Classroom Observation Form 1

小学英语教师外派学习计划1. IntroductionThe importance of language education cannot be overstated, especially in the global context of today's world. As a primary school English teacher, it is crucial to continuously enhance our knowledge and teaching skills in order to provide the best education for our students. This outbound learning plan aims to provide a comprehensive framework for professional development and growth in the field of English language teaching.2. ObjectivesThe main objectives of this outbound learning plan are as follows:- To improve English language proficiency and teaching skills- To learn about new teaching methodologies and approaches- To gain cultural understanding and awareness- To develop cross-cultural communication skills- To enhance classroom management and student engagement strategies- To broaden professional network and connections3. Proposed ActivitiesThe outbound learning plan consists of various activities that are designed to achieve the objectives outlined above. These activities include:- Language immersion programs: Participating in language immersion programs in an English-speaking country will help improve English language proficiency and gain cultural understanding.- Professional development workshops: Attending workshops and seminars on English language teaching methodologies and approaches will provide new insights and strategies for effective teaching.- Observation and exchange programs: Observing and exchanging teaching practices with educators in other countries will facilitate the exchange of ideas and best practices in language education.- Classroom observations: Observing classroom teaching in different cultural contexts will provide valuable insights into cross-cultural communication and classroom management. - Networking events: Attending networking events and conferences will help in building professional connections and broadening the professional network.4. TimelineThe proposed timeline for the outbound learning plan is as follows:- Language immersion program: 4 weeks- Professional development workshops: 2 weeks- Observation and exchange programs: 3 weeks- Classroom observations: 2 weeks- Networking events: 1 week5. BudgetThe budget for the outbound learning plan includes costs for language immersion programs, professional development workshops, observation and exchange programs, classroom observations, networking events, travel expenses, accommodation, and living expenses. The budget has been carefully planned to ensure that all activities can be carried out within the allocated budget.6. Monitoring and EvaluationMonitoring and evaluation of the outbound learning plan will be conducted at regular intervals to ensure that the objectives are being met. Feedback from participants, mentors, and other stakeholders will be collected and analyzed to make necessary adjustments and improvements to the plan.7. ConclusionThe outbound learning plan for primary school English teachers is a comprehensive framework for professional development and growth in the field of English language teaching. By participating in language immersion programs, professional development workshops, observation and exchange programs, classroom observations, and networking events, teachers will be able to improve their English language proficiency and teaching skills, learn about new teaching methodologies and approaches, gain cultural understanding and awareness, develop cross-cultural communication skills, enhance classroom management and student engagement strategies, and broaden their professional network and connections. With carefully planned activities and a well-defined timeline, the outbound learning plan will help primary school English teachers to provide the best education for their students.。

