選擇性必修一Unit1Relationships(3)

高二年級(jí)英語(yǔ)選擇性必修一Unit1Relationships(31HowDoWeLikeTeachers’Feedback?

Listening高二英語(yǔ)(師大)選擇性必修一-Unit-1-Relationships-3課件2ActivateandshareHowdoyoufeelwhenyoureceiveteachers’feedback?Talkaboutyourexperiencesandopinions.ActivateandshareHowdoyouf3ActivateandshareUsethephrasesbelowtohelpyoutalk.togobrightred/togetupsettofeelhurt/ashamed/discouraged/encouraged/moreconfident/supported…positive/negativefeedback;direct/indirectfeedbackActivateandshareUsethephra4Whichbestdescribestheconversation?a)ThreestudentsareinterviewedabouttheirEnglishteachers’feedbackforacampusradioprogramme.b)TwostudentsaretalkingabouttheirEnglishteachers’feedback.c)Threeteachersaretalkingabouthowtheygivefeedbacktostudents.ListenforthegistWhichbestdescribestheconve5ListenforunderstandingHowtheteachergivesfeedbackToneofvoiceStudent1Student2Student31.Sortouttheinformationandcompletethetable.ListenforunderstandingHowth6ListenforunderstandingHowtheteachergivesfeedbackToneofvoiceStudent1usuallypointsoutourmistakesinfrontofthewholeclassListenforunderstandingHowth7ListenforunderstandingHowtheteachergivesfeedbackToneofvoiceStudent2talkstousfacetoface

tellsusexactlywhereourproblems…givesusanopportunityto

raisefurtherquestions…ListenforunderstandingHowth8ListenforunderstandingHowtheteachergivesfeedbackToneofvoiceStudent3givesverygeneralcommentssuchas…doesn’tpointoutmymistakesandgivesuggestionsListenforunderstandingHowth9ListenforunderstandingTypesoffeedbackStudents’reactions/feelingsStudent1Student2Student32.Sortouttheinformationandcompletetherestofthetable.ListenforunderstandingTypes10ListenforunderstandingTypesoffeedbackStudents’reactions/feelingsStudent1

negativedirectIfeelquitehurt.Itmakesmeloseconfidenceinmyself.ListenforunderstandingTypes11ListenforunderstandingTypesoffeedbackStudents’reactions/feelingsStudent2positivedirectItismoreeffectivethanothertypesoffeedback.Ithinkit’shelpful.Iloveit.ListenforunderstandingTypes12ListenforunderstandingTypesoffeedbackStudents’reactions/feelingsStudent3Itisnotenough.Iwanttoknowwheremystrengthsandweaknessesare.Teachers’feedbackshouldbespecific.indirectListenforunderstandingTypes13RecallandsummarizeMattDicksoninterviewedthreestudentsabouttheirfeelingsofEnglishteacher’s.Thefirststudentsaidhisteacher’sfeedbackisnegativeandmakeshimlose.Butheunderstandsher.Thesecondstudentsaidthefeedbackfromherteacherismoreeventhoughitismoreforherteacher.feedbackconfidenceintentioneffectivedemandingRecallandsummarizeMattDicks14RecallandsummarizeShecanraisequestionsaboutanythingshedoesn’tunderstand.Thethirdstudentsaidhisteacheroftengivesverygeneral.Buthewantstoknowwherehisandhisweaknessesare.Hethinksfeedbackshouldbe.Forexample,theteachercanhismistakesandsaythingslike“youneedtoworkonthepast”.furthercommentsstrengthsspecifictenseshighlightRecallandsummarizeShecanra15Actouttheinterview1.Workingroupsoffourstudents(1interviewer&3interviewees).2.Usethenotestohelp.Interviewer:Hi,canIaskyousomequestions?WhatkindoffeedbackdoyouusuallyreceivefromyourEnglishteacher?Howdoyoufeelaboutit?Why?Actouttheinterview1.Worki16ActouttheinterviewI:Hi,canIaskyousomequestions?WhatkindoffeedbackdoyouusuallyreceivefromyourEnglishteacher?Howdoyoufeelaboutit?Why?S1:MyEnglishteacherusuallypointsoutourmistakesorproblemsinfrontofthewholeclassinadirectandnegativeway.Tobehonest,Isometimesfeelquitehurtbyitanditmakesmeloseconfidenceinmyself.ActouttheinterviewI:Hi,17S1:IthinkherintentionsaregoodbutIwishshecouldbemore encouraging.ActouttheinterviewS2:Well,myEnglishteachertellsusexactlywhereourproblemsareandhowwecanimprove.Andshegivesusanopportunitytoraisefurtherquestionsaboutanythingwedon’tunderstand.ItismoreeffectivethanothertypesoffeedbackandIloveit.S1:Ithinkherintentionsare18S3:Myteacheroftengivesverygeneralcommentssuchas“good,excellent,welldone”.Hedoesn’tpointoutmymistakesandgivesuggestions.Butthat’snotenough.BecauseIwanttoknow wheremystrengthsandweaknessesare.ActouttheinterviewS3:Myteacheroftengivesver19FocusonfunctionOpinionsReasonsProfessorSmithProfessorJones1.Sortouttheinformationandcompletethetable.FocusonfunctionOpinionsReas20FocusonfunctionOpinionsReasonsProfessorSmithIamalwayscarefulabouthowIgivefeedback.Verynegativefeedbackmighthurtstudents’confidenceandinterestinlearning.FocusonfunctionOpinionsReas21FocusonfunctionOpinionsReasonsProfessorSmithIbelieveitisbesttopointoutstudents’problemsdirectly.It’smoreeffectivebecausestudentscangettothepointrightaway.FocusonfunctionOpinionsReas22Exchangingopinions1.itisbesttopointoutstudents’problemsdirectly.2.Also,theyshouldrealisethatanyfeedbackisn’tpersonal.3.youaboutthat,buttobemorehelpful…4..PerhapsIshouldtrythat.What’sthefunctionoftheseexpressions?

