课堂话语评价

英本136班葛九超12120106T:howmuchdoyouknowaboutculturalrelics?DowehavesomeculturalrelicsinWenzhou?Yesorno?（Line1）Ss:yesT:OK,somebodysayyes.S10,whatculturalrelicsinWenzhou?Doyouknow?S10:JiangxinislandT:Jiangxinisland,and?S10:YandangmountainT:Oh,Yandangmountain.WhydoyouthinktheJiangxinislandandYandangmountainareculturalrelics?Haveyoueverheardaboutthat?Why?Whydoyouthinkthattheyareculturalrelics?（Line2）S10:becausetheyhavealonghistory.T:Oh,theyhavealonghistory.Theyhavealonghistory,sowesaytheyhavesurvivedforalongtime.Theyhavealonghistory.Takenotes.Haveyoueverseenthesescenes?Yeah,theyareculturalrelics.InChineseislangqiao,InEnglishiscoveredbridge.（Line3）Line1上课伊始，教师向学生提出了简洁的参考性问题，真实自然灵活，有利于学生激活已有的知识和经验，为后面的学习活动作必要的铺垫和准备，同时也照顾到差生，让他们也能平等地参与到教学问答中来。Line2教师改变提问角度提出一个与原问题相关的新问题来追问学生，且对问题进行重申进行明确，使其知其然，更知其所以然。Line3是激励性理答，教师接受学生观点，充分利用学生的回答继续下一步教学，并对它进一步解释．这会使学生更愿意参与问答。T:OK,ourtopictodayisAmberRoom,theAmberRoom.Haveyoueverseentheamber?（Line4)Ss:yesorno.T:somebodysayyes.IhaveneverseenanamberinmylifeexceptonTV.Ihaveneverseenarealthing.Ourtopicistheamberroom,thetitleofthetextis…what’sthat?Readtogether.What’sthetitle?One,two,start.(Line5)Ss:insuchoftheamberroom.T:sowhatcontextinyoumindwhenyoureadthetitle?Whatcanyoupredict?Whatcanyoupredict?Whatcanyouimagine?Whatcanyoupredict?Whatcanyouremindwhenyoureadthetitle?Whathappenedtotheamberroom?Fromthetitle,anybodyknows?Iwillchooseone.S11,doyou?Canyoupredict?Canyou?Whatcometoyourremindwhenyoureadthetitleinsuchoftheamberroom?Whathappenedtotheamberroom?(Line6)S11:…Line4在进入新课时，教师提出参考性问题,把话语权让渡给学生,询问学生自身对主题的理解与感受,激发学生探索主题的好奇心。Line5教师也表明她本人的感受，然后申明主题，并集中学生注意力读出课文标题。Line6教师又进一步追问，提出与课文相关的开放性问题，引导学生深入思考，促进学生思维发展。并用多种不同的英文说法进行对问题的解释，明确问题，以让所有学生理解。S13:keepsilentT:OK.Sitdown.Thisisverydifficultbecauseinsuchtextyoucan’tfindtheinformation.Ok,pleaseturntopagetwo,turntopagetwo.Readexercisetwo,readexercisetwo.Exercisetwo,therearefivestatements.Readthefivestatements,andthenIwillgiveyoutwominutestofinishyourjob.Readthefivestatementsfirst.（Line7）T:Exercisetwo,readthefivestatementsorquestions,oknowIgiveyoutwominutesreadveryquicklyasmatch,theparagraphstothequestions.T:Ok,S14,haveyoufinishedthefive?S14:No,onlythree.T:o,onlythree.Sonumberone.Readthequestion,paragraphoneshouldbe…paragraphone,whichquestionwillmatchparagraphone?S14:…T:oh,Iaskedyoutoreadexercisetwo,butshehasdoneexerciseone.I’msorry,youarenotconcentrateyourself.（Line8）Line7教师对学生的沉默并未指责，相反，她对其进行理解并解释说问题的确有难度，保护学生们对他们自己的信心。