魏好好的教育笔记

　1.班主任管理大师 II 3.6.1（推荐度：★★★★★ ）下载地址
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　2.  非常好用的excel成绩统计电子模板（推荐度：★★★★★ ）下载地址
　　没错，就是一个excel成绩统计模板，平均分、排名、方差、标准差、差异系数、四率（及格率、优秀率、优良率和非较差率）、成绩单打印（有排名、无排名两种）功能真是强大！

　3.  优秀教师工作经验（推荐度：★★★★ ）下载地址
　　软件里的都是好文章，收集4000多篇优秀班主任经验、工作计划、工作总结、家长会、班干部、工作计划、家访等几十个类别，有空要逐篇睇下。

　4.  轻松班主任2007（推荐度：★★★ ）
　　个人感觉界面比较人性化，易用，上手快。功能也比较全面，但是也只可以试用。

　5.  介绍两个试题库（大拇指试题库VS金排题库2008）（推荐度：★★★ ）
　　这两个试题库都试用完都是要收费的，前者无功能限制但有试用时间限定，后都有功能限制。我都下载过来用，感觉大拇指题库的界面比较好，而金排题库据说可以从word里自动录入题目，两个题库都可以将收录的题目分章节、难度保存，并且可以收录相应的答案解释，自动生成试卷。




一些软件截图：

魏好好观点： 咳咳，这个完全是我从别的地方抄过来的，但是我不知道原作者是谁，请接受我的敬意吧。

When we have a new list of 15 or 20 words from a chapter, I play the fly swatter game. I write the words (without the article for nouns) in large print in rows across the board. Then I divide the class into two teams. The first time around with the fly swatters, I explain how the game works. After that, it's not necessary.

(A fly swatter is an instrument used to kill flies. It consists of a small square piece of material or mesh which is on the end of a short flexible stick. it makes a great thwacking noise when hit onto a wall or similar surface).

For those not familiar with the fly swatter game, one student from each team comes to the front of the room facing the class, with their back to the board. Each has a fly swatter. When I say a word, they have to turn around, look over the words on the board and touch the word I've said with the fly swatter. The first one to touch the word gets a point for their team. There are some other basic rules: 1) You may not hit another student with the fly swatter. 2) You may not throw the fly swatter at anyone. 3) You may not "block" another player with your arm or your body to prevent them from getting at a word.

·         For the first round, I tell the class we're going to start with something easy. I say the word in English and the two at the front have to find it. The one who touches it first with the fly swatter gets the point. I do this until every person on each team has been at the board once.

·         Then we do round two, with the same words on the board. I pair the students up differently so that they are competing against a different person from the opposite team. This time I say the word in the student's native language and they have to find the English. (Obviously, this round is for monolingual classes)

·         For the third round, I give clues such as:

·         Find something you can sit on (chair, couch, bed, carpet when we did items in a room, for instance). If they touch a word that's plausible, they get the point.

·         Find something that you can wear on your feet (when we did clothing)

·         Find a male family member (when we did family words)

·         Find something you usually do indoors (when we had activity verbs - play cards, go hiking, play the piano, go horse riding).

·      For each round, I make sure every student has a chance at the board. I find this repetition helps, plus we have lots of laughs as we do it and I think that aids retention, too.

 

Conditional chain game
This game is good to revise and practise structures in the first conditional. 

o    The teacher begins with a sentence, for example "If I go out tonight, I'll go to the cinema."

o    The next person in the circle must use the end of the previous sentence to begin their own sentence. E.g. "If I go to the cinema, I'll watch The Last Samurai" The next person could say, "If I watch The Last Samurai, I'll see Tom Cruise" etc. etc.

·         Word Associations
A very simple game where students must think of words connected to the word that comes before. 

o    For example, the teacher says, "Fish", the next person thinks of a word they associate with fish, such as "water", the next person could say "a glass" the next, "window" etc.

o    To make it more competitive, set a thinking time limit and eliminate students.

o    When they are eliminated they can become judges.