IbelieveIthinkIcanagreewithIseeyourpointExchangingopinions1.23Moreexpressions1.Ifeel/I(strongly)believe…2.Myopinionis…3.Personallyspeaking,…4.Speakingformyself,…5.Forme/Frommypointof view,…6.AsfarasIknow/I’m concerned,…

7.Tobehonest…8.I’msurethat…9.Ithink/WhatIthinkis…Moreexpressions1.Ifeel/I24DiscussionHowshouldteachersgiveusfeedback?Whatisthemostpracticalandeffectivefeedback?Stateyouropinionandexplainthereasons.Example:Ithinkteachersshouldgiveusveryspecificfeedback,becauseitmakesstudentsknowwheretoimprove.DiscussionHowshouldteachers25DiscussionIthinkteachersshouldgiveusveryspecificfeedback,becauseitmakesstudentsknowwheretoimprove.Personallyspeaking,IlikeitwhenteacherstellmewhatIneedtodointhefuture,forexample,thatIneedtoworkmoreonthehandwritingorIshoulddomorereading.Ibelievethatgivingconcretesuggestionsonwhattodoismorepracticalthangeneralsummativecomments.DiscussionIthinkteacherssho26Summary

1.AninterviewofthreestudentstalkingabouttheirEnglishteachers’feedbackforacampusradioprogramme.2.Ananalysisoftheiropinionsandattitudes.3.Howtoexchangeopinionsandgivereasons.4.Moreusefulexpressionstostateyouropinions.Summary1.Aninterviewofthre271.Haveagroup/pairdiscussion.Choosethreeteacherswhoteachdifferentsubjects.Tellthemwhatyoulikedaboutthefeedbackyouhavereceivedfromtheminthepast,andhowyouwouldliketoreceivetheirfeedbackinthefuture.2.Writedownyoursuggestionsforyourteachersonacardandgiveittothem.Homework

1.Haveagroup/pairdiscuss28Thankyou！Thankyou！29選擇性必修一Unit1Relationships(3)

高二年級(jí)英語(yǔ)選擇性必修一Unit1Relationships(330HowDoWeLikeTeachers’Feedback?

Listening高二英語(yǔ)(師大)選擇性必修一-Unit-1-Relationships-3課件31ActivateandshareHowdoyoufeelwhenyoureceiveteachers’feedback?Talkaboutyourexperiencesandopinions.ActivateandshareHowdoyouf32ActivateandshareUsethephrasesbelowtohelpyoutalk.togobrightred/togetupsettofeelhurt/ashamed/discouraged/encouraged/moreconfident/supported…positive/negativefeedback;direct/indirectfeedbackActivateandshareUsethephra33Whichbestdescribestheconversation?a)ThreestudentsareinterviewedabouttheirEnglishteachers’feedbackforacampusradioprogramme.b)TwostudentsaretalkingabouttheirEnglishteachers’feedback.c)Threeteachersaretalkingabouthowtheygivefeedbacktostudents.ListenforthegistWhichbestdescribestheconve34ListenforunderstandingHowtheteachergivesfeedbackToneofvoiceStudent1Student2Student31.Sortouttheinformationandcompletethetable.ListenforunderstandingHowth35ListenforunderstandingHowtheteachergivesfeedbackToneofvoiceStudent1usuallypointsoutourmistakesinfrontofthewholeclassListenforunderstandingHowth36ListenforunderstandingHowtheteachergivesfeedbackToneofvoiceStudent2talkstousfacetoface

