12月8日至12月19日，由省中小学外语教师培训基地主办的“浙江省青年英语教师口语提升班”在我校顺利举办。来自本校及省内外的48位中小学英语教师参加了本期培训班。我校帮扶结对学校淳安县青溪初中2位英语老师首次参加在我校举办的省级培训班。

口语提升班迄今已成功举办10期，深受我省外语教师喜爱。培训基地紧紧依靠杭外外语教学这一平台，通过90学时的集中培训，旨在一定程度上提升学员们英语发音的准确性及口语的流利程度。两周的培训课程，我们安排了语音基础讲座、英语学习指导讲座、基于中学词汇与句型循序渐进的语音训练活动、外教口语课、5天的参与式教学实践活动等。此外，我们还介绍了英国圣三一大学GESE口语考试培训模式，包括目标定级、话题准备、对话准备、策略解析等多方面的内容，使学员对于自己的口语现状与发展有清楚的认识；通过模拟、示例、分享、录像观摩等，使教师在了解国际口语测评标准的同时能够更好地提升自身实力，做好学生口语比赛指导工作。

值得一提的是，在本期培训班开班仪式上，凌祖浩主任结合自己在北京教育学院培训者培训国培班的亲身体验，给本期培训班提出三大要求：重视团队建设，关注服务细节，留下培训痕迹。为此，培训班在班级建设上增加团队课程，管理上贯彻以为学员为本，更加注重细节管理，培训课程上注重实际操作和培训效果。

结业典礼那天，学员运用两周所学，展示了影视配音、英语演讲、英文诗歌朗诵、英文歌曲演唱等内容。学员们认真地交流了培训“三二一”，即：三点收获、二点建议和一点行动。学员们纷纷表示口语提升班真正做到了让每一位学员“满怀希望而来，满载收获而归”。

　　　　　　　　　　　　　　　　　　　　　　　　　　　　（培训基地 报道）

学员培训心得节选：

我有幸参加了在杭州外国语学校举办的浙江中小学英语教师口语培训。回顾这2个礼拜的培训，虽然来回奔波，可是我却不觉得辛苦，因为在此过程中，我觉得自己学习了很多，收获了很多，而且重要的是感触颇深。

坦言之，为期2周的英语口语培训学习是紧张而充实的，主要以英语口语练习和英语教学方法的指导为主。回想起开始培训的第一天，至今难以忘记。因为都是来自各地的中小学老师，所以一开始大家都谁也不认识谁。在这里，杭外的林存富老师采取了一系列别开生面的相互认识方法。首先让我们自我介绍，虽然介绍了自己的特点，但是这么多人哪记得几个，接下来也是最富有创意的，他采取了一系列的游戏，游戏1：默契游戏，规则：几人围成一圈，按指令低头探头左看右看，如果出现眼神对视的话就啊的一声；游戏2：数字游戏，规则：每人喊一个数字，不得抢拍不得重复否则重新来过；游戏3:动作游戏，规则：每人介绍时加上一个动作，介绍完后，第二次介绍时加上前面的人的动作，最后一个人最难，可以形成一套完整的动作；游戏4：僵尸大战游戏，规则：一人扮演僵尸，靠近某人的时候，他喊队友的名字，队友啊一声吸引僵尸，若是没有反应则僵尸变成人，人变成僵尸。通过游戏，我们很快便互相有了一个了解，了解的过程中充满欢声笑语。当然也让我们知道了在平时的英语口语教学中也可以穿插各式的游戏，同时游戏也可以变化，在变化中不断改进。

接下来的安排也是十分精彩，早上基本上安排的是听杭外老师的课。给我印象比较深刻的是杭外的鲁蓉蓉老师上的一节口语课。整个导入呈现训练到最后的提升一气呵成。当然杭外的学生也是超棒的，说到church的时候，鲁老师问了一句what do we usually do in the church，其中一位同学马上反应说了一个单词pray。可见其词汇量真的已经不容小觑了，整个课堂采用的是全英文教学，鲁老师的面部表情和肢体语言也特别丰富，整个课堂气氛十分活跃，在教授单复数man-men，woman-women时，鲁老师随机问了句how many women are there in our classroom？学生马上转过身来数，其中有一个老师坐在学生堆里被忽略了，个别同学老半天没发现，后来知道了，全班发出开心的笑容，整个课堂井然有序同时充满了笑声，我想寓教于学不外如是。

