Minitalks Procedure

微型报告 (Minitalks) 作法

1．课程水平：这门课是为在美国外交学院完成一年（44 周）全日制学习后的学生设置的。
2．目的：“微型报告”是一门说话课。但不是会话课。目的是培养学生独立地说成段的话的能力。
3．原则：学生独立地说话是这个课的主要内容。事先学生自己准备题并且构思要说的话。上课的时候老师的事是听学生说，帮学生改。
4．学生人数：一个老师带一个学生。
5．步骤和作法：
（1） 选题目：老师选择题目，或由老师提供题目单子（见附录）供学生选择。报告素材可来自报纸书籍见闻或学生自己的经历。
（2） 学生用2―4分钟准备报告。这时，学生可向老师问一些自己不会的词或说法，并构思自己的报告，作一个提纲。但不要写出全文。
（3） 学生根据提纲做五分钟的报告。此时老师一般不要打断学生的报告。老师听报告并作记录：
A. 记录报告的要点；
B. 记录学生的错误。
（4） 学生讲完后，老师简单的告诉学生对报告的总的看法。然后帮助学生发现自己的错误，并做详细的讲解和分析。如：
A. 用词问题。
B. 句式问题。
C. 明显的经常出现的发音问题。
学生此时应做笔记。记下自己的错误和老师的改正。
（5） 老师根据记录的报告内容再讲一次并做录音。
A. 学生报告的陈述次序可以更改。
B. 重点在改正学生说错了的地方。
C. 有时学生的说法虽然没错，但根据学生的程度老师可选择更恰当更生动更漂亮更好的说法来代替学生的说法。学生这时会觉得更有收获。
以上是第一堂课上的活动。
（6） 学生在课下听老师的录音，注意学习老师的说法，为第二堂课的复述报告作准备。
（7） 在第二堂课上学生重做一次改正过的报告。
（8） 老师如发现有新的问题再作一次改正。

6. 注意事项（一）
纠正学生的话时，应顾及以下三个层次：
（1） 语法及用词
（2） 表达方式（语体，适切性，修辞，语言的地道与否等）
（3） 全篇的话语结构（连贯性，连接语，内部逻辑，时间关系等）
老师应向学生介绍如何说开头结尾以及报告中起承转合的话。
7. 注意事项（二）
（1） 控制学生报告的长度极为重要。老师应该要求学生第一次的报告不超过5分钟。报告再长了不好改，学生也不容易记住自己说过什么。
（2） 鼓励学生组织话语，避免漫无边际。很多报告可以分为三部分：
――前言：介绍问题的背景（问题的由来、历史等）
――本文：讨论问题的近况和未来
――评论：发表个人对该问题的看法
（3） 通常需要两堂课的时间才能上完一篇报告。在这一过程当中，学生至少应该说三遍，一次比一次说得漂亮、紧凑。
（4） 复习：原则上，每堂课都应该让学生作五到十分钟的复习。不但要复习上一堂课的内容，还要选择性地复习一学期以来所有的内容。为此，老师应该准备笔记本，一个学生一个本子，上课时记录学生讲的题目、犯的错误以及老师介绍的新说法，并以本子上的记录作为复习的依据。复习的方法，主要是提示学生，使他回忆起学过的说法。还可以让学生用两分钟简单概括曾经作过的一篇报告的内容。

Minitalks Procedure for Students

A minitalk is a classroom exercise for improving proficiency in connected speech. You deliver a short impromptu talk to your instructor, who records it and subsequently goes over it with you in detail, making appropriate corrections. Then you "redo" the talk two or more times, until you feel comfortable with it.

Recommended Steps

BEFORE CLASS:
Our experience has led us to favor a no-preparation policy during the first part of the second year; i.e., students should not prepare their minitalk before coming to class. This policy has several advantages. For example, it guarantees that your minitalk is genuinely impromptu, forcing you to practice drawing on all your linguistic resources in "real time." It also prevents you from spending inordinate amounts of time using the English-Chinese dictionary (which more often than not, cannot answer your question, or worse, misleads you).
Later in the year, as your Chinese oral expression reaches higher levels, doing some advance preparation for your talk may become a useful step to add to the procedure. In no case should you write out your talk before giving it; you may, however, find it helpful to write down your talk after you have given it a few times and incorporated the instructor's suggestions.

IN CLASS:
1. The instructor will select a topic for you.
2. Take two to four minutes to prepare your talk. Use this preparation time to:
· think of what content you will talk about (make notes or a rough outline, but do not write any sentences out in full--this last point is very important!)
· think of Chinese words, expressions, and patterns that would be useful to include (jot these down as well)
Keep in mind that your talk should be kept short--no more than five minutes long. Be selective, therefore, in what you plan to say.
3. Deliver the talk while the instructor listens. The instructor may choose to record your talk for reference. As you speak, refer to your notes. The instructor should make no corrections at this time or otherwise interrupt you, but will make written notes on your performance to discuss later.
4. Intensive revision. The instructor will repeat your sentences (or play back your tape) and ask you to critique your own wording. Sometimes you'll be able to improve on your original wording without prompting; at other times, the teacher may give you a hint as to what needs polishing, or simply tell you outright a better way of phrasing your sentence. In addition to merely correcting individual mistakes of word usage and grammar, the instructor should also give you suggestions about how to improve the overall coherence and style of your talk. For most students, the teacher should give no more than a dozen suggestions in one 50-minute class period.
Important: Write down the teacher's suggestions, either in characters or in Pinyin. When you give the talk the next time, you'll need to refer to your list of suggested revisions. Writing will also make a deeper impression on your memory, and over time, having a record of your performance may help you to discover areas you need to concentrate on improving.
5 . Redo the talk. Redo it at least twice, and if time permits, three times. Strive to incorporate the suggested revisions. Try not to add new content. With each new redo, you should also try to pick up your rate of speech a bit.
6. The teacher gives your talk in her own words. This should be tape-recorded if possible, so that you can take the tape home to listen to.
AFTER CLASS:
7. Review the revisions, and/or analyze and mimic your instructor's tape recorded talk.
8. Practice giving the revised talk. Even at home by yourself, tape-recording your talk can still be useful in providing an imaginary audience.
9. (Optional) Write out a clean copy of your talk. For the purpose of reinforcing your memory, it would probably be better to write this out by hand (either in Chinese characters or pinyin) than to input it into your computer. Keep all your revised talks in one notebook for future reference.
ONE OR TWO WEEKS LATER:
9. Redo the same talk in class--without referring to your written-out version of the talk. You will have forgotten some things, but in the process of trying to retrieve the parts that are still accessible in your memory, you will do much to reinforce your learning of the material.