Penglai Shiyan junior high school Wang
Time is flying! It's time for us to say goodbye. Even though we are long past the age when we shed childish tears before embarking on a new journey, we still don't want to leave such a place that we have just got used to. BFS, your hospitality, friendliness and enthusiasm to us, and your outstanding scholars shared their profound academic achievements with us, which left a deep impression on us. This is a sweet and soft memory that will remain in our hearts forever.
With sincere gratitude and appreciation, I wrote down the fruits of my harvest and counted the jewels.
The first 1 episode "classroom observation and evaluation"
On February 6th, 65438, Zhang Hong, associate professor of China Foreign Language and Education Research Center of Beijing Foreign Studies University, gave a lecture entitled "Classroom Observation and Evaluation" in the academic lecture hall of Yifu Building of Beijing Foreign Studies University. She pointed out that classroom observation is a formal or informal observation of teachers' teaching and students' learning in the classroom. The contents of classroom observation include teachers' methods and skills, teacher-student interaction, teacher-student behavior and teacher talk. The purpose of classroom observation is evaluation and development, and the results of classroom observation are convenient for peer learning and research; Classroom observation methods include structural observation, semi-structural observation and open observation. She also introduced the matters needing attention in classroom observation etiquette and ethics, which pointed out the direction for teachers to observe after class.
The second episode of the American central game begins!
On the afternoon of February 6th, 65438, teachers from junior high school of Guopei Office went to the American Embassy in China by bus. In the American center in the embassy, a unique game was held! Round Table English Training Program of American Center in Beijing. The center is open to the public free of charge, and can be visited by government officials, scholars, journalists, English teaching professionals, students and others interested in understanding the United States. The American Center is the base camp for cultural activities, library resources and information on exchange opportunities between China and the United States.
First of all, Mr. Wu, a Chinese staff member, introduced us to the related matters of the American Center. Then Chad, a foreign teacher, introduced us how to implement English game activities in English classroom teaching. First of all, Mr. Chad introduced the relevant theories of game activities in teaching: game preheating discussion, choosing games suitable for your classroom, advantages and benefits of games in the classroom, when to use games, modeling and explanation of games, and sources. Then it introduces eight common game activities in detail. Today's game-1. Three photos activity 2. Find a who 3. Blackboard relay 4.who/ What am I 5. Tough problem. Disperse Gorish 7. Blackboard crossword puzzle 8. After introducing a game, Mr. Chad led the teachers to practice. This entertaining teaching method is very popular with teachers, who are also very happy to learn. When Mr. Chad said that his teaching part was over, everyone had a feeling of wanting more. Think about whether our teaching lacks such passion and interest. If children are so interested in learning English, our English teaching will surely flourish. Finally, Mr. Wei introduced the key language teacher program that Hanban cooperated with the American Embassy.
For most teachers who have never been to the American embassy, this activity has opened our eyes!
"Innovation of teaching ideas and methods of English reading in middle schools under the core literacy of English subjects"
Core literacy needs to be based on specific subject core content and subject core activities, and the formation and development of students' core literacy can be promoted through well-designed teaching activities. The course content must move from division to integration. English Curriculum Standard for Senior High School puts forward the concepts of curriculum content and English learning activities, which are composed of six elements: theme context, text type, language knowledge, cultural knowledge, language skills and learning strategies. English teaching aimed at students' core literacy should be guided by the theme meaning, based on the text, integrate the learning contents such as language knowledge, cultural knowledge, language skills and learning strategies, and create comprehensive, relevant and practical English learning activities, so that students can acquire, interpret and judge the meaning of the text and express their personal views, intentions and emotional attitudes through a series of activities integrating language, culture and thinking, such as learning and understanding, application practice and transfer innovation. Analyze the similarities and differences between Chinese and foreign cultures, develop pluralistic thinking and critical thinking, improve English learning ability and application ability, make the inquiry activities around the theme meaning gradually move from discourse-based learning to in-depth discourse, transcend the problem-solving process of discourse, realize the transformation from knowledge to ability, ability to literacy, and implement the educational goal of core literacy of English subjects.
