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有标准,讲方法,促交流,同进步 ——大英语中心教研展示课系列报道(一)

发布时间:2018-10-15 07:16:36           责任编辑:管理员           点击次数:2150

                                   有标准,讲方法,促交流,同进步

——大英语中心教研展示课系列报道(一)

Maple Leaf ESL Curriculum Standard is the beacon for teachers to interpenetrate the language competence, strategic competence, academic competence and cultural awareness in English classes. More amazing demo classes will be shown in this semester for teachers’ mutual learning and improvement. Here come the demo classes by Miranda Chen and Aaron Wan.

《枫叶ESL分级课程标准》是枫叶ESL英语教学的指向标,旨在帮助老师们开展语言能力、学习策略、学术能力、文化意识四个能力相互渗透的高效课堂。本学期,大英语中心将继续围绕新课标组织教研展示课,为大家展现精彩纷呈的ESL英语课堂,为英语教学注入新活力、扩展新思路。在首场展示课中亮相的是教授一级的陈洁老师和入门级的万丽老师,让我们通过她们的教学笔记来感受一下枫叶教育的魅力吧。

Miranda Chen, Level 1 English Teacher

“Conceptual interpretation and procedural analysis of words and sentences without resorting to the infectious settings and vivid descriptions will result in a dull English class so that the students will not be concentrated in class. Therefore, we should absorb the advantages of Direct Instruction and attach importance to situational teaching. For young students at lower level, specific and intuitive images can attract their attention. In teaching, I usually use visual objects such as pictures, toys, and stick figures. For example, when teaching school supplies, showing pen, pencil, eraser and other intuitive objects is particularly important; only through intuitive demonstration and comparison can students quickly grasp the meanings. For this demo class, we prepared a “gate” to make students feel more immersive. And my group leader, Mrs. Maria inspired me a lot, including class type, teaching content, lesson plan, and the props. One thing I really liked as the connection to Chinese traditional writing supplies. They all highlighted my demo class. I appreciated it a lot.”

“作为一名小学低段英语教师,倘若仅满足于对单词、句型的概念化解释和程序化分析,而不求助于情景的感染和形象的描述,就会使课堂语言平淡、气氛沉闷,学生则不能全身心地投入到英语学习中。所以我们应该多吸收直接教学法的长处,重视情景教学。一年级孩子年龄小,缺乏知识和经验,抽象思维不够发达,但形象思维占优势,因此,具体的、直观的形象最能引起学生的注意。在教学时,我通常采用的直观情景有图片、玩具、简笔画等。比如在教学习用品penpencileraser等单词时,出示直观实物尤为重要;只有通过直观的演示与比较,学生才会迅速领会并掌握。我们还准备了拱门道具让孩子们有身临其境的感觉,以及联系到中国的“文房四宝”实现文化意识目标。一年级备课组长Maria老师更是给了我非常大的帮助,从讨论课型和内容,到审核教案,到准备实物道具,我都受益匪浅。”

Aaron Wan, Grade 5 Beginner Level English Teacher

“Today I gave a demo class on Grade 5 Beginner students. It was not easy to give a demo class, especially for new students with little English foundation, so I deigned a listening and speaking class. The purpose of this class was to encourage everyone to describe some pictures or some actions by using Present Continuous Tense. Most of them could participate in the class. They could use the key sentence structures to describe the pictures. They could use Present Continuous Tense to describe people’s activities in the video. But I should have given students much more time to practice the sentences with different subject pronouns. In the end I should have given them some worksheets to practice the sentences to enhance their comprehension about the tense.”

“今天上的是一节五年级入门级的展示课。给英语基础薄弱的新生上展示课不是一件容易的事,因此我设计了一堂听说课,教学目标是教授并鼓励所有学生用现在进行时进行描述。大部分的学生能够积极参与课堂,并会用重点句型描述。我还播放了憨豆先生的视频让学生们练习用现在进行时描述他一天的生活。课后反思时,我觉得我应该再多给学生们一些时间,让他们用不同的人称代词进行造句;在最后也应该给他们留一些笔头练习来巩固对所学时态的理解。”

After the two teachers’ reflections, other teachers and group leaders gave their comments as well.

随后,其他观课的老师、两位授课老师的备课组长对展示课进行了点评。

Maria Botes, Level 1 Teaching Group Leader

“Miranda is dressed neat and professionally. She practiced the key words in a very interesting way (up is loud; down is soft). There were good repetition with sentence pattern, lots of reinforcement with the sentences, and lovely atmosphere in the class. Students were comfortable trying to answer even if they could be wrong. Miranda made time for individual attention. Her students used very little Chinese. The games were fun, and students were learning in a fun way. She spent ample time on pronunciation with nice and big flash cards. Students were comfortable not knowing what calligraphy is, and she gave students loads of encouragement. Bilingual teachers have a wonderful way to teach the phonics in segments. It helps the students a lot. It was a successful lesson, well executed. Congratulations.”

Miranda衣着得体、职业。在学习新单词时,她通过举高卡片高声读、举低卡片低声读这样有趣的方法帮助学生加强记忆。在课上,她能不断重复句型、强调学生使用完整的句子进行问答。设计的蒙眼摸箱子游戏很有趣,寓教于乐。碎片化的语音教学也让学生们掌握得更快。整节课课堂氛围很好,学生能大胆发言和回答问题,虽然偶尔说了几句中文,但是是一节成功的展示课。”

Emma Wen, Level 3 Teaching Group Leader

“Aaron’s class is well designed. The teaching objectives of this class are clear. And after the presentation and practice, students in the class can use the sentence patterns freely. Aaron’s teaching methods are attractive for the students in Grade 5 and arouse their interest. During the pair work and group work activity, students can listen, practice drills with their partners. They study in different ways and finish the task easily and quickly. These strategies are necessary in our class. I think this class has practical value.”

Aaron的这节课设计得很好,教学目标明确,教学方法能很好地激发学生的学习兴趣。学生在展示和练习后也能自如地运用相关句型。Aaron使用的教学方法很大程度地激发了学生的学习兴趣。小组活动中,学生能仔细听并和同伴进行问答对话。这些教学策略都值得所有老师学习和利用,很有实践价值。”

Demo class is an effective way to show personal strengths, discover and solve problems for betterment. As a conclusion, GEP director Vicki Li shared three highlights and two suggestions to both classes and emphasized the related focus in the Curriculum Standard. Let’s find out more excellent teachers’ advantages from demo classes and learn from each other.

展示课是一种展现优势、发现问题、集中解决问题、共同进步的有效方式。最后,大英语中心李主任对两节展示课进行了点评,肯定了两位老师在脚手架式教学、课堂创新和多样性、贴合新课标等方面的亮点,同时也指出了可以进一步改进的地方。希望通过教研展示课的方式,既能给老师们提供一个展示教学能力和教学水平的舞台,又能促进相互交流,共同成长。