小學英語教師課堂教學用語規(guī)范(2011國培).ppt

1、Language for Primary English Class,小學英語教師課堂教學用語規(guī)范,英語課堂用語是指教師運用英語進行組織、演示、解釋、提問、表揚、更正教學的語言，換句話說，就是指不必新授的語言。,一、什么是課堂教學用語？,English? Chinese?,課堂用語不僅僅包括教師在課堂教學中向學生傳授知識、培養(yǎng)能力時的言語活動，也包括為了順利完成教學任務而在課堂上進行的組織管理學生時的言語活動。英語教師課堂用語的運用直接影響學生英語語言的輸出、交際能力的高低和學習興趣及自信心的培養(yǎng)。,二、英語課堂教學用語的重要性,課堂教學用語是知識的主要物質載體，是師生信息溝通的重要手段，是聯(lián)

2、系師生情感的重要紐帶。,二、英語課堂教學用語的重要性,教師課堂用語的數(shù)量和質量影響甚至決定課堂教學的成?。℉akansson, 1986）。這不僅因為教學內容要通過教師話語才能得到有效傳播和達到理想的教學效果，還因為教師語言本身起著對目的語使用的示范作用 (model function)，是學生語言輸入的一個重要途徑。,二、英語課堂教學用語的重要性,課堂教學用語是課堂教學中的一項重要的信息輸入內容，是英語教師對學生進行教學的重要手段。教師堅持使用英語課堂教學用語組織教學，有利于創(chuàng)設一種英語學習和使用的環(huán)境，使學生真實地感受語言的交際性、意義性和趣味性，從而達到營造語言學習環(huán)境、激發(fā)學生學習興趣

3、、促進師生間用英語進行溝通和交流的目的。,二、英語課堂教學用語的重要性,三、小學英語課堂教學用語 使用的基本原則,階段性原則： 英語課堂用語有講授知識和語言示范的雙重功能。因此，課堂用語的使用應結合學生語言認識的實際水平，遵循由淺入深、由簡到繁、由易到難、循序漸進的原則。,三、小學英語課堂教學用語 使用的基本原則,2. 交際性原則： 英語課堂教學是英語教學最直接、最有效的交際情景。因此，課堂用語的使用應從學生英語學習的起始階段抓起，讓學生養(yǎng)成用英語進行交際的良好習慣。,三、小學英語課堂教學用語 使用的基本原則,3. 貫穿性原則： 小學英語課堂教學中應堅持盡量使用英語進行課堂教學的原則。,三、小

4、學英語課堂教學用語 使用的基本原則,4. 重復性原則： 小學英語課堂用語要注意必要的重復。重復突出了教與學、講與練的重點，能刺激學生的注意力，提高學習效率。,三、小學英語課堂教學用語 使用的基本原則,5. 規(guī)范性原則： 小學英語課堂用語要注意語音語調的正確與規(guī)范，用語要地道，并且要把握好語速和節(jié)奏。,三、小學英語課堂教學用語 使用的基本原則,6. 激勵性原則： 小學英語課堂用語要注意避免挖苦學生，應使用鼓勵性語言，以滿足學生的成就感，增強其自信。,三、小學英語課堂教學用語 使用的基本原則,7. 引導性原則： 合理使用英語課堂用語能促使學生思維能力的發(fā)展，引發(fā)其從不同的角度觀察和思考問題，尋求解

5、決問題的方法，拓展其發(fā)散思維。,注意事項:,1、使用符合兒童特征的語言。,2、以示范代替繁瑣的解釋。,3、以體態(tài)語輔助口頭語。,4、以鼓勵和表揚為主。,8、盡量講英文，必要時才講中文。,5、多用禮貌用語。,6、用語要有所變化，不可千篇一律。,7、用語恰當、得體，不能重復。,四、目前小學英語教師在使用課堂教學用語中存在的問題,問題一： 課堂用語不規(guī)范，說話錯誤多,1. 語法錯誤： e.g. Can you tell me when did you leave home this morning? Can you tell me when you left home this morning? C

