دانلود گزارش کارورزی ۲ رشته دبیر زبان انگلیسی - سایت دبیران فایل

دانلود گزارش کارورزی ۲ رشته دبیر زبان انگلیسی

کارورزی دانشگاه فرهنگیان : دانلود گزارش کارورزی ۲ رشته دبیر زبان انگلیسی

کارورزی شماره ۲

فرمت کارورزی : word  قابل ویرایش

تعداد صفحات کارورزی : ۷۳

کارورزی مربوط به رشته : دبیر زبان انگلیسی

قسمتی از فایل گزارش کارورزی ۲ رشته دبیر زبان انگلیسی

Table of content Internship2 report

Table of content…1
Introduction.4
Appreciation5

Chapter1_Designing a learning activity to improve emotional performance (Mahsa’s Shyness).6
• Describing the current situation and identifying the problem….7
• The importance and urgency of the problem..7
• The cause of shy..8
• Collecting information (evidence1)……11
• Data analysis.12
• Presenting solution12
• Solution implementation…13
• Collecting information (evidence2)..14
• Conclusion….15

Chapter2_Designing a learning activity to engage students in the course (creating interest and motivation for learning in Fatemeh)16
• Describing the current situation and identifying the problem..17
• The importance and urgency of the problem17
• Lack of motivation reasons………………………………………………………………20
• Collecting information (evidence1)..20
• Data analysis.21
• Presenting solution….22
• Solution implementation…23
• Collecting information (evidence2)..24
• Conclusion.25

Chapter3_Designing a learning activity to evaluate students’ learning (evaluating an 8th grade of high school student in English class)26
• Describing the current situation and identifying the problem……27
• The importance and urgency of the problem….27
• Data analysis.28
• Presenting solution29
• Solution implementation…38
• Conclusion44

Chapter4_ Designing a learning activity for one of the topics of the English course (teaching adjective grammar, lesson2, vision1)47
• Describing the current situation and identifying the problem……48
• The importance and urgency of the problem49
• Presenting solution49
• Solution implementation…56
• Conclusion57

Chapter5_ Designing a learning activity to meet the educational backwardness (How was Sanaz vocabulary improved?)…58
• Describing the current situation and identifying the problem……59
• The importance and urgency of the problem….61
• Presenting solution61
• Solution implementation…66
• Conclusion.67

References..68
Appendix70

Introduction: Internship2 report

Teaching is not a job, it is love, it is tastes, and sacrifices. If you look at it as a job, leave it; and if you love it, congratulation to you!
Martyr Allame Morteza Motahhari

An internship is an official program to create opportunities for students to study and experience occupational interests outside the university in the form of a scientific program under the supervision of a professor and an experienced teacher.

It is a process of theory and action or science and practice exchange that allows using theoretical knowledge in the real environment.

In this regard, students acquire valuable experiences from their work environment and future employment status, and assess their talent and ability.

It is important for teacher-students to engage in selected learning activities and, if necessary, to see different educational issues from different angles, to engage in teacher training to complete each learning activity, to formulate a program, and specify how it will be implemented, as well as evaluating the activities.

Finally, finding out the reasons for their success or failure to rethink their teaching activities and, if necessary, re-create, execute, and evaluate them.

Appreciation and Thanks:Internship2 report 

“As we express our gratitude, we must never forget that the highest appreciation is not to utter words, but to live by them!”
John. F. Kennedy

Thanks God that gave me the opportunity to be a teacher and gave me the power to have positive role in the way of Islamic Republic of Iran values.

I have to appreciate my honorable professor, Dr. Moradi, who guided me in preparing this report. I also appreciate Mrs. Arabi Zanjani, the principle of Zeinabieh high school, who helped me collecting data for my report.

I really appreciate Mrs. Ahadian and Mrs. Qoroqi, the English teachers of Zeinabieh high school, who dedicated their class time to me in order to implement my action-research activities.

Finally, thanks to all people who helped me in writing this report and I ask God the best for them all.

Describing the current situation and identifying the problem:

Mahsa was a taciturn, quiet and inactive student; however her face was always smiling. She respected practitioners very much. Her scores were moderate.

When she was asked questions, even though he knew the answer, she slowly responded. Her participation in classroom activities was very low. She didn’t have a good relationship with the other students except with her two close friends.

She was very shy and always sat on the end of the class.

By studying the sources and causes of this problem as I was talking with teachers and friends I found:
Based on the evidence obtained, Mahsa had no particular problems in terms of family, but her shyness was for lack of sufficient self-confidence, discipline and punishment by teachers, and the fear of being humiliated and ridiculed in class. Feeling of inferiority causes embarrassment. Little communication with others may be a cause of shyness.

