《学科教学法（二）》(Teaching Methodology II)
08级师范班期末考查
The Final Project
The teaching plan for Lesson1, Unit1, S1A 外研社必修三
Module1 Europe
1. The textbook analysis
2. The background of students
3. Learning objectives
4. Teaching procedure
5. Blackboard writing design (hand-written copy)
6. The related teaching materials (copy)
7. Verbatim plan
8. Reflection
9. Appendix
Designer
School No 2008031012004
Class (2) Group 5 (5)
Date: 2011-6-25
教材分析
这次的微格教学我选择的是外研社（三）高中版module1：Europe的第一课。我个人把这堂课当做是语言的操练课，因为这是个课堂的导入课程，这个单元的主题是Europe,主要讲的是一些欧洲国家及其城市的介绍。，所以在课堂上，只要注重学生对英语听和说的训练。个人分析，编者在这一课一共设置了3个活动环节。
第一部分：欧洲国家及其城市，相应的语言的认识。编者想通过学生对已学地理知识进行分析判断，从而完成书本图表的练习。
我认为这一部分对本单元的学习是很有必要的。因为这可以让学生提前对单元内容进行熟悉，可以作为调动学生学习兴趣的一个重要环节。
第二部分：重点单词的介绍，及其对欧洲地图，主要国家的位置的熟悉，我想通过自己在黑板上大致画出欧洲一些主要国家的地理位置，来加强学生对这一部分的理解。
这个部分，我觉得也是很有必要的，认为是第一部分的补充，及其巩固。让学生理解地理位置和方位介词的用法。
第三部分：文章阅读材料的介入。
我个人认为，在这个单元的第一堂课上，文章的介入对班上学生还是有一定难度的。所以应该在文章进入之前，做些准备工作。如把Reading and vocabulary的part2提前让学生们熟悉。因为重点词汇的学习，会让学生们在阅读课上降低一定的难度，这样会有不一样的效果。这是针对班上大部分学生学习能力不高的情况制定的。
通过自己对教材的分析，我认为虽然这节课的设计对象是高中生，但是课程本身其实不难。而且内容贴近学生日常学习内容。这样更加有利于提高学生学习兴趣，及其对本单元的学习也会更加有利。我认为一名认真对学生负责的老师应该对班上学生的能力逐个进行分析，然后对症下药，尽量做到不要把一个学生落下。在课堂设计环节中，应根据学生的实际情况和学生的心理特点，对教材进行相应的整合，然后进行书本内容的删减，在适应学生实际情况的同时，极大的调动学生的学习积极性，培养学生兴趣，这才是教学的最终目的。
Teaching Plan for Lesson1, Unit1, S1A, 外研社必修3
Module 1. Europe!
Name: Class: 2 Group: 5
The background of students
From our classroom observation, the students in Class3, Grade1 in 海南琼山华侨Middle School (senior high) are described as follows:
● the basis of the class: The class is a large class with 76 lovely and energetic students (58girls and 18 boys).
● the attitudes: most of the students are not interested in the study of English .In the English class, few students sitting in the front of class would listen to the lesson. Most of the students are sleeping, talking, looking the telephone, all of them are absent-minded. They think learning English is useless and the English class is the most boring class.
● the ability: only the students in front of the classroom can answer the teacher’ questions. But such kind of students is few in this class. Our teacher even told us, some students in her class cannot tell the 26 English letters. From our observation, we find some students cannot spell some words, even some very easy words. The ability of this class is low
● the strategies: Students would like to talk and they also cannot say something in the classroom ,they only can use some short sentences to express their idea .while the teacher explains about language points but they have not formed the habit of taking notes. Most of the students’ books are unbelievably new. The students sitting at the behind of the classroom cannot concentrate their mind from the beginning to the end of the class.
● The teacher should :
(1) Pay more time to stay with students, and try to gather some information of the students, knowing the advantages and disadvantages of each student.
(2) Design the lesson carefully; try to make the lesson understood by every student. Please pay more attention to the students sitting behind classroom.
(3) Remind Ss of taking notes about some key words or sentences during the process of listening:
(4) More language support should also be in the teacher’s consideration. Sometimes in the English class, Chinese is the best way to explain something to the students.
(5)Improve the atmosphere of the class to active the students. Make the students regain the interest, motivation and enthusiasm. Like: stories, jokes, games, quiz,
Main Learning Objectives
★ learn some words of countries. cities .language and some expressions
E.g. the words in the table. Let the students know some major European countries cities and languages. Present some idiom and expression on the blackboard: all Greek to someone, all roads to Rome.
★ let students talk their favorite country and present the sentence structure
Use the sentence pattern: the city is the capital of the country to find out to other capitals. Let the students open their mouth and say something about their favorite European country.
