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1、中学英语片段教学关键问题教师话语及实践智慧 Still waters run deep.流静水深流静水深,人静心深人静心深 Where there is life,there is hope。有生命必有希望。有生命必有希望Focuso4CsC Create the episode through goal setting C Create the whole through episodes C Create dialogues through monologues C Create authentic contexts through imaginary practice 以目标创设片段以目
2、标创设片段以片段创以片段创设整体设整体以独白创以独白创设对话设对话以以假想创设实境假想创设实境2PreviewoIntroductionoEpisode teaching:Whats different?oCreate the episode through goal setting oCreate the whole through episodes oCreate dialogues through monologues oCreate authentic contexts through imaginary practice oImplications&limitationsoAware
3、ness&expertise(Conclusion)4Cs31.IntroductionoThe distinction between the whole and parts What about episode teaching?“The whole is more than the sum of its parts”(Aristotle)4oEvents in FujianThe special-title teacher selection(August 15,2010)The expert/master teacher selection(October 17,2010)The te
4、aching-skill contest(December 20,2010)5oA pleasant surpriseEnglish was spoken in all the episode teaching sessions without exception.“Use English if possible,and use Chinese when necessary”“尽量使用英语，适当使用母语”高中英语大纲(实验修订版)（2000）（刘道义，2006a：49）6oResearch group卢 健、严淑琼、杨华娟、姜 蕴、陈文浩、黄军生(March 23,2011)Teaching
5、designEpisode teachingEFL(Primary)Miss YanMiss YanMiss YangEFL(Junior)Miss YanMiss ChenMiss JiangMiss YanMiss ChenMr LuEFL(Senior)Mr LuDr Huang7oNegotiating the meaning of episode teaching(June 4,2011)8oQuestionsWhat is episode teaching situated in the community of teaching practice in Fujian?What a
6、re the key features?How do EFL teachers do episode teaching in practice?What are the implications for episode teaching?What are the potential limitations of episode teaching?92.Episode teaching:Whats different?oA working definitionEpisode teaching refers to a teaching practice activity in which teac
7、hers engage to present and evaluate teaching expertise through a micro-lesson with a specific focus.Design features:-Pre-or in-service teachers(Subject)-A teaching practice exercise or activity(Nature)-The presentation and evaluation of teaching expertise(Purpose)(As an approach to the teachers prof
8、essional development)-A micro-lesson(5-20 min.)with a specific focus(Prerequisite)micro-lesson10oA mini-lesson,a lesson section,or talking about the lesson?A mini-lesson:the contracted version of a regular lesson(with the integrity in contents&procedures)A section of a regular lesson:An integral par
9、t of a regular lesson(without the integrity in contents&procedures)Talking about the lesson:(A brief introduction to a regular lesson how&why)Introducinghow&why11o5Ps（刘道义，2006a,b)（刘道义，2010）12oJustifying“episode teaching”-Episode:an event that is distinctive and separate although part of a larger ser
10、ies(Merriam-Webster Online)-Episode teaching can be viewed as a brief unit of action as well as an integral part of a larger seriesProgressPresentationPreparationPracticeProduction13oMicroteaching(Allen,1967)Stanford Teacher Training ProgramslStanford Teacher Training ProgramslMainly for pre-service
11、 teachers and later extended to in-service teachers lA short micro-lesson(5 20 minutes)lTwo major elements:(1)teach-reteach cycle(2)focus on individual teaching skillslTwo major limitations:(1)emphasis on individual skills and less attempt made to integrate these skills(2)gap between the“shallow wat
12、er”of teaching and the“deep end”of the real classroom(Hargie et al,1978)1414 teaching skills(Allen,1967)lStimulus variationlSet inductionlClosurelSilence and nonverbal cueslReinforcement of student participationlFluency in asking questionslProbing questionslHigher-order questionslDivergent questions
13、lRecognizing attending behaviorlIllustrating and use of exampleslLecturinglPlanned repetitionlCompleteness of communication1510 teaching skills(袁昌寰，1999)lIntroductionlPresentationlMechanical drillslPracticelQuestioninglVariabilitylDesigning and organizing activitieslVisual aidslReinforcementlClosure
14、16oFour skills in the 2010 contestSkillItemsTime(Min.)PercentageTeaching designAnalysis of students and textbooksAnalysis of goals and theoryAnalysis of key points and difficultiesTeaching processesAssignments and intentions6020%Episode teachingContent,methodology,results,quality1540%HandwritingCont
