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2012-2013


外国语学院 英语专业 2012-2013 学年 第二学期

《 中学学科教学与课程设计》 期末考试
Self-reflection 题 号 report (25%) 得 分 report (25%) (50%) Peer observation Lesson designing Total

阅卷教师
?学生填写部分

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2010 级 学号:

英语

2 班

姓名:

郭笑梅

201052010205

任课教师:周漫

Final Examination Requirements:
1. A self-reflection report & a peer observation report. Online video materials and two check lists are available. (50%) 2. Designing a 45-minute lesson from senior one English textbook with PPT. Your explanations based on what you have learned in this course are needed. (50%) 3. All above assignments should be submitted with both paper & electronic versions.

1

SELF-EVALUATION: LESSON REFLECTION
Title of Lesson: Unit 13 Healthy eating Grade: senior high grade one Date: 2013-6-8 1.Was I confident in the subject matter being taught?
Yes, I was confident during my presentation. Since I made a good preparation before giving my class. At first, I was a little nervous, but I felt better when the class continued several minutes. I find it?s great to stand on the stage to show my class.

2.Did I have to modify my lesson plan during the lesson? Was I able to complete the lesson as planed? Why or why not?
During my lesson, I did some changes. Because time is limited, I cut part of my plan in order to explain the text more clearly. For this reason, I can not complete the lesson as planed.

3.How could I determine if the students were actively engaged?
It?s easy to determine whether the students were actively engaged when you asked them questions with interruptions. As for my part, text comprehension is very important. If my students were not actively engaged, my work will not go very well. If I introduce some interesting stories about text and ask students to answer my questions ,it will be easy to catch the students? attentions.

4.Were the instructional strategies/activities/materials appropriate? Why or why not?
What I chose for the class absolutely suit my lesson. There are three aspects: first, I plan to generalize the main idea of the whole passage and then analysis the text. This is good for understanding of the structure of the text. Then, I try to let students translate some beautiful sentence appeared in the text which help them remember the whole text well. Then, my major work is to explain the useful expressions which I think is very important to exam or proficient understanding of the text. Last, I arranged some exercise aiming at the text mainly. It appropriates to review the whole class. But there is a impediment that my exercise is mainly about the text. As for the useful expressions, I just give some examples for them which need more practice.

5.What evidence did I witness or collect that supports students
2

comprehension?
There is an obvious evidence that my students understand my explanation of grammar: they give me the right answer according to the examples or sentences with special grammar. Besides, they can find the main idea of the each paragraph easily.

6.Was I consistent with my classroom management?
Actually, I am not consistent with my classroom management. Because a real class must happen some changes which a teacher can not prepare before. This problem also happened in my lesson. For example, my students didn?t listen to my class carefully, when I asked her a question, she couldn?t answer me correctly and even made a mistake I noticed for many times. Another, I suddenly found my mistakes during my class, so I have to correct my mistakes proficiently.

7.In my opinion, the most effective part of my lesson was:
Personally speaking, the most effective part of my lesson was the “useful expressions”. Because in this part I put much attention on making distinction between similar phrases and words. Through my teaching, my students would distinguish confused words and phrases easily. When they meet the same problem, they can easily to make a right choice, also, they can conclude the method to make distinguish, that is, remember them in the example sentences

8.The one thing I would do differently would be:
The one thing I would do differently would be the practice of the text. In my practice, I put lot of gap filling about the text which mainly concerns about vocabulary and phrases. So , if I want to make some changes, I ?d like to arrange various types of practices.

9.The things I would improve in this lesson would be:
As I said above, I will add various different types of practices in my class for the simple gap filling test only help students remember the words of the text. But for the whole passage, there is no good conclusion at last. So ,in my opinion, I ?d like to use some multiple choices about the comprehension of the text to contribute to the good understanding of the text?s meaning. Also, there is a important problem that I am not very confident at first. I should improve my self-confidence and fluency of speaking in my future classes.

