初中英语教学法unit5.classroommanagement优质PPT.ppt
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初中英语教学法unit5.classroommanagement优质PPT.ppt
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,Gebhard,1996,ThegoalofclassroommanagementistocreateanatmosphereconductivetointeractinginEnglishinmeaningfulways.,Effectiveclassroommanagementcanbeachievedwhenthefollowingthreeconditionsaremet:
1)Theteacherplaysappropriateroles.2)Theteacherprovidesclearinstructions.3)Studentsaregroupedinawaysuitableforthelearningactivities.4)Theteacherasksappropriatequestions.5)Thereisdisciplineandharmonyintheclass.6)Thestudentserrorsaretreatedproperly.,I.Therolesoftheteacher,1.RichardsandRodgersviewpointTeachersrolesarerelatedultimatelytoassumptionsaboutlanguageandlanguagelearningatthelevelofapproach.Differentapproachesstipulate(规定)differentrolesfortheteacher.,2.TeachersrolesAlthoughdifferentapproachesstipulatedifferentteacherroles,therearesomecommonrolesthatteachersplayinmostofthemajorapproaches.,Beforetheclass,theteacherisaplanner.Aftertheclass,theteacherisevaluator.Duringtheclass,theteacheris1.controller2.assessor3.organizer4.prompter5.participant6.resource-provider,Activity1:
Workingroupsoffourandshareyourideas,Whatdoyouthinktheteacherdoeswhenhe/sheisacontroller,anassessor,anorganizer,aprompter,aparticipantandaresource-providerrespectively?
Theteacherascontrollerofeverythingthatgoesonintheclassroom.B.Theteacherasmanager,organizingtheactivities;
C.Theteacherasassessor,givingfeedbackandadvice,aswellascorrectionandgrading;
D.Theteacherasparticipant(co-communicator)inanorganizedactivitysuchasdebateorroleplay;
E.Theteacheraspromptertoencouragestudentstoparticipateormakesuggestionsabouthowtoproceedinanactivity;
F.Theteacherasresource,thatisasourceoflanguageandknowledge;
G.Theteacherasinstructor,actuallyteachingthenewlanguagepointsandtrainingstudentsinlanguageskills.,Teachersnewroles,TeachersasfacilitatorsTeachersasguidesTeachersasresearchers,II.ClassroomInstruction,Classroominstructionsrefertotypeoflanguageteachersusetoorganizeorguidelearning.Generallytheyincludeallclassroomlanguagethatteachersmayuseforteachingpurposesaswellasmanagingteaching.,Activity2:
HowoftendoyouuseEnglishintheclassroom?
AskyourselfhowoftenyouuseEnglishforthepurposeslistedbelow.Recordyouranswersusually,sometimesorneverinthespaces.Nowask.,greettheclassinEnglish?
-asktheclassquestionsinEnglish?
-presentnewlanguageinEnglish?
-useEnglishtoteachgrammar?
-organisetheclassinEnglish?
-useEnglishformorethan50%ofthelesson?
-,Activity3:
Thinkofatleast4advantagestousingEnglishtoteachEnglish.,Activity4.Whatcanwesay?
WriteexamplesofsuitableEnglishphrasesandwordsundereachtopic.,PRAISEORGANISINGSOCIALTOPICS,Doyouagree?
Teachersinstructionscanserveasveryusefulmodelsandmeaningfulinput,aswellastoolsfororganizinglearning.,Rulestofollowformakinginstructionseffective,1.Usesimpleinstructions(clear,simple,concise,supportedbygesture)2.Usethemother-tongueonlywhenitispossible3.Modelthetask/activitybeforelettingstudentsmoveinpairsorgroups4.Trytoavoidlengthyexplanation.(Demonstration,nottodoallthetalkinginclass),III.Studentgrouping,1)whole-classwork(lockstep)2)pairwork3)groupwork4)individualstudy,Activity5:
GroupdiscussionTheadvantagesanddisadvantagesoftheabovegrouping,Activity6:
BrainstormingFurthersuggestionsaboutstudentgroupingmethods,1)Whenworkinginlockstep,theteachershouldnotspeaktoomuch.2)Whenorganizingpairwork,theteachershouldgivetheclearestinstructions.Ifnecessary,theteachershoulddemonstratewithonestudentfirst.,3)Somepossiblewaystogroupthestudents:
GroupingthestudentsaccordingtoseatingarrangementStudentsselecttheirowngroupmembers(risky)StrongstudentsandweakstudentsaremissedtogetherStrongstudentsandweakstudentsaregroupedseparatelytododifferenttakes.Groupthestudentsbydrawinglots.,Activity7:
The8stepsforgroup&
pairworkCompletethetablebelowandtick()howmanyyouusuallydo.,Keys,EXPLAIN/showwhatthestudentsmustdo.CHECKeveryoneunderstands.CHECKeverystudenthasapartner.BEGINthepairwork.MOVEaroundtheclassroom.DONTTALKtostudents,unlesstheyneedhelp.LISTENcarefully.CROUCHdowntohearclearly.TrytoAVOIDeyecontact.6.FINISHthepairwork.CORRECTcommonmistakes.ChoosesomevolunteerstoSHOWwhattheydid.,Althoughpairworkandgroupworkcanprovidestudentsmorechancesforpractice,individualstudyshouldnotbetotallyneglected.,WARNING,IV.Disciplineinthelanguageclassroom,1.Whatsthefinalgoalofdisciplineinthelanguageclassroom?
Theultimategoalofdisciplineistomakemoreeffectivelearningpossible,
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