名师工作室

Foreign Teachers’ Demo Lessons Enlighten Our English Classes

英语高效课堂，外教各展风采。11月25-28日（第十三周），我校首届外籍教师教学展示课活动如火似荼地进行着。七名外教课堂各展风采，评委老师认真听课点评，全体英语教师积极参与，再次掀起了英语高效课堂研讨的高潮。此次活动，充分利用和发挥了外教资源的优势，给他们提供了良好的展示平台，体现他们先进的教育理念和教学方式，活动的组织也给全体教师提供了吻坑⒂锝萄Ы涣鳎打造我校英语特色课堂的契机，进一步提高了英语课堂教学质量，提升了学校国际化办学品质。

Foreign teachers’ excellent demo lessons bring life to our school’s highly-efficient English classes. From Nov.25 to Nov.28 (the 13^th week), the First Foreign Teachers’ Teaching Demonstration of our school was under way. All the seven foreign co-workers showed their own skills in their demo lessons, all the judges attended and commented carefully, all the English teachers were involved in the event, and the research of efficient English classes reached a climax. In this event, we developed and made full use of the advantages of our foreign co-workers, provided them with a platform to show their advanced educational concepts and teaching methods, so that we could have an opportunity to exchange our ideas and create our own English teaching characteristics, further improved our English teaching quality and educational internationalization.

本次活动由我校国际部、小学部、初中部联合主办。在我校初中部和小学部工作的七名外籍教师全部参加了这次活动，小学部外教讲授的-SSRW教材，初中部外教讲授朗文英语Side By Side教材。对于这次展示课，学校领导高度重视并给予大力支持，李红斌老师做了详细的策划，向外教说明了这次活动的宗旨、程序、要求等活动安排事宜，外教们积极响应，并提出了许多宝贵建议。这次活动没有打乱外教们的日常教学计划，他们根据活动安排的时段和自己的课程表，自主确定了讲课日期和班级，之后就开始了积极地准备工作，提前一周写出并上交了自己的教学方案。

This event was co-sponsored by the international section, the junior high school department and the primary school department. All the 7 foreign teachers in our school took an active part in this event. SSRW lessons were required in primary school and Longman International English(Side by Side) was required in junior high school. The school leadership attached great importance and gave strong support to this event. Tom made a detailed plan, and explained the purpose, procedure and requirements of this activity to foreign teachers in advance, they responded positively and put forward many valuable suggestions. This activity did not interrupt their regular teaching schedule. All the participants chose a proper date and their own designated class according to their own teaching schedules. After that they actively started their preparations for the demo lessons，and finished writing their teaching plans and submitted them a week in advance.

星期一上午第四节，Micky在三（3）班开始了第一节展示课，上课伊始他用5分钟时间对学生进行了热身活动。Micky 设计了12个问题，让学生用手势回答是对是错，这样e生很快就顺利进入了紧张的学习状态。

On Monday morning, Micky gave the first demo lesson in the fourth period. At the beginning of the lesson he spent 5 minutes on warm-up exercises for the students. Micky designed a questionaire with 12 questions for the students to answer “Yes” or “No” with gestures. So the students soon entered the tense learning state.

学生用手势回答Questionaire问题

The students are answering Questionaire with gestures

接下来Micky给学生发下一张检测评估试卷，上面有20组单词，老师每读出一个单词，并用英语解释这个单词的含义给予提示，让学生从每组不同却相似的单词中把该单词圈出来，这样检查学生是否掌握了所学单词的读音和意思。这证明是一种复习单词的好方法。检测之后Micky安排了5分钟的师生现在进行时互动游戏，他给出了“reading, dancing, singing, writing, drawing, kicking, running”等单词让稚去选择，学生边说边做相应动作，练习了现在进行时的语法。

Then Micky gave the students test papers, on which there are 20 groups of words. The teacher read one word and explained its meaning in English to give hints so that the students could circle the proper word among the different but similar words in the group. In this way, he could check whether students mastered what they had learned ---the words’ pronunciation and their meanings. It turns out a good way to review the vocabulary. After that Micky and the students played a present progressive interactive game for 5 minutes. He listed a number of words such as“reading, dancing, singing, writing, drawing, kicking, running”for the pupils to choose from, they spoke and made corresponding actions, practicing the grammar of the present continuous tense.

