初中英语口语教学的课堂管理,初中英语教学论文 14页

初中英语口语教学的课堂管理,初中英语教学论文ClassroomManagementinJuniorHighSchoolOralEnglishLesson[Abstract]Thispaperfocusesontheclassroommanagementinjuniorhighschoolorallesson.Anactiveandharmoniousatmospherewithrationalauthorityoftheteachersandtheirgoodrapportwiththestudentshasagreatinfluenceonpromotingstudents’speakingability.Efficientclassroommanagementcanbeachievedwhenthreeconditionsaremet.First,inanorallesson,bothteachersandstudentsneedtoplayvariousrolesonthebasisofmutualcooperationandthuscreateaharmoniousatmosphereforspeaking.Theteacherplayssuchimportantrolesasorganizer,controller,assessor,prompter,andparticipant.Whiletheteacherplayshisorherrolesinalanguageclassroom,thestudentsarealsoresponsiblefortheirlearningandplayingalotofroles.Second,themostcommonstudentgroupingsinorallessonarelockstep,pairworkandgroupwork.Third,disciplinemeansacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective.ThispaperanalyzesthreecommonkindsofindisciplinedactsinoralEnglishlessonandsomeusefulteachingsolutionshavebeenputforwardaswell.[KeyWord]classroommanagement;oralEnglishlesson;juniorhighschool初中英语口语教学的课堂管理[摘要]愉快、和谐的课堂气氛，良好的师生关系和理性的教师权威，有助于学生英语的学习。行之有效的口语课堂管理受三大因素影响。首先，教师和学生扮演恰当的角色为英语口语练习创造一个和谐的环境。教师作为教学的组织者,掌控者,评估者,提升者,及参与者在课堂教学中的作用不可言喻。在教师进行言传身教的同时,学生也履行他们的职责，在口语课上扮演着相应的角色。其次，根据活动要求,在口语课堂上学生会进行各类小组活动,最常见的是一对一练习和分组活动。最后，课堂纪律作为一种制约教师和学生的行为规范,对保证课堂教学活动的顺利进行是必不可少的。笔者指出三类最常见的学生违纪行为，并根据这三大类违纪行为提出了一些相应的应对措施。良好的课堂气氛是初中口语教学顺利进行的先决条件。[关键词]课堂管理；英语口语课；初中1.IntroductionClassroommanagementisoneofthemostsignificantfactorsthatcontributetotheefficiencyoftheteachingandlearningactivities,especiallyinjuniorhighschooloralEnglishlesson.Adynamicandharmoniousatmospherewithrationalauthorityoftheteachersand\ntheirgoodrapportwithstudentshasagreatinfluenceonimprovingstudents’speakingability.InoralEnglishlesson,teachersorganizewhatgoesonintheclassroomandtrytocreatearelaxedatmospheresothatstudentshaveagoodopportunitytospeakEnglishinclass.Efficientclassroommanagementcanbeachievedwhenteachersborninmindthefollowingthreeconditions:(1)Theteacherandthestudentplayappropriateroles.(2)Thestudentsaregroupedaccordingtothespeakingactivities.(3)Disciplineandharmonyinclassroomspeaking.2.FactorsaffectingclassroommanagementNancyK.Hill,inheressay“TeachingasMountaineering”establishesherideathat“themountaineeracceptstheguide’sleadershiprole,becausetheguidehasaquietauthorityabouteachofthem.Boththemrecognizethatthejourneydependsuponclosecooperationandactiveparticipationbyeachmemberofthegroup”[1].Thisistrueofspeakinginaforeignlanguage.Bothteachersandstudentsneedtoplayvariousrolesonthebasisofmutualcooperationandthuscreateaneffectiveandharmoniousclassroomatmosphereforspeaking.2.1TeacherrolesClassroommanagementisthewayteachersorganizewhatgoesonintheclassroom.Somanypeopleconsidertheroleoftheteacherasignificantcomponentofefficientclassroommanagement.However,someresearchersregardtheroleoftheteacheraspartofthedesignofmethodologyorapproach.AsRichardandRodgersinthebookApproachesandMethodsinLanguageTeachingpointout“differentapproachesstipulatedifferentrolesfortheteacher”[2].Althoughdifferentapproachesstipulatedifferentteacherroles,therearesomecommonrolesthatteachersplayinmostoftheapproachesconcerningclassroomspeaking.Basedonthefunctionthattheteacherperformsindifferentactivities,Harmerdefines“theteacher’srolesasorganizer,controller,assessor,prompter,andparticipant”[3].2.1.1OrganizerThemostcrucialanddifficultroleplayedbyalanguageteacheristobeanorganizer.Themajorresponsibilityinorganizingactivitiesisincreasinglyimportantfortheteacherbecausenowadaystask-basedactivitiesareadvocatedinmanyapproaches.Itistrueofspeakingaforeignlanguage.SpeakingtasksoractivitiesmotivatingthestudentstoparticipatearethekeyforasuccessfuljuniorhighschooloralEnglishlesson.Itisindoingthisthatteachershavethemostfreedom\nandmostchallenge,buttherearetwoaspectstheymustkeepinmind.First,asthebeginners,students’pronunciationispoor,soitisnecessaryfortheteachertointegratesomepronunciationwork.However,greatcareshouldbetakenoverthedistinctionbetweenpronunciationandphonetics.AlthoughphoneticrulesregardingwhatsoundsaletteroraclusteroflettersshouldbepronouncedarehelpfulforstudentstodeveloptheabilitytocopewithEnglishpronunciation,theyaremoreabstractandlessmeaningful.Sotheteachingofpronunciationshouldfocusonthestudents’abilitytoidentifyandproduceEnglishsoundsthemselvesinsteadoffocusingonreadingandwritingphonetictranscriptsofwords.Stressandintonationareimportantandshouldbetaughtfromtheverybeginning.Intheexamplebelow,differentintonationsfor“sorry”indicatedifferentmeanings.Aneutraltonewouldindicateanormalapology.However,asharpfallingtoneorarisingtonewouldmeantheopposite.Teacher:Wouldyoupleaseturndowntheradioalittlebit?Students:Sorry.↓(No,Idon’twantto.)OrStudents:Sorry?↑(Whatdidyousay?)Second,beforestudentsstarttheactivity,it’svitalfortheteachertogiveinstructionsclearlyandconciselysothatstudentsknowwhattodoandhowtodoit.Thinkaboutbothwhatyouaregoingtosay,andhowyouaregoingtosayit.However,especiallywithelementarylearners,evensimple,clear,familiarlanguageisnotalwayssufficienttogetcomplexmessageacross.Sothestudentsmayneedademonstrationoftheactivityaswell.TeacherscanhelplearnersunderstandwhattheysayinEnglishbysimplifyingtheirspeechandusinggestureormime.“Itisessentialforateachertobeabitofanactor.Thatispartofthetechniqueofteaching,whichdemandsthateverynowandthenateachershouldputonanacttomakehisorherlessoninterestingandvivid.Children,especiallyyoungchildrenliveinaworldthatisratherlargerthanlife”[4].2.1.2ControllerInoralEnglishlesson,thefreertimegiventostudentstodospeakingactivities,themoreeasilytheclasswillbeoutofcontrol.Sotheteacher’scontrolovertheactivitiescanhelptoruntheclasssmoothlyandefficiently.Forinstance,whenstudentsdospeakingtasks,itisveryimportantfortheteachertocontrolthetime.Especiallywhenstudentsdopairwork,theteachershouldrequirethemtopracticewithinacertaintime.Oneofthecharacteristicsofsuccessfulspeakingtasksisthatstudentshavethemaximumforeign\ntalk.However,thedurationofonelessonislimited.Howtomakesurethatstudentscanhavethemaximumforeigntalkinsuchashorttime?Obviously,anappropriatedegreeofcontrolbytheteacherovertheclassisvitalandabsolutelynecessary.Besidestheteacher’scontrolcanensurethatthestudentsusecertaintargetlanguageitemsandtheirproductionhasadegreeofaccuracy.Averythingconcerningclass-controlthattheteachermustnotneglectisthedegreeofcontrolovertheclass.Onlyappropriatedegreeofthecontrolbringsaboutefficiency.Over-controlwilldonolessharmtostudentsthannocontrolatall.Someteachersusetermslikecontrolledpractice,half-controlledpractice,andfreepracticewhichindicatethedifferentdegreesofcontrolovertheactivitiesonthepartoftheteacher.Therearealotoforalpracticeactivities,whichcanbesortedintotwoclasses:oralaccuracypracticeandoralfluencypractice.Whendoingaccuracypractice,itisnecessaryforteacherstocontrolaccuracypractice,becausethemainobjectiveofitistogetlearnerstobegintoproduceformallycorrectversionsofnewitems. Ontheotherhand,inoralfluencypractice,themainobjectiveistogetthemtousetheitemsinconversationsandothercommunicationwithouthesitation,eveniftheymakemistakes.Sotheteachershouldhalfcontrolorevenfreecontroloralfluencyactivities.2.1.3AssessorItistheteacher’sresponsibilitytomakeassessmentofthestudents’performance.Asanassessor,theteacherdoestwothings:correctingmistakesandorganizingfeedback.Hedge,TinhisbookTeachingandLearningintheLanguageClassroompointsout“Inmanyforeignlanguagesituations,wherethereislittleexposuretoEnglishorpracticeavailableinthecommunity,errorcorrectionisanexpectedrolefortheteacher”[5].Speechisspontaneous,thatis,speechisfulloffalsestarts,repetitions,incompletesentences,andshortphrases.So,shouldtheteacherexpectthestudentstoproducecompletesentenceswithoutmistakesinthelanguageclassroom?Thatdependsonwhattypeofactivitiestheteacherorganizes.Naturally,thewaytheteachergivesfeedbackandcorrectionshouldbedifferent.“Inaccuracywork,theemphasisshouldbeonthelanguageforms,andinfluencywork,theemphasisshouldbeoneffectiveandhesitation-freecommunication”[6].Anotherimportantthingtheteachershouldbeconcernedisthattheyshouldnotthemselvescorrectthestudents’errorsbuthelpthestudentstoself-correct.Itisanuntruecommonassumptionamongteachersandstudentsthatitistheteacher’sjobtocorrect\nstudents,whichwillresultinstudents’passivestudyandnon-abilitytocorrectthemselves.Thetrickforteachersistogetstudentsusedtoself-correcting,andtogivethemhelpwhennecessary.Thereisacommonthree-stepmethodthatteachersuseforhelpingjuniorhighschoolstudentstoself-correct.(1)Theteachershouldfirstgivestudentstheopportunitytocorrectthemselves,helpingasnecessary(self-correction).(2)Ifonestudentcannotself-correct,theteachershouldinviteotherstudentstomakethecorrection(peercorrection).(3)Ifnootherstudentscanmakethecorrection,theteachersshouldmakethecorrectionthemselves(teachercorrection).Organizingfeedbackisaneffectivewaytoevaluatestudents’performancesothatstudentscanseehowwelltheyaredoing.Whenmonitoringtheclass,teacherscantakenotesthatwillhelpthemtoprovideaccuratefeedbacklater.Afterstudentsfinishthetasks,theycandealwithmajorerrorstheynotedlikethis:theycanselectstudentstogiveexamplesofwhattheysaidorreportonwhattheydid,ortheycanwriteexamplesontheboardforthestudentstocorrect.Studentsattheageof13-15arefearof“losingface”infrontoftheirpeers,sowhenorganizingfeedback,theteachershouldpayattentionnottohurtthem,butfocusonstudents’successorprogress,tryingtocombineencouragementwithhonestevaluationandusefulfeedback,sothatsuccess-orientedlearningatmospherecanbecreated.2.1.4PrompterWhilestudentsaredoingtheactivity,mayitbeapairactivityoragroupactivity,itisinevitablethattheycomeacrossdifficultiesofonekindoranother.Thentheteacher’sroleatthistimeisaprompter.Hisorherobligationistohelpandencouragestudents.Forinstance:WhenteachingthetopicWhyisBethcrying?(unit5ProjectEnglishGradeEight),thereisaword“blue”inthesentence“shelookssoblueandunhappy”thatpuzzlesstudents.Atthistime,theteachershouldexplainthe“blue”means“badmood”ineasterncountries;whenastudentcouldn’tanswerthequestion,theteachercangivehints;whenastudentfinisheswithaveryshortanswer.Theteachercanelicitmorebysaying“and…”“Anythingelse?”“Yes,butwhy…?”.Onethingtheteachermustconcernisthattheyshouldusetheforeignlanguageforclassroommanagement.