Teaching philosophy finalWord格式.docx
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Teaching philosophy finalWord格式.docx
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teachingpurpose,teachingstyleandteachingtechnique.
Teachingpurpose:
What'
smyteachingpurpose?
I'
mthinkingthisquestionalongtime,wheniwasyoungididn'
tthinkiwouldbeateachersomeday,butifuareChinese,uwillunderstandmebetter,mydadisateacher,sosomeadvantagesformetobeateacher,inmyfamily,mytwobrothersandonesisterwereallteachersatfirst,justbecausemydadisateacher,whohasmorerelationshipoutside,wecaneasilybecomeateacheraftergraduation,alsothelocaleducationorganizationwouldarrangeforteachers’childrenpreferentially,butsomeyearslater,mysistertransferredtoworkforgovernment,andmyyoungbrotherbecomesafreelance,hepreferstoworkforhimself,
Butforme,asawoman,teachingisnotbad,espinchina,wehavealongwinterandsummerholiday,andsalaryisnottoobad,soafterigraduatedfromcollege,ibecameanEnglishteacherinahighschool,threeyearslater,iwannafurthermystudy,soitooktheexamandpassedit,icametoWuhanfromasmalltown,acapitalcityofHubeiprovince,abigcityinthecenterofChina,aftertwoyears'
study,igotmyBDinEnglishteaching,alsoifoundajobinavocationalschool,itaughtthereabout10years,thenmyschoolwasintegratedwithsomeotherschools,soibegantoteachinacollege,atthesametimeIgotaMDinHuazhongNormalUniversityinWuhan,asateacheriknowishouldupliftmyselfallthetime,broadenmyknowledge,aftersomanyyearsinteaching,irealizehowimportanttheteachingis,espmyshort-termpurposeisthatiwannaapplymyknowledgetopractice,helpmystudentstogetmoreknowledge,toignitemystudents’interestinEnglish,toencouragethemtoloveEnglish,thenmylong-termpurposeisthattheycanhavemorechanceoutside,espwhentheytravelaboard,theycanmanageinEnglishbythemselves,meanwhileputmyteachingphilosophyintomystudents'
mind,onlybystudying,theycanchangetheirfateandchangetheirlives!
SonowilikemyjobasanEnglishteacherverymuch,andI’mproudofbeingateacher!
Myteachingstyle
Amongalltheteachingmethods,Iprefertheaudio-lingualmethodandcommunicationmethod,thereasonisasfollows:
Iamateacherforcollegestudentsnow,mostoftimeIteachstudentsfromArtsandMediaDepart.,
inChinamostofthemfocustheirattention
ontheirmajorssincetheydecidetolearnartsastheirmajorswhentheyarestillhighschoolstudents,sotheyspendlotsoftimepracticingpaintingorsthelserelatedtotheirmajors,anotherreasontheirmarksinEnglisharen’trequiredtoomuch,someuniversityjust60outof150,ofcoursesomeuniversityneedmore,anyway,isaythisjusttellafact:
mostofstudentsfromthisdepartmentaresopoorinEnglish.
Ipreferaudio-lingualmethodinmyclass,somereasonsare:
BecausemystudentsareverypoorinEnglish,Ichoosesomesimplematerials,mainlyindialoguesandshortpassages,Iputmoreattentiononpractice,sostudentscanmasternewwords,sentencepatterns,phrasesandexpressionsbypracticingthemoverandoveragain,andalsostudentscanknowgrammarverywellbyinducingaftertheyremembersentences,theyknowthenewwordsbycontext.
InclassItrytouseallEnglish,notmynativelanguage,paycloseattentiontostudents’pronunciation,,encouragestudentstopracticemore,ifdowell,ialwayspraisethem,encouragethem,urgethemtodobetter!
MeanwhileIalsoadoptcommunicationmethodinclass,ifocusonstudents’communication,notongrammarornewwords,whenIarrangemyclass,ifocusoncommunicationability,notongrammarstructure,meanwhile,everythinginclassmainlyfocusesoncommunication,studentscancommunicationwiththeirclassmates,theycanexpressthemselvesinEnglishinclassnow,somedaytheycancommunicatewhenusingitoutsideclassroom.
Ifonlyuseaudio-lingualmethod,toomuchpracticestudentswillfeeltooboring,nomotivation,meanwhile,ifonlyusecommunicationmethod,studentswillspeaktoomuchbrokenEnglish,basedonourcountry,studentshavelittlechancetogoaboardnow,inordertoarosestudents’interestinEnglish,Imixthesetwomethodstogether,theonlypurposeistomakemystudentslearnmore,practicemore,tomasterEnglishsothattheycanmanageitbythemselvessomedayaboardorincompanywhenneeded!
Teachingtechniques
Inmylessonplanningorteaching,Iusuallymixthesethreetechniques:
bodylanguage,teachertalkandscaffoldingtogetherinordertomakemystudentsunderstandmebetter,personallyIthinkanylanguageteacherwhenteaching,theymixthesetechniquestogether.
