英語(yǔ)課反思記錄

1、High School English ClassMary8:40T ask individual Ss each to read the descriptions of the four different monsters. T then explains the major features of the animals.Questions to Reflect on: Everything we do has an underlying purpose. Reflect on the following questions and examine the underlying purp

2、oses you wish to fulfill. Then consider if the practice truly fulfill the purpose of active student engagement and active student learning. Finally, consider how you carry out the task in a different way.(1) Does it have to be the teacher explaining the features? If Ss understand which description f

3、its the monster, there is probably no need repeat the descriptions again.(2) When you call some Ss to answer the question, other Ss seem to be sitting there passively? What would you do to keep them ACTIVELY ENGAGED as well?(3) What exactly is the purpose of asking some Ss to read the descriptions?

4、For understanding? For learning new vocabulary? How does it relate to the article Ss will be reading? In short, what exactly do you wish to achieve with this task?在這一部分的設(shè)計(jì)中，關(guān)于描寫(xiě)creature特征的教學(xué)目的是詞匯教學(xué)寫(xiě)作素材積累，在實(shí)際授課時(shí)，缺少了教師的總結(jié)和強(qiáng)調(diào)。8:48T moves on to the article “The Monster of Lake Tianchi”. After T briefly

5、goes over some of the main concepts, T has Ss read the article silently.8:53Ss stop reading. T asks Ss to elect a rep to read the passage paragraph by paragraph. T then explains the meaning of some of the words and expressions while the student remain standing.Questions to Reflect on:(1) What are yo

6、u trying to achieve in this section of the lesson? Reading comprehension? Vocabulary learning? Reading aloud fluently? 這一部分的教學(xué)目標(biāo)是理解文章大意并解決在文章中出現(xiàn)的生詞a. If it is for reading comprehension, who should be responsible for comprehending the text? Do you have to tell them what the main ideas are? b. If it i

7、s for vocabulary learning, when do you think would be the best time to do, before reading, during reading, or after reading? Why?c. If it is for reading aloud, when Ss read aloud, either chorally or individually, and make mistakes, what do you do? Do you correct their pronunciation and intonation? W

8、hen they do not read with appropriate pauses, which shows a lack of understanding, what do you do?(2) You posted the main idea of each paragraph on the screen. What about asking Ss to work in groups to come up with the main idea of each of the paragraphs? Similarly, you post a table that compares Ch

9、inese dragons and western dragons and show students the various differences between the two. Who should be figuring out the differences, you or the Ss? (3) One of the tasks shown on the screen reads “Thinking and Discussing”. They definitely are thinking, but are they thinking actively or passively?

10、 Also, are they discussing as they are supposed to? You mentioned “Lets discuss” a couple of times, but no discussion actually occurred. (4) The majority of the Ss seem to have checked out while the content is explained. What would you do differently to keep them ACTIVELY ENGAGED? (5) At 9:08, I fou

11、nd that Ss seem more engaged when pictures are shown on the screen. But what do the pictures have to do with understanding the text and learning (and retaining) new words? (6) T asks Ss to discuss the question, “If these creatures are real or still alive, why are they rarely seen by people?” Only four pairs follow the instructions when urged at the second time. Others have totally checked out. What would you do differently to re-engage the rest of the class?9:16T comments that since Ss are so quiet, she would like Ss to do some writing individually.Questions to Reflect on:(1) Some are writin