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1、教師話語（teacher talk）講座的主要內容1. 如何才能更有效地進行課堂話語的互動？2. 有效的互動交際策略有哪些？我們應該教給學生哪些互動交際策略？3. 如何研究教師話語？教師互動話語存在的問題1.Stop talking like a teacher! 有研究：教師話語量占整個課堂語言的70到90， “唱獨角戲”的感覺。 teachers speak more, more often, control the topic of conversation, rarely ask questions for which they do not have answers, and app

2、ear to understand absolutely everything the students say, sometimes before they even say it!A joke: The teacher asked Tom, “Why did you come to school so late this morning?” Tom said, “ Someone lost one yuan.” The teacher smiled and said, “I know you helped him find the money.” “ No, I stood on the

3、money until the person went away”, replied Tom.當教師真正關注學生想要表達的意思而不是要當教師真正關注學生想要表達的意思而不是要學生表達你的意思時學生表達你的意思時, 課堂真實意義上的互動才課堂真實意義上的互動才能展開，那是課堂最精彩的時刻。能展開，那是課堂最精彩的時刻。討論：討論：1)有些教師認為教師講的清有些教師認為教師講的清楚，學生的話語質量差，語速又慢，楚，學生的話語質量差，語速又慢，耽誤不少上課時間，所以由老師多耽誤不少上課時間，所以由老師多講的課堂效率高，你覺得這種觀點講的課堂效率高，你覺得這種觀點如何？你是否認為學生課堂上說話如何？你

4、是否認為學生課堂上說話耽誤時間？耽誤時間？2) 你是否贊成這種觀你是否贊成這種觀點：無論什么時候都要減少點：無論什么時候都要減少TTT（teachers talking time)？Swain (1985)“ 可理解輸出假設” (Comprehensible output hypothesis) 學習母語的啟示：大量的輸入，試錯，猜測，他人的幫助Language hypothesis test the hypothesis notice the difference reformulate language關于減少（teachers talking time)不能盲目的過分的強調減少，要根據學

5、生的具體水平，課型，教學目標等來進行處理。啟示1：（p73)互動是交際的核心（Brown, 1994)。互動是學習得以實現的方式，也是學習的目的，很多的啞巴英語就是不互動造成的。優(yōu)秀教師的課堂話語量占一節(jié)課時間的50. 7%。語言教師要認識到教師課堂話語霸權會造成學生的課堂“失語”，所以要加強互動話語的意識和互動話語設計。 練習互動話語設計你認為以下的話語能抓住學生的注意力嗎？為了提高互動，應該如何設計？T: Ok. Thank you. So you can keep your opinion, but in my opinion, I will divide the passage int

6、o two parts. Part one includes first paragraph. And the second part includes para.2 and 3. And the main idea of the para. is2. 課堂話語互動 例1: T: Look at this cat. Its very cute(教師出示貓的圖片) （教師拼讀單詞并領讀：c-u-t-e）spell the word.（拼讀）S: c-u-t-eT:Good. Cute S: cute（跟讀）T:What is cute?S:Cat is cute.S:Goldfish is cu

7、te. 討論思考：這段教師話語是否是初中教單詞比較典型的課討論思考：這段教師話語是否是初中教單詞比較典型的課堂話語？你覺得有什么問題嗎？通過這段教學學生堂話語？你覺得有什么問題嗎？通過這段教學學生是否真正理解了是否真正理解了cute含義？如何是你，你如何教授含義？如何是你，你如何教授這個單詞這個單詞cute？Another way of teaching:T: Look at this little cat. Its very cute(教師出示貓的圖片) T: Look, what is cute?( 可以有更多的圖片和可愛小動物或嬰兒等孩子的視頻，啟發(fā)學生講一講哪些你認為是cute) S:

8、 The cat is cute.T: What else is cute?S: The little baby is cute. T: yeah, They are cute. They are lovely. 如果是重點單詞,需要關注拼寫時（教師拼讀單詞并領讀：c-u-t-e）spell the word.S: c-u-t-eT:Good. cuteS: cute利用語料庫獲得真實語境：BNC British National corpus 網址 http:/corpus.byu.edu/bnc/x.asp?w=1280&h=720 Oh I got her a lovely cute l