15、ent,arts515%PPT makingContent,design,technique,arts6025%Total140100%17oMy PPT onlinehttp:/ Wangs video permitted on June 9,2011183.Creating the episode through goal settingoThe goal settingHelp Ss describe a person orally(The speaking goal)Teach how to use adjectives appropriately(The speaking goal)
16、Help Ss write a description of a person(The writing goal)Teach the structure of a descriptive text(The writing goal)1920oFocus on episode teaching Persons:Lin Qiaozhi,orMadam Curie,Song Qingling,Song Zuying,Deng Yaping,English teacher Achievements&qualitiesInitiate Ss into talking about the womanWri
17、te a description of the woman you have talked about 21oExample 1:Opening remarks1)Well,boys and girls,just now we read a passage about women of achievement(Writing“Women of achievement”on the board),right?2)Who did we talk about and read about?3)Yes,Lin Qiaozhi,right?4)Next,well do some speaking and
18、 writing.5)Before we do that,well review and do some tasks.(S1,2010)oAnalysisCohesion&coherenceSequence:just now next Before Contents:Reading SpeakingWritingGoal of episode teaching:Speaking&writing 22oExample 2:Closure(After the presentation of 12 minutes)1)So,today weve learned“Women of achievemen
19、t”.2)Weve read about a passage about Lin Qiaozhi.3)Weve also talked about another woman of achievement.4)And we also know how to write about a person,right?5)and also learn how to check with yourself and try to evaluate others.6)Here,lets see who is better 7)Todays topic is about women,maybe,today g
20、irls performed better.8)I hope you(boys)will cooperate with each other very well later.oAnalysisCohesion&coherenceDiscourse markers:“So,right,here”Summary Result/ProductAssessment 239)Here is the assessment for you:10)Here is the homework for you:-discussing your writing and checking it in pairs and
21、 in groups;-choosing the best one to put on the bulletin board;-searching the Internet for further information about more famous women(S1,2010)oAnalysisAssessmentHomework244.Creating the whole through episodesoExample 3:An interview(task)(Leading to speaking)1)Lets welcome S1 and S2,please come to t
22、he blackboard to have a dialogue.2)OK!S1 and S2,who would like to do(an interview),for example,one is the interviewer and the other is the interviewee.3)So,S1,you will act as the interviewer and S2 as the interviewee.4)Youll have a dialogue.5)Please try to make all of your classmates understand what
23、 you are talking about.6)(Turning to the class)Listen carefully Pause 5oAnalysisPreparation(Activating)2 studentsPurposeRolesWhole class(Presentation)(Practice)257)OK!S1 and S2,thank you very much,and go back to your seats.8)Just now S1 and S2 talked about a woman you know.9)They never mentioned her
24、 name in their dialogue,but from the information,you know she is Writing“Your English teacher”10)Im sorry to write out the three words“Your English teacher”Smiling modestly.11)Maybe Im not that good enough to be a great woman,to be a woman of achievement.12)Thank you very much for admiring me and I
25、hope I can do better for you to set a good example for you to follow.13)Now,lets come to the second part.Youre required to write a passage:(S4,2010)oAnalysis(Production)CommentsAssociating with TAffective elementsProgress(Moving on to writing)26oExample 4:Hamburger writing(task)(Leading in writing)1
26、)So(Clapping),today,I want to give you a task,a task(Writing“Task”on the board)to talk about a girl classmate.2)Select one you think she is a girl of achievement.3)That is the task of todays writing practice,writing practice.4)Now,before you set down,get down(to)your business,what should you do firs
27、t?5)I want you to write down someone,someone,a girl in your class.6)Were talking about hamburger writing.oAnalysisPreparation(Activating)A task situated in classInitiate the taskAnalogize writing to hamburger277)Hamburger,have you ever eaten or seen a hamburger?8)Yes(Smiling)or No(Frowning)?9)So,its
28、 a pity.Look at the screen(Drawing a“hamburger”on the board).10)On the screen,you can find 11)Whats this?12)Yes,the top bread(Writing“top bread”on the board).13)Whats this?14)Yes,the meat.15)And whats this?16)Yes,the base bread.17)Very good!18)Oh yes,some students said its junk food.19)Yes,Im sorry.
