Do’s & Don’ts for Teaching English
英語教育方法分享——這些基本方法能幫助學習英語的學生！
The intense desire to learn plus the pursuit of mastery pave the road to a meaningful life.」
強烈的學習欲望加上對掌握的追求為有意義的生活鋪平了道路。
– Robert Greene, 「Mastery」
本翻譯僅供參考學習，歡迎閱讀指正交流。
Do’s & Don’ts for Teaching English-Language Learners英語學習教育該做什麼不該做什麼
MODELING建立模型或榜樣
Do modelfor students what they are expected to do or produce, especially for new skills or activities, by explaining and demonstrating the learning actions, sharing your thinking processes aloud, and showing good teacher and student work samples.
為學生樹立榜樣，讓他們知道他們應該做什麼或生產什麼，特別對於新的技能或活動，通過解釋和演示學習行為，大聲分享思考的過程，展示優秀的教師和學生作品樣本。
Modeling promotes learning and motivation, as well as increasing student self-confidence—they will have a stronger belief that they can accomplish the learning task if they follow steps that were demonstrated.
這樣做可以促進學習和動機，以及增加學生的自信，他們會更加相信如果遵循已展示的步驟，他們就可以完成學習任務。
RATE OF SPEECH AND WAIT TIME
語速和等待時間
Dospeak slowly and clearly,and provide students with enough time to formulate their responses, whether in speaking or in writing. Remember, they are thinking and producing in two or more languages.
一定要講得慢而清晰，無論是口頭還是書面的，給學生足夠的時間來組織他們的回答。記住，他們是在用兩種或兩種以上的語言思考和創造句子。
After asking a question, wait for a few seconds before calling on someone to respond. This 「wait time」 provides all students with an opportunity to think and process, and gives especially ELLs a needed period to formulate a response.
問完問題後，等幾秒鐘再叫孩子回答。這個「等待時間」為所有學生提供了一個思考和創造的機會，特別是給了一個英語學習者必要的時間來組織一個答案。
Don’t speak too fast, and if a student tells you they didn’t understand what you said, never, ever repeat the same thing in a louder voice.
不要講得太快，如果一個學生告訴你他們聽不懂你說的話，千萬不要大聲重複同樣的語言。
USE OF NON-LINGUISTIC CUES
使用非語言線索
Do use visuals, sketches, gestures, intonation, and other non-verbal cuesto make both language and content more accessible to students. Teaching with visual representations of concepts can be hugely helpful to ELLs.
一定要使用視覺、素描、手勢、語調和其他非語言線索的暗示，讓學生語言和內容都更容易唄理解。用視覺描述來進行抽象概念的教學對提高英語水平非常有幫助。
Don’t stand in front of the class and lecture, or rely on a textbook as your only visual aid.
不要站在教室前面講課，或者僅僅依靠課本作為視覺輔助。
GIVING INSTRUCTIONS
如何給予教學指令
Do give verbal and written instructions—this practice can help all learners, especially ELLs. In addition, it is far easier for a teacher to point to the board in response to the inevitable repeated question, 「What are we supposed to do?」
一定要給口頭和書面的練習指令——這種練習可以幫助所有的學習者，尤其是英語學習者。同時，對於老師來說，在回答不可避免的重複問題「我們應該做什麼?」時，指著黑板說會容易得多。
Don’tact surprised if students are lost when you haven’t clearly written and explained step-by-step directions.
當你已經清楚地寫下並一步步地解釋方向，學生們還是迷惑的時候，不要表現得很驚訝。
CHECK FOR UNDERSTANDING
檢查他們的理解
Do regularly checkthat students are understanding the lesson. After an explanation or lesson, a teacher could say, 「Please put thumbs up, thumbs down, or sideways to let me know if this is clear, and it’s perfectly fine if you don’t understand or are unsure—I just need to know.」 This last phrase is essential if you want students to respond honestly.
定期檢查學生是否理解了課程。在解釋或上課之後，老師可以說，「請豎起大拇指，放下大拇指，或者向旁邊豎起大拇指，讓我知道這是否清楚。如果你不明白或者不確定，也沒關係——我只需要知道。」如果你想讓學生誠實回答，最後這句話是必不可少的。
Teachers can also have students quickly answer on a Post-it note that they place on their desks. The teacher can then quickly circulate to check responses.
老師還可以讓學生在桌子上的便利貼上快速作答。然後老師就可以快速循環檢查他們的回答。
When teachers regularly check for understanding in the classroom, students become increasingly aware of monitoring their own understanding, which serves as a model of good study skills. It also helps ensure that students are learning, thinking, understanding, comprehending, and processing at high levels.
當教師在課堂上定期檢查學生的理解情況時，學生越來越意識到自己需要檢驗理解的程度，這是良好學習技能。它還有助於確保學生在高標準上學習、思考、理解、理解和進步。
Don’tsimply ask, 「Are there any questions?」 This is not an effective way to gauge what all your students are thinking. Waiting until the end of class to see what people write in their learning log is not going to provide timely feedback.
不要簡單地問:「有沒有問題?」「這不是一種有效的方式來衡量你所有學生的想法。等到下課後才去看人們在學習日誌上寫了些什麼是不會了解及時反饋的。
don’t assume that students are understandingbecause they are smiling and nodding their heads—sometimes they’re just being polite.
另外，不要因為他們在微笑和點頭就理解了全部內容——有時他們只是出於禮貌。
ENCOURAGE DEVELOPMENT OF HOME LANGUAGE
鼓勵母語發展
Do encourage students to continue building their literacy skills in their home language,also known as L1. Research has found that learning to read in the home language promotes reading achievement in the second language as 「transfer」 occurs. This transfer may include phonological awareness, comprehension skills, and background knowledge.
一定要鼓勵學生繼續培養他們的母語讀寫能力，研究發現，隨著「轉化」的發生，學習母語閱讀有助於提高第二語言的閱讀成績。這種轉化可能包括語音意識、理解技能和背景知識。
While the research on transfer of L1 skills to L2 cannot be denied, it doesn’t mean that we should not encourage the use of English in class and outside of the classroom.
雖然關於母語技能向第二語言轉化的研究是不可否認的，但這並不意味著我們不應該鼓勵在課堂內外使用英語。
Don’t「ban」 students from using their native language in the classroom. Forbidding students to use their primary languages does not promote a positive learning environment where students feel safe to take risks and make mistakes. This practice can be harmful to the relationships between teachers and students, especially if teachers act more like language police than language coaches.
不要「禁止」學生在課堂上使用母語。禁止學生使用他們的主要語言不利於促進一個積極的學生可以放心地冒險和犯錯的學習環境。這種做法可能會損害老師和學生之間的關係，尤其是老師表現得更像是警察而不是教練的時候。
本文僅作交流使用，未經允許不得轉載，如需轉載可後臺聯繫獲取白名單。
如果您也喜歡閱讀，如果您有想要閱讀分享的優質文章，或者您感興趣的話題推薦，歡迎留言交流。