听力课试讲教案
Grade level: First grade of high school Leon type: Listening Duration: 45 min Teaching objectives 1) Enable students to master different listening skills 2) Help students to learn more about …..Teaching aids: Multimedia devices; blackboard Teaching important and difficult points 1) Help students to understand the listening material 2) Encourage students to apply listening skills when listening to the material Teaching procedures Step 1 Warming-up (2min) Show some pictures to the students and have a free talk with the students.Step 2 Pre-listening (5min) Organize the students to have a brief discuion about the topic.Invite some students to share their ideas with the cla.Predict the main idea of the paage.After that, present new words and expreions to the students.Step 3 While-listening (25min) 1) Listen for main idea Ask Ss to listen to the paage but do not look at the questions, ask them to get the main idea of the paage.Invite students to share their ideas.2) Listen for answers to the exercises/detailed information Ask Ss to listen to the paage again.This time ask them to try their best to get answers to the questions.After listening, check whether Ss get the correct answer, and ask why.3) Play the tape again, focus on the part where they did not get the right information.Do you have any questions? Step 4 Post-listening (10min) Show them the listening text and ask them to read it aloud together.Step 5 Summary (2min) In this period, we mainly focus on the listening ability.It’s very important.If your listening is poor, you’d better practice more.The more you listen to English, the better your listening is.Remember: Practice makes perfect.Step 6 Homework (1min) 1) Read the listening texts again and try to retell the paage in your own words 2) Search more information about ….口语课试讲教案
Grade level: First grade of high school Leon type: Speaking Duration: 45 min Teaching objectives 1) Students will be able to use some important words and expreions 2) Students will be able to expre their ideas or thoughts clearly.Teaching aids Multimedia devices; blackboard Teaching important and difficult points 1) Help Ss to master the expreions of giving advice: 2) Talk about … by using … Teaching procedures Step 1 Warming-up Show Ss some pictures of … and ask students to describe what they are doing.Step 2 Lead-in Play the tape and ask Ss to listen to the dialogue.Ask Ss to predict what we will learn today.Step 3 Provide key sentence patterns & expreions Provide Ss useful sentence patterns and expreions to expre …..Step 4 Role-play/ Discuion Give the Ss a situation, and ask the Ss to work in pairs and make up a conversation.Ask the Ss to discu the topic with their partners.After that, invite Ss to present their ideas in front of the cla.Step 5 Summary In this period, we mainly focus on how to….It’s very important.You should know how to … in real life after this period.You should memorize the useful expreions we learned today.I hope you can practice more after cla.Remember: practice makes perfect.Step 6 Homework 1) Collect more expreions and sentence patterns that can be used to expre …..2) Find a partner to practice how to … in different situations.词汇课试讲教案
Grade level: First grade of high school Leon type: Vocabulary Duration: 45 min Teaching objectives 1) Enable students to know the meaning of new words and grasp the usages of such important new words 2) Enable Ss to use such new words in their own writing or speaking Teaching aids Multimedia devices; blackboard Teaching important and difficult points 1) Explain the meaning and usage of the words to the students 2) Enable Ss to use the new words when they expre themselves Teaching procedures Step 1 Lead-in Revision.Last period, we have finished the reading of the paage.Now we will learn the new words in the paage.Let’s look at the underlined/italic/bold words.Step 2 Gue Ask Ss to gue the meaning of the words in the context.Or give students some examples and ask Ss to gue the meaning of the words.Step 3 Explanation Explain the meaning of the words to the Ss.After explanation, present the usage of the words to the students and provide examples to help them understand how to use them.Step 4 Practice Ask the students to make sentences with new words by themselves.Invite Ss to share their sentences with the whole cla.Step 5 Summary This, period, we have learnt several new words:...we have learnt the usage of these new words.I hope you will memorize these words, as well as the usage of these words.I suggest you use the new words as often as poible.In this way, you will know how to use the words, instead of only knowing the meaning of the words.Step 6 Homework 1) Look up these new words in the dictionary, and get more meanings and usage of them in the dictionary.2) Finish Exercise 2 on page 11.
