5.classroom-management-英语教学法

•Planninglagsbehindreality.Sogoodlessonplanningdoesnotmeanyouwillteachwell.•TheNationalEnglishCurriculum•LessonPlanning/Design•ClassroomManagement•SuccessfulTeaching&LearningTheoryPracticeWhatisclassroommanagement?•Classroommanagementisthewayteachersorganizewhatgoesonintheclassroom.•ThegoalofclassroommanagementistocreateanatmosphereconductivetointeractinginEnglishinmeaningfulways.Whatmanagerialskills?•Goodmanagerialskillsareessentialtogoodteaching.–Teacher’sroles–Instruction–Groupingstudents–Questioning–Treatingerrors–DisciplineandharmonyI.Teachers’Roles•Underthecurriculum,theteacherplaysmultipleandflexiblerolesindifferentteachingconditions.ThreeStagesofTeaching1.beforetheclass2.duringtheclass3.aftertheclassTeacher’sRolesintheClasstime1.Controller2.Assessor3.Organizer4.Prompter5.Participant6.Resource-provider7.Atmospherecreator(Task3onPage69)NewRolesinthe21stCentury•1.Facilitator•2.Guides•3.ResearcherActivity1•Watchthevideoandidentifytheteacher’sdifferentrolesindifferentteachingstages.II.ClassroomInstructionThetypeoflanguageteachersusetoorganizeorguidelearning.•Activity2Watchthevideoagainandtell:WhatclassroomEnglishisgoodandwhentheteachergivesinstructions.EffectiveInstructionOpportunitiesSupra-segmentalsBodylanguageMothertongueifnecessarySimpleEnglishGoodclassroomlanguage•Moreopportunitiesshouldbegiventothelearners.Thatisforthelearner'smoreparticipationinthelearningprocess.WhentoGiveInstructionsTeacher’sEnglishIntheclassGivedirectionsGiveexplana-tionsCheckthelearnersDrawattentionMotivatelearnersGivefeedbackAssignhome-workIII.StudentGrouping1.Wholeclasswork2.Pairwork3.Groupwork4.Individualstudy•ReadthroughSection3(P74)andanswer:•whentogroupstudentsinthoseways.1.WholeclassworkAllthestudentsareunderthecontroloftheteacher.A.PresentingnewlanguagepointsB.GivingexplanationsC.CheckinganswersD.Doingaccuracy-basedreproductionE.SummarizingteachingandlearningWhen:2.PairworkStudentsworkinpairsonanexerciseoratask.A.AdialoguereadingB.AgameC.Aninformation-gaptaskbetweenthetwostudentsWhen:3.Groupwork★Communication★Problem-solving★Conflict-handling★Collaboration(teamwork)WaystoGroupStudentsAlternatives:1.seatingarrangement2.students’ownwills3.strongstudentsandweakstudentsmixedtogether4.strongstudentsandweakstudentsgroupedseparatelytododifferenttasks5.drawinglots4.IndividualStudyStudentsareexpectedtoworkontheirownattheirspeed.A.SilentreadingB.DoingwrittenexercisesC.WritingsomethingdownindividuallyafterbrainstorminginagroupD.IndividualspeechpreparationsWhen:Match1.YouasateacherwantyourstudentstopayattentiontotheusefulexpressionsinadailydialoguebetweenJackandMary.2.Youwantyourstudentstoscanatexttoteachthemthecognitivestrategyofacquiringspecificinformation.3.Youintendtomaketheusageofanewwordmasteredbythewholeclass.4.Youwantyourstudentstoacquiretheabilitytotalkaboutatopicinreallifeaftertheexpressionsofteninvolvedinthetopicaretaught.5.Youwantyourstudentstopreparefortalkingaboutagiventopic.Tosumupsuccessfulgrouping•Rules:–1.Wholeclassisnormallyfornewlanguageitems.–2.Alwaysfollowasimilarprocedure–3.Beforethetask,assignrolesclearlytoallthestudents–4.Double-checkthatstudentsknowtheirroles.–5.Demonstrationisbetterthanexplanation.•Morerules:–6.Circulateafterstudentsstart.–7.Helpindividualpairsorgroupsifneeded.–8.Ifnoiseorindisciplinerisestoanexcessivelevel,theteachercanstoptheactivity,explaintheproblemandaskthestudentstocontinuemorequietly.–9.Ifsomepairsorgroupsfinishthetaskearly,theteachermayencouragethemtocontinuethetaskonewayoranother.IV.ClassroomQuestioningQuestioningisthemostcommonformofinteractionbetweentheteacherandthestudents.FunctionsofQuestioning1.focusstudents’attention2.activatethinkingandimagination3.checkunderstanding4.stimulaterecallofinformation5.challengestudents6.assesslearning7.showamodelFacts:•Morelow-orderedquestions•Lessquestionsfromstudents•LackofgenuinequestionsQuestionTypeslower-orderedhigher-orderedUsefulVerbsSampleQuestionStemstelllistdescriberelatelocatewritefindstatenameWhathappenedafter...?Howmany...?Whowasitthat...?Canyounamethe...?Describewhathappenedat...?Whospoketo...?Canyoutellwhy...?Findthemeaningof...?Whatis...?WhichistrueorfaKnowledge/RememberingUsefulVerbsSampleQuestionStemsexplaininterpretoutlinediscussdistinguishpredictrestatetranslatecomparedescribeCanyouwriteinyourownwords...?Canyouwriteabriefoutline...?Whatdoyouthinkcouldhappennext...?Whodoyouthink...?Whatwasthemainidea...?Whowasthekeycharacter...?Canyoudistinguishbetween...?Whatdifferencesexistbetween...?Canyouprovideanexampleofwhatyoumean...?Canyouprovideadefinitionfor...?Understanding/ComprehensionUsefulVerbsSampleQuestionStemssolveshowuseillustrateconstructcompleteexamineclassifyDoyouknowanotherinstancewhere...?Couldthishavehappenedin...?Canyougroupbycharacteristicssuchas...?Whatfactorswouldyouchangeif...?Canyouapplythemethodusedtosomeexperienceofyourown...?Whatquestionswouldyouaskof...?Fromtheinformationgiven,canyoudevelopasetofinstructionsabout...?Wouldthisinformationbeusefulifyouhada...?ApplyingUsefulVerbsSampleQuestionStemsanalysedisti