英语教师课堂话语策略.ppt

,英语教师课堂话语策略云师大外国语学院侯云洁yunjieh,英语教师课堂话语,定义课堂上产生的话语，包括学生话语和教师话语。广义来说，课堂话语还包括课堂上教师的板书、学生的当堂作业、教学中播放的音像材料以及教材中的文本材料。,功能-介绍教学内容和教学目的：介绍本节课的主要内容、教学目的、计划开展的活动等-导入新知：介绍与新授内容有关的话题和背景知识，使学生在新旧知识、经验之间建立联系。-讲解语言知识：通过陈述、提问、解释、反馈等方式把新知识传递给学生或者帮助学生建构知识,-组织活动：介绍教学活动的步骤、要求等，宣布活动的开始、结束等；组织学生报告活动的结果；对学生完成活动情况的评价-提供语言输入：教师为学生提供必要的语言输入，如示范、举例、领读、叙事；-维持课堂纪律：维持正常课堂教学秩序和课堂纪律，以使教学活动顺利进行。,如何观察分析课堂话语（1）,-话语的语音特征：发音、语调、重音、语音连缀。-话语的语速：话语的速度、停顿的频率与持续时间等。-话语的词汇特征：词汇类型、词汇使用频率、词汇难度。-话语的句法特征：句子的平均长度、句子结构复杂程度、语法正确性、句子类型分布及使用频率等。,如何观察分析课堂话语（2）,-提问：教师所提问问题的类型及使用频率、提问后的等待时间、提问的措辞。-反馈：反馈的时机、方式，对学生错误的纠正方式，对学生的鼓励和表扬等：-解释：教师在什么情况下解释语言知识、解释的方式等；-重复：教师对学生话语的重复频率、重复的原因、重复的形式。-指令：教师指令的清晰的程度和措辞。,如何观察分析课堂话语（3）,-教师的话语量-教师话语句子特征-教师话语的内容和功能,有效课堂话语的5个原则,1真实性强调课堂交流的真实性和交际性，并不是说必须为真实交际而产生交流。为了呈现某个语言项目，教师需要创设一个语境。不为真实交流需要，而是为了达到某个教学目的。,Case1,T:Whatsyourname?S:MynameisT:Howoldareyou?S:Im11.T:Whenisyourbirthday?S:ItsMay22.T:Nicetomeetyou.Heresapresentforyou.,Case2,T:HmmHowsmelly!Whatsit?Letmefindout.Oh,Itsanonion.(教师从讲台上拿出一个洋葱并作出难闻状）Doyoulikeonions?S:Yes.T:Weshouldeatallkindsofvegetables.Theyreallgoodforus.,Case3,S:(Thephoneisringing)Hello.ItsYaoMing.T:(Takethephone)Hello,thisisMissWang.Imyourfan.Whatareyoudoing?S:ImwatchingTV.Whataboutyou?T:Imtalkingtoyou.Thankyou.Bye!Yao:Bye!,2互动性教师课堂话语的使用方式直接影响学生的课堂参与程度。同时，教师话语使用方式对课堂气氛也有重要影响，而课堂气氛也会影响学生的参与程度。,互动性Case1,T:Didyoudoyourhomeworkyesterday?S1:Yes,Idid.T:Good.Goodboy.Didyoudoyourhomeworkyesterday?Didyou,yesterday?S2:Yes,Idid.T:Didyoutelephoneyourfriendyesterday?S3:No.Ididnt.T:DidyouwatchTVyesterday?S4:No.Ididnt.,互动性Case2,(教师依次叫A.B.C三个学生走上讲台,然后微笑者.)T:Oh,IthinkAwalksfast.T:(故作思索状)WhataboutBandC?(学生举手踊跃,教师随机点了两位学生.)S1:BwalksfasterthanA.S2:Cwalksthefastestofthethree.T:Aretheiranswersbothright?Ss:Yes!(此时的真实情境让学生易于理解。),T:Now,makethreemoresimilarsentencesandsaytheminyourgroups.Now,begin!(学生们在小组内轮流说出自己的句子,其他组员不时地给出一些建议.教师四处巡视,发现有困难的学生及时给予帮助和鼓励.)T:LetsaskChentoshowhissentences!(Chen是教师刚才指导过的那个英语基础较差的学生.),Chen:Tomjumpshigh.DavidjumpshigherthanTom.Lucyjumpsthehighestofall.T(带着鼓励和赞许)Welldone!Letsclapourhandsforhim.Congratulations.T:Canyougetsomerulesfromthesethreesentences?Ss:T:Andhowtoformcomparativeandsuperlativeformsofadverbs?Ss:,T:Now,pleasetrytodotheexercisesbyyourselvesfirst,andthenchecktheanswersinsmallgroups.Ifyouhaveanydifficulties,youcandiscusswitheachother.(学生们先独立完成课本上的相应练习,然后在四人一组中交流答案,组长负责此环节.)(屏幕上显示练习答案.)T:Checkyouranswersagain.Ifyoustillhavesometrouble,youmayaskmeforhelp.(个别学生询问,教师一一给予答复并再次询问全班学生是否明了所有练习),T:(故作苦恼地说)Now,Ihavesomequestionstoaskyou.Idontknowifthereareanymistakesinthesesentences.Canyouhelpme?(教师换位成学生求助,“小教师们”踊跃发言,改正错句.