英语讲稿(互动教学).pptVIP

杨建明1012408009 Interactive Language Teaching I： Initiating Interaction Foreign Language Interaction Analysis One way to begin to look at your role as an initiator of interaction in the classroom is to look at yourself（and other teacher）in terms of a well-known taxonomy for describing classroom interaction. More than two decades ago，the work of Flanders（1970）and more specific to foreign language teaching，of Gertrude Moskowitz（1971,1976）give us some categories for observation of classes known as the FLINT（Foreign Language Interaction）model Foreign Language Interaction Analysis（FLINT）system（adapted from Moskowitz 1971） How is a model like this helpful in developing interactive language teaching？There are several practical uses。 First，it gives you a taxonomy for observing other teachers Second，it gives you a framework for evaluating and improving your own teaching Third，the FLINT model，especially the first seven categories ，helps to set a learning climate for interactive teaching Questioning strategies for interactive learning The most important key to creating an interactive language classroom is the initiation of interaction by the teacher。However non-directive your teaching style is，the onus is on you to provide the stimuli for continued interaction。These stimuli are important in the initial stage of a classroom lesson as well as throughout the lesson。Without such ongoing teacher guidance ，classroom interaction may indeed be communicative，but it can easily fall prey to tangential chitchat and other behavior that is off-course from the class objectives。 One of the best way to develop your role as an initiator and sustainer of interaction is to develop a repertoire of questions strategies。 1、Teacher questions give students the impetus and opportunity to produce language comfortably without having to risk initiating language themselves。Is very scary for students to have to initiate conversation or topics for discussion. Appropriately p