梅沙黑利伯瑞書(shū)院——教學(xué)相長(zhǎng) 對(duì)標(biāo)優(yōu)秀 | MAH教學(xué)精品展示課第一輪

進(jìn)入第四周后，MAH舉辦了為期三周的第一輪教學(xué)精品展示課。本期將為大家回顧我們第一周幾位老師精心準(zhǔn)備的課程，科目包括英語(yǔ)聽(tīng)力與口語(yǔ)、英語(yǔ)閱讀與寫(xiě)作、化學(xué)、生物以及VCE藝術(shù)。

一周下來(lái)，課程本身在師生中反響十分熱烈，課堂的教學(xué)氛圍、師生表現(xiàn)都讓大家贊賞有加。不少其他老師更是選擇了加入課堂進(jìn)行旁聽(tīng)。

老師們通過(guò)學(xué)習(xí)彼此的優(yōu)點(diǎn)與長(zhǎng)處，多看多聽(tīng)多想，認(rèn)真反思，積極融入，以期在交流借鑒中對(duì)自己的教學(xué)工作有所增益，盡最大的努力向優(yōu)秀對(duì)標(biāo)。

BY Zoe Biology 生物

Movement in and out of cell

就像香水在空氣中擴(kuò)散，微小的細(xì)胞也在無(wú)時(shí)無(wú)刻通過(guò)擴(kuò)散，進(jìn)行著與外界的物質(zhì)交換……

Zoe老師的這節(jié)生物課講述的就是細(xì)胞的跨膜運(yùn)動(dòng)——擴(kuò)散。學(xué)生除了需要理解擴(kuò)散運(yùn)動(dòng)的特點(diǎn)，仍需掌握影響擴(kuò)散運(yùn)動(dòng)的因素——溫度和表面積體積比。

課堂中，Zoe老師深入淺出，引入了兩個(gè)演示實(shí)驗(yàn)。一個(gè)是不同溫度的水中墨水的擴(kuò)散，一個(gè)是不同大小的果凍塊在漂白水中的褪色，讓學(xué)生直觀地觀察到以上因素對(duì)擴(kuò)散速率的影響。

理科學(xué)習(xí)中大家會(huì)遇到不少專業(yè)的英文術(shù)語(yǔ)表達(dá)難題，Zoe老師在對(duì)這些術(shù)語(yǔ)概念進(jìn)行解釋總結(jié)之外，更會(huì)向?qū)W生展示同一個(gè)術(shù)語(yǔ)可以用哪些相近或更簡(jiǎn)單的詞，來(lái)替換表達(dá)和強(qiáng)調(diào)，幫助學(xué)生理解。

教學(xué)評(píng)價(jià)：

Zoe老師教態(tài)優(yōu)雅，語(yǔ)言清晰，愉悅。課上使用問(wèn)題式教學(xué)，引導(dǎo)學(xué)生思考、探討，拓展學(xué)生深層次思考;實(shí)驗(yàn)設(shè)計(jì)體現(xiàn)了探究課的素養(yǎng)和嚴(yán)謹(jǐn);有效使用雙語(yǔ)教學(xué)，大量使用Revoice、Repeat等教學(xué)方式，幫助學(xué)生慢慢適應(yīng)全英環(huán)境的學(xué)術(shù)學(xué)習(xí)。

BY Euphemia VCE Viscomm

Typography Convention & Terminology

你知道Google的Logo字體經(jīng)歷過(guò)幾次變更嗎?

襯線字體和無(wú)襯線字體有什么不同?

字距和行距上，

微小的差異會(huì)產(chǎn)生怎樣不同的藝術(shù)效果?

