高中英语听力试讲教案复习过程

目录听力实战篇 (1)写作课课型 (3)口语实战讲稿 (6)词汇课课型 (8)语音课型 (10)语法课课型 (14)英语语法术语的英文名称 (16)听力实战篇Listening(板书内容)Part 1:lead-in（板书内容）Step 1 Talk about the topicGive students enough background of the topic .Also let them familiar with the difficult words, especially new words.了解背景熟悉主题T: Good afternoon, my boys and girls. Welcome back to my class. I am so glad to see you again. Have you had a good weekend? Yeah! Then what did you do during the summer holiday? Sleep, watch TV, or travel with parents? I see. All of you had a wonderful weekend. Well, today I will introduce a new friend to you; let’s share what she did during the holiday. Now, listen to the tape carefully, and then I’ll ask you some questions. （教师说的内容,说完暂停！表示在进行听力，但不要太长，大约数1、2、3秒即可）Hey, I’m your new friend Tiffany! Last Sunday, I went to the park with my friends for a picnic. We took several bread and some bottles of water with us for lunch. Of course we didn't forget to take some fruits and we even took some tomatoes and cucumbers. It took us thirty minutes to get there by bike. As it was a sunny day, there were lots of people in the park. Firstly, we climbed the mountain and went boating. Then it was the time for lunch, we took out the food and began to prepare our lunch. Though it was not cooked well, we ate happily. When we finished the picnic, we picked up the rubbish and threw it into the dustbin. We thought it was our duty to keep the good environment. We didn’t go home until it was dark. We all enjoyed ourselves. （听力录音材料）T：Ok, do you understand the story？Yeah! Well, I will ask some you some questions.1. Why did Tiffany and her friends go to the park?2 What did they take to the park？3 what did they do after the picnic?T: The first question, now who can answer the questions in volunteer? oh, Lily.（pause）(平伸右手，手掌朝上，示意学生回答)Good!Go for a picnic.T: The second question, who want to try? Tom, please.（pause）(平伸右手，手掌朝上，示意学生回答)Very good!(右手伸出大拇指，示意回答得很棒)bread,bottles of water , fruits, tomatoes, cucumbers. Very goodT: The third question, Can you find the answer? Ok, Susan.（pause）(平伸右手，手掌朝上，示意学生回答) yes, perfect. (双手伸出大拇指，示意回答得很棒) When we finished the picnic, we picked up the rubbish and threw it into the dustbin.Part 2 pre –listening（板书内容）Guess the meaning of the following words（板书内容）猜测词意扫清障碍Now, you have understood the story well. Let’s look at the details of the text.①phasesFirst of all, let’s look at the phrases in the text.1 Go for a picnic. Have food outdoors2 By bike it’s an important phrase.“By” plus transport is the meaning of taking transport.For exampleBy bike/train/bus/ship/airplane/foot, no, it is on foot, not by foot.3 pick up take sth upI picked up the money on the ground.Ok so much for the phrases.②important sentences1. It took us thirty minutes to get there by bike.The sentence instruction is ：It takes/took sb some time to do sth.And the question sentence of this instruction is:How long does/did it take sb to sth.For example: How long does it take you to go home?It usually takes me 20minutes to go home.Who can make a sentence？T: Don’t be shy, just have a try.（环顾四周）Tom, do you want to have a try? (Pause)OK!How long does it take you to go to school?Yes, great! It takes me half an hour to go to school. Great, sit down please.2The next sentence is:We didn’t go until it was dark. The sentence instruction is ：not until .what’s the meaning of the phrase？直到...才。

