小学英语教师课堂教学用语规范(2011国培)

Language for Primary English Class 小学英语教师课堂 教学用语规范 英语课堂用语是指教师运用英语进 行组织、演示、解释、提问、表扬 、更正教学的语言，换句话说，就 是指不必新授的语言。 一、什么是课堂教学用语？ English? Chinese? 课堂用语不仅仅包括教师在课堂教学中向 学生传授知识、培养能力时的言语活动 ，也包括为了顺利完成教学任务而在课 堂上进行的组织管理学生时的言语活动 。英语教师课堂用语的运用直接影响学 生英语语言的输出、交际能力的高低和 学习兴趣及自信心的培养。 二、英语课堂教学用语的重要性 课堂教学用语是知识的主要物质 载体，是师生信息沟通的重要 手段，是联系师生情感的重要 纽带。 二、英语课堂教学用语的重要性 教师课堂用语的数量和质量影响甚至决定课 堂教学的成败 （ Hakansson, 1986） 。这不 仅因为教学内容要通过教师话语才能得到 有效传播和达到理想的教学效果，还因为 教师语言本身起着对目的语使用的示范作 用 (model function)，是学生语言输入的一 个重要途径。 二、英语课堂教学用语的重要性 课堂教学用语是课堂教学中的一项重要的信息输入 内容，是英语教师对学生进行教学的重要手段。 教师坚持使用英语课堂教学用语组织教学，有利 于创设一种英语学习和使用的环境，使学生真实 地感受语言的交际性、意义性和趣味性，从而达 到营造语言学习环境、激发学生学习兴趣、促进 师生间用英语进行沟通和交流的目的。 二、英语课堂教学用语的重要性 三、小学英语课堂教学用语 使用的基本原则 1. 阶段性原则： 2.英语课堂用语有讲授知识和语言示 范的双重功能。因此，课堂用语的 使用应结合学生语言认识的实际水 平，遵循由浅入深、由简到繁、由 易到难、循序渐进的原则。 三、小学英语课堂教学用语 使用的基本原则 2. 交际性原则： 英语课堂教学是英语教学最直接、最 有效的交际情景。因此，课堂用语 的使用应从学生英语学习的起始阶 段抓起，让学生养成用英语进行交 际的良好习惯。 三、小学英语课堂教学用语 使用的基本原则 3. 贯穿性原则： 小学英语课堂教学中应坚持尽量使用 英语进行课堂教学的原则。 三、小学英语课堂教学用语 使用的基本原则 4. 重复性原则： 小学英语课堂用语要注意必要的重复 。重复突出了教与学、讲与练的重 点，能刺激学生的注意力，提高学 习效率。 三、小学英语课堂教学用语 使用的基本原则 5. 规范性原则： 小学英语课堂用语要注意语音语调的 正确与规范，用语要地道，并且要 把握好语速和节奏。 三、小学英语课堂教学用语 使用的基本原则 6. 激励性原则： 小学英语课堂用语要注意避免挖苦学 生，应使用鼓励性语言，以满足学 生的成就感，增强其自信。 三、小学英语课堂教学用语 使用的基本原则 7. 引导性原则： 合理使用英语课堂用语能促使学生思 维能力的发展，引发其从不同的角 度观察和思考问题，寻求解决问题 的方法，拓展其发散思维。 注意事项 : 1、使用符合儿童特征的语言。 2、以示范代替繁琐的解释。 3、以体态语辅助口头语。 4、以鼓励和表扬为主。 8、尽量讲英文，必要时才讲中文。 5、多用礼貌用语。 6、用语要有所变化，不可千篇一律。 7、用语恰当、得体，不能重复。 四、目前小学英语教师在使用 课堂教学用语中存在的问题 问题一： 课堂用语不规范，说话错误多 1. 语法错误： e.g. Can you tell me when did you leave home this morning? Can you tell me when you left home this morning? Can you guess what does it mean? Can you guess what it means? 2. 用词不当： e.g. Can you make a sentence about “how long”? Can you make a sentence with “how long?”? Id like some of students to come to the front now. Id like some of you to come to the front now. 3.习惯性错误 ： e.g. Teacher: Whats your name? Student: Joey Teacher: How to spell it? How do you spell the name? Summary（总结） : 教师出现的错误多为单复数混用，动词短 语搭配不当等。出现这些错误的主要原因 是因为教师说话的语速过快，造成一些口 误；还有一些是因为教师没有重视自己的 课堂用语，或是因为自身语言基本功不扎 实。 四、目前小学英语教师在使用 课堂教学用语中存在的问题 问题二： 课堂用语不系统，说话随意性大 中文式英语： e.g. Read together. Read it together./Read the dialogue together. Give you five minutes to finish the exercise. Please finish the exercise in five minutes. 在新课改的过程中，教师的语言发生了很 大变化 : 由指令式的语言向商讨式的语言转变； 由评判式的语言向建议式的语言转变； 由灌输式的语言向引导式的语言转变； 由统一式的语言向开放式的语言转变。 五、小学英语课堂教学用语 的基本类型 Lets start now. Lets begin our class. Lets begin our lesson. Its time for class. Shall we begin our class now? Stand up, please. Sit down, please. 上课（ Beginning a class) 上课一开始，教师就主动、友好地用英语 同学生打招呼，不仅可以唤起学生的注意 力，使其为上课作好准备，还可以创造一 个平等、和谐、愉快的学习氛围 , 以保证 课堂教学的顺利进行。 