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在线英语部落 > 成人英语培训 > 北外李晨:英语口语教学的五条建议

北外李晨:英语口语教学的五条建议

成人英语培训
 

第一步:教师阐述一个故事,例如上班路上的趣闻、周末的出门计划以及其他一个对孩子来说能和别人实际人生相关联的故事;

第二步:让学生两人一组北外成人英语口语培训,在谈论中建构学生阐述的故事内容;

第三步:让学生用第三人称讲述重构后的独白,例如:When Mr. Li was on the way to school this afternoon, he...

第四步:让孩子想一个故事,最好是则趣闻以及具有令人难忘的剧情,然后动笔写出来,教师在教学内走动,提供语言支持与引导;

第五步:让孩子在学校中走动,讲述今天写下的独白给他们听——注意!教师应明确允许孩子直接朗读手稿,而是引导孩子尽可能自然地把故事阐述出来;教师往往在教学内走动,提供语言鼓励北外成人英语口语培训,尤其是表示聆听者兴趣的语言,例如‘Oh, really?’‘Amazing!’‘I can only imagine...’等等,这些语言最好写在黑板上,或者制成讲义下发;

第六步:故事讲述过一轮后,教师带领孩子做反思,可以探讨语言层面的内容,也可以猜测什么样的故事非常打动观众;

第七步:讨论完后,给孩子时间修改自己的草稿,然后重复第五步(这么做的目标是还原真正情境中我们给对方诉说自己体会时的状况,一遍又一遍地阐述后,故事内容和阐述方法将不断完善,尤其是会在内容上逐渐做出抉择,加强精彩的剧情的“戏份”,如果孩子起初表现出这种差异,教师应给予支持和批评)

5、这一刻,让课堂“对话自由”

第一步:教师制作一个“Say whatever you like!”的标牌;

第二步:每当教师将该标牌拿出来或者粘到黑板、墙上时,给孩子一分钟的时间体会别人要对学生说的话,这些话可以和所学内容无关,但需要用英语说;

第三步:鼓励孩子大胆发言,不要怕犯错,教师的人物是个“native speaker”,而孩子则是美国小客人,尽可能让语言交际呈现出真正的状况;

第四步:学生发言时即使有不会说的话,教师应提供语言鼓励,但依然扮演自己“native speaker”的人物,而非根据解读语言点的方法来讲。教师在这一步最为重要的一点是细心感受,并表现出对孩子所述内容的高度兴趣。

希望此类建议能否为您的课堂锦上添花,如您有别的建议,欢迎留言分享给我,thanks^_^

【明师圆桌第五期】

学霸女神李晨父母将从听力的本质、口语测评等反推听说课程的实质及措施!超多干货!

现在预约成人英语,享特惠票优惠噢~

视频脚本:

Young learners usually love imitating the sounds of the foreign language, in the form of short rhymes, chants,songs and dialogues. Thus, an important foundation for the development of the learners’ speaking skills islaid by involving them in activities aimed at helping them to remember language and act it out. Students feelmotivated, they have fun, and at the same time they acquire the pronunciation of the new language, andlearn vocabulary, valuable chunks of language and certain structures.

The methodology used to engage students in the kind of speaking practice described here usually followsthe well-known and often criticised PPP (presentation – practice – production) model: a practical example ofthis is that the teacher introduces a few words and chunks of language that the students will need tounderstand in order to be able to deal confidently with the new language, then presents a short dialogue,usually with the help of an audio (or video) recording. Next, the students are then asked to practise thedialogue (often through a mixture of choral repetition and pair work, while the teacher walks round theclassroom and corrects the students’ language). And finally, in the production phase, pairs of students willcome to the front of the class to act out the dialogue, showing the teacher and their classmates what theyhave learnt.

In this PPP model, both classmates and teachers might be impressed, becayse many students seem totremendously enjoy acting out dialogues or roleplays in front of their teacher and classmates, and thelanguage produced by the students is often (almost) error free (especially after a solid practice phase).

Nevertheless, the PPP model is frequently criticised as being insufficient for developing properconversational skills. Conversation is more than just repetition and rote learning. If we aim to help enable ouryoung learners to take part in conversations in the new language, we should not only furnish them with therelevant linguistic knowledge, but also help them develop abilities that go beyond acting out prefabricatedshort dialogues. That means we need to create opportunities that make it possible for them to learn to takerisks by gradually going beyond the boundaries of their rote-learning. This argument is watertight – after all,students would not be successful language users if in the real world all they could do was to act out the, say,900 dialogues and 14,000 sentences they had learnt from their course books.

So, should teachers simply discard any PPP-based language practice? I think that would be a big mistake,as long as we are aware that while this model is important, it is only part of what is needed. It is importantbecause it helps students to learn a solid basis of lexical chunks and language functions, and prepares themto a certain extent for some real-life situations, many of which are actually rather formulaic in terms of thelanguage used. It works fast and efficiently, and is ideal for use in large classrooms.

But when it comes to developing conversational skills, a pure PPP-based methodology is just not enough.Yet discussions in teacher training workshops have shown that while teachers often agree that languagelearning will only be successful if students can manage to ‘make the foreign language their own’ (i.e. whenthey start trying to say what they want to say, rather than what they have been told to repeat), those sameteachers also see it as very difficult, if not impossible, to initiate such processes with young learners, as theyfrequently perceive their students’ level of English to be ‘not sufficiently developed’.

So, to provide an escape route from the horns of that dilemma, here are a few suggestions of how we candevelop our students’ conversational skills.

转自 | 李晨老师教英文

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