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教育教学实践评价（4）----教案设计表1-4
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教育教学实践评价（5）----了解个别学生报告
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教育教学实践评价（6）----班级管理案例
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教育教学实践评价（7）----主题班会设计
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教育教学实践评价（8）----教育研究论文评价
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听课记录汇总表
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讲课记录汇总表
教育教学实践评价（3）
听课记录表
（一）
实习学校：
________实践基地任课教师:
班级
高一（11）班
时间
2012年9月11日
授课人
授课题目
Unit1GoodFriends
类型
教学过程
内容
说明
Teachingobjectivesanddemands:
Theactivityisdesignedtoencouragestudentstothinkaboutfriendsandfriendshipandtoactivaterelevantvocabulary.
Askthestudentstodescribeagoodfriendandgiveexamplesofsituationswherefriendshavehelpedthem.Usetheactivityasabrainstormingsessiondoneeitheringroupsorwiththewholeclass.
Languageuse:
Manipulatelistening,speakingpractice
Keypoints:
1.EverydayEnglishforcommunication.
2.Wordsandusefulexpressions
TheFirstPeriod
Step1.Warmingup
Studentsareaskedtodescribethemselvesandafriend.Youcanusethesequestionsinatleasttwodifferentways.Onealternativeistoaskthestudentstothinkaboutthreewordstodescribethemselvesandthenleteachstudenttelltheclassthethreecharacteristicstheyhavechosen.Asecondalternativewouldbetoaskthestudentstowritedownthethreecharacteristicsandletotherstudentsguesswhoisbeingdescribed.Aswiththefirstpart,theobjectiveistoelicitstudentlanguageandgetthestudentstothinkaboutfriendsandfriendship.
Whichwordscanbeusedtodescribethecharacteristic?
Brave:
couragefearlessheroic
Scared:
astonishfearfulfrightenedhorrifiedshockedterrifiedtimid
Loyal:
devotedfaithful
Wise:
brightclevercutegiftedintelligentsmartwell-learnedwitty
Foolish:
sillystupid
Beautiful:
attractivebreath-takingcharmingcoolcuteeleganteye-catchinggood-looking
gracefulinvitinglovelyneatprettysplendidstunning
Rich:
wealthyplentiful
Funning:
amusinghumorous
Happy:
carefreecheerfulcontenteddelightedgladhighmerrypleased
Unhappy:
bitterbluediscourageddispleasedheavymiserablesadupset
Step2.Listening
Thestudentswillhearfriendsdiscusscommonproblemsthatmayoccurinafriendship.Thestudentsareaskedtoidentifytheproblemsandsuggestsolutions.Tellthestudentsthatfriendssometimeshaveproblemsandthatitisimportanttoknowhowtosolvetheproblems.Thestudentswillhearthreeargumentsbetweenfriendsandareaskedtowritedowntheproblemsandsuggestpossiblesolutions.Itmaybenecessarytodividethetaskintotwoparts;
firstthestudentswritedowntheproblemsastheylistentothetape,andthentheydiscusspossiblesolutions.Thestudentscanalsolistentoonesituationatatimeanddiscusssolutionswiththewholeclass.
Key
1.Peterisoftenlateforfootballpractice.Ithinkthatheshouldtrytobeontimeinthefuture.
2.Maryusuallyborrowsthingswithoutaskingandshedoesn’treturnthingsontime.Sheshouldasktheownerisshewantstoborrowsomethingandtrytoreturnitontimeinthefuture.
3.AdamborrowedJohn’sCDplayeryesterdayandnowitisbroken.Adamcanaskhisuncletofixit.
Extensionthestudentsareaskedtothinkofothersituations/problemsinvolvingfriendsandrole-playordiscusstheissues.Youmayalsoaskthestudentstolistordiscusswhatmethodsaremosteffectivewhenyouwanttosolveproblemsinafriendship.
