初中英语教学法unit5.classroommanagement.ppt

初中英语教学法unit5.classroommanagement.ppt

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UNIT5ClassroomManagement,WhatisClassroomManagement?

thewayteachersorganizewhatgoesonintheclassroom,Whatsthegoalofclassroommanagement?

Gebhard,1996,ThegoalofclassroommanagementistocreateanatmosphereconductivetointeractinginEnglishinmeaningfulways.,Effectiveclassroommanagementcanbeachievedwhenthefollowingthreeconditionsaremet:

1）Theteacherplaysappropriateroles.2）Theteacherprovidesclearinstructions.3）Studentsaregroupedinawaysuitableforthelearningactivities.4）Theteacherasksappropriatequestions.5）Thereisdisciplineandharmonyintheclass.6）Thestudentserrorsaretreatedproperly.,I.Therolesoftheteacher,1.RichardsandRodgersviewpointTeachersrolesarerelatedultimatelytoassumptionsaboutlanguageandlanguagelearningatthelevelofapproach.Differentapproachesstipulate（规定）differentrolesfortheteacher.,2.TeachersrolesAlthoughdifferentapproachesstipulatedifferentteacherroles,therearesomecommonrolesthatteachersplayinmostofthemajorapproaches.,Beforetheclass,theteacherisaplanner.Aftertheclass,theteacherisevaluator.Duringtheclass,theteacheris1.controller2.assessor3.organizer4.prompter5.participant6.resource-provider,Activity1:

Workingroupsoffourandshareyourideas,Whatdoyouthinktheteacherdoeswhenhe/sheisacontroller,anassessor,anorganizer,aprompter,aparticipantandaresource-providerrespectively?

Theteacherascontrollerofeverythingthatgoesonintheclassroom.B.Theteacherasmanager,organizingtheactivities;C.Theteacherasassessor,givingfeedbackandadvice,aswellascorrectionandgrading;D.Theteacherasparticipant（co-communicator）inanorganizedactivitysuchasdebateorroleplay;,E.Theteacheraspromptertoencouragestudentstoparticipateormakesuggestionsabouthowtoproceedinanactivity;F.Theteacherasresource,thatisasourceoflanguageandknowledge;G.Theteacherasinstructor,actuallyteachingthenewlanguagepointsandtrainingstudentsinlanguageskills.,Teachersnewroles,TeachersasfacilitatorsTeachersasguidesTeachersasresearchers,II.ClassroomInstruction,Classroominstructionsrefertotypeoflanguageteachersusetoorganizeorguidelearning.Generallytheyincludeallclassroomlanguagethatteachersmayuseforteachingpurposesaswellasmanagingteaching.,Activity2:

HowoftendoyouuseEnglishintheclassroom?

AskyourselfhowoftenyouuseEnglishforthepurposeslistedbelow.Recordyouranswersusually,sometimesorneverinthespaces.Nowask.,greettheclassinEnglish?

-asktheclassquestionsinEnglish?

-presentnewlanguageinEnglish?

-useEnglishtoteachgrammar?

-organisetheclassinEnglish?

-useEnglishformorethan50%ofthelesson?

-,Activity3:

Thinkofatleast4advantagestousingEnglishtoteachEnglish.,Activity4.Whatcanwesay?

WriteexamplesofsuitableEnglishphrasesandwordsundereachtopic.,PRAISEORGANISINGSOCIALTOPICS,Doyouagree?

Teachersinstructionscanserveasveryusefulmodelsandmeaningfulinput,aswellastoolsfororganizinglearning.,Rulestofollowformakinginstructionseffective,1.Usesimpleinstructions（clear,simple,concise,supportedbygesture）2.Usethemother-tongueonlywhenitispossible3.Modelthetask/activitybeforelettingstudentsmoveinpairsorgroups4.Trytoavoidlengthyexplanation.（Demonstration,nottodoallthetalkinginclass）,III.Studentgrouping,1）whole-classwork（lockstep）2）pairwork3）groupwork4）individualstudy,Activity5:

GroupdiscussionTheadvantagesanddisadvantagesoftheabovegrouping,Activity6:

BrainstormingFurthersuggestionsaboutstudentgroupingmethods,1）Whenworkinginlockstep,theteachershouldnotspeaktoomuch.2）Whenorganizingpairwork,theteachershouldgivetheclearestinstructions.Ifnecessary,theteachershoulddemonstratewithonestudentfirst.,3）Somepossiblewaystogroupthestudents:

GroupingthestudentsaccordingtoseatingarrangementStudentsselecttheirowngroupmembers（risky）StrongstudentsandweakstudentsaremissedtogetherStrongstudentsandweakstudentsaregroupedseparatelytododifferenttakes.Groupthestudentsbydrawinglots.,Activity7:

The8stepsforgroup&pairworkCompletethetablebelowandtick（）howmanyyouusuallydo.,Keys,EXPLAIN/showwhatthestudentsmustdo.CHECKeveryoneunderstands.CHECKeverystudenthasapartner.BEGINthepairwork.MOVEaroundtheclassroom.DONTTALKtostudents,unlesstheyneedhelp.LISTENcarefully.CROUCHdowntohearclearly.TrytoAVOIDeyecontact.6.FINISHthepairwork.CORRECTcommonmistakes.ChoosesomevolunteerstoSHOWwhattheydid.,Althoughpairworkandgroupworkcanprovidestudentsmorechancesforpractice,individualstudyshouldnotbetotallyneglected.,WARNING,IV.Disciplineinthelanguageclassroom,1.Whatsthefinalgoalofdisciplineinthelanguageclassroom?

Theultimategoalofdisciplineistomakemoreeffectivelearningpossible,