·         Concentration 

o    To begin with, students sit in a circle and do the hand actions of lap (both hands to lap), clap, left click, right click.

o    When they get the hang of it, add these words in time to the rhythm "Concentration, concentration, concentration now beginning, are you ready? If so, let's go!"

o    On the first finger click, you say your name, and on the second click you say the name of someone in the circle.

o    You have passed the turn to the person you nominated on your second finger click.

o    Then they say their own name on the first click and the name of another student on the second.

·         I went to the shops and I bought… 
The classic memory game where each person adds a new item to the list in alphabetical order. 

o    For example, student 1, "I went to the shops and I bought an apple". Student 2, "I went to the shops and I bought an apple and a bike". Student 3, "I went to the shops and I bought an apple, a bike and a coat".

o    This game can be adapted to different levels and lexical sets. I recently revised sports and the use of do/ play/ go by playing "I went to the sports centre……", the same game but using different vocabulary. For example, student 1 "I went to the sports centre and I did aerobics", "I went to the sports centre and I did aerobics and played basketball", "I went to the sports centre and I did aerobics, played basketball and went canoeing" etc.

 

Materials
Ink pads (1 for each group of 6), blank cartoon pages, pencils, tissues 
or wipes for cleaning inky fingers.

Preparation
Make your own thumbprint story or use the one we have provided. Make an A3 sized photocopy if possible.

Instructions for making thumbprint stories
Make a thumb- or fingerprint for each person then draw on a line and 2 dots for a face and sticks for arms and legs.

You can make a horizontal print into;

·         a car by adding 2 small circles for wheels;

·         a plane by adding triangles for wings and tail;

·         a dog, cat, elephant or other animal by adding ears, tail, whiskers or trunk.

Write a caption for each square as in the example. Keep your drawing simple. The more 'homemade' it looks the better, as the students won't feel demotivated by their lack of drawing skills.

Procedure

·         Write 4 countries on the board. Get the students to guess which one you visited in the summer holiday.

·         Show the students your thumbprint story and tell them that this is your holiday.

·         Ask students questions (Who are this? Where did we go? Did I go with my friends or my family? What did we do next? Were we happy?) Get individual students to come to the front of the class to look at the story and answer questions if they can't see from where they are sitting.

·         Read the captions to the students, dealing with any vocabulary as necessary by getting students to explain to each other or translate. Ask the students to tell you the verbs from the story. Write them on the board. Elicit which are regular and which are irregular.

·         Do a 2-minute visualization. Tell the students to shut their eyes and think back to their summer holiday (or imagine their invented holiday). Tell students to think about where they went, who they went with, what they did.

·         Students fill in their blank squares to make a thumbprint story of their own holiday. The teacher needs to monitor, prompt, suggest ideas and help with drawing. If students can sit in groups of six they can easily share the ink pads. If not, encourage students to take turns.

·         Early finishers can make a list of irregular past simple verbs and then test each other.

·         The teacher collects the finished stories and sticks them on the wall or board. Students mingle and read the stories and try to find one similar to theirs. Have a class vote: Which holiday was the most fun, most exciting or most boring?

 

 

在今天的observation课上，我们才讨论了有那些formative evaluation 的方法，我发言说，其实很多时候我们要考虑学生的自我评价。结果刚刚就看到了Nik Peachey 的这个方法，我觉得真好，而且不会给学生造成很大的负担，寥寥几句也能达到最终的效果。

Once have a list of the main areas, give out a sheet of paper to each student and get them to draw three columns on the page. Then get them to write the words stop, start, and continue one word at the top of each column.

I then ask them to think about the things we do in class and write a comment about them in one of the columns. It helps to give an example to get them started: 'we have too much homework please give us less' could go in the 'stop' column. 'I like playing revision games.' could go in the 'continue' column as that would be something we already do which they like. 'Let's watch some videos.' could go in the 'start' column as that's something we don't really do which they might like to do.

