拓展中小学英语课堂教学管理的空间PPT.pptVIP

Taking a note in teacher’s mind (facing common mistakes); Trying to do the correction after the student’s performance (2). During accuracy work: needing to intervene more because the purpose of the activity is to get what is learned right 3). How to correct direct teacher correction indirect teacher correction self-correction peer correction whole class correction * 拓展中小学英语课堂教学管理的空间 宁波教育学院外语学院 翁燕文 1.The role of the teacher controller assessor organizer prompter participant resource-provider Teacher’s roles TASK 1 The following are things that teachers often do in a language classroom. Decide what role the teacher is playing in each activity. a. The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. controller c. The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 will form group 1, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way. organizer d. When a student has made a sentence with borrow, ‘I borrowed a paper to write a letter’, the teacher says, ‘Well, we don’t say a paper, we say a piece of paper.’ assessor e. The teacher asks students to take turns to make sentences with a newly learned structure. If someone makes an error, the teacher asks him or her to revise. controller f. While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher. resource-provider g. The teacher asks a student a question ‘Have you ever bought clothes with problems?’ If the student doesn’t seem to be ready, the teacher says ‘for example, a shirt without …’ and points to the buttons on his own shirt or jacket. prompter h. When the students have in groups decided where to go for an spring outing, the teacher