★ know the location of some major European countries and learn some new words
Use the picture in the book, combine with the picture drawn by the teacher on the blackboard..
(1) Having command of the six countries of the book. The students can have clear idea about the county capital and language.
(2) Students can use the new words to make some sentences in the classroom.
(3) Students can complete the work and give the correct answers.
★ Attitude and significance of teaching
(1) Encourage Students to open their mouth to say something about their favorite European country..
(2)Stimulate the students’ motivation to get more information of European countries after class. Improve the students’ ability of finding the information
(3) Motivate the students to learn English, learn the new words and sentences in the class.
Teaching Procedures
Stage 1: Greeting: (3 minutes)
Step1: using some daily phrase to greet student
How are you? How is the weather like today?
Step2: talk something about the weather the typhoon.
Stage 2: Introduction (20-25 minutes)
Step1: give instruction to translate the Chinese words into English (there are many words in this part; teacher presents the English words on the screen one by one.)
Step2: the teacher encourages students to talk something about their favorite country in these six countries. Then teacher presents some beautiful pictures on the computer. (法国的凯旋门 埃菲尔铁塔)
Step3: teacher concludes the ideas of students said and talk her own idea.（the teacher 继续呈现图片关于希腊景观）
Step4: teacher uses a quiz to let students find the six capitals. Then teacher presents the sentence structure on the screen. Give minutes to students to have a discussion with their partners about answers.
Step5: teacher draws the picture the main location of the six European countries on the blackboard.
Step6: teacher asks students to complete the exercise on the book.
Stage 3: leading in the passage (10-15 minutes)
Step1: Teacher introduces the topic of the text: Great European Cities and say something about this text.
Step2: teacher guides students to focus on part2 the vocabulary part. Guide students to read aloud these new words before the reading part.
Step 3: teacher makes some explanations of the words to reduce the difficulty of the exercise.
Step 4: teacher gives students time to complete the exercise in 3 minutes. Then call students to give their answers and check the answers.
Stage4: Homework (2 minutes)
Preview the reading part and find out the topic sentence of each paragraph.
Teaching Aids
Blackboard, chalks, pictures, textbooks, table –filling, ppt
Verbatim Plan for Lesson1, Unit1, S1A, 外研社必修三
Module 1 Europe!
Verbatim Plan for Lesson1, Unit1, J1A Module 1 Europe
Stage1: Greeting
T: Good morning, class!
S: (Good morning, Miss Huang!)
T: ok sit down, please. How are you today?
S: (Fine, thank you! And you?)
T: I am fine too. Today is very cool and the weather is fine. Sometimes it rains and wind, because of the typhoon. .what is the name of the typhoon?
S: (海马)
T：Yes! Very good! So during these days, you should take care of yourselves and try to stay at home or dormitory.
T: Now, at the beginning of this class, a question! Do you like geography?
S:( yes 或者是no.)
T: I hear somebody say yes, someone say no. it doesn’t matter if you say no. today ,we are going to learn something interesting about geography. I hope all of you can like it. Can you follow me?
S: (yes!)
T: Very good, now, class, please open the book, turn to page 1,the title is Europe(老师在黑板上写上Module1:Europe) ok,read after me please!
S: (Europe)
T: good! look at the box(老师边指着课本边对学生说)the first part :complete the table with the words in the box. Then I say Chinese, you find the English words. Is that clear?
S: (Yes.)
T: 雅典，英语，法国，法语，希腊，希腊人，意大利人，意大利，里斯本，伦敦，马德里，巴黎，葡萄牙，葡萄牙语，罗马，西班牙，西班牙语，英国。（老师一直和学生问答：if you don’t know the meaning ,please write down in your book. When it comes to Greek, I remember a phrase. Something is all Greek to me. What is the meaning of this phrase? It means 对什么一窍不通。）（老师在PPT上一直展示相应单词的拼写）
S: (学生作出相应的回答)
所有的单词全部都带完了。
T: there are six countries in this box. Can you find these? What are they?
S: (United Kingdom, Greece, Italy, France, Spain, Portugal)
T: Great! In these countries, which one do you like best?
S: (找一个学生进行回答)
T: （老师总结一下学生的观点,然后相应在presentation上展示一些欧洲国家的图片如：法国凯旋门 埃菲尔铁塔等等）
I am very glad to hear something from your mouth; I think most of girls would like France. Because it is a romantic and fashionable country. However, most of boys would like Spain, because this country is famous for its football. Yes?
S: (yes)
T:（展示一些和希腊有关的图片如典型的希腊） In these countries, I like Greece very much .I think Greece is a mysterious country, and has long history. Like our country, our country has 5000 years history, it something likes Greece. I am curious about this country. Now ,a quiz猜谜游戏：the answer is in this box, it is the capital of one’s country.“排队上厕所 ”who can tell me the answer?
