高中英語語法試講教案.doc

_語法試講教案Grade level: First grade of High schoolLesson type: ReadingDuration: 45minTeaching objectives1) Help students to learn the usage of .2) Help students to grasp the sentence pattern of.Teaching aidsMultimedia devices, blackboardTeaching important and difficult points1) the sentence pattern of2) some special cases3) enable students to use in real lifeTeaching proceduresStep 1 Lead-in (5min)Show some pictures to the students and ask them to describe the picture. 引導(dǎo)學生運用語法項目Step 2 Explanation (18min)Explain the usage of . Present several examples of the grammar item.Step 4 Practice (15min)Ask the students to do the exercises.Step 3 Summary(4min)Invite students to summarize the usage of Make some supplements and stress the important points.Step 5 Homework (3min)Ask students to finish related exercise on the textbook. Ask the students to write a passage about .(You have all done a really good job today. I believe you already have a good knowledge of /master the knowledge of. For homework, you are required tocomplete exercises on page 201 and to write a passage about .Id rather you search more information about and some of you will be invited to share your findings with us in the next class. Clear? Ok. See you next class.)寫作試講教案Grade level: First grade of High schoolLesson type: ReadingDuration: 45minTeaching objectives1) enable students master the procedure of writing this kind of composition2) improve students writing skills3) help students to get more knowledge of Teaching aidsMultimedia devices, blackboardTeaching important &difficult points1) Help students to express their ideas in proper English2) Help students to learn the structure in English writingTeaching proceduresStep 1 Warming-up (5min)Show some pictures of to the students and ask what do they know about Then lead the students to the topic of writing.(Good morning, boys & girls. How are you doing? Fine? Good. Now lets start our new lesson. Here I have some pictures for you. Do you know whats in the picture?) Step 2 Pre-writing(10min)Activity 1: brainstorming. Provide Ss some questions about the topic and ask them to discuss the questions in group and write down every idea that comes to their mind. After discussion, invite representatives of each group to present their ideas to the whole class.Activity 2: planning. Encourage Ss to work on their own to repot ideas that they think are valuable and think about how to organize their ideas.Step 3 While-writing (20min)Ask the students to write down their own articles.Step 4 Post-writing (7min)Ss will work in group and read each others composition. They should choose the best composition of the group and read it in front of the class.Step 5 Writing assessment (2min)Ask Ss: Whats you most difficult thing during the whole process?(difficult to organize the ideas in a logical way; you feel brainstorm is difficult, difficult to provide persuasive reasons to support the idea)Step 6 Homework (1min)1) Here are some handouts I prepared for you. Read it after class, I believe you can find answers towards your questions.2) Improve your composition according to the handout.聽力課試講教案Grade level: First grade of high schoolLesson type: ListeningDuration: 45 minTeaching objectives1) Enable students to master different listening skills2) Help students to learn more about .Teaching aids:Multimedia devices; blackboardTeaching important and difficult points1) Help students to understand the listening material2) Encourage students to apply listening skills when listening to the material Teaching proceduresStep 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 discussion about the topic. Invite some students to share their ideas with the class. Predict the main idea of the passage. After that,present new words and expressions to the students.Step 3 While-listening (25min)1) Listen for main ideaAsk Ss to listen to the passage but do not look at the questions, ask them to get the main idea of the passage. Invite students to share their ideas.2) Listen for answers to the exercises/detailed informationAsk Ss to listen to the passage 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. Its very important. If your listening is poor, youd 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 passage in your own words2) Search more information about .