《怎样教英语》读书笔记第9章how to teach speaking.docx

1、怎样教英语读书笔记第9章how to teach speaking第9章：如何教口语（How to teach speaking）-【手写笔记】-【读书笔记中英文对照】-9-1：学生应该进行何种口语练习？（what kind of speaking should students do？）9-1-1：非控制性练习（not controlled practice）；9-1-2：是一种“激活”练习（being an activate exercise）；9-1-3：学生使用所掌握的语言来完成某种口语任务（students are using any and all language at thei

2、r command to perform some kind of oral task）；【会心之处】： 出乎意料的是，传统的控制性练习，如最典型的句型重复操练，并非真正意义的口语练习活动。口语练习是学生基于所掌握的语言来完成某种口语任务，具有一定的随机性和灵活性。-9-2：为什么要鼓励学生进行口语练习？（why encourages students to do speaking tasks？）9-2-1：预演（rehearsal）；【1】学生在教室的安全环境下预演真实的生活事件（to rehearse a real-life event in the safety of classroom

3、）；【2】学生感受用外语进行交际的感觉（for students to get the feelof what communicating in the foreign language really feels like）；9-2-2：反馈（feedback）；【1】师生均可获得反馈（feedback for both teacher and students）；【2】给学生自信和满足（give students confidence and satisfaction）；【3】鼓励学生进一步学习（encourage students into further study）；9-2-3：融入（

4、engagement）；【1】具有较高的动机（highly motivated）；【2】学生将获得极大的满足（getting tremendous satisfaction）；【3】学生内心的愉悦（intrinsically enjoyable）；【会心之处】: 口语练习帮助学生预演真实的生活场景，而且是在非常安全的环境下。同时，口语所提供的反馈，对于师生都有非常重要的意义：学生获得满足感和自信，学习动机得到激发，同时，教师获得学生语言学习的最直接和最真实的证据资料。-9-3：口语活动是什么样的？（what do speaking activities look like？）9-3-1：实例1

5、：信息沟初级/中级（Example 1：information gapelementary/intermediate）；9-3-1-1：你描述，我绘画（describe and draw）；【1】具备较高的动机（highly motivated）；【2】以语言交际为其真实目的（a real purpose for communication）；【3】学生可使用任何语言（any language can be used）；9-3-1-2：故事讲述活动（story-telling activity）；【1】四组学生，四幅图片（four groups of students，four picture

6、s）；【2】每组分配一张图片（each group is given one of pictures）；【3】组员记忆图片细节内容（groups memorize everything about the pictures）；【4】教师回收图片，每组抽一名学生组成新的四人组（teacher collects back the picture and asks for one student from each group to form a new four-person group）；【5】学生讲故事（ask students to tell a story）；【6】学生描述图片并推测图片之

7、间的联系（students describing pictures and speculating on how they are connected）；【7】学生给全班讲故事，教师再次展示图片（students tell story to whole class；teacher re-shows pictures）；9-3-2：实例2：调查初级（Example 2：surveys-elementary）；9-3-2-1：激发对话和观点交换（provoking conversation and opinion exchange）；【1】教师谈论主题（teacher talks about to

8、pics）；【2】学生就主题提出尽可能多的相关词汇（students give as much vocabulary about topicas they can）；【3】学生结对设计问题（students work in pairs to plan questions）；【4】学生在教室走动，提问并做笔记（students go round the class questioning and noting down）；【5】教师倾听并提示（teacher listens and prompts）；9-3-2-2：此活动是写作活动的绝佳导入（a good lead-in to writing

9、task）；9-3-3：实例3：讨论中级/中上级（Example 3：discussion-intermediate/upper intermediate）；9-3-3-1：此种活动不易成功（less successful）；9-3-3-2：需要做讨论前准备（need for discussion preparation）；9-3-3-3：需要分阶段搭建讨论过程（building discussion up in stages）；【1】单个学生提出电影名（asking individual students to name a film）；【2】学生分组（putting students in

