初中英语口语教学的课堂管理(1)(3)
2015-03-23 02:34
导读：In oral English lesson, the freer time given to students to do speaking activities, the more easily the class will be out of control. So the teacher’s control over the activities can help to run the
In oral English lesson, the freer time given to students to do speaking activities, the more easily the class will be out of control. So the teacher’s control over the activities can help to run the class smoothly and efficiently. For instance, when students do speaking tasks, it is very important for the teacher to control the time. Especially when students do pair work, the teacher should require them to practice within a certain time. One of the characteristics of successful speaking tasks is that students have the maximum foreign talk. However, the duration of one lesson is limited. How to make sure that students can have the maximum foreign talk in such a short time? Obviously, an appropriate degree of control by the teacher over the class is vital and absolutely necessary. Besides the teacher’s control can ensure that the students use certain target language items and their production has a degree of accuracy.
A very thing concerning class-control that the teacher must not neglect is the degree of control over the class. Only appropriate degree of the control brings about efficiency. Over-control will do no less harm to students than no control at all. Some teachers use terms like controlled practice, half-controlled practice, and free practice which indicate the different degrees of control over the activities on the part of the teacher. There are a lot of oral practice activities, which can be sorted into two classes: oral accuracy practice and oral fluency practice. When doing accuracy practice, it is necessary for teachers to control accuracy practice, because the main objective of it is to get learners to begin to produce formally correct versions of new items. On the other hand, in oral fluency practice, the main objective is to get them to use the items in conversations and other communication without hesitation, even if they make mistakes. So the teacher should half control or even free control oral fluency activities.2.1.3 Assessor
It is the teacher’s responsibility to make assessment of the students’ performance. As an assessor, the teacher does two things: correcting mistakes and organizing feedback. Hedge, T in his book Teaching and Learning in the Language Classroom points out “In many foreign language situations, where there is little exposure to English or practice available in the community, error correction is an expected role for the teacher”[5]. Speech is spontaneous, that is, speech is full of false starts, repetitions, incomplete sentences, and short phrases. So, should the teacher expect the students to produce complete sentences without mistakes in the language classroom? That depends on what type of activities the teacher organizes. Naturally, the way the teacher gives feedback and correction should be different. “In accuracy work, the emphasis should be on the language forms, and in fluency work, the emphasis should be on effective and hesitation-free communication”[6].
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Another important thing the teacher should be concerned is that they should not themselves correct the students’ errors but help the students to self-correct. It is an untrue common assumption among teachers and students that it is the teacher’s job to correct students, which will result in students’ passive study and non-ability to correct themselves. The trick for teachers is to get students used to self-correcting, and to give them help when necessary. There is a common three-step method that teachers use for helping junior high school students to self-correct.