29、oAnalysisPresentation(Enabling task)Repetition(but not answer)A linking device2820)If you eat too much hamburger,it will affect your shape.21)You may gain weight,right?22)I dont want to gain weight and I want to keep slim,keep healthy,right?23)OK,how to make a hamburger(a)healthy food?Pause 5 24)OK,
30、lets look here.25)I want you to use this kind of writing.26)Its called hamburger writing.27)That means you can divide your writing passage into three parts:Paragraph 1(is)just like the top bread,yes,your first paragraph is topic;oAnalysisPause:allowing time for Ss to think RepetitionDefining by anal
31、ogizing:Para.1 Top bread Topic2928)Paragraph 2,the body of your writing;Paragraph 3,you can write something else.29)You know,that is the three layers of your hamburger writing.30)Now is that junk food?31)How to make it a healthy thing?32)Yes,some students yes!add some vegetables to make it healthy,v
32、ery good!33)So you can add some vegetables.34)That means something,such as topic sentence or introduction,the vegetable.35)How to make it(more)healthier?36)Yes,we add some more,such as fruit.37)You can cut it into slices and make it juicy.oAnalysisPara 2 Body;Para 3?Solution 1:Add vegetable(Introduc
33、tion or topic sentence)Solution 2:Add fruit(beautiful adjectives)3038)How to make a passage juicy?39)Yes,adjectives,use some beautiful adjectives to make it juicy and healthy.40)OK,what about the last one?41)Just like the base bread,mm in case it falls apart,right?42)Yes,you may draw a conclusion.43
34、)Yes,remember:we now talk about the hamburger writing before your task,hamburger writing.44)So,now turn your book to Pages 8 and 7 (S2,2010)oAnalysisPara.3 Base bread Conclusion(Practice)(Progress)315.Creating dialogues through monologuesoExample 5:QuestioningQuestioning with selective responses:1)H
35、amburger,have you ever eaten or seen a hamburger?2)Yes(Smiling)or No(Frowning)?3)So,its a pity (S2,2010)Questioning with self-response&repetition:1)Whats this?2)Yes,the top bread.3)Whats this?4)Yes,the meat.5)And whats this?6)Yes,the base bread.(S2,2010)oAnalysisQuestion or responses?Affective eleme
36、ntsResponse&repetition?32Questioning with self-responses:1)In this passage,weve learned how to describe people.2)How to describe a person?3)Use different adjectives to describe a person(S7,2010)33oExample 6:RequestAsking for volunteering:(After introducing Lin Qiaozhi to Ss)Who would like to talk ab
37、out,about another woman like Lin Qiaozhi,who has achieved,who has made great achievements?Any volunteers?(S1,2010)oAnalysisInvitingFormulaic chunks:Who would like to?Any volunteers?Self-correction34Inviting individuals:(Introducing to a group competition)1)Lets find out who will get most points.2)We
38、ll,Mary,your group is talking about,about whom?3)About Song Qingling 4)Appearance?5)She is beautiful(and)elegant.6)Her childhood?7)Well,Johnson?8)What about her achievements here,Susanna?9)Ah Katherine,please come here.(S1,2010)oAnalysisInviting&questioningResponse&repetitionDifferent ways of invita
39、tion:Mary about whom?Well,Johnson?What about Susanna?Katherine,please 35oExample 7:Discourse markers“and,or,but”:discourse connectives“now,then”:temporal“Oh,Ah”:markers of information management“so,because”:markers of cause and result“Well”:marker of response“You know,I mean”:markers of information
