让学生“动”起来，让课堂“活”起来

——大英语中心教研展示课系列报道（二）

In the second demo class workshop, Jocelyn and Damien presented two marvelous demo classes to us. Through making “Miss Take” posters, students developed their practical ability and learned how to make connections while reading in Jocelyn’s class. Damien’s ingenious class activities of presentation, poster making, word bank, cinquain poetry writing linked with one another, and it impressed everyone on site.

在大英语中心第二场教研展示课中亮相的是小学四级的Jocelyn老师和初中初级的Damien老师。Jocelyn老师通过让学生们制作“Miss Take”海报，既锻炼了学生的动手能力和小组合作，又指导他们学会在阅读时进行联想；Damien老师课堂上的演讲、海报、词库、五行诗写作等，环环相扣，节奏紧凑。让我们通过两位老师的教学反思和其备课组长的点评一窥风采吧。

Jocelyn Potgieter, Level 4 ESL Teacher

“The goal of the lesson was to connect the moral of forgiveness to the story The Girl Who Never Made Mistakes and ensure students understood at the end of the lesson, that making mistakes is a fundamental part of learning. The CS provided the structure and basis for all activities and for language competence. Students were asked ‘What?’ ‘When?’ ‘Where?’ ‘How’ ‘Why?’ ‘Who?’ questions relative to the story and while reading. They were expected to identify the main idea and to listen to and understand 4-5 instructions when joining in the activities. The speaking portion was based on the Level 4 requirement of being able to respond to a suggestion and being able to speak about their personal experience with making mistakes. For the reading portion, students were expected to scan for detail, recognize a sequence of events and read a text involving more than 100 words. The strategic and academic portion of the CS were covered in pair work and group work where students were expected to reflect and write with meaning while connecting their prior knowledge of the moral of forgiveness to the topic about making mistakes.”

“这节展示课的目的是为了让学生通过阅读绘本，明白在成长道路上每个人都难免犯错，希望大家学会原谅自己，原谅别人。整节课的设计都围绕《枫叶ESL分级课程标准》。在语言能力上，学生边读边回答6个WH问题来了解故事梗概，明白活动指令。根据四级标准中‘说’和‘读’的要求，学生跟读绘本，学会回应建议、描述自己犯错的经历、清楚故事先后顺序。在学习策略和学术能力上，学生通过课堂活动学会Make Connections，并将自己的经历制作成海报，最后升华本节课主题——学会原谅。

Damien Black, Primary Level ESL Teacher

“During semester one my goals are to change habits and improve study skills. It’s essential for educators to be nurturing and consistent; this demo was an example of many weeks of pushing my students to accept my lessons and enjoy learning English. And I say ‘enjoy learning’ because that’s a key component for anyone that is told this is something you too have learned, it’s hard at that age to vision the big picture. Introducing writing via poetry is one of my ways of teaching English, descriptive writing, and building a solid foundation to take the students to the next level.”

“本学期我的主要目标是纠正学生习惯、提高学生学习技巧。对教育工作者而言，培养和坚持是极其重要的；这节展示课正是我经过几周时间不断和学生磨合，使他们主动学习、乐于学习的最好例证。‘乐于学习’对任何一位学习者都是很有必要的，因为在他们这个年纪还没有‘大局’的观念。由诗歌引入写作也是我的教学方法之一；通过描述性写作，为学生们ESL英语升级打下坚实基础。”

Fiona Yi, Level 4 Teaching Group Leader

“Jocelyn's class is more than a reading class. It combines listening, speaking, reading and writing. The students were from Grade 3, and they were able to read a picture story of more than 30 pages, which was amazing. And they did it! It met our level 4 language competence perfectly that students feel comfortable of not knowing the meaning of every word while they are reading. In her teaching, she used reading power--connecting and questioning properly and naturally. This gives us a good demonstration. In our teaching, we can also apply reading power to our teaching. One of the key points of this lesson is moral education--don't be afraid to make mistakes. I believe that the enlightenment of this reading class to children is not limited to this lesson, which will benefit their future life. While she was teaching, she encouraged students to do deep thinking by asking questions. She challenged the students by giving them challenging reading material. She used games to reinforce then keywords and constantly referred back to the keywords.”

“与其说这是一节阅读课，不如说它是一节结合了听说读写的综合课。三年级的学生能够阅读30多页的绘本不是一件容易的事，但是学生们做到了。学生并不在意他们阅读时不认识每一个单词，而这也符合《枫叶ESL分级课程标准》中对四级学生语言能力的要求。课上，Jocelyn很自然地运用‘阅读力’中的‘联想力’指导学生进行联想，这是值得其他老师借鉴的。这节课的另外一个亮点就是品德教育——不要害怕犯错。我相信品德教育对学生的启发远不止于本节课，定将使他们受益终生。不仅如此，Jocelyn经常通过提问鼓励学生深思，让学生们挑战更高难度的阅读材料，再利用游戏加深他们对重点单词的理解，并不忘回顾。”

Michael Young, Primary Level Teaching Group Leader

“Damien’s class was lively and very interactive. The students participated well and were engaged at all times. The layout of the class was considered carefully and the seating arrangement suited the activities well. The objectives were clearly presented and the topic/theme was clear throughout the lesson. A highlight of the lesson was the presentations made by the students at the start of class. The students spoke very enthusiastically and the peer feedback forms employed by the teacher gave students a chance to interact with the presenter and share their views about the presentation. The peer feedback form was designed based on the TAG method which guided the students well in their reviews of their peer. Overall, the purpose of the class was well established, the students were engaged at all times and the teacher employed effective monitoring and error correction techniques. It was a student-centered class and the students contributed to the outcomes of the lesson.”

“Damien的展示课气氛活跃，互动性强，学生参与度高。老师的课堂设计很有想法，座位安排也很适合小组活动。课堂教学目标明确，主题鲜明。特别是课前演讲环节，反馈表的设计符合TAG评价法（T-tell something you like; A-ask a question; G-give a positive suggestion），使听众和演讲者能相互交流，发表观点。总的说来，这是一节以学生为主、老师为辅的高效英语课堂，学生全程参与，老师进行指导和纠正，课堂效率很高。”

Teachers present spoke highly of the two demo classes, and Betty and Amy also pointed out the highlights and suggestions. To summarize, Vicki put forward a reflection for all teachers on teaching the same level in different grades. Teaching design of high-efficiency comes from teachers’ wisdom, while the wisdom is derived from teachers’ unceasing research and betterment.

对于这两节展示课，观摩的老师们都给予了很高的评价，学部主任也对课堂亮点和建议进行了进一步点评。最后，大英语主任基于两节课各自的特点，引导大家反思教授不同年级的同级别可以延展的方向。有效的课堂设计来源于老师的教学智慧，而教学智慧正来自于老师的不断探索和追求。