2008-9-2 14:46
dragon_y
美国老师怎样让孩子爱英语--by John Holt ---------连载
How Teachers Make Children Hate Reading
前 言
by 梁晓岚教授 （MSN: [email=dragon_youth@hotmail.com]dragon_youth@hotmail.com[/email]）
最近翻出了一本大学时代我们的一本教材The Norton Reader 1977年的第四期。
我们当时的美国老师之一，一个美国的心理学硕士为我们选的。严格地来讲，她并不是一个很受欢迎的老师。她上课的时候 ，除了少数几个先进分子之外，大多数人都是在昏昏欲睡。现在想起来，也许是她的过于超前的期望和我们的以学习语言为主的目的不相容所致。她总是带着我们做一些纯理论的分析，而我们总是热衷于发现和记忆词汇的用法。不过她讲的很多故事倒是很好玩的。她刚毕业的时候没有找到工作，在地铁弹过吉他，还作为和平队（60年代的美国的一个组织形式，类似今天的中国的国务院汉办招聘的出国教汉语的志愿者）的一员到过非洲。后来又到了中国。
这位老师总是试图带着我们做一些纯理论的探讨，并且试图把理论或者Norton Reader上展现的理念和她自己的实践相结合。大约因为毕业不久，书生气比较重。当时她好像35岁，今天也应该至少是祖母级的人物了。
如今再看，明白她当时为何弃在众多传统教材不选，而独钟Norten Reader 了。里面有很多深受教师和学生欢迎的文章。而且很多十分新颖甚至超前的理论。更重要的是，这些理论全部来源于第一线的经验丰富的人员，而非闭门造车的纯研究人员（其危害和无效和可笑前面另有文章所及）。
其中一篇最有意思的就是一位关于培养孩子写作文的文章。
我们都很清楚，几乎所有的孩子都怕写作文。按照美国那种玩乐方法培养出来的孩子更甚。（联想到今天的快乐教育法，具体到英语学习，就是做游戏学英语和只说不练，几乎把所有的孩子都教成了读写障碍的倾向。（在早几年我几乎一年碰到一个，这两年则几乎占了一半以上。）而这个老师从培养习惯入手，他们班的孩子人人愿写，个个愿写。
可能令所有家长都会瞠目结舌的事实是，他的引导孩子喜欢写作文的方法竟是最原始的方法，他的，也是全班学生的一篇最得意的范文竟是描写学校被烧毁，老师被烧死的文章。
不是我对美音有什么成见。学英音不成转学美音，就像大家都在努力练习往五层楼跳，有的人口腔结构friendly，就跳到了五层，有的人相比较差一些，只能达到三层。那就到了三层在慢慢爬也行，总之他是上了楼了。可是如果一开始就把目标定在三层，那么可能用同样的力气，后者最多只能到达二层。
仔细比较会发现，即使在美国本土，越是社会主流，接近上层社会，他们的发音就越接近英音。美国人夸奖你的英语好，也绝不会像英国人一样，说“Your English is good.”，而是说：“You have British accent.”
很多人在外企干了五六年，面临升职，有机会接触到总公司或者本土总部的人士的时候，才会想到重新学习，找到英音。
尽管一直诋毁美音，但是我发现我的很多理念和方法都是很接近美国的。比如强调培养习惯等。不过照搬他们的做法，就像目前大多数机构和教师的做法，确实是很害人很弱智的（前面提过的读写障碍就是一种）。特别是这一套快乐学英语，禁写的作法实施以后。
中国英语教育史上对于英语的妖魔化和神化的轮回把广大英语学习者弄得苦不堪言。根本一条，就是在大众英语教育这个领域并没有真正的懂英语的人来深入。（目前在北京社会英语教育界从翻译转作教学的大约有三四个，都是出类拔萃的。我们的理念都差不多，都是深刻认识到英语的本质的。）
其实学英语说到底就是一个学习（技能的学习不同于数理化的学问的学习）。听说读写都是应该同时并进的。过分强调哪一方面都会造成恶劣的后果。以平常心态对待它就好了，既不必头悬梁锥刺骨，也不必疯狂，不必痛苦，也不必快乐。
本文最大的好处就是介绍了美国本土的英语教育，分析了学生学习过程的思维脉络。了解即好，并不完全适合中国国情。千万不要照搬。这种理念已经害了很多孩子了。
以下为正文，全文很长，分十次连载。文章简明易读，一般来说英文老师都看得懂。
全文见：[url=http://englishclass.blog.sohu.com]http://englishclass.blog.sohu.com[/url]
（另有少儿幼儿新概念英语 剑桥英语开班计划 详情咨询01081993874 QQ:215429236 梁老师）
When I was teaching English at the Colorado Rocky Mountain School, I used to ask my students the kinds of questions that English teachers usually ask about reading assignments---questions designed to bring out the points that I had decided they should know. They, on their part, would try to get me to give them hints and clues as to what I wanted. It was a game of wits. I never gave may students an opportunity to say what they really thought about a book.
I gave vocabulary drills and quizzes too. I told my students that every times they came upon a work in their book they did not understand, they were to look it up in the dictionary. I even devised special kinds of vocabulary tests, allowing them to use their books to see how these words were used. but looking back, I realize that these tests, along with many of my methods, were foolish.
My sister was the first person who made me question my conventional ideas about teaching English. She had a son in the seventh grade in a fairly good public school. His teacher had asked the class to read Copper’s The Deerslayer. The choice was bad enough in itself; whether looking at man or nature, Cooper was superficial inaccurate and sentimental, and his writing is ponderous and ornate. But to make matters worse, this teacher had decided to give the book the microscope and x-ray treatment. He made the students look up and memorize not only the definitions but the derivations of every big word that came along—and there were plenty. Every chapter was followed by close questioning and testing to make sure the students “understood” everything.
