高中英語教師課堂行為的有效性

1、高中英語教師課堂行為的有效性which english？主要講述了不同國家間英語的差異。針對這一內(nèi)容，我把本課設為reading and writing, 目的是讓學生能讀懂課文、了解不同國家間英語的差異、正確理解文章作者的觀點和態(tài)度；以此根據(jù)本模塊的寫作要求寫一篇短文，陳述對有關語言問題的觀點。我校工會主席，山東省英語特級教師邵淑紅老師以生本教育的理念，針對課堂的有效性對本節(jié)課做了評價。首先，作為老師，基本功要扎實，作為英語老師，口語水平必須要不斷的提高；授課有激情，有“煽動性”，用自己的口語去“震撼”學生，用對課堂的熱情去感染學生，這是值得肯定的。但是邵主席也指出了課堂中缺少對學生的表揚和

2、鼓舞的缺點，這就讓學生在課堂上就有所“懼怕”，跟老師產(chǎn)生了“隔閡”，就會挫傷學生參與課堂活動的興趣，那課堂的有效性就難以最大效益的發(fā)揮。于是第二節(jié)課，我對于那些踴躍回答問題的學生進行了大力的表揚，果然學生的學習情緒更加高漲，參與課堂的積極性大大提高，課下的作業(yè)完成的也更加出色。正如邵主席所說的，學生懼怕老師，是懼怕老師的評價權。給予學生正面的評價，鼓勵學生，就能最大限度調(diào)動學生的積極性。針對于課堂的任何一個細節(jié)的有效性，邵主席也一一做出了點評。讓我認識到，一堂課不僅要設計的合理，更要處理的得當，每一步驟都要有特定的處理方法，適合于哪一部分的學生，都要有事先的安排，讓學生能通過這一步驟確確實實的

3、學到知識，讓這堂課真正的發(fā)揮有效性和實用性。經(jīng)過邵主席的指導，我對于這節(jié)課做了以下的反思。 bookviii module4 which english reading and writingteaching procedures:l warm up:first, lets play a game. in this game, we will recognize someone by the way of his or her speaking, not looking at him or her. here are the rules of the game. listen carefull

4、y, class. i want all of you to think of a sentence which you use often. for example, “oh, my god!” if you can not think of any sentence, you can just say “oh, my god!”. then all of you close your eyes and i will ask one of you to speak, the rest of you with your eyes closed guess who he or she is. c

5、an you follow me? every time you dont make any mistakes. why? everyones use of language is unique. as for english, we can say there are as many varieties of english as the population people.right? lets turn to p 44 and come to the passage “which english” it is.(通過游戲的方法，引起學生的學習興趣。)這個小游戲“聽聲辨人”的導入，能充分調(diào)

6、動學生的興趣，成功融入學生當中，調(diào)動學習的氣氛。l step 1. pre-reading (vocabulary)recognisable adj. 能認出的 cockney n. 倫敦東區(qū)土話intonation n. 語調(diào) apostrophe n. 表示所有格的撇號trace n. 痕跡，蹤跡(解決重難點單詞，掃清閱讀障礙。)這一步驟本來在試講的時候沒有的。但是這些單詞在學生閱讀的過程中造成了理解的障礙，為了能讓學生更順利的完成閱讀任務，而增添了這些單詞的含義。事實證明，對于掃清學生閱讀是單詞障礙起到了輔助作用，從而實現(xiàn)了有效性。如果把音標也標注出來，那會更好，可以加深學生對于這些單詞

7、的印象。l step 2. skimmingtask1.read the text quickly and find out which are not mentioned in the passage.v a. the use of languagev b. official language v c. pronunciation and grammar v d. different englishes v e. learning englishv f. the development of englishv g. the english-speaking countryv h. the h

8、istory of english key: e f htask2. divide the text into two parts.part one: para1-3 part two: para 4-6（通過快速閱讀，對本文所學內(nèi)容有大體的了解。）task2 只是把文章分成了兩部分，好像只是走了一個過程，只是為了方便下面文章的處理而已。這一任務只起了支架的功能，對于閱讀理解沒有實用性。改進：可以在劃分段落時再把每部分的段落大意讓學生總結(jié)出來，這樣就能使學生更深入的了解課文，鍛煉學生總結(jié)歸納和語言表達能力。step 3. careful readinglets deal with each p

9、art in details one by onetask1. read the first part and answer the following questions.1.what makes a person instantly recognizable through a phone call?it is the quality of someones voice and the choice of words that make him/her recognizable.2. in how many countries english is an offical language?