Janet RaskinDr. Keith FolseTESOL 53769 December 2008A Quick Look at a Beginning Reading ClassIntroductionIn October 2008, I observed four beginning-level reading classes at the Center for Multilingual Multicultural Studies. I chose this project because I was interested in seeing how second language acquisition theories are put into practice in the classroom. I think that there is a critical intersection between teaching beliefs and teaching practices. If a teacher believes that second languages are acquired in a particular way, will that teacher construct activities that allow students to learn in that way? I wanted to see if I could observe the class activities and identify the underlying theories for the teaching behavior.I also thought it would be a good idea to step out of the teaching role for a while and observe the teaching-learning process neutrally. As an observer, I could look at the process from a teacher’s and a student’s pers pective. What seems interesting and clear to a teacher may seem boring and confusing to a student. A teacher may think she has given students sufficient time to read and answer questions, while the students may feel that they need more time and practice. I wanted to discover any differences in the way the teacher and the students perceived the learning process. I summed up my goals for the observation as follows:1. Observe an experienced teacher work with very low level students whose language shedid not speak.2. View the content that low level students must learn in an academic English course.3. Gain a student’s perspective on the difficulty and rel evance of course content.4. Observe how theories of second language acquisition are actually applied in a classroomsetting.5. Get an idea of who the international students are at the CMMS in case I have anopportunity to work there.ExpectationsBefore observing the class, I expected I might see some of the practices I read about in William Grabe’s article on second language reading research (1991). These i nclude content-centered reading, individualized instruction of skills using recognition exercises, timed reading, and vocabulary strategies, sustained silent reading, pre- and postreading activities, group work, cooperative learning, and extensive reading.ObservationThe class consisted of six students. All were Arabic speakers except for one Turkish speaker. The students were in Level 1B, the second to the lowest level of proficiency. The teacher organized the class the same way each week. Every week, the class completed one chapter of their textbook. On Day 1, they reviewed the test they took the day before. The teacher presented fifteen new vocabulary words and did dictionary skills. On Day 2, the class corrected homework and did pre-reading, reading, and post-reading activities for an article of general interest. On Day 3, the class corrected homework and did pre-reading, reading, and post-reading activities for a second article. On Day 4, the class corrected homework, held a brief conversation, and did vocabulary-building exercises with synonyms, antonyms, and parts of speech. Day 4 ended with a vocabulary review as preparation for the test. On Day 5, the students took a test that consisted of the target vocabulary recycled in two new stories. The classfollowed the content of the textbook. This indicated to me that the teacher, or more likely the curriculum developers, had confidence that the textbook provided students with the academic reading skills they needed.Activities and InteractionsDuring my four days, I observed how the teacher engaged the students in the activities in the book. On Day 1, the class time was spent as follows:∙20 minutes – correct the test from the day before∙15 minutes – teach 15 new vocabulary words∙ 4 minutes – pronunciation∙8 minutes – dictionary skills for compound words∙ 3 minutes – dictionary skills, definitions of inThe teacher spent twenty minutes reviewing the test from the previous day. The interaction consisted of calling on students to read their answers aloud. The teacher wrote the answers on the board in very neatly numbered columns. I was very impressed with the way the teacher organized answers on the board. In the course of reviewing the test, I saw that the students were able to answer some questions correctly even though they didn’t understand the all of the vocabulary. The students asked for the meaning of odd, luck, and divorce. The class then moved on to their new chapter. For the next fifteen minutes, the teacher presented the vocabulary words and wrote the definitions on the board. The students copied them. Out of the fifteen words, only three were completely unknown to the students. Those words were earn, non-profit, and stocks. I wondered if the reading would be too easy for the students. Then I noticed two students were looking up the words in their electronic dictionaries. I wondered if the reading would be too hard for them. The teacher spent four minutes reviewing the pronunciationof the words (listen and repeat). The next eight minutes were spent on a dictionary skills exercise on forming compound words. Students had to match parts of compound words, for example easy and chair. They had to look up easy chair in the dictionary. This exercise was assigned for homework. The final three minutes were spent on matching definitions of in with sample sentences. This exercise was assigned for homework too. How many minutes were spent reading and how many minutes were spent learning about reading? All of the time today was spent learning about reading through test questions, sample sentences, and dictionary definitions.On Day 2, the class session went like this:∙8 minutes – correct dictionary skills homework (which some students didn't do)∙ 4 minutes – correct compound words homework∙ 5 minutes – correct definitions with in homework∙10 minutes – preposition of place exercise (on, under, next to)∙ 6 minutes – Pre-reading activity with who vs. what∙ 5 minutes – teacher read the story out loud∙ 5 minutes – students did a reading comprehension activity individually∙ 5 minutes – teacher corrected the reading comprehension activity with the students Many things surprised me about today's lesson. I wasn't surprised that it took 17 minutes to correct homework, but I was very surprised that the dictionary exercise with in was so difficult that even I couldn't immediately pick the correct answer. The teacher also made a mistake in this exercise. I think the textbook did not give clear questions and answers.I was also surprised to see the preposition of place exercise. It was not