Teaching Practice Report1.docx

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