口語課試講教案Grade level: First grade of high schoolLesson type: SpeakingDuration: 45 minTeaching objectives1) Students will be able to use some important words and expressions2) Students will be able to express their ideas or thoughts clearly.Teaching aidsMultimedia devices; blackboardTeaching important and difficult points1) Help Ss to master the expressions of giving advice:2) Talk about by using Teaching proceduresStep 1 Warming-upShow Ss some pictures of and ask students to describe what they are doing. Step 2 Lead-inPlay 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 & expressionsProvide Ss useful sentence patterns and expressions to express .Step 4 Role-play/ DiscussionGive the Ss a situation, and ask the Ss to work in pairs and make up a conversation. Ask the Ss to discuss the topic with their partners.After that, invite Ss to present their ideas in front of the class.Step 5 SummaryIn this period, we mainly focus on how to. Its very important. You should know how to in real life after this period. You should memorize the useful expressions we learned today. I hope you can practice more after class. Remember: practice makes perfect.Step 6 Homework1) Collect more expressions and sentence patterns that can be used to express .2) Find a partner to practice how to in different situations.詞匯課試講教案Grade level: First grade of high schoolLesson type: VocabularyDuration: 45 minTeaching objectives1) Enable students to know the meaning of new words and grasp the usages of such important new words2) Enable Ss to use such new words in their own writing or speakingTeaching aidsMultimedia devices; blackboardTeaching important and difficult points1) Explain the meaning and usage of the words to the students2) Enable Ss to use the new words when they express themselvesTeaching proceduresStep 1 Lead-inRevision. Last period, we have finished the reading of the passage. Now we will learn the new words in the passage. Lets look at the underlined/italic/bold words. Step 2 GuessAsk Ss to guess the meaning of the words in the context. Or give students some examples and ask Ss to guess the meaning of the words.Step 3 ExplanationExplain 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 PracticeAsk the students to make sentences with new words by themselves. Invite Ss to share their sentences with the whole class.Step 5 SummaryThis, 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 possible. In this way, you will know how to use the words, instead of only knowing the meaning of the words. Step 6 Homework1) 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. require.async(wkcommon:widget/ui/lib/sio/sio.js, function(sio) var url = /cpro/ui/c.js; sio.callByBrowser( url, function () BAIDU_CLB_fillSlotAsync(u2845605,cpro_u2845605); ); ); Newwords:Newphrases:Step5:SummarySssummarizewhatwehavelearntandkeypoints.Makeanassessmentoneachgroup.Step6:HomeworkWriteadiarywithsimplepasttense.Blackboarddesign：Title:Questions:Newwords:文章線索（便于復(fù)述）口語課教學過程：看圖，問答練習，重點句呈現(xiàn)講解，小組練習，展示成果TeachingObjectives:1.Beabletomasterthefollowingwordsandsentencepattern.Andlearntheexpressionofgivingadvice.2.Beabletotalkaboutoneshealthproblemsandgiveadvicefluently3.Improvethecooperativespiritandcaremoreaboutyourselfandyourfamilymembershealth.TeachingAids:Pictures,ataperecorderandppt.TheteachingFocus:1.Masterthefollowingwordsandsentencepattern.2.MastertheexpressionsofgivingadviceTheTeachingDifficulties:1.Studentsmayfinditdifficulttorememberallthetargetnewwordsintheclass;2.Studentsmayfinditdifficulttogiveappropriateadvicetothecertaindiseasebecauseoftheirlimitedlifeexperience.Teachingprocedure:Step1：WarmingupGreetSsbyaskingthem:Howareyoutoday?ThenIlltellSsthatImnotfeelingwelltoday(WritethesentenceontheblackboardandguideSstoreadit.)andgetSstoguessthereasonfreely.IfSscantgettheanswer,IlltellthemthatIdidnthaveagoodsleeplastnight.SoIhaveaheadache.(Isaythisbydoingagesture)Step2:Presentationofwordsandsentencepatterns1.Letonestudentimitatehehasakindofdiseaseandasktheclassguesswhatsthematterwithhim.Usethefollowingsentence:”whatsthematterwithhim?”“Ihaveastomache.”2.ShowSspicturesofdiseases.