语法试讲案教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 of ⋯2) 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. 引导学生运用目语法项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 knowledgeof /master the knowledge of ..⋯For homework, you are required tocomplete 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 inthe next class.] Clear? Ok. See you next class.)案写作试讲教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 let ’s start our new lesson. Here I have some pictures for you. Do you know what ’s in the picture?) Step 2Pre-writing(10min)Activity 1: brainstorming. Provide Ss some questions about the topic and ask them todiscuss the questions in group and write down every idea that comes to their mind. Afterdiscussion, 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 arevaluable 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 toprovide 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 objectives1) Enable students to master different listening skills 2) Help students to learn more about ⋯ ..Teaching aids:Multimedia devices; blackboard Teaching 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 mainidea 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 answersto 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. Doyou 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 listeningis. 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 ⋯.案讲教口语课试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. Askthe 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 ⋯. It ’s very important. You should know howto ⋯in real life after this period. You should memorize the useful expressions we learnedtoday. I hope you can practice more after class. Remember: practice makes perfect.Step 6 Homework1) Collect more expres sions and sentence patterns that can be used to express ⋯..2) Find a partner to practice how to ⋯in different situations.案词汇课教试讲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 thenew words in the passage. Let ’s 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 thewords 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 sharetheir sentences with the whole class.Step 5 SummaryThis, period, we have learnt several new words:... we have learnt the usage of these newwords. 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 usethe 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 themin the dictionary.2) Finish Exercise 2 on page 11.require.async(['wkcommon:widget/ui/lib/sio/sio.js'], function(sio) { varurl ='https:///cpro/ui/c.js'; sio.callByBrowser( url, function () { BAIDU_CLB_fillSlotAsync('u2845605','cpro_u2845605'); } ); });New words: New phrases: Step5: SummarySs summarize what we have learnt and key points. Make an assessment on each group.Step6: HomeworkWrite 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 expressionof giving advice .2. Be able to talk about one?s health problems and give advice fluently3. 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:4. 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 becauseof their limited life experience. Teaching procedure: Step1 ：Warming upGreet Ss by asking them: How are you today? Then I?ll tell Ss that I?m not feeling well tod ay (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 las t night. So I have a headache. (I say this by doing a gesture)Step2: Presentation of words and sentence patterns1. Let one student imitate he has a kind of disease and ask the class guess what ,s the m atter with him. Use the following se ntence: ”what?tshe matter with him?”“I have a stomac he. ”2. Show Ss pictures of diseases.( Write the words on the black board.) Step3: Pair workAsk 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: Pres entation of expressions of giving adviceTell 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 shoul d/shouldn?t do⋯During this ac tivity, some phrases will be learned: ... Step5: Role play1.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 sh ould/shouldn?t ________... B: Yes, I think so.A: _________________.B: Thank you, doctor. Step5: SummarySs summarize what we have learnt. Make an assessment on each group. Step6: HomeworkTry 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: 5.Enable the Ss to know the uses of adjectives ending in -ing / -ed and the differences between them.6. 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 the m in the sentences .Teaching procedure: Step 1 Lead inGreet 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 workLet 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 exerciseInvite 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 Homework7. Find out more adjectives ending in -ing and -ed and sentences.e the -ED and -ING form of the words “bore “”i nterest “”amaze”a nd “embarrass ”t omake sentences.Blackboard design ：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: Activities9. 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 meanssomething leaves deep impression on you. Such as⋯⋯(the words of Ss’)It also canmeans 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 yourunforgettable trip; you went to some famous places. For example, went to zoos. Yes, Ihave 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 moreinformation 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, useFirst —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 atbus 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 tosee some gentle animals like pandas, different kinds of birds, monkeys, swans and so on.Then, we went to see the animals ’s hows. They are so lovely, interesting and smart.Finally, we went to the restaurant to have dinner. Although all of us were very tired, wewere 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. Ifyou want to know more, you can communicate with your classmates after class.2. Activity2: Making storyT: Next, let ’s play a m-g i n a i m e.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. Andyou 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?二高中英语教师资格证面试教案模板Teaching Objectives( 教学目标)10. Language Objectives ( 知识目标)11. Ability Objectives( 能力目标)(1)Enable students to ⋯(2) ⋯12. Moral Objectives ( 情感、态度及价值观目标)(1) Help students to learn that ⋯(2) ⋯注：3.Teaching Objectives 的三个目标可以根据授课内容不同加以取舍。