6、an you guess what does it mean? Can you guess what it means?,2. 用詞不當： e.g. Can you make a sentence about “how long”? Can you make a sentence with “how long?”? Idlike some ofstudents to come to the front now. Id like some of you to come to the front now.,3.習慣性錯誤 ： e.g. Teacher: Whats your name? Stude

7、nt: Joey Teacher: How to spell it? How do you spell the name?,Summary（總結）: 教師出現(xiàn)的錯誤多為單復數(shù)混用，動詞短語搭配不當?shù)取３霈F(xiàn)這些錯誤的主要原因是因為教師說話的語速過快，造成一些口誤；還有一些是因為教師沒有重視自己的課堂用語，或是因為自身語言基本功不扎實。,四、目前小學英語教師在使用課堂教學用語中存在的問題,問題二： 課堂用語不系統(tǒng)，說話隨意性大,中文式英語： e.g. Read together. Read it together./Read the dialogue together. Give you five

8、 minutes to finish the exercise. Please finish the exercise in five minutes.,在新課改的過程中，教師的語言發(fā)生了很大變化: 由指令式的語言向商討式的語言轉變； 由評判式的語言向建議式的語言轉變； 由灌輸式的語言向引導式的語言轉變； 由統(tǒng)一式的語言向開放式的語言轉變。,五、小學英語課堂教學用語 的基本類型,Lets start now. Lets begin our class. Lets begin our lesson. Its time for class. Shall we begin our class now

9、? Stand up, please. Sit down, please.,上課（Beginning a class),上課一開始，教師就主動、友好地用英語同學生打招呼，不僅可以喚起學生的注意力，使其為上課作好準備，還可以創(chuàng)造一個平等、和諧、愉快的學習氛圍, 以保證課堂教學的順利進行。,問候語（Greetings),Hello，boys and girlschildren Good morning，classeveryoneeverybodychildrenboys and girls Good afternoon，classeveryoneeverybodychildrenboys and

10、girls How are you today？ Good morning/afternoon, kids. Its so nice/Im so happy to see you again.,May I know your name? (Thats a nice name.) Could you tell me your name, please? (Youve got a beautiful name. I really like it. ) Shall we begin our lesson now? Lets start our class, shall we?,Whos on dut

11、y today? Whos helping this morning/today? Is everyone/everybody here/present? Is anyone/anybody away/ absent? Whos absent?/Whos away? Where is he/she? Try to be on time./Dont be late next time. Go back to your seat, please. What day is it today? Whats the date today? Whats the weather like today?,考勤

12、（Checking attendance）,自我介紹（Self-introduction）,Now, let me introduce myself. Ill just tell you a bit about myself. My name is . You can call me. Im your new English teacher. Ill be teaching you English this term / semester. Ive got four lessons with you each week.,Lets start working Lets begin/start

13、our lesson. First, lets review/do some review. What did we learn in the last lesson? Who can tell/remember what we did in the last lesson/yesterday? We have some new words / sentences. Now were going to do something newdifferent Now lets learn something new We have some new words/sentences.,宣布 (Anno

14、uncing),Ready？Are you ready？ Did you get there？/Do you understand？ Is that clear？ Any volunteers？ Do you know what to do？ Be quiet，pleaseQuiet，please Listen，please Listen carefully，please,提醒注意 (Directing Attention),Listen to the tape recorderthe recording Look carefully，please Look over here Watch c

15、arefully Are you watching？ Please look at the blackboardpicturemap Pay attention to your spellingpronunciation,Start！Start now Everybody togetherAll together Practise in a group/in groups，please Get into groups of threefour Everybody find a partnerfriend In pairs，please One at a time Lets do it one

