《學科教學法（二）》(Teaching Methodology II)
08級師范班期末考查
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
這次的微格教學我選擇的是外研社（三）高中版module1：Europe的第一課。我個人把這堂課當做是語言的操練課，因為這是個課堂的導入課程，這個單元的主題是Europe,主要講的是一些歐洲國家及其城市的介紹。，所以在課堂上，只要注重學生對英語聽和說的訓練。個人分析，編者在這一課一共設置了3個活動環節。
第一部分：歐洲國家及其城市，相應的語言的認識。編者想通過學生對已學地理知識進行分析判斷，從而完成書本圖表的練習。
我認為這一部分對本單元的學習是很有必要的。因為這可以讓學生提前對單元內容進行熟悉，可以作為調動學生學習興趣的一個重要環節。
第二部分：重點單詞的介紹，及其對歐洲地圖，主要國家的位置的熟悉，我想通過自己在黑板上大致畫出歐洲一些主要國家的地理位置，來加強學生對這一部分的理解。
這個部分，我覺得也是很有必要的，認為是第一部分的補充，及其鞏固。讓學生理解地理位置和方位介詞的用法。
第三部分：文章閱讀材料的介入。
我個人認為，在這個單元的第一堂課上，文章的介入對班上學生還是有一定難度的。所以應該在文章進入之前，做些準備工作。如把Reading and vocabulary的part2提前讓學生們熟悉。因為重點詞匯的學習，會讓學生們在閱讀課上降低一定的難度，這樣會有不一樣的效果。這是針對班上大部分學生學習能力不高的情況制定的。
通過自己對教材的分析，我認為雖然這節課的設計對象是高中生，但是課程本身其實不難。而且內容貼近學生日常學習內容。這樣更加有利于提高學生學習興趣，及其對本單元的學習也會更加有利。我認為一名認真對學生負責的老師應該對班上學生的能力逐個進行分析，然后對癥下藥，盡量做到不要把一個學生落下。在課堂設計環節中，應根據學生的實際情況和學生的心理特點，對教材進行相應的整合，然后進行書本內容的刪減，在適應學生實際情況的同時，極大的調動學生的學習積極性，培養學生興趣，這才是教學的最終目的。
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 海南瓊山華僑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. (法國的凱旋門 埃菲爾鐵塔)
Step3: teacher concludes the ideas of students said and talk her own idea.（the teacher 繼續呈現圖片關于希臘景觀）
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: (海馬)
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(老師在黑板上寫上Module1:Europe) ok,read after me please!
S: (Europe)
T: good! look at the box(老師邊指著課本邊對學生說)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，英語，法國，法語，希臘，希臘人，意大利人，意大利，里斯本，倫敦，馬德里，巴黎，葡萄牙，葡萄牙語，羅馬，西班牙，西班牙語，英國。（老師一直和學生問答：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 對什么一竅不通。）（老師在PPT上一直展示相應單詞的拼寫）
S: (學生作出相應的回答)
所有的單詞全部都帶完了。
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: (找一個學生進行回答)
T: （老師總結一下學生的觀點,然后相應在presentation上展示一些歐洲國家的圖片如：法國凱旋門 埃菲爾鐵塔等等）
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:（展示一些和希臘有關的圖片如典型的希臘） 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猜謎游戲：the answer is in this box, it is the capital of one’s country.“排隊上廁所 ”who can tell me the answer?
S: (倫敦 London)
T: you are so clever! It is London, so London is the capital of UK. (老師在PPT上呈現句型)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 條條道路通羅馬(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. (老師在黑板上面畫數軸，表明東南西北四個方向，然后依次畫出英國，法國，意大利，西班牙，葡萄牙和希臘)
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會喜歡靴子的。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.
