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為了促進(jìn)外籍教師教學(xué)教法的交流,、共同打造優(yōu)質(zhì)課堂，我校初中高端英語項(xiàng)目全體外教進(jìn)行了研究課展示活動(dòng),。12月下旬,，初一年級(jí)英語外教Mrs. Chan進(jìn)行了Novel Reading公開課展示，這位經(jīng)驗(yàn)豐富的外籍教師給大家呈現(xiàn)了一堂互動(dòng)性強(qiáng),，很好激發(fā)學(xué)生思維,、同時(shí)也不乏趣味性的小說閱讀教學(xué)。英語組內(nèi)中外教共同觀摩聽課,、評(píng)課,。

本堂課主要對(duì)小說Charlie and the Chocolate Factory的第18章Down the Chocolate River進(jìn)行閱讀和賞析。首先,，Mrs. Chan明確本堂課的課堂要求以及本節(jié)課的“l(fā)earning objectives”學(xué)習(xí)目標(biāo),，以此成為整堂課的指南針。接著,，教師讓學(xué)生預(yù)測(cè)本章節(jié)的主要內(nèi)容,，并通過有效的單詞學(xué)習(xí)熱身為本節(jié)的輸出活動(dòng)做了鋪墊，更重要的是給學(xué)生消除了閱讀障礙,，如marvelous,、enormous,、mist等，并讓學(xué)生在學(xué)案上完成相關(guān)詞匯練習(xí),。其次,，教師帶著學(xué)生一起速讀幾個(gè)問題，這些問題都是基于本章節(jié)主要故事情節(jié)而提出的,，既能讓學(xué)生明確故事線索,、同時(shí)也能調(diào)動(dòng)學(xué)生根據(jù)文本分析主人公情感。如通過提問“What appears out of the mist in the chocolate river? Who was rowing the boat? How many?”讓學(xué)生明確細(xì)節(jié)信息,，也能通過提問“How does Wonka feel about his factory? Write down the sentence that you found in your book.” 讓學(xué)生通過找支撐句了解Mr. Wonka對(duì)于巧克力工廠深深的自豪感,。同時(shí)，外教在學(xué)生閱讀之后核對(duì)答案的時(shí)候,，還通過在PPT上直接呈現(xiàn)文本中的線索句,，幫助學(xué)生更好地明確問題線索。         

在分析完所有的細(xì)節(jié)問題之后,，教師給學(xué)生播放了跟本章節(jié)內(nèi)容相關(guān)的電影片段,，以便讓學(xué)生更好的理解本章節(jié)內(nèi)容。為了考察對(duì)學(xué)生的了解,，教師提問“How is the movie the same as the book?”, “What’s happening”, 讓學(xué)生判斷電影片段和小說文本之間的同與異,，并讓學(xué)生對(duì)主要故事情節(jié)進(jìn)行復(fù)述。隨后,，教師提出了這樣的一個(gè)問題,，“How did the kids act in this chapter?”經(jīng)過一番思考，學(xué)生提到“Some of them are so rude because they are trying to interrupt Mr. Wonka’s conversation with Charlie.”,，還有同學(xué)提到“During the visit, the kids don’t show any respect to Mr. Wonka.”和視頻中Mr. Wonka說到的“You are all quite short.”,， 這里“short”并非指的個(gè)頭的高與矮，而是指“rude, disrespectful”等意思,。通過這樣的互動(dòng),，也對(duì)學(xué)生進(jìn)行了情感價(jià)值觀的培養(yǎng)和熏陶。

整堂課學(xué)生的學(xué)習(xí)任務(wù)有層級(jí),、有梯度,，一環(huán)扣一環(huán)，既調(diào)動(dòng)了學(xué)生的學(xué)習(xí)興趣也培養(yǎng)了學(xué)生把握細(xì)節(jié)以及邏輯思維能力,。在這堂課中,，教師和學(xué)生都有非常自然地互動(dòng)，能通過啟發(fā),、例舉,、提問或反問等引導(dǎo)并激發(fā)學(xué)生思維，有效地促進(jìn)了學(xué)生積極參與課堂。學(xué)生們用英語講故事,，自信地去表達(dá)，增強(qiáng)了英語學(xué)習(xí)的自信心和提升了英語學(xué)習(xí)的內(nèi)驅(qū)力,。

課后,，中外教共同參與公開課的評(píng)課與交流，各抒己見,，紛紛表達(dá)對(duì)本堂課的聽后感受,，有共鳴、也有思維的碰撞,。所有老師都對(duì)英文原版小說教學(xué)策略有了更深刻的理解,，對(duì)于如何深挖文本有了更為感性及理性的認(rèn)識(shí)。我們將繼續(xù)研究和探索小說閱讀的教學(xué)教法,，為學(xué)生的成長(zhǎng)助力,，讓學(xué)習(xí)在Novel reading課堂中發(fā)生。

外籍教師公開課后感言

Reflection on Open Class

(Pamela Chan)

Even though I have had plenty of observations in teaching while in the United States this was a new experience for me.  Normally for my observations it is the principal or the vice principal that comes in to do an observation that is needed for the state.  My last two years, we had started to have staff to staff observations.  As a graduate student, we did have to video record some sections of our lessons for our classes but this was the first time that it was recorded in front of a group of teachers and the students were not in their regular classroom.  Being on camera and in front of other teachers does make me nervous.  There were some things in the lesson that could have gone better, but I do believe that I met the objectives of the lesson.

In the process of planning this lesson, Shanny and Cora both observed the similar lesson in my other two classes and gave me ideas to strengthen the lesson’s PowerPoint and handout for the students.  I incorporated both of their ideas to help the students learn the vocabulary and the process of skim reading in their books to find the main points to answer the questions.  The easier to read PowerPoint, using the pictures from the book pages, and the clearer slides for the vocabulary helped the students to master the lesson.

Overall, the students worked faster with the vocabulary section and were able to start to located the information from the book when they were given the page numbers.  The students are improving at writing the answers down during the silent work time and finding the answers on their own.  I still have the issue that the top and the most vocal students volunteer to answer all the questions, so I need to work on getting the rest of the class confident in answering questions.  While at the same time teaching the vocal students to wait before they can answer, so that the other students have a chance.  

There are some things that I need to better as well.  Firstly, I need to better engage the lower ability students and the students who are quieter to participate more in the class.  Secondly, some of the students wait until the answers are read aloud and shared before the start to write down their answers.  I need to guide them in being more aware of this behavior and motivate them to start to work from the beginning.  Thirdly, I need to engage the students whose English level is lower to want to participate in the class and start to look for the answers in their books.  Hopefully, I can help all the students to become more engaged and willing to do the work in and out of the classroom.

Overall, I believe this was a successful lesson.  I have incorporated some of the suggestions in the other classes and have seen improvement in my student’s willingness to work independently.  I need to continue to do observations to observe other teachers to see how they get the students to start working without waiting.  I will continue learning by observing other teachers and have discussions with others so that I can be the best that I can.

學(xué)生公開課后感言

In the novel reading class, I am able to learn many reading skills, build up my vocabulary and understand what is happening in the marvelous story with her guidance. The most impressive part is the way she tells us how to accumulate vocabulary by making our own vocabulary charts, including the word itself, the part of speech, definition together with a quick sketch that enables us to understand the word in direct way. Besides, I have also learned that we need to show our respect to others, which is also one of the most significant qualities for our students. I really enjoy every minute in Ms. Chan’s class.   ------ Amy. Class 3, Grade 7.

初中高端英語項(xiàng)目 王珊 供稿