Teaching Practice Report1.docx
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TeachingPracticeReport1
中山大学2008年级(硕士/博士)研究生课程综述(论文)首页
评阅教师:
分数:
评阅时间:
(以上划线部分由评阅教师填写)
课程名称:
外语教学理论与实践
(2)
综述(论文)名称:
TeachingPracticeReport
研究生姓名:
彭向敏年级:
2008级学号:
08200079
学科专业:
外国语言学与应用语言学专业英语教育方向
培养类别:
科研型、临床医学(专业学位)、其它:
(此栏医科研究生打√或填写)
培养院系:
外国语学院
说明:
一、上述内容填报错误或漏填者、超过规定时间迟交综述者,任课教师或教研室请勿报送其成绩。
二、涉嫌做假、抄袭他人文章者,应将有关材料报研究生院培养处处理。
中山大学研究生院培养处制
TeachingPracticeReport
Ihavebeenapart-timeteacherinGuangdongInstitutionofEducationforoneyear.ThecoursesIhaveevertaughtincludecomprehensiveEnglish,Englishlexicology,NewConceptEnglish.TheteachingexperienceisquiterewardingsinceithasbeenthefirsttimethatIstandontheplatform,trytoputwhatIhavelearnedintopractice,andputmyselfinstudents’shoesasateacher.
Beforeteaching,properlessonplanningisnecessaryforasuccessfullessonsincepreparedteacheraremorelikelytohavemoretrustandcooperationfromthestudents.Lessonplanningmeansmakingdecisionsinadvancewhattechniques,activitiesandmaterialswillbeusedinclass.Theadvantageofaconcretelessonplanisthatteacherscanfollowitintheclassandcheckwhattheyhavedone.Thisplanwillbethebasisofarecordofwhathasbeencoveredinclass,andwillmakeiteasiertomakeachievementstestslater.Theteachingplanswillbegoodrecordsfortheentirecourse.Alanguageteachinglessonplanusuallyhasthefollowingcomponents:
teachingaims,languagecontentsandskills,andteachingstagesandprocedures.
Basedontheaboveguidance,oneofthelessonplansthatIhavemadeforareadinglessonincomprehensiveEnglishcoursewillbepresented.ThetitleofthepassageisWhoamIwhichdescribesthehistoryandapplicationsofcomputers.Mylessonplanforthisreadingpassageincludesfivecomponents:
designidea,three-dimensionaltargets,keyanddifficultpoints,teachingstrategies,andteachingprocedures.Allofthemwillbediscussedindetailasfollows.Reflectionsafterthelessonarepresentedafterwards.
1.Designidea
Thisclassisdesignedaccordingtothecourserequirement,relevanttheoriesofsecondlanguageacquisitionandapproachesinlanguageteaching.Firstly,asateacher,weshouldhelpstudentslayagoodfoundationofbasicknowledgeofEnglishlanguageandimprovethefourbasiclanguageskills,namely,listening,speaking,reading,andwriting.Secondly,trytohelpstudentslearnhowtogetandprocessinformation,howtouselanguageproperlyincommunicationaswellastheabilitytouseEnglishtoanalyzeandsolveproblems.
Basedontheaboveguidance,Iwillsticktolearner-centeredteachingratherthanthetraditionalteacher-centeredteachinglikejugandmug.Iwillusetask-basedlanguageteachingandcooperativelanguagelearningbasedontheanalysisofthetypeandthecontentofteachingmaterials.Top-downmodelwillbeadoptedsinceitisbelievedthatbackgroundknowledgeplaysasignificantroleinguessingmeaningofnewwordsandunderstandthewholetext.Whendifficultgrammaticalpointisdiscussed,I’dliketouseinductionmethodtoaskthestudentstosummarizetheunderlyinggrammaticalrule.Afterthat,deductionmethodwillbeadoptedtopresentmoreexercisesforstudentstopractice.Duringtheprocessofteaching,I’dliketosharemylearningstrategiesandlearningexperiencesofEnglishwithmystudents.Teachstudentshowtofish,ratherthangivethemfishdirectly.
2.Three-dimensiontargets
Readingplaysasignificantroleinachapter,whichservesasacarrierprovidinginformationforsubsequentlearninglanguageandgrammar.Thefollowingthreetargetsareformulatedfromtheperspectiveoflanguageknowledge,languageskillsandemotion:
Intermsofknowledgetarget,thistextaimstohavestudentsmastertheuseofsomesuffixinword-formationinordertoexpandvocabularyandfacilitatefuturereading,writingandcommunication.Besides,studentsarerequiredtolearnsomefixedexpressionsandsentencestructuressuchasso…that,asaresult.What’smore,getstudentsbefamiliarwithsomewordsusedtodescribecomputers,forexample,calculate,artificialintelligence,technological revolution,simplify,logically,solveproblem,tube,transistor,chip,from…on,application,etc.Asforgrammar,studentsarerequiredtomasterpresentperfectpassivevoice.
Intermsoflanguageskilltarget,differentkindsoftaskswillbedesignedtopracticedifferentreadingstrategies:
skimthetextformainideaofthetext;scanthetextforsomedetailinformation;readthetextintensivelyforsentencestructureandgrammaticalitem.Theabilitytousethelanguagetocommunicateaboutcomputersindailylifewillbepracticedaswellintheformofgroupdiscussion.
