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课前准备：

阅读文章，完成小试牛刀的问答题。

教师导引：引导学生思考在实际英语教学中都有哪些英语教学策略。

小贴士：学完本章，尝试将这些英语教学策略应用于实际教学中。

小试牛刀

学习目标

After studying this chapter, you should be able to:

1.Understand the definition of classroom management and management strategies in the classroom; and

2.Find problems in classroom teaching and solve them;

3.Understand effective questioning strategies, types of questions and principles of questioning; and

4.Mistakes to avoid when asking questions;

5.Understand presentation strategies and presentation principles.

6.Understand the concept, purpose principles and strategies of classroom assessment;

7.Integrate teaching resources, textbooks, language skills, learning objectives, educational technology, subject knowledge and language knowledge.

知识结构

Chapter 5 Strategies of English Teaching in Schools
Management
Strategies		 Definition
and
Importance 		Definition: the ways in which student behavior, movement, interaction, etc., during a class is organized and controlled by the teacher to enable teaching to take place most effectively.
Importance of classroom management
The implementation of this through the organization and management of a class are also crucial for its success.
Classroom
Management
Strategies		 Seating arrangement Strategy
Instruction Strategy
Activity Selection Strategies
Problems
and
Suggestions		 Problems:
(1)The class may be too large.
(2)The group work does not go smoothly.
(3)There are some discipline problems.
(4)We are forced to deviate from our lesson plans.
Suggestions
(1)Discipline
(2)Midstream Lesson Changes
(3)Large Class
Questioning
Strategies		 The
Concept
of
Effective
Questioning		 Concept: Effective questions can be defined as “ones for which students actively compose a response and thereby become engaged in the learning process”
Criteria: clarity; value in learning; interest; participation; extension; security.
Factors:
(1)students' language proficiency;
(2)students' preference for some types of questions;
(3)wait-time allowed after a question;
(4)feedback given to students after they answer the questions; and
(5)gradation of questions
Types
of
Questions		 Brown:
(1)Knowledge questions
(2)Comprehension questions
(3)Application questions
(4)Inference questions
(5)Analysis questions
(6)Synthesis questions
(7)Evaluation questions
Lu and Wang:
Form-based classification distinguishes questions as yes/no questions, selective questions, Wh-questions and how/why questions.
Content-based classification is the same as Brown's category of “content questions.” According to the degree of freedom, questions can be categorized into open/closed questions, convergent/divergent questions, display/referential questions.
According to the relationship between the questions and the texts, it includes three types: explicit questions, implicit ones and questions beyond the text.
Questions can be classified according to their difficulty as well. There are low-level and high-level questions.
Principles
for
Questioning		 We should prepare different types of questions beforehand.
We should ask questions which are suitable for our students' cognitive levels.
Questions should stimulate our students' thinking and provide an extension of their knowledge.
Questions asked in a class should vary in complexity.
We should pay attention to the ratio of each kind of questions.
We should pay attention to the sequence of questions, usually beginning with low-level, closed and convergent questions, then high-level, open and divergent questions.
We should allow our students wait-time after asking a question.
We should offer both cognitive feedback and affective feedback to our students after they answer.
We should take every student into consideration by giving them equal opportunities.
We should be patient when our students do not provide a satisfactory answer.
What
to
Avoid
When
Asking
Questions		 Don't ask questions with ambiguous answers or complex answers.
Don't only accept answers that are the same as yours.
Don't ask questions casually.
Don't offer answers before inquiring. Don't prevent students from completing their answers even if they provide a wrong one.
Don't use questions as a way to punish or embarrass students.
Effective
Principle		 Use previous knowledge to introduce new knowledge
Use realia or pictures
Use performance
Use daily communication
Do it step by step.
Use translation
Use circular presentation and practice
Use the new language items in advance
Ask our students to solve problems
Use questions
Use explanation
Use inductive learning
Use deductive learning
Use inquiry learning
Use exemplification and imitation
Principles
of
Presentation		 Take the students' cognitive levels into consideration
Use a variety of ways to present
Clarity
Appropriateness of language
Presentation should be done step by step.
Assessment
