职称答辩，我抽到的是八年级下册59页，对应的是U8 Have you read Treasure Island yet?我讲的是57页的听说课。
我自己在准备的时候，都是用POA来进行的教学设计，POA是文秋芳教授团队创建的“产出导向法”，英文是Production oriented Approach，简称POA。驱动、促成、评价是POA教学的三大环节，驱动环节，呈现一个交际场景，制造学生的心理落差或认知缺口，让他明白：我学这些东西到底有什么用，明确目标激发学生的学习动机；促成活动环节，通过语篇的学习搭建内容、语言形式和语篇结构的脚手架，让学生明白通过文本学习可以获得任务达成的哪些知识；评价环节贯彻以评促学，把评价标准前置，标准需要具体，评价方式多元化。关于POA的介绍，大家可以看这两篇文章
【暑期培训2】听袁丽娜老师讲产出导向法理念下英语话题复习课策略
我把自己备课的逐字稿梳理了一下：
Good morning,boys and girls. Today we're going to learn Unit 8 Have you ever read Treasure Island yet? Section A 1a-2c.
Step 1：驱动
Today we have a very exciting project! Look at the screen. (展示班级读书角招募海报) This is our new "Class Book Corner"! We will share our favorite books and stories here.
But, I need your help. As the organizer, I need to know what books you have already read, so that I can plan our first meeting. For example, if most of you have read Treasure Island, we can talk about it. If not, I can recommend it to you.
So, our mission today is to create a "Class Book Map". In your groups, you will find out what classic books your group members have already read, and what they think of them. Then, you will present your group's reading map to the whole class. This map will be the first step for our book corner!
Now, think about it. To make this "Book Map" and talk about books with your classmates, what do you need to know? What questions do you need to ask?
转述学生的话：
En, we need to know the names of the books.we need to ask "Have you read...?"We need to describe what we think of them, it's interesting, it's good and so on.
Excellent! You've got the key points! So, to finish our mission perfectly, let's learn some useful expressions from our textbook. They will help us a lot!
Step 2: 促成
First, let's get to know the books on our book corner's recommendation list. Please open your book to page 57, look at 1a.
促成活动1：词汇促成 (对接 1a)
Let's match these famous books with the pictures.Do you know what the books are. Talking about them using" Picture 1 isAlice in Wonderlalnd." Got it?
（挑同学回答）You know all of the books. Have you heard of them? Great, you must be a book lover.
Now, which book do you want to read? Point to it and say "I want to read ___."
促成活动2：听力与结构促成 (对接 1b & 2a, 2b)
Great! Now, let's listen to the members' talking. (播放1b音频) Your task is: What books have they read? And what do they think of them? Please get the answers.
Have you got the answers? No, one time time? OK, go.
Who wants to share? This girl, please. En, Tina has read Little Women. And she thinks it's exciting.……（适当说一下听力的答案）
Now, knowing IF they have read the book we can ask……？Yes. Have you read ……？And then ask them……？ What do you think of it? We can also remmend this book using " This book is about……”
You did a good job.
Make a little survey like this, ok?
A: Have you read Little Women yet?
B: No, I haven't. Have you?
A: Yes, I have already read it.
B: What's it about?
A: It's about …….
B: What do you think of it?
A: It's fantastic.
Well done! You are almost ready for our final mission!
Step 3: 评价
Now, it's SHOW TIME! Let's start our group work to create the "Class Book Map"!
1. 个人准备 & 小组调查：
First, everyone, please think about your own reading. Which books have you read? Which one do you like? Then, in your groups of four, ask your group members: "Have you read ... yet?" and "What do you think of it?" Please write down their answers on your worksheet.
2. 小组决策与准备报告：
Now, based on your survey, discuss in your group and decide: Which book is the most popular or the most interesting one in your group? Then, prepare a short report.
Pay attention to our assessment.
Can you ask "Have you read...?" correctly? (Language)
Can you talk about the books and give your opinions? (Content)
Is your report clear and confident? (Structure & Confidence)
3. 产出展示与评价：
Time's up! Which group would like to present your "Book Map" first? Let's welcome Group 1!
Group 1 Representative: Hello! This is our group's book map. Li Lei has read Treasure Island. He thinks it's exciting. Han Mei hasn't read Oliver Twist yet. But we all think Robinson Crusoe is the best because two students have read it and they say it's fantastic. So we recommend Robinson Crusoe for our book club!
Wonderful job! You used our key sentences correctly! And your recommendation is clear.
Now, let's look back at our assessment and give yourself and your group a score from 1 to 5. How did you do?(呈现评价标准)
(学生进行自我评价和小组互评)
I'm so proud of all of you! Your reports are fantastic! From your "Book Maps", I can see that many of you are great readers. Now I have a very clear idea for our first book corner meeting. Thank you for your help!
Homework
1.Three sentences.
2.Write down your group report and polish it.
Class is over. Thank you, everyone! Goodbye!
我的课后反思是围绕POA的设计来进行的，具体如下：
Good morning, respected judges, now I would like to reflect on my teaching.
First of all, the highlights of this lesson are mainly reflected in three aspects:
Firstly, the lesson was carried out around a real situation. I first assigned a pre-task to the students to arouse their interest, and asked them what knowledge or preparations they needed to complete the task, aiming to activate their prior knowledge. Subsequently, I used the text as a model to provide linguistic and structural support. Finally, the students were guided to design and complete their own versions of the task.This approach is highly consistent with "Production-Oriented Approach (POA)". The pre-task plays a "driving" role, prompting students to realize what they need to learn; the subsequent demonstration provides necessary scaffolding; and the final production allows students to apply what they have learned in a creative way. The entire structure is like the bamboo stick of tanghulu , connecting all links of the class into a meaningful whole.