9、ittle teddy. Hello. Hello cat. Oh theyre cute arent they? Ill advertise of course they do， I mean in every golf magazine you get Eagle Golf, you get American Golf and you get Navada Bobs and thats it Navada Bobs, whats Navada Bobs? oh its a cute , little, little cowboy with a big hat on called Et Na

10、vada Bob.讓學生仔細觀察這些例子，總結讓學生仔細觀察這些例子，總結cute 的含義的含義 (cute: delightfully pretty and often small)http:/www.natcorp.ox.ac.uk (英國國家語料庫）例2: T: Do you have a pair of trousers?S: No, I dont.T: No, I dont. Good , sit down.思考討論：你覺得這個對話有什么問題思考討論：你覺得這個對話有什么問題嗎？教師為何這樣提問？教師想達到什嗎？教師為何這樣提問？教師想達到什么目的？學生為何這樣回答？么目的？學生為何

11、這樣回答？A joke:A new teacher was trying to make use of her psychology course. So she started class by saying, “Those who think you are stupid stand up, please”. After a few seconds, little Johnny stood up. The teacher asked, “Do you think you are stupid, little Johnny?” Little Johnny answered, “No, maa

12、m, but I hate to see you standing there all by yourself!” 例3: T: I would like you to listen to the tape and answer my question.(聽錄音后)T: bad weather or good weather?S: Bad weather.T: The man said “what bad weather”. Eh, it is snowing or it is raining?S: SnowingT: Snowing. Will it last long?S: No,it w

13、ont.T: How do you know?S: The snow will fall today.T: yeah,later.T: So Then I would like you to make some dialogues. For example: What bad weather. It will be hot tomorrow. Will it be hot tomorrow? Yes, it will. Understand?Ss: Yes.(學生練習20秒以后)S1：What bad weather. It will be warm tomorrow.S2: Will it,

14、 Will it be warm tomorrow?S1: No ,it wont.討論：以上對話你發(fā)現問題了嗎？你覺得問題出討論：以上對話你發(fā)現問題了嗎？你覺得問題出在哪？教師接下來應該如何引導學生？學生為何在哪？教師接下來應該如何引導學生？學生為何犯這樣錯誤？犯這樣錯誤？T: It will be warm tomorrow. What weather, bad or good? S：Good.T:yeah, everyone likes to have warm weather. So you can say what-(升調停頓提示)S：What good weather.T: Goo

15、d. Could you do the dialogue again?S1：What good weather. It will be warm tomorrow.S2: Will it, Will it be warm tomorrow?S1: Yes, it will.啟示二：從語言知識的建構方面看，基于意義之上的互動對語言知識的建構具有重要意義，單純基于語言形式之上的假互動，具有互動的膚淺熱鬧，但往往強調簡單重復，要加以區(qū)別和避免。例4T：Did you watch the weather report yesterday evening?SS: No.T: I watched the

16、weather report yesterday evening. Do you want to know the weather? S: Yes.T: You can ask me “Whats the weather like in” Here is the map of China.（教師把天氣預報中常見的天氣標志和一些城市的名稱貼在黑板上）S: What is the weather like in Beijing?T: Its cloudy.思考討論：你覺著這段課堂話語教師的教學目的是什么？思考討論：你覺著這段課堂話語教師的教學目的是什么？你覺得學生真的想了解這些地方的天氣嗎？這樣的

17、課堂話你覺得學生真的想了解這些地方的天氣嗎？這樣的課堂話語的情境創(chuàng)設有問題嗎？如果你來設計，如何教授這個語語的情境創(chuàng)設有問題嗎？如果你來設計，如何教授這個語言項目？言項目？在上例中，如果說能賦予交際以更接近真實的目的，比如讓你來為一個外國朋友來中國或者為自己未來的旅游進行一個天氣調查，可能這樣的情境更加真實。建議三：真實情境的創(chuàng)設對于激發(fā)學生互動的愿望非常重要，沒有溝通欲望的互動會使互動的效果大打折扣，所以要思考如何設計最真實的情境激發(fā)有意義的互動。3. 最有效的一種互動是意義協(xié)商（meaning negotiation），那什么是意義協(xié)商，我們看一個例子：例5: T: What was th