“Thisapproachinvolvesexploitingforlanguagelearningnotonlytheplannedactivities,butalsotheclassroommanagementthatrevolvesaroundthem”[7].Itprovidesarichsourceofcommunicativeneedsinthe\nforeignlanguageclassroom,whichexertasubtleinfluenceontrainingstudents’spokenability.Nowadays,manyteachersusethestudents’mothertongueinclass.Althoughitmayoftenbeanecessarydecisionintheinterestsoforganizingthelessonsclearlyandefficiently,italsomeanssacrificingvaluableopportunitiesforwell-motivatedforeignlanguageuseanddevaluingtheforeignlanguageasavehicleforcommunication.2.1.5ParticipantTheprocessoftheclassroomteachingistheprocessoftheemotionalintercoursebetweentheteacherandthestudent.Adynamicandharmoniousatmospherewithrationalauthorityoftheteachersandtheirgoodrapportwiththestudentshasagreatinfluenceontheefficiencyofstudents’learning.Oncetheteacherhasfinishedgivinginstructionsandtheactivityhasstarted,theteachershouldnotstandinfrontoftheclassroomwithnothingtodo.Heorsheshouldbemobileandmonitorwhatthestudentsaresayingandtakenotesforfeedback.Besidesmonitoringtheclass,theteachercanalsojoinoneortwogroupsasanordinaryparticipant,whichisagoodchanceforteacherstofosteranaffectionateandcooperativeatmosphere.Youngchildrenattheageof13to15arefondofthoseteacherswhoarefriendlytothem,andtheyhopeteacherscanbetheirgoodfriends.Ofcourse,thebasicrequirefortheteacherbeingaparticipantshouldnotdominateorappeartobeauthoritative,althoughitisagoodchanceforstudentstopracticeEnglishwithsomeonewhospeaksitbetterthanthemselves.Inaword,itencouragestheteachertoparticipateinstudents’activitiesintask-basedteachingmethods.2.2StudentrolesWhiletheteacherhashisorherrolesinalanguageclassroom,thestudentsarealsoresponsiblefortheirlearning.Inanorallesson,thestudentsshouldplayalotofroles.   First,thestudentshouldbeagoodlistener.InoralEnglishlesson,it’simportantforthestudentstolistentotheirteachercarefullyandgivetheirattentiontotheinformationgivenbybothteachersandclassmates.Beforedoingtheactivities,theyshouldbeabsorbedintheinstructionstheteachergiven,sothattheycanensurehowtostartanactivity,orwhattodonext,orwhattosaynext.Duringthecommunication,theyshouldattendtotheinformationgivenbytheirpartnersandthenthinkhowtocontinuetheconversation.   Second,thestudentshouldbeacooperator.Cooperationseemsveryimportantinorallesson.Inorallesson,inresponsetotheneedofthetasks,studentsareoftendividedintogroupsofdifferentsizes.\nAllstudentsinonegroupneedtoworkwithtogether,makingconversationsandsolvingproblemscooperatively.Aslongasonegroupmemberislackofcooperation,theactivitycan’tbefinishedsmoothlyandeffectively.      Lastbutnottheleast,thestudentsshouldbeanindividuallearner.Theymustsubconsciouslylearntoworkindependentlyinclassorathome,takingfullresponsibilityfortheirownperformanceandlearning.Generallyspeaking,speakingisnotcarriedoutindividually.However,lessonplanningbeforespeakingcanbedoneinindividual.Whendoinglessonplanning,itrequiresstudentstosearchcorrelativeinformationbeforeclass,whichisgoodforpromotingautonomousdegreeofstudents.Learnerautonomyplaysakeyroleinsuccessofforeignlearning.ThereissuchasayinginChina“Giveamanafish,andyoufeedhimforaday;teachamantofish,andyou’llfeedhimforalifetime”.Learnerautonomyhasbeenadmittedtobesuchfishingabilitythatcanbenefitaperson’swholelife.Inaword,individualstudyisabsolutelyusefulforenhancingstudents’speakingability.3.ClassroommanagementinoralEnglishlesson3.1StudentGrouping   