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标题: 课堂观察记录-北京实验二小 [打印本页]

作者: 教师之友网 时间: 2012-6-12 21:15
标题: 课堂观察记录-北京实验二小
原文地址：课堂观察记录-北京实验二小作者：鲁子问

应北京市教研员的要求，到北京实验二小听课三节。课后互动讨论时间有限，只好将随手记录和所思贴在这里与大家分享。

实验二小是中国著名的小学，期待他们在更多方面引领我们英语教学的方向。

课堂观察记录

学校：北京第二实验小学

时间：2010-4-14上午

NSE U4 M5 U1（小学《英语》二年级第四册Module 5 Unit 1）
MS S

Time	T’s Activities	Ss’ Activities	Comments
Before class	Greet Ps Asks Ps to say Hello to teachers Asks Ps to tell stories Helps Ps	Greet T and Ts Tell stories in chorus after one S begins the first sentences of a story with actions.	Stories are easy to remember for children.
8:33	Starts class: Asks a little teacher to start the class. T facilitates. Asks Ps to assess the little T.	The little T asks Ps some daily questions. She introduces her family and asks some questions for comprehension. She teaches ‘feed’ fff, eee, ddd.	T’s voice is a bit overwhelming because of the microphone. Watching one’s own teaching can help us overcome some technique mistakes.
8:36	Bell rings. Class begins Encourage Ps to listen and do.	P1: You’re dancing. P2: (dancing) Ps: We’re dancing. More Ps want to do by saying ‘Nnnnn’	Teaching Ps to say ‘Let me try’ will be helpful.
8:40	Encourage Ss to ask questions about pictures of the text to lead the main sentences of the text out. Write the main sentences on the Bb. Asks a little T to teach ‘hide, seek’. Teach skip. Encourage Ps to ask question to each other.	P1: What are they doing? hhh, iii, ddd, eee（不发音） sss, eee, eee, kkk. sss, kkk, iii, ppp.	The lead-in is partly contextualized. Phonemes may be more helpful.
8:50	Leads to the text from one question ‘Why is Fangfang sad?’ Plays the tape of the first part of the text. Plays the tape of the second part and ask a question from T: Is Fangfang sad now? Why?	Listen and answer.	Good question for listening comprehension. If Ps have some difficulties in learning the text, reading comprehension may be more helpful.
8:53	Plays the tape and asks Ps to follow. Stops at one sentence ‘Those girls are playing clapping games’ and asks Ss to repeat.	Follow.	It’s better not to interrupt the first following so that Ps can get a whole image of the context.
8:56	Asks Ps to open the course books and read the text aloud and circle –ing.	Do it. Ps speak out the words with –ing and the class follow, then ask another P to give their finding.
8:58	Asks Ps to summarize the grammar rules of –ing.	Find the 3 rules.	Discovering the grammar rules Good in case necessary.
9:00	Asks Ps to make dialogues by offering optional suggestions to Fangfang.	Optional suggestions: Play five stones; dancing, singing	Good extension but it is better to put it at the stage after acting out the text.
9:02	Asks Ps to read the text and act out.	Read the text and get ready for acting out. Pair 1 does it in their seats. Pair 2 does it in front of the class.
9:05	Asks Ps to do dice and say game.	Practice Act out. P2 has difficulty in saying They are playing hide and seek. More Ps want to do by saying ‘Nnnnn’
9:11	Presents some cartoon pics and asks Ss to talk about it.	Practice and talk about the pics.
9:13	Plays a clip of video of Ps’s playtime and asks Ss to introduce their to other teachers Asks Ps to practice their introduction after watching it	Ps are laughing when they see themselves in the clip.
9:17	Summarizes the learning contents.	Reading the sentences aloud
9:18	Homework Copy words Draw a picture of your playtime and tell it to your parents.
General Comments Good peer learning. However for Ps in village school maybe it is better to be cautious. Good story revising. Good assessment. Good group work. Good global questions for first reading or listening comprehension. Good practice. Good blackboard using. Grammar summary can be postponed to later stage because this is just the third module to learn be doing. Introducing the task at the beginning with the clip of video will be better because Ps really love it. But this unit is for learning to describe the on-site event for offering causes. Describing their playtime is different from the text. It is not wrong but a bit far from the text. Teaching words by phonemes will be better, such as see, seek; bike, bite, hide… It’s unnecessary to teach each sound especially those which are rather easy for Chinese children. It will be better to take the chance that this text brings to us for affective education: helping others, playing with others, joining in others.

