加载中…给实习老师教学指导记录1
(2017-04-12 08:56:24)
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与其它学科实习生大多只走形式不同的是，这次的几名英语实习生比较认真。前期因为她们要准备英语专业八级，实际实习时间开始于3月18日之后。很幸运的是，被安排到我名下的程美老师喜欢教师这一职业，她也很虚心认真，几乎每天都来听课、帮助批改作业。
在听了几节课之后，我安排她在高一七班上了一节阅读课。本节课教学内容是北师大高中英语教材模块二Unit
6 Lesson 3 Chinese Paper Art。以下是她本节课的教案：
Unit 6
Design
Lesson 3 Chinese Paper Art
Use the key words to describe each paper cut and
its meaning on this page.
从教案看，她的格式比较陈旧，缺乏对学生和教材内容的深入分析，没有现在教案格式中要求的三维教学目标。从课件看，她呈现生词的方法也比较传统老旧，并且割裂了阅读过程。我给她提了三个修改意见：
1. 将生词展现提到了Warm
up这个步骤的开头。这样做一方面是让下面的阅读步骤中不再插入生词展现，出现阅读中断现象，另一方面是希望通过这一步吸引学生对剪纸的兴趣，降低阅读的难度。
2.
阅读分成扫读、跳读和细读三步，步步深入，但各部分要求又有所不同：扫读是了解文章主体内容，同时与读前预测相呼应；跳读是针对扫读出的主体内容进行细读；细读是通篇再重新细读，同时记住文章的细节，包括内容和语句。
3.
在读后环节加设了一个游戏，以检测学生细读效果，同时激发学生阅读兴趣，让学生养成仔细阅读的习惯。
以下是她实际上课时我的听课记录以及评价。
I.Background Information
Students: senior secondary school students,grade1.
They have already been exposed to English for a long time and
have mastered basic words and grammar. But they lack reading skills
and are not familiar with the relative grammar.
II.Teaching Material:
Lesson 3 of Unit 6.
Grade1 of senior secondary school, Module 2, Published by
Beijing Normal University Press.
III.Teaching Objectives
By the end of the lesson, students should be able to reach the
following aims:
a.Language knowledge
Vocabularies and phrases: phoenix, rooster, bat,
tomb,religious,pattern,temple,offering, jewellery,date back, relate
to, try out.
Grammar: Relative Clauses
b.Language skills:
Combining reading with communicating.
Using group work or pair work to practice the communicating
skills, and using some reading strategies.
c.Learning strategies:
Reading strategies:
Read the whole test to get the general idea.
Then scan the text to extract specific information and answer
questions.
d.Cultural awareness:
Students learn more about Chinese cultural and generate an
admiring feeling of our own culture.
IV.Focus and difficult points:
Focus:
a.How to extract specific information from the text.
b.Introduce some basic knowledge about relative clauses.
Difficulty points:
How to use key words to describe a cutting paper.
Teaching methods:
PPT and blackboard.
V.Teaching procedures:
Step 1 Lead in:
Question: Have you ever tried paper-cutting? On what occasion
would you use paper cuts?
Step 2 Pre-reading:
a.Prediction: What can you learn from the title? What’s the
article mainly about?
b.Key words: See the picture and learn the new words.
Step 3 While-reading:
a.The first reading: scanning the article and get the main
idea.
b.The second reading: extracting the specific information and
answer some questions.
c.The third reading: more details about paper cutting.
Step 4 Post-reading:
a.Pair work: summarize the passage.
b.Group work: If you have a chance to learn paper cuts, which
kind of paper cuts would you like to try and why?
c.Summarize the language points.
VI.Grammar: (If time is permitted)
a.Find these relative pronouns in the text: who, that which,
whose, whom.
b.Let them find the rules of the relative pronouns.
c.Conclude the grammar generally and practice it in the next
class.
VII.Sum up:
Sum up the whole passage and the grammar.
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