时间

教师活动

学生活动

建议与评论

8:33

Greets Ps

Introduces T self

Invites 2 Ps to greet audience

Greet T

Listen

2 Ps greet

Knowing Ps’ names help Ps get closer to teacher and be willing to make great efforts to finish what T asks to do

8:34

Invites Ps to watch a cartoon clip

Watch

It really works but is a bit long as an activating activity.

8:38

Introduces new words of animals by showing to Ps and the pronunciation of some letters in words in red: grasshopper, caterpillar, butterfly, ladybug, roly-poly bug

Try to read the names of animals

Do the Ps (who does not seem very close at English)

8:44

Asks Ps: Do you like bugs?

Express their love to dugs

8:48

Leads Ps to read the cover, author, illustrator, title

Follow the flow.

8:50

Leads to get the preview of the main character, ant, ant’s dad, stag beetle

Listen and try to follow

8:56

Asks Ps to predict: What will happen? Asks 1 P to present her prediction 20 seconds later.

1 P present: Glass

Time is too short.

8:57

Leads Ps to comprehend new words and sentences by pictures, flash, and realia (a paper-made hollow log)

Listen and follow with Yes- No short answers and phrases

This can help Ps understand the words and sentences in the story. But can this help Ps understand the story as a whole and draw the lesson?

9:13

Introduces the story in whole

Listen

9:16

Asks Ps to read the story and finish the work sheet after class and share with parents

Assign homework in Chinese

Presents samples by BJ Ps

Listen and follow

9:18

Ends class

Farewell with T and audience

总评General Comments

1、非常好的绘本，非常好的引导式阅读，阅读材料明显高于学生水平，老师努力完成引导阅读活动，不过学生实际收获有多大、在哪里（语言？心智？素养？），尚不清楚

2、故事语言呈现丰富，适合学生

3、什么样的故事适合先整体理解、再细节教学，什么样的故事适合先细节理解、再整体理解

4、是否有可能培养学生自己的想象力，问题解决能力，情感调节能力等

时间

教师活动

学生活动

建议与评论

9:27

Greets Ps in a low speed

Greet T

T’s speaking speed helps Ps catch the instructions clearly and more easily.

9:28

Introduces the main character to Ps: Hamster Pickle and his new home

Asks Ps: Do you like it?

Listen

Express by words

9:31

Invites Ps to read the cover by asking easy questions

Offers instructions in Chinese sometimes

Listen and follow

Code-switching can really help.

9:37

Leads Ps to sentences of the story

Invites Ps to predict the following happenings in pairs

Teaches some new language items by pictures, cartoons, actions (go up, spin, dizzy)

Offers encouraging words

Listen and follow

Learn new words

Teaching events are appropriate for 2 graders.

9:53

Invites Ps to listen to the whole story

Listen

Under what conditions is it good to invites Ps to listen to readers?

9:55

Invites Ps to share the pictures of the story in pairs

Read the pictures

9:57

Invites Ps to read the story aloud after the recording

Listen and follow to read

9:59

Invites Ps to read the story aloud in pairs

Read aloud

Is it necessary to read the story aloud?

10:01

Invites Ps to find i

Found all the words and then call them out

10:03

Asks Ps to race to read the words with i

Most can read all the words correctly

Phonics reading can help.

10:05

Invites Ps to summarize the story: They can…

Summarize the story

总评General Comments

1、基于学生水平，使用恰当的教学语言语速、汉语教学指令、帮助理解的行为动作，表现出典型的基于学生进行教学的理念

2、同前一节课一样，是先整体理解故事、再细节理解，还是先细节理解、再整体理解，是否应基于故事与学生设计？

3、发现归纳式的phonics教学，有助于学生认读词汇

4、是否需要通过故事阅读培养情感（他人熟睡，不打扰，为他人着想）？

时间

教师活动

学生活动

建议与评论

14:02

Greets Ps

Tries to activate Ps to speak at the top of voice

Asks about T’s name and where she’s from

Greet T

Get activated to the top of voice

Answer

14:03

Presents animal, colour,  clothes, words and activate to speak at the top of voice

Asks Ps to find the word animal, colour, clothes in the word cross

Call out the words

Find the word

14:07

Asks Ps which clothes is for summer

Leads Ps to new words: sunglasses, sandals…

Teaches sound of new words

Invites Ps to talk about what they eat in summer

Invites Ps to talk in pairs about what they like to do in summer

Invite individual Ps to present

Corrects Ps’ errors by asking Ps to say: I like to swim…

Answer

Learn new words

Some Ps present: I like to swimming…

From individual work to pair work can make pair work more effective.

