This is the most difficult for candidates to speak on stage. After all, they will feel nervous on stage, lack of confidence in the lecture, unclear pronunciation, intermittent expression, and even unclear expression when asking questions, which finally affects the effect of asking questions.
In short, practice makes perfect, in the trial, to express clearly coherent, give the examiner a good impression.
Some friends said that my psychological quality is poor, on stage on the nervousness, the class representative can only use this trick, practice more, read “I and my motherland”? The flag-raiser and flag-bearer scene, practice makes perfect directly forms muscle memory.
Otherwise, there is a gully in the heart, but the language can not express, it is very painful.
There is also the interactive part of asking questions. In the trial lecture, candidates ask questions and then assume that the students have answered the questions, and then simply report them. You’re the director. You have to write the script before you go on stage.
Practice several classes of lesson plans in advance, improve your writing speed, design the introduction and questions in advance, think of a few brilliant golden sentences, in writing lesson plans and even before the preparation of the exam to imagine the various forms of questions and students’ answers. This avoids the temporary organization of language, due to the tension and resulting in words.
2. Pay attention to speed and pauses
As a result of the trial lecture, teaching plans are prepared, some candidates in the trial lecture, will give the examiner a feeling of “Mo got the feelings of the back manuscript machine”. This is very different from the tone of “speaking”. So remind candidates in the trial, to avoid “reading” and “back” feeling.
So how do you avoid it? Mainly through pauses and changes in speed to highlight the point. For example, when you ask a question, you should vary the pace and tone of your voice. The speed of your question depends on the type of question you ask. The intonation of questioning should also be different from that of lecturing. The tone of questioning should be interrogative intonation, rising tone or falling tone.
Pause after explaining an important point or asking a question. Many examinees in the practice, accustomed to just put forward a question, immediately find a classmate answer. Or to continue the content without a pause, leaving no room for thinking, which is not in line with the actual teaching situation.
Pause for two or three seconds to give the students time to think. Pay attention to the pace and pauses. This will immediately give the examiner the impression that he is listening to a real class.
First write word by word draft, and then open the mobile phone recording save, to see the correct demonstration, adjust their own voice tone, make their own trial speech more like a teacher.
3. Assignment and distribution
In the trial lecture, there must be students’ answers and feedbacks to the questions, so attention should be paid to the choice of students.
Generally, there are four forms of class questioning assignment and assignment:
Raise questions and answer them by name;
Put forward the question everybody answer;
Ask questions and answer them yourself.
The question will not be answered.
In the trial lecture, the commonly used form is to ask questions and answer by roll call: that is, the teacher raises a question, and then designates a student to answer. The way to ask questions is: “Which student can tell the teacher……” “Please A students answer” “sitting in the last row of the classroom that boy, you say” “we ask the most active Xiaoming students to answer” and so on.
When the students answer, pay special attention to the students sitting in the back and on the sides of the classroom. This shows the teacher’s concern for all the students.
When it comes to posture and field control, one-on-one movement guidance and experience sharing are very necessary for the first interview partners. It is recommended to find the partners who have been interviewed to share their experience.
4. Evaluation and feedback
During the trial lecture, the teacher must evaluate and give feedback to the students’ answers.
The new curriculum reform emphasizes the diversity of teaching evaluation, and there should be classroom evaluation in class. After the students answer the questions, the examinee can give timely evaluation feedback, which shows the examinee’s grasp of the new curriculum reform concept. The most common way of classroom evaluation is teacher evaluation. This is also the examinee most easy to operate one of the evaluation methods.
“That’s right.” “That’s very nice of you.” In addition, there are other student evaluations, or students’ own evaluations, of course, these are ultimately reported by the candidates themselves.
“Do you agree with his answer just now? (pause), everyone thought he answered very well…” “Do you think you just read the love of home? (pause), well, it’s a little quiet, but louder would be better.” Generally, the evaluation of students should be based on positive and affirmative evaluation.
Instructional evaluation and teacher-student interaction are important points in the trial presentation. It is definitely not a matter of simply asking questions and “you answered well”.
To practice teacher language well, you need to simulate the classroom environment, anticipate a variety of student responses, and come up with solutions to those responses. Show the judges that you are teaching resourcefully, rather than just reading from a dry book.
You need to systematically study the content of teaching evaluation before writing the teaching plan, and be able to imagine the reaction of all kinds of students in the teaching, and further give solutions.
This point, or need to spend time outside the template, thinking and practice, clear your mind, on the examination room to show it.