多彩紛呈,，思維碰撞——初中高端英語項目外籍教師進行公開課展示
發(fā)布日期：2019-12-13 信息來源：
12月中旬,，初一年級高端英語項目外教Mr. Sean及 Mr. Harris進行了科學(xué)閱讀課及小說閱讀課公開展示,。兩位陽光帥氣,，極具英倫紳士風(fēng)格的外籍教師們?yōu)閷W(xué)生們帶來了課堂氣氛活潑,、充滿英語學(xué)科思維、充滿思維火花碰撞的精彩課堂教學(xué),。初中高端英語項目負責(zé)人張麗君主任以及組內(nèi)其他中外籍教師共同觀摩聽課,。
科學(xué)課閱讀課主題為“Living or Nonliving”，外教Mr. Sean用英語特有的思維方式不斷啟發(fā)學(xué)生探索生命體與非生命體的不同,，課堂環(huán)節(jié)自然連貫,，不著痕跡。在純英語的交流環(huán)境中，學(xué)生與外教最大程度上進行著思維的碰撞和交互,，學(xué)生用英語思維來探索問題的能力得到極大鍛煉,。
小說閱讀課內(nèi)容為《了不起的狐貍爸爸》第10-12章內(nèi)容。Mr. Harris在小說閱讀教學(xué)中能夠同時關(guān)注小說的趣味性,、小說的語言特點、故事的敘事方法,。不斷啟發(fā)學(xué)生在語境中猜測詞義,，讓學(xué)生關(guān)注作者寫作手法，例如小說中明喻和暗喻的使用,，并鼓勵學(xué)生當(dāng)堂創(chuàng)作明喻暗喻的例子,。學(xué)生創(chuàng)作內(nèi)容令在場觀摩教師連連稱贊。這是一堂讓學(xué)習(xí)真正發(fā)生的小說閱讀課,，是一堂極具啟發(fā)意義的課堂范本,。
課后，中外籍教師共同參與公開課的評課與交流,，表達對本堂課的聽后感受,，有共鳴、也有思維的碰撞,。此次公開課交流提升了教師專業(yè)素養(yǎng)和教學(xué)基本功,，促進了全體教師專業(yè)自我發(fā)展。本次活動全程錄像,，資料組內(nèi)共享,，作為后續(xù)學(xué)習(xí)提高的資源。
外教Mr. Sean公開課課后反思
Open class reflections
I felt the open class was mostly successful in keeping the students engaged and teaching them the content but there were some areas that I could have improved on.
I think the first part where students list types of living things could be brought in later to show how the 4 criteria could be met in different ways and that the students could have used some time to be creative or answer more “big thinking” types of questions. Adding in an activity like this would have also kept the class to the full 40 mins and left the homework as homework.
Overall the students understood the 4 criteria but some seemed confused whether the reasons they gave were also to be considered so maybe the mind map should be removed from the board before the next activity to avoid this and the list of living things left up instead. To make sure everyone understood I could have also picked students to answer some easier questions.
In conclusion, I felt for the most part the teaching goals were achieved as the students could identify and discuss each of the 4 criteria and use them on various examples to explain why they were non-living.
外教Mr. Harris公開課課后反思
Yesterday I had a reading “open class” with grade 7 class 2A. In the class we reviewed chapters 10, 11 and 12 of “Fantastic Mr. Fox”. The students spent the first part of the lesson summarizing what had happened in these chapters demonstrating their knowledge and understanding of the book. However, the lesson primarily focused on context and imagery questions from the book. The context questions tested the students to find the meaning of words they have never seen by using the sentences and paragraphs around it for clues. The students performed very well doing this considering how difficult these questions can be and will be a great skill for them in the future.
We then went on to look at some imagery found in “Fantastic Mr. Fox” specifically metaphors and similes. We went over why they were being used in the story to emphasis characters feelings and to describe scenery in the book. Imagery is a good tool for all students as it gives them the ability to make their own writing more interesting and more descriptive for the reader.
To conclude I believe the class went very well though some tips to focus on is to try and get everyone included in the lesson also I should try to give some more time for students to work through some more difficult problems giving all the kids a chance to answer each question.
初中高端英語項目 谷麗華供稿
