First of all, please despise it in spirit and attach importance to it in action. So how to make effective use of time and have a good simulation class in a short time of 15 minutes? Dear friends, we all know that there are judges (more than a dozen people) sitting under the lecture, but we have to imagine that all the students are sitting below. We should ask questions, praise and encourage students in class. This is tantamount to playing and singing by yourself. You must never just play and not sing. Under normal circumstances, it takes us at least one and a half hours to finish a text when we give lectures. Divide the text into two classes, and the lecture links are generally as follows: the first class: introduce topics, explain new words, and read the text (initially perceive the text); The second class: free reading of the text (reading with questions), solving problems and solving key paragraphs (involving group discussion in the middle, different forms of reading: (please read by a single student, read by the teacher, read in your favorite way, read freely, read with feelings, read by teachers and students)}, students talk about feelings, teachers summarize, expand and extend, and assign homework.
When attending an interview lecture, 15 minutes is not enough if all the above links are involved. So 15 minutes can only talk about one class, and you can choose to talk about the first class or the second class according to your personal preference. If you want to shine in 15 minutes, I suggest you talk about the second class. Generally speaking, it's easier for a newly graduated candidate like us to choose first class. But after asking several experienced teachers, they suggested that we had better talk about the second class, because it is a demonstration of a teacher's comprehensive quality. Your excitement, your mastery of the classroom, your language ability and so on will be presented in the second class.
So how can we teach a good lesson in the second class? How can I make the judges and teachers immediately hear that you are talking about the second class? This requires your introduction: First of all: Hello, judges and teachers, I'm X, and the topic of my speech is "".Let's start the class. (The teacher shouts) Class! Hello, classmates! (Bowing) Please sit down! Students, last class, we learned the new words in the text 《 The students all performed well. In this lesson, we will continue to learn this text (blackboard writing topic). On the blackboard, we said: I believe everyone will perform better. Then he turned to everyone and said, Do you have confidence?
Ok, first of all, please read this text in your favorite way. In the process of reading, think about what is the main thing in the text. (Narrative): Or what scenes are described? What aspects are used to describe this scene? (writing about scenery); Or what characteristics of small animals are described? (writing) So who will answer this question? Start asking questions: 1, this classmate, tell me, (encourage) your answer is great! You found it right! 2. Who has anything to add? Come on, you say it! Well, it's really good! Students, do you agree with these two students' answers? Oh, it seems that everyone is satisfied! Give them warm applause! Now please read the text freely, underline the sentences describing the characteristics of XX, and communicate with your deskmate. Then start asking questions, pay attention to: 1, and give appropriate affirmation or praise to every classmate you ask; 2, because it is impossible for every student to answer the question correctly, then you can say: this classmate, you answer! Well, have a seat. Do you agree with him? Come on, you tell me. Oh, you don't quite agree with his answer! Then can you talk about it? Well, your answer is great! If the question is simple and clear in the text, you can say: Haha, it seems that everyone found the answer at once! Then please talk about it together! Oh, yes (content)! (repeated by the teacher)
This is the key sentence in the main paragraph of this text. General group discussion sessions are set here. In order to show multimedia teaching, you can show the key sentences here in the form of courseware. Of course, we are a simulation class. You need to point to the left half of the blackboard and pretend to be a screen, and then say: 1. Please look at this passage on the big screen (blackboard "courseware 1"). 2. Point and say: Who will read this article? You saw it! You saw it! 3. So what did you learn from this article? Discuss in groups. Note: groups are usually divided into groups. You just need to say: Let's discuss in groups, and the teacher will report to the representatives of each group later. You are looking for a great job by letting the representative of the first group report. (The teacher said what you were looking for) Give them a round of applause! The second group of newspapers, (repeated by the teacher) Oh, the second group did well, too. The teacher was very satisfied with the first two groups. Then the teacher wants to see the performance of other groups. Haha, so many people raise their hands! Come on, just group four! The performance of the fourth group is great! It seems that the students are doing very well! Let's give ourselves warm applause! Ok, let's read this passage together with this feeling! (Teachers can read this passage in order to express themselves; If there are keywords or idioms in this article, you can ask students to say what they mean in the article. Note: (Teachers can write these words on the blackboard in the courseware 1) Group discussions are generally like this. If there are two or three key paragraphs in the text, the solution is as mentioned above. Show courseware 2 and courseware 3. But you only need to participate in the group discussion once!
Then let the students talk about their feelings or what they want to say to the characters in the text after learning the text. Finally, the teacher summarizes the full text; Assign homework after class. 1. If there is enough time after summarizing, expand the extended link. This link is like this: give an or.