S: (伦敦 London)
T: you are so clever! It is London, so London is the capital of UK. (老师在PPT上呈现句型)who can tell me the rest of five capitals?
S: (Athens is the capital of Greece
Lisbon is the capital of Portugal
Madrid is the capital of Spain
Rome is the capital of Italy 条条道路通罗马(all roads to Rome )
Paris is the capital of France.)
T: Good. Nice job! Now, let us move to next part. Ok, now look at the blackboard. This is location. (老师在黑板上面画数轴，表明东南西北四个方向，然后依次画出英国，法国，意大利，西班牙，葡萄牙和希腊)
T: The United Kingdom is off the northwest coast of continental Europe. France faces the United Kingdom across the English Channel. Italy is in the south of Europe, it looks like a boot. what is the meaning of boot? Who can tell me?
S:(靴子)
T: yes! 靴子！This is the new word in this unit; I hope you can remember it in the class! 靴子，我想大部分的女孩子都会喜欢靴子的。Spain is to the south of France. Portugal is to the west of Spain. Greece is the southwest of Europe. Ok! This is the general location of six countries in Europe. Please look at this picture. We can find the six countries in it. Then, please match the letters in your book with these sentences. Which letter represents the country? For example: “f is the UK” Are you clear this? I will give you 1 minute to do this work.
S :( yes)
T: Time is up! Let us check the answer! The first sentence is the United Kingdom is off the northwest coast of continental Europe. It has four countries with one government. These countries are England, Northern Ireland, Scotland .and Wales. Where is United Kingdom in this picture?
S: (f)
T: yes! France is Europe’s third largest country and faces the United Kingdom across the English Channel .so France is “a” .Italy is in the south of Europe on the coast of the Mediterranean sea. it looks like a boot. Between Italy and France, there is a mountain range called the Alps. Italy is the letter “c”. Spain is to the south of France, between France and Spain is another mountain range –the Pyrenees. So Spain is the letter “e”. Portugal is to the west of Spain. So Portugal is the letter’d” the last sentence is Greece in the southeast of Europe. Twenty percent of the country is covered by islands. Ok! The all letters is corresponding to the sentence! Check your answers and find how many correct answers you get.
(接下来的时间要进入文章great European cities.但是在文章的进入之前，we should learn some words. Please turn to page3 part2)
T: ok! Read after me! Ancient architect gallery landmark locate sculpture writer in the following time, I will give you 2 minutes to do this part.(老师在这一部分可以讲解部分单词，给学生做题降低难度)
反思报告
一、 教学反思
这次的教学微格考试，虽然我们组内成员在规定的时间内全部完成任务。一个紧挨着一个，不容出半点差错。总之按时完成了微格教学考试，这就是一大胜利。
内容是外研社必修三的第一单元，我选择的是第一堂课，课程内容主题的导入部分。这是我在见习期间内自己设计的一节课，在看似漫长的课堂45分钟，实际上却是那么快就结束的时间内，我在琼山华侨中学高一（3）班学到了很多。首先，我觉得这堂课的设计虽然是针对高中，但是我觉得课程本身其实没有什么难度，而且这个单元的主题Europe,也是容易引起学生的学习兴趣的。要把这堂课讲好，就需要老师对课堂气氛的调动能力以及课堂外知识扩展的掌握能力，相信如果由丰富的课外知识，学生必然会感兴趣的。在高一（3）班的课堂内，我突然感觉自己是老师，和微格视频的感觉完全不一样。回归到这一次的考试中，我对自己的表现很不满意：
首先，在课堂的第一部分greeting环节中，自己表情僵硬，语言表达死板，虽然尽量做到用最简单的英语表达自己的意思，可是感觉语言太过贫乏，而且重复次数太多。句子中动词缺少，形容词过多堆砌，有些句子还出现语法错误。另外我觉得在课堂内容的过渡方面上呈现很不自然，自己仅仅就是用“at the beginning of our lesson ,a question! do you like geography?”这样过渡显得很死板，其实前面的话题是关于天气，然后牵涉到台风的问题，可以引导学生说台风多发热带地区，这是属于地理因素，然后再用问题进行过渡。这样会好点。在这一环节还出现了一个问题，自己在应对学生的对地理问题的回答时候，没有及时给予回答反馈，因为当时学生的回答和自己设计学生的回答有点出入，当时自己一下子就慌神了，脑子就一直在找怎么应对，可是口却没有说什么。课堂应对能力还是那么差啊！