Being then as I said, conventional, I began to defend the teacher, who was a good friend of mine, against my sister’s criticisms. The argument soon grew hot. What was wrong with making sure that children understood everything they read? My sister answered that until this class her boy had always loved reading, and had read a lot on his own he had stopped .(He was not really to start again for many years )
[color=royalblue][font=楷体_GB2312][size=2]Still I persisted. If children didn’t look up the words they didn’t know, how would the ever learn them? My sister said ,“Don’t be silly! When you were little you had a huge vocabulary, and were always reading very grown-up books. When did you ever look up a word in a dictionary?”[/size][/font]
[size=2]Unfortunately, we English teachers are easily hung up on the matter of understanding. Why should children understand every thing the read? Why should anyone? Does anyone? I don’t and I never did. I was always reading books that teachers would have said were“ too hard ” for me, books full of words I didn’t know. That‘s how I go to be a good teacher. When about ten, I read all the D’Artagnan stories and loved them. It didn’t trouble me in the least that I didn’t know why France was at war with England or who was quarreling with whom in the French court or why the Musketeers should always be at odds with Cardinal Richelieu’s men. I didn’t even know who the Cardinal was, except that he was a dangerous and powerful man that my friends had to watch out for. This was all I needed to know.[/size][/color][size=2]
[color=royalblue]While teaching fifth grade two years or so after the argument with my sister .I began to think again about reading. The children in my class were supposed to fill out a card---just the title and author and a one=sentence summary ===for every book they read. I was not running a competition to see which child could read the most books, a competition that almost always leads to cheating. I just wanted to know what the children were reading. After a while it became clear that many of these very bright kids, form highly literate and even literary backgrounds, read very few books and deeply disliked reading. Why should this be ?[/color][/size]
[color=royalblue][size=2]At that time I was coming to realize, as I described in my book How Children Fail, that for most children school was a place of danger, and their main business in school was staying out of danger as much as possible. I now began to see also that books were among the most dangerous things in school.
From the very beginning of school we make books and reading a constant source of possible failure and public humiliation. When children are little we make them read aloud, before the teacher and other children, so that we can be sure the “know” all the words the are reading. This means that when they don’t know a word , they are going to make a mistake, right in front of everyone. Instantly they are made to realize that they have done something wrong. Perhaps some of the other children will began to wave their hands and say, “Ooooh! O-o-o-oh!” Perhaps they will just giggle, or nudge each other, or make a face. Perhaps the teacher will say, “Are you sure?” or ask someone else what he thinks. Or perhaps , if the teacher is kindly, she will just smile a sweet , sad smile----often one of the most painful punishments a child can suffer in school. In any case, the child who has made the mistake knows he has made it, and feels foolish, stupid, and ashamed, just as any of us would in his shoes.[/size]
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...... 原文共十页，见连载
全文见：[url=http://englishclass.blog.sohu.com]http://englishclass.blog.sohu.com[/url]
（另有少儿幼儿新概念英语 剑桥英语开班计划 详情咨询01081993874 QQ:215429236 梁老师）
[[i] 本帖最后由 dragon_youth 于 2008-10-22 13:39 编辑 [/i]]
2008-10-31 10:59
dragon_youth
梁教授秋季少儿新概念英语在校英语班
地点在西直门，车公庄，交大西门，联想桥南，高粱桥斜街13号
每班限额6人 [url]http://englishclass.blog.sohu.com[/url]
所有课程均欢迎家长旁听，孩子上课，家长可了解课程进度，回去可以使用相近方法督促孩子学习
所有课程不必预习，千万要复习。
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1.新概念一上，适合小学一到二年级的学生。有无基础均可。三人开班，一般5-6人，还有名额。
时间：08年10月18日—1月17日 周六10:30-12:30 （13周） 收费：1320元
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三人开班，一般5-6人。有名额。
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时间：08年10月18日—1月17日 周五晚 （14周） （也可以调为周日下午或上午） 收费：1560元
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每周日下午16：00 -17：30
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每期 共12次 1440元
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内容：以英国Kizclub公司原版教材为基础，参考剑桥英语教材。包含手工，游戏，歌谣，画图，可应家长要求增加电子游戏
全英文授课，标准牛津音，适当辅以中文。
2. 4-6岁学前班
（1）根据众家长意见，将计费时间从一个半小时缩短为 一个小时。如果小朋友愿意多留一会，不计算课时费。
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（3）由于2.，就获得了可以供课外使用的资源，从而解决了不少孩子住处远，一周一次训练时间过短的难题，等于免费赠送了同样的课时段。
周二班：18：30-19：30
周日班：16：00-17：00
3人开班， 每班5-6人
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内容：国外原版教材和剑桥英语，结合自编教材。单词认读，主题回话，
全英文授课，标准牛津音，适当辅以中文。
3. 全英文原版绘本 阅读班：限额2人，
纯英文，英美原版儿童绘本讲解练习
每周三18：30-20：00
共10次 1500元
另有实验二小周二下午托管班
少儿寒假英语班即日起开始预约
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上课时间，开班时间可根据家长情况灵活调节，报名者可以留言方式。或联系QQ:215429236索取报名表并发送至[email]dragon_youth@sina.com[/email]
另有少量多余原版绘本书特价出售
点击以下链接查看示范课视频 [url]http://q.sohu.com/forum/14/topic2782663[/url]
报名表下载 [url]http://web.icdao.com/englishclass/down/html/download/[/url]培训报名登记表.rar