18、e funniest thing that happened to you at school? Tang?S: Funniest thing?T: The funniest.S1: The funniest thing I think out of school was to go to picnic.角色扮演：假設你們在課堂中，小組里，一個人角色扮演：假設你們在課堂中，小組里，一個人扮演老師，另一些人扮演學生，扮演老師，另一些人扮演學生，把這個對話續(xù)說下去。把這個對話續(xù)說下去。T: Go on a picnic? So what happened, what made it funny?S

19、: Go to picnic we made playing or talking with the teacher more closely because in the school we have a line you know he the teacher and me the studentT:-So you say there was a gap or a wall between the teacher and the students so when you-S1:-If you go out of the school you went together with more

20、(gestures “close” with hands)T:- so you had a closer relationship outside the classroomS: yeah (引自 McCarthy &Walsh, 2003)兩人一組，角色扮演朗讀下面對話:T: What happened to him ?s : He brought his leg.T : Brought? What do you mean ?S : His leg was injure.T : oh broke,I see.討論：意義協(xié)商的意思是什么？這樣的例討論：意義協(xié)商的意思是什么？這樣的例子在我們的初

21、中課堂中多嗎？能子在我們的初中課堂中多嗎？能否舉例否舉例?討論：碰到這樣一些交流不暢的時討論：碰到這樣一些交流不暢的時候，你如果不懂學生在講什么，你候，你如果不懂學生在講什么，你會怎么辦？你會對學生想要表達的會怎么辦？你會對學生想要表達的信息進行詢問嗎，還是假裝明白，信息進行詢問嗎，還是假裝明白，或忽略跳過？還是直接提供你的答或忽略跳過？還是直接提供你的答案？案？你覺得教師和學你覺得教師和學生進行意義協(xié)商的生進行意義協(xié)商的意義何在意義何在？The teachers reflection: （反思）Theres a lot of scaffolding being done byme becau

22、se I want to get it flowing, I want to encourage them, keep it moving as it was. Im clarifying to the class what hes saying because I know in an extended turn a broken turn and its not exactly fluent and its not articulate I try to reinterpret for the benefit of the class so that they all understand

23、 the point being made by the student.Vygotsky的中介理論( Theory of Mediation) : 有效學習的關鍵在于兒童和中介人 (父母、老師和同伴等)之間交往互動的質量，中介者的作用在于找到幫助學習者學習的方法, 并使用工具使其進入最近發(fā)展區(qū) ( Zone of Proximal Development) 。ZPD指比兒童現有知識技能略高出一個層次, 經他人協(xié)助后可達到的水平。教師是兒童學習過程中最重要的中介者。對于教師來說, 最重要的工具就是語言。教師在課堂教學中所使用的語言對兒童的學習和思維有著重大的影響。啟示四：教師創(chuàng)造更多的意義協(xié)商

24、的機會并做好中介作用，有助于發(fā)展語言的表達能力和提高學生自主的言語能力，中介作用不是替代學生做出回答，而是提供語言的試錯機會，并且引導他們看到正確表達和他們語言之間的差異。討論：你認為現在課堂話語交流是否存在這樣的一討論：你認為現在課堂話語交流是否存在這樣的一些問題和其他問題：些問題和其他問題：1.老師或其他同學講話，學生沒有反應。老師或其他同學講話，學生沒有反應。2.學生聽的時候不會提問。學生聽的時候不會提問。3.其他學生講話學生不其他學生講話學生不注意聽。注意聽。你認為我們有什么方法改進上述問題？你認為我們有什么方法改進上述問題？有哪些交際策略我們應該教給學生以便他們能更好有哪些交際策略我

25、們應該教給學生以便他們能更好參與互動？參與互動？ 常見的交際策略：（案例分析：摘自英語課程標準在初中課堂教學中的應用p32-53）1.Listen carefully with your whole body, give feedback by nodding or saying mm-bmm2.Be a mirror: repeat a phrase that the speaker used to show understanding3. Learn to paraphrase: if you dont know how to say a word, say it in a differe

26、nt way.4. Learn to ask questions to clarify the meaning of the speaker: such as “what”, “What was the first word you said?” “What was the meaning of the word “romantic”?” “Can you give examples?”你在教學中是如何教會學生這樣的一些交際策略？你在教學中是如何教會學生這樣的一些交際策略？如何鼓勵學生參與互動？如何鼓勵學生參與互動？Mr Tao 教授以上交際策略的方法1.讓學生用接球(soft ball)的方