教师适时鼓励,恰当点拨,学生对该语法的掌握更到位,也更深刻了.),Case3,T:Haveyoubeentoazoo?Whatanimalscanyouseeinthezoo?S1:Tigers,monkeys,bearsandT:Whatotheranimalscanyousee?S2:sheep,snakes,birds.S3:Dogs,ducks.S4:Lions,dolphins,elephants.T:Whatanimalsdoyoulikebest?Why?,S6:Ilikethefoxbecauseitsveryclever.S7:Ilikethedolphinbecauseitsveryexcitinganditsverybeautiful.S8:IlikecowsbecauseIlikemilkverymuch.S9:IlikethepandabecauseitonlylivesinChina.S10:Iliketherabbitbecauseitisverynice.S11:Ilikethemonkeybecauseitsveryinteresting.S12:.,T:Doyouthinkitsgoodfortheanimalstoliveinthezoo?S13:No.Becausetheyshouldliveintheforestsormountains.T:Nowletsgotoazootoseemoreanimals.Pleaseopenyourbooksandturntopage22.,3逻辑性为了提高教学过程的逻辑性和层次性，教师应准确把握学生的已知知识和未知知识，并根据学生对知识的熟悉程度设计教学步骤和教师话语，既要确保学生充分激活和利用已知知识，又要使学生接触和学习新的知识。,逻辑性Case1,T:Howdoyoulikethissong?Verywell?Kelly,whatdoyouthink?Doyoulikethissong?Doyouknowthenameofthesinger?S1:Sorry,Idontknow.T:Itsok.Doesanybodyknowthenameofthesinger?S2:HisnameisRobbieWilliams.T:Exactly.Doyouknowthenameofthesong?S2:ABetterMan.,T:ABetterMan.Oh,mygod!Gentleman.ABetterMan.Thinkaboutit.Wellandsinceheisasinger,andwedontknowmuchabouthim,butheisasinger.Hum,Pulling,wouldyouliketobeasingerinthefuture?S3:No.T:Whatwouldyouliketobe?S4:Iwanttobeascientist.,4规范性课堂用语应尽量保证正确、清楚、简练、有条理。学生对知识的掌握情况与课堂上教师的语言表达的清晰程度有关系。,规范性Case1,T:Letsbeginournewlesson.Nowyouknowwethinkwithourheads.Weseewithoureyes.Wehearwithourears.ButtodayIdontfeelverywell.Ididntsleepwellyesterday.Ohmyheadhearts.Myheadhurts.Ivegotaheadache.NowpayattentiontoIvegotaheadache.Oh,nowpleasereadafterme:headache.S:headache.,规范性Case2,T:Thetortoisehasfourshortlegsandasmallhead.Look!Ithasashorttail,too.T:Doyouhaveatail?Ss:No,Idont.T:Whohasatail?Whohasatail?(Noresponsefromstudents)T:Whatanimalhasatail?S1:Amonkeyhasalongtail.S2:Atortoisehasashorttail.,Case3,T:Letsplayaguessinggame.Iamagirl.Iamthefunniestofmyfriends,Iamtheshortestofmyfriends.Ihaveshortesthairinmyclass.Iamtheheaviestofmyfriends.whoamI?,Iamaboy.Iamthemostoutgoingofmyfriends,Iamtheweakestofmyfriends.Iamtheyoungestinmyclass.IambestatEnglish.IlikeJustinBieberbest.whoamI?,5生成性教师应把握教学中预设和生成的关系。语言应用中有很多现时生成的资源可以利用和扩展。,Case1,Doyoulikethisnaturereserve?ItiscalledWolongNatureReserve.Itsforprotectinggiantpandas.Ifyouareinterestedinthisplaceandgiantpandas,youcangetmoreinformationfromthiswebsite.Itswww.wwfchina.org.(onthescreen)S1:Whatiswwfchina?T:Oh,dontworry.Itdoesntmatterifyoudontknow.Letslookatthiswebsite.Wecanfindshortformsandsymbolfromit.,S2:Whatisorg?T:Youknowtheyareallshortforms.Thatsenough.S3:Canyoutellmewhat“www”reallymeans?T:Youvelearntitbefore,haventyou?,对此，三个提问的学生一脸茫然。对于这三个问题，到底是教师不会，还是不屑回答？,Case2,NowletsplayaguessinggameThispetlivesinthewater.Itseasytotakecareof.Itsquietandbeautiful.Butitsboring.WhatsthepetS:乌龟T:乌龟?恩乌龟也是可能的，但乌龟不一定生活在水里。Itsgoldfish.,为何不说出乌龟的英文？很显然学生的回答超出教师的预设。,6引导性教师话语应该起到引导学生学习、自我管理、引起注意、产生兴趣和约束的作用。,Case1某教师在带领学生学习了万圣节的一系列知识之后，决定对我国学生最熟悉的国外节日圣诞节做进一步的探究性学习。T:DoyouknowChristmasDay?Ss:Yes.T:WhatcanyoudoonChristmasday?S:Wecan;wecan,T:Doyouwanttoknowmoreaboutit?Howcanyouknowmore?S1:IcanlookforinformationontheInternet.S2:Icanborrowsomebooksonitfromthelibrary.S3:Icanhaveinterviewswithourparents,andourfriendsandourrelatives.S4:T:Great!Ifyoudontknowhowtostudythembyyourselves,youcanreadthefollowingform.Itcanhelpyoutodothisstudybetter.,(Tshowstheformontheblackboard.)T:Nowletmedividethewholeclassintogroupsoffive.Youcanhelpeachotherbetter.PleaseshowusyourresultsintheEnglishclassnextweekwhenyoucomebacktoclass.,教师提问设计掌握了应有的“度”:有一定难度,激发了学生求知欲,调动了学生注意力,刺激了学生思维,让学生体会到智力角逐的乐趣,同时还照顾到大多数学生的知识,智力水平,有一定深度.,英语教师的课堂话语策略,1)Slowerteachertalkspeed2)Morepausefrequencyandlongerpausetimebecauseofthefrequencyofadjustingplans.3)Simplifiedandexaggeratedpronunciation.4)Simplevocabulary5)Avoidingusingcomplexsentences6)Moreaffirmativesentencesandexclamatorysentences.7)Morefrequentself-repetition.,CharacteristicsofGoodTeacherTalk,-Theteachergetsregularfeedbackthroughquestionsandotherdevices.-Theteacherconstantly“scans”thegroupandmaintainseye-contactwithdifferentmembersofit,andisthusconstantlyalerttonon-verbalaswellasverbalindicationsofincomprehension,problemsofattention-spanorpotentialdisruptivebehavior.-Theteachergivesstudentschancestointeractwitheachotheraswellaswithteacher.,CharacteristicsofGoodTeacherTalk,-Theteacherconstantlyuseslanguagethatis“comprehensible”,rarelyorneverfallingbelowthe“switchoff”barrier.Inotherwords,theclassmaynotunderstandeverywordbutalwaysunderstandsthe“themaingist”.ONeill(1999),Dogmas&DelusionsinCurrentEFLMethodology,Englishlanguagelearningandteaching.,QuestioningStrategies,KnowingaboutCategoriesofquestionsIntermsofFormat1)Yes/noquestions2)selectivequestions3)Wh-questions4)How/whyquestions,Categoriesofquestions,IntermsofContents1)Factualquestions(who,what,why,when)2)Comprehendingquestions(why)3)Applicationquestions“Whatwouldyoudoifyouwerethemanager?”4)Analyzingquestions“Giveevidence”“Explain”5)Evaluationquestions“Shouldpeople”Wasitrightorwrong”,Categoriesofquestions,IntermsoftheflexibilityClosevs.openquestionsConvergentvs.divergentDisplayvs.referential,Categoriesofquestions,Intermsoftext-based1)textexplicitquestions2)textimplicitquestions3)beyond-the-textquestionsIntermsofthedegreeofdifficulties1)low-level2)high-level,Poorquestioningbehavior,1)questionstoodifficultortoosimple2)timeforstudentstothinktooshort3)askonlyactivestudents4)donotclarifyquestionsandstudentsanswering5)donothelpstudentstothinkandanswerthenturntootherstudents6)askandanswerbytheteacher7)donotacceptorresponseproperlytounexpectedanswer8)respondtostudentsinappropriately,hurtstudentsself-esteem,Good/effectivequestioningbehavior,1)Purposefulandvarious2)Clearandspecific3)Thought-provoking4)Explainandextendwhenstudentsansweringnotsufficient5)Usestudentslearnedvocabulary6)Rhythm7)Sequencing(easytodifficult)8)Timetothinkforstudents9)Whenstudentscannotanswer,changethequestionsintootherformsorexplainfurther,Strategiestoaskquestions,1)Directingtoallstudents(class-group-individual)2)Sequencing3)Probing4)increasingwaittime5)nominatingafterthequestion6)redirecting7)varyingquestioningbehavior8)encouragingstudentquestions,有效的课堂话语策略特点,足够的贴近学生生活足够的思考与等待足够的开放与灵活足够的铺垫与扩展足够的熟练与生动,英语教师的课堂话语策略,Observe,practiceandresearch.Thanksforyourattention!,