授课点评
该选手作为英语老师来讲，具有较高的综合素质，这包括流利的口语表达、广阔的语言与文化知识面、亲切礼貌的教态、课堂组织的技能及泰然的应变能力等。
从教学内容上看，该选手就组委会指定的一段关于压力(Stress)的视频材料所讲授的听说课内容比较完整，教学重点突出，教学互动频繁，教学效果良好。
教学过程上，该选手从热情地与学生打招呼(Greetings)开始，到用视频导入预热(Warming-up)，再到介绍本讲主要内容(Part I Necessary Evil, Part II Mechanism, Part III Stress Relief)和教学目标，仅用几分钟的时间就把教学要点讲得清清楚楚。然后以“What is stress anyway?”解读定义为切入，运用头脑风暴的教学方法引导学生思考什么是Stress，很好地解决了教师唱独角戏的问题。学生踊跃地提到tired, crazy, cry, anxious, anxiety等，之后老师引导性地展示出nervous, pressure, sleepless, sweaty等词，与学生的Word List构成一个与主题相关的词汇网，为下面听与说的教学活动打下一个很好的基础，也为本讲重点之一的词汇教学埋下伏笔，激活了学生的相关词汇和知识。接着马上用Do you feel stress (stressed?) now?来引导学生与自身情况相结合，如学业的压力，层层引入到核心问题，之后展现：There are only two times I feel stress (stressed?): day and night. 配上漫画，形象说明了压力无处不在、无时不在的事实和道理，因而也就没有必要紧张与害怕。接着播出视频(Stress response helps perform under pressure.)，并就其内容进行词汇、语义的训练，如stress is a basic instinct, stress is a biological heritage, stress is a survival mechanism, 而后引出结论：当你面对压力的时候，巧妙地运用哈姆雷特的话语格式，Fight or flight, that is a question. 使教学效果一下子得到提升。总之，整个教学过程流畅自然、交互有序、一气呵成。教学媒体使用也非常到位，音视频、图形图像等运用适度，有效地辅助了整个教学。
该选手在提问环节表现得自然、礼貌，对所提问题及时地给出了自己的理解和回答，表现出色。
如果一定要提出可以继续努力的地方的话，以下几个方面仅供选手参考。
第一，大赛明确规定本授课的课型是“(视)听说”课，课程设计的各个环节是否应按“听力理解”和“口语表达”为重点教学目标？而授课过程中很突出的、选手在授课中和答问中反复强调的一个重点是词汇教学，而且占用了主要的教学时间、师生互动、讲义空间等，这似乎有点偏离听说课的主要方向。
第二，具体的教学活动的设计也有改善的空间，比如刚播放第一小段录像，就用翻译的形式练习其中的短语kick in是否适当值得商榷。选手给出中文句子“在美国，圣诞季通常始于十一月底”，(选手引导学生译出的句子In America the Christmas shopping season usually starts to kick in at the end of November.)让单个学生马上字对字翻译成英文，并一定要用该短语。且不说这样译后的句子是否符合英文的表达习惯，如介词短语一般不放句首，单就翻译的形式是否适合用来做听说的教学方法就值得讨论。如果选手能用音频的形式播放5个带有kick in的句子让学生听和理解，教学效果是否会更好呢？
第三，在问答阶段，选手所回答外教的两个问题还欠充分。外教根据大赛的要求和选手的授课提出的第一个问题是(观录像整理，可能有个别不准确之处)：
You have used a part of the video you were given and you substituted with your two or three extra bits of audio-visual materials. I was wondering whether you could explain the main language skill focus in your lesson today? And how much have your students gained today in terms of language acquisition?
该问题实际上是两问，但属于一个方向。外教显然已听出选手把词汇教学作为教学重点有些偏离了听说课应主要训练学生“听”和“说”的语言技能这个方向的，因而想听听选手如何justify这样的教学安排。下面是选手的回答(观录像整理，可能有个别不准确之处)：
As you can see, maybe there's not too much task in my PPT, but I think there are two types of input, the first one is the written text, the second one is oral. As you can see, throughout the whole process, I am giving a lot of oral input to my students and I believe it is very important for the language acquisition. And also personally I think this topic is very difficult. Why, because the students have no or very little background knowledge about it even if they experienced what stress is every day on the daily basis. So as you can see, I try to focus on the vocabulary building throughout the whole process. At the very beginning there is a brainstorming. According to my handout, you can see the first task is called brainstorming task for vocabulary mining, so what I did is try to activate the students' schema about this topic. The topic is little bit difficult and during the process there are two big words so that's why I set some time on these two words and also students find these two words are very difficult to pronounce. So you can see through my own efforts, I try to tell my students the logical connection between pronunciation and spelling. So I guess this strategy training will do them a lot of good in their future language learning because I really hope my students even without taking my class they can become autonomous learners. And even after they graduate from the college they can carry on their life-long English learning in a sustainable way.
从选手的回答我们可以看出，选手还应在准确理解问题上及如何合乎逻辑地组织语言、简明扼要地回答问题上下功夫，比如我们从回答中并未明确看出选手把词汇教学作为重点与听说技能训练的紧密关系，而这正是我作为评委想听到的内容，而把一点词汇学习与学生终生英语学习联系在一起似乎有点牵强。选手也没有回答外教问题的第二个方面，即学生到底从你的这一课中学到了什么。
外教的第二个问题：
The video clip contains a number of low and a number of medium frequency words, how do you differentiate this in your teaching and how do you make sure that your students retain the words that they would actually use in their future life?
