By Lin Li from Nanjing
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Time |
T’s Activity |
Ps’ activity |
Notes |
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13:56 |
Greets Ps T’s name May |
Ps tell T their |
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13:57 |
Presents a chant. Teaches new words, exciting, because Asks Ps to follow her to chant. I like … because it’s yummy. |
Listen Say the words Follow Chant |
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13:59 |
Asks Ps to create their chants |
Do I like apple. (T didn’t correct it.) |
Chanting as activating. |
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14:00 |
Writes Jobs on Bb Asks Ps to say some jobs. Presents pcs of jobs |
Doctor, policeman, postman, driver |
Profiles for guessing make informative gap. |
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14:02 |
Presents pcs to guess jobs. Father, mother, uncle, Bingbing |
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14:03 |
Asks Ps to read. Before reading Presents learning tips in Chinese How to scan. |
Some Ps finish the reading quicker than others. |
Learning tips and in Chinese. |
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14:05 |
Presents jobs and teaches fireman, spaceman Mother: Cleaner |
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14:05 |
Reading Learning tips again Read slowly and underline the informative parts. To music, loud to be aware. |
Some Ps finish early. |
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14:07 |
Presents |
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Encourages Ps to guess the meaning of rockets from the context and check the understanding by pictures. |
Guess it correctly. |
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14:09 |
Presents chant of jobs. Cleaners, cleaners, what do they do? Clean, clean, clean the city. Much better as formative assessment. |
Listen. Say. |
Assessment for encouragement. |
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14:11 |
Why do they like their jobs? |
Answer. |
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14:13 |
Presents the text |
Follow at the first time. |
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14:14 |
Check the comprehension. Teaches new word strong. |
Answer. |
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14:17 |
Asks ps to read the text in groups. |
Read individually. |
Why in groups? |
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14:19 |
Asks Ps to talk about Bing Bing’s family by retelling. Presents learning tips. Domos. |
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Good demo. |
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14:21 |
Asks Ps to retell. Encourage with help. |
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Help when needed. |
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14:23 |
Read and guess: What’s his job? Read and guess after class. |
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14:25 |
Homework. Learning tips for interview. Email address. |
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鲁子问：
这节课的学习策略教学是最值得我们认真学习的，小学的学习策略教学一般开展得不是很好，针对性不强。这节课老师呈现了5个小的学习策略，让学生在每个策略呈现之后，马上运用策略进行学习，体验策略的有效性，从而形成策略意识。
学习策略受制于学习风格，所以一定要让学生亲身体验其有效性。
这位老师还很好地在语境中开展了词汇教学，她不是一开始就集中识词，而是根据课文学习进程的需要，呈现生词，然后结合课文语境，进行词汇教学。
这位老师还好几次用了chanting的方法进行词汇教学，是否有效要根据目的来确定。
本节课的体裁要求是笔录，但编写出来的是report，这需要弄清楚是否合适，才好说是否符合要求。
另外，我们为什么语言运用目的来学习介绍他人工作的语言，或者我们学了这样的语言做什么用，这方面还可以更加明确。
Lu Rui from Guiyang
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Time |
T’s Activity |
Ps’ activity |
Notes |
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14:35 |
Claps for attention Greets |
Greet |
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14:36 |
Presents a song |
Listen |
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14:38 |
Formative assessment |
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14:35 |
Present the title and the song again. |
Listen and try following. |
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14:39 |
Asks Ps to introduce their families as task presenting. |
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Introducing tasks first is good for this lesson. Task purpose needs improving. Introducing for what purpose? |
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14:41 |
Write on Bb At weekends, I often go to my grandpa’s house. Asks Ps: What does your father often do at the weekend? During ask and answer, presents and teaches often, always, sometimes |
Answer and follow |
Speaking while writing on Bb is effective as multi-channel input. |
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14:48 |
Presents the topic At the weekends. Asks Ps to talk about their life at the weekend. T presents a demo. |
Talk in groups. |
Good grouping Good demo. |
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14:52 |
Presents the text by ppts. Teaches sick, homeless during the text presentation. |
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15:00 |
Leads Ps to read the text. Ask Ps to find always, often, sometimes. Teaches helps but not sick, people after Ps’s difficulty. Teaches enjoy, help, others, sick, give, homeless, teach, feel. |
One P has difficulties in saying sick, people. Answer and learn. |
If there is recording by native speakers, use it. Good Experiential learning. Consolidating the words before reading is good. |