InoralEnglishlesson,formuchoftheclasstime,studentsarebrokendowntogroupsofdifferentsizesthatdependontheactivities.Thisisanimportantfeatureoftoday’slanguageclassroom.Themostcommonstudentgroupingsinorallessonarelockstep,pairworkandgroupwork.3.1.1Lockstep“Lockstepisthestagewhereallthestudentsareunderthecontroloftheteacher.Thatis,thewholeclassattendstothesameactivityatthesamerhythmandpace”[8].Lockstepisoftenadoptedwhentheteacherismakingapresentation,checkingexerciseanswers,ordoingaccuracyreproduction.Beforedoingpairandgroupwork,theteachershouldmakepresentationsfirst.TakethedialogWhyisBethcrying?forexample,theteachercanplaythetapefirstwithstudentsjustlistening.Thenplaythesecondandthirdtimetoaskstudentstoreadfollowingit.Untilstudentsarefamiliarwiththisdialog,theteachercanaskastudenttoplayHelen’sroleanddevelopaconversationlikethis:Teacher:Hello,Helen.Anythingwrong?Helen: It’sBeth.Shelookssoblueandunhappy.Teacher:Ohdear!I’msorrytohearthat.Whatseemstobetheproblem?Helen: Sheiscryinginthewashroom…Afterthedrilling,theteachercanrequirestudentstomaketheconve\nrsationswiththeirpartnerwithin3-5minutes.Whendoinglockstep,theteachershouldnotspeaktoomuch.Iftheteacherstalktoomuchofthetime,he/shewillruntheriskof“jug-and-mug”method,andthustakeawayvaluablepracticetimefromthestudents,thoughhis/herspeechcouldbeagoodmodelandauthenticinput.Whattheteachershoulddoistoelicitrepliesoranswersfromthestudentsasmuchaspossible.3.1.2PairworkandGroupwork   “Pairworkisstronglyadvocatedwherecommunicativemethodologyisapplied.Asthenamesuggests,twostudentsorlearnersworktogetheronacertaintaskorexercise”[9].   Groupworkisalearningactivitywhichinvolvesasmallgroupoflearnersworkingtogether.Whatstudentsdoingroupworkissimilartopairwork,onlytherearemoremembersinthegroup.Eachgrouphasmorethantwostudents,dependingontheactivity.   Theadvantagesofpairandgroupworkareasfollow:   —varietyandinterest   —anenormousincreaseinindividualpractice   —low-stressprivatepractice   —opportunitiestodeveloplearnerautonomy   —interactionwithpeers   —developmentoftolerance,mutualrespectandharmony   Inoralpracticelesson,themostcommonstudentgroupingsarepairworkandgroupwork.Themorestudentstalkintheforeignlanguage,themoresuccessfulaspeakingtaskis.Thereasonforusingsmallgroupworkisthatfirstitincreasesthetimeforeachstudenttopracticespeakinginonelesson.Theonlywaytoformaskillistopracticeit.Nooneexpectstobegoodatplayingbasketballthefirsttimetheytryeveniftheyalreadyknowalltherulesverywellandhavewatchedothersplaymanytimes.Thesameistrueofspeakingaforeignlanguage.SincetheChinesestudentshavenotenoughopportunitytopracticespeakinginEnglishoutsidetheclassroom,itisteachers’responsibilitytogivethemasmanyopportunitiesintheclassroomaspossible.Second,youngchildrenareoftenafraidofcriticismorlosingfaceortheysimplyfeelshyaboutspeakinginaforeignlanguageinfrontofawholeclass.Third,speakinginsmallgroupsismorenaturalinreallife.Whenteachersintroducelearnerstopairwork,theyshouldorganizeverysimple,clear,andbrieftasks.“Brief”meanstasksthattakeonlyoneortwominutes.Forexample,iftheteacherisgoingtousesomepicturesofweathercondition,heorshecoulddevelopaconversationlikethis:“Teacher:What’sthedate\ntoday?Students:It’s…Teacher:What’stheweatherlikeinpicture1?Students:It’scold,butquitesunnyandcloudy”.Teacher:…Good.Now,lookattheothereightpictures,pleasemakeconversationswithyourpartneraccordingtothisconversation.Oncetheyhavedonethiskindofsimpletasksuccessfully,theycanmoveontoprogressivelylonger,morecomplex,andfreetask.Therearemanyothersimplebuteffectivespeakingactivities,especiallyforintermediateorsmallgroups.Forexample,theteachercansimplysay‘Whatagreatholidaythatwas!’,andthensitdownandwaitforquestions.Ifnobodyasksaquestion,theteachercanwritecuesontheboard,forexample,‘When…?’,‘Where…?’,‘Whowith…?’,‘Howlong…?’.Afterhavingansweredagoodnumberofquestions,theteachercanputthelearnersintogroupsandinviteonepersonineachgrouptosay‘Whatagreatholidaythatwas!’