 

·         Story Dominoes. Students work in small groups. Write the words in the boxes below on to a set of cards, one word per card and give each group a set of cards and tell them to divide the cards evenly amongst the group. The aim of the activity is to tell a story in domino fashion.

o    Student A puts down a card and starts the story then student B puts down one of their cards and continues the story etc. until all the students have used all their cards and the story is complete.

o    Students then re-tell their story to another group and listen to other groups' stories. You can easily make up your own story dominoes on other topics such as Sci-Fi, Urban Life, Football, Harry Potter etc. or if you are artistic you can even draw pictures on your dominoes instead of words. 
Words for Fantasy Story Dominoes 

·         Modern Children's Tales. Write the names of popular children's stories on the board such as 'Goldilocks and the three bears', 'Peter Pan', 'Red Riding Hood', 'Jack and the Beanstalk' etc. and ask if the students know these stories and can tell them to you.

o    Once the students have told you the rough outline of the stories put them into pairs or small groups. Now tell the students that they have 10-15 minutes to recreate one of these stories in a different genre, for example as a horror story, a detective story, a love story, an adventure story etc.

o    Tell the students they are free to add in new characters or events if they want to and that at the end of the activity they will vote on the most original and creative story

 

·     Sharing personal life stories. Get students to divide a sheet of paper into four boxes and then get them to draw pictures about one of the following or similar topics:  My life story

The students then tell each other their story based on the pictures they have drawn.

·         Tell a short funny story, joke or anecdote at the beginning of class as a warm up and ask the students if they have any funny stories or jokes that they would like to tell you.

·         Stories and pictures. Get students to bring in cut-out magazine pictures of their favorite stars. Then write different words on the board such as love, jealousy, fame, travel, murder, marriage, luxury hotel, boat, fast car, money, big dark house, family, friends, accident, disappearance, theft, adventure, suspicious, secretive, treasure, jewels, fortune, etc. Then tell the students they have 10-15 minutes to make up an interesting story about their favorite stars. Tell the students they can use any vocabulary or grammar that they want to but that they must use at least five words from the board. Students then make up their stories and tell the rest of the class or other groups their stories.

·         Tell the students a simple urban legend or a ghost story and then get them to tell you an urban legend or ghost story. Using pictures to help you tell a story is always a good idea even if it is just stick figures drawn on the board as you are telling the story.

·         Give students a picture of someone or a picture of a face from a magazine and write various questions on the board for students to discuss in pairs or groups. Afterwards students can introduce and present their character to another pair or group.

o    What does this person look like?

o    What do you think his/her name is?

o    Do you think he/she is happy? Sad? Why?

o    What do you think he/she is doing now? Why?

o    What kind of house do you think he/she lives in?

o    What kind of lifestyle do you think he/she leads?

o  

魏好好观点：

1. 讲故事确实是个很锻炼学生口语能力的途径，不够这对老师的考验比较大，因为要确认选择的主题是不是符合学生的兴趣点，能否使课堂气氛活跃，从中学习知识。

2. 在口语锻炼的过程中，我们强调的是流畅而不是准确，所以不要太扣学生某些语法错误，尤其是在途中终端学生的活动，这对学生的积极性是个很大的打击。个人觉得老师可以拿个小本子记录下来，然后在之后的复习课上，认真的纠正这些问题，总之，让学生开口是很重要的、

 

 

Jigsaw puzzle challenge Take 3-4 large pictures/photos and stick them on card.

Pictures can come from Sunday supplements, travel brochures, calendars, magazine adverts etc. Pictures specific to students’ interests will motivate them e.g. film stills, cartoons, news stories, famous paintings, famous people.

Draw puzzle shapes on the back of each picture (4-5 shapes) and cut out the picture pieces. Give each student in the class a jigsaw piece. They must not show their piece to anyone.

Students then mingle and question each other about what is on their puzzle piece to try and find people with pieces of the same jigsaw. The object of the game is to find all pieces and put together the jigsaw. The first complete picture puzzle wins.

魏好好观点：

1首先我觉得这个活动在调动气氛方面有一定的优势，这也是为什么我会将其选择出来的缘故。

2. 我觉得我们可以吧这个活动与俄罗斯方框联系起来，学习补差法哈。

Analysis activities

·         Text segmenting activity

o    This poem seems to divide into two halves. Find the halves. Then give each half a label.