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New words: New phrases: Step5: Summary Ss summarize what we have learnt and key points.Make an aement on each group.Step6: Homework Write a diary with simple past tense.Blackboard design： Title: Questions: New words : 文章线索（便于复述）
口语课教学过程：看图，问答练习，重点句呈现讲解，小组练习，展示成果 Teaching Objectives: 1.Be able to master the following words and sentence pattern.And learn the expreion of giving advice .2.Be able to talk about one‟s health problems and give advice fluently 3.Improve the cooperative spirit and care more about yourself and your family members‟ health.Teaching Aids: Pictures, a tape recorder and ppt.The teaching Focus: 1.Master the following words and sentence pattern.2.Master the expreions of giving advice The Teaching Difficulties: 1.Students may find it difficult to remember all the target new words in the cla; 2.Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience.Teaching procedure: Step1：Warming up Greet Ss by asking them: How are you today? Then I‟ll tell Ss that I‟m not feeling well today (Write the sentence on the blackboard and guide Ss to read it.) and get Ss to gue the reason freely.If Ss can‟t get the answer, I‟ll tell them that I didn‟t have a good sleep last night.So I have a headache.(I say this by doing a gesture) Step2: Presentation of words and sentence patterns 1.Let one student imitate he has a kind of disease and ask the cla gue what „s the matter with him.Use the following sentence:”what‟s the matter with him?” “I have a stomache.”
2.Show Ss pictures of diseases.( Write the words on the black board.) Step3: Pair work Ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What‟s the matter? I‟m not feeling well.I have a … Step4: Presentation of expreions of giving advice Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldn‟t do… During this activity, some phrases will be learned: ...Step5: Role play 1.Show the sample dialogue and ask Ss to complete it according to the picture orally.Ask Students to make a four -people group, one of them is a doctor, the other three are patients.Ask the Ss to role play a dialogue .A: What‟s the matter with you? B: I‟m not feeling well.I have a _______.A: When did it start? B: About______ ago.A: Oh, that‟s too bad./ I‟m sorry to hear that.You should/shouldn‟t ________ and you should/shouldn‟t ________...B: Yes, I think so.A: _________________.B: Thank you, doctor.Step5: Summary Ss summarize what we have learnt.Make an aement on each group.Step6: Homework Try to make a story according to the dialogue.Blackboard design： Title: New words and phrases : Sentence pattern : 语法课：复习导入，查找标记相关句子，总结规律，练习（造句，讨论） Teaching objectives: 1.Enable the Ss to know the uses of adjectives ending in -ing / -ed and the differences between them.2.Master the following words and sentence pattern.Main word and Expreion: amazed, amazing, interested, interesting, bored, boring.Main structure: The claroom was amazing.I was completely amazed by the claroom.Teaching aids: Pictures, a tape recorder and ppt.Teaching important points: Get the Ss to know the differences between the adjectives ending in -ing and -ed and learn the uses of them in the sentences.Teaching difficult points: Understand the differences between the adjectives ending in –ing and –ed and apply them in the sentences .Teaching procedure: Step 1 Lead in Greet the students and say some words which includes the language points.Then tell them what we are going to learn is the differences and uses of the adjectives ending in –ing and –ed .Ask students to think about the question below and try to figure out the right answer.---Can you make a distinguish between the two sentences? I am bored.I am boring .Step 2 discovering and explaining.Ask the students to read the text and try to find out the sentences which have the adjectives ending in -ING and –ED.Try to find the differences and understand the meaning of these adjectives.Step 3 Group work Let students work in groups and have a discuion.Try to find the differences of these adjectives and explain the meaning of these sentences according to the context.Step 4 Conclusion and exercise Invite students to make a report about their group discuion and teacher will make a conclusion according to their report.Find the grammar rules: 1: The –ing form describes the people or things that cause the feeling;（令人„）2: The –ed form tells us how people feel.（感到„）
Give some examples to show what they have learned and ask students to do exercise and check the answers.Fill in the blank with the correct forms of words.It is a ____ (bore)party and I feel__(bore).Step 5 Homework 1.Find out more adjectives ending in -ing and -ed and sentences.2.Use the -ED and -ING form of the words “bore” “interest” “amaze” and “embarra” to make sentences.Blackboard design： Title:
Teaching procedures:
Step 1: Greetings
T: Good morning, everyone.
S: Good morning, Mr Dai.
Step 2: Lead-in
T: My lovely Ss, please look at the screen.What is the topic of our cla?
Ss: Unforgettable experiences.
T:Yes.Please use one word to describe it, such as “happy”.S1:…
S2:…
… …
T: perfect, all of you are knowledgeable.
(Ask Ss one by one, and choose some words write down on the blackboard.)
T:Okay.You see, all of you used many different words to describe, like…(write down on the blackboard.)
Step 3: Activities
1.Acitivity1: Telling story
(Make a short conclusion)
T: Different people have different understanding of our topic.Now, look at the screen, I’ll show you some aspects of our topic.First, unforgettable experience sometimes means something leaves deep impreion on you.Such as……(the words of Ss’) It also can means events, some are good, and some are bad.(Olympic Games, natural disasters, etc.) Or, it may be means something very meaningful.And, it also can means your unforgettable trip; you went to some famous places.For example, went to zoos.Yes, I have gone to Linyi Wild Zoos last week.I saw many different kinds of animals there.It’s so enjoyable and meaningful.You can see the pictures….Do you want to know more information about my “Zoo’s trip”?