part of the book content. The teacher dictated some sentences to the students and they had to draw what theyunderstood. The teacher gave them: In a living room, a shade is on a window. A bookcase is under the window. An easy chair is next to the bookcase. An end table is next to the chair. A lamp is on the table. A sofa is next to the table. The students drew some interesting and incorrect pictures. The teacher did not correct their pictures or draw a correct picture for them to view. She later said that she had not taught prepositions of place to this class, but thought that the drawing might be fun to do. I was truly baffled by this. I've taught prepositions of place many times to beginners and I know how hard it is. I couldn't understand what purpose this exercise served. It was a listening exercise, not a reading exercise.I was also surprised that the students didn't really know the difference between who and what in the pre-reading questions. For example: Who / What works without getting paid? Answer: a volunteer. This is a complicated question that seems to combine vocabulary with grammar. The teacher did not write anything on the board to help students sort out the information. I don't know if the students understood this exercise or not.The actual amount of time devoted to reading was 5-7 minutes. The teacher read the story aloud first, but I'm not sure why. Perhaps she thought that it was easier for the students to listen rather than read. In any case, the story couldn't have been very hard because most students finished the comprehension questions within four minutes. Those that didn't understand some vocabulary used their electronic dictionaries to look up words.On Day 3, the class session had these activities:∙10 minutes – correct homework (which some students didn't do)∙ 4 minutes – pre-reading exercise for a new story∙7 minutes – teacher read the story aloud∙ 4 minutes – reading comprehension questions∙7 minutes – teacher checked reading comprehension questionsToday's activities were very similar to yesterday's. The teacher read the new story aloud and I noticed students pointed to the words as she read. They didn't take very much time to do the post-reading activities, so I don't think the readings were very hard. The teacher asked the students if they had any questions, but no one asked anything.On Day 4:∙8 minutes – correct homework (drilling the same 15 vocabulary words)∙ 6 minutes – conversation: Why do people volunteer? What do volunteers do? Where would you like to volunteer? (The teacher did most of the talking.)∙23 minutes – dictionary skills exercises in the textbook∙8 minutes – vocabulary review flashcardsThe dictionary skills were somewhat interesting. Students were prompted to find antonyms and synonyms, present tense and past tense, plurals, abbreviations, and multiple meanings. Most of the words were already known to the students, but using the dictionary was confusing to some students because they had to remember the alphabet.The last activity before the test was the flashcard review. The teacher showed a word and asked students the meaning and the part of speech. The students had to give a sentence too. One of the words was interview. The student said it was a verb, but then gave a sentence using it as a noun. Some of the sentences were a little ambiguous. (i.e. A volunteer is a nice person.) Students didn't write these sentences down. They just answered orally. There wasn't too much reading in the lesson, unless you count reading dictionary definitions.Student ReactionOn Day 4, I asked the students what they thought of their reading class. I expected themto tell me that it was a boring and too easy. The teaching approach seemed rather dry and lock-step to me. In fact, the students were very positive about the class. They liked the teacher and thought they were learning. They were quick to mention a class they disliked – writing. They told me that class consisted of copying sentences. They were very emphatic that it was boring and rather insulting to be copying sentences. I wish I had seen that class!DiscussionI expected to see some innovative teaching at the CMMS, something new and creativethat I had never seen before. I thought I might see any interactive way of teaching reading ornew vocabulary strategies. I thought I might see activities that would get students to read and write more independently. What I saw was very traditional. The teacher taught out of the book. The students answered the questions. The students were tested. At first, I was very disappointed.I didn't feel that I learned from this observation. In fact, what I learned was that the studentswere fine with a traditional approach. If they thought they were learning, then who I am to judge?I can't tell from just four days of observation if the students actually make progress with this teaching approach.I did see pre- and postreading activities in the textbook and specific skills training in using the dictionary to find compound words and distinguish inflectional endings. What I didn't see was extensive or sustained reading. At this low level of proficiency, it is very hard to do authentic reading. I think the controlled vocabulary in the textbook was a good choice. However, I wonder if the topics were really interesting to the students and if the level of the vocabulary was right. This is a dilemma that reading teachers always face. The materials theyhave to work with may appeal to some students and not to others. I wish the teacher had done some activities that were reading-based instead of listening-based. For example, I once gave my low-level students a children's poem to read. From reading the description, the students had to draw a picture of the poem (a woman is in a chair with a cat on her lap, etc). I think the students could have done a scrambled story where they could have worked together to unscramble it. Even low level students can write simple reactions to what they read in a reading journal. Of course, I don't know how motivated the students are. Some didn't bother to do their minimal homework, so perhaps they wouldn't want to be pushed to make more than a minimal effort.A really good textbook can make a teacher's life a joy. A textbook with glaring deficiencies can make the teacher's life miserable. I think this textbook was good, but no textbook can be the sole source of input for a class. I think a teacher has to make the learning and the materials interactive.BibliographyGrabe, William. "Current Developments in Second Language Reading Research." TESOL Quarterly 25 (1991): 375-406.。