Listening
Studentswillhearaboutproblemsfriendsmayhaveandwhatcanbedonetosolvesuchproblems.Thestudentsareaskedtowritedownthesolutionsmentionedonthetapeandtothinkofothersolutions.
Askthestudentstolistentothetapeandwritedownthesolutionssuggestedbythespeaker.Youcanhelpthestudentspreparebyfirstaskingthemtothinkaboutproblemstheymayhavehadwiththeirfriends.Thesolutionsmentionedonthetapearesimpleandgeneral.Encouragethestudentstothinkofbetter,morespecificsolutions.Whatwouldtheydoiftheyhadaquarrelwithafriend?
Howdotheytalktotheirfriendsaboutdifficultthings?
Howdotheykeepsecretsfrombecomingrumors?
Listeningtext
Everybodyneedsfriends.Butbeingagoodfriendcansometimesbehardwork.Learninghowtosolveproblemsinafriendshipcanmakeyouabetterfriendandahappierperson.Acommonproblembetweenfriendsisthattheydon’tknowhowtotalktoeachotheraboutdifficultthings.Whentheydotalk,theyoftengetmadwitheachother.Whatcantheydo?
Well,ittakestimetolearnhowtocommunicatewell,anditisimportanttounderstandwhyafriendgetsangrywithyouwhenyousaysomething.Ifyouknowwhatitisthatmakesyourfriendangry,thenyoucantrytotalkabouttheprobleminadifferentway.
Anotherproblemthatmanyfriendshavetodealwithiswhattodoafteroneofthemgetsangryorupset.Iffriendsgetangrywitheachotherandsaysomethingbadbecausetheyareangry,theyoftenfinditdifficulttoapologizeafterthequarrel.Thebestwaytoapologizeafteraquarrelissimplytostartbytellingeachotherthatyouaresorryandthengofromthere.Asimpleapologyisoftenenoughandisagoodstartingpoint.Whataboutfriendswhocan’tkeepasecret?
Sometimesitseemsimpossibletokeepasecretfrombecomingarumourthateveryoneknows.Shouldn’tagoodfriendbeabletokeepasecret?
Perhaps,butitisnotalwaysthateasytokeepasecret,andtellingasecrettosomeonewilloftenputtheminadifficultsituation—theymayhavetolietootherfriendstokeepthesecret.Thebestwaytomakesurethatasecretdoesn’tbecomearumorissimplytokeepittoyourself—don’ttellanyone.
AnswerstoExercise1
Problem:
Friendsgetangrywitheachotherwhentheytrytotalkaboutsomethingdifficult.
Solution:
Trytounderstandyourfriend/Trytotalkabouttheprobleminadifferentway.
Friendsdon’tknowhowtoapologize.
Startbytellingeachotherthatyouaresorryandtakeitfromthere.Asimple
apologyisoftenenough.
Somefriendsdon’tknowhowtokeepsecrets.
Solution:
Keepyoursecretstoyourself.
Step3.Speaking
Thestudentswillusetheinformationaboutthepeopleonpage2totalkaboutlikesanddislikesandtopracticegivingreasonsfortheiropinions.Tellthestudentstoworkinpairs.AskthestudentstocompletethechartonpageSBpage3andthenusetheanswerstotalkaboutwhocouldbefriendsandwhattheylikeordislike.Askeachpairtodecidewhocouldbefriendsandgivereasonsfortheirdecisions.Whentheyhavemadetheirdecision,askthemtocompareanddebatetheirideaswithotherpairs.Encouragedifferentanswers,includingstrangeones.
P3workinpairs
Name
John
Steve
Peter
Ann
Sarah
Joe
Age
15
14
16
14
Gender
boy
girl
Likes
football/reading
singingskiingreading
rockmusiccomputersinging
computersrockmusicdancing
readingnovelsfootballsinging
rockmusicskiingsurfingtheInternet
Dislikes
singingrockmusiccomputer
hikingfootballrockmusic
footballclassicalmusicdancing
hikingclassicalmusicreading
rockmusicdancingcomputers
footballhiking
ExtensionThestudentsareaskedtomakealistoffamouspeopleorpeopletheyknow.Thestudentsthenusethelisttoidentifylikesanddislikesandcharacteristicsandtrytodeterminewhocouldbefriends.