Micky与学生在进行现在进行时游戏

Micky and students are playing the present progressive interactive game

最后，学生学习不发音的“e”歌曲，通过这个歌曲，不仅让学生学会了几个开音节的单词，而且也指导学生了解了带不发音“e”的单词读音规则。这正是下一节课要学的内容，起到了承上启下的作用。

Finally, the students practiced the silent “e” song, which teaches the students not only few new open syllable words, but also guide them to find out the rule of the silent “e”. This is the content to learn in the next lesson, and it is a good connecting link.

Micky在教学生不发音的“e”歌曲

Micky is teaching the students the song of silent “e”

Micky教态自然亲切，Questionaire设计巧妙, 单词检测目的明确、重点突出，培养了学生的听力辨析和理解能力，特别是提升了学生的英语思维能力，丰富了词汇知识，游戏安排合理，进展顺利。Micky最大的优点是在课堂上能学生无障碍交流。

Micky’s natural and kind with his teaching manner. The questionaire is skillfully designed. The quiz paper testing words highlighted the students' ability of listening and understanding, especially improving the students' English thinking ability, enriching the vocabulary knowledge. The game was arranged properly and went smoothly. Micky’s biggest advantage is that he can have barrier-free communications with the students in class.

Laurence周一下午在四（2）班上了展示课。课前学生齐唱英语歌曲，在导入环节，老师让学生复习了A--Z字母发音，展示一些含有字母O的单词卡让学生朗读并写出来。然后观看字母O视频，学生说出其中带O的单词并练习发音。在进行短元音故事书之前，通过投影仪和PPT让学生先熟悉有关重点词，之后朗读故事。在活动环节，Laurence让学生识别“Off We Go”教材中带O的单词，并把它们剪贴涂色，最后Bingo游戏，复习学过的带字母O的单词，结束了本节课。

Laurence gave the demo lesson in Class2, Grade4 on Monday afternoon. The pupils sang English songs together before class. During lead-in he asked the students to repeat the phonics sound of each letter, show flash cards with letter “O” words , say and write the names of them. In the second step, the students watched “Letter O Video”, Laurence elicited words from the students and drilled them. The teacher familiarized students with key vocabulary through the OHP and PPT before the storybook was read. In letter “O” activities, Laurence let the students recognize the words with “O” in “Off We Go” and cut, stick and color. He ended up this lesson with games Bingo with “O” words and drilling of learned vocabulary.

Laurence领学生复习26字母读音

Laurence is leading the students reviewing the 26 phonics sounds

Laurence 与学生一起互动游戏

Laurence is playing the interactive game with the students

Laurence备课充分，能够立足于教材本身，并创造性地处理和使用教材。教案设计流程清晰，层次分明，教学环节过渡自然。教学手段多样，%生学习兴趣浓厚。他运用有利于教学的动感节目，运用记忆游戏，让学生回顾所学单词，学生始终大脑处于思维活跃状态。Laurence肢体语言丰富，学生易于理解指令。本节课重点突出，培养了学生的听力、正确地语音技能、理解能力、口语交际能力和书写技能。他最大的亮点是在教案设计中，对课堂上学生可能会遇到的各种问题进行了预测并制定妥善的解决方案，而且每个环节设计都有明确的能力培养目标，&注中指出了正确发音和不断练习的重要性。

Laurence fully prepared his lesson, based on the teaching material itself, he could creatively and correctly use it. The process of his lesson plan is clearly and well structured. Every step went along quite well during the course of the lesson. Diversified teaching methods aroused the students’ interest. He applied the teaching of dynamic programming, using memory games for the students to review the learned words, the students were active throughout the class. The students found it easy to understand his instructions owing to his rich body language. This lesson focused on developing the students listening and pronunciation skills, understanding, oral communication and written skills. The highlight of his demo lesson is his lesson plan, in which he listed some anticipated problems the students might encounter in class, and formulated proper solutions. In the procedure he mentioned each stage aim, and in note column he pointed out the importance of correct pronunciation and constant practice.