.Othertopicscanbehandledinthesameway,forexample,‘Whataterriblenightthatwas!’,‘Whatanexcitingexperiencethatwas!’However,whiledoinggroupwork,thebiggestproblemishowtogroupthestudents.Belowaretwopossibleways:(1)Groupthestudentsaccordingtoseatarrangement.Forexample,accordingtothespeakingactivities,theteachercandividethestudentsintoashapeoftriangle,quadrangle,ortrapezium.(2)Quick-learnersandslow-learnersaremixedtogether.Quick-learnerscanhelpslow-learnerswhendoingthespeakingactivities.3.2Disciplineandharmonyintheclassroom   “Disciplinedoesnotmeanaseriesofpunishmentmetedouttobadly-behavedstudents,butreferstoacodeofconductwhichbindsateacherandagroupofstudentstogethersothatlearningcanbemoreeffective”[10].Tosomeextent,disciplineisafactorthatdetermineshowsuccessfulanorallessonis.Disciplineisthemainpreoccupationofsometeachers,especiallyteachersofchildrenandadolescents.3.2.1Students’indisciplinedacts   Inorallesson,students’indisciplinedactscouldbenumerous.OnecommonprobleminspeakingactivitiesisthatstudentsoftenproduceoneortwosimpleutterancesinEnglishandspendtherestofthetimechattinginChinese.Anothercommonproblemisthatwhenstudentsaredoingpairworkandgroupwork,difficultiesandrisksareassociatedwiththem,forexample:(1)Thelearnersmaybeconfusedaboutthetaskandnotdoit\nproperly.(2)Causingtoomuchnoise.(3)Theteachermaylosecontroloftheclass. Atlast,maybetherewillbesomeproblem-makingstudents.Theyaremakingnoiseinclass,refusingtocooperatewithpeers,orcausingdisturbance.3.2.2Teachingsolutions   Whentheindisciplinedactsoccur,theteachershouldtakethemostappropriatemeasurestoputthingsright.Accordingtotheaboveindisciplinedacts,someusefulteachingsolutionshavebeenputforward.(ⅰ)Enhancingstudents’motivationAssurveyindicatesthatmotivationisoneofthemostimportantaspectsinsuccessfullanguagespeaking.Studentsareeagertospeak,whenthetopicisinterestingorthereisaclearobjectivethatmustbereached.Theyoungerthechildren,themoreyourlessonplansshouldconsistofgames,vocabularylinkedtopictures,manualactivitiessuchasdrawingandcoloring,songsandstories.SoteachersshouldorganizedifferenttypesofspeakingtaskstoincreaseandmaintainthemotivationofstudentsTheteachercanonlydescribeasituationbutnomodelscripttoinspirestudents’imagination,forexample:Thelivingroomofahouseatoneo’clockinthemorning.Theparentshavebeenwaitingup.The14-year-oldson/daughterhasjustarrivedhome.Theymayalsohaveacardforeachrole,forexample:Mother       youarefurious;youphonedyourson/daughter’sbestfriends,AdamandAlice.Yourson/daughterwasnotwitheither.Father        youareabitangry,butyouaretiredandwouldprefertogotobedandtalktomorrow.Son/daughter  startbylyingthatyouwerestudyingatAdam’shouse;thenthatyouwereatapartyatAlice’shouse;finally,tellthetruththatyouwenttoadiscoorotherreasons.Getthestudentstoimprovisethediscussioningroupsofthree—Mother,FatherandSon/Daughter.Iftheyhaverolecards,theyshouldnotlookatothers’cards.Whenthegroupsfinishedtheirimprovisations,getoneormoreofthemtoactouttheirrole-playinfrontoftheclass.Besides,greatcareshouldbetakentomakesurethetaskisinlinewiththestudents’abilitytodealwiththetask.Ifthespeakingtaskisabovetheirlevel,juniorhighschoolstudentswholacktoomuch\nvocabulary,willsimplybecomefrustratedanddemotivated.Ontheotherhand,ifthetaskistooeasy,thestudentsmaythinkitischildishandthusloseinterests.Insuchconditions,thestudentsarelikelytogiveuporrevertbacktothenativelanguage.