外教在提问前就说明，因为选手对第一个问题的回答多讲词汇问题，她仍追问这个方面。这也是一个含有两个方面的问题。选手的回答如下：
According to second language acquisition theory, according to Krashen, if you want to make some progress in your language acquisition, you should receive a lot of comprehensible input. But as far as I know this is not enough. According to Swain's output hypothesis or according to Long's interactive hypothesis there should be some interaction between input and output. And students' output should be firmly grounded on what they just learned in class so I tried to activate what they learned in class into their real practice so as you can see, for example, the phrasal verb kick in, I tried to ask my students to do some translation from Chinese to English. If they can apply what they've just leaned I believe for the second time for the third time they will know how to use it in their future life. This is my humble understanding. Thank you very much.
这样的回答与所问相去较远，可以说答非所问。产生这样结果的原因或许是由于赛场气氛紧张，选手并没有完全听到问题第一个方面中的关键词differentiate和第二个方面的retain吧。
点评专家：贾国栋教授
戴家琪老师英语口语表达流利，课堂掌控能力和应变能力突出。教学内容上，能自如运用功能建构主义及多模态等现代教学理论，教学目标明确、合理；教学重点和难点选取准确；教学内容详略得当；课堂上听、说训练相互交融，有机结合；关于语言知识的讲解、技能操练、主题拓展和必要百科知识导入等课堂教学任务安排科学合理。教学过程中，能根据自己设定的教学目标，合理恰当地完成讲授任务；对教学重点和难点的阐释切中要害；能以学生为主体，教师为主导，积极有效地展开教学；课堂师生互动自然顺畅，提问符合学生认知能力和语言学习需求，并能根据学生反应适时调整语速及授课方式；多媒体技术娴熟，对教学的多模态支撑恰到好处，无喧宾夺主之嫌。教学效果方面，在授课过程中不唱独角戏，能有效调动学生积极性，引导学生积极参与课堂活动。此次展示可当做一节不错的示范课。现结合其教学演示过程，择要作如下具体点评。
1. 教学内容安排恰当。戴老师把教学内容确定为stress as the necessary evil, the mechanism of stress 和stress relief三部分，教学重点放在前两部分，第三部分一点而过，作为家庭作业交给学生课后处理，这样安排详略得当。
2. 教学内容明确，教学目标清晰。戴老师设定的目标有两个：一是You'll be able to answer the question with confidence what is stress anyway，二是You shall be more capable in talking about stress in English. 当师生有此清晰目标后，有限的教学时间就会得到充分有效的利用。这对组织教学和增强教学效果无疑至关重要。
3. 教学过程环环相扣，形成相互关联的逻辑链条，给人脉络清楚、过程简洁的积极印象。教学目标清晰，教学安排就简单有序。戴老师PPT和课堂互动双管齐下，从挖掘与stress相关的表述入手，辅以“when do you usually feel stress(ed)?”的问句和“There are only two times I feel stress(ed): day and night.”这种既幽默又寓有含义的回答来开启第一部分教学活动。较轻松地完成第一部分教学任务后，分四段，从导入“kick in”短语开始，基于stress的“psychological”和“physiological”两方面特点完成对stress机理与优缺点的分析与描述，从而结束第二部分的主体内容。从第二部分第五段简单引入消除stress负面影响的若干小窍门开始，将其与第三部分的“stress relief”一并归入学生的家庭作业，并结束此次课堂讲解，一气呵成，形成系统。
4. 戴老师课堂的另一特点是听、说相随，语言知识讲解、技能操练、主题拓展和必要百科知识导入相互交融，浑然天成。要让学生能用英语自信自如地完成对stress的描述，要求学生不仅要掌握相关语言知识、语言技能，还要有与stress相关的专业或百科知识。为实现该目标，戴老师引导学生一边听，一边说，听说相随，相互交融，以内容为依托，提高言语交际能力。这是符合语言学规律的科学做法，言语交际听说并行。他把听说训练融为一体的同时，时刻不忘语言知识与语言技能的整体性和关联性，透过听力找单词，基于单词练句子。从关注诸如adrenaline，cortisol，kick in等特殊单词、短语的读音、拼写、意义、用法开始，始终把教学目标落在教会学生使用完整话语表达自己思想这个关键点上。坚持语言知识讲解与技能操练交融，重点落在技能拔高上。这符合建构主义教学论的宗旨，无疑是科学有效的。此外他在讲解专业知识的同时也不忘引导学生对语言知识的把握以及对语言技能的操练，因此确立语言知识、专业知识和语言技能三位一体、最终服务语言技能提高的目标。
5. 巧用多媒体，多模态效果凸现是戴老师教学的另一亮点。他对PPT信息框的立体动态利用可谓淋漓尽致。灵活挖掘PPT调节课堂气氛、增加教学表述多样性、帮助学生增强对相关语言知识的记忆、以可视标题彰显教学安排的系统性等积极功能，但又不让教学道具喧宾夺主，实为灵巧。
戴家琪老师对两个问题的回答基本到位。
因为是比赛，戴老师讲课还略带表演成分。此外，戴老师在知识结构的宽、广度上尚有精进空间，教学深度还可继续拓展，个别单词的发音还可再准确些，但瑕不掩瑜，而学无止境。
点评专家：向明友教授