27、式養(yǎng)成交流的時候注視對方的習慣，有利于學生真實的交際。2.觀察錄像中真實生活中的對話并反思策略3.帶著問題觀察生活中的會話策略（自我調查）4.運用一些游戲，比如no-name game ，接龍游戲等來訓練學生提問和解釋的交際策略5.在練習仔細聽和做出反饋的策略時，讓學生輪流進行不同角色扮演：a talker, a listener, a watcher6.在每時每刻的教學中運用這些交際技巧no-name game 具體操作示范S1:This is whatchamacalit. I use it when I make tea.S2:A cup? （注意聽并提問）S3:A kettle? （注

28、意聽并提問）S1:No, you put tea in it and wait. (paraphrase)S4:Is it a teapot?S1:Yes4. 反饋的重要作用對內容的反饋？對語法形式反饋？1）對形式的反饋e.g：What is he doing?S: He is drawing a picture.T: Drawing a picture. Good ,yes. Drawing a picture.在反饋時，教師的關注點是什么？在真實的談話中多見嗎？在初中的課堂中多見嗎？2）內容性反饋例：T : Now , let s look at this old man.( p p t

29、中出現一個類似腦白金廣告中老爺爺的圖片)Ss: 腦白金T : 腦白金? So , what do you think of 腦白金?Ss: Famous.T : Famous. Very famous. Why is he famous?S 1: Advert.T : Pardon?S 1: Advertisement .T : OK, why do you say the advertisement ?S 1: ( 2 second pause) Advertisement make the man famous .T : Very good. He is famous because of

30、 the advertisement. Right?討論：這個例子中教師反饋時提了什么問題？教師的關注點討論：這個例子中教師反饋時提了什么問題？教師的關注點在在什么方面？目的是什么？這樣的反饋在你們的課堂中常見嗎什么方面？目的是什么？這樣的反饋在你們的課堂中常見嗎？例 7：T:Do you like to have more than one child?S:Maybe, its good. But things doesn t always go smooth like you think.T: What do you mean by that? S: I mean sometimes a

31、husband and a wife dontagree each other.T: Give me an example, please. S: In my hometown, the wife doesnt want to have birth to a child, but the husband wants to have more than one child, and they got fight, finally they made divorced.T: Oh, I see. If it were you, what would you do?S: I was not sure

32、 now.T: And youll get divorced with him? S: Perhaps.在這個例子中，教師是如何通過反饋推進話題的討論？根據swain 的觀點, 大量的口語輸出機會并不能保證二語習得, 學習者只有在受到外在壓力(being pushed )的情況下, 即產出推動性的產出（pushed output)，才可能更有效地提高二語水平。同時教師應引導學生學習評論其他學生的有關內容的發(fā)言，What do you think of what he says，Why do you think so? Can you give your own idea about that?

33、 Can you give some examples? 針對一些口語活動，教師可以先給一個模板或進行示范， 可以引導從語音語調、內容、形式、準備等各方面進行評價或給予反饋。T：How is his report？ Do you have some comments？S1：I think its good. His pronunciation is beautiful.S2：I like his report. But I find a mistake.討論：對于口語中出現的語法錯誤，你討論：對于口語中出現的語法錯誤，你在課堂上是否糾正，什么時候糾正，由在課堂上是否糾正，什么時候糾正，由誰來糾

34、正，你覺得糾正學生口語錯誤有誰來糾正，你覺得糾正學生口語錯誤有效嗎？你認為學生喜歡老師對他們的錯效嗎？你認為學生喜歡老師對他們的錯誤進行糾正嗎？誤進行糾正嗎？例8 （work in pairs and read the following dialogue)T : What did S 1 s grandparents do for her ?S 2: N o.T : No ? （升調）S 2: He cooked -T : TH E Y cooked - （重讀they）S 2: They cooked the food.T : OK , they cooked many delicious

