◎作者從事教職30年，國中、高中、大學皆曾任教過，目前為世新大學英語系副教授。
◎相對於在講台上滔滔不絕，演練式教學強調師生互動，透過更多的個別談話與協助，引導學生有意識加強英語口說與寫作。
◎透過本書培養教師建立專屬動態教學系統的能力，面對各類學生皆能應對自如。

A Powerful and Dynamic Instructional System
Increase Student Speaking and Writing
Help Students to Become Fluent in English

Maximize Classroom Learning for Students
Learn the Secrets of Classroom Management
Works with Any Textbook

◎代理經銷：白象文化

在開始規劃一門英語教學課程時，要牢記的是，學生過去的英文訓練上，比較著重閱讀與聽力的訓練，但是學生需要也期待更多的口說跟寫作練習。在英文課中要符合這個期待是個巨大的挑戰。老師們經常詢問的問題是，要如何在英語課堂上增進口說與寫作的成分，尤其是在大型班級的課堂上。我認為「演練式教學法」可能可以提供一個方法、一套系統，讓英語老師們可以透過引導學生進行課堂參與，來達到增加口說和寫作訓練的目的。

在過去廿年的英語教學課程中，我已經教過二十人至六十人一班的學生口說和寫作，並獲得學生良好的反應。我採用的教學法為「演練式教學法」。此教學法強調師生皆要參予活動。這個教學法我自己簡化暱稱為「粉筆、走路和說話」三步驟教學法。也就是說，老師給予學生一個簡短的演講，然後會在課室中來回走動，檢查學生的作業，並與學生個別談話以及給予協助。跟這個教學法相對的教學法稱為「講台上的智者」，「講台上的智者」是指僅有老師一人在台上教課。雖然這個教學法能學到較多跟主題有關的知識，但學生很少有練習的機會。在「演練式教學法」中，便是要克服這些缺點，因此老師需要減少課堂數與PPT過多的頁數，並設法將學生練習口說和寫作之安排，視為中心要務。

「粉筆、走路和說話」教學法強調課程訊息的傳達、師生間的互動和學生的個別化指導。「粉筆」指的是老師在課堂上所傳達的資訊；「走路」是指老師會走下台，和在座位上的每位學生作互動；「說話」是指老師會給予學生個別指導。然而，在改學生的練習時，可能會讓台上太過空閒。

「演練式教學法」結合老師與學生在台前的練習。有些人可能會認為教師在這樣的課程中可能與過去有很大的不同，改變太大，但這個教學法事實上並不難。在教學過程中，學生會被分到讀者、寫者和操作電腦的任務。他們需要到台上完成這三樣工作，而老師會引導在台上的學生。老師有時候會跟台上的學生一起練習題目，有時候會到台下跟其他學生作互動，在「演練式教學法」中，老師的角色會在訓練在台上的學生完成英文活動以及幫助座位上的學生之間流暢轉換。

雖然這個教學系統中含有大量的演練式活動，包含了許多英語口說課跟寫作的成分，但此課程之規畫依然要從其課程目標開始，並透過實作演練活動來確認學生是否達成課程目標。老師需要在第一堂課向學生說明課程目標跟教學方法。課程目標跟教學方法都講解清楚後，日後上課就不用花太多時間回顧課程結構跟教學流程，這樣就有更多的時間可以進行實作演練活動，讓學生發展其口說以及寫作的技巧與能力。這堂課的教學系統最主要目標是為了讓學生多練習口說跟寫作，次要目標包含各方面能力的提升，如文法、單字、聽力、閱讀、聽從指令以及修飾用字。和傳統課程相比， 演練式教學需要老師跟學生花較多時間參予學習過程。

在老師對學生作個別指導時，老師需要知道學生的能力跟學習目標之間的差距。由於學生的程度不一，大部分學生的課堂表現都未達標準，這時老師需要解釋目標讓學生理解，並且找出學生能力與目標之間的差距之內容與程度。要了解這個差距，老師需要透過面對面一對一的方式，去了解學生的學習狀況以及個別的興趣跟學習動機。實作演練活動對於評估學生的狀況很有用，這個方法比能力測驗更能了解學生能力與目標的差距。了解學生程度跟課程目標後，老師即使在大班課程中，依然可以設計專屬課程和給予學生個別的學習途徑，以協助彌補個別學生能力與目標之間的差距。