Matthew的展示课在周二上午二（2）班。一开始，学生就唱A-Z字母发音歌和朗读进行热身，然后随着短元音歌曲，挑选一些学生到前面表演，练习短元音。

Matthew’s demo lesson was in Class2, Grade2 on Tuesday morning. At the beginning the students warm-up with the A-Z phonics song and A-Z Echoes. Then they began to work on their short vowel sounds with the assistance of “The Short Vowel Song”. Some students were selected to perform the song.

二（2）班几位学生在教室前面表演练习短元音

The students of Class2, Grade2 are practicing “The Short Vowel Song”

学生们集中练习短 “a”的发音并且复习几个简单的“辅音+元音+辅音”构成的单词，这些单词里都包含短“a”发音，之后阅读一篇有这些单词的小故事。接下来同学们用同样的方法练习了短“e”的发音。在读书的时候Matthew提问了多个问题，给学生机会培养理解图画意思的能力。下一步他让学生唱“摩天轮”歌，伴着歌曲，学生拿着卡片绕着摩天轮转着，动作准确地指着字母进行练习。

The students focused on the short “a” sound and went through a few short CVC words that had the short “a” sound present, then read a short story with these words. The students then repeated this process for the short “e” sound. Matthew asked additional questions while reading the book to give the students an opportunity to comprehend the pictures as well as drawing on their other English skills. For the next step he asked students to sing the “Ferris Wheel” song, paying careful attention to the words and actions that went along with the song. Several students were given a card and called on to take the class through “a ride” on the Ferris Wheel.

本节课练习了“a e i o u ”五个短元音，熟悉了与“a”和“e”搭配的一些单词，阅读了一篇小故事。学生的单词读音识别能力、基础阅读理解能力、动作反应能力等都得到了训练和提高。两首歌曲有助于学生熟悉短元音的发音，同时激发了学生的创造力和热情，把英语学习变成了一种享受。

In this lesson the students developed their appreciation and understanding of short vowels (a, e, i, o, u) and their corresponding sounds. Different vocabulary words and reading contributed to developing the students basic reading skills. They also improved their word pronunciation recognition ability through the lesson. The two songs helped create familiarisation with vowel sounds as well as allowing the students to express their creativity, enthusiasm and enjoyment for the English language.

Matthew在指导学生练习CVC 带有“e”的单词

Matthew is directing the students practicing CVC words with “e”

Matthew领着学生读小故事

Matthew is reading a short story to the pupils

Matthew幽默风趣，肢体语言2富，富有感染力，与学生配合默契，课堂气氛活跃。课堂上他能够循序渐进地突破难点。各活动环节设置得当，环环相扣，SSRW教材操作到位。多媒体运用得当，教学方法、练习形式灵活多样。故事中渗透语音知识很有效。学生积极参与课堂活动，各层次学生都能有所收获和提高，教学效果显著。

Matthew has a sense of humor and is good at using body languages, which makes his lesson lively and interesting. He cooperated with the students so well that they could interact in an active atmosphere. He was able to break through the difficulty step by step in the class. All the steps were properly set and well linked with one another. SSRW materials were operated in good place.

Multimedia was used appropriately in his class. He taught with flexible and varied teaching methods. In the story he effectively drilled the students the short vowel sounds. The students at all levels took an active part in the activities, so that they all learned and progressed a lot. His teaching result is remarkable.

Doug周二下午在七年级创新1班上了展示课。他讲的是朗文国际Side By Side教材，话题是“衣服和颜色”。在本节课开始，他让学生正确识别和拼读各种衣物和色彩，为此，他精心制作了PPT, 而且把自己的一箱衣物从家带到课堂做教具，先拿出来一一介绍，然贩诺揭孪淅铮让几个学生分别根据他的指令去把他要的东西拿出来并用英语描述出来。

Doug gave his demo lesson in Innovative Class 1, Grade7 on Tuesday afternoon. What he taught is Longman International Side By Side, the topic of the lesson is “Clothing and Colors”. At first, he let the students pronounce and identify different articles of clothing and colors. For this purpose, he elaborated the PPT, what’s more, he brought to the class a case of his clothing as teaching aids. Doug took them out and described them one by one, then put them back in the case.

He asked several students to come to his case respectively, according to his instructions the student took out what he wanted and described it in English.

