Emphasis on the lesson plan and method of stimulation
On October 12, 2017, a teaching supervisor of the Zhejiang University Helen group went to the Cangqian Experimental Middle School to listen to foreign teacher George’s English Speaking Class. Body and Disease. The class is No.702.
He started with warming greetings playing a beautiful song
Before class, George prepared the PPT beforehand and drew a digital grid on the blackboard.
During the class, George greeted the students and asked them: "Good afternoon, how are you?", and the students replied enthusiastically, "I'm fine, and you?"
During the introduction, the teacher wanted students to sing a good English song about the discipline in class. While singing, students clapped their hands and stomped their feet. The class atmosphere was warm and all students enjoy the class.
Question and answer teaching, motivational answer.
George took out a soccer ball as a prop. He divided the class into two groups, and asked the students, "Where did you go on holiday?" George encouraged students to speak up. Every student who answered had the chance to throw the ball. The teacher wrote the statistics on the board. All the students raised their hands and the class was full of joy.
Use the media to teach the human body.
While teaching, George first played the slides of this lesson’s topic: "What's the matter with you/her/him?" He explained the meaning of the sentence in English, and most students understood it.
Then, he uses PPT. He played the PPT with words of body parts (the parts of the body), and he read all parts of the word in turn. He explained the meaning to the students, paying so much attention at the course content.
Later, he showed yao's photos and asked the students to describe different parts of the body in order to review what we had learned in previous exercises. Most students can response an accurate answer.
Use pictures to describe disease
George began this lesson with the following question: "What's the matter with..." He wrote on the blackboard, "He/she has + + sickness sickness/I have. He used slides, and played a series of cartoon pictures: "They are suffering toothache, fever, sore throat. They hurt himself/herself. They are cold, have stomachache, cough..."
Teacher often let the students to stand up and read the words, and George pays special attention to the students, and let them stand up and answer questions, reminding them to refocus.
Sentence structure teaching, encourage the use.
During the class, George taught 11 words about diseases. At the same time, he repeatedly asked the students to practice "He/she has...", " I have...". So they learn how to use it.
To consolidate his training, George organized students to engage in interactive exercises: Work in pairs. In each group, one boy and one girl described the physical condition of cartoon characters in the courseware, and those students who were right got the chance to throw the ball again, and the atmosphere of the class once again reached the climax.
Finally, George made the class to stand up again and finish the lesson in a chorus.
Preparation before class.
George prepared a lot of material, including music, courseware, blackboard and teaching plan.
For this lesson, George has taken several methods to show teaching content: PPT courseware, game interaction, live q&a, group competition, etc., making the classroom atmosphere colorful and active. Especially the design of props and blackboard writing is very original and unique. If students have the initiative to answer the question, they also have the opportunity of throwing the ball, according to the accumulated points. It is a fun way to fully mobilize the classroom participation, encourage the students to speak, and foster the team spirit at the same time.
Design classroom properly.
George has set up everything in the classroom, and he gives great importance to the students who are in the class.
From the warming-up at the beginning to the topic, George links everything perfect.
Although the process is a bit of a step-by-step process, it basically satisfies the needs of the Chinese foreign teachers' classroom and allows students to carry out classroom activities organized under the premise of ensuring classroom discipline.
As a result, the overall classroom pace is more compact, and students' concentration and behavior is standardized. In particular, George was interested in the students who started the class and asked them focus on the class.
George is good at interacting with students in class, and he also focuses on encouraging students and stimulating students' interest.
From beginning to end, George can interact with students through teaching activities. He uses his body language to explain words, organize students to play game, and they improve their interest and listening skills with efficiency.
At the same time, George often used "Very good" and "Speak aloud" to encourage students to speak boldly, affirming students' answers.
In addition, sometime he also prepared candy and small gifts to reward outstanding students.
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