英语课堂观察与评价English Classroom Observation and Evalu

ation

—— 学与研，教师专业成长的有效途径Study and Research Makes Effective Access t

o Professional Improvement

江苏省扬中高级中学高月琴

Channels for teachers’

professional development

Formal channels----courses, seminars, conferences, qualifications, writing papers, researches, in-service training, appraisal, etc.

Informal channels----reading, private reflection, conversations with colleagues, etc.

 

True or false questions about reflective models(1)Which of the following are informal methods of

teacher development?

A. Reading ‘English Teaching in Primary and Secondary Schools’

B. University degrees

C. Writing down your thoughts on a lesson(2) In what ways can the teacher reflect on a lesson?

A. Chat with a colleague about it in the teachers’ office----possibly

B. Write some notes in a teaching journal

C. Correct students’ work----Possibly

 

Trainees’existingconceptualschemata or mentalconstructs

Receivedknowledge

Experientialknowledge

Practice Reflection Professional

competence

ReflectiveCycle

Stage 1

(Pre-training)

Stage 2

(Professional education/development) Goal

The Diagram of the Reflective Model

The Concept of Action Research in Teaching

 

  It is a process in which teachers investigate and reflect on their teaching and learning so as to improve their own and their students' learning.

 

 

The steps in carrying out AR 1) Select a problem area.

2) Narrow it down so that it is manageable.

3) Think about what might be causing the problem.

4) Select a suitable procedure for collecting information about the problem.

5) Collect the data ,analyse it and decide what changes might be necessary .

6) Develop an action plan to help bring about the solution to the problem.

7) Implement the action plan.

8) Observe the effects of the plan in action.

9) Analyse the evidence and reflect.

10) Initiate a second action, if necessary.

 

Ways to carry out AR

a. journal ( personal journal and collaborative journal )

b. video/audio taping

c. interviews of learners, their parents, teachers, administrator )

d. questionnaires

e. observation ( peer observation, clinical observation )

 

 

On what topics/ areas can AR be conducted ? 1. Communicative activities

2. Real life communication in class

3. Questioning in class

4. Error correction

5. Instructions given in classroom

6. The use of tape- recorder/blackboard/OHT/computer/overhead projector/video/pictures/real objects, etc

7. Controlled practice

8. Pair work/group work

9.Teacher/student talking proportion

10.Teaching grammar/vocabulary/reading/listening/

speaking/writing

11. Body language

12.Classroom management/role change of the teacher

Number Instructions Types Purpose R/S/I Comments

1

2

3

How to do observation and give evaluation

Date____ Observer____ Observee ____ Class_____

Types of instructions Purposes

1.Long 1.Classroom management

2.Short 2.Get students’ attention

3.Gestures 3.Keep discipline

4.Written instructions 4.ask ss to answer Qs

5.Oral 5.Give information for self improvement

6.Types of sentences 6.Set homework

Why do we carry out action research ?

1. ☆To help them notice what they and their students really do, rather than what they think they do.

2.☆To get feedback as to the success or failure of what they are doing. 3.☆To help them tailor teaching and learning to their learners and their settings.

4.☆So that they are able to justify the teaching and learning choices they make.

5.☆To increase their knowledge of learning and teaching and become authorities on teaching. 6. ☆To become less dependent on decisions made by people who are far away from their learning and teaching sites, people like textbook writers and school administrators.

7.☆To ensure that they don't become bored with teaching

 

设计练习的活动类型Types of Exercises Designing

经验型 (Experiential)

合作型 (Cooperative) 独立型 (Individual)

校园英语词汇 (dormitory, laboratory, bulletin board, overhead projector, fountain, equipment, sculpture

人体部位及表情英语词汇 (forehead, wrist, thigh, ankle, elbow, eyebrow, chin ,nail 等 ) ；

学习与办公英语词汇 (laptop, personal organizer, mouse mat, paper clips, filing trayde

sk-tidy, stapler 等 ) ；家庭日用品英语词汇（ extractor, fridge, oven ,

microwave, dishwasher, washbasin 等）。

1. We will have our picture taken where stands a sculpture in front of the science building.

2.You need a desk-tidy so that put your pens, paper clips and other odds and ends in.

3. After supper my father just puts the plates, bowls spoons and other things into the

dishwasher but Jade’s mother says they don’t need one because her father can do the washing.4. People yawn when they are tired or bored but

they bite their nails when they are nervous.

Worksheet A:1. We will have our picture taken where stands a scu

lpture in front of the science building.2.You need _____________ so that put your pens, p

aper clips and other odds 　 and ends in. 3. After supper my father just puts the plates, bowls spoons and other things into the ____________ but Jade’s mother says they don’t need one because her f

ather can do the washing. 4.People yawn when they are tired or bored but they

__________ when they are nervous.

Worksheet B:1.We will have our picture taken where stands

___________ in front of the science building.2.You need a desk-tidy so that put your pens,

paperclips and other odds and ends in. 3. After supper my father just puts the plates,

bowls spoons and other things into the ____________but Jade’s mother says they don’t need one because her father can do the washing.

4.People yawn when they are tired or bored but they _____________when they are nervous.

一、课程纲要的评估标准理论性 目标性

适用性渐进性和循环性

灵活性

二 . 教材评估标准

1. 理据性 2. 可行性3. 针对性

4. 版面设计5. 可能性6. 连贯性7. 选材与排序8. 得体性

10. 充分性 11. 文化性 12. 教育性13. 交互性14. 灵活性15. 指标性

9. 真实性

三 . 现教材与高考要求之间的差距 灵活地有创造性地使用教材

•对教材内容进行适当的补充和删减

•替换教学内容和活动•扩展教学内容和活动步骤•调整整教学顺序•调整教学方法•总结教材使用情况

四、研究教材教法和教学对象研究教材以获得自主性

研究学生以获得针对性

研究教法以获得实效性

五 . 教学实践中的教学研究1. 培养学生的自主性学习能力是教学改革的核心2. 互动活动是培养学生自主性学习能力的有力措施3. 学好教育教学理论特别是二语习得理论为搞好教学改革提供了保障

4. 注意教学研究资料的积累和分析

Principles in Teaching Vocabulary Complete the sentences below

• checking understanding / opportunities to practise the new vocabulary/ produce / recognition/ a small number / conveying the meaning

• 1.You should introduce only____________ of words at a time.• 2.In teaching vocabulary there are three important areas to

cover:• i._ _________________________________________• ii. ________________________________________ • iii. ________________________________________• 3. Giving pupils practice in _________________of the new vo

cabulary and checking their understanding of it should come before they are asked to _____________ it.

•

1.You should introduce only_ a small number of words at a time.

2.In teaching vocabulary there are three importantareas to cover:

I. conveying the meaningII. checking understanding

III. opportunities to practise the new vocabulary

3. Giving pupils practice in recognition_of the new vocabulary and checking their understanding of it

should come before they are asked to produce it.