實(shí)習(xí)報告范文英文版

實(shí)習(xí)報告范文英文版

1.AbriefintroductiontotheExaminationResearchAndTrainingCenter

TheExaminationResearchAndTrainingCenterisabranchoftheforeignlanguagedepartment,WIT,establishedin2002.Thecentermainlyundertakesthetrainingcoursesofin-schoolstudents,includingCET4CET6TEM4andjuvenileEnglish.TheCETsandTEMcoursesaredesignedwiththegoaltoimprovestudents’performancesinexaminationandthejuvenileEnglishcoursesareaimedatfosteringtheirinterestinlearningEnglish.

ThetrainingteamconsistsofthemostexperiencedEnglishteachersandprofessorsoftheForeignLanguagedepartment.MostofthemhavebeenresearchedtheCETandTEMforyearsandharvestedabundantfruits.

Asaguaranteeofthetrainingoute,wehavetheaccetothemultimediaclassroomsandadozenofdigitallanguagelabs.

2.Preface

Intheby-gonemonth,Ihadabitterandsweettimewiththoseunconstrainedyoungkidsof8or9.Thefirsttimestandinginfrontoftheclass,facingadozenpairsofeyes,Ithrewawaymyna-iv-ethoughtsofbeingaprimaryschoolEnglishteacher.ThecasesIsawanddealtwitharetotallynewandtoughforme.Imetgreatdifficultiesinhandlingthem.However,hardshipalwaysturnsouttobetreasuresinlatertimes.Throughthewholemonth,Itriedmybesttobebothafriedandateachertothestudents.Asafriendtothem,Iplayedgameswiththemandtoldthemstories;asateacherIgavethemclassesandorders.Forthewholemonthasawhole,Ivaluedtheexperiencesinthetrainingcenterverymuch.Particularly,Iammostgratefultomytutors.Thanksfortheirinstructionsandhelp.

3.DetailedReport

Intheverybeginning,I’dliketoshareabriefintroductionofthestudentsinthetrainingclass.

Thereare17oftheminall,mostofwhomarefromone-childfamily.Athome,theyareprinceandprincess.Butontheotherhand,theyarewelcatedandmostactiveeverywhere,eitherinfrontofyouasfriendsorasstudents.Frankly,however,theiroveractivenehasbeenthefirstheadacheforusteachers.AnotherfeatureofthisgroupofkidsistheyarevariousinEnglishlevels.Therearefourthgradestudents,someotherareoflowergradeandalsosomeonehasjustgraduatedfromkindergarten.Toteachaclalikethis,asmytutoroncesaidittakesextraenergies,requiresofprofessionalskillsandqualities.

Tofollowaclearlogic,Iamgoingtopresentmyreporttotheproresoflessoanization,whichincludesthefollowingsixpartsasIseeit:

3.1.Preparationbeforeclass

3.2.Principlesinclamanagement

3.3.Principlesinteaching

3.4.Specialskillsinclass

3.5.Strategiesinlessoanization

3.6.Precautionsinteaching

3.1PreparationbeforeClass

Fullpreparationisthefirststeptowardanyachievement.Anditwasprovedtobetruebymyownexperienceontheplatform.Anall-roundpreparationbeforeclasses,includingtheestablishmentofrelationswithclaandwritingteaching-plan,notonlyenablesyoutobefluentontheoneinchhighplatform,alsoit’sthesourceofself-confidenceinhandlingthegroupofunconstrainedchildren.

Tospeakspecifically,IwouldliketoillustratethiswithseveraltipsIobtainedfromteachingobservation.

3.1.1Rememberingnamesofthekids

Rememberingthenamesoftheothersisanimportantskillingoodmunication,andthisappliestochildrentoo.Ifyoucancallhisorhername,youaregivingthemessagethatIhavenoticedyou,orsomethingalike.Everyonewouldappreciatetheimportanceyouattachedtohimorherandbeecooperative.Thoughthekidsdonotknowthetheory,thefeelexactlythesamepsychologicalway.Thusrememberingthenameofyourstudentsdoeshelpyoutomakeahighlanizedandefficientclass.Apartfromthis,knowingtheirnamessetsyouinafavorableposition.Becausecallingtheoneyouwanttoaskby“you,theoneinredcoat”orsomeothername,alwayssetyourselfinembarrassmentinthefirstplace.So,Iregardthistipasthefirstimportantprincipleinthepreparationbeforeclass.

3.1.2Switchsmoothlybetweenknowledgepoints

Writingtheteachingplantakesmuchtimeofthepreparation.It’snottheamountofknowledgeweneedtoteachtroublesus,butthewaytodoit.Youngkidsof8or9yearsoldhavetheirlimitsinlearningability,suchas,theycan’tunderstandaabstractnotionorrulequickly,norcantheydogoodreasoning.Thisrequiresustogointhestepsthattheycanfollow.Forthetrainingclaweteach,inwhichstudentsarevariousingradeandEnglishlevels,demandustodesignourclawiththeconsiderationsofbothteachingeffectivelyandtakingcareofthosewholagsbehindinstudy.Insolvingtheproblem,thetheorywelearnicationalpsychologyhelsalot.Butstill,beyondthetheoryIwanttosay,thefirstprincipleindesigningateachingplanistomakeitsmoothandinterestingtransitions

3.1.3Speakloudlyandclearly

Thisisreallyagreatphysicalchallengeformanyfemaleclassmates,butanyway,weallagreethattheeffortsarequiterewarding.TotellthetruththatneverbeforehaveIevertalkedsoloudlyandforsolong.IshoutedmythroathoarsethefirsttimeIdeliveredmyclass.Howeverwhatpleadedmeisthatthoseyoungboysandgirlsfollowedmequitewell,andIintheirjetblackeyes,Isawthedelightoflearning.