三年级趣味英语课堂大纲(总9页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--《趣味英语课堂》课程纲要高艳萍一、课程名称：快乐英语所属系列：自主选修系列----学科拓展二、课程目标1、培养学生英语学兴趣，养成英语学习的自信心和良好习惯，掌握最基本的英语学习方法。

在英语学习过程中，了解其他国家的人文风俗，培养爱国主义感情、社会主义道德品质，逐步形成积极的人生态度和正确的价值观，提高文化品位和审美情趣。

2、引导学生认真耐心听他人说话，能抓住要点。

并乐于参与讨论，敢于发表自己的意见。

3、拓宽学生的视野，活跃学生的思维，增长学生的知识，提高学生的英语表达能力，。

4.以“学习英语我能行”为口号，彰显潍坊博海学校“自主学习、快乐学习”理念，搭建学生展示自我的平台，发挥我校英语教学优势。

5、通过活动学英语、在活动中享受英语、运用英语、展示自我。

三、适用学段年级：小学三年级课时设置：本主题共开设30课时。

四、课程内容与活动安排五、课程实施说明（一）教学方式：根据小学生学习的特点，小学英语教学要创建活动课为主的教学模式，教学重点是培养学生用语言进行交流的能力，充分利用教学资源，采用听、做、说、唱、玩、演的方式，鼓励学生积极参与、大胆表达，侧重提高小学生对语言的感受和初步用英语进行听、说、唱、演的能力。

（二）学习方式：倡导“任务型”的教学途径，培养学生综合语言运用能力。

<<标准>>以学生“能做某事”的描述方式设定各级目标要求。

教师应该避免单纯传授语言知识的教学方法，尽量采用“任务型”的教学途径。

教师应依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。

学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

六、课程评价说明（一）趣味英语课堂的评价目的评价的主要目的是全面了解学生数学学习的过程和结果，激励学生学习和改进教师教学。

Date: March 15, 2023Location: Primary School No. 5, HefeiParticipants: All English teachers from the school, Headmaster, and District Education Bureau InspectorObjective: To enhance the quality of English teaching through classroom observation, discussion, and feedback.Introduction:The English教研活动 (English Teaching and Research Activity) was organized to provide a platform for teachers to observe and discusstheir peers' teaching methods and strategies. The aim was to promote continuous professional development and to foster a collaborative environment among the faculty.I. Classroom Observation:The observation focused on a Grade 5 English lesson taught by Ms. Wang. The lesson was designed to introduce the topic of "Family Members" and to practice the use of simple present tense. The classroom was equipped with multimedia tools, including an interactive whiteboard, projectors, and a computer.II. Detailed Observation Notes:1. Warm-up Activity:- Ms. Wang started the lesson with a fun and engaging warm-up activity. She used a song about family members to create a positive and interactive learning environment.- Students actively participated in the singing, which helped them to relax and prepare for the main lesson.2. Introduction of New Vocabulary:- Ms. Wang introduced new vocabulary items such as "brother," "sister," "uncle," "aunt," and "cousin" through real-life examples and pictures.- She used a variety of teaching aids, including flashcards and handouts, to reinforce the learning.3. Grammar Focus:- The lesson focused on the simple present tense. Ms. Wang demonstrated the structure and usage through clear and concise explanations.- She provided examples of sentences and encouraged students to practice by forming their own sentences.4. Interactive Activities:- Ms. Wang incorporated various interactive activities to keep the students engaged. She used group work, pair work, and individual tasks.- One activity involved students creating a family tree on the interactive whiteboard, which they could label with the new vocabulary.5. Assessment and Feedback:- Ms. Wang regularly checked for understanding through formative assessments, such as asking questions and checking students' work.- She provided immediate feedback, which helped students to correct their mistakes and improve their language skills.6. Conclusion and Homework:- The lesson concluded with a summary of the new vocabulary and grammar points.- Ms. Wang assigned homework that required students to describe their own families using the new vocabulary and tense.III. Review and Discussion:After the observation, the teachers gathered for a review and discussion session. The following points were highlighted:1. Positive Aspects:- The warm-up activity was well-received by the students and set a positive tone for the lesson.- Ms. Wang's explanations were clear and easy to understand.- The use of multimedia tools enhanced the learning experience.2. Areas for Improvement:- Some teachers suggested that Ms. Wang could provide more opportunities for students to practice speaking in English, as the lesson seemed to be more focused on reading and writing.- The assessment methods could be diversified to include more oral assessments.3. Suggestions for Future Lessons:- Incorporate more interactive games and role-plays to improve speaking skills.- Use more authentic materials, such as videos and songs, to engage students.- Provide more individualized feedback to cater to different learning styles.IV. Conclusion:The English教研活动 provided a valuable opportunity for teachers to observe and learn from each other. The classroom observation of Ms. Wang's lesson highlighted the importance of engaging activities, clear explanations, and formative assessments. The feedback and suggestions shared during the review session will undoubtedly contribute to the improvement of English teaching practices at our school.Participants' Signatures:[Headmaster][District Education Bureau Inspector][English Department Head] [Ms. Wang][Other English Teachers] Date: March 15, 2023。