(ⅱ)Managingpairandgroupwork   Iftheteachercanprepareandorganizecarefully,andtrainthestudenttoparticipatefullyandeffectively,theadvantagesofpairandgroupworkwillfaroutweighthedrawbacks.   Aftertheteacherchoosestopicsandtasksthatwillactivatestudentsandprepareslessonsthoroughly,itiswisetobeginthelessoninafairlyformalorevenstrictway,andrelaxlittlebylittleastheteachergainthecooperationofthegroup.Butproblemsmayarisesooniftheteacherdoesnotfollowthefollowingbasicrecommendations:(1)Remindstudentsnottomakenoisebutkeepvoicedownandfollowtheteacher’sinstructionswhiledoingpairworkandgroupwork.(2)Trainthelearnerstostoptalkingwhengivingacertainsignal,forinstance:araisehand,orpointatthewatchtoindicatethattheteacherisabouttoendanactivity.(3)Monitortheactivity:moveamongthepairsorgroupsasquicklyaspossible,listeningformajorproblemsandhelpingthestudentswhennecessary.(4)Usehumorconstructively.(5)Bewarmandfriendlytothestudentsinsteadofpatronizingthem.Iftheclassseemstobegettingoutofcontrol,oriftheindisciplinedactsoccurduetotheinappropriateactivity,theteachershouldchangetheactivityassoonaspossible.(ⅲ)Dealingwiththeproblem-makingstudentsProblem-makingstudentsusuallyarethosestudentswhowanttoarousetheirteachersandtheirpeers’attentionthroughtheirindisciplinedacts.Butactuallytheyarenotawareoftheblightoftheirindisciplinedacts.Sowhentheteachersaretryingtoactagainsttheirin-disciplinedacts,theyshouldpayattentionnottohurtthem.Belowaresomeusefuladvicefordealingwithproblem-makingstudents:(a)Usenon-verbalsignalsTheteachersshouldmomentarilysensewhethereachstudenthaslistenedtothemcarefullyornotintheclass.Iftheyrealizeoneortwostudentsbehaveinappropriately,theteachershouldusenon-verbalsignalstogivethemhints,suchasmakingameaningfulglance,usingthegestureandsoon.Thismethodavoidswastingotherstudents’timeandcallingtheirattention.Forexample,ifonestudentgoesoutofthewayandspeaksloudlyinthenativelanguage,itisbetterfortheteachertogouptohimandstandbesidehimforawhilethandrawthe\nattentionofthewholeclassbyloud,repeatedinstructions.(b)RearrangethegroupmembersIftroublesomestudentsareinthesamegroup,theteachershouldseparatethem.Thereisasaying“ifyoulivewithalamepersonyouwilllearntolimp”inChina.Ifthe“bad”studentsmixtogether,theyonlylearn“bad”things.Fortunately,those“bad”studentsareonlyasmallhandful.Sooncetheteachercanmixone“bad”studentintoagroupofgoodstudents,thegoodstudents’behaviorswillexertasubtleinfluenceonthe“bad”student’behavior.Besides,astooneortwoextremelypiquantstudents,itisbettertomovethemtothefrontoftheclasssothattheymaybehavebetter.(c)EncouragementprinciplesIfeveryprecautionandeffortontheteachers’part,thereisstillagroupofstudentswhoseemtomaketrouble.Atlast,theteachermayneedtousesomekindofimportantpunishment.However,someteachers’actionistooimpoliteorevencruelwhentheycriticizetroublesomestudents,whichresultintherippleeffect.Nomatterhowpiquantthestudentis,theyarealwaysfearfulofbeingpunished,notbecauseoffearingthepunishmentitself,butlosingfaceinfrontoftheirpeers.Thisisthecommonmentalcharacterofthestudentsattheageof13-15.Soiftheteacherslumpthemintoanembarrassedcondition,althoughtheyreceivethepunishmentostensibly,virtuallytheyaredisaffected.Howtomakethemsincerelyconvinced?Shouldtheteacherreportthosetroublemakerstotheschoolprincipal?Ofcourseitisnotbetterforteacherstodothat.Whattheteachershoulddoistousethewell-meaningpunishment.Forinstance,astotalkativestudents,whohavenotspokenEnglishinresponsetotheteacher’sinstruction,butarealwaysdeliberatelychattinginChinese,theteachercanaskthestudenttostandinfrontoftheclassandtellastory.Afterhefinishes,theteacherandtherestofstudentspraisehiseloquenceandgivehimapplause.Thentheteacherchangesthetopictohisin-disciplinedacts,andpersuadeshimtoapplyhisadvantagetolearningEnglish.Asbeinggiventheteacher’spunishmentinsuchacomfortableatmosphere,thisstudentiswillingtoacceptthepunishmentandthenrectifyhisindisciplinedact.