教学问答

• Batya B老师如何教你学英语？

How would you test the student's level based on a 20 minute trial class?

你如何在20分钟的试听课中测试学生的英语水平？

I would have samples of reading, about a paragraph long, from each level, and make them available to the student at the time of the lesson. I would ask the student to read the paragraph from the appropriate level. If that is very easy for him, I would stop him after the first few sentences, and ask him to proceed to the next level's paragraph. If the paragraphs became more difficult for the student to read, I would mark the last level sample done easily and correctly, and consider that his reading level. This process would take up to ten minutes. The rest of the free trial class, I would focus on the level of reading decided upon, and check to see if the student has mastered that level's vocabulary words. I would make the class as fun as possible with funny articles at the right level to read together, games, discussions which call out the student's funny or important experiences, open-ended questions, which spark conversation.

我会准备些大约一个自然段那么长的阅读样本，包括不同水平的内容，来保证课上可以给学生使用。我会给学生适当地水平来阅读，如果这对他来说很容易，我会在几句话之后打断他，然后换下一个水平的内容来读。 如果段落内容对学生来说有点难，我会标记上一个水平学生能够轻松正确的读完，并评估出他的阅读水平。这个过程大致需要10分钟，剩下的10分钟我会把重点放在学生的这个阅读水平上，并检查下看看学生是否掌握了该水平的词汇。 我会尽可能的把课堂营造有趣氛围。一起阅读有趣的文章、做游戏、讨论，这些能唤起学生们有趣的或者重要经历的开放性话题，从而引起会话。

• Batya B老师如何教你学英语？

How would you structure a regular 30 minute class? What methods would you use?

30分钟的正式课，你是怎么安排？你用什么方法？

a. Introduction and greetings 'Hello, this is Teacher Batya; how are you?" The answer tells me whether student's mind is on the lesson, or if something is distracting her. We might spend a few moments in conversation on the general state of the student's feelings, or move on to step b. b. Review of the last lesson's focus. See how much has been retained by giving, and asking, for examples. Check homework, or other assignment, with the student and give feedback. This would be the time to review reading, writing and spelling, if necessary. Now is the time to correct mistakes from the past before moving on. I would ask the student for more examples of the principle being taught.

a. 介绍和问候 'Hello, this is Teacher Batya; how are you?" 学生的答案会告诉我他们是否在上课状态，或者有其他事情使她分心。在学生的状态上，我们会花一小会儿时间进行对话。或移到b步骤。 b. 复习上次课的重点 看看学生学到了多少知识，例如检查作业或者其他作业，并给与学生反馈。如果需要的话，这个时候也是检查阅读、写作和拼读的好时间。在继续讲新知之前，这也是纠正错误的时间。我会对之前所讲的原理让学生举例。

• Batya B老师如何教你学英语？

How would you relate one lesson to nest so as to ensure the student has retained the key points and make your lessons systemic?

你如何让每节课和每节课之间都有衔接，系统化你的课程？

I make an outline of the course, with its lessons in sections, and subsections, such as Section 1, and under it, Sections 1.1, 1.2, 1.3. Each section contains the student's reading and writing levels, with the lesson focus (tenses, for instance) and vocabulary. It also contains the material covered, the student reaction and progress. Thus, we have a linear record of material covered and exactly what was learned. Whenever a student shows that she has retained the key points of a lesson it is recorded, both in the section outlines, and in an index, including lesson number, lesson plan used, and date.

对于这个课程，我简要地做了个大纲，将课程分为小节和小分节，例如第一节，以及第一节下的1.1、1.2、1.3。每章节包含学生的阅读和写作水平，本课的重点（时态，例如）和词汇。它还包含了所覆盖的学习材料，学生的反响和进步。因此，每当一个学生表现出她已经在章节大纲和索引中把握了课程的关键点，包括课程编号，使用的课程计划和日期，我们可以对所覆盖的学习材料有一个线性记录并且能准确地了解学了哪些。

• Batya B老师如何教你学英语？

What improvement would you expect your student make after 10 or 20 hours?

10小时/20小时后你期待学生什么样的进步？

I would expect myself, the teacher, to teach the student to achieve the goals set for him at the beginning of the 10 or 20 hours that E-joy, the parent, the teacher, and the student, if old enough to participate in the decision, have agreed upon. For instance, if it was agreed that after 10 lessons, the student would be able to speak with better grammar, with a more Western accent, and learn a total of 30 new vocabulary words, I would expect to teach the student those things. It is my responsibility, as teacher, to do whatever is necessary to arrive at these goals, by providing interesting and engaging material from the sources of E-joy English and if I saw an outside source that would also supplement the student's learning, I would use it. I would expect to get to know the student, as quickly as possible, forging a connection between us, understanding her interests, ideas, personality, experiences, strengths, and weaknesses. I try different material, if necessary, until I find the key to that student's learning style. I would expect the student to do her part, by being the lessons on time, doing her assignments, and paying attention and participating in class.