Classroom Observation ReportTeacher: Luo ShaStudents：secondary school students in HunanDate: May 31, 2014Contents: Training in BrazilProcedure:Step1: Warm up (5mins)A) questions:‘ Do you like sports?’‘Which sport do you like best?’‘What’s the name of the famous football team in Wuhan?’‘One of my favourite player is in this team and do you know who he is?’B)Show students a picture of her and her favourite football player.C)Question: What is my favourite team?Step2: Learn the new words and lead in the text (6mins)A)Students watch a video of Chinese Football Team.B)Use pictures and actions to introduce new words. Use the structure: do you know who he is? Read after me. What are they doing, now.coach, captain, train, successful, BrazilC)Question:In the world,which football team is very successful?D)Some young football players are send to Brazil for training to learn how to play football well.Step3: Reading (17mins)A) Fast readingHave a fast reading by looking at the big screen and answer some questions. True or false exercises. Read the text quickly and then answer these questions.1, Last year, twenty-four Chinese boys went to Brazil for training. (F)2, Life was very hard there because they had to get up early and practice fo a long time. (T)3, When they are free, they did nothing. (F）4, The Chinese boys were not popular in Brazil. (F)B) Careful readingLook at your own passage and read it silently. Listen to the tape and read through the text. Then answer some questions.1, Who trained the Chinese teenage football players?2, Why did they go to brazil?3, What does the Chinese government hope?C) Read aloudRead aloud the whole passage and do some exercises.1, Multiple Choices(1)The twenty-two Chinese boys went to Brazil for ( c ).a)for a holidayb)To visit a small villagec)To be trained to become China’s football stars(2)From the passage, we know this Chinese football players were ( a ).a)hard-working and friendlyb)able to speak Brazilianc)too young to play football(3)In the last s entence, the word ‘produce’ means ( b )a)changeb)trainc)find2, Note-makingThis is a table. Just make some notes and finish the exercises in the paper. Give students two minutes to do it quickly.Step4: Pair work (12mins)Do you like watching sports news?Do a play. Just suppose you are a news reporter from CCTV. One student will be a news reporter and one student will be a football player from China.Practice in pairs and you can ask the football players as many questions as you like. (Discuss for 3minutes)Then two groups of students sit in the front of the classroom to have a interview.My comment:My comment is divided into five parts: advantages, disadvantages, gains, suggestions and conclusion.A)Advantages1,The main teaching theories and methods(1) Constructivist theoryConstructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own ‘rules’ and ‘mental models’, which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.This class is going to learn something about Chinese young football player’s training in Brazil. Then the teacher ask students some questions about the football team in Wuhan. These students in Wuhan already know something about their local football team. Next the teacher teach students today’s new text through this local team. It is effective for students to learn better in hands-on environment and helps students to relate the football training in Brazil in the passage to their local team’s training which they already know. The free talk about the football team in Wuhan attracts students’ attention. Maybe they are interested in this topic. Then they will pay more attention totoday’s teaching contents.(2)Task-Based Language TeachingTask-Based Language Teaching focuses on the construction, sequencing, and evaluation of particular goal-related action complexes that learners carry out either by themselves or jointly. The task-based approach aims at proving opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.In the first place, the teacher teaches this text through three kinds of reading: fast reading, silent reading and reading aloud. At the same time, the teacher designs some questions to ask students after each period of reading is finished. So all the students are quite familiar with the article.Secondly, the teacher set a context that two students work in pairs in order to give a performance of an interview. One student is the news reporter from CCTV, the other is a famous football star.Thirdly, they show themselves in the front of the classroom after discussion.In fact, this interview is an effective way for students to transform the knowledge in the text in to their own minds. It provide a purpose for a classroom activity and make language teaching more communicative. Students would use the knowledge they learn today an before to practice this interview. They may think how to start the dialogue, what questions to ask, and how to end this interview. Then the teacher will achieve her goal: teach students learn to communicate, not just to rote recall what is learned.We can see the success from students’ performance in the interview.Student A: How do you do.Student B: How do you do.Student A: I heard you have just return to China.Student B: Yes.Student A: Are you very tired?Student B: Yes, I am a little tired.Student A: What do you think of your life in the Brazil?Student B: I think it is hard and busy sometimes. But I want to be a successful football player, so I work very hard....Both two groups of students use the information in the text in their view.2, Effective teaching skills(1)Use pictures to teach new wordsAfter they watch a short video, the teacher show students some pictures to learn new words. For example, people who in the first picture is Milu. Then she asks students: Do you know who he is? So the students may remember this word in this way: who he is? What is his job? Then they would know the meaning of coach.