作为一名初中英语教师的我，由于平时缺乏地道和纯正的英语语言环境，缺乏足够的口语运用机会，因此，英语口语水平非常有限。在此次培训刚开始的时候，我很少开口，但是随着时间的流逝，在老师的鼓励和一些同学踊跃表现的影响下，我也开始主动发言。

我想我要把这次在培训中学到的知识带回到我的课堂教学中去，让我的学生也能体会到学习英语的乐趣。英语教英语有利于提高学生的听力水平，有利于向学生提供大量的说英语的示范，便于学生口头模仿，有利于激发学生说英语的欲望，并提高学生学习英语的兴趣。教师从一开始就只用英语组织教学，学生可能不习惯，也听不懂，教师可以借助实物、图片、 模型、配以手势、动作、表情等手段来帮助学生理解，帮助学生迅速适应一个全英文的环境。做任何事情都贵在坚持，只要坚持，学生就会逐渐提高听的能力，不懂的句子渐渐听懂了，不熟悉的话语渐渐熟悉了，不清楚的词语渐渐听清楚了。听力理解力提高了，开口说英语就有了依据和保证。没有足够听的实践是不可能开口说的，所以关键是教师一定要坚持说英语，用英语教英语。

总之，通过这次培训，我学到了很多方面的东西，在以后的教学中我会尝试着进行应用并创新，做一名合格而优秀的英语教师。

　　　　　　　　　　　　　　　　　　　　　　——杭州康桥中学 薛妙妙

为期两周的杭外学习旅程就此画下句点。培训第一天说的话，我做到了。捧着一颗心来，带着很多收获回去。我想从以下几点来总结我这些天的收获。

一、课堂游戏有序玩

培训第一天的团队建设活动中，我们参与了很多游戏，基本可以运用到小学课堂里去，关键在课堂调控上的把握。相关游戏有‘对视尖叫’，‘僵尸来袭’，‘介绍自己加动作’，‘大风吹’，‘抱抱团’以及‘鲨鱼、小鱼、城堡’等等。其中的加上动作的自我介绍，可以间接体现一个人的部分性格特征，也说明了人记忆动作快于文字，启发我们用动作带动孩子们记忆生词。大风吹涉及了随机分组，可以用于课堂上的分组活动。

二、课堂语音平时抓

包老师有节讲座的主题是提升语音语调。其中我们可以运用到自己的课堂上的是以下几点。1、带着孩子们标记语篇的升调，降调，平调，强调，停顿。有助于孩子的纠音。2、将听-模仿-重复三步骤养成一种习惯。具体方法可以是Tongue twisters，songs，text recordings and movie dubbing。3.让孩子坚持背诵的习惯，并且做到人人过关。

三、听音记录认真做

初三英语组的Miss Hong觉得老师应该把任务细化，明确，才会有执行力度。如下图，她的周末听音情况记录表，我稍微改动为适合我们用的版本。Miss Hong觉得老师规定的听音内容学生需要全部听完，而不限于一个具体时间。

四、课堂歌曲有计划

如果学生对英文歌曲感兴趣，就计划好。如，一周学唱一首歌。那么，这周里的课前歌曲教室里都是这首歌曲。待到下周一，学生们以小组形式去老师那里过关。例如，初一的鲁蓉蓉老师就是每周这样执行的。她会把歌词制作到PPT上。

五、典范英语课外读（针对高年段）

杭外的典范是不用课时教授的，学生自主课外学习。老师只在课堂上发试卷检测学生，试卷分值100分。80分以下的去老师那里复述课文。

六、班级布置用心做

鲁蓉蓉老师在教授词语stand时，运用了各种表情。我们可以运用到我们的课堂，作为评价机制或者其他用途。

七.课堂上的一些好点子

鲁蓉蓉老师的一节课上，在Quick response上，出现一个单词，单独请学生回答后，老师会就该词进行拓展性的提问，如Where has a post office?Who will go there?等等Wh-开头的问题。

