高中英语语法试讲教案

语法试讲教案

Grade level: First grade of High school

Lesson type: Reading

Duration: 45min

Teaching objectives

1) Help students to learn the usage of ….

2) Help students to grasp the sentence pattern of…..

Teaching aids

Multimedia devices, blackboard

Teaching important and difficult points

1) the sentence pattern of…

2) some special cases

3) enable students to use … in real life

Teaching procedures

Step 1 Lead-in (5min)

Show some pictures to the students and ask them to describe the picture. 引导学生运用语法项目

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 to

complete exercises on page 201 and to write a passage about ….[I’d 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.)

写作试讲教案

Grade level: First grade of High school

Lesson type: Reading

Duration: 45min

Teaching objectives

1) enable students master the procedure of writing this kind of composition

2) improve students’ writing skills

3) help students to get more knowledge of …

Teaching aids

Multimedia devices, blackboard

Teaching important &difficult points

1) Help students to express their ideas in proper English

2) Help students to learn the structure in English writing

Teaching procedures

Step 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 let’s start our new lesson. Here I have some pictures for you. Do you know what’s 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 other’s 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: What’s 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.

听力课试讲教案

Grade level: First grade of high school

Lesson 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 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 idea

Ask 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 information

Ask 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. 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 passage in your own words

2) Search more information about ….

口语课试讲教案

Grade level: First grade of high school

Lesson type: Speaking

Duration: 45 min

Teaching objectives

1) Students will be able to use some important words and expressions

2) Students will be able to express their ideas or thoughts clearly.

Teaching aids

Multimedia devices; blackboard

Teaching important and difficult points

1) Help Ss to master the expressions 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 & expressions

Provide Ss useful sentence patterns and expressions to express …..

Step 4 Role-play/ Discussion

Give 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 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 expressions we learned today. I hope you can practice more after class. Remember: practice makes perfect.

Step 6 Homework

1) Collect more expressions and sentence patterns that can be used to express …..

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

Lesson 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 express themselves

Teaching procedures

Step 1 Lead-in

Revision. Last period, we have finished the reading of the passage. Now we will learn the new words in the passage. Let’s look at the underlined/italic/bold words. Step 2 Guess

Ask 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 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 class.

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 possible. 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?assessment?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?expression?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?expressions?of?giving?advice?The?Teaching?Difficulties:???

1.?Students?may?find?it?difficult?to?remember?all?the?target?new?words?in?the?class;?

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?guess?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?class?guess?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?expressions?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?

?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?assessment?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:?

?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?Expression:?amazed,?amazing,?interested,?interesting,?bored,?boring.?

Main?structure:?The?classroom?was?amazing.?I?was?completely?amazed?by?the?classroom.?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?discussion.?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?discussion?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.?

?the?-ED?and?-ING?form?of?the?words?“bore”?“interest”?“amaze”?and?“embarrass”?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 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: 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 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. 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 , 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 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 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 class, each group prepare a play according your story. At next class, 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：

　　 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. 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 classroom like Likang’s? Is your class 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 discuss with your partner and compare your school life with Likang’s.

　　Step VI Homework Assignment (1 mins)(作业布置)

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