初中英语口语教学的课堂管理(1)(2)
2015-03-23 02:34
导读：Classroom management is the way teachers organize what goes on in the classroom. So many people consider the role of the teacher a significant component of efficient classroom management. However, som
Classroom management is the way teachers organize what goes on in the classroom. So many people consider the role of the teacher a significant component of efficient classroom management. However, some researchers regard the role of the teacher as part of the design of methodology or approach. As Richard and Rodgers in the book Approaches and Methods in Language Teaching point out “different approaches stipulate different roles for the teacher”[2]. Although different approaches stipulate different teacher roles, there are some common roles that teachers play in most of the approaches concerning classroom speaking. Based on the function that the teacher performs in different activities, Harmer defines “the teacher’s roles as organizer, controller, assessor, prompter, and participant” [3].2.1.1 Organizer
The most crucial and difficult role played by a language teacher is to be an organizer. The major responsibility in organizing activities is increasingly important for the teacher because nowadays task-based activities are advocated in many approaches. It is true of speaking a foreign language. Speaking tasks or activities motivating the students to participate are the key for a successful junior high school oral English lesson. It is in doing this that teachers have the most freedom and most challenge, but there are two aspects they must keep in mind. First, as the beginners, students’ pronunciation is poor, so it is necessary for the teacher to integrate some pronunciation work. However, great care should be taken over the distinction between pronunciation and phonetics. Although phonetic rules regarding what sounds a letter or a cluster of letters should be pronounced are helpful for students to develop the ability to cope with English pronunciation, they are more abstract and less meaningful. So the teaching of pronunciation should focus on the students’ ability to identify and produce English sounds themselves instead of focusing on reading and writing phonetic transcripts of words. Stress and intonation are important and should be taught from the very beginning. In the example below, different intonations for “sorry” indicate different meanings. A neutral tone would indicate a normal apology. However, a sharp falling tone or a rising tone would mean the opposite.
（转载自http://zw.ＮＳＥaＣ.com科教作文网） Teacher: Would you please turn down the radio a little bit?
Students: Sorry.↓(No, I don’t want to.)
Or
Students: Sorry? ↑(What did you say?)
Second, before students start the activity, it’s vital for the teacher to give instructions clearly and concisely so that students know what to do and how to do it. Think about both what you are going to say, and how you are going to say it. However, especially with elementary learners, even simple, clear, familiar language is not always sufficient to get complex message across. So the students may need a demonstration of the activity as well. Teachers can help learners understand what they say in English by simplifying their speech and using gesture or mime. “It is essential for a teacher to be a bit of an actor. That is part of the technique of teaching, which demands that every now and then a teacher should put on an act to make his or her lesson interesting and vivid. Children, especially young children live in a world that is rather larger than life”[4].2.1.2 Controller