Doug从衣箱里拿出自己的领带进行描述

Doug takes out his tie from his suitcase and makes a description

学生按指令拿出Doug所要帽子并描述

The student takes out the hat and describes it according to Doug’s instruction

接下来，学生角色扮演顾客和店员，运用所学内容进行现场对话。最后一个环节是用PPT展示一些名人照片，让几个学生分别到前面观察10秒钟，然后转身面向其他学生，对所看到的名人衣着进行描述，培养学生的英语应用能力。

Next, he let the students role play customers and shop assistants in pairs, practicing the conversation with newly learned knowledge. The last part is to use PPT to show some celebrity photos, pairs of students respectively came to the front of class and looked at a picture of a famous person wearing an outfit for 10 seconds, and then turned around not facing the picture and described what the celebrity is wearing to the class. This was designed to cultivate the students' English application ability.

学生在对Kristen Stewart的衣着进行描述

The boy is describing Kristen Stewart’s outfit

学生在描述Michael Jackson的衣着

The girl is describing the outfit of Michael Jackson

Doug教态稳重、亲切自然，语音清晰缓慢流畅，他随和的性格使他能够与学生顺利交流。他教学目标明确具体，讲解衣服及颜色主题，把自己穿戴物品拿到课堂做教具展示，以互动游戏方式，培养学生记忆、识别物品及表达能力，非常贴近现实生活。恰当地利用PPT，展示真人实物进行口语训练。并能在规定时间内完成教学目标。

Doug is a warm-hearted person with a kind and natural teaching style. He speaks slowly, clearly and fluently, his easy-going personality contributes to good communications with his students. His lesson has specific and clear learning objectives. As for the topic of “Clothing and Colors”, he brought his apparel items to class as teaching aids, training students' memory, item-identification and expression ability through interactive games, it’s very close to real life. Doug could properly use PPT and real objects to drill the students’ spoken English, and completed his goals in time.

周三下午Sophie在n（4）班上了展示课。在热身环节Sophie做得非常好。通过招呼问候，让学生练习已学过的词汇和会话，增强他们日常讲话的信心。然后按常规学生唱歌---“如果你快乐就能学会它”，使学生做好上课准备。重申课堂纪律，提醒学生清晰地记在心里。接着复习A--Z发音抽认卡，每人发一张，通过传球游戏方式，每个接到球的学生先读出手中抽认卡字母音然后把球传下去。结束后学生合唱A--Z语音歌。

On Wednesday afternoon Sophie gave her lesson in Class4, Grade1. She did very well in warm-up. By initial introductions the students practiced vocabulary and conversation that they knew, strengthening their confidence in everyday conversational speech. Then they sang “If you’re happy and you know it”, which is a regular routine to help get the students ready and warm up for class.After that she reaffirmed the classroom rules as a reminded to the students in order to keep the vocabulary fresh in their minds. Next was going through the A-Z phonics flashcards, each pupil got one card with a letter on it, once passing a ball around the classroom, the student with the ball said his letter and then passed the ball on. The the A-Z phonic song followed the game.

Sophie在指挥学生唱“如果你快乐就能学会它”

Sophie is instructing the pupils singing “If you’re happy and you know it”

Sophie用抽认卡带学生复习A--Z字母发音

Sophie uses flashcards letting the pupils review the A-Z phonics

本节课重点学习字母K及以K开头的单词，首先通过提问学生引出他们学过的单词，同时通过TPR动作提示学生，能够使他们记得更牢。列z所有单词后，全体学生反复朗读，再个别提问，以确保每人正确发音。在学习新单词过程中，老师把一些生词卡片贴在黑板上，然后叫一名学生到前面指出老师所解说的那个，再问其他同学是否正确，这样是全体同学都参与思考，回答正确的奖励一个贴签。

The focus of this lesson is the letter “K” and some words with the beginning letter K. She asked students “What is this?” first to elicit any vocabulary that they had already known. Meanwhile, she used TPR actions and ways in which the students could remember the word vividly. All students repeated the word a few times and then individual students were chosen to repeat the word, paying careful attention to their pronunciation. Throughout the learning of new vocabulary, she played a game in which she put up some pictures with new words on the board, then chose a student to come up to the board and point at the word she said. She also asked the class “yes or no?” when the student had pointed to the picture in order to get the whole class thinking about the answer. The student was then rewarded with a sticker.