WhenIhaveaclass,Ihave90minutestogetherwith10-minutebreak,soIalwaysteachabout45minutes,thenstudentshave45minutesleftforpracticedialogue,doexercisesinthebooksorpreviewpassage,ofcourseImixtimetogether,Iteachsometime,thenstudentspractice,thenIteachagain,thenstudentsdosomeexercises,almost50/50rules,thisclassisforcollegeEnglishinChina,notforprofessionalEnglish,ifforprofessionalEnglish,ialwaysteachmoretime.
Onadailybasis,Ialwaysencouragemystudentstoopentheirmouth,someofmystudentsdon’tlikelearningEnglish,sofirstishouldarousetheirinterest,Italkedaboutmytravelexperienceabroad,ItoldthemtheimportanceofEnglishwhentravelabroad,thenencouragemystudentstolearnEnglishlittlebylittle,justkeeponlearningdaybyday,anylanguageneedpractice,practicemakesperfect!
Inclass,Iusewarmlanguage,suchas“welldone,youdidgoodjob,bravo,Letusgivehim/herapplause”etc.meanwhileIpaymoreattentiontomyteachertalk,suchasrepetition,reducedgrammaticalforms,simplifiedvocabulary,signpostexpressions,commoncultural,elaboration,andclarification,ofcourse,theseteachertalkIlearnfromthiswonderfulcourse,Iwillapplyittomyteaching.Aboutthelanguagelearningstrategies,everytimebeforethenewsemesterbegins,Iuse45minutes(inchina,oneclasshas45minutes,thenhavea10-minutebreak,thenanother45minutes,two45-minuteforonesubjectinuniversityorcollegeinchina)toteachhowtolearnEnglish:
1.Sentenceiseverything,sentenceisfortune,thatmeans,whenwecommunicate,weusesentence,sojustaskstudentstofocusonremembersentencesbysentences,notfocusonremembernewwords.
2.SpokenEnglishoutbreakseverything,thatmeansifyouspeakmore,yourwords,yourlistening,yourgrammarandyourexamwillbenoproblem.
3.One-year-oddtimecanbreakthroughEnglish,thatmeansifyoukeeponpracticeEnglishwithoddhours,youcanmasterEnglishjustone-yearlater,becauseinchina,studentslearnEnglishfromPrimaryschool,middleschool,highschool,thenincollegeoruniversity,solongtime,butstillalotofproblemsexist,eventoday.
Inmyteaching,Ialwaysusesomebackgroundinformationrelatedtothepassagewewilllearninclassaswarm-upwhenteachingpassages,Iasksomequestionstobegindialogues,whenteachinglistening,Iguidestudentstoreadthequestionsfirst,ifsomenewwords,Iwillexplaintothem,whenpracticedialogue,Iwillactoutwithonestudent,thenstudentswillknowhowtopracticeafterIgivethemsometaskstoactout.Abouttheassessmentactivities,differentteachingcontentsdifferentassessmentactivities,forexample,aboutdialogueslearning,studentsshouldfinishadialogueaccordingtotaskbeforeclassfinishes,aboutpassagelearning,studentsshouldfinishsomephrases-fillingexercisesandsometranslationexercisesafterfinishingthepassagelearning,aboutlistening,alwaysdosomefill-in–blankexercisesormultiplechoices,anywayineveryclass,ensuremystudentslearnsthinmyclassandprogressdaybydaynotonlyinlearningEnglish,alsokeeprighttractinlifedirection!
Afterthewholesemester,Ialwaysevaluateandassessmystudentsfromthefollowingaspects:
presence,answeringquestionsinclass,engagementinclass,homeassignment,Igivethemnormalfraction30%,oralEnglishtext15%,finalexam55%,thenImixthesetogetherandgettotalscoreforeverystudent.
Parttwotenlessonplans
final1:
LessonPlanforlisteningandspeakingandpronouncing(intermediate,collegestudentsbutmiddle-level)
Unit7HealthandFood
Business/Materials
Lessonobjectives
SuccessfulEnglishforVocationalColleges1
Shanghaiforeignlanguageeducationpress
Studentswillknowhowtotalkabouthealthandfoodafterfinishingthisunit.
1.Atthedoctor’s
2.Atachineserestaurant
3.Listeningandspeaking:
atthedoctor’sandatachineserestaurant
4.Introduce5pointsonhowtopronouncewell.
Warms-upandobjectivediscussion
1.Askthestudentswhattheyeattodayalready.Nowaskthemtoworkwithaneighbourandfindoutiftherewassomethingtheybothateyesterday.Iftheydon’tknowtheenglishwordforanyofthedishes/foods,theyshoulduseadictionaryorasmartphone.
2.Youarewhatyoueat,workwithapartner.linkthewordstothephotosontextbook98.thestudentsshouldfirstsaywhateachphotographis,thiscanbedoneinpairsorasaclassactivitydependingontheleveloftheclass.
3.Completethetablewiththefoodanddrinkshowninthephotoonpage99,askthestudentstodothisexerciseindividually,oncethestudentshavedonetheexercise,askthemtochecktheiranswerswithaneighbor,thengothroughtheanswerswiththewholeclass.
InstructandModel
R
W
L
S
Talking
1Wea
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