However, inviting Ps to present in pairs after pair work will be more reasonable. Or, why do we need to ask Ps to work in pairs?

Is it easier to correct to ‘I like swimming’?

14:19

Invites Ps to listen to a poem but recording in plain text format

When 1 P presents an incomplete sentence, praises the effort

Listen

It is good encouraging assessment but is it better to present the complete sentence to this pupil?

14:23

Presents the first para and invites Ps to read sentence by sentence in chorus.

Invites Ps to recite Para 1

Invites Ps to work in groups of 4 to learn Para 2 by themselves

Invites Ps to read Para 3 and answer questions

Read

Recite together with T

Learn in groups

Why should Para 2 to be learnt in groups and by themselves?

14:35

Invites Ps to say words and sentences in floating boxes on the screen

Look and say

14:37

Invites Ps to read the whole poem and sing with T after the melody of Do Re Me

Read

Sing with T

Why singing it is necessary?

14:41

Invites Ps to write a poem by completing sentences after the learnt poem

3 Ps present their poem without rhyming

Why writing poem is necessary?

14:45

Assigns homework

Listen

总评General Comments

1、很顺畅的诗歌教学，尤其是其中的语言内容

2、诗歌的韵律特征是否需要受到更多关注？

3、尽管会议手册所标注的是语音教学课，教学更倾向于诗歌理解，可以帮助学生更好地学习语言只是

时间

教师活动

学生活动

建议与评论

15:10

Greets Ps

Interact with T

15:11

Introduces T’s family and their hobbies to Ps

Makes cute sounds

Talk about T’s family using given info

The sounds can make boring items interesting.

15:15

Draws a boat on Bb

Teaches words of shapes

Presents new words: sailing, stormy waters, sky, bird…

Look and listen

Read after T

15:20

Leads Ps to the first part song by listening and asks Ps to answer: What is the song about?

Listen

Answer: Sailing

It is appropriately presented.

15:23

Invites Ps to listen and complete part of lyrics, presented words some Ps may need

Learn Para 1

When offering instruction in Chinese, uses foreigner’s tones or abnormal actions

Listen and complete

Learn

When you have to offer uninteresting items but want to make it interesting, you can introduce them in an interesting way.

15:35

Invites Ps to learn Para 2

Teaches be doing by presenting video clips

Helps Ps say: He’s teaching from their own mouth

Learn

Answer and give replies

After 4 Ps failed to say ‘He’s teaching’, 1 P offered the correct answer.

15:45

Invites Ps to rewrite the lyrics after T’s demo: I am reading…

Asks Ps to work in groups to rewrite and prepare for presentation

Offers instructions in Chinese

Using Chinese when necessary makes teaching more effective.

15:50

Invites Ps to present their song

After presentation, asks questions to Ps

Encourages Ps to sing their songs to their parents

8 Ps presented their singing

Answer

15:53

Invites Ps to sing the song together

Invites Ps to sing goodbye to T

Sing with T

Do with T

总评General Comments

1、非常合理、清晰的歌曲教学过程，从情境导入、歌词导入、曲调导入，到歌曲学唱、语法学习、自我创编，形成很好的输入-学习-产出的过程

2、充满情趣的课堂教学，使学生自始至终在愉悦中学习

3、板书中若有适度的be doing 呈现，或许可以帮助学生更好地巩固语法

4、歌曲语义较为深刻，学生可能以后才能真正领会，既然学生自我理解较为困难，是否需要适度提示？