system: [SYSTEM]

user: 4. 翻转课堂在托福口语教学中的应用案例 下面以托福口语Task Two为例，分析翻转课堂在托福口语教学中的具体应用步骤。 4.1. 课前 为了确保学员完成课前任务，任务完成结果需可视化。学员在阅读讲义中的题目特点、答题流程以及应试要求后，应同时给学员提供指定例题，要求学员读题后回答相应的问题(表6)，强化对这些基本知识的理解。 Table 6 Task sheet before class (TPO 22 Task Two Before class: Task Sheet (TPO 22 Task Two) 1. Read the article， and then state whether this article is an announcement or a proposal letter. ___________________________ 2. What is this article mainly about? ______________________________________________________________________________________________________________________________________ 3. What are the two reasons mentioned in this article? ______________________________________________________________________________________________________________________________________ 4. If you agree with the change in this article， write down possible evidence to support the two reasons respectively. evidence to support reason one: ___________________________________________________________________ evidence to support reason two: ___________________________________________________________________ 5. If you disagree with the change in this article， write down possible evidence to oppose the two reasons respectively. evidence to oppose reason one: ___________________________________________________________________ evidence to oppose reason two: ___________________________________________________________________ 6. Listen to the conversation as many times as possible until you can answer all of the following questions: 1) Does the speaker agree or disagree with the change in the article? ________________________ 2) What’s the first reason and explanation? ___________________________________________________________________ ___________________________________________________________________ 3) What’s the second reason and explanation? ___________________________________________________________________ ___________________________________________________________________ 表6. 课前任务表(TPO 22 第二题) 完成任务表后，根据讲义资料以及课下提前观看的影像资料，进行常识与语言表达学习，并完成表7中的问题回答。 Table 7 Concepts and expression sheet before class (TPO 22 Task Two Before class: Concepts & Expressions Sheet (TPO 22 Task Two) 1. Watch the video clip， and then write down who is the campus tour guide in this video and explain why do you think he / she is the campus tour guide? ______________________________________________________________________________________________________________________________________ 2. Search for the key words “campus tour guide” on the Internet， and then write down what a campus tour guide is supposed to do based on the information you’ve got. ______________________________________________________________________________________________________________________________________ 3. Translate the following words and expressions: (words and expressions selected from both the reading and listening material) 4. Analyze the structure of the following sentence: (Sentences selected from both the reading and listening material) 5. Explain the function of the following sentences respectively: (Sentences selected from both the reading and listening material) 表7. 课前概念语言汇总表(TPO 22 第二题) 完成常识与语言表达任务后，阅读讲义中的评分标准，然后听教师提供的该题目答案音频样本，用表8给该样本做评估分析。 Table 8 Sample answer evaluation shee Delivery fluency clarity intonation and stress pronunciation Language Use complex structures idiomatic expressions Topic Development outline： 表8. 答案样本评估分析表 4.2. 课中 测试检验学生课前任务完成情况，然后按照表9组织学员讨论Task Two解题策略，记录总结讨论结果。 Table 9 Discussion sheet in class (TPO 22 Task Two In Class: Discussion Sheet (TPO 22 Task Two) The strategies to find and write down all important information in the article within 45 seconds: ______________________________________________________________________________________________________________________________________ If you miss key information in the article， what strategies do you use to compensate? ______________________________________________________________________________________________________________________________________ The strategies to find and write down all important information in the conversation: ______________________________________________________________________________________________________________________________________ If you miss key information in the conversation， what strategies do you use to compensate? ______________________________________________________________________________________________________________________________________ In order to express all necessary messages from the article and conversation fluently and clearly， what are you supposed to do in the 30-second preparation time? ______________________________________________________________________________________________________________________________________ 表9. 课堂讨论记录表(TPO 22 第二题) 讨论后，学员按照已经习得的语言知识和解题策略口头回答问题，以自评 + 小组互评 + 教师评估的方式，完成表10的评估记录。 Table 1 0 Evaluation sheet of speaking tasks in clas Delivery unnatural pauses unclear words lack of intonation and stress wrong pronunciation Language Use grammatical errors corrected wrong words corrected repeated patterns recommend repeated words recommend number of complex structures number of idiomatic expressions paraphrase (original) paraphrase (new) Topic Development unclear relationship corrected lack of coherent devices recommend lack of specificity recommend wrong information corrected timing (seconds left， incomplete the answer) 表10. 课堂答题评估表 多次反复练习评估后，学员总结各自的答题过程和注意事项。 4.3. 课后 学员完成课后作业时，应严格按照总结过的答题流程和注意事项进行，口头答题要录音，录音完成后先用表10进行自评，再与教师的评价进行对比，根据两版评估进行纠正练习。 综上，托福口语Task Two翻转课堂模式总结如下(表11)： Table 1 1 TOEFL speaking task two flipped classroom mode 托福口语Task Two翻转课堂模式 课前 课堂 课后 理解题目特点(阅读讲义内容，填写任务表格，即表6) 理解答题流程(结合样题，填写任务表格，即表6) 积累常识(看讲义与影像资料，填写常识与语言表达学习表格，即表7) 了解词汇与表达(填写常识与语言表达学习表格，即表7) 理解应试要求(阅读讲义相关内容) 理解答案样本(听参考答案音频，填写评估表格，即表8) 了解标准答案构成 检测低级别技能掌握，评估反馈 基于概念理解，根据题目特点、评分标准分析解题思路(填写课堂讨论表格，即表9) 运用词汇表达做语言替换练习 对比答案样本，分析异同(填写评估表格，即表10) 模仿答案样本做口头练习 自我评估+教师反馈点评+小组互评+纠正练习(填写评估表格，即表10) 总结整个解题步骤和注意事项(总结解题清单) 模拟考试时间做新的任务 应用总结清单练习题目 自我反馈纠正 对比教师反馈与自我反馈 纠正练习，反复口头训练纠正后的答案提升流利度 表11. 托福口语第二题翻转课堂模式