我希望我自己以及老师能够教学生在开始的10个或20个小时达到为他设定的目标，那么达到能够参与决策和商定的年龄的家长，老师以及学生就可以参与易趣。举个例子，如果学生同意10节课后，可以更好地使用语法，带有更多的西方口音，并且学习30个新词汇，我希望能教学生这些东西。这是我作为教师的责任--采取一切必要措施来达到这些目标，通过提供有趣和引人入胜的异趣英语的源材料，并且，如果如果我看到一个能补充学生的学习的外部资源，我会使用它。我希望尽快了解这个学生，尽可能快地建立我们之间的联系，了解她的兴趣、想法、个性、经历、优点和缺点。如果有必要，我将尝试不同的材料直到我找到了该学生的学习风格的关键。我希望学生能做好自己该做的那部分，按时上课，完成作业，课上注意听讲并积极参与。

• Batya B老师如何教你学英语？

How would you structure intensive reading classes for students?

你将如何组织学生课堂上的强化阅读课？

All assignments are geared toward reading comprehension and increasing reading speed. If there is a writing assignment, it is only to help the student focus on vocabulary words found in the reading material. The reading matter would either be both one of the Comprehension Books from the E-joy English Materials for Reference source, which would spur the student to think and write responses to comprehension questions, and a book or long story with chapters, such as Geronimo Stilton, encouraging long-term interest and involvement, with vocabulary presented in an orderly and interesting manner.

所有作业都是为了帮助阅读理解和提高阅读速度。如果有一个写作作业，它只能帮助学生集中注意发现在阅读材料中的词汇。阅读读物可以作为异趣英语材料的阅读参考，从而激发学生思考和写作反应以理解问题，书本或长篇故事的章节。如杰罗尼莫的斯蒂尔顿鼓励长期的关注和参与，以一个有序的和有趣的方式呈现词汇。

• Batya B老师如何教你学英语？

How would you structure writing classes for students?

你如何安排学生的写作课？

We would progress gradually from very short writing assignments, with very little thinking, such as a one or two word fill-in answer to a comprehension question, to longer assignments, which require deeper and more independent thinking. In this case, the student writes answers to open-ended questions (Why? How do you…? Write about your experience with X. What would be a solution, and why? Sketch a short, three-paragraph biography of So-and-So.) The class structure would be very much like the 30-minute class structure outlined above. Eventually, the student can write a whole story, a commentary on current events, a play, a poem, and perhaps, even a book, if the student is high school level, or higher. The Comprehension Books, 1, 2 and 3, are very useful in developing English writing skills, as the student learns to be his own assessor, and learns the art of correcting his work, and enhancing it with new ideas. The MUG method (Mechanics, Usage and Grammar) found in Daily Language Workouts, develops skill in proofreading, correction, grammar and vocabulary. Great strides can be made in writing English, because the students learn to make detailed differentiations in English grammar. Some examples: eat/eats, its/it's, and who's/whose. More obvious differences are: is/are, its/their. The student corrects what he can, and the teacher brings to his attention the rest.

我们会从很短的写作作业以及一些小的思考中循序渐进，比如理解问题中的一两个填词问题，然后再发展到作更长的作业，它需要更深入和独立的思考。这样，学生可以回答很多开放式的问题。（为什么？你怎么……？和X一起写下你的经验。你会有什么解决方案，为什么？写一个简短的，三段的传记，等等。） 其课程结构与上面提到的30分钟课堂相似。 最后，如果学生是高中或以上的水平，他可以写一个完整的故事，一个时事评论，一个剧本，一首诗甚至一本书。 阅读书籍，1、2和3对于发展英语写作技巧非常有用，因为学生学会自己评估他的学习，纠正强化自己的作业，拓展新思路。在日常语言的训练中可以用到MUG方法（力学、用法和语法），它可以发展技能，校对，订正，语法和词汇。英语的写作也能带来巨大的进步，因为学生对学习的英语语法进行了详细的区分。一些例子：吃/吃（第三人称），它/它的，谁的/谁的。更明显的差异是：是（单数）/是（复数），他们/他们的。学生尽自己的能力进行纠正，老师则利用学生另一部分的注意力。