16、by one,課堂活動 (Classroom activities),Now you，please Its your turn now（Students name） Next，pleaseNow you do the same，please Lets actLets act outdo the dialogue Who wants to be A？ Practise the dialogue，please Now Tom will be A，and the other half will be B,課堂活動 (Classroom activities),Please take（play）the

17、 part of Whose turn is it？ Its your turn. Wait your turn，please Stand in lineLine up One by oneOne at a time，please In twosIn pairs Dont speak out Turn around,課堂活動 (Classroom activities),熱身、新課導入 (Warming-up & Introduction to a New Lesson),Lets do actions! Clap your hands. Stamp your feet. Wave your

18、arms. Nod your head. Shake your head. Now, lets sing the song “Old McDonald Had a Farm”. Now, lets play the game “Simon says”.,熱身、新課導入 (Warming-up & Introduction to a New Lesson),Have you ever been to the zoo? Can you tell me what animals in the zoo you can already say in English? In todays lesson,

19、well learn something about animals English names. Look at the cards. What do you see on this card?,熱身、新課導入 (Warming-up & Introduction to a New Lesson),There are all kinds of fruits in our life: apples, oranges, watermelons Please tell me what your favorite fruit is and why. Before starting a new les

20、son, Id like to ask you what colors the Olympic five rings are and what each color stands for.,Could you please try it again? Could you please try the next one? Will you please help me? Will you please read the dialogue?,請求 (Requests),Can you try？ Try，please Try your bestDo your best Think it over a

21、nd try again Dont be afraidshy,鼓勵 (Encouraging),課堂指令是教師組織和維系課堂的重要手段，教師指令語在很大程度上影響學生在課堂上的活動，即語言習得。,指令（Giving instructions),課堂指令應做到清晰、簡潔、準確，不能含混不清或出現(xiàn)發(fā)音錯誤；語調自然、語言生動，切忌生硬；盡量使用學生聽得懂的 “small words”，并輔以表情、手勢等。,SayRead after me，please Follow me，please Do what I do Repeat，pleaseRepeat after me Once more，plea

22、seOne more time，please Come here，please Please come to the front Come up and write on the blackboardchalkboard Come and write it on the blackboard Please go back to your seat,指示/演示語,Put your hands up，please Raise your hands, please. Put down your hands ，please Hands down，please Say itWrite it in Chi

23、neseEnglish In English, please. Please take out your books Please open your books at page Find page.Turn to Page,指示/演示語,Please answer the /my questionquestions Please read this letterwordsentence out loud Please read out this letterwordsentence Please stop nowStop here，please Clean up your deskthe c

24、lassroom，please Its clean-up time Tidy up your deskthe classroom Put your things awayClean off your desk Clean the blackboard,指示/演示語,Plug in the tape-recorder, please. Put the tape-recorder away Put the tape in its boxcassette Listen and repeat Look and listen Repeat after me Follow the words. Quick

25、ly！Be quick, please Hurry！Hurry up，please Do it fast. Slowly/Slow down, please. Bring me some chalk，please,Stop talking Stop talking now，please Dont talk Everybody be quiet，please Dont be silly Settle down,禁止和警告 (Prohibition and warning),教師在提問時態(tài)度要和藹、可親；提問語的使用要注意體現(xiàn)對學生的尊重, 不要讓學生感到緊張，有壓力。正確的提問語可減輕學生的學習

26、焦慮情緒，保護學生的學習積極性。,提問（Questioning),Are you clear? Do you understand? (Have you) Got it? / Did you get it? Who wants to come to the front? Please wait a minute/moment/second. Im sorry. Can you say that again? You know what I mean/what Im saying /talking about? Have you done/finished your work / exercis

27、e yet?,問與答(Asking and Answering),Whod like to answer the question? Who can answer this question? Who knows the answer? Would you like to try, Tim? Would you like a second try? Would you like someone to help you? Whod like to help? Any volunteers?,問與答(Asking and Answering),校對答案和糾錯(Answer Check and Co