教学目标：1. 学生能够理解并掌握本节课的核心词汇和句型。

2. 学生能够运用所学词汇和句型进行简单的日常对话。

3. 培养学生的听说能力和跨文化交流意识。

教学重点：1. 词汇：掌握与话题相关的核心词汇。

2. 句型：掌握与话题相关的常用句型。

3. 听说技巧：提高学生的听力理解和口语表达能力。

教学难点：1. 学生能够运用所学词汇和句型进行实际交流。

2. 学生能够克服口语表达中的心理障碍。

教学过程：一、导入（5分钟）1. 利用多媒体展示与话题相关的图片或视频，激发学生的兴趣。

2. 引导学生进行简单的自由讨论，回顾与话题相关的背景知识。

二、新课导入（10分钟）1. 教师展示与话题相关的核心词汇，引导学生进行认读和拼写。

2. 教师讲解核心词汇的用法，并通过例句让学生练习。

3. 教师展示与话题相关的常用句型，引导学生进行跟读和模仿。

三、听说练习（20分钟）1. 分组练习：学生分成小组，根据教师提供的情景进行对话练习。

2. 模拟对话：教师设置不同的场景，让学生运用所学词汇和句型进行模拟对话。

3. 听力训练：播放与话题相关的听力材料，要求学生听后回答问题。

四、课堂展示（10分钟）1. 学生分组进行对话展示，教师进行点评和指导。

2. 邀请个别学生进行口语表达展示，教师进行点评和鼓励。

五、总结与作业（5分钟）1. 教师对本节课所学内容进行总结，强调重点和难点。

2. 布置课后作业，要求学生运用所学知识进行听说练习。

教学反思：1. 教师在课堂上应注重激发学生的学习兴趣，提高学生的参与度。

2. 教师应关注学生的个体差异，因材施教，使每个学生都能在课堂上有所收获。

3. 教师应注重培养学生的听说技巧，提高学生的口语表达能力。

4. 教师应关注学生的心理需求，帮助学生克服口语表达中的心理障碍。

教学资源：1. 课件：与话题相关的图片、视频、听力材料等。

2. 词汇卡片：用于展示和练习核心词汇。

3. 话题情景图：用于模拟对话和听力训练。

一、课程名称高中英语试讲辅导二、教学目标1. 理解试讲的基本流程和注意事项。

2. 提高学生的教学实践能力，包括课堂组织、教学方法和语言表达能力。

3. 培养学生的自信心，使其在试讲过程中能够自然流畅地展示自己的教学技能。

三、教学重点与难点重点：1. 试讲的基本流程。

2. 教学方法和技巧的运用。

3. 课堂组织与管理的策略。

难点：1. 在有限的时间内，如何有效地展示教学设计。

2. 如何应对突发状况，保持教学秩序。

四、教学准备1. 教学课件或板书设计。

2. 试讲教案。

3. 学生试讲视频或模拟试讲环境。

五、教学过程第一部分：导入1. 简要介绍试讲的目的和意义。

2. 引导学生思考试讲的重要性。

第二部分：试讲流程讲解1. 介绍试讲的基本流程：准备、导入、讲解、互动、总结。

2. 强调每个环节的重点和注意事项。

第三部分：教学方法和技巧1. 介绍常用的教学方法，如讲授法、讨论法、案例分析法等。

2. 讲解如何根据教学内容和学生特点选择合适的教学方法。

3. 分享教学技巧，如如何吸引学生注意力、如何引导学生思考等。

第四部分：课堂组织与管理1. 讲解课堂组织的基本原则。

2. 分享课堂管理的策略，如如何处理学生违纪行为、如何激发学生学习兴趣等。

第五部分：模拟试讲1. 学生分组，每组进行模拟试讲。

2. 教师巡回指导，提出改进意见。

3. 学生互相评价，总结经验教训。

第六部分：总结与反思1. 学生分享试讲心得，总结经验。

2. 教师点评，强调重点和难点。

3. 提出改进建议，帮助学生提高试讲水平。

六、课后作业1. 每位学生根据所学内容，撰写一篇试讲教案。

2. 预备试讲，为下次课程做准备。

七、教学评价1. 学生试讲表现的评价。

2. 学生课后作业的质量评价。

3. 学生对教学内容的掌握程度评价。

八、教学资源1. 高中英语教材。

2. 教学课件或板书设计。

3. 学生试讲视频或模拟试讲环境。

注：本教案模板仅供参考，教师可根据实际情况进行调整和补充。

高中英语教师资格证面试–听力课型真题–教案–逐字稿–板书1.题目: 听力教学试讲2.内容Fang Zou is asking Zhi Hong about her science project.FZ: Hey, Zhi Hong. What did you do for your science project?ZH: I did something about protecting the sea.FZ: Protecting the sea from what?Z H: Well, first there’s pollution. That’s a big problem. And second, there’s over-fishing.F Z: What’s over-fishing?Z H: That’s when people fish too much and the number of fish falls too low. Some fish may disappear altogether.FZ: Really?ZH: Yes. Now there are too many fishermen fishing in the same place.FZ: Do you mean that there are more fishermen now than there were before?ZH: Yes, there are many more. And fishermen today have better technology so they can catch more fish than before.FZ: So there are more fishermen catching more fish?Z H: Well, they hope to catch more fish, but there is less fish to catch so they simply can’t.F Z: That’s bad.ZH: Yes, and pollution is very bad, too.3. 基本要求(1)朗读所给段落(2)配合教学内容适当板书(3)针对所给材料, 设计猜测词义的听力教学活动(4)用英文试讲(5)试讲时间: 10分钟教案Knowledge ObjectiveStudents will get more information about environment problems in the seaAbility ObjectiveStudents can guess the meaning of some new words based on the context provided Students can get the detailed information from the audioEmotional ObjectiveStudents get more interested in expressing ideas in EnglishThe awareness of environment protection is raised among studentsTeaching Key and Difficult Points:Key Point – Students get to know the causes of some environment problems in the sea Difficult Point – Students are able to act out the conversationTeaching MethodPWP – Pre-listening / While-listening / Post-listeningTeaching ProcedureLead-inStudents watch a video clip about a variety of environment problems and answer the following questions:⚫What environment problems do you see in the video?⚫What are the causes of the environment problems in the video?Pre-listening1.Pre-teaching the underlined words that students may find confusing by having themguess the meaning according to the provided context2.Showing a picture about “Over-fishing” and have students predict the main idea of theaudioWhile-listening1.Students listen to the audio for the first time and check the previous prediction2.Students listen to the audio again and then answer the following questions:⚫What environment problems in the sea does the speaker mention?⚫What are the reasons for these problems?Post-listening1.Students prepare an interview about environment problems in the sea2.The teacher invites students to act out the interview in front of the class and the teachermakes comments accordinglySummaryThe teacher help students to summarize what they have learned in classHomeworkStudents write a report about environment problems in the sea and the actions can be taken against them逐字稿(Greeting)Good morning, boys and girls. How are you doing today? Great? Glad to hear that. If you are ready, let’s begin our class.