包晓明老师的课堂上有个小细节，想和大家分享。当检查到学生的作业时，孩子们都不愿意展示自己。他变被动为主动，说明只有三个学生有机会说并被表扬。在小学课堂上，我们应该更多的去表扬学生，鼓励学生，变被动为主动。他关于IT in classroom的讲座。觉得立马可以运用的是计时器，触发器的运用。也有适合教师管理课堂的app，提高自身素养的网站。详情请见相关文件。在他的课堂上，学习到一个新的复习方式，姑且取名为‘天天爱消除’吧。Mr Bao把原文的文本打在PPT上。学生通过问wh-和how类的问题，消除相应答案的句子，直至句子全部消失，学生就win。

陆旻老师对于学生的课上回答，她会及时打分记录下来。通过课后沟通，发现她很细心的对学生的homework，class performance等等都有详细的打分。这不仅可以帮助老师了解每位学生的学习动态，也可以供家长参考。

李力老师的讲座上，Mr Li着重强调了思维的重要性。我觉得受益且马上用起来的是一些地道的课堂用语。起立-All rise。表扬-Awesome，fabulous。为什么-how come。询问学生是否听懂-got it？善意提醒-Be all ears!今天课上完了-Let’s call it a day!

听了谢慧萍老师的讲座，我们可以这么做。一、在进行有意义性的操练活动时，也可以明确告知学生要进行某项语言知识。如，在复习动词过去式时，涉及规则动词和不规则动词。可以这样设计，老师提问What did you do last weekend?并将全班分为两组。一组用规则动词回答，另一组用不规则动词回答。既操练了过去式，又可以让学生相互监督。二、group work进行时谁先讨论，会不会大家推脱不说。防止这种现象发现，老师可随机说The youngest one begins.或者The one who has the longest hair begins.这样小组讨论不至于冷场。三、guessing game里可以把图片设置成从模糊到清晰。学生通过模糊的图片提问猜测图片的真实情况。四、在复习课时，单词接龙是复习单词的有趣方法。如，S1doctor.S2:doctor,nurse.S3:doctor,nurse,worker.就这样接下去。复习单词的范围事先和孩子们说明清楚。五、让学生学会提问，形成独立思考的思维。

在这两周里，我感觉自己一直在充电。这种感觉很美好，希望自己回校后依旧可以找到这样的感觉。

——苏州国际外国语学校　刘丹

A Brief Summary on the Trip to HFLS

Frankly speaking, I had never been out of school for years except that last year when I witnessed another young teacher from New Century Foreign Language School who impressed me so much by his enriched English class. In his class, I strongly realized that our students’ inferiority on knowledge to those from cities mainly due to our rural area teachers. Comparing to the diligent teachers in the industrious schools, we are really relaxed. We never spend time improving ourselves. We watch soap operas, surf the internet and complain all the time without changing ourselves. Thus, when we were told to have such a chance to come to HFLS, I volunteered. Here are the four periods I had undergone these days.

Really Amazed at the First Sight

What a beautiful campus with so many shapes of pools with birds humming in the trees. It’s also 4-5 times as large as that of ours. How lucky they are!

“Morning!” was the very friendly greeting at the first arriving to Room 1312 which was from Mr. Lin who was in charge of our training as we had already learned his name by his message beforehand. “Wow, so handsome, so tender and so fluent English for a non- English majored teacher.” Exclaimed the Dragon Warrior, “We’ll never achieve that in the countryside.” I nodded and wondered that babies raised here would murmur in English or pups in the campus could bark in English. Though later we were told that Mr. Lin also had teaching experience in the USA as a Chinese teacher for half a year.

Inferiority Gained in English Classrooms

Junior 2 boys and girls reported news on the subjects assigned by Mr. Bao. Naive as they still looked, some of them spoke English perfectly.

Some Junior 3 students reported on one of the books they had chosen naturally and smoothly just like in native tongue. One boy skillfully joked about why he had chosen the book  humorously.

Junior 1 boys and girls learned so many words during one period. I was dumbfounded that they could speak so much with the help of Ms. LU who speaks really fast. Some might offer magnificent ideas beyond our expectation.

The English classrooms have one thing in common---productive. Then why could they be so?

