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【Abstract】It has been the case that the class of the Focus Listening is apt to come to a dead end—the teachers spoon-feeding their students with non-stop listening exercises as the tradition does. With the Effective Teaching put forward, we put greater emphasis on education of development of the whole person. The students-oriented teaching ideas based on a harmonious and natural teaching atmosphere aim to stimulate students to actively, independently and co-operatively involve themselves in the challenging class to finally acquire the construction of the interior spiritual world. It is required to boost internalization through better understanding in a deep level of what’s learned for the sake of overall development.
【Key words】Effective Teaching; development of the whole person; students-oriented; interaction; the construction of the interior spiritual world; multi-level; overall development
1. Introduction to Effective Teaching
Effective Teaching came to prominence in the English teaching research conference of vocational schools in 2009. It is interpreted as the teaching attempting to effectively boost students’ development, not only including acquisition of new knowledge and skills but also development of intelligence, formation of emotions, attitude, values and morals. Namely, it is dialectical integration of nurture and education.(錢剑波, 2008)
Generally speaking, the features of Effective Teaching are as follows: first, the specific task; secondly, highly involvement; thirdly, optimization of teaching strategies; fourthly, the boost of better understanding in a deep level; fifthly, the boost of overall development; sixthly, the brilliant incarnation of the values of life of both teachers and their students. (钱剑波, 2008)
2. Introduction to my Effective Teaching of the Focus Listening
As far as the Focus Listening is concerned, the following procedures are taken in my class (including two periods) to achieve effective teaching.
First of all, two students are asked to give their presentations on anything they like in front of the whole class on the platform. (Interaction happens)
Secondly, I give my presentation on a variety of topics ranging from humors to headline news, from fancy things to philosophies. The alternative is to have a memory game or play an English song/video. (Interaction happens)
Thirdly, they are supposed to listen to Part A Micro-Listening and then two sentences or so are arranged for my students to master. (Interaction and controlled drills happen) Fourthly, new words and expressions and additional ones are hammered into my students through stories made up by myself. (Interaction and controlled drills happen)
Fifthly, they are supposed to listen to Part B Macro-Listening. (Interaction and controlled drills happen)
Sixthly, either a role-play game in accordance with the previous listening or comment on the matter or a person mentioned in the dialogue or in the passage is required. Of course, some other flexible games are brewing like repeating the story of the dialogue or the passage, reciting, etc. (Interaction and task-based free-controlled drills happen)
Seventhly, homework is assigned for consolidation of what’s learned.
3. Features of my Effective Teaching of the Focus Listening
In my students-oriented class, students are characteristically respected. Because each student is a distinctive individual, measures I take need to be diversified. There’s no accounting for taste: some may be interested in games where they could be highly involved; others may be interested in independently-completed tasks where they could be willing to immerse themselves in meditation—these are two sorts of students: the extrovert and the introvert.
In my development-of-the-whole-person class, teaching is more than teaching itself, and it contains quite a lot beyond our imagination. The mind of my students is so plastic that each interaction could generate unbelievable chemistry and a well-organized foundation serves as the stimulus. To create a harmonious and natural teaching atmosphere where my students feel at home and are inspired to compose an unforgettable episode in their lives is the foundation, while the interaction triggered off by either a spur-of-the-moment idea or think-twice consideration is sublimation. Each individual is developing as a whole person in my class because he experienced all the things in person.
In my democratic class, my students are authorized to have their say. It’s no need being shy or hesitant to lodge an objection in my class. My students are highly involved in the class, in other words, they actively participate in all the aspects of the class. They and I discuss positively and pleasantly and complete the same challenging task co-operatively in the end.
In my overall-development class, my students’ knowledge is absolutely accumulating, skills are expanding, simultaneously, their intelligence is developing, their emotions, attitude, values and morals are forming. Different minds collide, different opinions conflict, different horizons encounter—that’s brainstorming where a better understanding in a deep level is under way. Internalization hits the road. In my independent-and-co-operative-interaction class, strategies are optimized, communication takes place, and communion happens. I would rather teach my students fishing than give them fish. All the students are trying to complete task-based activities in the form of listening, discussion, etc. Meanwhile, I lead them to the right direction with my appropriate guidance, and this is the way I boost my students.
In my multi-level class, questions and activities are graded to several different levels catering for students of corresponding level. It usually includes three levels—elementary, intermediate and advanced. I am aware of the fact that students’ interest in English learning may plummet due to frustration and failure, so it’s my duty to boost their confidence and lead them forward.
In my task-based class, my students learn with specific tasks. It is said that with a specific motive, one could get twice the result with half the effort.