(2)Reading activities.In the pre-reading, the teacher tell them some basic information on the topic. In the while-reading, they have three types of reading. First, they have a fast reading to have a main idea of the article. Second, they have a careful reading to find the detail information of the passage. Third, they try to understand better by reading aloud. Then, in the post-reading, they have four kinds of exercises to check out the effectiveness through their reading.(3)Affective strategyAsk students their name make them feel that the teacher is care about them.Praise students after they answer questions. Very good. Your English is very good. OK.Encourage students when they are nervous. Don’t worry. It’s OK. Very good.Keep smiling all the time.3, Good lesson planningShe divides her class into four parts. The first part is warming up. Then, the second one is learning new words and leading in. Next, the third one is reading. Students read three times of the passage by three types of reading. The last one is pair work. This part gives students a chance to communicate with each other and practice their oral English.B) Disadvantages1, Ask the judges questionsThe teacher says to students: Your English is very good. Maybe every teacher will thinks so. Do you think so? However, no judges answer her. It is a little embarrassed. Then she says: may be the teaches do not think so. Then she asks again: All the teachers, do you think their English is good?As far as I am concerned, the judges and the audiences are not concluded in this class. The teacher should pretend that there are no other people in the class. She just give a lesson in a common classroom. It is unnecessary for her to talk to other teachers.2, Too much exercisesThe main part of lesson is doing exercises. True or false questions after fast reading. Brief answering questions after silent reading. Multiple choices and note-taking after read aloud. Besides, she does not explain the article to the students. Students will feel tired due to a lor of exercises. I do not think this is a good way for students to understand the text effectively.3, Time is limitedIn the end, when the bell is ringing, her class is not over. There are two students still having an interview in the front of the whole class. However, before the interview start, she asks a student to help her find two chairs. But the boy can not find it quickly.Therefore, in this section, she wastes a little time. My suggestion is that she can prepare two chairs before she give a lesson. Or she can find two chairs when the students are discussing their interview. In this way, she can save some time and end her class on time.C) Gains1, Being confidentAlthough the teacher encounters some problems in the class, she looks confident all the time. A confident teacher will behave well. Also, students will feel confident owing to the influence of the teacher. On the other hand, if you do not believe yourself, you will be very nervous when you encounter things that you do not expect.2, Wear a smile all the timeEvery people love a kind people. Wear a smile make students feel that you are a friendly teacher. Then, they would like to listen to you and talk to you. What’s more, they are willing to take an active part in the class activities. In this way, it creates a friendly atmosphere for everyone in the class.3, It is hard to have a perfect lesson.Perhaps being a teacher is very easy, but being a good teacher is very difficult. Many unexpected things will occur to a teacher. So teachers should prepare well before the class. At the same time, they are supposed to be ready for dealing with these unexpected things. There are still many skills I must learn to equip myself if I want to be a teacher in the future.D) Suggestions1, Time controllingBefore the class, think what tools will be used when having the class and prepare these tools well. Then you won’t need to ask someone to find something for you. Then you can take effect use of your teaching time. Leave three minutes free when you design your teaching plan. At the same time, pay attention to the time when you having the lesson.2, Change one exercise into an activityThere are four exercises in this lesson. From my point of view, it has a bad effect on students that they will boring of this class. Add an activity, for example, a language practicing.E) conclusionIn a word, although there are some small mistakes in this lesson, the teacher’s performance is very good. We still can learn a lot from this class. So I hope that I also can do a better job in teaching after I make a comment on this class.。