·         Questioning activity

o    Teacher's questions

§  As you read the poem, look for answers to the following questions::

What word is used to describe the astronomer?
How did most people react to the astronomer?
How did Whitman react to the astronomer?
Why do you think he reacted in this way?
Why do you think Whitman used the word "gliding" instead of "walking" in line 6?
What contrasts can you find in the poem? For example, Whitman is with many people at the beginning of the poem but he is on his own at the end of the poem.
Why do you think Whitman uses these contrasts in the poem?

·         Students' questions

o           Write 3 - 5 questions on this poem. Swap them with a partner.
Answer your partner's questions.

o           What would you ask an astronomer if you met one?
If you had had a chance to meet Walt Whitman, what would you have asked him about this poem?

 

Directed activities related to texts (DARTs) are activities which get students to interact with texts. Their aim is to improve students' reading comprehension and to make them critical readers. Here are some examples of DARTs that are based on the poem "When I heard the learned astronomer" by Walt Whitman.

When I heard the learn'd astronomer, 
When the proofs, the figures, were ranged in columns before me, 
When I was shown the charts and diagrams, to add, divide, and measure them, 
When I sitting heard the astronomer where he lectured with much applause in the lecture-room, 
How soon unaccountable I became tired and sick, 
Till rising and gliding out I wander'd off by myself, 
In the mystical moist night-air, and from time to time, 
Look'd up in perfect silence at the stars.

Reconstruction activities

·         Prediction activity
Here are the first four lines of Walt Whitman's poem,' When I heard the learned astronomer'. Read them and then discuss what you think Walt Whitman did when he heard the astronomer. 

When I heard the learn'd astronomer,
When the proofs, the figures, were ranged in columns before me,
When I was shown the charts and diagrams, to add, divide and measure them,
When I sitting heard the astronomer where he lectured with much applause in the lecture-room,
I …

·         Sequencing activity
Here are the first two lines of Walt Whitman's poem, 'When I heard the learn'd astronomer.' 

When I heard the learned astronomer,
When the proofs, the figures, were ranged in columns before me,

The remaining lines of the poem are below, but they are in the wrong order. Decide what order the lines should be in, and say why. 

a. Till rising and gliding out I wandered off by myself,
b. Looked up in perfect silence at the stars.
c. How soon unaccountable I became tired and sick,
d. When I sitting heard the astronomer where he lectured with much applause in the lecture-room,
e. In the mystical moist night air, and from time to time,
f. When I was shown the charts and diagrams, to add, divide, and measure them,

·         Table completion 
Use the information in the poem to complete the following table.

	line 1- 4	line 5 - 8
Venue
Number of people present
Whitman's position
What could be heard
What could be seen

 

 

 

Resource oritinal place: teaching English 

author: Kevin Thomson, British Council, Barcelona 

This is an activity to help students differentiate and produce the short / I / sound as in 'milk' and the longer / i: / sound as in 'beef', although it can be adapted to any pair of sounds which your students have differentiation problems with. My students often claim that they can't hear the difference.

Procedure

·         To help students hear the difference I explain that I am going to say a word with the / I / sound several times then change to a word with the / i: / sound. The students should raise their hands when they hear the word change. I then say "ship, ship, ship, ship, ship, sheep, sheep,…". This procedure can be repeated with other words ("hit"/"heat", "it"/"eat" etc.)

·         To help students differentiate these sounds in the context of longer utterances, I then do the same with a sentence: "I saw a big ship, I saw a big ship, I saw a big ship, I saw a big ship, I saw a big sheep, I saw a big sheep…" until the students can hear the change.

·         I then write, in phonemic script, the words 'Steve'and 'Jill' on the board above a picture of a man and woman. I ask the students "Who is this?" When it has been established that the two characters are Steve and Jill I ask"Who is Jill's partner?" (and point to the / I / sound). An acceptable answer would be 'Chris', 'Phil', 'Kim', 'Tim', 'Jim' or any other name containing the / I / sound. If you want to make it easier, you could ask "Who's her partner, Chris or Pete?" Students should understand the idea of this game quite quickly.