40、and participation“Right”:agreement:e.g.“Yeah,right!”attention:e.g.“Right!Open your books on page 7.”question:e.g.“So,all of the members should be speakers,right?”checking or confirming:“Lin Q.is a woman of achievement,right?”“OK”:starting a talk or question:e.g.“OK,lets go on to item B.”“OK,any ques
41、tions so far?”agreement,approval,understanding;emphasis:e.g.“OK,everybody,its time to do a speaking task”36oDiscourse markersSchiffrin(1987)defines discourse markers as“sequentially dependent elements which bracket units of talk”(p.31);Why analyze discourse markers?“The analysis of discourse markers
42、 is part of the more general analysis of discourse coherence.”(Schiffrin,1987:49)37oExample 8:Defining&repeating1)Modest,she is a star,but she is always ready to help somebody else,right?2)As we know,she was very energetic,energetic,even though she was very tired after work,she tried her best to hel
43、p one who needed help,energetic 3)and modest,you know modest,m-o-d-e-s-t,modest means that even though a person is very great,she has made a very great achievement,she has never been too proud,so we say she is modest.4)“Modest”is good for everyone in in the classroom,good for you and for me (S4,2010
44、)oAnalysisDefining Defining&repeatingDefining,repeating and focusing on form and meaningDefining the situated meaningParaphrasing386.Creating authentic contexts through imaginary practiceoExample 9:Imagining students responses 1)OK,lets have a competition.2)Oh (Pointing and putting up her hand)I saw
45、 your eyes,your shining eyes,yes,Lily,please!(S2,2010)oAnalysisNonverbal languageEye contact39oExample 10:Imagining students feelings 1)Yes,the winner is Group 1.2)Lets give them a big hand(Clapping)!3)Thank you!They did a very good job.4)OK,Groups 2,3,and 4,please dont be disappointed because we ha
46、ve more activities today (S2,2010)40oExample 11:Imagining students performance1)What qualities do you find in them?2)Yes,some students Oh,yes,I hear you.3)You must have prepared for them very carefully.(S2,2010)1)Here,lets see who is better 2)Todays topic is about women,maybe,today girls performed b
47、etter.3)I hope you(boys)will cooperate with each other very well later.(S1,2010)41oExample 12:Imagining students different views(After introducing“hamburger writing”)1)Oh,yes,some students said its junk food.2)Yes,Im sorry.3)If you eat too much hamburger,it will affect your shape (S2,2010)42oExample
48、 13:Acting out 1)Yes,better cooperation,better class,yes,great!(Thumbs up)(S1,2010)1)and Ill give you five minutes(Walking around the class,pretending to discuss with students:“Ah,if you want to describe a person,you should use some factual words,right?”and then back to the front).2)OK,Ive found sev
49、eral good examples.(S3,2010)1)(During the group discussion)(Coming up to a student and murmuring):Yes,great!Youre talking about your mother.2)I admire your mother,too.3)I met her when I came to your home (S5,2010)oAnalysisIndicating approval Imagining interaction with SsInteracting with Ss43oExample
50、 14:Making pauses work1)You should do it and cooperate with each other.2)Well (A pause:5)3)OK,who would like to present your work on the screen?(S1,2010)1)OK,how to make a hamburger a healthy food?(A pause:3)2)OK,lets look here.(S2,2010)oAnalysisIndicating studentsgroup performanceAllowing time for