(huì)師想要學(xué)生怎么做？如果是你來(lái)設(shè)計(jì)，你會(huì)怎樣講？怎樣講？一位外籍教師的任務(wù)指令： 1. Read the passage and choose five key words which are most important to understand the main idea of the passage.2. Read the passage and find out words about feelings. 例11Next task, were going to do is, were going to hold a debate, based on the advantage and disadvantages we have, I mean, you have come on with either in your mind or in your textbook or you have just learned, your personal experience. So the topic is, the topic, For Sidethere are two sides in the debate, For Side and Against Side, right? Topic for side, computers bring more benefits than harms to young people. Topic for against side, computers bring more harms than benefits to young people. 討論：以上是一位教師組織學(xué)生進(jìn)行辯論討論：以上是一位教師組織學(xué)生進(jìn)行辯論時(shí)發(fā)出的部分指令，你認(rèn)為是否清楚？學(xué)時(shí)發(fā)出的部分指令，你認(rèn)為是否清楚？學(xué)生可能會(huì)產(chǎn)生哪些誤解？如果不清楚，請(qǐng)生可能會(huì)產(chǎn)生哪些誤解？如果不清楚，請(qǐng)你重新設(shè)計(jì)。你重新設(shè)計(jì)。重新設(shè)計(jì)：Next, were going to have a debate. The topic is about the advantage and disadvantages of the computer to young people. We will have two sides. For Side and Against Side. For Side will argue computers bring more benefits than harms to young people. Against Side, computers bring more harms than benefits to young people. Each group has to choose one side. You can use your textbook or your personal experience to help you when you prepare and argue.BLACKBOARD DESIGN: DEBATE: ADVANTAGE AND DISADVANTAGES OF THE COMPUTER TO YOUNG PEOPLE. For side : computers bring more benefits than harms to young people. Against Side: computers bring more harms than benefits to young people.總結(jié)：課堂指令語(yǔ)的設(shè)計(jì)和活動(dòng)目的和方法的清晰度緊密相關(guān)，教師對(duì)課堂活動(dòng)設(shè)計(jì)要達(dá)到的目標(biāo)和方法思考越清晰，指令語(yǔ)也會(huì)越清晰。同時(shí)指令語(yǔ)的表述方面需要進(jìn)行精心的設(shè)計(jì)和換位思考，語(yǔ)言要適合學(xué)生水平，邏輯要清晰，語(yǔ)言簡(jiǎn)潔，體現(xiàn)互動(dòng)性。適當(dāng)?shù)氖謩?shì)或者板書或讓學(xué)生配合示范等方式都是可以輔助教師更加清晰地表達(dá)活動(dòng)指令。案例分析 Mr. TaoThese are the strategies we will practice in class. Today, lets take the first two, be an active listener and be a mirror. Work with two partners and choose a listener, a talker, a watcher. Ask the talker to start. That person will talk for 2 minutes about one of these topics. He points to the chalkboard:.(topics to talk about)Modelling the activity:He points to the first topic. “Lets try this one first. Hu Weiming, will you be the watcher? Li Fen, would you be the listener? And Ill be the talker.案例分析 Mr. TaoHu Weiming, please mark on the notebook each time Li Fen says “um-hum” or repeats what I say. Li Fen be an active listener, and repeat the words I say.Mr Tao begins, “I have a cat. She can talk to me.” He gestures towards Li Fen.Li fen says, “Oh!” in surprise. Mr Tao looks towards Hu Weiming and points to the notebook. Hu Weiming makes a mark in the notebook because he notices active listening.案例分析案例分析 和討論和討論你覺(jué)得這位教師的這個(gè)課堂活動(dòng)指令清楚嗎？你覺(jué)得這位教師的這個(gè)課堂活動(dòng)指令清楚嗎？請(qǐng)解釋。他用了哪些方式講解這個(gè)活動(dòng)指令？請(qǐng)解釋。他用了哪些方式講解這個(gè)活動(dòng)指令？你覺(jué)得有效嗎？你覺(jué)得有效嗎？. Task time:1)Each group has to discuss and write down the English instruction for the task I give you. 2) And after writing , one of the group member will come here and give instruction of the task, that is , ask the other groups to do the task. If the other groups understand the instruction well, do the tasks according to what they say. 3)And also each one of you has to take down notes about your understanding and response to the instruction given by them.Discussion:1)Each group discusses about the instructions given by the groups including your own groups based on the following questions. 2) Decide which group has the best performance. Is it loud enough to hear?Is it easy to understand? Why?Do they give examples?Do they use other ways to explain besides English language?Is it logical? 評(píng)分標(biāo)準(zhǔn)：邏輯清晰語(yǔ)言表達(dá)準(zhǔn)確聽眾理解率高運(yùn)用其他輔助設(shè)備是否有示范1)Each group has to finish giving instructions about one task I give you. If the other groups understand them, you have to do the tasks as you were the students. 2)And also you are going to take down all the ideas about what do you think of the instructions given by the demonstrating group. 3) After we finish all the tasks,I am going to ask all the groups to comment which group give the best instructions.Task 1: 采訪一個(gè)有趣的人物你或者學(xué)生志愿者扮演一個(gè)學(xué)生所熟悉的公眾人物，比如一個(gè)全國(guó)聞名的人，或歌手或演員等，但不能說(shuō)出名字。讓全班同學(xué)通過(guò)提問(wèn)的方式獲得有關(guān)信息，信息盡可能的有趣，等大家猜出這個(gè)名人后換另一個(gè)人繼續(xù)游戲。Task 1: interview an interesting manYou think out a famous person and play the role of him or her. But you should not tell the others who he is. All the class are going to guess him. They have to answer lots of questions about the famous person and you give interesting information about him. Task 2: 馬?。枋鼍毩?xí)）馬?。枋鼍毩?xí)）在黑板上畫一個(gè)馬丁，并且教師自己模仿做個(gè)外星人的樣在黑板上畫一個(gè)馬丁，并且教師自己模仿做個(gè)外星人的樣子，假裝不熟悉日常生活中的一些物品，如：汽車，電視，子，假裝不熟悉日常生活中的一些物品，如：汽車，電視，船只，音樂(lè)等，同時(shí)假裝自己的詞匯量有限，學(xué)生們應(yīng)努船只，音樂(lè)等，同時(shí)假裝自己的詞匯量有限，學(xué)生們應(yīng)努力幫助你弄懂每件物品或概念，但你要不斷地提問(wèn)，好像力幫助你弄懂每件物品或概念，但你要不斷地提問(wèn)，好像你沒(méi)有聽懂似的。例如：你沒(méi)有聽懂似的。例如：Martin: Whats a car?S1: people travel in cars.M: What is “travel”?S2: “Travel” means you go from one place to another one.Ta