The fourth episode "The practice of implementing the concept of English learning activities in junior high school English teaching"
Zhang, an English teacher at Jugezhuang Middle School in Miyun District, Beijing, is the head of the teaching and research group and a special teacher in Beijing. It is such an ordinary English teacher who always sticks to the front line of English teaching in rural areas. 2065438+On the afternoon of February 7th, 2009, 65438+2009, she gave an extraordinary and infectious lecture "The Practice of Implementing the Concept of English Learning Activities in Junior Middle School English Teaching".
Teacher Zhang's lecture aims to help everyone understand how to implement the core literacy of English subjects in English teaching, how to implement the concept of English learning activities in English reading teaching, serialize and normalize the action research of English reading teaching, implement the core literacy of English subjects, and form their own unique opinions.
The main contents of the lecture include four aspects: first, Mr. Zhang explained the meaning of the core literacy of English subjects in easy-to-understand language; Secondly, it introduces the methods of text interpretation, and introduces in detail how to interpret the text from three aspects: "what, how and why". Then, it introduces the path to implement the concept of English learning activities, from "learning understanding" to "application practice" to "transfer innovation" and 3x3 framework. Finally, taking a reading class as an example, all our students have gone through the process from text interpretation to teaching design based on activity view. All the students read and think independently first, then discuss in groups, and then the student representatives express their views. In this process, all the students actively participated in the discussion and spoke enthusiastically. The speech of the student representative was highly praised by Teacher Zhang. Finally, Mr. Zhang used this course designed by himself to show the students how to use the concept of English learning activities to implement the "core literacy of English subjects". Seeing teacher Zhang's design ideas really opened our eyes and made us admire!
The three-hour wonderful lecture is fleeting, and my heart is full of admiration for Teacher Zhang. I feel that I have too much to learn, and I hope I can form the habit of lifelong learning, "eager to learn and almost understand", so that learning can really become a habit!
The fifth episode is the application of thinking visualization tools in junior high school English teaching.
On the afternoon of February 8th, 65438, our junior high school head teacher listened to the report "The Application of thinking visualization Tools in Junior High School English Teaching" made by teacher Hao Jing of Huairou District Teaching and Research Center. Teacher Hao Jing is a backbone teacher in Beijing. Lead English teachers in this district to carry out a number of national and municipal research projects. The report is divided into three parts: In the first part, under the guidance of Mr. Hao Jing, all the teachers are divided into six groups, and the team leaders are selected, the team names are determined, and the teams are assembled to prepare for the final practical activities. In the second part, Mr. Hao Jing introduced what thinking visualization is; The origin and characteristics of mind mapping and mind mapping; This paper introduces eight types of mind map and their specific operation methods, and supplements other types of visualization tools such as dot map, venn diagram map, T-shaped map, KWL map, fishbone map and facial features map and their application examples in teaching. In the third part, combined with the English reading picture book "People Who Like to Complain" in Senior Two, Mr. Hao Jing instructed teachers to carry out reading circle group cooperation activities. After reading, divide roles, draw mind maps, share reading and show mind maps. In the activity, Teacher Hao Jing always interacts with teachers, leading them to analyze the contents of picture books and draw mind maps in practice. This form of applying what you have learned is very popular with teachers, and two teachers' representatives introduced it. Finally, Miss Hao Jing shared a few favorite words with her teachers: An excellent teacher should be able to:
As soon as you sit down, keep your feet on the ground, throw yourself into it and strive for perfection.
Dive, practice, do, and set an example first.
We will encourage each other and make up for each other when we go out. When we are open, we will be eclectic.
Through research, we are more clear about the promotion of thinking visualization tools to teaching, which helps learners to make tacit knowledge explicit and verbal information visible. I believe that in the future teaching work, teachers will make more rational use of various thinking visualization tools to boost teaching and improve students' comprehensive English level.
