Studentscanmastertheusageofsomesentencestructure,suchas“Don’t...”“Please...”.
Studentscanunderstandthegeneralideaoftheconversation.
Abilityaims:
Students’listeningandspeakingabilitiescanbegreatlyupgraded.
Studentscantalkaboutwhattheyshoulddoandshouldn’tdocorrectly.
Emotionalaims:
Studentscanfostertheirawarenessofobeyingrulesandregulations.
Studentswillbemorepoliteintheirdailylife.
Keyanddifficultpoints:
Keypoint:
Tomastertheusageofsomesentencestructure,suchas“Don’t...”“Please...”.
Difficultpoint:
Howtotalkaboutwhattheyshoulddoandshouldn’tdocorrectly.
Teachingprocedures:
Step1:Warming-up
1.Greetings.
2.SingasongnamedLondonBridgeforstudentsandaskstudentstosingtogetherwithme.
LondonBridgeisfallingdown
fallingdown,fallingdown
Myfairlady
3.Haveafreetalkandaskstudentsaquestion:
“IfyoutraveltoLondon,whatwillyoudo”
Invitestudentstosharetheiropinionsandtellthemtherearevariousthingstheyshoulddoandshouldn’tdointheirdailylife.Leadinthetopicofthislesson.
Step2:Presentation
1.Showsomepicturesofdifferentbuildingsatschoolandinvitestudentstoreviewthewordstheyhavelearned,suchas“computerroom”,“library”,“scienceroom”and“gym”.
2.Presentavideoofmisbehaviorintheclassandaskstudentswhat’swronginthevideo.Teachthemkeystructure“Don’t...”“Please...”throughquestionsandguidance.
Presentsomepicturesandhelpstudentstounderstand“Don’teatinthecomputerroom.”“Don’truninthescienceroom.”“Pleasebequietinthelibrary.”“Pleasewearsportsshoesinthegym.”
Step3:Practice
PlayagamecalledFlashcardtogetherwithstudentstoconsolidatethestructure.Ishowthepicturesandstudentsspeakouttheorderscorrespondingly.
Step4:Production
Discussion
Askstudentstodoadiscussioningroupsof4within5minutesandasktheirgroupmembersaboutwhatotherrulestheyknowintheirdailylife.Drawsomepicturesandwritetherulesdown.Later,invitesomerepresentativestohaveapresentationinfrontofthewholeclass.Positiveevaluationwillbegiventothem.
Step5:SummaryandHomework
Summary:inviteastudenttobealittleteacherandsummarizetoday’slesson.Askstudentstorespectandobeyrulesintheirdailylife.
Homework:askstudentstotelltheirparentsaboutwhattheyhavelearnedinthisclassanddesignaposteringroupscallingforobeyingrules.
Blackboarddesign:
Teachingreflection
【答辩题目解析】
1.Howtoachieveyourteachingkeypoint
1.你是如何凸显这堂课的教学重点的
【参考答案】
Well,theteachingkeypointofthisclassisthatstudentscanmastertheusageofsentencestructure:“Don’t...”“Please...”.Inmyclass,Iachievedthiskeypointfromthefollowingaspects.Firstandforemost,Icreatedasituationbeforetheclasstoleadstudentstothinkaboutwhethertheirbehaviourisright.Besides,Iusedpicturesandvideototeachthekeystructuresofthislessonandaskedrelatedquestionsafterlistening.What’smore,homeworkisalsorelatedtorulesandbehaviour.
2.Whatisteachingassessment
2.什么是教学评价
Teachingassessmentreferstothevaluablejudgementtowardsstudents’academicperformanceduringteaching,whichisanimportantpartofEnglishcurriculum.TheevaluationofEnglishcurriculumshouldbebasedonthecurriculumobjectivesandrequirementsstipulatedinthecurriculumstandards,adoptscientificandreasonableevaluationmethodsandmethods,andmonitortheteachingprocessandresultsinatimelyandeffectivemanner,soastoplayapositiveguidingroleinteaching.TheevaluationofEnglishcurriculumshouldbediversifiedinsubject,formandcontent,reflectthepeople-orientededucationconcept,highlightthemainpositionofstudents,andgivefullplaytothepositiveroleofstudentsintheevaluationprocess.
教学评价是指在教学过程中对学生的学业表现进行价值判断的行为，是英语课程的重要组成部分。英语课程的评价应根据课程标准规定的课程目标与要求，采用科学、合理的评价方式和方法，对教学的过程和结果加以及时、有效地监控，以对教学起到积极的导向作用。英语课程的评价要尽可能做到评价主体的多元化，评价形式的多样化，评价内容的多维化。评价应反映以人为本的教育理念，突出学生的主体地位，发挥学生在评价过程中的积极作用。