12月中旬，初一年级高端英语项目外教Mr. Sean及 Mr. Harris进行了科学阅读课及小说阅读课公开展示。两位阳光帅气，极具英伦绅士风格的外籍教师们为学生们带来了课堂气氛活泼、充满英语学科思维、充满思维火花碰撞的精彩课堂教学。初中高端英语项目负责人张丽君主任以及组内其他中外籍教师共同观摩听课。

科学课阅读课主题为“Living or Nonliving”，外教Mr. Sean用英语特有的思维方式不断启发学生探索生命体与非生命体的不同，课堂环节自然连贯，不着痕迹。在纯英语的交流环境中，学生与外教最大程度上进行着思维的碰撞和交互，学生用英语思维来探索问题的能力得到极大锻炼。

小说阅读课内容为《了不起的狐狸爸爸》第10-12章内容。Mr. Harris在小说阅读教学中能够同时关注小说的趣味性、小说的语言特点、故事的叙事方法。不断启发学生在语境中猜测词义，让学生关注作者写作手法，例如小说中明喻和暗喻的使用，并鼓励学生当堂创作明喻暗喻的例子。学生创作内容令在场观摩教师连连称赞。这是一堂让学习真正发生的小说阅读课，是一堂极具启发意义的课堂范本。

课后，中外籍教师共同参与公开课的评课与交流，表达对本堂课的听后感受，有共鸣、也有思维的碰撞。此次公开课交流提升了教师专业素养和教学基本功，促进了全体教师专业自我发展。本次活动全程录像，资料组内共享，作为后续学习提高的资源。

外教Mr. Sean公开课课后反思

Open class reflections

I felt the open class was mostly successful in keeping the students engaged and teaching them the content but there were some areas that I could have improved on.

I think the first part where students list types of living things could be brought in later to show how the 4 criteria could be met in different ways and that the students could have used some time to be creative or answer more “big thinking” types of questions. Adding in an activity like this would have also kept the class to the full 40 mins and left the homework as homework.

Overall the students understood the 4 criteria but some seemed confused whether the reasons they gave were also to be considered so maybe the mind map should be removed from the board before the next activity to avoid this and the list of living things left up instead. To make sure everyone understood I could have also picked students to answer some easier questions.

In conclusion, I felt for the most part the teaching goals were achieved as the students could identify and discuss each of the 4 criteria and use them on various examples to explain why they were non-living.

外教Mr. Harris公开课课后反思

      Yesterday I had a reading “open class” with grade 7 class 2A. In the class we reviewed chapters 10, 11 and 12 of “Fantastic Mr. Fox”. The students spent the first part of the lesson summarizing what had happened in these chapters demonstrating their knowledge and understanding of the book. However, the lesson primarily focused on context and imagery questions from the book. The context questions tested the students to find the meaning of words they have never seen by using the sentences and paragraphs around it for clues. The students performed very well doing this considering how difficult these questions can be and will be a great skill for them in the future.

      We then went on to look at some imagery found in “Fantastic Mr. Fox” specifically metaphors and similes. We went over why they were being used in the story to emphasis characters feelings and to describe scenery in the book. Imagery is a good tool for all students as it gives them the ability to make their own writing more interesting and more descriptive for the reader.

      To conclude I believe the class went very well though some tips to focus on is to try and get everyone included in the lesson also I should try to give some more time for students to work through some more difficult problems giving all the kids a chance to answer each question.

     初中高端英语项目 谷丽华供稿