【原】英语课堂教学活动示例分析（1） - 英语教学法著作选读201910（总第0147）

朋友们：

本篇文章承接上期，为方便大家参考，链接在此：

实现学生课堂互动最大化的若干金点子 - 英语教学法著作选读201908（总第0145）

英语教学中的活动与授课 - 英语教学法著作选读201909（总第0146）

“英语教学法著作选读”系列文章2018年总目录（含2017、2016总目录）

下文选自上海外语教育出版社出版的《学习教学：英语教师指南（Learning Teaching: A Guidebook for English language teachers）》（作者Jim Scrivener）第四章“Activities and lessons”（活动与授课）。

选文、翻译、导读：武太白

导读

今天的选文以经典教材的一项练习为例，对英语课堂教学活动进行了分析，包括内容、组织、实施步骤、指示语等方面。很重要的一点是，教材只是我们英语教学的起点和一种资源，不见得是一定要完全遵照实施的金科玉律。上一期导读我们说到新教师如果没什么概念，可以先按照教科书、尤其是参考书的说明来操作，但即便如此，也并不是说完全无需自己思考、调整。调整是肯定可以自己调整的！按照教学参考书来安排，也要考虑到学生的实际情况。就我自己的经验来说，新教师最多半个学期的教学实践下来，对班级上学生的情况就应该基本清晰了——两个月了，还不够吗？这时再进行教学活动的安排，就有必要、也完全有可能把学生的情况考虑进来了。

什么叫“考虑到学生的实际情况”？很简单，比如今天选文里的这项活动，按道理本来可以选择学生两两结对的形式进行练习，但如果班级学生的英语基础普遍不佳，或者学生家庭条件普遍不是很好，英语学习基本上就靠课堂时间和在校的课余时间进行，那么就有必要进行比较充分的示范。可以是教师跟学生进行示范，然后两名学生进行示范，一直到感觉学生们应该都看明白了，新上来示范的学生也都做得不错了，再着手组织结对练习。

有的朋友会说，这样不是很耗费时间吗？进度跟不上怎么办？有一句说一句，如果就是为了赶进度，那我们就没必要讨论这些了。我一向不赞成赶进度，因为一旦需要这样做了，往往就意味着教师和学生、尤其是学生的感受和需求都要被抛到一边去了。

对于略微有一些教学经验的老师（比如三年以上教龄的老师）来说，一般来说，只要做到充分掌握了必要信息，教学活动如何组织、怎样进行，就只是师生双方的事情了，与第三方无关。教师想要怎样安排，学生想要怎样参与、如何进行，可以双方商量着来。良好的互动协作是课堂活动的一个重要基础，一切课堂教学活动的组织与安排都应该考虑到这一点。

原文

Task 3

Read this activity from a student coursebook and answer the questions on content and classroom procedures (steps).

 Fig. 4.2: From Flying Colours Student’s Book 2, Garton-Sprenger and Greenall

(Heinemann 1991)

a Content. What language will the students be practising when they do this activity? What other purposes (apart from getting students to practise language) might this activity serve (help to achieve)?

b Classroom procedures. How can the teacher organize this activity in class? (ie how can she turn the printed coursebook material into a classroom activity?) How will the instructions be given? What preparations does she need to make? Are any special materials or visual aids (helping materials) needed?

Commentary

a When doing this activity the learners will get practice in:

·describing people;

·describing their feelings about people;

·asking questions about the past;

·talking about the past;

·using English to talk about something of personal importance (important to themselves as a person).

As well as working on language, the activity involves students in talking and listening to one another on a personal level. This may help to build good relationships within the class and help create a good working atmosphere.

b There are no special materials or visual aids needed. The teacher has a number of options in organizing the activity. For example, the giving of instructions:

·She could simply tell the class to read the coursebook instructions and do the activity.

·She could give instructions orally (through speaking), perhaps separating three steps: (1) giving instructions for students individually to write three names, and, only when the students have completed that, (2) telling them to get in pairs - and only when the pairs have settled down (become clear), then (3) explaining what they have to do in their pairs. Separating activities and instructions into different steps is an important technique (skill). At each point the learners know what they need to know without possible confusion from instructions for later parts of the activity.

·She could demonstrate (show by doing) the activity in front of the whole class, working through an example, rather than simply explaining the instructions. By doing this the learners may become clearer about what the activity involves (needs them to do).

The teacher could, of course, expand (make larger) on or alter (change) any of the coursebook's suggested steps. She could start with an introduction to the activity or she could include a feedback (reaction) discussion after the students have finished the communication task. Remember - the coursebook is a starting point and resource (tool at hand); it doesn't have to be precisely obeyed step by step. An important part of your lesson is in the working atmosphere and the relationship that you build with your class - and that is unlikely (not probable) to be particularly (very) close if you simply direct them mechanically (like a machine) to do exercise after exercise.

Even a simple coursebook instruction like Now work in pairs offers the teacher options. For example, she could tell each student who he or she must work with (ie Petra work with Christina) or the students could choose for themselves, or the pairings (who pairs with whom) could be the result of some random (without order) game or humorous instruction (eg Find someone whose shoes are a different colour from your own).

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