问候语（ Greetings) Hello， boys and girls children Good morning， class everyone everybody children boys and girls Good afternoon， class everyone everybody children boys and 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 duty 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（ Checking attendance） 自我介绍 （ 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 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 new different Now lets learn something new We have some new words/sentences. 宣布 (Announcing) Ready？ Are you ready？ Did you get there？ /Do you understand？ Is that clear？ Any volunteers？ Do you know what to do？ Be quiet， please Quiet， please Listen， please Listen carefully， please 提醒注意 (Directing Attention) Listen to the tape recorder the recording Look carefully， please Look over here Watch carefully Are you watching？ Please look at the blackboard picture map Pay attention to your spelling pronunciation Start！ Start now Everybody together All together Practise in a group/in groups， please Get into groups of three four Everybody find a partner friend In pairs， please One at a time Lets do it one by one 课堂活动 (Classroom activities) Now you， please Its your turn now（ Students name） Next， please Now you do the same， please Lets act Lets act out do the dialogue Who wants to be A？ Practise the dialogue， please Now Tom will be A， and the other half will be B 课堂活动 (Classroom activities) Please take（ play） the part of Whose turn is it？ Its your turn. Wait your turn， please Stand in line Line up One by one One at a time， please In twos In pairs Dont speak out Turn around 课堂活动 (Classroom activities) 热身、新课导入 (Warming-up & Introduction to a New Lesson) Lets do actions! Clap your hands. Stamp your feet. Wave your arms. Nod your head. Shake your head. Now, lets sing the song “Old McDonald Had a Farm”. Now, lets play the game “Simon says”. 热身、新课导入 (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, well learn something about animals English names. Look at the cards. What do you see on this card? 热身、新课导入 (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 lesson, 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? 请求 (Requests) Can you try？ Try， please Try your best Do your best Think it over and try again Dont be afraid shy 鼓励 (Encouraging) 课堂指令是教师组织和维系课堂的 重要手段，教师指令语在很大程度 上影响学生在课堂上的活动，即语 言习得。 指令（ Giving instructions) 课堂指令应做到清晰、简洁、准确， 不能含混不清或出现发音错误；语调 自然、语言生动，切忌生硬；尽量使 用学生听得懂的 “small words”，并 辅以表情、手势等。 