28、rrection),Raise your hand if you know the answer. Lets see what the correct answer is. Who can point out the mistake? Lets see who is correct here. Did you get it right? The correct answer to this question is B. Can anyone tell me why? How many of you have got it right? Lets continue with the next q

29、uestion.,反饋語是課堂教學活動的重要組成部分，是教師評價和評估學生課堂表現(xiàn)的重要手段，也是推動教學活動進展的有效方法。,反饋語,Not bad. Thank you. Good！Thank you. Good. Thats a good answer. Thank you. Quite good! Very good！ Great! (You did a good job.) Excellent! (Lets give him/her a big hand!) Wonderful！(Im so proud of you.) Well done! (Good boy/girl.) You

30、r answer is very good!,在使用語言行為評價時教師要注意語氣和目光的注視，使學生對老師的表揚和肯定感到真切。,反饋語,肯定式評語 參與式評語 啟發(fā)式糾錯,反饋語的種類,肯定式評語：,教師對學生的課堂表現(xiàn)進行肯定和表揚時一定要讓學生感到老師是在由衷地夸獎他。要避免敷衍和流于形式。不要濫用Good。有的老師過多地單一使用 Good 評價學生的表現(xiàn)，很難使學生從中受到激勵，激發(fā)學習的積極性。,Not bad. Thank you. (Im sure you can do it better next time.) Good！Thank you. (I could see youv

31、e practiced a lot.) Good kid. Thats a good answer. Thank you. Quite good! (I really appreciate your effort.) Very good！(I really enjoy it.),肯定性評語,Great! (You did a good job.) Excellent! (Lets give him/her a big hand!) Wonderful！(Im so proud of you.) Well done! (Good boy/girl/kid.) Your answer is ver

32、y good! (I admire your work.) Nice going! (You make a great progress.),肯定性評語,What a bright idea! Thank you. Thats a great answer. （I really like it.） You did a good job! (Were so proud of you!) Good point! (I really enjoy it.) Good job! （Im very pleased with your work.） Smart! (What an adorable baby

33、!),肯定性評語,Clever! (I envy you very much.) Perfect! （Youre very professional.） You are such a smart boy/girl/kid! You got sharp eyes/ears. I couldnt believe my ears！,肯定性評語,T: Many people think winter is cold. And what do you think? S: I think winter is warm. T: Why do you think it is warm? S: In winte

34、r, I can sit with my parents, and we can watch TV in the living room. I feel warm. T: Yeah, I think it will be warm when you are with your family.,情景1：,在以上的對話中，教師給予了學生肯定的評價，而不是簡單的一句 Cool.或者是Very good.打發(fā)學生富有創(chuàng)意同時流露出的真情實感。給予學生肯定式評價看似簡單，卻充分體現(xiàn)了教師語言評價的激勵性策略。,Comments（評價）:,T: Whats your favorite season? S:

35、 My favorite season is summer. T: Why do you like summer? S: Because I can wear my new T-shirt. T: What color is your new T-shirt? S: Its blue. T: Is that your favorite color? S: Yes, I like blue. T: That will be very cool. When you are in blue, you are like the blue sea.,情景2：,T: Whats your favorite

36、 season? S: I like fall. It is pretty. T: Why is it pretty? S: I can see beautiful kites in the sky. I can see colorful trees in the forest. I can see colorful flowers in the park. I can see colorful fruits in the garden. T: Wow, we can see so many nice things in fall. It is so beautiful and pretty.

