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初中英语口语教学的课堂管理(1)(4)

2015-03-23 02:34
(1) The teacher should first give students the opportunity to correct themselves, helping as necessary (self-correction).
(2) If one student cannot self-correct, the teacher should invite other students to make the correction (peer correction).
(3) If no other students can make the correction, the teachers should make the correction themselves (teacher correction).
Organizing feedback is an effective way to evaluate students’ performance so that students can see how well they are doing. When monitoring the class, teachers can take notes that will help them to provide accurate feedback later. After students finish the tasks, they can deal with major errors they noted like this: they can select students to give examples of what they said or report on what they did, or they can write examples on the board for the students to correct. Students at the age of 13-15 are fear of “losing face” in front of their peers, so when organizing feedback, the teacher should pay attention not to hurt them, but focus on students’ success or progress, trying to combine encouragement with honest evaluation and useful feedback, so that success-oriented learning atmosphere can be created.2.1.4 Prompter
While students are doing the activity, may it be a pair activity or a group activity, it is inevitable that they come across difficulties of one kind or another. Then the teacher’s role at this time is a prompter. His or her obligation is to help and encourage students. For instance: When teaching the topic Why is Beth crying?(unit 5 Project English Grade Eight), there is a word “blue” in the sentence “she looks so blue and unhappy” that puzzles students. At this time, the teacher should explain the “blue” means “bad mood” in eastern countries; when a student couldn’t answer the question, the teacher can give hints; when a student finishes with a very short answer. The teacher can elicit more by saying “and…” “Anything else?” “Yes, but why…?” .
One thing the teacher must concern is that they should use the foreign language for classroom management. “This approach involves exploiting for language learning not only the planned activities, but also the classroom management that revolves around them”[7]. It provides a rich source of communicative needs in the foreign language classroom, which exert a subtle influence on training students’ spoken ability. Nowadays, many teachers use the students’ mother tongue in class. Although it may often be a necessary decision in the interests of organizing the lessons clearly and efficiently, it also means sacrificing valuable opportunities for well-motivated foreign language use and devaluing the foreign language as a vehicle for communication.2.1.5 Participant （科教论文网 lw.nSeAc.com编辑发布）
The process of the classroom teaching is the process of the emotional intercourse between the teacher and the student. A dynamic and harmonious atmosphere with rational authority of the teachers and their good rapport with the students has a great influence on the efficiency of students’ learning. Once the teacher has finished giving instructions and the activity has started, the teacher should not stand in front of the classroom with nothing to do. He or she should be mobile and monitor what the students are saying and take notes for feedback. Besides monitoring the class, the teacher can also join one or two groups as an ordinary participant, which is a good chance for teachers to foster an affectionate and cooperative atmosphere. Young children at the age of 13 to 15 are fond of those teachers who are friendly to them, and they hope teachers can be their good friends. Of course, the basic require for the teacher being a participant should not dominate or appear to be authoritative, although it is a good chance for students to practice English with someone who speaks it better than themselves. In a word, it encourages the teacher to participate in students’ activities in task-based teaching methods.2.2 Student roles