高中英语《语法-倒装句》试讲答辩【语音示范】

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　　【面试备课纸】

　　【语音示范】

　　【教学设计】

　　Inversions

　　Teaching Plan

　　I Teaching Aims

　　Knowledge aims

　　1. Students can recognize the inversion patterns, and get to know of its grammar meaning of emphasizing.

　　2. Students can identify different situations where inversions need to be adopted.

　　Ability aims

　　1. Students will be able to use inversions in their own spoken English to make their ideas much clearer.

　　2. Students will be able to write their own articles with inversions to make their work more diversified in expressions.

　　Emotional aim

　　1. Students will see group work means efficiency after the brainstorm activity.

　　2. Students will get satisfaction by their practice to apply the new knowledge and form a stronger interest in English learning.

　　II Teaching Key Difficult Points

　　Key point:

　　The key point for my students is to identify different inversions in different situations, such as expressions with not, negative adverbs, here and there, and so on.

　　Difficult point:

　　The difficult point is to use inversions in their own speeches and writings.

　　III Teaching procedures:

　　Step 1: Warming up

　　Set up a competition among them and ask them working in groups of 4 to write down all the negative adverbs and phrases that they can ever think of in two minutes. They should come out of different answers as many as possible. Then check their answers(never，seldom，few，little, barely，hardly，scarcely，rarely, nowhere, by no means, under no circumstances, in no way, at no time, in no case, in vain, not until) and decide which group is doing the best job and give compliments accordingly.

　　(Justification: Brain storming is the best way to get the students into thinking by themselves, as they are supposed to learn actively other than passively. And this also serves as a good foundation for the further study of inversions.)

　　Step 2 : Presentation

　　Ask them to observe the sentences showing on the PPT and to tell the class what can they find is same between these sentences.

　　Never have we witnessed such cruel behaviour by one child to another.

　　Seldom does one hear a politician say sorry.

　　Scarcely had I got back when it started to rain.

　　Under no circumstances shall I betray my country.

　　Then make a conclusion that in formal styles, when we use an adverb or a phrase with negative meaning in front position for emphasis, we invert the subject and auxiliary/modal verb.

　　Show them another two sentences, and ask them to tell the difference between them and the sentences showed on the last PPT.

　　Here comes the bus!

　　I opened the door and there stood Michael, all covered in mud.

　　Then make a conclusion that inversion can also happen after here, and after there when it is as an adverb of place. After here and there, we can use a main verb without an auxiliary verb or modal verb.

　　(Justification: Leading the students to find out the rules by giving related examples makes sure that the students keep focusing on the grammar class, which will make the class more productive.)

　　Step 3: Practice

　　Ask them to finish the exercise I have prepared for them.

　　Then they will be asked to deal with a task which is a little bit harder----to rewrite the sentences using the inversions. And invite some of them to share their answers.

　　(Justification: The first task is to make sure that students can actually know how to use inversions. And the second task is to help students understand that sometimes it is better to adopt inversion in our expressions. )

　　Step 4: Production

　　Play a game named Speaking No Truth.

　　Explain the rules:

　　Inversions are needed.

　　Things stated can not be true.

　　Example:

　　Never have I visited Beijing in my life.

　　(Justification: The game can make the grammar class more interesting for the students. Also it provides them the chances to speak with inversions.).

　　Step 5: Summary and homework

　　Invite 1 student to summarize what we have learned today, and another one to add up.

　　Ask students to write down a short paragraph under any topics (3 sentences at least) with inversions.

　　(Justification: This is to help my students have a bigger picture of what have learned today and help them to write with inversions purposely.)

　　IV Blackboard design

　　V Teaching Reflection

　　【答辩题目及解析】

　　1. 如何对待差生?如何发现差生身上的闪光点?

　　1. How do you think of the so-called bad students? What will you do to help them to make progress in study?

　　【参考答案】

　　首先， 应该公正，平等地对待差生，尊重他们的人格，听取他们的意见，从而对他们产生一种激励作用。对差生，要多几分尊重，多几分理解。

　　其次，必须大力进行感情投资。学生对老师有感情，才会听取老师的教诲。否则，老师的苦口婆心的教育只是徒劳。

　　再次，帮助挖掘以及发展他们的闪光点，帮助后进生在学生心目中占有一席之地，为他们不断创造成功的机遇。

　　最后，获得成功是人们普遍的心里愿望，帮助他们树立信心，促进自身的转化，在各项活动中，特意鼓励差生积极参与，发挥他们各自的爱好和专长，为他们创造成功的条件的机遇。

　　【Suggested version】

　　First, all students are equal. Even some students may not be so good at class, I will treat them with no preference but total respect. Yet at the same time, I will pay more attention to their studies, so I can offer timely encouragements for them to make constant progress.

　　Second, I will be emotionally devoted to every one of them. Because when they feel your love and care towards them, they will give them back by following your instructions. Otherwise, all your efforts will be in vain.

　　Third, I will try to find out their hobbies and strengths to help them to earn respect among the classmates.

　　Also, I will provide more chances to build up their confidence by encouraging them to take part in class activities which involve their advantages.