37、,情景3：,在上面的師生會話中，教師對于學生的回答并不僅僅給予一個肯定的答復，而是實現(xiàn)了語言的交流。在這個過程中，既表達了教師對學生敢于展示自己學習成果的贊賞，同時又表達了教師對學生積極思考、認真完成學習任務的肯定。,Comments（評價）:,激勵性評價策略不僅注重學生學習的結果，還注重評價學生的思維過程、思維方法和情感表達；既有評判性評價，又有激勵性、鼓動性評價。這樣的評價讓學生體驗成功，又看到自己的努力方向，使他們滿懷信心、積極主動地投入到學習活動中去，有效地實現(xiàn)教學目標。,激勵性評價策略:,（教師在組織學生觀看欣賞完一組關于春天的圖片后） T: What do you think of

38、 spring? S: Spring is busy. T: Why do you think spring is busy? S: I can see many birds. They fly in the forest with friends. Many bees and butterflies fly in the flowers. Ducks swim with friends. T: Wow, you can find so many busy things. Spring is so busy. Are you busy in spring, too? S: Yes, I am

39、very busy in spring. I usually go hiking and fly kites with my parents. Sometimes I climb mountains with my grandpa. T: Wow, you are busy too.,情景4：,（學習完冬天后，師生討論冬天） T: Do you like winter? S: Yes, I do. Because winter is white, white is my favorite color. T: I guess you have a white coat. S: Yes, I us

40、ually wear my white coat in winter. T: Cool, you will look like a snowman. What else are white? S: The trees are white. The houses are white. The rivers are white. The cars are white.,情景5：,T: Do you like winter? S: Yes, winter is quiet. T: Why? S: In winter, the birds sleep. The lake sleeps. The ani

41、mals sleep. The flowers sleep. The trees sleep. T: Wow, we can sleep a long time too. S: Yes. .,情景6：,在這段課堂教學實錄里，教師的評價不是隨意打斷學生的表述，而是將評價與學生的展示過程有機地融為一體，使學生參與學習過程的內部動機不斷地被激發(fā)，不斷地被激勵。,Comments（評價）:,小學英語的課程特點使課堂充滿諸多評價因素：“感知”過程中形成的困惑、“表述”過程中的亮點、“交流”中帶來的發(fā)散教師要抓住稍縱即逝的機會，在學生最需要點撥、引導、深化、激勵之時，運用適時性評價策略，及時對學生的學習情

42、感態(tài)度、價值觀、學習行為、知識結構進行語言評價，幫助學生主動參與、認真操作、積極展示，促進學生的發(fā)展。,Comments（評價）:,教師在學生學習過程、成果展示時，可以采用“適時性評價”的策略對學生進行評價，來維持學生的內部動機，激勵學生學習英語課程的主動性和積極性，開發(fā)他們的智力，激發(fā)他們的創(chuàng)造意識。,適時性評價策略:,啟發(fā)性評價策略就是在學生參與學習活動的過程中，對學習結果進行評價之后追問一個問題，再評價，再追問這種“不斷追問”的啟發(fā)性策略注重強化學生對知識的學習、掌握和運用，促進學生更廣泛地獲取英語知識，培養(yǎng)他們的英語興趣和創(chuàng)新意識。,啟發(fā)性評價策略:,S: I like summer

43、best because I can eat ice cream. T: Wow, what do you think of the ice cream? S: They are sweet. T: Are they cool? S: Yes, they are cool. T: In summer, you can eat sweet and cool ice cream, summer is very . S: Summer is very sweet and cool.,情景7：,S: I like summer best. I can swim. T: Who do you swim

44、with? S: I swim with my friends. T: Are you happy when you swim together? S: Yes, we are very happy. T: In summer, you can swim with your friends. Summer is so . S: Summer is so happy. We have fun in summer.,情景8：,S: I like summer best because I can open (turn on) the air-conditioner. T: When you tur

45、n on your air-conditioner, is it hot? S: No, it is very cool. T: So what do you do? S: I can quiet read my favorite books in the study. (I can read my favorite books quietly in the study.) T: When you read books quietly in your study, it is . S: It is cool and happy. Summer is good. .,情景9：,在如上的教學情景中