Intermsofemotionaltarget,studentsareexpectedtolearnthehistoryofcomputers,beproudofhumanintelligenceandimagingwhatthenextcomputerwillbe.Imaginationandcreativityinstudentswillbetrained.EncouragestudentsmoreinordertoarousetheirinterestanddesiretolearnEnglishandtakepartingroupdiscussion.Guidestudentstohavearightattitudetowardscomputerandcomputeruse.
3.Keyanddifficultpoints
Thekeyanddifficultpointinthistextispresentperfectpassivevoice.Studentshavelearnedpresentperfecttenseandpassivevoice;however,itisthefirsttimetocombinethesetwo.Goalofactionusuallyfunctionsasthesubject,whichisusuallysomething.Theactiontakesplaceinthepast.But,itsinfluenceonpresentisemphasized.Maybeitisalittledifficultforthestudentstounderstandtheformofpresentperfectpassivevoicesincetheymaygetconfusedwith“havebeendone”and“havebeen”.Therefore,Iwilladoptinduction,havingthestudentsbeexposedtothelanguageformfirstandthanaskthemtosummarizethepatternunderlyingpresentprefectpassivevoice.Inthisway,studentsmayhaveabetterunderstandingsinceitistheirownachievementafterhardwork.Afterlearningtheform,Iwillusedeductiontoprovidemoreexercisestopracticethisgrammaticalitem,whichplaysakeyroleinthislesson.
4.Teachingstrategies
Accordingtorelevanttheoriesofsecondlanguageacquisitionincombinationwithanalysisofthetypeandcontentoftheteachingmaterial,Task-basedlanguageteachingandCooperativeLanguageLearningwillbeadoptedinteaching.Tobespecific,P-T-Ppatternwillbeusedtoorganizeteachingwiththeaidofpictures,recordersandmultimedia.
Task-basedlanguageteachingreferstoanapproachwhichusestaskasthecoreunitofplanningandinstructioninlanguageteaching.Languagelearningtakesplacenotonlyincomprehensiveinputbutalsoinnaturalisticandmeaningfulcommunicationthatis,output.Studentscanlearnbetterduringtheprocessofdoingsomething.JustasBenjaminFranklinputit,“TellmeandIforget,teachmeandIremember,involvemeandIlearn”.Task-basedlearningisintendedtogetawayfrom“classroomese”.Learner-centeredteachingisinsisted.Inmyteachingprocedures,Iwillorganizetheclassintheformoftasksandaskstudentstolearnduringtheprocessoffinishingthetask.
Cooperativelearningisamethodofknowledgeacquisitionwithinagroupstructure.Itisbasedonaformofeducationthatemphasizessocialinteractionandcollaborativelearning.Cooperativelearningtasksfocusnotonlyontheresultsofthework,butalsoontheprocessandthesocialskillsthatstimulateacademiceducation.CooperativeLanguageLearningisinfavorofimprovingthemonotonousatmosphereatclass,promotinglearningfromeachother,easingstudents’worries.Therefore,thisclasswillbreakthetraditionalone-wayteachingpatternlikejugandmugandusegroupdiscussionasthemainformtoorganizeteachinginordertocreateawarmandliveatmosphere.Letstudentsfinishthetasksthroughcommunication,andeasetheirworriesaboutmakingmistakes.Finally,studentslearnknowledgethroughthiskindofhappycooperativeexperience.
Inaddition,someprincipleshavetobefollowedduringtheprocessofteaching:
First,makesuretobeflexibleinteaching.Observedynamicproblemsthatappearintheprocessofteaching,analyzethemandtrytosolvethem
Second,givestudentsopportunitiestoexpresstheiropinionsandencouragethemmoreratherthancriticizethem.mor
5.Teachingprocedures
Reading,inaway,canbesaidtobeapsycholinguisticguessinggameintheprocessofreading.Readingprocessshouldbeonefullofpredictionandguessingratherthanonefilledwithexplanationofnewwordsandgrammaticalitems.ConsideringtheEnglishlevelofstudentsandscientificanalysisofteachingmaterial,theteachingprocedurescanbecarriedoutinfivestages:
Thepurposeofpre-readingstageistofacilitatewhile-readingactivities.ThisstagecanalsobecalledLead-inbyHarmer(1983)wherethestudentsandteacherprepareforthetasksandfamiliarizethemselveswiththetopicofthereadingexercises;thesecondstageiscalledtask-cycleorwhile-readingactivitieswhicharemadeupofaseriesoftasksinordertogetandprocessinformation,trainthereadingskillsofstudentssuchasskimming,scanning,predictingthemeaningofnewwords,etc.;thethirdstageiscalledpost-taskactivitieswhicharedesignedforthestudentstopresenttheirdiscussionresultsandprovidethestudentswiththeopportunitiestorelatewhattheyhavereadtowhattheyalreadyknoworwhattheyfeel.Thisstageshouldenablestudentstoproducelanguagebasedonwhattheyhavelearned;thefourthstageiscalledself-assessmentwherestudentsarerequiredtocombtheknowledgeandcheckwhattheyhavelearnedatclass;thelastbutnottheleastisthestageofhomeworkandsummingupwherestudentsarere