(iv)Teachers’leadership   Theteacher’sleadershiphasdirectlyinfluencedontheclassroomatmosphere.Aftersomeresearchtotheleadershipofteachers,Lippitt＆Whitehavesorteditintothreetypes“authoritarianleadership,democraticleadership,andlaissez-faireleadership”[11].“Authoritarianleadershipisthattheteacherdeterminesallteachingprocessintheclass,andthestudentshavenofreebutonlyobeytotheteacher’sorder,whichoftenpullstudentsintoahigh-anxiety”\n[12].Theyareafraidanddisliketheirteacher.Underthisleadership,studentsareeasytobringfrustratefeelings,andthenformillmoodorevendoin-disciplinedacts.However,whenthelessonhasdisintegratedintochaos,thisleadershipmayalwayscontrolthesituationeffectively.Theclassiseasiertooutofcontrolthananyothersubjectswhendoingspeakingtasks.Soitisnecessaryforteacherstopowerupontheclassataparticulartime.“Laissez-faireleadershipisthatintheteachingtheteacheronlyprovidesthematerialtothestudents,andassignshomeworkwithnoplan,noadvice,andnohelp”[13].Thisleadershipeasilyresultsinsuchsituation:studentsdowhattheywanttodoindividuallyinadisorderedandnoisyclassroomatmosphereinwhichthelearningactivitiesareinefficiency.Theteachershouldavoidbeingthislaissez-faireleadershipespeciallywheninanorallesson.Democraticleadershipisthattheteacherregardsthewholeclassasanumbrella,ofwhichtheteacheristhemainstand,andthestudentsarethefaciesandthedisciplineisthebranchesofthestand.Thesethreepartsareinseparateandindispensable.Afterthediscussionofthespeakingtasks,theteacherbringsforwardtheaimsofthelessonandtheappropriateteachingprocess.Thestudentsopentheirmindsandorganizethetasksthemselves.Duringtheactivities,theteachergivesthemproperhelp.Aftertheactivities,theteacherissensitivetogetabalancebetweencorrectionandencouragement.Underthisleadership,thereisactiveandharmoniousatmosphereinspeaking.Inaword,aproperleadershipoftheteacherwillbringatunefulclassroomatmosphere.Democraticleadershipisthemostprominentleadershipintheforeignlanguageteaching.4.Conclusion   Adynamicandharmoniousatmospherewithrationalauthorityoftheteacherandhisorhergoodrapportwiththestudentshasagreatinfluenceontheefficiencyofstudents’Englishlearning.InjuniorhighschooloralEnglishlesson,nomatterhowwellthelessonisplanned,somethingunpredictedmayeasilyhappen.Soifclassesareexpectedtorunsmoothlyandefficiently,threeconditionsmaybemet.Theteacherandthestudentplayproperrolesandtakefullresponsibilitytofosteraneffectiveandtunefulatmosphereforthelessonsothattheclasscanrunefficiently.Accordingtospeakingactivitiesthestudentsaregroupedappropriately,suchaspairandgroupwork.Asdoingspeakingactivitiesformuchofthetime,someindisciplinedactsmayeasilyhappen.Howtopreventanddealwiththeminordertomakethelessonsmoothlyandefficiently?Severaladvicethatcanbeused.Allinall,inorallessonsthereshouldbea\npeacefulandactive,harmoniousandauthoritativeatmosphere.  References[1]李观仪.新编英语教程第六册[M].上海外语教育出版社，1995,2p243[2]杨阳.英语教学法－技能与技巧[M].北京:高等教育出版社,2005,8p308[3]同[2]p309[4]毛荣贵.考试虫英语美文选[C].北京:航空工业出版社,2004,5p328[5]赫奇.语言课堂中的教与学[M].上海外语教育出版社,2002p288[6]戴维斯.英语教学成功之道[M].上海外语教育出版社,2002p53[7]利特尔伍德.交际语言教学论[M].北京:外语教学与研究出版社,2000,7p45[8]王蔷.英语教学法教程[M].北京:高等教育出版社,2000,7p40[9]同[2]p312[10]同[8]p43[11]黄希庭.心理学.上海教育出版社[M].1997,7p399[12]同[11]p399[13]同[11]p399