It largely depends on their teachers’ precisely adaption on the materials to learn. As for language and grammar, teachers usually present the structure for the students to rebuild. Sometimes, the teacher will help and enlarge students’ awareness in different efficient ways. Teachers plan their classes at students’ knowledge base. In fact, teachers have done much before class instead. Good planning is the key point. Like farmers, it’s harvest time in class.

I am even inferior to Junior 2 students in the vocabulary, the fluency, and the intelligence, let alone Junior 3 students and the teachers. How far is the distance between us? I am afraid of measuring it. It looks like we belong to the level of infants. In the English classrooms, I do comprehend the differences between teaching English and teaching about English. Students are always inspired to express themselves in the dynamic class while in ours, mechanical practice occupies too much time. No creativity is required. Teacher fed takes the place of teacher led.

Purified and Improved at the Same Time

In the book Why Cao Cao Made It, A Man (Cao Cao’s nickname) completely changed his attitude towards study because he had been educated by the good teachers in his Taixue Schooling. He was appreciated by Qiao Xuan, who gave the name of Cao which implied too much in Chinese both negatively and positively according to A Man’s personality. It was not until then that Cao Song, his father, realized that he had never understood his son. To Cao Song’s surprise, his son started to read books that he had failed to persuade and make him to do many years before. He even discussed with his father and asked for his advice. Another chapter made me concentrate. It tells that Cai Yi, one of the most prominent scholars at his time, influenced his students with his glamour. Before he started his lesson, Cai Yi must dress himself very well, wash his hands really clean, play Guqin before the class so that every student calmed down with admiration. One paragraph concluded that one might not be born noble, might not have good relatives accompanied, might not have intimates to communicate with. However, his life might be complete if he had three good teachers.

That tells us a good teacher plays an important role. Whenever I read this, how I wished I could be a teacher like them.

In our school, students’ education largely depends on us teachers. For most of them, we are the only people to rely on. But teachers seemed lost for a long time. In our offices, complaining becomes a part of our life. We may think our students are too stupid, who lack of their parents’ monitory during the weekends. These shouldn’t be excused by teachers. During the break, I lowered my head and lost into meditation. We teachers in rural areas may not be so talented or smart, our students may not be so well disciplined after class and their parents may ignore the power of knowledge, but no one is born to learn a foreign language well. What’s more, some are really lovely children. You can tell by just looking into their eyes, how they worship their teachers. Can we disappoint them? Attitude matters. I tell myself over and over again-- remember you are the only resource to your students. Nothing is difficult to a willing heart. That’s the most important lesson I learned from the teachers at HFLS.

Tips Urged to Follow for My Future

Resolution is a greater word. I belong to those who don’t have strong motivation. But in my future, I planned to do the followings:

Firstly, let students repeat after the CD by marking the intonation and pronunciation. The teacher (I) should do that, too. One is never too old to learn. By this end of term, my American accent should sounds beautiful. Practice with the students to as an example or a model as well. I also improved my American accent though it still sounds dull at the moment. As for teaching methods, I really need to follow the rules of pronunciation and intonation priority for Junior 1. Better later than never, the rules should work through the whole process. There are some specific ways as Mr. Bao has guided. I am sure I will make greater progress since Mr. Bao really helped a lot. He never seemed annoyed or disdainful. He is always enthusiastic. Sometimes it was we ourselves who felt embarrassed to trouble him so much. He is always impressive by his good manners to his students. In his class, students are happy and excited. He is those students’ favorite.  He never shows his favoritism and his anger. In one word, he is full of wisdom.

Secondly, well plan my classes, especially pay attention to students’ reactions. Mr. Ling’s principle, to teach is to learn twice. Give students opportunities to express themselves.

Thirdly, read to enlarge the vocabulary.  It’s guilty for me that I can’t understand the Junior 2 students well enough.

Last but not the least, I really enjoyed myself during the days at HFLS. I am really gratified by your hospitality and help. I benefit so much both attitude and pronunciation. I do hope my students will also benefit from me. It can also be inferred that what you have done really helps the students and the rural areas. In that sense, you’re doing a good deed. Thanks very much.

——淳安青溪中学 王春美