Sophie在给学生讲解图画上的新单词

Sophie is explaining to the pupils the new words in the drawings

在接下来的 “秀出真我、展现自己”游戏里，Sophie准备了PPT，里面包括了学生在各种场合下学到的词汇，这些情景也展示在PPT上，让学生感觉栩栩如生。在这个游戏里，她给学生提供了三个可用到的句子，可以用于描述图片。然后她说出如“国王在放风筝”，让学生回答哪个是正确的，学生用1、2或3个手指回答。这个游戏效果很好，全体学生参与，老师能很清楚地看到哪些学生理解了这些词汇，哪些学生还有困难。虽然学生不可能完全理解这些句子的语法结构，但是对于学生能够认出个别单词并把句子和图画中正在发生事情联系起来，是一个很好的导入。

Next comes the “show me” game. Sophie had prepared a ppt which involved the vocabulary they had just learned in different situations. These situations were illustrated on the ppt so the students had a visual representation of which vocabulary words are involved. In the game she gave the students 3 different possible sentences that could be describing the picture. For example “The king is flying a kite”.The students showed her which answer they thought was correct by showing 1, 2 or 3 fingers. This was effective in getting the whole classroom involved and gave her a good idea of which students had understood the vocabulary and which were still finding difficulties. Though they might not fully understand the grammatical structures of the sentences, it was a good introduction to these structures as they could recognize the individual words and related the sentence to what was happening in the picture.

最后一个单词游戏是“给我拿来____”。老师把抽y卡放在教室各个角落，然后向某个学生要某张卡，学生在教室寻找，找到正确的就奖励一个贴签。

The last vocabulary game is “give me____”. She placed the flash cards in different places around the room, then chose a student to play the game and ask them to “give me ____”. This student would then have to search the room trying to find the correct flash card. If they were successful they would be rewarded with a sticker.

Sophie引导学生做“秀出真我、展现自己”游戏

Sophie is instructing the pupils playing the “show me” game

Sophie在“秀出真我、展现自己”游戏中与学生互动

Sophie is interacting with the pupils in the “show me” game

Sophie教态自然亲切，活泼开朗，面带微笑，声音动听，有较好的教学素养。教授单词时，配上相应的肢体语言，帮助孩子理解，:生参与面广、积极性高。她利用多种教学手段，如多媒体音乐、视频、课件、卡片等，贴近生活，内容充实。句子的选择与图片匹配较好，再加入游戏，生动有趣。她也注意学生习惯的培养，如课前维持课堂纪律。

Sophie is lively and cheerful, her charming smile and beautiful voice endow her with a better image of a teacher. She teaches vocabulary with the corresponding body language which helps the pupils better understand her, so all her students actively participate in class activities. She uses a variety of teaching tools, such as multimedia music, videos, PPT and flashcards, which are real-life and substantial. The sentences and pictures she chose are a good match, and so many games involved made the lesson lively and interesting. She also pays attention to the cultivation of the students good habits like keeping discipline in her classroom before class.

James的展示课是周四在三（4）班上，这一天正好是感恩节。本节课的重点是学习字母M和N的发音以及该字母开头的一些单词。首先他让学生复习全部A-Z字母读音，然后任意地点着字母让学生快速读出来，以此来检验学生掌握的情况。接下来老师先领唱一遍A-Z字母发音歌，再点几个学生领唱，唱到 “N-n-noodles” 为止，自然过渡到本节学习内容。

James gave his demo lesson in Class 4, Grade3 on Thursday, which was just Thanksgiving Day. The focus of this lesson is Mm and Nn vocabulary. A-Z echoes were first carried out in full, then he randomly pointed to a number of letters, in no particular order, to test the students knowledge of the phonics sounds. After that students sang through the A-Z phonics song once with James leading, and then he selected a number of students to lead the class in song. This continued up to “N-n-noodles” as this naturally came to the main content of this lesson.