面对课堂上学生难以回答问题时，该教师便进行了探问，并未直接给出答案，而是及时给出提示，改变提问角度问一个与原问题相关的新问题或把原来复杂的问题化解为几个简单的小问题逐一发问，反复重申任务以明确任务，帮助学生找到答案。Line8教师对学生为集中注意力的行为表现表示遗憾但并未明显指责，而是委婉提醒他下次要专心听讲，引发其自身羞耻感来使他自主自觉改过，但是在一定程度上会使他们在同学面前“丢面子”，该教师可以采用更加含蓄的提醒话语让学生自我反省。T:numberthree.Paragraphthree,haveyoufoundthelines?S22:keepsilentT:notyet.Ok,that’sok.AndS23？（Line9）S23:linesixteenT:linesixteen.Pleasereadit.S23:…T:en,yeah,thankyou!Andalsoparagraphthreelinetwo,shetoldtheartiststoaddmoredetailstoit,addmoredetailstoit.Somemoreworkwastodecorate,tomaketheamberroommorebeautiful,morecharming,moreattractive.AndalsoasS23saidsixhundredcandlesandmirrorsand…it’sverybeautiful.Andnumberfour,howdidtheamberroomgetlost?How?（Line10）S24,whereisS24?Howdidtheamberroomgetlost?S24:…T:ok,S24hasnotfoundit.Whichparagraph?Everybody（Line11）Line9教师虽未对学生的沉默进行指责，而是接下去转问另一个学生，但是该教师也应考虑到该学生是不是对自己的想法产生犹豫而默不作声，应该耐心地给其留出充分的思考时间，多鼓励他如“Don'tbeshy”“Justhaveatry”“Takeiteasy”等多样性语言，缓解学生紧张情绪。Line10教师对回答出问题的学生进行感谢，激励学生，并接着对某些单词进行解释重复同样的意思以确保所以学生能够理解，且再次对该学生的回答进行肯定，引导出下一个问题。Line11教师在发现某个学生未找到答案时，未直接批评来伤害他的自信心，鼓励全班同学一起帮忙找答案，属于转问的发展性理答方式。T:doyouhaveanythingtosay?S26:NothingT:ok,nothing.Whowouldliketohaveatry?Who?Volunteers?Soyousaysomething,theboy.Whichdoyouliketochoose?（Line12）S27:numbertwoT:numbertwo.S27:numberthreeT:ok.Numberthree.S27:…T:en,protecttheculturerelics,en,goodanswer.S28,wouldyouliketoanswerquestionone?（Line13）S28:…T:en,and？doyouthinkNaziis…S28:noT:because,thankyou!Becauseithadmanystories.（Line14）Line12教师对表示没想法的学生表示理解后就直接向全班同学转问，应该更加耐心的鼓励该学生大胆思考发言，增强相互信任，提供足够的机会让同学们积极发言，调动每个人的参与积极性。Line13教师认可学生的观点，对其进行重申肯定，保护学生学习兴趣。然后用语气委婉的疑问式向另一个学生提问，缩短师生距离。Line14教师对学生的回答进行礼貌的感谢，在一定程度上满足学生的心理需求从而更加积极学习，同时给学生以亲切感，并对其进一步的解释以提升肯定。T：Ok,nowopenourbook;turntopage1,lookattitleInSearchoftheAmberRoom.So,fromthetitlewhatdoyouthinkmighthappentotheamberroom?Fromthetitlewhatdoyouthinkmighthappentotheamberroom?（Line15）Ss:沉默T:“insearchof”what’smeaning?（Line16）Ss:寻找T:Yeah,寻找，寻找。Somaybetheamberroom（Line17）Ss:islost.T:yes,ismissing,right.Ismissing.Ok,nowreadthetextquickly,trytofindoutwhen,who,andthemainideaofthetext.Gothroughthetextquickly.（Line18）Line15教师由课文标题引出对学生的参考性提问，把话语权让渡给学生,询问学生自身对主题的理解与感受,来激发学生探索主题的好奇心。Line16和Line17教师及时给学生提示，帮助学生完成陈述。Line18教师对学生的回答进行意义重复以肯定，属于诊断性理答，并进一步明确下一个问题，深化学生对课文的理解探讨。T:ok,stophere.Nowcloseyourbook.Closeyourbook.Sotellmewhatthecoloroftheamberroom?（Line19）Ss:yellow-brownT:yes,yellow-brown.It’slike（Line20）Ss:honeyT:yeah,honey.Sohowaboutdesign?（Line21）Ss:……T:Fancystylepopularinthosedays.Yes.Sowhatisitmadeupof?（Line22）Ss:……T:It’smadeupofSs:g