1語法試講教案Gradelevel:FirstgradeofHighschoolLessontype:ReadingDuration:45minTeachingobjectives1)Helpstudentstolearntheusageof….2)Helpstudentstograspthesentencepatternof…..TeachingaidsMultimediadevices,blackboardTeachingimportantanddifficultpoints1)thesentencepatternof…2)somespecialcases3)enablestudentstouse…inreallifeTeachingproceduresStep1Lead-in(5min)Showsomepicturestothestudentsandaskthemtodescribethepicture.引導(dǎo)學(xué)生運(yùn)用語法項(xiàng)目Step2Explanation(18min)Explaintheusageof….Presentseveralexamplesofthegrammaritem.Step4Practice(15min)Askthestudentstodotheexercises.Step3Summary(4min)Invitestudentstosummarizetheusageof…Makesomesupplementsandstresstheimportantpoints.Step5Homework(3min)Askstudentstofinishrelatedexerciseonthetextbook.Askthestudentstowriteapassageabout….(Youhavealldoneareallygoodjobtoday.Ibelieveyoualreadyhaveagoodknowledgeof/mastertheknowledgeof…..Forhomework,youarerequiredtocompleteexercisesonpage201andtowriteapassageabout….[I’dratheryousearchmoreinformationabout…andsomeofyouwillbeinvitedtoshareyourfindingswithusinthenextclass.]Clear?Ok.Seeyounextclass.)寫作試講教案Gradelevel:FirstgradeofHighschoolLessontype:ReadingDuration:45minTeachingobjectives1)enablestudentsmastertheprocedureofwritingthiskindofcomposition2)improvestudents’writingskills3)helpstudentstogetmoreknowledgeof…TeachingaidsMultimediadevices,blackboardTeachingimportant&difficultpoints1)HelpstudentstoexpresstheirideasinproperEnglish2)HelpstudentstolearnthestructureinEnglishwritingTeachingproceduresStep1Warming-up(5min)Showsomepicturesof…tothestudentsandaskwhatdotheyknowabout…Thenleadthestudentstothetopicofwriting.(Goodmorning,boys&girls.Howareyoudoing?Fine?Good.Nowlet’sstartournewlesson.HereIhavesomepicturesforyou.Doyouknowwhat’sinthepicture?)Step2Pre-writing(10min)Activity1:brainstorming.ProvideSssomequestionsaboutthetopicandaskthemtodiscussthequestionsingroupandwritedowneveryideathatcomestotheirmind.Afterdiscussion,inviterepresentativesofeachgrouptopresenttheirideastothewholeclass.Activity2:planning.EncourageSstoworkontheirowntorepotideasthattheythinkarevaluableandthinkabouthowtoorganizetheirideas.Step3While-writing(20min)Askthestudentstowritedowntheirownarticles.Step4Post-writing(7min)Sswillworkingroupandreadeachother’scomposition.Theyshouldchoosethebestcompositionofthegroupandreaditinfrontoftheclass.Step5Writingassessment(2min)AskSs:What’syoumostdifficultthingduringthewholeprocess?(difficulttoorganizetheideasinalogicalway;youfeelbrainstormisdifficult,difficulttoprovidepersuasivereasonstosupporttheidea)Step6Homework(1min)1)HerearesomehandoutsIpreparedforyou.Readitafterclass,Ibelieveyoucanfindanswerstowardsyourquestions.2)Improveyourcompositionaccordingtothehandout.聽力課試講教案Gradelevel:FirstgradeofhighschoolLessontype:ListeningDuration:45minTeachingobjectives1)Enablestudentstomasterdifferentlisteningskills2)Helpstudentstolearnmoreabout…..Teachingaids:Multimediadevices;blackboardTeachingimportantanddifficultpoints1)Helpstudentstounderstandthelisteningmaterial2)EncouragestudentstoapplylisteningskillswhenlisteningtothematerialTeachingproceduresStep1Warming-up(2min)Showsomepicturestothestudentsandhaveafreetalkwiththestudents.Step2Pre-listening(5min)Organizethestudentstohaveabriefdiscussionaboutthetopic.Invitesomestudentstosharetheirideaswiththeclass.Predictthemainideaofthepassage.Afterthat,presentnewwordsandexpressionstothestudents.Step3While-listening(25min)1)ListenformainideaAskSstolistentothepassagebutdonotlookatthequestions,askthemtogetthemainideaofthepassage.Invitestudentstosharetheirideas.2)Listenforanswerstotheexercises/detailedinformationAskSstolistentothepassageagain.Thistimeaskthemtotrytheirbesttogetanswerstothequestions.Afterlistening,checkwhetherSsgetthecorrectanswer,andaskwhy.3)Playthetapeagain,focusonthepartwheretheydidnotgettherightinformation.Doyouhaveanyquestions?Step4Post-listening(10min)Showthemthelisteningtextandaskthemtoreaditaloudtogether.Step5Summary(2min)Inthisperiod,wemainlyfocusonthelisteningability.It’sveryimportant.Ifyourlisteningispoor,you’dbetterpracticemore.ThemoreyoulistentoEnglish,thebetteryourlisteningis.Remember:Practicemakesperfect.Step6Homework(1min)1)Readthelisteningtextsagainandtrytoretellthepassageinyourownwords2)Searchmoreinformationabout….口語課試講教案Gradelevel:FirstgradeofhighschoolLessontype:SpeakingDuration:45minTeachingobjectives1)Studentswillbeabletousesomeimportantwordsandexpressions2)Studentswillbeabletoexpresstheirideasorthoughtsclearly.TeachingaidsMultimediadevices;blackboardTeachingimportantanddifficultpoints1)HelpSstomastertheexpressionsofgivingadvice:2)Talkabout…byusing…TeachingproceduresStep1Warming-upShowSssomepicturesof…andaskstudentstodescribewhattheyaredoing.Step2Lead-inPlaythetapeandaskSstolistentothedialogue.AskSstopredictwhatwewilllearntoday.Step3Providekeysentencepatterns&expressionsProvideSsusefulsentencepatternsandexpressionstoexpress…..Step4Role-play/DiscussionGivetheSsasituation,andasktheSstoworkinpairsandmakeupaconversation.AsktheSstodiscussthetopicwiththeirpartners.Afterthat,inviteSstopresenttheirideasinfrontoftheclass.Step5SummaryInthisperiod,wemainlyfocusonhowto….It’sveryimportant.Youshouldknowhowto…inreallifeafterthisperiod.Youshouldmemorizetheusefulexpressionswelearnedtoday.Ihopeyoucanpracticemoreafterclass.Remember:practicemakesperfect.Step6Homework1)Collectmoreexpressionsandsentencepatternsthatcanbeusedtoexpress…..2)Findapartnertopracticehowto…indifferentsituations.詞匯課試講教案Gradelevel:FirstgradeofhighschoolLessontype:VocabularyDuration:45minTeachingobjectives1)Enablestudentstoknowthemeaningofnewwordsandgrasptheusagesofsuchimportantnewwords2)EnableSstousesuchnewwordsintheirownwritingorspeakingTeachingaidsMultimediadevices;blackboardTeachingimportantanddifficultpoints1)Explainthemeaningandusageofthewordstothestudents2)EnableSstousethenewwordswhentheyexpressthemselvesTeachingproceduresStep1Lead-inRevision.Lastperiod,wehavefinishedthereadingofthepassage.Nowwewilllearnthenewwordsinthepassage.Let’slookattheunderlined/italic/boldwords.Step2GuessAskSstoguessthemeaningofthewordsinthecontext.OrgivestudentssomeexamplesandaskSstoguessthemeaningofthewords.Step3ExplanationExplainthemeaningofthewordstotheSs.Afterexplanation,presenttheusageofthewordstothestudentsandprovideexamplestohelpthemunderstandhowtousethem.Step4PracticeAskthestudentstomakesentenceswithnewwordsbythemselves.InviteSstosharetheirsentenceswiththewholeclass.Step5SummaryThis,period,wehavelearntseveralnewwords:...wehavelearnttheusageofthesenewwords.Ihopeyouwillmemorizethesewords,aswellastheusageofthesewords.Isuggestyouusethenewwordsasoftenaspossible.Inthisway,youwillknowhowtousethewords,insteadofonlyknowingthemeaningofthewords.Step6Homework1)Lookupthesenewwordsinthedictionary,andgetmoremeaningsandusageoftheminthedictionary.2)FinishExercise2onpage11.require.async(['wkcommon:widget/ui/lib/sio/sio.js'],function(sio){varurl='/cpro/ui/c.js';sio.callByBrowser(url,function(){BAIDU_CLB_fillSlotAsync('u2845605','cpro_u2845605');});});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