A demonstration of the Focus Listening
1. Exposure listening for warm-up
At the very beginning of my class, presentations are required. My students are prepared for their own presentations on whatever they are interested in. They are encouraged to share and express their emotions. And the rest of the class, as the listeners, learns to respect the speakers, learn to be quiet listeners and learn what they might not know. At the end of the presentations, the listeners ask questions, the speakers make reply, I guide and interaction happens. And then, I give my presentation to let the students listen for fun. The alternative is that I play an English song or a memory game or something like that to let them enjoy it. Through music and interaction, I have aroused their interest. It’s time to move on to Part A Micro Listening.
2. Emphasis on two sentences concluded from Micro-Listening
After a brief lead-in to Part A, my students are clear about the purpose of the following listening. I usually decide how many times the listening material should be played according to its difficulty. If it’s of elementary level, once is enough; if it’s of intermediate level, twice or triple times works; if it’s of advanced level, more than triple times is required. When my students finish listening, I will check the answers. Interaction happens. And then, I will pick up two sentences to put emphasis on.
Part A Micro-Listening serves as the appetizer, while Part B Macro-Listening is the main course. 3. Plenty of strategies to elicit information, activate potential and produce chemistry
I always bear in mind that a fake or a real story which intrigues the students could elicit more information; a challenging task-based competition could activate more potential; a brainstorming discussion could produce more chemistry.
I start Part B Macro-Listening with teaching of new words and expressions where I add additional ones to stretch their accumulation. I usually tell a story including what I am going to teach and make interaction. And then, I require my students to follow three steps while listening: try to get the main idea of the dialogue for the first time, try to fill in the blanks for the second time, and try to answer my five questions for the third time. (Of course, that how many times the dialogue should be played is up to difficulty of the listening material.) After finishing the dialogue, I will move on to the passage, following the same steps mentioned above. Having checked the answers, I divide the class into groups to discuss to gain a better understanding in a deep level. The same procedure was taken in the passage listening, at the end of which a role-play game with a topic of making a call for appointments was required after group discussions.
I will draw a conclusion to the brainstorming for the sake of internalization after my students role-played their real-life-based dialogues.
4. Assignments for consolidation
The result of the class needs to be reviewed so that a better understanding in a deep level can be achieved. My students are asked to do some flexible homework like drawing a map, surfing the internet for new information, making up an interesting story, and so on.
Conclusion to my Effective Teaching of the Focus Listening
Ur (1984:25) suggests: “Listening exercises are most effective if they are constructed around a task.” (楊阳, 2005) My class is task-based all the way, all the possible strategies are optimized and multi-level elicitation is put into practice. All my students are encouraged to participate in my class to improve abilities as many as possible. My students and I interact with great passion which is impossible to repeat itself and internalization starts its journey. That’s my Effective Teaching of the Focus Listening where my students’ overall development in all the aspects is under way.
References:
[1]钱剑波.什么样的教是有效教学,2008.
[2]杨阳.英语教学法:技能与技巧[M].北京:高等教育出版社,2005.
【Key words】Effective Teaching; development of the whole person; students-oriented; interaction; the construction of the interior spiritual world; multi-level; overall development
1. Introduction to Effective Teaching
Effective Teaching came to prominence in the English teaching research conference of vocational schools in 2009. It is interpreted as the teaching attempting to effectively boost students’ development, not only including acquisition of new knowledge and skills but also development of intelligence, formation of emotions, attitude, values and morals. Namely, it is dialectical integration of nurture and education.(錢剑波, 2008)
Generally speaking, the features of Effective Teaching are as follows: first, the specific task; secondly, highly involvement; thirdly, optimization of teaching strategies; fourthly, the boost of better understanding in a deep level; fifthly, the boost of overall development; sixthly, the brilliant incarnation of the values of life of both teachers and their students. (钱剑波, 2008)
2. Introduction to my Effective Teaching of the Focus Listening
As far as the Focus Listening is concerned, the following procedures are taken in my class (including two periods) to achieve effective teaching.
First of all, two students are asked to give their presentations on anything they like in front of the whole class on the platform. (Interaction happens)
Secondly, I give my presentation on a variety of topics ranging from humors to headline news, from fancy things to philosophies. The alternative is to have a memory game or play an English song/video. (Interaction happens)
Thirdly, they are supposed to listen to Part A Micro-Listening and then two sentences or so are arranged for my students to master. (Interaction and controlled drills happen) Fourthly, new words and expressions and additional ones are hammered into my students through stories made up by myself. (Interaction and controlled drills happen)
Fifthly, they are supposed to listen to Part B Macro-Listening. (Interaction and controlled drills happen)
Sixthly, either a role-play game in accordance with the previous listening or comment on the matter or a person mentioned in the dialogue or in the passage is required. Of course, some other flexible games are brewing like repeating the story of the dialogue or the passage, reciting, etc. (Interaction and task-based free-controlled drills happen)
Seventhly, homework is assigned for consolidation of what’s learned.
3. Features of my Effective Teaching of the Focus Listening
In my students-oriented class, students are characteristically respected. Because each student is a distinctive individual, measures I take need to be diversified. There’s no accounting for taste: some may be interested in games where they could be highly involved; others may be interested in independently-completed tasks where they could be willing to immerse themselves in meditation—these are two sorts of students: the extrovert and the introvert.