The sixth episode introduces the proposition method and quality analysis of Chinese test questions
On February 8th, 65438, at 8: 30am, 50 junior high school English teachers from all over the country gathered in Room 3 13 of Beiwai Comprehensive Building to listen to Dr. Luo Kaizhou's report on the method and analysis of language test proposition. Teacher Luo cut into the problem and guided the students of national training to express their ideas bravely. Teacher Luo analyzed these problems from four aspects: the purpose of language test, the definition of construct, the design of task and the quality analysis, and took reading as an example. First, he understood the main idea of the article, then the structure of the article, and then he understood the author's intention, viewpoint and attitude to analyze the current situation of NMET English test. At the same time, Mr. Luo also collected many different types of questions from all over the country to share with you, so as to prevent the progress from being slow and inspire the teachers' future teaching. During the lecture, Mr. Luo went deep into the students from time to time and listened to their ideas. Then Mr. Luo compared the new senior high school English curriculum standard of 20 17 with the English curriculum standard of 20 1 1, and let us know the change and direction of the new curriculum standard. At the same time, combined with the new curriculum standard and examination, it gave us an in-depth analysis, which benefited us a lot and pointed out the direction for our future teaching.
Episode 7 Go to school to observe
On February 9th, 65438, 50 students from the first class in China went to Beijing No.13 Middle School to attend classes, and listened to Chang Yuanyuan and Fan's listening and speaking class and reading class respectively. The three classes have their own characteristics, and the design of the three classes all embodies the concept of English learning activities, with distinct themes, which embodies the cultivation of students' language ability, learning ability and thinking quality and the guidance of students' values. Each of the three classes has its own characteristics and its own emphasis. Miss Yuan, a regular teacher, teaches module 10 Australia Unit 1. Introducing the new lesson with video is crisp and neat, and the students' attention is smoothly introduced into this lesson. Then, through the activities of two lies and two facts, predict the listening content to be heard, and present the new words in the listening through the context to stimulate students' thirst for knowledge. Then listen to the tape and verify the prediction. Listen to the second time, understand Australia, and try to express it in attributive clauses, so that students can acquire language in use. On this basis, the teacher presented three other cities in Australia, Melbourne, Sydney and Canberra, in practical language. The last link is for students to take pictures of the places they have been and talk about them appropriately with attributive clauses. Although the teacher didn't have the opportunity to show us this link of transfer and innovation because of time, it has fully reflected Mr. Chang's views on English teaching activities. Teacher Wang Fang teaches the module 10 Spring Festival Unit 1. From the design of this lesson, we can see that Mr. Wang has analyzed and understood the learning situation. According to the situation of her students, she can take appropriate measures to cultivate students' language ability, skill training, thinking quality and cultural awareness, and finally realize knowledge transfer. Fan Mengmeng teaches module 8 to choose gifts. Unit 2. Teacher Fan clarifies the context of the article and improves his learning ability through mind mapping. In addition, Teacher Fan added a related article to help students find enough language support and make full preparations for language output, so that students can understand many aspects to consider when giving gifts to others. The article concludes that what matters is not the gift itself, but the back of the gift. The three classes fully reflect the teacher's in-depth analysis of the learning situation, thorough interpretation of the text and reasonable positioning of the theme. This brand-new teaching mode deserves our serious study and understanding. Try to apply what you have learned to your own teaching practice and make contributions to foreign language education in your hometown.
The eighth set of personalized English notes to improve students' ability
65438+February 65438+April 4, I listened to the special lecture on "Cultivating students' personalized note-taking habits and improving their English learning ability" from the Oriental teacher, which benefited a lot.
Xiang Dongfang is good at stimulating and maintaining students' interest in English learning in teaching practice, guiding students to formulate English learning strategies and cultivating students' English learning ability, perfectly combining the theory of students' needs with English teaching practice, and improving the effectiveness and practicability of English classroom teaching.
Make full use of the guidance of pedagogy and psychology to teachers, design learning activities and practices that meet students' characteristics, and tell the story of "taking notes and marking" with students from the perspective of students' learning cognitive strategies ... By scientifically guiding students to develop good marking habits, students' learning ability can be improved. Please insist on correcting and taking notes, cultivate reading habits and improve reading ability at the same time, and achieve * * * improvement through mutual evaluation. By insisting on taking notes, not only the core quality of English is developed, but also the language ability and thinking quality are improved. Always listen to the teacher with a smile and enjoy the happiness brought by education and teaching.