:

文章線索（便于復(fù)述）

口語課教學(xué)過程：看圖，問答練習(xí)，重點(diǎn)句呈現(xiàn)講解，小組練習(xí)，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

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

assessment

on

each

group.

Step6:

Homework

Try

to

make

a

story

according

to

the

dialogue.

Blackboard

design：

Title:

New

words

and

phrases

:

Sentence

pattern

:

語法課：復(fù)習(xí)導(dǎo)入，查找標(biāo)記相關(guān)句子，總結(jié)規(guī)律，練習(xí)（造句，討論）

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

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.

2.Use

the

-ED

and

-ING

form

of

the

words

“bore”

“interest”

“amaze”

and

“embarrass”

to

make

sentences.

Blackboard

design：

Title:

Teachingprocedures:Step1:GreetingsT:Goodmorning,everyone.S:Goodmorning,MrDai.Step2:Lead-inT:MylovelySs,pleaselookatthescreen.Whatisthetopicofourclass?Ss:Unforgettableexperiences.T:Yes.Pleaseuseonewordtodescribeit,suchas“happy”.S1:…S2:………T:perfect,allofyouareknowledgeable.(AskSsonebyone,andchoosesomewordswritedownontheblackboard.)T:Okay.Yousee,allofyouusedmanydifferentwordstodescribe,like…(writedownontheblackboard.)Step3:Activities1.Acitivity1:Tellingstory(Makeashortconclusion)T:Differentpeoplehavedifferentunderstandingofourtopic.Now,lookatthescreen,I’llshowyousomeaspectsofourtopic.First,unforgettableexperiencesometimesmeanssomethingleavesdeepimpressiononyou.Suchas……(thewordsofSs’)Italsocanmeansevents,somearegood,andsomearebad.(OlympicGames,naturaldisasters,etc.)Or,itmaybemeanssomethingverymeaningful.And,italsocanmeansyourunforgettabletrip;youwenttosomefamousplaces.Forexample,wenttozoos.Yes,IhavegonetoLinyiWildZooslastweek.Isawmanydifferentkindsofanimalsthere.It’ssoenjoyableandmeaningful.Youcanseethepictures….Doyouwanttoknowmoreinformationaboutmy“Zoo’strip”?Ss:Yes.T:OK.Let’sseeittogether.(Presenttherouteofmytourontheblackboardorppt,useFirst—Next—Then—Finallytodescribe.)T:LookatmyrouteontheBlackboard:(Myownexperience:Itwasafunday.IwenttoLinyiWildZooswithmyfriends.First,wetookonthebusatbusstation.Becausewewouldseemanydangerousandferociousanimalssuchaslions,tigers,wolves,etc.Afterabouthalfanhour,webackedtothestation.Next,wewalkedtoseesomegentleanimalslikepandas,differentkindsofbirds,monkeys,swansandsoon.Then,wewenttoseetheanimals’shows.Theyaresolovely,interestingandsmart.Finally,wewenttotherestauranttohavedinner.Althoughallofuswereverytired,wewerehappyandenjoyable.)T:Howdoyouthinkofmyexperience?Ss:…T:ButIbelieveyoursmustbebetterthanmine.Now,workinginpairs,shareyourownunforgettableexperienceswithyourpartner.T:Icanseeallofyouareeagertotellyourstories....,whodoyouthinkhasthemostinterestingstoryinourclass?S1:**.T:OK.Thankyou.Jack,pleaseshareyourunforgettableexperience.S2:…T:Yousaythat…Whosestoryareyouinterestedin,youcancallhisorhername.……T.Allofyoudidaverygoodjob.AndIamveryproudofyou.Giveyouabighand.Ifyouwanttoknowmore,youcancommunicatewithyourclassmatesafterclass.2.Activity2:MakingstoryT:Next,let’splayamini-game.Lookingattheblackboard,therearetwofaces,oneis…theotheris…Iwillasktwostudentstowritedownsomerelevantwordsorphrases.……T:Now,Ihaveseveralenvelopesinmyhands.Doyouwanttoknowwhatisitinit?Ss:Yes.T:Okay.Iwilldivideyouintoseveralgroups.Eachgroupchoseoneenvelope.Andyouwillknowthesecretinit.(Makingtheshortdialogueaccordingtothepaperinenvelope.Aftertheyfinished,askonestudentofeachgrouptostandonthestagetotelltheirstory.)Step4:SummaryT:Wehavelearnedmanyusefulwords,phrases,andsentencestodescribeourownexperience.Innextdays,youcanusethemtotalkaboutthings,peopleandeventsinyourowndailylife.Step5:HomeworkT:Afterclass,eachgroupprepareaplayaccordingyourstory.Atnextclass,youwillhavearoleplay.Areyouclear?高中英語教師資格證面試教案模板二TeachingObjectives(教學(xué)目標(biāo))1.LanguageObjectives(知識(shí)目標(biāo))2.AbilityObjectives(能力目標(biāo))(1)Enablestudentsto…(2)…3.MoralObjectives(情感、態(tài)度及價(jià)值觀目標(biāo))(1)Helpstudentstolearnthat…(2)…注：1.TeachingObject