1、教学实践评价手册辽宁省中小学教师资格认定教育教学实践评价手册申 请 人： 申请学科： 英语 单 位： 联系电话： 辽宁省教师培训交流中心印制 1. 教育教学实践评价（1）-综合评价表一2. 教育教学实践评价（2）-综合评价表二3. 教育教学实践评价（3）-听课记录表1-44. 教育教学实践评价（4）-教案设计表1-45. 教育教学实践评价（5）-了解个别学生报告6. 教育教学实践评价（6）-班级管理案例 7. 教育教学实践评价（7）-主题班会设计8. 教育教学实践评价（8）-教育研究论文评价9. 听课记录汇总表10.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
2、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Unit 1 Good Friends类 型教学过程内 容说 明Teaching objectives and demands:The activity is designed to encourage students to think about friends and friendship and to activate relevant vocabulary. Ask the students to describe a good friend and give examples of situations whe
3、re friends have helped them. Use the activity as a brainstorming session done either in groups or with the whole class. Language use: Manipulate listening, speaking practiceKey points: 1. Everyday English for communication. 2. Words and useful expressionsThe First PeriodStep 1. Warming up Students a
4、re asked to describe themselves and a friend. You can use these questions in at least two different ways. One alternative is to ask the students to think about three words to describe themselves and then let each student tell the class the three characteristics they have chosen. A second alternative
5、 would be to ask the students to write down the three characteristics and let other students guess who is being described. As with the first part, the objective is to elicit student language and get the students to think about friends and friendship.Which words can be used to describe the characteri
6、stic?Brave: courage fearless heroic Scared : astonish fearful frightened horrified shocked terrified timidLoyal: devoted faithfulWise: bright clever cute gifted intelligent smart well-learned wittyFoolish: silly stupidBeautiful: attractive breath-taking charming cool cute elegant eye-catching good-l
7、ookinggraceful inviting lovely neat pretty splendid stunningRich: wealthy plentifulFunning: amusing humorousHappy: carefree cheerful contented delighted glad high merry pleasedUnhappy: bitter blue discouraged displeased heavy miserable sad upsetStep 2. ListeningThe students will hear friends discuss
8、 common problems that may occur in a friendship. The students are asked to identify the problems and suggest solutions. Tell the students that friends sometimes have problems and that it is important to know how to solve the problems. The students will hear three arguments between friends and are as
9、ked to write down the problems and suggest possible solutions. It may be necessary to divide the task into two parts; first the students write down the problems as they listen to the tape, and then they discuss possible solutions. The students can also listen to one situation at a time and discuss s
10、olutions with the whole class.Key1.Peter is often late for football practice. I think that he should try to be on time in the future.2.Mary usually borrows things without asking and she doesnt return things on time. She should ask the owner is she wants to borrow something and try to return it on ti
11、me in the future.3.Adam borrowed Johns CD player yesterday and now it is broken. Adam can ask his uncle to fix it.Extension the students are asked to think of other situations/problems involving friends and role-play or discuss the issues. You may also ask the students to list or discuss what method
12、s are most effective when you want to solve problems in a friendship.Listening Students will hear about problems friends may have and what can be done to solve such problems. The students are asked to write down the solutions mentioned on the tape and to think of other solutions. Ask the students to
13、 listen to the tape and write down the solutions suggested by the speaker. You can help the students prepare by first asking them to think about problems they may have had with their friends. The solutions mentioned on the tape are simple and general. Encourage the students to think of better, more
14、specific solutions. What would they do if they had a quarrel with a friend? How do they talk to their friends about difficult things? How do they keep secrets from becoming rumors?Listening text Everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve proble
15、ms in a friendship can make you a better friend and a happier person. A common problem between friends is that they dont know how to talk to each other about difficult things. When they do talk, they often get mad with each other. What can they do? Well, it takes time to learn how to communicate wel
16、l, and it is important to understand why a friend gets angry with you when you say something. If you know what it is that makes your friend angry, then you can try to talk about the problem in a different way. Another problem that many friends have to deal with is what to do after one of them gets a
17、ngry or upset. If friends get angry with each other and say something bad because they are angry, they often find it difficult to apologize after the quarrel. The best way to apologize after a quarrel is simply to start by telling each other that you are sorry and then go from there. A simple apolog
18、y is often enough and is a good starting point. What about friends who cant keep a secret? Sometimes it seems impossible to keep a secret from becoming a rumour that everyone knows. Shouldnt a good friend be able to keep a secret? Perhaps, but it is not always that easy to keep a secret, and telling
19、 a secret to someone will often put them in a difficult situation they may have to lie to other friends to keep the secret. The best way to make sure that a secret doesnt become a rumor is simply to keep it to yourself dont tell anyone.Answers to Exercise 1Problem: Friends get angry with each other
20、when they try to talk about something difficult.Solution: Try to understand your friend/Try to talk about the problem in a different way. Problem: Friends dont know how to apologize. Solution: Start by telling each other that you are sorry and take it from there. A simpleapology is often enough. Pro
21、blem: Some friends dont know how to keep secrets. Solution: Keep your secrets to yourself. Step 3. SpeakingThe students will use the information about the people on page 2 to talk about likes and dislikes and to practice giving reasons for their opinions. Tell the students to work in pairs. Ask the
22、students to complete the chart on page SB page 3 and then use the answers to talk about who could be friends and what they like or dislike. Ask each pair to decide who could be friends and give reasons for their decisions. When they have made their decision, ask them to compare and debate their idea
23、s with other pairs. Encourage different answers, including strange ones.P3 work in pairsNameJohnStevePeterAnnSarahJoeAge1514151614 GenderboyboyboygirlgirlboyLikesfootball/ readingsinging skiing readingrock music computer singingcomputers rock music dancingreading novels football singingrock music sk
24、iing surfing the InternetDislikessinging rock music computerhiking football rock musicfootball classical music dancinghiking classical music readingrock music dancing computersfootball hikingExtension The students are asked to make a list of famous people or people they know. The students then use t
25、he list to identify likes and dislikes and characteristics and try to determine who could be friends.Step 4. Talking Workbook P85The students are given role cards based on three situations where friends are having problems. They are asked to act out the situations with the “useful expressions”. They
26、 are also asked to think of a fourth situation, prepare role cards for it, and act it out. Let the students role-play in pairs. Remind them that they should not write down a dialogue and then simply read the dialogue. Instead, they should try to act out the situation without rehearsing it. If they f
27、ind it difficult to get started, you can let them prepare by practising part of a situation. You can also help by modeling part of a situation. Extension Friends often help each other. Ask the students to work in pairs and list examples of situations where friends can help each other. The students c
28、an then write role cards for the situations and act out in pairs.Step 5. Homework(1) Finish off the exercises of Unit1 in the workbook.(2) Revise the key points of this unit.(3)List the friend they get to know in class and write down something they want to know.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
29、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
30、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
31、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） 实习学校：_ _实践基地任课教师: 班 级高一（11）班时 间2012年9月18日授课人授课题目Unit 2 English around world类 型教学过程内 容说 明Teaching aims:1.To talk about varieties of English2.To read about the history of English language1. Warming up 1. Warming up by answering a questionnaire1). Tell the students they are going to answer a questionnaire about why they are learning English.2). Write the words: Reasons for learning a foreign language on the center of the board: 3). Ask the students to suggest as many