The importance and urgency of the problem:

Mahsa was my favorite student during internship1 in Shahed Zeynabieh high school. Checking out collaborative works, I always watched Mahsa and her group mates. I noticed her shyness and low speak. After determining the goals of the internship 2 the spark was created in my mind how I could control shyness in Mahsa.
He was average in terms of mark. Most of the time her homework was well done, but she did not participate in group discussions and was silent. I think she had low self-esteem. When the teacher asked her some questions, even though she knew the answer, she responded in such low voice, even the nearest students hardly could hear. I decided to study the student’s problem, because Counselor did not attend in this school. Shyness is a complex problem that different methods must be used to overcome it. Recommendations and solutions that are provided are useful only when the student is willing to resolve her problem.  In fact, as long as there is no believe in change, changing is impossible. Another necessary element is courage in action. This is do not being scared of change to improve the way of life, a life without shyness.

The cause of shy:

Generally shyness is due to lack social skills or lack of self-esteem, some people do not have enough social skills. They do not know how to start a conversation or talking in the classroom, for example how to want others to speak louder.

In physical activity, a shy get red and trembling and heart palpitations.

In terms of intellectual activities shyness undermines its victims, makes them incapable of rational dialogue. Mistakes can be obtained from the low of the head knocks; they will also cause ambiguity and ambivalence.

Shy individuals must at the first place, test himself/herself to find wrong judgments which are the source of his/her discomfort.

Overall there are four main reasons why shyness occurs:

The first is a need for control. Shyness can start when people feel like they are outside their comfort zone. People who experience this kind of shyness usually know what is socially acceptable in certain situations, they ask questions to be sure, and they are good at thinking on their feet. These people prefer to talk about their strengths and things within their comfort zone; they are well prepared and like consistency. When things are unclear, unpredictable, or when someone pressures them, they worry and become anxious because they lose their sense of control.

The second reason for shyness is a lack of trust. People who experience this kind of shyness are a bit reserved. Their main fear is getting hurt if they allow others to get too close. These people often have experienced rejection, bullying or neglect. Shyness acts as a shelter that protects them from being exposed. Such shy people keep conversations light, they divert the topic away from themselves, and they do not share personal information. Their greatest fear is getting hurt by letting others get too close.

The third reason for shyness is fear of judgment. Some shy people fear being judged badly by others, so they avoid it altogether. Such people value others opinion of them highly and find it hard to present their true selves for fear of judgment. They tend to have a small group of friend who accept them the way they are and get anxious in the company of new people. Such shy individuals prefer more dominant friend and rely on them to keep the conversation going. They do not know what to say and find it hard to answer questions spontaneously. They are very self-critical and are wary in social settings. Their greatest fear is being judged harshly.

Young woman’s body labeled with critical terms the fourth reason for shyness is being critical towards ourselves and others. These are the kind of people who have a little voice in their head that says things like “should have” and “would have”. They think in terms of right and wrong and are often negatively critical. They worry about the impression they have on others because they want to be perceived as smart and able. Such people are judgmental and always worried about making fools of themselves or doing something silly. They often think, “if only…” are afraid of being embarrassed. The main fear in this type of shyness is to be perceived as weak.

Collecting information (evidence 1):

When I became fully aware of the problem, I asked her two close friends some questions, so I got sure that she had no problem in physical terms and in terms of family.
He spoke very little and rarely with their class mates. At recreation breaks she did not have as much movement and joy as others. So I decided to talk to her personally.

Mahsa could not answer oral questions well, but generally well solved written questions.  She said some years ago one of her teachers ridiculed her because of her wrong answer in oral exam. Later, each student who could not answer questions, the teacher exampled Mahsa’s error and scorned. This led to be ridiculed by his classmates for a long time. Years later, because of fear and apprehension of being ridiculed and humiliated she could not answer.

Also as she said, she was the third child of family, she always was compared with her sisters by her parents, so she had to get high marks.

ضرورت کارورزی دانشگاه فرهنگیان و اهداف کارورزی

برنامه کارورزی فرصت برقرار ساختن پیوند میان آموخته های نظری با محیط های واقعی آموزشی- تربیتی و   عمق بخشیدن به تجربه های پیشین در جهت توسعه شایستگی های حرفه ای و دست یابی به ظرفیت غایی کنش عملی در کلاس درس را فراهم می کند.

اهمیت و ضرورت کارورزی

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