SPEAKING教案Word格式.docx
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SPEAKING教案Word格式.docx
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Chinesename
Englishname
8
林慧海
Peter
10
俞金秀
Tulip
14
吴彩玉
Chyrese
15
苏新新
Vera
17
肖燕玲
Jessica
25
何嫣
Smity
31
陈葆毅
Alexander
Arrangement:
Order
Teacher
T’sobserver
Ss’observer
Students
1
林慧海、俞金秀、吴彩玉、肖燕玲
2
吴彩玉、苏新新、林慧海、何嫣
3
俞金秀、吴彩玉、何嫣、陈葆毅
4
何嫣、俞金秀、何嫣、陈葆毅
5
林慧海、苏新新、肖燕玲、陈葆毅
6
俞金秀、苏新新、吴彩玉、陈葆毅
7
俞金秀、苏新新、肖燕玲、林慧海
Lessonplan
1.Teachingaims:
(1)BytheendofthelessonthestudentswillbebetterabletoorderdishesinEnglishandbemoreaccuracyandfluencywhenspeakingEnglish.
(2)ThestudentsarehappyandconfidentwhenspeakingEnglish.
2.Teachingpoints:
(1)Theimportantpoints:
LetthestudentsknowhowtoorderdishesinrestaurantsgenerallyinEnglish.
Letthestudentsspeakoutbravely.
(2)Thedifficultpoints:
Somewordsarenewforthestudentsandtheydon’tknowhowtousethenewwords.
SomestudentsaretooshytospeakEnglish.
3.Teachingaids:
Mp3Player,picturesandmenu.
4.Teachingprocedures:
(1)Greeting:
T:
Goodmorning,boysandgirls.
Ss:
Goodmorning,Miss/Mr.Xx.
OK,let’ssingtheGoodmorningsongtogether,goodmorningtoyou…Begin!
(Thestudentssingthesongtogether.)
(2)Pre-speaking:
OK,welldone.Today,we’llhaveaspeakingclass.First,Iwillletyoulistentothetape.
Sslistentoapieceofdialogue
Doyouknowwhataretheydoing?
Diancai,Chifan.(InChinese)
OK,youareright.Todaywe’lllearnhowtodescribetheminEnglish.Now,pleaselookatthematerialinyourhand.Let’sreadtogether.
(Listeningmaterial)
Waitress:
Welcome,whatcanIdoforyou?
Customer:
Yes!
Here’sthemenu,pleasehavealook.
OK,letmesee
Whatdoyouwant?
Customer:
I’dlikesomerice,aroastduck,potatoesandcabbages.
Anysoup?
Fishballsoup.
Anydrinks?
Orangejuice,that’smyfavorite.
Waitforaminute
Thankyou.
That’sallright.
(Twritessomedifficultwordsontheblackboardandteachesthenewwords.)
OK,let’sreadthedialoguetogetheragain.
Thewholeclassreadthedialogueagain.
(3)While-speaking:
Good,nowgirlsactasthewaitressandboysactasthecustomer.One,twobegin.
(Thewholeclassactsthedialogueout.)
Verygood.NowpracticethedialoguewithyourpartnerandI’llasksomestudentstoplaythedialogueout.I’llgiveyoutwominutestopractice.
(Tasksseveralpairsofstudentstoactthedialogueout.)
OK,allofyouhaddoneagoodjob,clapforyourselves.
Now,lookattheblackboard,herearesomanyfoods.Youcanchooseanyfoodyouliketomakeanewdialoguewithyourpartner.Alsooneactsasthecustomer,theotherthewaitress.Iwillinvitesomestudentstoo.Now,let’sbegin.Youhavetwominutes.
(Taskssomestudentstoplayouttheirowndialogue.)
OK,verygood,clapforyourself.
(4)After-speaking:
Now,I’llactasthewaitress,thisisamenu,whenIwalktoyourplace,youmustactoutthedialoguewithme.Clear?
Tactsoutthedialoguewithsomestudents.
(5)Homework:
OK,verygood.Today’shomeworkisreadingthedialogueseveraltimesandactoutthedialoguewithyourpartnersatleastthreetimes.Clear?
Yes,Missxx
Classover.
Goodbye,Missxx.
Self-evaluationReport
吴彩玉
Thistimeourmicro-teachingwasteachingspeaking,andspeakingactivities.DuringtheclassIgreetedthestudentsatfirst,butmygreetingcanbemoreactive.Becausewasaspeakingclassattheverybeginning,Imustmotivatethestudentsenthusiasticsotheycanbemoreinterestedabouttheclass.Asspeakingandlisteningobviouslygotogether,Iletthestudentslistenedtothetape,butwhilelisteningIjuststoodinfrontoftheplatform.ImustwalkaroundthestudentssothatIcanknowwhatthestudentsweredoing.
ThenIaskedthestudentswhatthedialogueabout.Andtheyallknewthatthedialoguewasaboutwhatpeopledoinarestaurant.ThenIexplainsomedifficultwordsandletthestudentstoreadaftermeandimitatethedialogue.ButinthefollowingupactivitiesIdidn’tgivethestudentsclearinstructionsorademonstrationwhichmadethestudentsconfused.IthinkImustimprovemyabilityofcontrolthestudentsandexplaintheinstructionsineasyandclearlysentences.