Ss: Yes.
T: OK.Let’s see it together.
(Present the route of my tour on the blackboard or ppt, use First—Next—Then—Finally to describe.)
T: Look at my route on the Blackboard:
(My own experience:
It was a fun day.I went to Linyi Wild Zoos with my friends.First, we took on the bus at bus station.Because we would see many dangerous and ferocious animals such as lions, tigers, wolves , etc.After about half an hour, we backed to the station.Next, we walked to see some gentle animals like pandas, different kinds of birds, monkeys, swans and so on.Then, we went to see the animals’ shows.They are so lovely, interesting and smart.Finally, we went to the restaurant to have dinner.Although all of us were very tired, we were happy and enjoyable.)
T: How do you think of my experience?
Ss:…
T:But I believe yours must be better than mine.Now, working in pairs, share your own unforgettable experiences with your partner.
T:I can see all of you are eager to tell your stories...., who do you think has the most interesting story in our cla?
S1:**.
T:OK.Thank you.
Jack, please share your unforgettable experience.
S2:…
T:You say that… Whose story are you interested in , you can call his or her name.
…
…
T.All of you did a very good job.And I am very proud of you.Give you a big hand.If you want to know more, you can communicate with your clamates after cla.
2.Activity2: Making story
T: Next, let’s play a mini-game.
Looking at the blackboard, there are two faces, one is… the other is…
I will ask two students to write down some relevant words or phrases.
… …
T: Now, I have several envelopes in my hands.Do you want to know what is it in it?
Ss:Yes.
T:Okay.I will divide you into several groups.Each group chose one envelope.And you will know the secret in it.
(Making the short dialogue according to the paper in envelope.After they finished, ask one student of each group to stand on the stage to tell their story.)
Step4: Summary
T: We have learned many useful words, phrases, and sentences to describe our own experience.In next days, you can use them to talk about things, people and events in your own daily life.
Step5: Homework
T: After cla, each group prepare a play according your story.At next cla, you will have a role play.Are you clear?
高中英语教师资格证面试教案模板二
Teaching Objectives(教学目标)
1.Language Objectives (知识目标)
2.Ability Objectives(能力目标)
(1)Enable students to …
(2)…
3.Moral Objectives (情感、态度及价值观目标)
(1) Help students to learn that…
(2) …
注：
1.Teaching Objectives的三个目标可以根据授课内容不同加以取舍。
2.语言目标主要包括本课将讲授的重点单词，短语或句型结构。
3.能力目标指对学生听说读写能力的培养。
Important Points(教学重点)
1.Master two important reading skills
2.…
Difficult Points(教学难点)
1.How to analyze the text and grasp the main idea of the text;
2.…
Teaching Methods(教学方法)
1.Communicative Approach .........
2.Teaching Aids: a tape recorder, a projector and a computer …
1.注：教学方法根据教学内容选择。
Teaching Procedures(教学过程)
Step I Lead-in (1 mins) 导入
1.…
2.…
注：Lead-in部分是通过复习、图片、问问题、提问、讨论相关话题等教学手段引入本节课的授课内容。
Step II Fast Reading (3 mins) 新课学习
注：Reading是通过 skimming 或scanning等教学手段使学生对课文大意，或课文结构等有所了解。
Step III Important words and phrases: (3 mins) 新课学习
Eg.1.apply for …(顶多讲两个!)
2.…
注：词汇课是通过对单词或短语的讲解使学生对具体知识等有详细了解，并通过小题练习，或者互相提问相关问题理解并掌握运用知识。
Step IV Careful Reading (5 mins) (顶多讲两个!)
注：Careful Reading主要是处理课文中较难的单词，短语，句子结构，或课文篇章理解。如：
Eg.1.The teacher is a very enthusiastic woman called Ms.Shen.
called Ms.Shen 是过去分词短语作定语，与所修饰的词之间存在着逻辑上的被动关
系，相当于定语从句who/that was called Ms.Shen。 如：
---We visited the new library built three weeks ago.
---The first textbooks written for teaching English as a foreign language came out in the 18th century.
---Most of the artists invited to the party were from South Africa.
注：短语一般放在被修饰词之后，单个过去分词放在被修饰词之前.
2.…
Step V Summary (1 mins) (小结)
注：Summary 是总结讨论本节课的学习内容。如：
We have known the Likang’s life at Senior High, is your English claroom like Likang’s? Is your cla the same size as his? Is the number of boys and girls the same? Are you looking forward to doing your English homework? Now please discu with your partner and compare your school life with Likang’s.
Step VI Homework Aignment (1 mins)(作业布置)
