【初中·外教公開課】一起加入外教Mr. Simon的奇妙閱讀之旅吧,！
發(fā)布日期：2021-11-23 信息來源：
11月22日,，初中英語高端英語項(xiàng)目組初一外教Mr. Simon為學(xué)生們帶來了一次奇妙的閱讀之旅。有趣的內(nèi)容,，生動的教學(xué)，把小說“查理與巧克力工廠”以獨(dú)特的方式呈現(xiàn)給學(xué)生,，讓學(xué)生在閱讀中體驗(yàn)英語學(xué)習(xí)的樂趣,。全體高端英語項(xiàng)目中外籍教師觀摩聽課并評課。
Mr. Simon首先利用小說中的Violet這一角色圖片引導(dǎo)學(xué)生預(yù)測可能會發(fā)生在這個小女孩身上的故事,。發(fā)散并打開學(xué)生的思維,，把學(xué)生的注意力引到本節(jié)課即將開啟的故事情節(jié)中。學(xué)生們通過形象的圖片很快展開了自己的想象,。在引發(fā)學(xué)生的好奇心后,，教師開始本章節(jié)的詞匯教學(xué)。Mr. Simon為每個新詞都精心設(shè)計(jì)了生動的圖片和動畫來幫助學(xué)生理解,，并配合例句來構(gòu)建單詞的使用意義,，使學(xué)生不僅學(xué)到了很多新詞匯并且也激發(fā)了他們表達(dá)的欲望，有趣的詞匯學(xué)習(xí)讓學(xué)生們歡笑聲不斷,。
掃除詞匯障礙后接下來就開啟了真正的閱讀之旅,。Mr. Simon設(shè)計(jì)了層層遞進(jìn)的閱讀任務(wù)，從略讀,、泛讀到精讀,，再到學(xué)生自己討論，一步步引導(dǎo)學(xué)生走進(jìn)故事情節(jié)中，并培養(yǎng)學(xué)生的閱讀微技能,。值得一提的是,，Mr. Simon利用自己精心設(shè)計(jì)的學(xué)案讓學(xué)生帶著問題去閱讀并通過在屏幕上用不同顏色字體標(biāo)注的方式帶著學(xué)生一起閱讀加深理解，學(xué)生在這個過程中也學(xué)會了如何書上標(biāo)注筆記,。過程中Mr. Simon不斷關(guān)注每位同學(xué)的完成情況,。
最后，Mr. Simon在讀后環(huán)節(jié)中讓學(xué)生在小組內(nèi)自由提問并解答小伙伴的問題,，每個小組都展開了熱烈的討論,，大家積極分享著自己的問題和答案并在班級展示。從同學(xué)們的展示中可以看出他們在閱讀中的收獲滿滿,。
課后所有聽課老師們對Mr. Simon這節(jié)課展開了教研討論,，大家積極提出了自己寶貴的意見，充分肯定了Mr. Simon對小說閱讀課的精巧設(shè)計(jì),。同時本次外教公開課為我校中外籍教師提供了一次寶貴的閱讀課交流契機(jī)并加深了彼此的交流,。
附：外教Mr. Simon公開課反思
Reflection on Open Class
Content: Charlie and the Chocolate Factory, Chapter 20
For my open class, I covered chapter 20 from Charlie and the Chocolate Factory with my class. At the start we went over what ‘will happen’ to Violet (a character from the book) and then what ‘is happening’ to Violet (showing pictures of the character from the 2005 movie version). After priming them of the content, we went into the vocabulary (see ppt and/ or lesson plan for the words) that they will notice in the chapter. We first viewed how to use these new words then stated the new words in sentences, then learned the meanings. The students, as always are encouraged to write down the new words in the vocabulary notebooks and we would then review and use them in the writing class. After going over the vocabulary, we covered how to take notes (i.e., to annotate) and how to highlight and underline important information in the text. Then we dove into the ‘scanning’ questions to focus their reading for key points of the chapter and understanding the ‘order of happenings’ (the skill that was focused for the class). We would read one or a couple questions then read a section the chapter to find the answers then read one or a couple more questions and repeat. After we were done reading, I asked the students to work with their ‘table-mates’ to come up with questions from the chapter to ‘quiz’ their other classmates. I wrote the questions each table came up with and the table that was able to answer these questions earned points for something special.