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5:06 |
Homework: Poster for Love Club. Gives a demo. Read the text. Introduce their families. |
Watch and learn. |
Good demo. |
鲁子问：
这节课最值得我们学习的是老师特别重视学的过程，在新语言学习后要学生运用新语言之前，总是由老师进行新语言运用的展示，让学生看到、听到，如何运用刚刚所学的语言完成相应的表达。这是非常符合新语言学习过程的，这也是新授课和复习课最大的标志性不同之一。
这位老师在写黑板时一边写语句一边慢慢读，让学生形成很好的多通道输入，这对于小学，尤其是农村小学的英语教学，是非常值得提倡的，边听边看，可以形成有效输入。
这节课的任务也不错，只是任务和新语言联系不够，课文内容是介绍家人周末帮助他人的活动，任务是制作Love Club的招贴画，给的案例不像是一个好的招贴，因为没有突出招贴画的特点：视觉效果。坦率地说，我们现在很多老师不大清楚good poster的标准，其实不是什么都可以做poster。
正因为这节课的任务和语言关系不密切，导致这节课的目标：运用所学新语言做什么事的“什么”不够明确，也就使学习效果打了一些折扣。
Du Fengjiao from Guangdong
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Time |
T’s Activity |
Ps’ activity |
Comments |
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15:16 |
Greets Talks about Wuhan food |
Stand up and greets |
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15:!7 |
Presents a song with actions |
Follow |
Good facial expression and actions |
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15:19 |
Asks Ps to look at Bb full of food pictures. What’s your favourite food? Teaches kale, eggplant … |
Answer and get a pic from Bb. |
Word checking |
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15:24 |
Presents the text by listening to the tape Who eats lunch at the snack bar? Who eats lunch at the school canteen? |
Listen Answer. |
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15:27 |
Gives ps 40 seconds to read the text and fill in the blanks. Clock sounds. Read again and finish the chart Pit’s Lunch. Catogorising the food: meat, vegetable, grains. Present balanced diet. Tells Ps to have balanced diet every day. |
Answer |
Read with questions. Listening before reading, for what purpose? Comprehension? Language awareness? |
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15:33 |
Read Pat’s information. |
Answer |
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15:38 |
Presents a chant. |
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Not for new words, just for sounds. |
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15:40 |
Presents a proposed school menu. |
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15:41 |
Asks Ps to make their preferred lunch menu. Asks Ps to get stickers on Bb. |
Make posters by sticking the food pics. |
Almost 40 food pic stickers and some prepared posters. Cost |
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15:46 |
Asks Ps to present their posters Present all posters on Bb and vote after class. |
One group present by chanting |
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Homework: survey on two websites and get to know more about balanced diet. |
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鲁子问：
这是设计得很好、也开展得很好的一节课，老师的亲和力很不错。
这节课的任务也不错，让学生完成一个关于午餐的poster，很多预备好的图卡保证了poster是一个以视觉效果为主要表达的材料，学生最后也用老师事先准备的材料完成了很好的posters。
这节课的任务如果一开始就布置，可能能够更好地促进学生从一开始就按照自己极大的兴趣去选择图片、食物名词，这样可以在最后更好地完成任务。
另外，这节课的40多张事先制作的图卡是一个花成本的活动，在一般教学中无法实现，我们只能共享，或者用电脑呈现，或者自己画，以保证日常教学成本。
Lai Bingxiang from Yunnan
|
Time |
T’s Activity |
Ps’ activity |
Notes |
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15:58 |
Plays a video clip of Kunming’s seasons Greets |
Watch |
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15:59 |
Presents the title: My favourite season Leads to the text by an email’s arriving Asks Ps to talk about the pics What can you see in the picture? Teaches season, … using flash cards |
Look Answer |
Natural leading to the text |
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16:05 |
Gives Ps 3 minutes to read the text and fill in the chart of season features in Canada. Presents a demo. |
Read Answer |
Good demo |
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16:11 |
Asks Ps to talk about season topic: activity, weather, colour, clothes Teaches new words by chanting. |
Select a topic they like |
Chanting is odd. Ps can’t follow. Selecting topics is not well coherent with the last stage. |
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16:19 |
Asks Ps to make sentence using given words |
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Teaching purpose is clear: for Ps writing their emails |
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16:21 |
Introduces the season features of Yunnan by an email as demo. Asks Ps to write an email to introduce the season features of Wuhan Presents the format of email |
Write their emails |
Good demo for writing skill |
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16:25 |
Asks Ps to present their writing |
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16:27 |
Presents sentences for moral education. |
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The addition is odd. |
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16:28 |
Homework: Write emails. |
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The whole process can be improved by focusing more on the writing task, such as teaching the description for comparison of season features, writing sentence instead of making sentences orally. |
鲁子问：
这节课很好地进行了写作的初步教学，让学生学习了email的格式，然后通过课文学习能够在老师帮助下基本完成email。
这节课在目标上有些不足，一是内容要求对课文介绍地方的季节特点和某地季节特点进行比较，老师自己编写的材料没有进行比较。很可能课文要求是进行比较级教学，但老师的教学中没有涉及。这就要看如何把握目标了。
在运用上，对于季节特点的把握也还存在一些可以进一步提高的地方：一是季节特点到底是什么，比如老师自己介绍的昆明，可能最大的特征之一就是没有冬天，四季如春。另外介绍的目的是告诉外国人，什么时候事宜来中国，这个目的还可以更好地实现。
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