James在领唱字母发音歌

James is leading the chorus--- the A-Z phonics song

Jamesl示以M和N开头的单词图画，让学生识别、拼写并说出来，然后他站到教室后面问“___在哪里？”，点四五个学生分别到前面指出他问的画，如果不能确定哪个正确，鼓励其他学生帮助。

James showed some pictures which involved words with the beginning letters M and N, he let the students recognize, write and read them.Then he stepped to the back of the room and said, “Where is ____?”, asked four or five of the pupils separately to go to the board and point it out. The rest of the class were encouraged to help if the pupil couldn’t identify the correct picture.

学生根据图画提示在下面写出英文单词

The pupil is writing the corresponding word below the drawing

James说单词让学生前去指认

James speaks a word and one pupil points it out

为了强化学生对M和N字母开头的词的记忆，James 设计了一张图画单词匹配练习，让学生书写出正确的o词首字母并图词连线。另外在页子背面设计了一张空白宾戈单词游戏卡，老师解释了宾戈游戏规则后，就开始展示图片，学生就开始了这个游戏，在热闹积极的学习氛围中，学生自豪的宾戈声（成功了！）接连不断，成就感油然而生！

In order to further improve the students’memory of the Mm and Nn words, James provided a matching worksheet with pictures and words. Students drew arrows connecting the word to the picture. They also wrote down the correct first letter to each word. On the other side of the matching worksheet there was a blank bingo word card. After explaining the rules of the game, he began to show a number of pictures, the students started to play. The students entered an exciting learning environment，the students’ proud voices of “Bingos(I make it!) burst out continuously, a sense of accomplishment arose spontaneously.

PPT展现出Bingo游戏中用到的单词

All the words used in the Bingo game are presented on PPT

James在个别指导做练习的学生

James is coaching a pupil doing the matching worksheet

James教学设计清晰、完整、有层次，注重知识落实和自主学习能力的培养。他为学生创设了良好的英语环境，利用多种方法和手段进行教学，如歌曲、多媒体和游戏，通过自制图片做教具，训练学生记忆、识别和拼写单词的能力。教学主题贯穿始终，Bingo游戏，听一听、一指、读一读、连一连，练习方法很有效。学生表现积极，师生互动有序、有效，课堂充分体现出民主平等的良好学习气氛。他能较好地把握教材重难点，关注细节，课堂上注重对学生个别指导，也体现出以学生为中心的教学理念。

James lesson design is clear, complete and distinctive, he attached great importance to the implement of the knowledge and the cultivation of the ability of autonomic learning. He created a good English environment for students, using a variety of teaching methods and means, such as songs, multimedia and games. He used home-made pictures as teaching aids to drill students. The method of listening, pointing, reading and matching is of good result. With active students cooperating the teacher, the lesson was carried on orderly and effectively. His class incarnated democracy, equality of good learning atmosphere. James can grasp the key and difficult points of the textbook and pay great attention to details and individual guidance，which reflects also student-centered concept.

Lorena是一位教学经验非常丰富的老师，她周四下午在一（1）班上了展示课，这是这次活动最后一节课。课前两分钟复习问候词汇和会话，然后通过游戏强调日常行为规范，并引入一个新单词和动作。接着使用抽认卡和多媒体等教具，朗读字母读音、合唱字母歌，学生热情很快调动起来。

Lorena is an excellent teacher with rich experience. On Thursday afternoon in Class1, Grade1 she gave her demo lesson, which was the last one in this event. After two minutes’ greeting vocabulary and conversation questions, she reviewed rules and actions with game and introduced one new word and action. Then she led the students practicing phonics sounds and song, using flash cards, laptop, Ipod and dock. Quickly the kids’ enthusiasm was mobilized by her.

Lorena在课前几分钟强调日常行为规范

Lorena is highlighting daily behaviors at the beginning of class

Lorena 在领唱A-Z字母发音歌

Lorena is leading the chorus---the A-Z phonics song

Lorena在复习了上节学的F和G单词之后，又引入了字母H和一些新单词，利用宇航员张贴画、卡片和篮子同学生做游戏。她把抽认卡发给一些同学后，采用TPR教学法，模仿着宇航员边走边说，并做着与卡片上单词相应的动作，持该卡的学生起身把卡片放回篮子里。这样，她让学生直观形象地理解记忆了这些单词。接下来Lorena把学生分成两组，提问学生与刚学过内容有关的问题，使用PPT隐藏图i游戏，让学生举手抢答，然后移去屏幕上一个个方块逐渐露出图片，回答正确为本组赢得2分。这个游戏很有竞争性和创意，i果良好！