Overall, I thought it was a relative successful class. The students did seem to enjoy the class, while being engaged and the subject matter not being too easy nor too difficult. There were some issues I did notice in my own ppt, either I over-looked these errors or copied the wrong ppt. However, I would defiantly make sure that ALL the vocabulary words would be underlined ALL the time (found some vocabulary words, for whatever reason, not underlined in the ppt). Also, I realized that with some students I needed to be CLEARER or repeat that the ‘quiz questions’ needed to be from the chapter we read and not from other parts of the book, but did deal with those particular issues quickly as they popped up. This class lesson would defiantly be more successful if broken up more, due to only having 40 minutes. Either read half of the chapter one day and the other half the next while still going over the scanning-questions and possibly having a ‘mid-chapter’ formative assessment (the ‘quizzing the classmates’ activity was a formative assessment as well as an activity to engage their inquiry skills) or some other way.
Regardless, I believe the students are now getting more familiar with not only how we in English order cause and effect in a passage/ paragraph, but are getting more familiar with the words that ‘transition’ to each ‘happening.’ This will be more focused later, specifically in the writing course. They also took away more English vocabulary words to use; therefore, I again believe the course was a relative success.
在我的公開課上，我和同學(xué)們一起學(xué)習(xí)了《查理和巧克力工廠》的第20章,。一開始,，我們討論了維奧萊特(書中的一個角色)將會發(fā)生什么，然后討論了維奧萊特將會發(fā)生什么(展示了2005年電影版中的角色照片),。給他們講解完內(nèi)容后,，我們進(jìn)入他們會在本章中注意到的詞匯學(xué)習(xí)中(單詞見ppt和/或教案)。我們首先觀察如何使用這些新單詞,，然后在句子中陳述新單詞,，然后學(xué)習(xí)意思。學(xué)生們一如既往地被鼓勵在詞匯筆記本上寫下新單詞,，然后我們會在寫作課上復(fù)習(xí)和使用它們,。在復(fù)習(xí)了詞匯之后，我們學(xué)習(xí)了如何做筆記(也就是注釋)以及如何突出和強(qiáng)調(diào)文本中的重要信息,。然后,，我們進(jìn)入“掃描”問題，讓他們集中閱讀本章的要點(diǎn),，并理解“發(fā)生的順序”(這是課堂上的重點(diǎn)技能),。我們會讀一個或幾個問題，然后讀本章的一個部分來找到答案,，然后再讀一個或幾個問題,，然后重復(fù)。在我們讀完之后,，我讓學(xué)生和他們的“同桌”一起想出本章的問題來“測試”他們的其他同學(xué),。我寫下了同學(xué)們提出的問題，能回答這些問題的小組贏得了分?jǐn)?shù)。
總的來說,，我認(rèn)為這是一堂相對成功的課,。學(xué)生們似乎確實(shí)很喜歡這門課，因?yàn)樗麄兒芡度?，而且這門課設(shè)計(jì)難度適中,。此外，我意識到,，對一些學(xué)生來說,，我語言需要更清晰一些，但是當(dāng)某些特定的問題出現(xiàn)時,，我會很快處理它們,。由于只有40分鐘的時間，如果能用更多的時間,，這節(jié)課會更成功,。 (對同學(xué)的“測驗(yàn)”活動是一種形成性評估，也是一種激發(fā)他們探究技能的活動),?？傊蚁嘈艑W(xué)生們現(xiàn)在不僅越來越熟悉我們在英語中如何排列一個段落的因果關(guān)系,，也越來越熟悉段落結(jié)構(gòu),，之后我們會有更多類似的練習(xí),，特別是在寫作課程中,。他們也學(xué)到了更多的英語詞匯。因此,，我再次相信這門課程是相對成功的,。