3.2Principlesinclamanagement

Weallknowthat,intheprimaryschool,thehardjobisnottheknowledge,butthatyouhavemakethemfollowyouandstudy.However,thoseprincesandprincefromwellbeingone-childfamilyaretotallyuncontrollableinawayofusingsticks,asonedescribedironicallythatwhereverthereissuppression,thereisresistance.Astheresult,mostteachersadoptedawayofcarrot.Thisturnedouttobeusefultosomeextents.Fromtheobservationofprofessional’sclass,Isummarizedfollowingprinciplesinclamanagement.

3.2.1Befair

Youngkidsof8or9yearsoldareextremelysensitivetotheteachers’treatmentandhandlingoftheclaproblems.Oncetheysensedsomethingunfair,heorshewillprotestbyrefusinganycooperation,andnothingcouldstophim/herexcepttenderexplanationofthereasonability.Surely,noteacherswanttospendtimeonsuchdeedsinclass.Toavoidsuchsituationsweneedtokeeponthinginmind--justice.Justtakeoncaseforexample,twostudentsraisedhandstoanswerachallengingquestionandyougavethechancetoA.Hereyou’dbetterremembertomentionorpraisetheonewhodidn’tanswerthequestion.Besidesthese,thechancestodisplaythemselvesinpublicshouldalsobegivenevenlytoeachone.

Inanynormalminds,thisseemstobeanimpossibletasktosolveallthejusticeproblems,becauseweteachersarenojudges,andevenwehavetheexpertiseofajudge,wedon’thavethetimetodothisinclass.Thenhowisitpossible?Ifyouthinkso,Ihavetosayyouhavemadeamistakeinunderstandingthejusticeinthoseyoungminds.Accordingtophysiologist’sconclusion,primaryschoolstudentsseethewordsofauthoritativepeople,suchasteacher,parents,astherulesofjustice.So,thepointIamma-ki-ngisthatwemustexplainwhyIgavethechancetotheother,andtellhimorherareason.Yet,astotherationality,thechildrenwillneverthinkmuchaboutit.

3.2.2Alwayssetyourattentiononthemajority

Foryoungstudents,theycannotconcentratetheirattentiononohingforlong.It’snotbecausetheyaretoonaughtytodothat,butforphysicalreason---theirbrainhasdevelopedfully.Accordingly,weneedtotakethisintoourconsiderationinourclamanagement.

Inmyobservation,Ifoundthatweoftendevoteourattentioncertaintheone,whoisansweringourquestion,orbeinganobjectiveofcertainactivity,keepingthemajoritywaiting.Thensomestudenttalks,laugh,evenfightwitheachother.Canweaccountthistothekids?Surelynot.

Toavoidthemeofclass,weneedtosetaneyeonthemajorityallthetime,evenwhentheycan’tbeinvolvedin.Forexample,whenwewanttohelpcertainkidinpronunciation,wecanteachthewholeclatogetherorasksomeotherstudentstobetheteacher.Insimilarway,theclawillbewellundercontrol.

Inaword,inthepreparationofclaactivity,weneedtoconsiderthosewhoarenotdirectlyinvolved,onlyinthiswaywecanmakeanefficientandeasyjobinclamanaging.

3.2.3Praiseasmuchasyoucan

Tomunicatewellandmakegoodimpression,professionalsadviseustopraiseasmuchaswecan.Hereinteaching,whichisalsoakindofmunication,thestrategyshouldalsobeapplied.Teachersshouldpraiseoftenandinvariousways.Inourclawesay“good,verygood”,thesi-mp-lewordnotonlymakethemactiveinclass,butalsofostertheirsenseofachievementwhicharecrucialfactorinthefuturesuccess.Inthissense,Ilabeledpraiseasthethirdprincipleinclamanagement.

3.3Principlesinteaching

Teachingisthemainactivityinaschool,thoughit’sanextremelyplexprocess,buttheeffectsfromtheteachingfacultyareofanappreciableamount.Becauseitistheteacherwhodealsdirectlywithknowledgeandstudents.Apartfromthefundamentalrulesintroducedinourteachingtheories,suchasagreementbetweenteachingobjectivesanddevelopmentstageofchildren,theinteractionbetweenteachersandstudents,Isummarizedseveralrulesingivingclatoprimaryschoolstudents.

3.3.1Makethelesi-mp-lerepetition

EnglishteachingisdifferentfromMathematics.Whatweteachinafundamentalmathematicclaislogic,whileweteachthevocabularyandgrammarrulesinEnglishclass.Thatmeans,repetitionistheonlywaytostrengthentheimpressionoftheknowledgeinthestudents’mind.Forexample,weteachthempronunciationbyrepetition,werepeattheEnglishwordsandit’smeaningtogetheragainandagaintohelpthemrememberthem.Whileontheotherhand,overusingitwillnotbesohelpfulashaveexpected.

FrommyobservationIfoundthatthechildrenlosetheirinterestinthelessoneasilyifrepeattoomuch.Andifthathappen,troublees.Thereforeanunspokenlimitforsi-mp-lerepetitionis3,asawaytokeepthekidsincontrol.

3.3.2Donotwritetoomuchontheblackboard

Usuallywewritedownontheblackboardwhatthestudentscan’tunderstand,tomakethethingunderdiscussionclearandvisible.HoweverthesituationIoftenseeisthat,teacherwritestoomuchontheblackboardthatthekidscan’tfindthetopic.Theblackboardbeessomekinddraftpa-pe-r.

Theproblemhereisthatthoseirrelativeornotrelatedtothebookaregreatdistractiontotheclass.thestudentscan’tdifferentiatethekeypointfromsupplemen