Secondly, timely and targeted formative assessment was built into the teaching process. During the students' practice, I walked around the classroom to observe their performance, recorded common linguistic errors and excellent expressions in real time. After the practice, I summarized the typical problems and highlighted excellent examples, providing specific corrections and praise. This formative assessment not only helped students identify and correct their mistakes immediately but also enhanced their sense of achievement.
Thirdly, attention was paid to the gradient design of language input and output. From listening comprehension to sentence pattern imitation, and then to free expression, the tasks were arranged from easy to difficult, helping students gradually build confidence and steadily improve their language application ability.
However, there are still some areas for improvement in this lesson: Firstly, the time arrangement was not reasonable enough. The listening practice took a little longer, resulting in not enough time for students' free oral output. Some students with weak English foundations, they don’t have enough time to express their own ideas, it affected the depth of oral practice.
So in future teaching, I will optimize the time arrangement between teaching and learning; pay more attention to individual differences, adopt different teaching strategies. I will continue to explore and improve my teaching methods to better promote students' English learning abilities.
尊敬的评委老师们，我想结合本节课的亮点与不足进行反思。
首先，本节课的亮点主要体现在三个方面：第一，这节课围绕一个真实情境展开：我首先向学生提出了一个先行任务，以激发他们的兴趣，并询问他们完成该任务需要哪些知识或准备，目的是激活学生的已有知识。随后，我利用文本进行示范，提供了语言和结构上的支持。最后，学生被引导设计并完成自己的任务版本。这种方法与“产出导向法”（POA）的原则高度契合。先行任务起到了“驱动”作用，促使学生意识到自己需要学习什么；随后的示范提供了必要的支架；而最终的产出则让学生能够以创造性和个性化的方式应用所学。整个结构就像糖葫芦的竹签一样，将课堂的各个环节串联成一个有意义的整体。
第二，将即时且具针对性的形成性评价融入教学全过程。在学生进行练习时，我巡视课堂观察学生表现，实时记录共性语言错误与优秀表达案例。练习结束后，我汇总典型问题并突出展示优秀范例，给出具体的纠错指导与肯定评价。这种形成性评价不仅帮助学生即时发现并纠正错误，还增强了他们的成就感，让学习过程更具效率和方向性。
第三，注重语言输入与输出的梯度设计。从听力理解到句型模仿，再到自由表达，任务安排由易到难，帮助学生逐步建立信心，稳步提升语言应用能力。
然而，本节课仍存在一些需要改进的地方：比如，听说环节的时间分配不够合理。听力练习占用时间稍长，导致学生自由口语输出的时间不足。部分英语基础较弱的学生未能充分表达自己的想法，影响了口语练习的深度。
在今后的教学中，我将优化时间分配，更加关注个体差异，我也会持续探索和改进教学方法，更好地促进学生英语能力的全面发展。
在备考过程中，我的答辩题目是这样做的，参考朋友发给我的答辩题目，思考自己平时的做法，比如我准备了一个教育家精神，我在豆包上输入指令：我是一名初中英语教师，马上要进行英语答辩，现在需要准备一个英文版的答辩题：如何践行教育家精神。请根据我的个人推荐，帮我写一个3分钟的英文答辩稿，要求语言尽可能口语化，方便背诵。
这是豆包生成的：我根据它的生成，进行必要的删减，让它尽可能地符合我的逻辑，我发现这样背起来，确实快了很多。
How I practice the spirit of educators .
First, keep the initial heart of loving education and students. Since I became a teacher , my love for kids has never changed. I’ve done small but warm things: telling students to say "sorry" to small trees after shaking them; staying at student’s house overnight to bring her back to school; even when I was six months pregnant, I ran around to raise money for a student with leukemia. For me, teaching is like watering flowers—we give love, and harvest the sweet of growth.
Second, pursue curriculum innovation to help students grow. After teaching for one year, I tried group cooperative learning: we had group dialogues, textbook plays written and performed by students, and English talent shows. To make learning fun, I spent hours designing word puzzles, learned mind maps by working overtime. Seeing students fall in love with memorizing words, understand knowledge frameworks easily, a I felt endless joy.
Third, keep learning to become a better guide. I keep on studying in my free time. I want to set an example for my students and my own two kids—they call me a "walking dream chaser". In 2019, I was a member of Henan Normal University as a postgraduate, learning from Professor Wang Caiqin. Later, I joined some English learning community like Li Pengyun’s studio ,laoliangdushuhui and so on. These experiences also helped me win many awards. Learning is a lifelong journey, and only by improving ourselves can we better help students.
Fourth, join public welfare to pass on love and strength. When I felt confused, I met the huochai . I applied for birthday funds and learning materials for students, and led rural teachers to carry out English drama projects through the "One Teacher, One Dream" program. We brought English picture books to rural kids, help them read in play, and staged picture book plays where students wore traditional costumes to tell Chinese stories in English. Seeing their confidence on stage, I knew: my mission is to find an interesting English learning path for rural students.
Looking back, the spirit of educators is not in big words, but in daily persistence—loving students, innovating teaching, lifelong learning, and giving back to education.
