我在英語課堂上的一些做法

1、More learning, less teaching1.Organize Ss activities and take pictures. Then upload them. This help build Ss confi2. From the very beginning, form the habit of answering teachers questions in every class. Never wait for the teacher to call you to answer.3. Never ask me the following three kinds of q

2、uestions:1) What does this word/ phrase mean?(You can look up the word/ phrase in your dictionary);2) Don t ask me very simple exercisesabout grammar or the understanding of sentences as you can find the answer by discussion, surfing the Internet or reading some reference booksin the library.3) Neve

3、r ask me“ Why can t we choose A?” You d better ask me questions such as“ Is treason or that reason correct for choosing A as the correct answer?”4. Focus on helping Ss form the good habit of learning in Grade 1.5. Let Ss collect books and let group leaders check the exercises.6. Homework should incl

4、ude reading the text for at least 5 times after learning. Try to discover the chunks yourselves. Recite one or two of your favorite paragraphs.7. Divide Ss into groups of 4: one in charge of reciting texts, one in charge of words dictation; one in charge of sentence translation; one in charge of com

5、position (relatively higher level).8. Loop Card TransformationsWork in pa irs. On A card there are 5 complete sentences from the text and another five withthe beginning words. On B s card there are 5 incomplete sentences that A can help with. Bcan help A with the 5 sentences which have only the begi

6、nning words. (used for any sentencepatterns and can be used for rewriting the sentences) A: It was such awful weather that Ididn t go on the excursion. (so) B: The weather was so awful that I didn t go on the excu(such) The true MINIMAX value there lies in the studentsating their owncardse once they

7、know the technique. It is also useful in classes of mixed levels, as the students can work at their own speed. Early finishers can start writing the cards for another exercise.9.Bold statementsWrite our bold or contentious statements on the Bb. Base them on thecoursebook themeyou are currentlyteachi

8、ng. e.g. for theme of travel: It is better totravel lightand alone.Hitchhiking is extremely dangerous. I prefer a beach holiday. I would enjoy a holiday in space.Campsites are better than hotels. Let Ss predict whether the speaker agree or disagree withthe statement.10.Ask around (teaching indirect

9、speech )Do you believe in arranged marriages? Would you sign a pre- nuptial contract?Eszter said that she wouldn t-signuptialprecontrast because11.Subjunctive moodNoughts and Crosses GrammarDraw the Noughts and Crosses grid on the board.Write in nine reporting verbs, one in each space, e.g. asked, a

10、dvised, suggested, promised, apologized, insisted, denied, admitted, told.Divide the class into two teams and decide who will start. The first team selects a verb and has to produce a correct sentence with it. It if is correct, they win the square in which theverb is written.The objective is to get

11、three squares in a row- horizontally, vertically ordiagonally. You can play this with innumerable structures. Give them a list:He me to do; she that I should do ;he.doing; she if I would do;he on doing; shehe for doing; she me that12. Sentence HangmanThink of a full sentence containing a structure y

12、ou would like to present or revise. Write it on the board, using bars instead of letters, e.g._,_ _.This represents If I d known, I d have told you.Ss say one letter or one word. If the letter is in the sentence, they get one point for every time it appears. Write it in the correct spaces. If the le

13、tter is not right, they lose a point. If they guess a word correctly, they get five points, but they lose five points if it isnThis activity works with any structure. You can present new structure with this, but it might help to give a context for the sentence beforehand, eg. the end of a story, or

14、the punchline ofa joke.13. Draw the poem/story/songRecord a poem and let Ss listen and draw it. Then report to each other. Finally write it down(Practicing listening writing and speaking. ) The song I use is What a Wonderful World by Louis Armstrong. This then leads on to the themes of childhood, na

15、ture, world problems, etc.14. Reading comprehensionChoose easy articles for Ss to read by themselves and design questions then exchange with others. Let others answer their questions. In the second period, listen to the text and answer the questions they designed.15. Question these answersProvide th

16、e Ss with a list of words. Ss must design as many questions as possible and their answers to the questions should be the words on this list. The more questions, the more points.16. Storytelling gameDivide Ss into groups of 4. Each team selects 5 words in the unit at random. Make up a short story usi

17、ng these words. The other groups should listen and say which 5 words they have used.17. Theme alphabets (relative clauses, cause and effect clauses, sentence structures and vocabulary)Revise the alphabet with the class and choose a theme, eg. love. Explain that the idea is to write a sentence, for e

18、very letter of the alphabet, following the format: A is for address book,where you keep your lovers phone numbers. or A is for ,becauseChallenge the students to write better ones. A great deal of humor can come out of thisactivity, eg. U is for unhappy, which is how people look when they re in love.

19、18. Construct-Deconstruct ( practicing sentence construction )Brainstormwiththe class a theme,eg. a place, a person or an abstract topic such a“ language . Ask Ss to write sentences. The more complicated, the better. Choose one of the sentences and ask the creator to write it on the board. In turn,

20、move a section of up to three consecutive words from the sentence. Stop when you are down to a few words, or there isjust one word left on the board. Ask the Ss to work in pairs and add up to three words at a time to the words that were left on the board. The aim is to try and reconstruct the origin

21、alsentence which was on the board. (advantages: activating the memory and encouraging weaker students, who have seen the target sentence on the board. They may find it easier to remember that, than have to create a new sentence.)19. Dear Object (practicing letter writing and speaking)Ask the class to think of an object they would like to be. In pairs, encourage each student totalk to their partner“ in role” , answering questions abouthatp