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高新区中小学英语教师口语竞赛后续报道(一)---来自专家的声音  

2012-06-24 22:55:48|  分类: 高新区小学英语教 |  标签: |举报 |字号 订阅

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各位老师,

        紧张而激烈的口语竞赛虽然已拉下帷幕,但是给我们带来更多的思考:作为一名英语教师,如何改善与提高自己最本真的语言素养?每个人都一定会有自己的答案。 

        为了让老师们在比赛之后有更多的收获,我特地邀请了本次比赛的专家评委撰写了feedback,在此与大家分享。

        并再次感谢Martyn以及王华蓉老师!

Jennifer

2012-06-24

 

Language Feedback

These are the four criteria on which I was evaluating your teachers.   

Fluency

Were the teachers good at getting across their message or did they create confusion?

Were they able to keep going or were there frequent pauses in their speech?

Did they link and organize their ideas?  Were the speeches structured?

Fluency is all about speaking smoothly and continuously at a normal speed.

Vocabulary

Was there a range of vocabulary?

Was the vocabulary accurate and, more importantly, appropriate?

Grammatical Structures and Accuracy

Was there a range of grammatical structures or did the speaker use the same tense throughout the speech?

Were there any complex grammatical structures?

How accurate were the structures? Did the mistakes impede communication?

Were the same mistakes repeated throughout the speech?

Pronunciation

Did the teacher use appropriate stress and intonation?

Were there a lot of common phonemic mistakes?

Was the speech given at the correct speed?

 

Feedback

The standard of your teachers was consistent with the staff of other schools that I have observed. The majority of your teachers have a language level range between Pre-Intermediate to Intermediate. There were a couple of teachers who I was very impressed with, and I would recommend that they should think about furthering themselves by studying for the IELTS exam.

Fluency

Most of the teachers tackled the reading well, with the more confident teachers excelling in this area. The speeches were more difficult to evaluate because there were three types. Certain teachers had written a story, others had memorized a speech and some had decided to speak freely. In general the ones who had chosen to speak freely scored the lowest. However, this does not necessarily mean that they had the worst language ability.

The area in which all of the teachers struggled was with structure. The speeches were very rarely organized, they contained few linking words (although, however, despite etc), and teachers rarely used pausing. The combination of this led to some confusion with lower level candidates. A good speech should be organized and have ideas that are linked.

All students performed well in the reading but struggled with the questions. This is mainly due to a combination of nerves and a lack of exposure to native speakers.  The teachers who had memorized the speeches were not prepared to speak freely when asked questions related to their topic. It is a difficult task and one that can only be improved by regular communication in English with native speakers.

Vocabulary

Most teachers had a good range of vocabulary and the higher-level candidates were able to express themselves with a great deal of precision. There was overuse of certain verbs in some of the speeches. To improve on this, teachers should look into using synonyms to give themselves more choice. Adverbs are also a great way to improve a speech or a story. I would not advise candidates to use complex vocabulary if they are not completely sure of the meaning. It is better to keep vocabulary simple and accurate rather than complex and inaccurate as it makes the speaker seem more confident and professional.

 

Grammatical Structures and Accuracy

This is where candidates made the most mistakes, although it is worth remembering that even native speakers make grammatical errors when making speeches. English is all about communication, and as long as mistakes do not interfere with this, then it is not an issue.

Teachers used conditional forms and future forms well. Most of the mistakes were with singular / plurals, for example I know a lot of boy and with articles, for example, people in the China.

The range of tenses was quite limited. I would have liked to have heard more Past Simple and Present Perfect. However, as I have already mentioned, all of the teachers were able to communicate their ideas which was the main idea behind the competition.

Pronunciation

This was the area which I was most impressed with. Almost all of the candidates spoke clearly and I was able to understand them with ease. There were occasional problems with word and sentence stress but this did not hinder coherence. The main area I would focus on would be the speed of delivery. Some candidates spoke far too quickly. Practice would help them improve in this area.

 

I would like to conclude by underlining that overall I was very impressed by the standard and I appreciated the opportunity to come and watch you.

Thank you!  

Martyn

 

参加高新区中小学英语教师口语大赛有感

        受高新区教研室主任章宁老师之邀,荣幸地担任了高新区中小学英语教师口语大赛评委之一。老师们生动的语言、亲切的仪表仪态、真挚的感情、优美的画面给我留下了深刻的印象。如:第一部分的朗读短文,体现了英语教师扎实的语言基本功;第二部分的故事创作讲述,展示了教师语言的组织能力和表达能力;第三部分的回答问题,验证了教师语言的运用能力和对事物或人物的理解能力。

       在第一和第二部分环节,教师们的水平区别还不是很大。但在第三部分,着实反映出教师的专业功底。外教的提问非常专业,即测试教师的语言表达和运用能力,同时检验教师对文本的理解力和对事物或人物的思考力。真正体现了语言的工具性和人文性。这提醒我们,教学需兼顾语言知识、语言技能和情感文化。生本课堂的教学理念告诉我们学生是学习的主体,我们的教学要符合学习者的生理特点和心理特点。这样前提下的教学才能有的放矢。例如,有老师讲述了三只蝴蝶的故事后,外教用问题“Why do children like butterflies?”来了解教师选材的出发点; 有老师讲述了一个关于咖啡杯和咖啡的故事后,外教问“Why is it difficult to have a simple life today?”引发了选手和观众对生活的态度和认识;还有的教师做了关于梦想和现实的主题演讲,外教在几个系列问题中提到:“What are your dreams for future?”,从而推动教师对于自身梦想或理想的再度思考。语言是用来表达思想和感情的工具,是人类沟通的桥梁。因此,我们不仅要会用英语讲话,而且要有思想内容讲,讲得生动,讲得深刻。故,平时多积累综合知识,多思考社会现象,多沉淀文化素养,会为语言教学的输入带去更为鲜活的生命力!

        中小学英语教师平时教学教研繁忙,能在百忙之中抽出时间参与到这么有意义的赛事中来,值得敬佩!职后学习具有多种多种途径。阅读也是其中一种。如有一位讲述自己儿子的故事的教师提到了台湾作家龙应台的作品《孩子,你慢慢来》便是一本有助于我们对儿童的理解,增加教育教学耐心和进行赏识教育的好书。

        此外,我也推荐一本美国教育家Parker J.Palmer的著名读本THE COURAGE TO TEACH给大家。这是一本在教学路上,用心灵去旅行的指南,值得反复阅读。相信,会给老师的教学教研创新带来一缕春风。

        PS: 从头至尾,我都很感动。感动于参赛教师真挚的情感和充分的准备;感动于主办方章老师的细心、精心和专心;感动于外教Martyn严格公正的评判标准和他专业的提问内容。

        同时,提一个建议,即推荐好书给老师阅读,一个季度后,举行英语沙龙读后感交流。

       最后,祝福老师们工作健康,生活幸福!再次感谢章宁老师给予了我这样一个学习机会,让我欣赏到了高新区英语教师的风采,并期待再次参加老师们的活动!

 

                                                                          宁波大学 教师教育学院 王华蓉

                                                                                        20125310:12

                                                                       

                                                                

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