·         I then ask "What's Jill's favourite food / drink?" Answers could be 'milk', 'fish', 'chips', 'gin' etc. I write this information on the board and continue asking questions about Jill and Steve until there are two columns with information about Jill and Steve's lives (where they live, favourite colours, animals etc.)

·         I then drill sentences such as "Jill likes fish and chips", "Jill likes Brad Pitt" or "Steve lives with Pete Reid".

·      In subsequent lessons, when a student makes a / I /or / i: / pronunciation error such as saying 'deeficult'instead of 'difficult', I write the word 'difficult' on the board and ask "Is this a Steve word or a Jill word?". Students can answer then be asked to pronounce the word correctly.

魏好好观点：

1. 语言教学是魏好好的死穴，这也就是为什么魏好好会把这个方法全盘抄下来的原因。

2.我想，这个方法在趣味性上很有优势，它很好的融合了知识性与趣味性。

 

Preparation
Before class, the teacher fills paper bags with 5-6 random objects. You'll need one bag per group of four students. To make this activity interesting, the objects should be diverse and unrelated to each other. Go for a combination of the unusual and the mundane.

·         An example of a diverse content bag from my class is:

o    a postcard from Singapore

o    a can-opener

o    a candle

o    a surgical mask

o    a theatre playbill (programme)

o    a teddy bear

 

Procedure

·         At a signal, each group of students opens its bag, removes its objects and invents an oral story incorporating all the objects found in the bag. 
Here's an example based on the bag items .

"One morning Shelley received a postcard from her old college friend, Louise. The card was from Singapore, and in it, Louise had invited Shelley to come for a visit. Shelley flew to Singapore and met Louise. The first night she was there, they went to a play at a local theatre. It was a murder mystery and the ladies were feeling a bit nervous walking back to Louise's home after the show. When they got home Louise tried to turn on the light, but there was no electricity. She lit a candle and ……etc."

·         It's important that the story be oral and not written and then read----allows spontaneous changes, and for group members to jump in and correct each other or add details in the final telling.

·         shares its story with the whole class. Each student in the group should tell one part and hold up the related object when it is mentioned in the story.

·  

Variation

·         The teacher makes up a crime that has been committed, for example; 'Professor Whatsit found dead under a picnic table, Lady Wigglebiggle's diamonds stolen from her bedroom drawer'.

·         魏好好观点：

1. 这个游戏好啊~我好喜欢。因为这个可以锻炼学生在没有太多时间反复考虑的前提下锻炼口语能力，对口语的锻炼更有好处。

2.有点像杀人游戏。（请点击我）这对学生的思维锻炼可好了。

Choose a short passage or dialogue and make several copies.

Put the copies up around the walls of the classroom (or even the school building).

Put the students in pairs or small groups. The aim is for one of the students in each pair to walk (or run!) to read the passage on the wall.

They remember some of the passage and walk (or run!) back to their partner. They quietly dictate what they remembered to their partner, who writes it down. They then swap roles. Over several turns they will build the whole passage. T

his means they really do have to run back and forth because students will only remember three or four words at a time. The winning pair is the team that finishes first - although you need to check for mistakes. If there are mistakes, they must keep walking to check!

A good idea is to teach them punctuation vocabulary beforehand if you want them to use the correct punctuation in English.

魏好好观点：

1. 这个适合小学生吧，应该如果要让比如初一或者高中的学生做这样，我怕他们会觉得幼稚。 

2. 这个适合在口语课上做，而且可以有效的锻炼学生的动口能力，在某种程度上能借鉴“话筒传音”的做法。---即将很多人排成一队，然后给第一个人一个句子或者一段文章，再让之后的一个一个传下去。

Preparation

You will need a selection of flashcards of people, a mixture of ages and types.