10、to groups）；【3】不同学生组思考不同问题（different groups think about different issues）；【4】一名学生提出观点，其他人发问（one student gives opinions，others ask questions）；【5】持续激发学生，处理语言问题（keeping prompting，working on language arising）；【6】持不同观点的发言者做演讲（speakers on different sides giving speeches）；【7】提出观点，并对观点进行评分0-5（giving statemen

11、ts to assess on a 0 to 5 scale for）；【8】学生选择观点并进行辩护（students choose statements and defend it）；9-3-4：实例4：角色表演中上级/高级（Example 4： role-playupper intermediate/advanced ）；9-3-4-1：学生想象自己处于不同情境，并对应的表演出来（imagine being in different situation and acting accordingly）；9-3-4-2：提供预演的可能性（providing rehearsal possibil

12、ities）；【1】学生分成六人组，并提供信息卡片（students are put into groups of six and given a information card）；【2】学生自主决定角色（students decide who is who）；【3】教师分发卡片（teacher hands out cards to students）；【4】学生向教师询问细节（students ask teacher for details）；【5】小组开始表演，教师设定时间限制（groups start，teacher sets a time limit）；【6】教师适时提示，并记下语言

13、使用的好范例和不好范例（teacher prompting necessarily，and making notes on example of good and bad English usage）；【7】学生宣布结果，教师反馈（students announce result，teacher gives feedback）；9-3-4-3：全体学生表演公开的会议，设置多名发言人，并可以使角色表演成为全班性活动（making the role-play a whole-class activity by having all the students act out a public mee

14、ting with many speakers）；9-3-4-4：角色表演不必太复杂（not all role-plays need to be intricate）；【1】表演聚会场景（role-play a party situation）；【1】设定聚会场景，学生自由发挥（setting party scene；telling students to go whatever）；【会心之处】: 本节列举了诸多口语练习的经典活动形式，核心是学生以所掌握的语言知识完成口语活动，但口语活动中存在的风险未被提及：班级内不同语言水平学生在相同口语活动中的表现该如何评估。-9-4：教师该如何纠正口语（

15、how should teachers correct speaking？）9-4-1：教师纠正错误非常重要（important to correct mistakes）；9-4-2：依情况而定（it depends）；9-4-3：学生说时，教师观察倾听（teachers watch and listen while students speaking）；9-4-4：记下好的语言使用以及误解和错误的次数noting down things good and times of misunderstanding and mistakes）；9-4-5：全班讨论错误；将错误记在黑板上；和相关学生一对

16、一处理错误（discuss mistakes with class；write mistakes on board；give mistakes individually to the students concerned）；9-4-6：勿对个别学生做特别批评（not single students out for particular criticism）；9-4-7：处理错误勿指名道姓（deal with mistakes without saying who made them）；9-4-8：稍后反馈（give feedback later）；【会心之处】：在口语活动练习中，流利度是被优先

17、考虑的，故教师不可频繁打断和纠正学生，对于比较典型的普遍性错误，可以全班讨论；个别性问题则一对一单独处理。-9-5：口语活动中教师还应该做什么？（what else should teachers do during a speaking activity？）9-5-1：若教师参与，勿主导练习活动（dont dominate if teachers get involved）；9-5-2：教师勿过度参与（not too much participation）；9-5-3：若活动受阻，教师应适时干预（intervene if activity not going smoothly）；9-5-4：

18、提示时务必敏感而富同情心（prompting sympathetically and sensitively）；【会心之处】: 这是英语教师在口语活动中最容易犯的一个错误，限于学生的语言水平，以及口语活动话题的未被充分发掘，口语活动往往容易冷场，教师在干预时，切勿过多参与而主导整个练习活动。-9-6：口语活动如何契合ESA（how do speaking activities fit into ESA？ ）9-6-1：基本类型：融入-激活-学习（basic pattern：Engage-Activate-Study）；【1】使学生对主题产生兴趣（get students interested

19、in topic）；【2】学生完成任务（students do the task）；【3】学习语言问题（study language issues）；【4】此模式属于经典的回旋镖顺序（classic boomerang sequence）；9-6-2：伺机而教（机会主义教学）（opportunistic teaching）；【1】对随课堂而发生，且显而易见的语言知识的教学（the desirability of teaching a piece of language which only becomes apparent as a result of something going on i