Episode 9 Multi-reading Teaching under the Background of Core Literacy
15 On the morning of February, Mr. Zhu Ying, a middle school affiliated to Tsinghua University, gave us a report entitled "Multi-reading Teaching under the Background of Core Literacy", which was divided into three parts: "Teaching Status and Dilemma", "Core Literacy and Multi-reading" and "Examples and Skills of Multi-reading".
Teacher Zhu starts with the common problems in reading teaching of excellent courses. A series of problems, such as rigid teaching process, single activity form, lack of logical continuity, too much language output and too controlled presupposition, are all caused by our teachers' failure to analyze learning situations, teaching materials and curriculum standards from the perspective of students. Based on his many years of teaching experience and practice, Mr. Zhu explained in detail the reasons for students' differences, such as intellectual factors, non-intellectual factors, peer pressure, social values, parents' growth experience and so on. So that everyone can understand the different difficulties and needs of students with learning difficulties and excellent students. Teacher Zhu's explanation has produced a strong sound for every teacher, making every teacher here deeply aware of the urgency and necessity of changing the classroom. The classroom should be revolutionary and should be implemented in the teaching design of each class.
How to meet the needs of a class at different levels? How to make each student have different gains in each class? Teacher Zhu explains how to stimulate "interest" in diversified reading. The "interest" here is not only to make students feel funny, but also to benefit from it, with interest as "yearning", positive motivation as "excitation" and physical and mental pleasure as "enjoyment". The design of teaching interest fully embodies how to respect each student's personality and stimulate their inner feelings in teaching.
It can be seen that it is divorced from the needs of students, that is, from teaching. Every link of our teaching should take students' needs as the starting point, give students targeted, specific and appropriate incentives and education through diversified reading, and truly implement the educational goal of English core literacy.
Episode 10 English classroom communication activities
On the afternoon of April, I listened to a lecture on "Communication Activities" given by Professor Yuan of Beijing Institute of Education. All the students learned what communication activities are, why they should carry out communication activities and how to carry them out through participation and experience.
1. What is "communicative activity"?
Professor Yuan takes a picture as a starting point and asks each teacher to think about what forms and dialogues the three dialogues in the picture may take place in life. The teacher's answers all point to real language communication. Real language communication means that there must be an information gap. One person has information that another person doesn't have, so he needs to communicate.
Different types of communication activities mainly include guessing games, information gap exercises, excluding personal information and role-playing.
During Professor Yuan's explanation of these four communicative activities, all our students also participated in role-playing, which not only experienced the feeling of being students, but more importantly realized the function of real communication through participation.
Second, why "communication activities"?
The classroom teaching of English begins with the design of teaching activities, and the design of teaching activities is from teacher-centered to student-centered. How to be student-centered? We must start with students' real communication activities.
Third, how to have "communication activities"?
1. Before the event:
? Teachers should prepare for pair exercises by determining questions and answers.
? Teachers should demonstrate the work in pairs.
? Teachers should make a difference in vocabulary.
2. Although activities
Teachers should walk around the classroom quickly, check whether the students are talking and see when they finish.
3. After the activity
Teachers should evaluate students' behavior and summarize feedback.
One afternoon in the study of experiential communication activities, we are all harvesting and reflecting, and hope to practice in the future teaching!
abstract
There are thousands of words in our hearts that need to be said urgently, but we just can't find the time and space to say them all. I have to stop here temporarily.
Meet, fall in love, and then part,
It is a sad story for many people.
Samuel taylor coleridge's poems make us sad. However, we know that tomorrow is another day, and we must remember the mission we were sent here. Our children are waiting for us at home to enjoy their precious life together.
So, despite the reluctance, I have to say goodbye now.
Thank you to all the professors and teachers who generously gave us lectures!
Thanks to all the staff who provide excellent service, especially Miss Gao, who has been with us all day and cares about these old people!
Thank you, all fair and beautiful ladies and smart gentlemen, who came here to restore your outdated youth!
This quiet night makes us realize that silence is really a farewell flute. Although we have neither the silence of summer insects nor the quiet Cambridge, how much we expect that when we return to school, there will be peace and stay away from the hubbub. Let's look forward to a quiet educational revolution!
Goodbye, all our friends! Goodbye, BFS! Let's wave our sleeves and not take away a cloud!