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■凌哥英语（Linglish）出品 前不久凌哥应邀加入了一个微信群。我卖糕！那么多大咖、大V，凌哥基本上只有“你们聊，我就仰望一下”的份啦。 【背景】 5月27日，首届全国中小学英语阅读教学研讨会在京召开。本次研讨会旨在推动中国中小学英语阅读教育的科学实践以及英语课外阅读的推广和普及。教育部基础教育二司处长乔玉全、人民教育出版社编审刘道义、北京外国语大学教授张连仲、北京市教育学会学科英语教育研究分会理事长杨义春等英语教育领域专家学者出席本次会议。 其实您也知道，凌哥是假装在现场！真正在现场的，是今天的主角——一位深圳的校长。 【未识其人，先赏其字】 凌哥，你是来“卖字”的么？能写这样端庄的英文的人，大街上一抓可能就是一大把啊！ 非也！此时，字，非我所欲也！如果您认真观察的话，会发现几点： （1）日志的内容，就是关于这次阅读研讨会的，大部分是课堂教学的听课笔记和思考。 （2）从会议的第一天写到了5月31日，一日一篇！凌哥还了解到，这位校长在飞机上都在写日志！ （3）从28日和30日的照片，以及27日最下方的页码，我们可以看到，关于此次听课的日志是从本子的半中间开始的。也就是说，这位校长一直有这样一个记日志的习惯。 （4）难道你就没有发现，这个密密麻麻、端端正正的本子上，竟然没有横线格？ （5）哈哈，这位校长还很有童心嘛，——用了不同颜色的笔。据他自己说每天一点小小的改变，是为了让自己每天有一份不同的心情。不过，别人咋就觉得校长先生就是这么好“色”呢？嘻嘻！ 【牛人揭秘】 你是不是已经迫不及待地想要知道这位超牛的校长是何方神圣了？ 请看图： 哎呀，凌哥真的不是为张四海先生和中英公学做广告啊！但是凌哥坚信，有这样一位学术型校长引领学校的发展，学校必定是…………好吧，凌哥已经难以用人类的词汇来表达了。（凌哥，欢迎您使用动物语！咳咳，我了个去！） 如果您有需要了解更多，快去深圳中英公学（www.zygx.com.cn）看看吧。强人带强校，必须的！ 【没有最牛，只有更牛】 5月31日，凌哥还朝着深圳的方向匍匐在地起不来呢，6月1日，我们的牛校长，哦，不对，张校长又放出新东西来了。 这次，张校长对在沈阳举行的一次研讨会上的观摩课做了大量的深入思考，林林总总一共28条。一位校长（凌哥了解到张四海校长是“执行校长”）不仅要“执行”自己学校的事情，还要为一次研讨会上的课提出那么多心心念念，这精神啊，这精力啊！ 如果您是英语老师，慢慢地认真地读一读，一定对您的英语学习有好处。 （为方便教师阅读和学习，对其中一些内容，凌哥在括号中做了汉语注释。） Comments on Shenyang Reading Seminar Danfer Zhang It was a great honor and privilege to be invited to attend the English Language Teaching Seminar held by Mingshi Education Institute in Shenyang. There were certainly a lot of outstanding features in their demo classes which stood out as I looked back and pondered on it. 1. They quickly built rapport（和谐关系） with the learners by ice-breaker activities of getting to know each other or engaging them with the topic. This helped make the learners comfortable and ease their tension（紧张情绪）. 2. They exhibited a change of teachers’ ideas and beliefs about teaching and learning, a change of teachers’ methods and practices and a change of the roles of the teacher from ‘lecturer’ to facilitator（促进者） of learning, from ‘sage（圣人） on the stage ‘ to ‘guide on the side’. 3. They tried to put teaching and learning in a meaningful context, which is the core of Communicative Language Teaching. 4. The practicing teachers were equipped with extensive knowledge and awareness of the different components and dimensions（维度） of teaching and adopted English as the main classroom language. 5. They presented well-planned lessons and appropriate materials and excellent teaching aids. They designed some tasks that were stimulating and challenging and kept the students involved. 6. The teacher demonstrated the ability to organize and control the class in a fun and least offensive（冒犯人的） way. They showed their confidence, patience and encouragement and did smiling teaching all the time. 7. They were being encouraging, patient and supportive in the process. 8. The overall learning atmosphere was happy and engaging, and the students enjoyed it a lot, with some dreary（沉闷的） episodes（环节）. 9. They paid attention to the learner differences and praised and rewarded students who immediately practiced the “target language”. 10. The language input was moderately（适中地） enough for that particular lesson. They tried to cover vocabulary, sentence structure, and situational dialogue all in one lesson. 11. They demonstrated the effort to maximize opportunities for learners to practice their oral and written skills. 12. Their lesson had a natural transition（过渡） and smooth flow of activities. You can’t see their elaboration（刻意行为） on teaching, yet learning happened as planned. 13. They carefully found out what the learners already knew and their levels, floated to the learners’ language abilities and built teaching on that. 14. They created a warm, open, accepting and relaxed classroom atmosphere and students showed the eagerness to learn, the ability to respond well and perform the tasks. They were keenly（敏锐地） aware of helping learners develop their learning strategies. 