35、 food for S 1. Now, what class did S 1 take?S 3: She take a -T : She-（停頓）S 3: ( 6 second pause) .T : She take or she took ? (選擇方式提示錯誤)S 3: She took a math class.討論：討論：1.在這個錯誤的糾正過程中，教師通過哪在這個錯誤的糾正過程中，教師通過哪幾種方式幫助學生自我糾正錯誤？幾種方式幫助學生自我糾正錯誤？2.你在教學中會怎樣引導學生進行自我糾你在教學中會怎樣引導學生進行自我糾正錯誤？你更傾向于讓學生自我糾正還是正錯誤？你更傾向于讓學生自

36、我糾正還是老師糾錯？還是同伴糾錯？你覺得哪種效老師糾錯？還是同伴糾錯？你覺得哪種效果好？果好？建議：1. 引導更多的進行自我糾正和同伴糾正錯誤，能提高學生聽的注意力和對語言的意識。同時促進學生參與課堂話語中的互動。2. 根據學習的情況進行相應語法結構的聚焦糾正法，不要面面俱到。3. 注意顯性負反饋（negative feedback）的副作用4. 要給學生適當留一些時間來思考，適當增加等待時，不要急于替學生回答。 5.反饋時，籠統(tǒng)的說ok,good, 對學習者的學習不能產生很好的效果，學習者更想要獲得更加具體詳細的反饋和進一步的講解說明，并指出正確的表達，所以學習如何評價學生的回答或表達是很重

37、要的話語能力。Research task:Step 1: Watch part of the video twice and write down all the feedback the teacher gives to the class in full text. For the students answer, you can take down key words or whole sentence.Step 2: Discuss the feedback in groups and complete writing it.Step 3: categorize the feedbac

38、k strategies and tell their purpose. Research task:S1: I have lots of friends. They are all warm hearted and helpful. Make great progressT: Yes, very good.S2: Go shopping with my friends and talk with my friendsT: MmmS2: We have lots of happiness.T: So, you mean you have the same interests and hobbi

39、es you can share with each other.S1:yesT:yes, Very good. S: act in a magical mirrorT: So You act in a magical mirror. Thats so interesting.（情感支持）Thank you very much (微笑).Unfortunately we have lot of unhappiness. Anyone who would like to tell me about your sadness.S1: Morning exercises are very borin

40、g.T: So, Morning exercises. Good. Youre bored with it, right(升調) S2:stressT: You are faced with a lot of stress. Thank you very much.S3:make low markT: You mean sometimes you should have done it right, but you make mistakes. Maybe not good result.(板書) This is a common problem.S4: mathematicsT: Thats

41、 the killer to me too. So Maths is very difficult and very demanding. S5: only one classT: So its a pity right. But I guess you also have some good teachers right(升調)討論：這里的反饋都是針對內容還討論：這里的反饋都是針對內容還是語言形式？為何是這樣？你認為是語言形式？為何是這樣？你認為教師反饋的策略應該分成哪幾類？教師反饋的策略應該分成哪幾類？并且這樣幾類的出現頻率是怎樣的？并且這樣幾類的出現頻率是怎樣的？Research tas

42、k:S1: I have lots of friends. They are all warm hearted and helpful. Make great progressT: Yes, very good.簡單積極反饋簡單積極反饋S2: Go shopping with my friends and talk with my friendsT: MmmS2: We have lots of happiness.T: So, you mean you have the same interests and hobbies you can share with each other.（意義協(xié)

43、商）S2:yesT:yes, Very good.簡單積極反饋簡單積極反饋S3: act in a magical mirrorT: So You act in a magical mirror.（重復學生的話）Thats so interesting.（情感支持）Thank you very much (微笑).Research task:Unfortunately we still have lots of unhappiness. Anyone who would like to tell me about your sadness.S4: Morning exercises are v

44、ery boring.T: So, Morning exercise （重復學生的話） Morning exercises actually (形式糾正）.Good.簡單積極反饋簡單積極反饋 So youre bored with it, right(升調)重新組織學生的話語S4:stressT: You are faced with a lot of stress.重新組織學生的話語 Thank you very much.S5:make low mark in the examsT: You mean sometimes you should have done it right, but

45、 you make mistakes. （意義協(xié)商）Maybe not good result.(板書) This is a common problem. （情感支持）S1: mathematicsT: Thats the killer to me too. （情感支持） So Maths is very difficult and very demanding. （情感支持） S1: You are our English teacher but only one classT: So its a pity right. （情感支持） But I guess you also have s

