教研组 | 英语 | 开课主题 | M4U2 Reading | ||
研究主题 | 课堂评价在英语课堂中的应用 | ||||
开课教师 | 江凌云 | 开课班级 | 高一（12）班 | ||
开课时间 | 5.13周一下午第叁课 | 开课地点 | 高一（12）班 | ||
课前与研究主题有关的理论学习记载 | 课堂评价不仅让教师了解学生的学习，也让学生了解自己的学习。评价作为教学的一部分是用来帮助学生学习， 而不是仅仅作为测量学生掌握知识情况的工具。设计和实施课堂评价的出发点在于促进学生学习，教学过程中，师生共同收集学习评价信息，用获得的信息促进学生的学习，鉴定学生在学习过程中所处的水平、学生所要达到的目标和怎样更有效地达到目标。
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课后评价活动记载 | 石主任：上课条理清晰，教学目标明确，活动形式多样，思辨性强。但有几点可以稍微改动一下。首先是教学目标稍微多了一些，需要再精简一下，课堂教学内容较多，时间不够充裕。可以将文本信息梳理的内容放到课前当做预习作业让学生提前做好，课上就不会花太多时间在课文信息梳理上，可以有充裕的时间进行接下来的内容。另外最后的critical thinking的板块问题设置太宽泛，需要将问题再次细化，例如针对文章结构和内容的评判可以设置一下几个小问题：“为什么文章选择这几个内容作为演讲的内容，这和听众的身份是否有关？如果换一批听众群体，是不是就不会选择这些内容？”“文章这块内容能不能调换顺序？”“文章的详略安排是怎么样的？为什么这一块详写，那一块略写？”等等问题。这样学生在评判文章时就会有话可说。最后，老师给出的两个评判版本内容也应该从内容和结构两方面探讨，还需要改动一下。
姚老师：课堂内容较难，没有充分预估学生的现有水平，学生有些跟不上。因此需要学生充分预习文本内容，可以将部分上课内容做成预习学案，让学生回去预习后再进行课堂教学，效果会更好。 | ||||
课后与研究主题有关的教学反思 | 本节课条理清晰，教学目标明确，活动形式多样，思辨性强。但因为上课容量较大，对学生的学情预估不足，没有让学生进行充分预习，课上的进度较慢，学生有些跟不上，所以在梳理文本信息时耗时较多，影响了后面的的活动开展。所以针对本次上课情况，可以进行以下几点修改： 1. 精简教学目标和教学内容。教学目标共8条，40分钟的课程完成不了，需要再精简一下，对应的课堂教学内容也较多，时间不够充裕，可以将部分问题合并到导入部分，视频部分的活动可以选择删除。 2. 课前让学生充分预习。课前可以将文本信息内容设计成一份预习学案预习作业让学生提前做好，课上就不会花太多时间在课文信息梳理上，可以有充裕的时间进行接下来的内容。 3. 部分问题与文本联系不够紧密，需进行修改或删除。例如 “what can you learn from these athletes?” “what is the significance of the Olympic Games?” 4. Critical thinking 板块问题设计太宽泛，需细化。例如针对文章结构和内容的评判可以设置一下几个小问题：“为什么文章选择这几个内容作为演讲的内容，这和听众的身份是否有关？如果换一批听众群体，是不是就不会选择这些内容？”“文章这块内容能不能调换顺序？”“文章的详略安排是怎么样的？为什么这一块详写，那一块略写？”等等问题。这样学生在评判文章时就会有话可说。最后，老师给出的两个评判版本内容也应该从内容和结构两方面探讨，还需要改动一下。 | ||||
附教案
Teaching objectives:
By the end of the class, students will be able to:
1. Tell the main idea of the text
2. Identify the characteristics of the text genre and categorize its pattern and organization
3. Summarize the main developments of ancient and modern Olympics
4. Understand the significance of the Olympic games
5. Conclude the good qualities of athletes
6. Make comments on the content and structure of this text
7. Make a 3-minute speech related to sports and games by imitating the text (if time permits)
Teaching procedures:
Step 1: Lead-in (Brainstorm)
What can you think of when it comes to the Olympic Games?
Step 2: Fast-reading
1. Read para 1: What kind of article is it?
2. If you were the speaker, what would you like to talk about?
3. Can you categorize the main structure of the text?
Step 3: Detailed-reading
Organization | The history and (1)____________ of the Olympic Games |
Origins of the games | The ancient games began in (2)________ in Greece and the contemporary Olympics were first held in 1896 in (3) ________. |
(4)__________ between the ancient and modern games | By tradition, only (5)_____ men were allowed to compete in the games. Today, both male and (6)_______ athletes can take part, no matter what nation they come from |
Some well-known (7)________ and their (8)_____________ | American athletes: Name:(9)______ 1960/1964/1996______ Name: (10)______ 1984/1992__________ Chinese athletes: Name: (11)______ 1984__________ Name: (12)______ 1992/1996__________ Name: (13)______ 2004__________ Name: (14)______ 2008_______________ |
Conclusion | The Olympics will have a successful future to (15)_________ its glorious past. |
(1) About its history: what information did you get from the video?(watch a short video)
(2) About the athletes: What can you learn from the athletes?
(3) About the theme: What is the significance of the Olympics?
Step 4: Post-reading
1. Critical thinking
(1) Is it a well-written speech on the Olympic Games? (content, structure)
Teacher’s opinions:
Version 1:
In my opinion, it is good speech about the Olympic Games. The structure is very clear and logical. At the beginning, the speaker just comes straight to the point to show the audience what he is going to talk about. The following part uses very easy and short sentences to give a brief but clear introduction to the history and development of Olympic Games as well as the differences between the ancient and modern Olympic games.
Then the speaker starts to talk about 6 famous athletes and their achievements. The selection of athletes is very comprehensive, as it covers different nationalities, genders, sports, ages, etc. The listeners will not feel boring and they can always find one or two athletes they are interested in. In addition, the introduction of the athletes follows the time order, which makes the audience easy to grasp their main achievements.
Finally, the speaker emphasizes the significance and his wishes to the Olympic Games and leaves time for the audience to ask questions so that the audience can have interactions with him and have a deeper understanding of the Olympic Games.
Version 2:
In my opinion, it is not a very good speech about the Olympic Games. The content needs to be polished.
First of all, the speech is a little bit boring. We should be aware that the audience are Chinese high school students. They are still teenagers and they want your speech to be interesting. There are no jokes, no interactions with the audience. The audience just sit there and listen. They are likely to feel sleepy because they are not involved in the speech at all! Besides, The introduction to the history of the Olympic Games is neither complete nor interesting, audience always love stories. Maybe we should add one or two historical stories to make this part more interesting.
Then, the athletes he talks about are a bit out-of-date. Teenagers want to hear more about young athletes as their ages. In addition, the introduction of the athletes is boring too because there are no personal stories of athletes only plain and tedious achievement accounts.
Finally, the whole speech is too objective, the speaker doesn’t share any personal feelings with the audience.
(2) What makes a good speaker?
Group work (Homework if time is limited)
(1) Ask students to prepare a 3-minute speech related to the Olympic games (its origin, development, spirits, favorite athletes…)
(2) Show time and peer-assessment
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