tellsusexactlywhereourproblems…givesusanopportunityto

raisefurtherquestions…ListenforunderstandingHowth37ListenforunderstandingHowtheteachergivesfeedbackToneofvoiceStudent3givesverygeneralcommentssuchas…doesn’tpointoutmymistakesandgivesuggestionsListenforunderstandingHowth38ListenforunderstandingTypesoffeedbackStudents’reactions/feelingsStudent1Student2Student32.Sortouttheinformationandcompletetherestofthetable.ListenforunderstandingTypes39ListenforunderstandingTypesoffeedbackStudents’reactions/feelingsStudent1

negativedirectIfeelquitehurt.Itmakesmeloseconfidenceinmyself.ListenforunderstandingTypes40ListenforunderstandingTypesoffeedbackStudents’reactions/feelingsStudent2positivedirectItismoreeffectivethanothertypesoffeedback.Ithinkit’shelpful.Iloveit.ListenforunderstandingTypes41ListenforunderstandingTypesoffeedbackStudents’reactions/feelingsStudent3Itisnotenough.Iwanttoknowwheremystrengthsandweaknessesare.Teachers’feedbackshouldbespecific.indirectListenforunderstandingTypes42RecallandsummarizeMattDicksoninterviewedthreestudentsabouttheirfeelingsofEnglishteacher’s.Thefirststudentsaidhisteacher’sfeedbackisnegativeandmakeshimlose.Butheunderstandsher.Thesecondstudentsaidthefeedbackfromherteacherismoreeventhoughitismoreforherteacher.feedbackconfidenceintentioneffectivedemandingRecallandsummarizeMattDicks43RecallandsummarizeShecanraisequestionsaboutanythingshedoesn’tunderstand.Thethirdstudentsaidhisteacheroftengivesverygeneral.Buthewantstoknowwherehisandhisweaknessesare.Hethinksfeedbackshouldbe.Forexample,theteachercanhismistakesandsaythingslike“youneedtoworkonthepast”.furthercommentsstrengthsspecifictenseshighlightRecallandsummarizeShecanra44Actouttheinterview1.Workingroupsoffourstudents(1interviewer&3interviewees).2.Usethenotestohelp.Interviewer:Hi,canIaskyousomequestions?WhatkindoffeedbackdoyouusuallyreceivefromyourEnglishteacher?Howdoyoufeelaboutit?Why?Actouttheinterview1.Worki45ActouttheinterviewI:Hi,canIaskyousomequestions?WhatkindoffeedbackdoyouusuallyreceivefromyourEnglishteacher?Howdoyoufeelaboutit?Why?S1:MyEnglishteacherusuallypointsoutourmistakesorproblemsinfrontofthewholeclassinadirectandnegativeway.Tobehonest,Isometimesfeelquitehurtbyitanditmakesmeloseconfidenceinmyself.ActouttheinterviewI:Hi,46S1:IthinkherintentionsaregoodbutIwishshecouldbemore encouraging.ActouttheinterviewS2:Well,myEnglishteachertellsusexactlywhereourproblemsareandhowwecanimprove.Andshegivesusanopportunitytoraisefurtherquestionsaboutanythingwedon’tunderstand.ItismoreeffectivethanothertypesoffeedbackandIloveit.S1:Ithinkherintentionsare47S3:Myteacheroftengivesverygeneralcommentssuchas“good,excellent,welldone”.Hedoesn’tpointoutmymistakesandgivesuggestions.Butthat’snotenough.BecauseIwanttoknow wheremystrengthsandweaknessesare.ActouttheinterviewS3:Myteacheroftengivesver48FocusonfunctionOpinionsReasonsProfessorSmithProfessorJones1.Sortouttheinformationandcompletethetable.FocusonfunctionOpinionsReas49FocusonfunctionOpinionsReasonsProfessorSmithIamalwayscarefulabouthowIgivefeedback.Verynegativefeedbackmighthurtstudents’confidenceandinterestinlearning.FocusonfunctionOpinionsReas50FocusonfunctionOpinionsReasonsProfessorSmithIbelieveitisbesttopointoutstudents’problemsdirectly.It’smoreeffectivebecausestudentscangettothepointrightaway.FocusonfunctionOpinionsReas51Exchangingopinions1.itisbesttopointoutstudents’problemsdirectly.2.Also,theyshouldrealisethatanyfeedbackisn’tpersonal.3.youaboutthat,buttobemorehelpful…4..PerhapsIshouldtrythat.What’sthefunctionoftheseexpressions?

IbelieveIthinkIcanagreewithIseeyourpointExchangingopinions1.52Moreexpressions1.Ifeel/I(strongly)believe…2.Myopinionis…3.Personallyspeaking,…4.Speakingformyself,…5.Forme/Frommypoint