課堂管理是教學方法能夠有效實施的基礎。因為增加學生口說跟寫作的練習量是課程的重要目標，課堂管理需要跟教學方法作整合，確保學生在參與課堂的態度由消極轉成積極。課堂管理不僅僅是管理學生而已，課堂管理在大班教學課堂中，創造出鼓勵學生的機制，給予學生能夠獨立練習口說跟寫作活動的支持架構。課堂管理也幫助老師做個別指導。建立一個可以達成目標的教學系統需要設計、發展跟管理許多環節。

融合本書中所提到的「演練式教學法」的教學方法、「粉筆、走路和說話」的教學技巧以及課堂管理等方法，教師在課堂中可以更有效地幫助學生的口說和寫作能力。教師在這樣的課堂上還是可以使用課本。但課本主要目的在於提供系列性的內容，而老師可以將這些內容融入演練式教學法的課程規劃之中。本書中所提到的教學系統之建立，能夠增加學生口說跟寫作技巧的練習機會並達到整體學習參與度的提升。或許要學習這樣一套獨特的教學方法可能會花老師一些時間，但老師們在檢驗結果時，可能會覺得這樣的心力花費是非常有價值的。

Lesson 001 Introducing Hands-On English Teaching

Hands-On English Teaching is an instructional system for general English classes, which can also be described as four-skill courses or applied English classes. Since students will need some English on the job, the focus is speaking and writing, as students need to develop effective communication skills. Students from all majors take English courses. Teachers select topics and textbook content based on the skill level of students in their sections and their professional expertise. As a result, the content of many general English courses is highly variable. Given the lack of a standardized English curriculum, focusing on an instructional system means that it can be applied to many types of English courses. Not every instructional system works. The Hands-On English Teaching system described in this book requires teachers to coach students during numerous practice activities.

The instructional system in this class, which can be called Hands-On English Teaching, or can be described as “chalk, walk, and talk,” can work with any applied English textbook, whether a four-skill textbook or a book which focuses one or two areas, such as a reading and writing textbook. An instructional system is a teaching method, and therefore it can be used with many curriculum areas. In fact, this book is close to a methods class in a college of education which covers all manner of teaching techniques. While no book can replace a four-year degree in education or a graduate degree in English language and literature, this book aims to review all the techniques taught in teacher training classes in an English teaching degree program.


A: Good morning, and welcome to English class.
A: This is a new course.
A: When I say new, I mean new for me, and new for SHU.
A: Since this is the beginning of a new course, there are many unanswered questions about what is best and how to get it done.
A: The focus of this course is speaking and writing.
A: We will use World Class 1B, which is a high-intermediate textbook.
A: We will steadily work our way through the book.
A: The textbook will be the basis for the speaking and writing activities which you will do during class time.
A: This class has a unique instructional system, and it may take you some time to get used to it.
A: The goal of this instructional system is to increase the amount of speaking and writing that students do in class.
A: All the students in the class will have to come up here, to the front of the class, where you will speak and write for the class.
A: Don’t worry. I will help you.
A: Since this is probably your last required general English course, the goal is to help you consolidate your speaking and writing ability,
A: The goal of concentrating on speaking and writing is so you can communicate effectively after you graduate and join the workforce.
A: Now, let’s look at the syllabus, which you should have picked up when entering the classroom.
A: Does anybody need a copy of the syllabus?
B: I do.
A: It’s there by the door. Please help yourself.
A: I put the handouts by the door so students can pick them up when they come in.
A: You have responsibilities. Please take care of the things you have to do.
A: I’ll teach the class, and you have to do the work.
A: Right? Right!

以上內容節錄自《Hands-On English Teaching: A Complete Guide with Classroom Management Techniques演練式英語教學：班級經營策略全指引》◎文／Alex Rath ．白象文化出版

Alex Rath (徐國華) has been teaching for nearly 30 years. Currently an associate professor in the English Department at Shih Hsin University in Taipei, Rath has also taught in the SHU Language Center and in the College of Education at the University of Louisiana in Lafayette. He has published 25 articles and five books, including a grammar book which was reprinted 20 times. Rath earned his Ph.D. in Curriculum and Instruction from the University of Illinois at Urbana-Champaign in 1995. Before UIUC, Rath was a junior and senior high school teacher.