(接下來的時間要進入文章great European cities.但是在文章的進入之前，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.(老師在這一部分可以講解部分單詞，給學生做題降低難度)
反思報告
一、 教學反思
這次的教學微格考試，雖然我們組內成員在規定的時間內全部完成任務。一個緊挨著一個，不容出半點差錯。總之按時完成了微格教學考試，這就是一大勝利。
內容是外研社必修三的第一單元，我選擇的是第一堂課，課程內容主題的導入部分。這是我在見習期間內自己設計的一節課，在看似漫長的課堂45分鐘，實際上卻是那么快就結束的時間內，我在瓊山華僑中學高一（3）班學到了很多。首先，我覺得這堂課的設計雖然是針對高中，但是我覺得課程本身其實沒有什么難度，而且這個單元的主題Europe,也是容易引起學生的學習興趣的。要把這堂課講好，就需要老師對課堂氣氛的調動能力以及課堂外知識擴展的掌握能力，相信如果由豐富的課外知識，學生必然會感興趣的。在高一（3）班的課堂內，我突然感覺自己是老師，和微格視頻的感覺完全不一樣。回歸到這一次的考試中，我對自己的表現很不滿意：
首先，在課堂的第一部分greeting環節中，自己表情僵硬，語言表達死板，雖然盡量做到用最簡單的英語表達自己的意思，可是感覺語言太過貧乏，而且重復次數太多。句子中動詞缺少，形容詞過多堆砌，有些句子還出現語法錯誤。另外我覺得在課堂內容的過渡方面上呈現很不自然，自己僅僅就是用“at the beginning of our lesson ,a question! do you like geography?”這樣過渡顯得很死板，其實前面的話題是關于天氣，然后牽涉到臺風的問題，可以引導學生說臺風多發熱帶地區，這是屬于地理因素，然后再用問題進行過渡。這樣會好點。在這一環節還出現了一個問題，自己在應對學生的對地理問題的回答時候，沒有及時給予回答反饋，因為當時學生的回答和自己設計學生的回答有點出入，當時自己一下子就慌神了，腦子就一直在找怎么應對，可是口卻沒有說什么。課堂應對能力還是那么差啊！
在接下來的微格中，我認為第一部分書上那個表內國家 首都 語言單詞的展示，還是覺得有點無聊，因為單詞實在是太多了。這種單一方式的呈現，似乎沒有多大意義。這個部分自己PPT部分的呈現，主要是彌補在見習工作課堂教學中，PPT缺少的不足。只不過這次雖然把這一部分彌補上，可是覺得內容太過生硬，只是呈現單詞。其實自己可以在這一部分加入一些國家知識的講解，這就需要老師課外知識的獲知能力，如果是這樣的話，學生肯定特別喜歡。
英語口語的鍛煉還是需要繼續，自己的口語不行，這就需要在進行英語教學的過程中，盡量讓自己的語速放慢，讓學生聽懂自己的每一個單詞。可是在這一次的微格中，貌似還是犯了這一大忌，可以完全忽略時間匆忙的因素。自己總是希望能一次性把話講完全，這就導致組內成員對自己有時候下達的instructions完全不知道，也不知道我在上面講了什么。這就需要自己在教學中好好鍛煉自己的口語以及關注語速問題，和課堂對學生的觀察能力，發現學生有困惑，就要適當的停下來問問學生是否跟得上。另外對于關鍵問題以及重要話語要記得重復，這樣學生就能在你的話語中知道哪些是重要的，哪些可以忽略。這樣上課才會有輕重緩急之分。這樣學生才能有的放矢，達到課堂的最好狀態，要不然老師這樣一直講著，學生不管什么都照單接受，長時間就會對課堂產生厭煩情緒，更嚴重的會對英語學習失去興趣。這是自己要注意的。另外就是自己的尾音太多，在教學中有很多語氣感嘆詞，在中文的教學中“然后”重復使用。
再者就是自己的板書，板書有點混亂。沒有合理規劃好。常理重點句型呈現在中間，單詞在黑板左邊，圖片在右邊。有些字寫得太小了，雖然在PPT上已經呈現了自己想要的句型，可是還是覺得有必要在黑板的中間部分重新寫上一遍。
最后由于我們組內成員每個人規定的時間是15分鐘，我在課前就一直注意著時間。按照組內順序來，我是我們這一組的第五個。我覺得時間還有兩分鐘，可是現在的組內成員說時間已經到了，頓時自己就慌神了，這次的微格教學就很匆忙的結束了，自己竟然還說了一句“class is over!”真的是太不受打擊了。應對課堂各種事件能力還是需要冷靜分析，自己首先不能亂了手腳的，不能讓學生看出自己的慌亂。
在這一次的微格教學中，如同在見習工作期間一樣，自己同樣是學到了很多東西，也明白了自己與老師之間的差距。還是需要不斷學習，不斷進步。
Blackboard writing design (hand-written copy)
黑板上板書： 中間是標題：Module 1 Europe
左邊是短語：all Greek to someone
All roads to Rome
右邊是圖畫：老師畫的地圖 詳情請見視頻
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“排隊上廁所” 倫敦 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