 

Procedure

l  Put a picture of a person on the board and ask the students to tell you his/her name, age and job. Write whatever they tell you on the board. (Note: at first they may be a bit confused and think that they should know the person, they will soon get the idea.)

l  Then ask them to describe him/her physically (again write what they tell you on the board). Repeat this procedure for his/her character and hobbies. You should end up with a paragraph profile of the person.

l  Read the description of the person and elicit from the students that he/she is not happy because they are single and would like to meet a man/woman.

l  Then follow the same procedure above to elicit a description of the person that they would like to meet. At the end of all this you should have two descriptions?

l  Tell the students that you see these kinds of descriptions in lonely hearts pages in magazines and newspapers. (You could even bring some in to show them.)

l  Give the students a picture each and tell them not to show it to anyone. You may have to stress this, as it is a temptation to show the pictures to friends in the class. The students then have to write a description of the person in the picture and the person they would like to meet. Point out that they can use the model on the board as a guide. Monitor and feed in language as they need it.

l  Tell the students to leave their pictures face down on the table and to mingle. The aim is for them to try and find a partner for the person in their picture. At lower levels they can take the description with them as they mingle. They need to talk to everybody and not just settle for the first person who comes along asking questions to ensure they find the right person. It is also a good idea to play some romantic music in the background as they are mingling (Marvin Gaye or Stevie Wonder).

l  After you have given them enough time to find partners, stop the activity (if they are being very choosy give them a time limit and tell them they must compromise and find a partner). Conduct a feedback session and ask the students to tell the class about their invented character and the partner that they have found. The class can then see the pictures for the first time and decide if they think it will be a successful relationship.

 魏好好观点：

1。 其实这个活动是可以迁移的。只要任何形式为 我想要的+我现在的情况的  活动，都可以做成这样的活动。

2. 魏好好目前想到的活动替换主题有：买房子， 买车， 喜欢的玩具， 古董之类etc，如果您有好的观点和意见，欢迎告诉我。

1: The Cloze or gap fills.

This is the most familiar and popular activity, and for that reason is probably overused. However, there are many important things to bear in mind when using them, and there are many different ways to use them.

Have a point, be it vocabulary or prepositions or whatever.

Don't cloze 3 or more in a row.

For lower levels: give the first letter, miss out word endings, give dashes for letters, or give a glossary.

Give vocabulary clues or synonyms for the missing words.

Get students to work in pairs to predict words before you play the tape.

Insert extra words which students then cross out as they listen.

Change the words, as in "Careful Shouts" or "Countless Whiskies."

Cloze unstressed, then stressed words in the same song, and have students discuss why one is easier than the other.

Cloze several words in a row and Ss have to guess not only form (adj., adv., n., vb, prep.) but words, rhythm and rhyme.

 

2: A-B activities.

Students match beginnings and ends of lines, such as ."Another Day in Paradise" (simple) or "Private Investigations" & "If Only..." (more complicated).

 

3: Mixed-up activities. Generally, have the lines of the song on separate strips of paper

Students put down strips as they hear them.

Mixed-up lines/verses.

Students try to organize in advance (use prompts).

 

4: Dictation

Wall dictation

Self-dictation (whole song blanked)

Part Dictation

 

5: Translation.

Class chooses a song from their own language.

Groups translate.

Check with other groups.

Combine the best. Then work on rhyme and rhythm.

 

6: Jigsaw-listening.

Groups listen to different songs with the same (Luka/Behind the Wall) or different themes (Easy Street/Money for Nothing) and peer teach vocabulary, compare.

 

7: Composing

Listen to the song

Students add verses of their own. Good songs for this are, "Imagine" & "Man Gave Names to All the Animals" by Bob Dylan.

Students finish the line in each verse, and then listen to check.

In groups, students then write their own verse.

 

8: Writing.

Put random words from the song on the board. Students try and write the "tale of the song."

Students paraphrase the song

Cut the song in half. Students predict the other half.

 

9: Pronunciation.

He's got the whole world... /h/ sound

Do I speak double Dutch to a real double duchess... /d/ sound

 

10: Vocabulary

Miming verbs

Dictionary work

Matching

 

11: Listening.

Give Ss word list. Ss number as they hear them.

Sound discrimination, e.g. tempted/tended