在接下来的微格中，我认为第一部分书上那个表内国家 首都 语言单词的展示，还是觉得有点无聊，因为单词实在是太多了。这种单一方式的呈现，似乎没有多大意义。这个部分自己PPT部分的呈现，主要是弥补在见习工作课堂教学中，PPT缺少的不足。只不过这次虽然把这一部分弥补上，可是觉得内容太过生硬，只是呈现单词。其实自己可以在这一部分加入一些国家知识的讲解，这就需要老师课外知识的获知能力，如果是这样的话，学生肯定特别喜欢。
英语口语的锻炼还是需要继续，自己的口语不行，这就需要在进行英语教学的过程中，尽量让自己的语速放慢，让学生听懂自己的每一个单词。可是在这一次的微格中，貌似还是犯了这一大忌，可以完全忽略时间匆忙的因素。自己总是希望能一次性把话讲完全，这就导致组内成员对自己有时候下达的instructions完全不知道，也不知道我在上面讲了什么。这就需要自己在教学中好好锻炼自己的口语以及关注语速问题，和课堂对学生的观察能力，发现学生有困惑，就要适当的停下来问问学生是否跟得上。另外对于关键问题以及重要话语要记得重复，这样学生就能在你的话语中知道哪些是重要的，哪些可以忽略。这样上课才会有轻重缓急之分。这样学生才能有的放矢，达到课堂的最好状态，要不然老师这样一直讲着，学生不管什么都照单接受，长时间就会对课堂产生厌烦情绪，更严重的会对英语学习失去兴趣。这是自己要注意的。另外就是自己的尾音太多，在教学中有很多语气感叹词，在中文的教学中“然后”重复使用。
再者就是自己的板书，板书有点混乱。没有合理规划好。常理重点句型呈现在中间，单词在黑板左边，图片在右边。有些字写得太小了，虽然在PPT上已经呈现了自己想要的句型，可是还是觉得有必要在黑板的中间部分重新写上一遍。
最后由于我们组内成员每个人规定的时间是15分钟，我在课前就一直注意着时间。按照组内顺序来，我是我们这一组的第五个。我觉得时间还有两分钟，可是现在的组内成员说时间已经到了，顿时自己就慌神了，这次的微格教学就很匆忙的结束了，自己竟然还说了一句“class is over!”真的是太不受打击了。应对课堂各种事件能力还是需要冷静分析，自己首先不能乱了手脚的，不能让学生看出自己的慌乱。
在这一次的微格教学中，如同在见习工作期间一样，自己同样是学到了很多东西，也明白了自己与老师之间的差距。还是需要不断学习，不断进步。
Blackboard writing design (hand-written copy)
黑板上板书： 中间是标题：Module 1 Europe
左边是短语：all Greek to someone
All roads to Rome
右边是图画：老师画的地图 详情请见视频
Appendix 1
1. vocabulary part
(1).complete the table with the words in the box.
The words: Athens English France French Greece Greek Italian Italy Lisbon London Madrid Paris Portugal Portuguese Rome Spain Spanish united kingdom
Country Capital Language
United kingdom London English
Greece Athens Greek
France Paris French
Portugal Lisbon Portuguese
Italy Rome Italian
Spain Madrid Spanish
(2).check the meaning of the words and phrases. Read the information and find the countries on the map above.
The key words: across boot continental face look like mountain range
Six sentences:
1. The United Kingdom is off the northwest coast of continental Europe. It has four countries with one government. These countries are England, Northern Ireland, Scotland .and Wales.
2. France is Europe’s third largest country and faces the United Kingdom across the English Channel.
3. Italy is in the south of Europe on the coast of the Mediterranean sea. it looks like a boot. Between Italy and France, there is a mountain range called the Alps.
4. Spain is to the south of France, between France and Spain is another mountain range –the Pyrenees.
5. Portugal is to the west of Spain.
6. Greece in the southeast of Europe. Twenty percent of the country is covered by islands
(3). Match the words in the box with their definitions.
The words: ancient architect gallery landmark locate sculpture writer
Someone who designs buildings
To be in a certain place
Something that is easy to recognize, such as a building
Someone who produces novels or poems
A large building where people can see famous pieces of art
The art of making things out of stone and wood, etc.
Of a time long ago
2. The exercises in the class and book
(1)( A quiz“排队上厕所” 伦敦 London )
(2) The answer to the table as above.
(3) Sentence1 ------the United Kingdom -----------letter f
Sentence2------France-------letter a
Sentence3------Italy -------letter c
Sentence4------Spain ------letter e
Sentence5------Portugal ------letter d
Sentence6------Greece ------letter b
(4)1. Architect 2.locate 3.landmark 4.writer 5.gallery 6.sculpture 7.ancient
Appendix 2
Presentation
END