46、ome good teachers （情感支持） right(升調)教師反饋策教師反饋策略的發(fā)現略的發(fā)現簡單積極反饋：簡單積極反饋： e.g. Yes, very good 3次次意義協(xié)商：意義協(xié)商： e.g. you mean you have the same interests and hobbies you can share with each other.次情感支持： e.g. Thats so interesting. 次單純重復學生的話次重新組織學生的話語次形式糾正形式糾正 e.g. Morning exercises actually 1次從這位教師的反饋的數據統(tǒng)計中你發(fā)現什

47、么？教師反饋時重視什么？你認為這些反饋和閱讀課導入部分的教學目的吻合嗎？總體評論：反饋形式多樣，情感支持的反饋比較多，總體評論：反饋形式多樣，情感支持的反饋比較多， 重視建立重視建立良好的互動氛圍。反饋重視對內容的反饋，和學習目標有關，因良好的互動氛圍。反饋重視對內容的反饋，和學習目標有關，因為這部分導入的目的是激發(fā)對閱讀主題的思考，同時閱讀課的目為這部分導入的目的是激發(fā)對閱讀主題的思考，同時閱讀課的目的也是對內容的關注，對學生語言表達流暢性和思維流暢性的關的也是對內容的關注，對學生語言表達流暢性和思維流暢性的關注。注。課堂活動指令語言存在的問題課堂活動指令語言存在的問題Play the nu

48、mber game 課堂活動指令語言存在的問題課堂活動指令語言存在的問題Task1：Work in pairs. Count from 1 to 20. Each time, each one can only count one or two numbers, but not three numbers. Who gets the number 20 will be the winner.例9: T: Anyway, so we so far talked a lot about the jobs. but Im sure there are some dream jobs in your

49、mind. So why not hold a discussion? Four students as a group and you should write down the dream job in your mind.S: yes.T: Ok, boys and girls. Time is up. So tell me how many words, how many jobs have you got? How many?S1:my dream job is soldier, because my father is a soldier. When I see green clo

50、thes, I feel proud of him T: OK. Do you think he is like a soldier? Yes or No? OK, good, But my question is to collect as many words as possible.S2: The first one, scientist. The second one, surgeon.討論：這個教師的活動指令語清楚嗎？他想討論：這個教師的活動指令語清楚嗎？他想達到這個活動的目的是什么？是否達到這個達到這個活動的目的是什么？是否達到這個目的？從學生的表現看學生是怎樣理解這個目的？從學生

51、的表現看學生是怎樣理解這個指令的？指令的？例10: And here, I want you to go through the passage again, and try to tick out the topics mentioned in the passage. Understand? OK. Now, lets go. Please try to tick out all the topics mentioned in the passage.討論：你覺得這段活動的指令語清晰嗎？教討論：你覺得這段活動的指令語清晰嗎？教師想要學生怎么做？如果是你來設計，你會師想要學生怎么做？如果是你

52、來設計，你會怎樣講？怎樣講？一位外籍教師的任務指令： 1. Read the passage and choose five key words which are most important to understand the main idea of the passage.2. Read the passage and find out words about feelings. 例11Next task, were going to do is, were going to hold a debate, based on the advantage and disadvantages

53、 we have, I mean, you have come on with either in your mind or in your textbook or you have just learned, your personal experience. So the topic is, the topic, For Sidethere are two sides in the debate, For Side and Against Side, right? Topic for side, computers bring more benefits than harms to you

54、ng people. Topic for against side, computers bring more harms than benefits to young people. 討論：以上是一位教師組織學生進行辯論討論：以上是一位教師組織學生進行辯論時發(fā)出的部分指令，你認為是否清楚？學時發(fā)出的部分指令，你認為是否清楚？學生可能會產生哪些誤解？如果不清楚，請生可能會產生哪些誤解？如果不清楚，請你重新設計。你重新設計。重新設計：Next, were going to have a debate. The topic is about the advantage and disadvanta

55、ges of the computer to young people. We will have two sides. For Side and Against Side. For Side will argue computers bring more benefits than harms to young people. Against Side, computers bring more harms than benefits to young people. Each group has to choose one side. You can use your textbook o