Say Read after me， please Follow me， please Do what I do Repeat， please Repeat after me Once more， please One more time， please Come here， please Please come to the front Come up and write on the blackboard chalkboard Come and write it on the blackboard Please go back to your seat 指示 /演示语 Put your hands up， please Raise your hands, please. Put down your hands ， please Hands down， please Say it Write it in Chinese English In English, please. Please take out your books Please open your books at page Find page.Turn to Page 指示 /演示语 Please answer the /my question questions Please read this letter word sentence out loud Please read out this letter word sentence Please stop now Stop here， please Clean up your desk the classroom， please Its clean-up time Tidy up your desk the classroom Put your things away Clean off your desk Clean the blackboard 指示 /演示语 Plug in the tape-recorder, please. Put the tape-recorder away Put the tape in its box cassette Listen and repeat Look and listen Repeat after me Follow the words. Quickly！ 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) 教师在提问时态度要和蔼、可亲；提问语 的使用要注意体现对学生的尊重 , 不要让 学生感到紧张，有压力。正确的提问语可 减轻学生的学习焦虑情绪，保护学生的学 习积极性。 提问（ 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 / exercise yet? 问与答 (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? 问与答 (Asking and Answering) 校对答案和纠错 (Answer Check and Correction) 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 question. 反馈语是课堂教学活动的重要组 成部分，是教师评价和评估学生课 堂表现的重要手段，也是推动教学 活动进展的有效方法。 反馈语 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.) Your answer is very good! 在使用语言行为评价时教师要 注意语气和目光的注视，使学生 对老师的表扬和肯定感到真切。 反馈语 肯定式评语 参与式评语 启发式纠错 反馈语的种类 肯定式评语 ： 教师对学生的课堂表现进行肯定和表 扬时一定要让学生感到老师是在由衷地 夸奖他。要避免敷衍和流于形式。不要 滥用 Good。有的老师过多地单一使用 Good 评价学生的表现，很难使学生从 中受到激励，激发学习的积极性。 Not bad. Thank you. (Im sure you can do it better next time.) Good！ Thank you. (I could see youve practiced a lot.) Good kid. Thats a good answer. Thank you. Quite good! (I really appreciate your effort.) Very good！ (I really enjoy it.) 肯定性评语 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 very good! (I admire your work.) Nice going! (You make a great progress.) 肯定性评语 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!) 肯定性评语 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！ 肯定性评语 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 winter, 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： 在以上的对话中，教师给予了学生肯定 的评价，而不是简单的一句 Cool.或者是 Very good.打发学生富有创意同时流露 出的真情实感。给予学生肯定式评价看 似简单，却充分体现了教师语言评价的 激励性策略。 Comments（评价） : T: Whats your favorite season? S: 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 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. 情景 3： 在上面的师生会话中，教师对于学生的 回答并不仅仅给予一个肯定的答复，而 是实现了语言的交流。在这个过程中， 既表达了教师对学生敢于展示自己学习 成果的赞赏，同时又表达了教师对学生 积极思考、认真完成学习任务的肯定。 Comments（评价） : 激励性评价策略不仅注重学生学习的结果，还 注重评价学生的思维过程、思维方法和情感表 达；既有评判性评价，又有激励性、鼓动性评 价。这样的评价让学生体验成功，又看到自己 的努力方向，使他们满怀信心、积极主动地投 入到学习活动中去，有效地实现教学目标。 激励性评价策略 : （教师在组织学生观看欣赏完一组关于春天的图片后） T: What do you think of 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 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： （学习完冬天后，师生讨论冬天） 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 usually 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 animals sleep. The flowers sleep. The trees sleep. T: Wow, we can sleep a long time too. S: Yes. . 