NSE B6 M3 U1（小学《英语》三年级第六册Module 3 Unit 1）
Ms H

Time	T’s Activities	Ss’ Activities	Comments
	Asks little T to do English show.	Recite 弟子规 Sing one song in English. She offers a duty report about animals with PPT and then asks questions and asks for assessment.
9:27	Begins the class. Asks Ps to say out about the pictures. Teach weekend.	Say. LT teaches weekend. Learn to say weekend by peer learning. LT uses various assessments.	Effective assessment.
9:32	Presents the task: At the end of the class, we’ll talk about our weekend.
9:33	Leads to the text and answer: What will they do at the weekend?		Natural transferring is possible.
9:35	Teaches maybe. Teaches countryside	LT teaches maybe and countryside.
9:37	More pictures to practice
9:40	Presents the text again and asks Ss to answer: What will they see? Then practice in pairs	Listen and answer.
9:46	Facilitates Ps to present	Pair 1 present Pair 2 present
9:49	Asks: Why are they laughing?	Answer in their minds
9:51	Asks Ps to retell the text	Do it
9:51	Asks Ps to play a game. Number: ask… Happy face: Yes, I will. Sad face: No, I won’t.	BOYS: This week will you do your homework in the zoo? Girl 1: Yes, I will. B1: I’ll swimming in the swimming pool.	This is a mistake we should correct at the first time in this class because the grammar structure is will.
9:54	Asks Ss to make more funny sentences T corrects B2’s mistake.	Do it. B2 I will sleeping in my room.	Class correction will be more helpful.
10:00	Invites 2 Ps to do a chain work as a task demo of making their weekend plan.	2 Ps help the teacher.
10:02	Asks Ps to make their weekend plan.	Do group work. Pairs present.
10:10	Summarize the learning Assign homework. Copy the new words. Retell the story. Tell your weekend plan to your parents. Offering leaving instructions in English.
General Comments Good task-based instruction. A more challenging task for the students will be more helpful. Good sequence. Good practice. Good peer learning. Good group work. Good global questions for first reading or listening comprehension. Good blackboard using. Mistakes of the target should be correct at the first time. It is better to make the teaching focus much clearer on will do instead of do. This is the second unit for learning will after learning be doing for over one year. The focus on will is workable. This illustrates that the teaching of will do should be more focused.

NSE B12 M10 U1（小学《英语》六年级第十二册Module 10 Unit 1）
MS L

Time	T’s Activities	Ss’ Activities	Comments
	Invites Ps to introduce their school to Ts	G1 introduces the history. B1 introduces the moral education. G2 introduces the meaning of colours of each grade.
	Asks P1 to do English show.	Pair introduces the school and their imagination to their middle school life to music.
10:26	Asks Ps to remember their motto: make the learning more efficient. Asks Ps to talk about their middle school.	Ps talk in their perspectives. B1: I feel nervous.	Ps’ abilities for using English are great.
10:30	Presents a selected listening activity and answer how many questions Emily has.	Listen and answer.
10:34	Presents the text once and answer global and then local questions. Encourage Ss who took notes.	Read and answer.	Learning strategy is focused here.
10:42	Presents more names of subjects.	Guess what it is.
10:48	Asks Ps to read the text and get ready to retell it.	Do it
10:51	Appoints 4 group leaders and asks Ps to answer Emily’s questions in the listing activity and prepare for their talk.	Group 1 presents their suggestions of learning habits. After each member presents their suggestions, and then group presents their summary. Some audience offer more suggestions. Group 2 presents their talk about teachers and friends. After each member presents their suggestions, and then group presents their summary. Group 3 presents their talk about subjects and homework. They share information of homework load in different middle schools. Four representatives from Group 4 present their talk about daily schedule in an England middle school, an American middle school, and a Beijing middle school.	High marks, following the teacher… All their presentations are positive. But what do primary school teachers think after hearing their talks about middle school students?
11:18	Presents a clip of video about the middle school life. Reflects on B1.	B1: I don’t feel nervous now. I feel it will be horrible for 3 hours homework…
11:21	Assign homework
General Comments Good task-based instruction. Good global and local questions for text reading comprehension. Good added listening activity as lead-in and task presentation. Good cultural exchange. Good group work. Good affective concern. Some writing work will be more helpful to achieve the standards.

I really appreciate the teachers who help our pupils develop their abilities to use English. From the differences of pupils’ abilities for using English, we can clearly find the development of their abilities.
However, I DO believe the learning effectiveness in school classrooms will be much much better and more if we use task-based instruction for these top students in these top schools.

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