46、，教師的每次追問都是在積極評價上一問題的基礎上展開的。先充分肯定，再拋出下一個問題，反復強化知識積累。最后一個評價和追問將學生的學習興趣延伸到課外，激發(fā)學生獲取豐富知識的欲望和自主探究的意識。,Comments（評價）:,啟發(fā)性評價策略適用于知識的鞏固階段，特別適用于知識基礎較好、課外知識豐富的學生。在不斷追問的過程中，教師的身份要與學生平等，態(tài)度要誠懇，在問下一問題前務必對上一問題學生的思維過程、知識運用的成果進行激勵性評價，做到真心實意地鼓勵、贊揚學生，使學生獲得參與的愉悅感和成功感，樹立參與自主的、創(chuàng)造性的活動的勇氣和信心。,Comments（評價）:,參與式評語,在采用學生之間互相評價

47、的手段時，教師要注意不要拿學生跟別人比，要拿學生同他自己比。在讓學生參加評價時可以使用疑問和反意疑問句。,Is it good? Isnt it a good answer? Do you like his / her answer / reading? Did he/she do a good job? I dont think so. He/she did an excellent job, didnt he/she?,啟發(fā)式糾錯,當學生犯錯誤時，教師要避免使用否定的評價語言，如：You are wrong. Its not correct. 對回答不出問題來的學生不要簡單地使用“Sit

48、down”，要給他們可能獲得成功的機會，鼓勵他們，保護他們的學習積極性。,Thats very close. Go on! Its almost right. Try again, please. Come on! Think it over. Im sure you can do it. Sorry, Im sure you can do it better next time. Im sorry. Would you like a second try? /Would you like to try again? Not bad. Go on, please. Come on, Its v

49、ery close. It doesnt matter. Im sure you can do it better next time.,非語言評價及策略,非語言評價既運用手勢，表情（眼神、面容、微笑）及其他肢體動作語言（body language） 來對學生的學習進行的評價。在使用語言行為評價方式的同時注意非語言評價方式的使用可以加強評價效果。,方式和策略：,1微笑加語言 2用力點頭-是一種肯定。 3驚訝的表情+ 可表示贊賞。 4豎起大拇指，可表示一種高度的贊賞。-增強自信心，獲得成就感。 5一只手手心朝上不斷煽動四指同時說道：Yes, come on, come on. 或Yes, go

50、on。,方式和策略：,6鼓掌- 當學生任務完成得出色時，教師可鼓掌表示贊揚。也可以號召學生一起鼓掌。 掌聲可以使人產生成就感，增強自信心。 7撫摸孩子的頭，拍拍孩子的肩膀也是一種鼓勵性的非語言行為的評價手段。,布置作業(yè) ( Assigning Homework),For todays homework Practise after classPractise at home Say it out loud，before you write It down CopyPrintWrite each word twice Remember（Memorize）these wordssentences

51、Do your homeworkDo the next lessonDo the new work Copy/Write each word five times.,結束課堂教學(Dismissing the class),Hand in your workbooks，please Time is up The bell is ringing Theres the bell There goes the bell Lets stop here Thats all for today Class is over Good byeByeSee you next time,內容型課堂用語語音 (Pr

52、onunciation),Now, lets practice some sounds. Well begin with the /e/ sound. Sometimes “ea” is pronounced Did you hear the difference? Open your mouth wide. You pull your mouth. Thats right. Lets try it one more time.,拼讀(Spelling),Lets spell this word. Can you spell this word? Who would like to spell

53、 the word “ heavy” for me? “L,O, N, G” spells “l(fā)ong”.,詞匯(Vocabulary),Can you tell me what “U.S.” stands for? What is 湯 in English? Whats the English for “桃子”? “Alive” is the antonym of the word “dead”. “Fast” is a synonym of the word “quick”.,讀(Reading),Im going to read the sentences for you. Who can read the last line/ the title? Well read it a little faster/more quickly. Lets read this one together. I want you to read the conversation in pai