In my development-of-the-whole-person class, teaching is more than teaching itself, and it contains quite a lot beyond our imagination. The mind of my students is so plastic that each interaction could generate unbelievable chemistry and a well-organized foundation serves as the stimulus. To create a harmonious and natural teaching atmosphere where my students feel at home and are inspired to compose an unforgettable episode in their lives is the foundation, while the interaction triggered off by either a spur-of-the-moment idea or think-twice consideration is sublimation. Each individual is developing as a whole person in my class because he experienced all the things in person.
In my democratic class, my students are authorized to have their say. It’s no need being shy or hesitant to lodge an objection in my class. My students are highly involved in the class, in other words, they actively participate in all the aspects of the class. They and I discuss positively and pleasantly and complete the same challenging task co-operatively in the end.
In my overall-development class, my students’ knowledge is absolutely accumulating, skills are expanding, simultaneously, their intelligence is developing, their emotions, attitude, values and morals are forming. Different minds collide, different opinions conflict, different horizons encounter—that’s brainstorming where a better understanding in a deep level is under way. Internalization hits the road. In my independent-and-co-operative-interaction class, strategies are optimized, communication takes place, and communion happens. I would rather teach my students fishing than give them fish. All the students are trying to complete task-based activities in the form of listening, discussion, etc. Meanwhile, I lead them to the right direction with my appropriate guidance, and this is the way I boost my students.
In my multi-level class, questions and activities are graded to several different levels catering for students of corresponding level. It usually includes three levels—elementary, intermediate and advanced. I am aware of the fact that students’ interest in English learning may plummet due to frustration and failure, so it’s my duty to boost their confidence and lead them forward.
In my task-based class, my students learn with specific tasks. It is said that with a specific motive, one could get twice the result with half the effort.
A demonstration of the Focus Listening
1. Exposure listening for warm-up
At the very beginning of my class, presentations are required. My students are prepared for their own presentations on whatever they are interested in. They are encouraged to share and express their emotions. And the rest of the class, as the listeners, learns to respect the speakers, learn to be quiet listeners and learn what they might not know. At the end of the presentations, the listeners ask questions, the speakers make reply, I guide and interaction happens. And then, I give my presentation to let the students listen for fun. The alternative is that I play an English song or a memory game or something like that to let them enjoy it. Through music and interaction, I have aroused their interest. It’s time to move on to Part A Micro Listening.
2. Emphasis on two sentences concluded from Micro-Listening
After a brief lead-in to Part A, my students are clear about the purpose of the following listening. I usually decide how many times the listening material should be played according to its difficulty. If it’s of elementary level, once is enough; if it’s of intermediate level, twice or triple times works; if it’s of advanced level, more than triple times is required. When my students finish listening, I will check the answers. Interaction happens. And then, I will pick up two sentences to put emphasis on.
Part A Micro-Listening serves as the appetizer, while Part B Macro-Listening is the main course. 3. Plenty of strategies to elicit information, activate potential and produce chemistry
I always bear in mind that a fake or a real story which intrigues the students could elicit more information; a challenging task-based competition could activate more potential; a brainstorming discussion could produce more chemistry.
I start Part B Macro-Listening with teaching of new words and expressions where I add additional ones to stretch their accumulation. I usually tell a story including what I am going to teach and make interaction. And then, I require my students to follow three steps while listening: try to get the main idea of the dialogue for the first time, try to fill in the blanks for the second time, and try to answer my five questions for the third time. (Of course, that how many times the dialogue should be played is up to difficulty of the listening material.) After finishing the dialogue, I will move on to the passage, following the same steps mentioned above. Having checked the answers, I divide the class into groups to discuss to gain a better understanding in a deep level. The same procedure was taken in the passage listening, at the end of which a role-play game with a topic of making a call for appointments was required after group discussions.
I will draw a conclusion to the brainstorming for the sake of internalization after my students role-played their real-life-based dialogues.
4. Assignments for consolidation
The result of the class needs to be reviewed so that a better understanding in a deep level can be achieved. My students are asked to do some flexible homework like drawing a map, surfing the internet for new information, making up an interesting story, and so on.
Conclusion to my Effective Teaching of the Focus Listening
Ur (1984:25) suggests: “Listening exercises are most effective if they are constructed around a task.” (楊阳, 2005) My class is task-based all the way, all the possible strategies are optimized and multi-level elicitation is put into practice. All my students are encouraged to participate in my class to improve abilities as many as possible. My students and I interact with great passion which is impossible to repeat itself and internalization starts its journey. That’s my Effective Teaching of the Focus Listening where my students’ overall development in all the aspects is under way.
References:
[1]钱剑波.什么样的教是有效教学,2008.
[2]杨阳.英语教学法:技能与技巧[M].北京:高等教育出版社,2005.