Strategies		 The
New
Thinking		 “In a survey on assessment among senior middle school students and teachers, 85.4% of the students thought that their marks in the examination could not completely reflect their development and progress (see Figure 5-3). 61.9% of the teachers and principals believed that scores could basically reflect students' learning (see Figure 5-4). The students hoped that there would be more ways to evaluate their learning and development (see Figure 5-5).”
Concept
and
Purpose 		Concept: “Classroom Assessment Techniques are tools for collecting data on students learning to improve it. Classroom assessment is an important part of classroom research and it is a way for teachers and students to monitor their teaching and learning”
Purposes:
(1)check how well students master what they have learned in class;
(2)check students' use of strategies;
(3)check students' monitoring of their own learning process;
(4)check how well the teaching is done;
(5)identify the problems that students have;
(6)identify the problems in the teaching process;
(7)identify the problems with the assessment strategy itself;
(8)provide feedback for students to adjust their learning plans;
(9)provide feedback for students to adjust their use of learning strategies; and
(10)provide feedback for teachers to adjust their teaching methods.
Principles Concept: “Classroom Assessment Techniques are tools for collecting data on students learning to improve it. Classroom assessment is an important part of classroom research and it is a way for teachers and students to monitor their teaching and learning”
Purposes:
(1)check how well students master what they have learned in class;
(2)check students' use of strategies;
(3)check students' monitoring of their own learning process;
(4)check how well the teaching is done;
(5)identify the problems that students have;
(6)identify the problems in the teaching process;
(7)identify the problems with the assessment strategy itself;
(8)provide feedback for students to adjust their learning plans;
(9)provide feedback for students to adjust their use of learning strategies; and
(10)provide feedback for teachers to adjust their teaching methods.
Strategies Methods of assessment: self-assessment, peer assessment, teacher assessment.
Tools for assessment: questionnaires, quantitative surveys, question and answer, verbal discussions.
Content or Design of assessment: assessment of knowledge and skills, assessment of learner attitude, assessment of value, assessment of self-awareness, assessment of learning strategy, assessment of learning process, assessment of learner difficulty.
Integration
Strategies		 Teaching
Resources		 We can use pictures or audio-visual materials downloaded from the Internet
We can also find articles from newspapers
We can require our students to search for audio-visual materials about survival techniques and protective measures
Textbooks Teaching sequence. Firstly, we can make use of the audio-visual materials to do some listening exercises, which acts as the lead-in. Then we can organize discussion for students to practice speaking. The next part may be reading. After reading comprehension, we may study vocabulary. Finally, we can teach the grammar rules of this module and end the lesson with a writing task.
Omit some parts of the module. We can combine the teaching of language functions with writing and leave the cultural corner part for students to read after class.
Integration with other modules. Some modules may have similar topics and content, so we can integrate them.
Language
Skills 		listening and speaking;
listening and writing;
reading and writing;
reading and speaking;
listening, speaking and writing; and
reading, speaking and writing.
Learning
Objectives 		Firstly, we should help students clarify their reasons for learning English.
Secondly, we should foster their autonomy and cooperative learning.
Thirdly, we should develop their learning strategies. Fourthly, we should develop their competence in language usage, language knowledge, attitudes to learning, learning strategy and cultural awareness.
Educational
Technology
and
Classroom
Teaching		 Integration of teaching mediums
Teaching mediums can be divided into traditional and modern teaching mediums.
Integration of information technology
Lu and Kang (2008a: 176) pointed out three principles for using teaching mediums: The first is the student-centred principle; The second principle is that teaching mediums should be effective; The third is that they should be accessible,
Subject
Matter
and
Language
Knowledge		 Great changes have taken place in teaching content, techniques and methods because of the use of information technology in teaching. The integration of technology and class teaching is an inevitable trend in current teaching reform.

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