Evaluator:_______________________Evaluator:_______________________Evaluator:_________________________Evaluator:_______________________Evaluator:__________________________Evaluator:______________________Evaluator:__________________________Classroom Observation Task 8 The learnersThis task may help you to see a lesson from a student‟s points of view.Task: As you arrive in the classroom, choose (privately!) one student to focus on in your observation. Watch this student throughout the lesson and make notes under theEvaluator______________________________ Date____________________________Classroom Observation Task 9 Errors and correctionThis task focuses on learner errors in oral production the teacher or learners deal with Task: Note down some student errors. Categorize each error (e.g. wrong tense, wrongEvaluator______________________________ Date____________________________Classroom Observation Task 10 Thoughts and questionsThis form may help you recall what happened in a lesson and remind you of your own thoughts at that time.For each box, note down a specific thing that you observe in the lesson and thenEvaluator______________________________ Date____________________________Classroom Observation Task 11 Stolen goodsAs you observe the lesson, note down several things that you would like to “steal” from this teacher and the lesson in order to make them part of your own teaching. This may include personal qualities, teaching skills and techniques, activities, classroom atmosphere, etc. Include notes to help you remember any important detail. You may also want to record why you felt good about the stolen goods. Finally, choose something youEvaluator______________________________ Date____________________________Classroom Observation Task 12 What helps people learn?What is there about the activities, the teacher and the students that helps to create conditions for effective learning? What things you observe that seem to play a part in hindering learning?Evaluator______________________________ Date____________________________performances. Place in the space before each statement the number that most nearly1.___________Objectives for this presentation were made clear to students.2.___________Presentation was well planned and organized.3.___________Presentation style was appropriate and effective.4.___________Relevant examples, metaphors and analogies were used to establishconnections with students' previous experiences and learning.5.___________Class time was well used.6.___________Critical thinking and analysis was modeled and encouraged.7.___________Instructional techniques required a majority of students to be actively involved.8.___________Respect for diverse opinions was communicated.9.___________Warm, accepting, open classroom atmosphere was evident.10.___________Instructor interest in information was communicated.11.___________Instructor interest in student learning was communicated.12.___________Instructor mastery of subject matter was clear and thorough.13.___________Appropriate and effective use was made of audio-visuals, computer orother instructional technology to support presentation objectives.14.____________ Related easily with students.15.____________Integrated information from other areas within and outside of her/hisdiscipline.16.____________Was sensitive to feelings of students.17._____________Demonstrated enthusiasm for teaching and learning.18._____________Discovered student misunderstandings and misconceptions.19._____________Students attended to what was happening in class.20._____________Moved around the classroom with ease as interacted with students. Total Number___________Comments on instructorSignature of Observer Date of Feedback。

