说课准备3新课程理念下的课堂分析报告.ppt

1.优化小组活动流程 　教师布置任务→个体独立思考→ 小组内讨论→小组代表汇报→组内成员补充→教师或学生评价 ２.平时强调小组活动的意义，将“是否有效运用英语进行交流和合作”作为评价小组活动成功与否的重要依据。 ３.根据学生的生活经验、兴趣爱好、年龄和认知能力选择可操作性强的话题。 ４.活动前呈现与活动有关的词汇，句型，以及功能项　　　目，降低难度，保证有效语言实践。 5.活动过程中，教师巡视，监督，提供帮助或参与，或设置“监督员”让学生尽量避免使用中文。 6.小组活动时间要保证充裕,教师在过程中提醒并督促。 急不得 快不得 催不得 恼不得 偏一个“渐”字了得 　　　　　　　---小组活动开展 　　　　　李静纯《绿色课堂随想录》 1、评价话语不系统，随意大，缺乏针对性。不少教师总是习惯于一味地为学生叫好。“Very good!”，“Well done!”之类的语言几乎成了课堂评价的流行话语。 2、评价话语不规范，错误多，缺乏准确性。如评价话语中本身含有语法错误：“You have did a good job!”等。 ３、评价话语不活泼，说话单调，缺乏生动性。如对学生的回答不是说yes就是说no。 ４、评价话语不通俗，说话费解，缺乏可行性。如： “I think Wang Ling has perseverance. “Perseverance” means continual steady effort made to fulfill some aim. If you keep trying to do something and never give it up, that means you have perseverance.” ５、评价主客体单一，忽视了评价的多向互动性。传统课堂教学大多采用“教师问—学生答—教师终结性评价”的模式，教师成了课堂评价的“主宰”， 只是教师评价学生。 T : So, have you seen “The Sound of Music”? S1 : Yes, but only on television. T : And what about you? S2: No, I don’t like musicals. T : Oh, don’t you? Have you seen it, S3? S3: Yes, I have —18 times. T: Yes, and what about you, S4? * The teacher’s response to S2 is good--- it is natural and gives the students a chance to notice a typical feature of active listening. (Oh, don’t you? ). Analyzing: 　“Good boy!” ，“Great”，“Wonderful!”，“That’s true.”, “You’ve done a good job!”, “It’s almost perfect.”, “Your answer is interesting.”, “What you said is meaningful.”, “Right!”, “That’s it!”, “That’s good.”, “Excellent!”, “Terrific!”, “Exactly!”, “Absolutely right!”, “Completely correct.”, “Sounds good.”, “Good idea!” etc. 肯定和表扬 　“Nearly.”, “Not quite.”, “Not really.”, “Sorry, I don’t think you are right.”, “Sorry, you’ve made a mistake.”, “I’m afraid this is wrong.”, “I don’t think so.”, “I can’t accept this point.”, “You answer is not to the point.”, “I don’t agree.” 评判和指正 　“This question is a bit difficult, try to think about it.”, “Don’t worry, you still have a chance.”, “Don’t be afraid. I’m sure you can do it.”, “D