20、n the class）；【2】学生尚不能使用一些语言，但该语言在“激活”阶段可用到（students have not been able to use some language that would have been helpful during Activate stage）；【3】教师可将此视为学习新语言的绝佳（teachers use this as an ideal opportunity to study some new language）；【4】此模式属于拼接式顺序（a patchwork sequence ）；9-6-3：误区：一旦语言被学习，好的口语练习可将其巩固于学

21、生大脑中（a mistake： once a piece of language has been studied，a good speaking activity will cement it in students mind ）；【会心之处】: 口语活动一般遵循如下顺序：话题导入-词汇结构支撑-活动展开-语言知识学习，在词汇结构支撑这个环节，应充分考虑学生的语言水平，既要巩固旧知识，又要提升新技能，并利用口语活动展开环节，充分巩固这些新知识。 -9-7：更多的口语建议（more speaking suggestions）；9-7-1：学生结对练习。一个学生拿着一些按照一定顺序排列的素材（如

22、图片）。另一个学生也拿着相同的但顺序凌乱的素材，他们必须通过和同伴谈论来把这些图片排成相同的顺序，但不得看第一位同学的图片。这被称为“描述与排序。（初级/中级）【原文】students work in pairs. One has a number of elements（e.g. pictures）arranged in a certain way. The other students has the same elements，but loose，and has to arrange them in the same way by talking to his partner witho

23、ut looking at the partners picture/plan. This is calleddescribe and arrange（elementary/intermediate）9-7-2：学生结对，两名学生都有相似而有差异的图片。通过谈话，学生找出其中的差异，但不得看对方的图片。（初级/中级）【原文】students，in pairs， each have similar pictures，but with differences. Through talking to each other，they have to find the differenceswithou

24、t looking at each others pictures.（elementary/intermediate）9-7-3：学生列出人们喜欢或做的事的清单（如慢跑、每天刷五次牙）。他们必须在教室内走动来找出做、做过或者喜欢这些事情的人。（任何级别）【原文】students make a list of the kind of things that people like or do （e.g. go jogging, brush teeth five times a day .etc）They have to go round the class to find someone who

25、 does, did, like etc those things.(any level)9-7-4：学生想出五个名人。他们必须要决定给每个人送一份完美的礼物。（任何级别）【原文】students think of five famous people. They have to decide on the perfect gift for each person. (any level)9-7-5：学生分组看五副不同的照片。他们必须决定谁应该赢得图片奖。小组之间需要共同决定最终的结果。（中级/高级【原文】students in groups look at five different ph

26、otographs. They have to decide which one should win a photograph prize. The groups then have to agree with each other to come to a final decision. (intermediate/advanced)9-7-6：学生角色表演正式的或商务的社交场景，他们见到一些人并介绍自己。（初级/任何级别）【原文】students role-play a formal/business social occasion where they meet a number of

27、 people and introduce themselves.(elementary/any level)9-7-7：学生就给定的主题或人物发表演讲。（高级）【原文】students give a talk on a given topic or/and person.(advanced).9-7-8：学生进行热气球辩论，只有一人可以待在气球里，他们必须证明为什么是他们。（中上水平/高级）【原文】students conduct a balloon debate where only one person can stay in the balloon and they have to m

28、ake their case as to why they should be the one. (upper intermediate/advanced)9-7-9：学生被呈现一个道德两难处境，例如：一名学生在一场重要考试中被抓住作弊。给学生提供场景，应该遵从五个可能的行动方案中的哪一个？小组达成一致意见。（中级/高级）【原文】students are presented with a moral dilemma-e.g. a student is caught cheating in an important exam. Given the students circumstance， which of five possible courses of action should be followed？Groups reach a consensus. (intermediate/advanced)【会心之处】: 上面所罗列的口语教学建议，有许多是非常容易操作的。有些适合偶尔的课堂调剂，有些则适合作为常规的口语练习活动坚持。 -