描述他人在做什么英语作文Title: Observing Others: A Glimpse into People's Activities。

Introduction:Observing others' actions and behaviors can provide valuable insights into their lives, interests, and personalities. This essay aims to describe the activities of different individuals, highlighting the diversity of human experiences. By observing others, we can gain a deeper understanding of the world around us and enhance our own perspectives. Throughout this essay, various scenarios will be presented, showcasing people engaged in different activities, both mundane and extraordinary.1. Morning Commute:As the sun rises, the city streets come alive with people heading to work or school. A bustling scene unfoldsas individuals rush to catch buses, ride bicycles, or walk briskly towards their destinations. Some people are engrossed in their smartphones, scrolling through social media feeds or replying to emails, while others prefer to enjoy the scenery or read a book during their journey. The morning commute offers a glimpse into people's dailyroutines and their ability to multitask.2. A Coffee Shop Encounter:In a cozy coffee shop, a young woman sits alone at a table, sipping her cappuccino. She appears to be engrossedin her laptop, typing away with determination. Occasionally, she pauses to take a sip of her coffee, her eyes focused on the screen. From her body language, it is evident that sheis deeply engrossed in her work, perhaps completing an important project or writing a compelling article. Her dedication and focus are admirable, showcasing her commitment to her craft.3. A Park Gathering:In a nearby park, a group of friends has gathered for a picnic. The atmosphere is lively, filled with laughter and chatter. Some are engaged in a game of frisbee, whileothers lounge on picnic blankets, sharing stories and enjoying each other's company. The aroma of grilled foodfills the air, and the clinking of glasses can be heard as they toast to their friendship. This scene portrays the importance of social connections and the joy that can be found in simple gatherings.4. A Street Performer:On a bustling street corner, a talented streetperformer captivates the attention of passersby. A crowd begins to form around him as he skillfully plays the guitar, his fingers dancing across the strings. His voice resonates with emotion, drawing people in with his soulful melodies. Some people stop to listen, while others drop a few coins into his open guitar case, showing their appreciation forhis talent. This street performer's passion and ability to captivate an audience highlight the power of art and its ability to bring people together.5. A Classroom Observation:Inside a classroom, a teacher stands at the front, passionately explaining a complex scientific concept. The students sit attentively, taking notes and asking questions. The teacher's enthusiasm is contagious, as she uses visual aids and real-life examples to make the subject matter more relatable. The students' engagement and curiosity demonstrate the impact a dedicated educator can have on shaping young minds. This scene emphasizes the importanceof education and the role it plays in fosteringintellectual growth.6. A Busy Marketplace:In a bustling marketplace, vendors display their wares, creating a vibrant tapestry of colors and sounds. Shoppers navigate through the crowd, examining various items and bargaining for the best prices. The air is filled with the aroma of spices and the sound of vendors calling out their products. People from different walks of life come togetherin this vibrant space, exchanging goods and engaging in lively conversations. The marketplace showcases the diversity of cultures and the economic activities that sustain communities.Conclusion:Observing others in their daily activities provides us with a window into their lives, aspirations, and passions. From the morning commute to a busy marketplace, each scenario offers a unique perspective on human behavior and the multitude of experiences that shape our world. By paying attention to the activities of others, we can gain a deeper understanding of the human condition and foster empathy and appreciation for the diverse individuals who surround us.。

英语读后续写课题研究计划与目标Research Plan and Objectives for Reading Response Essay.Research Questions:What are the key elements of an effective reading response essay?How can students improve their critical thinking and analytical skills through reading response essays?What are the best strategies for teaching students how to write effective reading response essays?Research Objectives:To identify the key elements of an effective reading response essay, including:A clear thesis statement.Well-developed paragraphs.Evidence from the text.Analysis and interpretation.To develop a set of strategies for teaching students how to write effective reading response essays, including:Pre-reading activities.Guided reading activities.Post-reading activities.To assess the effectiveness of the developed strategies in improving students' critical thinking and analytical skills.Research Methods:Literature review: A review of existing research on reading response essays, critical thinking, and analytical skills.Classroom observation: Observation of students writing reading response essays in a classroom setting.Student interviews: Interviews with students about their experiences writing reading response essays.Action research: Implementation of the developed strategies in a classroom setting and evaluation of their effectiveness.Expected Outcomes:A better understanding of the key elements of an effective reading response essay.A set of effective strategies for teaching students how to write reading response essays.Improved critical thinking and analytical skills in students.Timeline:Month 1: Literature review and classroom observation.Month 2: Development of teaching strategies.Month 3: Implementation of teaching strategies in the classroom.Month 4: Evaluation of teaching strategies.Month 5: Final report.中文回答：研究计划和读后随笔课程目标。