10、in more than 60 countries3. why did english spread across the world? because of trade,exploration and business4. why is it impossible to say which english is correct and which is incorrect?because there is not a standard form that everyone can agree on.there are many varieties of english which are p

11、roduced. whats important is not correctness but understanding each other.4個問題的設置還算合理，前三個問題較簡單，可以讓學生回答一帶而過。但是第4個問題較為復雜，有些學生可能自己總結(jié)不出這三個句子，在訂正答案之后，給予句子稍加講解，讓學生明白其句式。比如第一個句子that 引導的定語從句，agree on 的短語。第二個which 引導的定語從句。第三個有what引導的主語從句。然后讓學生重復一遍加深印象。課堂的最終目的是讓學生記住所學內(nèi)容，達到有效性和實用性。否則這么長的句子對于學生來說就像是“過往煙云”，腦子里什么都

12、沒有留下。quiz:(since we know whats important is not correctness but their meaning. i will give you five sentences and lets guess what are the meanings.)1. see you this arvo.= see you this afternoon. (australian english)2. cu2nite. = see you tonight. ( a message on a mobile phone)3. wherefore art thou?=

13、where are you? ( a line written by shakespeare)4. where you go yesterday?= where did you go yesterday? ( in singapore)5. mi a-go lef today.= im leaving today. ( in jamaica)這個小quiz, 利用學生對于不同語言表述方法的好奇心，再次調(diào)動課堂的氣氛。同時也起到了承上啟下的作用，we can see english varies from country to country. next part lets learn engl

14、sh used in australia, jamaica and singapore. task2: read “australia”and choose the correct answers.1. which of the following did not con-tribute to australian english?a. the irish accent.b. cockney.c. the aboriginal english.d. american english.2. which is an example showing the australian way of wor

15、d choice?a. gday! dya speak strine?b. emma chissit.c. to emma chissit, with best wishes.d. how much is it?task3. listen to the tape and fill in the table.kinds of englishfeaturesjamaican english english spoken in jamaica has some of the 1.grammartical features of the 2.african languages. another fea

16、ture is the 3.rhythmsinglish singlish has been particularly influenced by malay and4.the chinese dialect hokkien both in 5.grammar and 6. vocabulary (通過詳細閱讀，了解更多有關文章的詳細具體的知識，對于不同國家的英語的特點進行詳細對比。)task3 題設的合理，鍛煉學生的聽力能力。處理的方法上還要改進，更有效的發(fā)揮設立此題的目的。我是讓學生聽了兩遍，對答案的時候，有個學生沒有回答上來，我又直接叫了成績好的一名同學，就結(jié)束了，顯得倉促，實用性沒有體

17、現(xiàn)出來。用邵主席的話說：我剝奪了5個學生的發(fā)言機會。此題可以用就“接龍”的方法，讓更多的學生參與課堂。若是其中有學生答不出來，可以鼓勵“volunteers”，從而發(fā)揮成績好的學生的優(yōu)勢。答案完成之后，要讓學生重述一遍或者再聽一遍，提供給學生反思的時間，否則，就會顯得 “走形式”了。這就說明在處理方式上欠考慮。l step4: after readingaccording to what we have learnt, lets do exercises in step3 in your learning paper. now i will divide you into four group

18、s. you can discuss with your group members. then well have a competition.competition:i. true or false questions: 21. you can tell where someone comes from by the way they speak. t2. most people agree there is only one correct way of speaking english. t3. there are some aboriginal words in australian

19、 english. t4. the grammar of jamaican english is the same as that of british english.5. singlish contains words of chinese origin. tii. tanslation: 3you can usually tell which part of the english-speaking world someone comes from by their accent,and there are some very recognizable accents all over

20、britain.根據(jù)口音，你能夠分辨出人們來自英語世界的那個地區(qū),而在英國各地也有一些非常明顯的口音。iii. which sentence in the text can be replaced by the following one?3communication plays an important role while perhaps correctness doesns matter.perhaps correctness doesnt matter-as long as speakers can understand each other -its communication that counts.vi. listen to the tape and decide where the conversation happen? 5a. britain b. america c. singapore d. jamaica(where you want to go, missus? the bus wont be long now.)這部分采用分組競賽的形式處理，能調(diào)動學生的積極性。這次活動結(jié)束我只記得要對于得分