(Writethewordsontheblackboard.)Step3:PairworkAskSstoworkinpairsandtalkabouthealthproblemsbyusingthebandagegivenandusingthetargetlanguage:Whatsthematter?Imnotfeelingwell.IhaveaStep4:PresentationofexpressionsofgivingadviceTellSsthatIhaveacold/cough,askthem:WhatshouldIdo?Ssmaygivedifferentanswers,collecttheiranswersandhelpthemtouse:Youshould/shouldntdoDuringthisactivity,somephraseswillbelearned:.Step5:Roleplay1.ShowthesampledialogueandaskSstocompleteitaccordingtothepictureorally.AskStudentstomakeafour-peoplegroup,oneofthemisadoctor,theotherthreearepatients.AsktheSstoroleplayadialogue.A:Whatsthematterwithyou?B:Imnotfeelingwell.Ihavea_.A:Whendiditstart?B:About_ago.A:Oh,thatstoobad./Imsorrytohearthat.Youshould/shouldnt_andyoushould/shouldnt_.B:Yes,Ithinkso.A:_.B:Thankyou,doctor.Step5:SummarySssummarizewhatwehavelearnt.Makeanassessmentoneachgroup.Step6:HomeworkTrytomakeastoryaccordingtothedialogue.Blackboarddesign：Title:Newwordsandphrases:Sentencepattern:語法課：復(fù)習導(dǎo)入，查找標記相關(guān)句子，總結(jié)規(guī)律，練習（造句，討論）Teachingobjectives:1.EnabletheSstoknowtheusesofadjectivesendingin-ing/-edandthedifferencesbetweenthem.2.Masterthefollowingwordsandsentencepattern.MainwordandExpression:amazed,amazing,interested,interesting,bored,boring.Mainstructure:Theclassroomwasamazing.Iwascompletelyamazedbytheclassroom.Teachingaids:Pictures,ataperecorderandppt.Teachingimportantpoints:GettheSstoknowthedifferencesbetweentheadjectivesendingin-ingand-edandlearntheusesoftheminthesentences.Teachingdifficultpoints:Understandthedifferencesbetweentheadjectivesendinginingandedandapplytheminthesentences.Teachingprocedure:Step1LeadinGreetthestudentsandsaysomewordswhichincludesthelanguagepoints.Thentellthemwhatwearegoingtolearnisthedifferencesandusesoftheadjectivesendingininganded.Askstudentstothinkaboutthequestionbelowandtrytofigureouttherightanswer.-Canyoumakeadistinguishbetweenthetwosentences?Iambored.Iamboring.Step2discoveringandexplaining.Askthestudentstoreadthetextandtrytofindoutthesentenceswhichhavetheadjectivesendingin-INGandED.Trytofindthedifferencesandunderstandthemeaningoftheseadjectives.Step3GroupworkLetstudentsworkingroupsandhaveadiscussion.Trytofindthedifferencesoftheseadjectivesandexplainthemeaningofthesesentencesaccordingtothecontext.Step4ConclusionandexerciseInvitestudentstomakeareportabouttheirgroupdiscussionandteacherwillmakeaconclusionaccordingtotheirreport.Findthegrammarrules:1:Theingformdescribesthepeopleorthingsthatcausethefeeling;（令人）2:Theedformtellsushowpeoplefeel.（感到）Givesomeexamplestoshowwhattheyhavelearnedandaskstudentstodoexerciseandchecktheanswers.Fillintheblankwiththecorrectformsofwords.Itisa_(bore)partyandIfeel_(bore).Step5Homework1.Findoutmoreadjectivesendingin-ingand-edandsentences.2.Usethe-EDand-INGformofthewords“bore”“interest”“amaze”and“embarrass”tomakesentences.Blackboarddesign：Title:Teaching procedures:Step 1: GreetingsT: Good morning, everyone.S: Good morning, Mr Dai.Step 2: Lead-inT: My lovely Ss, please look at the screen. What is the topic of our class?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: Activities1. Acitivity1: Telling story(Make a short conclusion)T: Different people have different understanding of our topic. Now, look at the screen, Ill show you some aspects of our topic. First, unforgettable experience sometimes means something leaves deep impression 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. Its so enjoyable and meaningful. You can see the pictures. Do you want to know more information about my “Zoos trip”?Ss: Yes.T: OK. Lets see it together.(Present the route of my tour on the blackboard or ppt, use FirstNextThenFinally 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 class?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 classmates after class.2. Activity2: Making storyT: Next, lets play a mini-game.Looking at the blackboard, there are two faces, one is the other isI 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: SummaryT: 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: HomeworkT: After class, each group prepare a play according your story. At next class, you will have a role play. Are you clear?高中英語教師資格證面試教案模板二Teaching Objectives(教學目標)1. Language Objectives (知識目標)2. Ability O