After reviewing F & G SSRW words, Lorena introduced the letter H and new vocabulary , and choral drilled them. She used astronaut poster, flashcards and basket to play games with the kids. Lorena handed out the flashcards to them, then she adopted TPR teaching method, imitated the astronaut walk, say and do the action words on the card, the pupil who held the card got up and put it back into the basket. In this way, the students memorized the words intuitively and vividly. Then she divided the class into two groups, asked the students different questions associated to previous learning , through PPT hidden picture game, the students eagerly raised their hands to answer. With every correct answer a number of squares are removed from the hidden picture. If students correctly guess the hidden picture they receive two points for their team. This game is very competitive and creative with good result.

Lorena采用 TPR教学法教授学生词汇

Lorena adopts TPR method to teach new words

Lorena 通过隐藏图片游戏检测学生所学内容

Lorena uses Hidden Picture Game to test the learned words

Lorena教学设计科学合理，教学目标明确具体，符合教学要求和学生实际。她教态自然亲切，语言感染力强，能够引起学生的兴趣，充分调动学生积极性。课前问候、聊天式复习已学内容，温故知新，过渡自然。活动形式多样，Hidden Picture Game很有创意。她课堂掌控能力强，能较好地驾驭SSRW教材&出色地完成了任务。TPR教学法贯穿课堂，肢体语言丰富，对单词记忆很有效。她的课让人感觉不慌不忙却又轻松愉快，学生&够学到很多知识。

Lorena’s teaching design is scientific and proper with clear and definite objectives, it conforms to the requirements of teaching and the students studying practice. Her kind and gentle manner makes her teaching with strong appeal, which fully arouse the students’ interest and enthusiasm. She reviewed the learned content in a way like greetings and chatting, naturally went to new knowledge. She used different forms of activities and games, especially the Hidden Picture Game, which is very creative. Lorena can take good control of the class, make good use of SSRW materials, and finish the teaching tasks successfully. She uses TPR teaching method throughout the class, with her rich body languages expressing her ideas, that is an effective way for the students to remember words. The pupils feel that they can learn a lot easily and happily in her class.

此次外教展示课活动，各位外教做了充分的准备，设计教案、搜集整理资料、制作教具，反复思考t善课堂各个环节。周校长、孙玉强主任和国际部刘主任等学校领导也积极参加听课、评委老师认真评析，班主任老师积极配合，取得了圆满成功。特别是参加过SSRW教材培训的各位评委，李红斌、赵静、孙丽萍、张先容、王琨、张洁、周雅婷、廖文文、李妍，为了参与此次活动，他们频繁进行调课，每次听课都进行了认真的点评，为我们综合评定提供了极具参考价值的依据，也让大家h益匪浅。外教的课堂虽然还有许多有待改进的地方，如课堂秩序的掌控、学生行为的规范、培养学生的信心、师生有效地沟通和交流等方面还是个挑战。但是我们相信，只要我们共同努力，中外教老师相互学习和配合，一定会打造出我校的高效英语课堂特色！

Before the event, all the foreign teachers made full preparations for their demo lessons. They carefully designed their lesson plans, collected and sorted teaching materials, made teaching aids, thought over and over again to perfect each step of the lesson. Principal Zhou, director Sun Yuqiang and Director Leo attended the lessons. All the judges listened and evaluated carefully. All the head teachers actively cooperated. Especially all the judges who had received the SSRW training, Tom, Vivian, Sunny, Christina, Jocelyn, Karo , Cici, Wendy and Lilian, they had to exchange their own lessons frequently to attend the demo lessons, and provided us with their valuable comments for the comprehensive evaluation. With all their efforts, the event was a great success. We benefit a lot from our foreign co-workers with their teaching concepts, styles and methods. Although there are still some aspects to be improved. For example, how to keep the class in order, how to regulate the students behaviors, how to cultivate the students’ confidence and how to improve the communication between foreign teachers and our students, all these problems are challenging. We believe, if we make our efforts, home teachers and foreign teachers cooperate and learn from each other, we can create more highly-efficient English classes with our own characteristics.