Step4.TalkingWorkbookP85
Thestudentsaregivenrolecardsbasedonthreesituationswherefriendsarehavingproblems.Theyareaskedtoactoutthesituationswiththe“usefulexpressions”.Theyarealsoaskedtothinkofafourthsituation,preparerolecardsforit,andactitout.Letthestudentsrole-playinpairs.Remindthemthattheyshouldnotwritedownadialogueandthensimplyreadthedialogue.Instead,theyshouldtrytoactoutthesituationwithoutrehearsingit.Iftheyfinditdifficulttogetstarted,youcanletthempreparebypractisingpartofasituation.Youcanalsohelpbymodelingpartofasituation.
ExtensionFriendsoftenhelpeachother.Askthestudentstoworkinpairsandlistexamplesofsituationswherefriendscanhelpeachother.Thestudentscanthenwriterolecardsforthesituationsandactoutinpairs.
Step5.Homework
（1）FinishofftheexercisesofUnit1intheworkbook.
（2）Revisethekeypointsofthisunit.
（3）Listthefriendtheygettoknowinclassandwritedownsomethingtheywanttoknow.
评价及建议
1.教学模式体现了现代教学观念，体现了以学生为中心，体现表现性、发展性目标的价值取向；
2.课堂活动能够很好地支撑教学目标；
3.教学中心明确，重点突出；
4.教学设计程序性强，遵循了1+1和可理解性输入原则，展示、训练、应用节奏明显；
5.教学设计很好地考虑到输入与输出的平衡；
6.教学设计中包含了策略教学原则；
7.教学设计中包含了课堂过程性评估手段的应用；
8.教师指令清楚、到位；
9.课堂活动形式合理，个体活动、对子活动和小组活动得到很好的平衡；
10.课堂活动类型符合教学目标的要求，认知型、训练型、应用型、任务型活动协调；
11.驾驭课堂能力强，能妥善处理课堂突发事件；
12.课堂各阶段之间衔接自然，没有不应该的沉默空隙；
13..能够组织学生全部参与课堂活动；
14.课堂提问利用得当，能很好地激发学生的参与意识；
15.能充分利用多种媒体辅助教学，如投影仪、幻灯等；
16.能设计并运用powerpoint、frontpage、动画、音像技术
17.课堂活动得到及时的反馈；
18.课堂评估遵循侧重过程，而不是看结果；
19..课堂评估遵循了发展性原则；
20.课堂评估遵循了个性发展原则；
21.发音准确，吐词清楚；
22.语言使用得体，表述流畅；
23.语言节奏感强，具有感染力；
24.教态自然，站位适当，活动得体；
25.教师与学生有眼神交流；
26.身势语使用得当；
27.板书重点突出，设计合理，可视性强。
说明:
评价及建议包括教学目标的设计与达成情况、教学内容的选择、教与学的方式、教具及多媒体课件运用、课堂中评价方式与方法，体育学科的场地器材的布置和运用的合理性等。
听课记录表
（二）
__实践基地任课教师:
2012年9月18日
Unit2Englisharoundworld
Teachingaims:
1.TotalkaboutvarietiesofEnglish
2.ToreadaboutthehistoryofEnglishlanguage
1.Warmingup
1.Warmingupbyansweringaquestionnaire
1）.TellthestudentstheyaregoingtoansweraquestionnaireaboutwhytheyarelearningEnglish.
2）.Writethewords:
Reasonsforlearningaforeignlanguageonthecenteroftheboard:
3）.Askthestudentstosuggestasmany
升级会员 