YSL 經(jīng)典Logo

從著名的The New York Times，到時(shí)尚先鋒YSL的獨(dú)特Logo設(shè)計(jì)……所有的品牌字體標(biāo)識(shí)都因這些細(xì)微差異各具特色。而這一切，我們要從平面設(shè)計(jì)中的“Typeface”說(shuō)起。

Euphemia老師的這節(jié)VCE Viscomm，主題即為“Typeface terminology & convention”，以期學(xué)生在課堂上掌握平面設(shè)計(jì)中涉及字體的術(shù)語(yǔ)表達(dá)——學(xué)會(huì)定義區(qū)分tracking(字間距), kerning(字距調(diào)整)和Leading(行間距)，并在實(shí)操中開(kāi)始探索如何調(diào)整字體樣式。

教學(xué)評(píng)價(jià)：

? Good mix of theory and practice in the time limit

? Informative

? Good ppt presentation

? Well organized

BY Linda English reading&writing

Writing

Backgroud

Writing is difficult for most of the students. Even though some students could write out something based on a topic, the logic sometimes doesn’t make sense in their writing. For one paragraph, their sentences are not connected from the meaning or structure.

One of the biggest problem is that some students don’t have a topic sentence in their paragraph or their topic sentence is not effective though they know what a topic sentence is and they could find out the topic sentence when they read one paragraph.

Based on this, for this class, Linda decided to make the lesson objective as students could identify the features of a good topic sentence and they could write an effective topic sentence by themselves in their writing.

Teaching and learning process:

1.Students are divided into 3 groups.

2.Student are shown a group of sentences(one of them is a topic sentence). They need to put these sentences in a correct order and explain why. By doing this, students would discuss their answers with their group members and also the function of topic sentence (usually the first sentence of the paragraph, and it could summarize the main idea of the paragraph).

3.Brainstorm the features of a good topic sentence.

4.Show students two groups of sentences and by letting students analyze these sentences with their group members, students need to summarize and find out the features of an effective topic sentence.

5.Practice: based on the same topic, give students three sentences and work in groups, let them identify the effective one, explain the reason and revise it to be an effective one.

教學(xué)評(píng)價(jià)：

-Guidance in an effective way

-Encourage students to summarize what they have learnt

-Students are well engaged

-Good resources/materials to support lesson

-Allow students to figure out what a good topic sentence is by showing examples instead of just telling them

BY Marc English Listening & Speaking

Opinions: Structure to give a Convincing Opinion (Preparation for Debate)

Why do students need to wear school uniform?

Would you rather be popular or famous?

Why?

Marc’s class intended to teach students about:

1.How to deliver your opinions of any topic convincingly.

2.Consider the logic of yours or others statements. Try to debate with classmates.

His class is well-organized, it includes a brainstorm as the lead in to think about the topic and there is group work, individual work and pair work. The teaching atmosphere is friendly.

教學(xué)評(píng)價(jià)：

-Well-organized

-Learn through doing

-Debate as one of the teaching strategies

-Uses humour during the class

BY King Chemistry化學(xué)

Determine the empirical formula

King老師的化學(xué)課從formula(化學(xué)式)入手，引導(dǎo)學(xué)生聯(lián)系起之前關(guān)于元素種類(lèi)，原子個(gè)數(shù)的知識(shí)，引入empirical(最簡(jiǎn)式)和molecular formula(分子式)的定義。

為了讓學(xué)生更好理解empirical formula的計(jì)算方法，King老師以生活當(dāng)中的常見(jiàn)例子做比喻，理解mole比才是個(gè)數(shù)比。

本次課堂更充分結(jié)合了例題講解和練習(xí)訓(xùn)練，讓學(xué)生在掌握方法后，學(xué)會(huì)及時(shí)應(yīng)用于解題當(dāng)中，課堂解決問(wèn)題，課堂消化知識(shí)點(diǎn)。

教學(xué)評(píng)價(jià)：

導(dǎo)入邏輯性強(qiáng)，教學(xué)知識(shí)牢固。課堂設(shè)計(jì)、內(nèi)容、難度很適合學(xué)生整體水平。

老師具有親和力，細(xì)心;解釋清晰。

文字：教學(xué)管理中心、Kay

圖片：梅沙黑利伯瑞書(shū)院、網(wǎng)絡(luò)

編輯、排版：Kay

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