3

CLASSROOM OBSERVATION REPORT
Observer:_ __郭笑梅____ Instructor:__ _董宏__ Date: _ ___2013/6/30___

Lesson Title:_ __Unit14 Festivals___ Students’ grade_ Senior English for China, Students? book 1B The following table provides a list of the criteria for assessing your classmates? teaching. In the left column, the desirable features are described, and the undesirable features are described in the right column. In the middle part, you can see numbers, with 5 as the highest level and 1 as the lowest level. Rate the instructor?s performance in the listed areas by coloring one of the numbers from 1 to 5. For example, if you think the instructor has clearly expressed and achieved the aims and objectives, and the linkage to different steps was well established, they you color the number “5” in the middle column. On the contrary, if you think the instructor did quite well, but not to the highest degree, you may color 4. Do the same with the rest part of the table.

DESIRABLE FEATURES
TEACHING GOALS Aims and objectives clearly expressed and achieved. Linkage to different steps established. CONTENT Appropriate amount, accurate, relevant. Displays in-depth knowledge of subject material. TEACHING AND LEARNING METHODS

OBSERVER'S RATING

UNDESIRABLE FEATURES
Vague in conception or

5?

4

3

2

1

expression. Aims and objectives of session not achieved. Linkage not established. Too ambitious.

5?

4

3

2

1

Material thin, of doubtful relevance. Displays lack of familiarity with subject material. Limited activities failing to

5?

4
4

3

2

1

maintain the interest of the

Varied exercises and activities appropriate to this group. Well thought out session. MANAGEMENT OF THE LEARNING ENVIRONMENT Environment facilitates learning. Control, student motivation and management clearly maintained. PERSONAL TEACHING QUALITIES Enthusiastic. Confident. Warm. Creative. DELIVERY AND PRESENTATION Voice - clear, audible, interesting. Aids - very well produced and used. RELATIONSHIPS WITH STUDENTS Good rapport and friendly relations promoting learning. INTERACTION All students actively involved and contributing to learning experience. Group management achieves effective learning. EFFECTIVENESS OF TACTICS AND STRATEGIES Explanations clearly understood. Questioning clear and logical. Student contributions used well. SENSITIVITY TO INDIVIDUALS Able to adapt approach to suit the evolving situation and student needs. Guidance encourages self-development. LOGIC OF APPROACH Orderly progress. Well organised. CHECK ON LEARNING Check regularly by appropriate methods that learning is taking

group. Manifestly inappropriate.

Environment inhibited

5

4?

3

2

1

participation and learning. Poor management and control. Compromises learning. Listless. Hesitant. Aloof/distant.

5

4?

3

2

1

Rigid.

Of poor clarity.

5?

4

3

2

1

Inaudible. Uninteresting. Did not help learning or exposition. Poor rapport, apparently

5?

4

3

2

1

unaware of students needs. Personal barriers discourage learning. Limited to stereotyped

5?

4

3

2

1

interactions, students not involved in learning. Group dynamics inhibit learning. Inappropriate strategies. Lack of

5

4?

3

2

1

harmony or consistency in tactics used. Failure to facilitate appropriate student activity. A rigid, ritualised approach

5

4?

3

2

1

maintained. Individuals' differing learning needs are ignored.

Progress haphazard.

5?

4

3

2

1

Disorganised. No check that learning is taking

5 1

4 ?

3

2 place.
No learning taking place.

5

place.

Additional comments:
Please give a general comment on the instructor, especially his/her strengths and weeknesses. First, I?d like to appreciate her lesson. She gives us a pleasant time in the class which impressed me deeply. The class lasts twenty-four minutes. The style of Miss Dong?s class is natural , easy and relaxing. This can make students study not very hard with relaxed environment. The contents of her power point is vivid and colorful which can attract student?s attention. Of course, from the video, we can see that she makes a good preparation for this class. Whatever the power point or the teaching design, we can strongly feel the enough preparation. Even from her gestures and eye contact, I can find she has a gift of becoming a good and genuine teacher. Every coin has two sides. There are some little problems appeared in her class. For example, she did not do any blackboard-writing. Also, she may be a little shy when she starts to give the class. In my opinion, a good teacher should not be so kind and has too much smile or she is hard to build majesty.

6


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