情景 6： 在这段课堂教学实录里，教师的评价不 是随意打断学生的表述，而是将评价与 学生的展示过程有机地融为一体，使学 生参与学习过程的内部动机不断地被激 发，不断地被激励。 Comments（评价） : 小学英语的课程特点使课堂充满诸多评价因素： “ 感知 ” 过程中形成的困惑、 “ 表述 ” 过程中的 亮点、 “ 交流 ” 中带来的发散 教师要抓住稍 纵即逝的机会，在学生最需要点拨、引导、深化 、激励之时，运用适时性评价策略，及时对学生 的学习情感态度、价值观、学习行为、知识结构 进行语言评价，帮助学生主动参与、认真操作、 积极展示，促进学生的发展。 Comments（评价） : 教师在学生学习过程、成果展示时，可 以采用 “适时性评价 ”的策略对学生进行 评价，来维持学生的内部动机，激励学 生学习英语课程的主动性和积极性，开 发他们的智力，激发他们的创造意识。 适时性评价策略 : 启发性评价策略 就是在学生参与学习活 动的过程中，对学习结果进行评价之后 追问一个问题，再评价，再追问 这 种 “不断追问 ”的启发性策略注重强化学 生对知识的学习、掌握和运用，促进学 生更广泛地获取英语知识，培养他们的 英语兴趣和创新意识。 启发性评价策略 : S: I like summer 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 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 turn 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： 在如上的教学情景中，教师的每次追问都 是在积极评价上一问题的基础上展开的。 先充分肯定，再抛出下一个问题，反复强 化知识积累。最后一个评价和追问将学生 的学习兴趣延伸到课外，激发学生获取丰 富知识的欲望和自主探究的意识。 Comments（评价） : 启发性评价策略适用于知识的巩固阶段，特别 适用于知识基础较好、课外知识丰富的学生。 在不断追问的过程中，教师的身份要与学生平 等，态度要诚恳，在问下一问题前务必对上一 问题学生的思维过程、知识运用的成果进行激 励性评价，做到真心实意地鼓励、赞扬学生， 使学生获得参与的愉悦感和成功感，树立参与 自主的、创造性的活动的勇气和信心。 Comments（评价） : 参与式评语 在采用学生之间互相评价的手段时， 教师要注意不要拿学生跟别人比，要 拿学生同他自己比。在让学生参加评 价时可以使用疑问和反意疑问句。 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? 启发式纠错 当学生犯错误时，教师要避免使用否定 的评价语言，如： You are wrong. Its not correct. 对回答不出问题 来的学生不要简单地使用 “ Sit down” ，要给他们可能获得成功的机会，鼓励 他们，保护他们的学习积极性。 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 very close. It doesnt matter. Im sure you can do it better next time. 非语言评价及策略 非语言评价 既运用手势，表情（眼神 、面容、微笑）及其他肢体动作语言（ body language） 来对学生的学习进行 的评价。在使用语言行为评价方式的同 时注意非语言评价方式的使用可以加强 评价效果。 方式和策略： 1 微笑加语言 2用力点头 -是一种肯定。 3惊讶的表情 + 可表示赞赏。 4竖起大拇指，可表示一种高度的赞 赏。 -增强自信心，获得成就感。 5一只手手心朝上不断煽动四指同时 说道： Yes, come on, come on. 或 Yes, go on。 方式和策略： 6鼓掌 - 当学生任务完成得出色时，教师 可鼓掌表示赞扬。也可以号召学生一起鼓掌 。 掌声可以使人产生成就感，增强自信心。 7抚摸孩子的头，拍拍孩子的肩膀也是一 种鼓励性的非语言行为的评价手段。 布置作业 ( Assigning Homework) For todays homework Practise after class Practise at home Say it out loud， before you write It down Copy Print Write each word twice Remember（ Memorize） these words sentences Do your homework Do the next lesson Do the new work Copy/Write each word five times. 结束课堂教学 (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 bye Bye See you next time 内容型课堂用语 语音 (Pronunciation) 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. 拼读 (Spelling) Lets spell this word. Can you spell this word? Who would like to spell the word “ heavy” for me? “L,O, N, G” spells “long”. 词汇 (Vocabulary) Can you tell me what “U.S.” stands for? What is 汤 in English? Whats the English for “桃子 ”? “Alive” is the antonym of the word “dead”. “Fast” is a synonym of the word “quick”. 读 (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