WhilethestudentswerepracticingthedialogueIjuststoodinfrontoftheblackboardtoo.Imustwalkaroundthestudentstoseewhethertheyarepracticingornot.Wehadtworoleplayactivities,onewasaimedtopracticeaccuracyandtheotherwasfluency.Ithinkthearrangementofpairworkinmyclasswasnotbadandthiskindofactivitiescanimprovestudents’speaking.Tosumup,thespeakingclassIhadwasnotbadbutImustfocusonmyweaknessandimprovemyteachingskills.
It’salwaysdifficultformetoperformwellinfrontoftheplatform.WhenIstandthere,Iwouldfeelnervousunconsciously.AllIhavepreparedwould,tosomeextent,changebecausemymindisblankandempty.Inmyeyes,thisperiodofclassisnotasatisfactoryone.Followingaresomeofmyreflectionsaboutmyownperformance.
Atthebeginningofmyteaching,Ianalyzethenewwordstothestudentsandalsoaskthemtoreadafterme.Gettingsuchinformation,thestudentswillnotfeelaimlesswhentheyarelisteningtothematerialforthisspokenclass.Withthepreliminarypreparations,thestudentscanhaveagoodunderstandingofthematerial.ThereisthepointwhereIforgetoneimportantprocedure.Thatisaskingthestudentstoreadthespokenmaterialafterme.IjustletthemreadthedialogueontheirownandthenIinvitetwostudentstoactthedialogueout.Thus,thecoherenceoftheteachingisn’tthatgood.However,Icannotstopbuttocontinuetheteaching.Luckily,thestudentsmakeafullplayoftheirrolesandcooperatewithmewell.
IadmitthatIdon’tperformwellthistimebecausemypreparationsarenotadequate.Fromnowon,Ishouldmakefullpreparations,suchasmakingacompletelessonplanandgettingtheteachingaidsready,formyteaching.Besides,Ishouldbemoreconfidentthroughmorepractice.Afterall,thereisstillalongwaytogo.
Thistime,Itaughtspeaking.Actuallyspeaking,Ididnotdowell.Fromthegreeting,theatmosphereisnotverygood.Maybetheywereverytired.WhenIsaidgoodmorningtothem,theyonlyspoketomewithatiredvoice.Iletthemlistentoamaterial.Then,Iletthemreadsomedifficultnews,buttomysurprise,allofthemreadverywell.ButIthinkIshouldpaymoreattentiontotheirpronunciation.Ididnotcorrectthemwhilereading.Ialsodidnotdowellintheclassroomactivity.Ionlyaskthemtodotheroleplay.Nexttime,Ishouldaskthemtousesomeotherwordstheyliketomakesentencesbythemselves.Ishoulddomoreindrillingthedialogue.
Self-evaluationReport
Forspeakingclass,Ithoughtforalongtime.Mystudentscouldunderstandmeverywell.Ihopedmystudentscansizemyinformationquitewell,andaccordingtomyteachingplan,theycouldactthedialoguevivid.Throughoutmyteaching,studentscanlearnthemethodwhichhowtohandlethespeaking.Ifthestudentscouldstandupandspokenouttheirideabravely,Iwouldthinktheywerereallanguagelearners.Forme,IthoughtmyclassroomEnglishwasalwaysmademistake.Forexample,Infact,IshouldpracticemoreinEnglish,becausemyspokenEnglishwasnotverygood.So,IwentintoanEnglishwebsitetolearnspokenEnglish.IhopedIcanimprovemyspokenEnglish.
ThereweresometipsthatIwanttofocusonourgroupplanning.Firstly,Ithoughtourplanningisanactiveplanning.Weusedmanydifferentmethodstopresentourlesson.Forexample,listenedtothetape,drewpicturesintheblackboard,andusedtherealmenuandsoon.Accordingtothematerial,ourteachermadetheclassintoarealrestaurant.Ourstudentsmightfeelrelaxandinteresting.Secondly,weusedEnglishintheclassallthetime.
MygroupmemberstoldtomethatIputtoomuchtimeinpresentingnewwordsandthesentences.Irealizedit;
however,thatwasmyideaofspeakingactivities.Speakingisrelatedtotheotherskills,involvinggrammar,vocabulary,andpronounce.Itisalanguagesystem.Therewasalackofmotivation.SoIneedmuchtimetocourageandshowtheinterestingofspeaking.Theyworkedwellinpairafterbuildingtheenoughbackgroundinformation.Theteachershouldmakesurethebestofusingrelatedmaterials.Thistime,Iwasawareoftheimportantofplan,especiallytheunfamiliarlesson,ofwhichtime,material,andtheproblemsthatstudentshavewithspeakinglesson.Speakingalwaysinvolvesatleasttwopeople—itisakindofinteraction.Itisimportanttoencouragestudentstospeak.Beforelesson,Iplantojustdoaleadingandmotivating.Ineedthemtokeepinmindofspeakawarenessratherthanmererecitethetext.
Inthisspeakingclass,weprepareaspecialmaterialwhichiswrittenbyus.Ithinkthismaterialissuitableandinteresting.Itisnothardtounderstandandthroughthispracticemystudentscanlearnsomeusefulexpressionandnewwordsaboutfood.
Inthisclass,Iteachthevocabularyfirstanditcanhelpstudentsspeakmoreeasily.Thenlisteningtothemodelspeakingmaterial,students
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