56、r your personal experience to help you when you prepare and argue.BLACKBOARD DESIGN: DEBATE: ADVANTAGE AND DISADVANTAGES OF THE COMPUTER TO YOUNG PEOPLE. For side : computers bring more benefits than harms to young people. Against Side: computers bring more harms than benefits to young people.總結：課堂指

57、令語的設計和活動目的和方法的清晰度緊密相關，教師對課堂活動設計要達到的目標和方法思考越清晰，指令語也會越清晰。同時指令語的表述方面需要進行精心的設計和換位思考，語言要適合學生水平，邏輯要清晰，語言簡潔，體現互動性。適當的手勢或者板書或讓學生配合示范等方式都是可以輔助教師更加清晰地表達活動指令。案例分析 Mr. TaoThese are the strategies we will practice in class. Today, lets take the first two, be an active listener and be a mirror. Work with two part

58、ners and choose a listener, a talker, a watcher. Ask the talker to start. That person will talk for 2 minutes about one of these topics. He points to the chalkboard:.(topics to talk about)Modelling the activity:He points to the first topic. “Lets try this one first. Hu Weiming, will you be the watch

59、er? Li Fen, would you be the listener? And Ill be the talker.案例分析 Mr. TaoHu Weiming, please mark on the notebook each time Li Fen says “um-hum” or repeats what I say. Li Fen be an active listener, and repeat the words I say.Mr Tao begins, “I have a cat. She can talk to me.” He gestures towards Li Fe

60、n.Li fen says, “Oh!” in surprise. Mr Tao looks towards Hu Weiming and points to the notebook. Hu Weiming makes a mark in the notebook because he notices active listening.案例分析案例分析 和討論和討論你覺得這位教師的這個課堂活動指令清楚嗎？你覺得這位教師的這個課堂活動指令清楚嗎？請解釋。他用了哪些方式講解這個活動指令？請解釋。他用了哪些方式講解這個活動指令？你覺得有效嗎？你覺得有效嗎？. Task time:1)Each gr

61、oup has to discuss and write down the English instruction for the task I give you. 2) And after writing , one of the group member will come here and give instruction of the task, that is , ask the other groups to do the task. If the other groups understand the instruction well, do the tasks accordin

62、g to what they say. 3)And also each one of you has to take down notes about your understanding and response to the instruction given by them.Discussion:1)Each group discusses about the instructions given by the groups including your own groups based on the following questions. 2) Decide which group

63、has the best performance. Is it loud enough to hear?Is it easy to understand? Why?Do they give examples?Do they use other ways to explain besides English language?Is it logical? 評分標準：邏輯清晰語言表達準確聽眾理解率高運用其他輔助設備是否有示范1)Each group has to finish giving instructions about one task I give you. If the other g

64、roups understand them, you have to do the tasks as you were the students. 2)And also you are going to take down all the ideas about what do you think of the instructions given by the demonstrating group. 3) After we finish all the tasks,I am going to ask all the groups to comment which group give th

65、e best instructions.Task 1: 采訪一個有趣的人物你或者學生志愿者扮演一個學生所熟悉的公眾人物，比如一個全國聞名的人，或歌手或演員等，但不能說出名字。讓全班同學通過提問的方式獲得有關信息，信息盡可能的有趣，等大家猜出這個名人后換另一個人繼續(xù)游戲。Task 1: interview an interesting manYou think out a famous person and play the role of him or her. But you should not tell the others who he is. All the class are go

66、ing to guess him. They have to answer lots of questions about the famous person and you give interesting information about him. Task 2: 馬?。枋鼍毩暎R?。枋鼍毩暎┰诤诎迳袭嬕粋€馬丁，并且教師自己模仿做個外星人的樣在黑板上畫一個馬丁，并且教師自己模仿做個外星人的樣子，假裝不熟悉日常生活中的一些物品，如：汽車，電視，子，假裝不熟悉日常生活中的一些物品，如：汽車，電視，船只，音樂等，同時假裝自己的詞匯量有限，學生們應努船只，音樂等，同時假裝自己的詞匯量有限，學生們應努力幫助你弄懂每件物品或概念，但你要不斷地提問，好像力幫助你弄懂每件物品或概念，但你要不斷地提問，好像你沒有聽懂似的。例如：你沒有聽懂似的。例如：Martin: Whats a car?S1: people travel in cars.M: What is “travel”?S2: “Travel” means you go from one place to another one.Ta