15. They provided intensive practice opportunities for students to experiment with the target language. 16. They set clear objectives for the students and by the end of the lesson they were able to reach those goals. 17. While and after the lesson, teachers’ Wechat offered positive feedbacks: the novel（新颖的） design, the introduction of mind-mapping, the interactive mode, the extension beyond text, the total English instruction, the audio and video aids, the interesting lead-in, the amount of language input, the communicative capability（能力） of students, the training of reading strategies. 18. They led them step by step to reach goals. They demonstrated enthusiasm for teaching and learning. They interacted with the learners with ease. Their presentation was planned and well-organized. At the same time, there were some minor aspects that, personally I thought, could be improved or develop strategies to improve. 19. It would be better to strike a balance between TTT(Teacher's talk time) and STT(Students' talk time). Reduce teacher's talk so that students have more time to do the speaking. 20. Go a little beyond the text and unleash（放开，接触束缚） students’ capacity and creativity to express in English in their individual and personalized way. 21. Relate learning and teaching to their real life. Design mechanical drills and then move to meaningful and open-ended questions so they can apply what they learn to real life use. 22. Focus more on How to teach than What to teach. If a learner can read and do the comprehension exercises and check the answers by himself at home, what’s the point of sitting in a reading lesson? It’s the process of finding their reading strategies and the interaction between and among the teachers and the learners that really matters. 23. Experience is a double-blade sword. It can be our treasure of expertise（既有知识）, while it can also make us reluctant to change. 24. Some activities were far beyond the student’ reach. Maybe the theme was too abstract, too personal, or they didn’t have the language capacity to complete the tasks. Students would find it difficult to understand and this would discourage learning. 25. The students didn’t take initiative（积极主动） to practice; maybe because they were timid to speak in public or they would rather follow the teacher and be a listener, or they didn’t know what was expected of them, or they didn’t know how to start practice in pairs or groups, or they lacked the language proficiency to do the task. 26. The output stage was supposed to show what the learners had learnt in the lesson. It could either be oral presentation or written work, yet little was evident to show what the learners had learned and retained（最终积淀下来）. 27. Teachers need to offer more guidance and support to help learners develop their learning strategies. In an information age, this is crucial（至关重要）. As the old saying goes, “Give him a fish, and you feed him for a day; Teach him how to fish and you feed him for a lifetime”. 28. They didn’t take advantage of big class and welcome the learners’ differences and the contributions they could bring to class. Smart learners can, of course, quickly respond to teacher’s most challenging questions, what about the slow learners? They are the indicator of the effectiveness of a lesson. Generally speaking, they were very successful lessons, and they sparked（激起） new ideas for teachers and we learned a lot from it. There were practical, workable and adaptable techniques that, I was sure, the observing teachers would like to bring back and try out in their own classrooms. Wouldn’t that be great? Thanks very much again for bringing us these wonderful demo classes and we look forward to the next seminar. （注：本文中相关内容已获得张四海先生的授权） 让我们一起向这样牛的校长学习吧！ 关注凌哥英语，闻专家之声，观课堂之影 A miserly father makes a prodigal son. 守财奴必出败家子。 |
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