教育理论的一些想法

1、Name: Meng lin Read the following teaching sequence. Then comment on the teachers teaching approach to grammar. This teaching extract is to present how to deal with the practice material in grammar teaching. Practice stage is the most important of the four stages in grammar teaching, because the obj

2、ective of practice is to consolidate learning and familiarize learners with the material. But we know, a learner who “knows grammar” is one who has mastered and can apply these grammar rules to express himself in what would be considered acceptable language forms. So when teaching grammar, we must c

3、onsider the communicative functions of the language. In order to examine the students whether they know the grammar rules and can use them in the real situation correctly, the teacher designed Q&A and dialogue practice in pairs. To make this grammar practice procedure effective, the teacher did

4、much work, it can be concluded in the following aspects: 1. the setting of the task objective The two essential characteristics of a good language practice task are clear objective and active language use. At first, the teacher told the students their communication goals and reviewed the grammar str

5、uctures and the usage of the words. It not only can make the students can say the sentences correctly, but also makes the practice more interesting and has more learning value. It can arouse the students interests.2. The design of the questions In this extract, the main practice is to let the studen

6、ts be able to use the knowledge to make up the dialogues. But its difficult for students to practice immediately when they finish the new knowledge acquisition, so the teacher used some easy questions to let them know how to use the word and the sentence structure correctly. Moreover, the sequence o

7、f the questions the teacher asked is from easy to difficult gradually. The fist part of the questions is to review the topic what they have learnt. The second part is to review the sentence structure or the word which relate to the topics. The third part is to think the occasion when the topic will

8、happen. It can give the students more confidence to do the practice by these successful performances.3. The teachers assistance After the students answered the question, the teacher not only praised them to encourage them to answer the questions, but also concluded the grammar rules , gave the examp

9、les and repeated the sentences to make the students to familiar the topic and the usage of the word and the sentence structure. And at the end of the practice, the teacher concluded their mistakes. It can help the students use the grammar rules better in the real situation.There are many ways to tea

10、ch grammar practice, but I think in this teaching extract, the teachers teaching approach is worthy of learning. Although the teaching procedure looks like very simple and ordinary, its also difficult to teach this kind of the practice effectively. So we should pay attention to all the factors in te

11、aching grammar practice and prepare the class well. Read the following teaching plan. Comment on the design of the activities according to the concepts in the National English Curriculum Standards.The grammar teaching is the difficulty in high school English. The teachers spend much time on presenti

12、ng the rules and examples, the students dont have enough time to think and practice. It causes the students know how to learn instead of how to use. But in this class, the teacher designed the teaching plan according to the guided discovery method which is advocated by the National English Curriculu

13、m Standards. It proposes that its an effective way to let the students find the grammar rules by thinking, analyzing and summing up and practice the grammar rules in the adequate situations. It focused on cultivating the students learning strategies and language skills. And this teaching plan reflec

14、ts the core thought of the National English Curriculum Standards-make the student be the principal part in class. 1. Design the class from the students needsThe teaching content is presented by the sequence from easy to difficult. Firstly, present some sentences included attributive clause. Secondly

15、, introduce the concepts. Thirdly, find the grammar structure and rules. Fourthly, do the grammar practice. At last, do a report by making sentences included attributive clause. We can see the students can learn the grammar easily by this pattern, and the design of the grammar practice and the gramm

16、ar rules also embodies the theory. It not only help students learn the grammar systematically and gradually, but also let them feel happiness by learning successfully.2. Design the class to help the students to be the active learner Instead of presenting the rules, the teacher asked the students to

17、find the grammar rules in pairs. And to make the task easier, the teacher asked the students to sort out the relative pronouns firstly, and then find out their rules. When the students cooperate with their classmates, they will feel satisfied and confident because they can work out the problem toget

18、her.3. Design the class related to the students daily lifeThe contents in the production step are all close to the students lives. The teacher asked the students to describe the object and people by using the new sentence structure. Then the report is to give advice on earthquake prevention. It can cultivate the students safety awareness. So the student