(Lead-in)First, we are going to watch a video clip today. After that, I would like you to answer two questions: 1. What environment problems do you see in the video? 2. What are the causes of the environment problems in the video?Well, Joanne, what environment problems do you see in the video (Joanne…) Excellent, thank you, Joanne. James, what are the causes of these problems according to the video? (James:…). Thank you, James, you did a really good job there.(Pre-listening)Well, I believe now everyone has a general idea about what environment problems we have around the world. Today, we are going to listen to an audio about some environment problems at a specific place. But before that, let’s learn some new words in this audio first. （The teacher write the words on the board）Please read after me “Pollution”Now, I’ll write three sentences on the blackboard. Each of them has a word we’ve just read. And I’ll write the definitions of the words on the right side. Then I would like you to guess the meaning of the words and try to match the definitions with the words accordingly. I will give you 3 minutes to think about it. Here we go.The chemicals are the reason for the water pollution. Making water, air etc. dangerously dirtyFishes are rarely found here because of over-fishing. Catching too many fishesInternet is based on technology. New ways of doing things based on modern knowledgeTime’s up. Who would like to have a try? Angie, please. (Angie:..), Thank you, Angie, you’re right. Since chemicals can make water dangerously dirty, so “Pollution” match es the first definition on the right side. Then what about “Over-fishing”? (以此类推)N ow let’s take a look at this picture here. It has something to do with the audio we are going to listen to. I’ll give you guys 2 minutes and you can discuss with your desk mate on what the audio is about based on the picture. Let’s begin.Well, time’s up. Jean, what do you think? What is the main idea of the audio? (Jean: Maybe it’s about the fishing) Good guess, Jean(While-listening)N ow, I’ll play the audio. Let’s have a check on whether your previous prediction is correct.Well, Allan, what is the main idea of the audio? (Allan:…) Excellent. Thank you. So, this audio is about environment problems in the sea.Let’s listen to it again, this time, I would like you to find the answers for two questions:⚫What environment problems in the sea does the speaker mention?⚫What are the reasons for these problems?James, what’s you answer to the first question? (James:..) Great, thank you, James. In this audio, the speak mentions “Pollution” and “Over-fishing”. Then, Alice, what are the reasons for the problems? (Alice…) Exactly, Alice, thank you. Better technology and more fishermen are the reasons mentioned by the speaker.(Post-listening)Now, I’ll give you guys five minutes to prepare an interview with your desk mate about environment problems in the sea based on this audio. And I will invite some of you to act out the interview. Here we go.T ime’s up. Lily and Janice, could you do the inter view for us? (Lily and Janice…) Thank you guys. You’ve done a fantastic job. Keep it up.(Summary)N ow let’s have a quick recap. Jane, what environment problems do we have in the sea? (Jane…). Definitely, Jane, thank you. And, Damien, what are the reasons for the problems? (Damien…) Exactly, Damien, thank you.(Homework)Let’s call it a day. As for the homework, you need to write a report on environment problems in the sea as well as some actions can be taken against them.板书Environment problems in the seaThe chemicals are the reason for the water pollution. Making water, air etc. dangerously dirtyFishes are rarely found here because of over-fishing. Catching too many fishesInternet is based on technology. New ways of doing things based on modern knowledgeWhat environment problems in the sea does the speaker mention?What are the reasons for these problems?。

一、教学目标1. 知识目标：学生能够熟练掌握本节课所学的词汇、语法知识和阅读技巧。

2. 能力目标：学生能够运用所学知识进行听说读写技能的训练，提高英语综合运用能力。

3. 情感目标：激发学生对英语学习的兴趣，培养学生良好的学习习惯和团队合作精神。

二、教学重难点1. 教学重点：本节课的词汇、语法知识和阅读技巧。

2. 教学难点：词汇的记忆和运用，语法知识的理解和运用。

三、教学过程（一）导入1. 利用图片、视频、歌曲等教学资源，激发学生的兴趣，导入本节课的主题。

2. 复习上一节课所学内容，巩固学生的基础知识。

（二）新课讲授1. 词汇讲解：通过例句、图片、实物等方式，帮助学生记忆词汇。

2. 语法讲解：结合例句，讲解语法知识，让学生理解并运用。

3. 阅读训练：提供一篇与主题相关的阅读材料，让学生自主阅读，并回答问题。

4. 听力训练：播放一段听力材料，让学生边听边做笔记，回答问题。

（三）课堂活动1. 小组讨论：将学生分成若干小组，讨论本节课的主题，并分享自己的观点。

2. 角色扮演：让学生扮演不同的角色，进行情景对话，提高口语表达能力。

3. 游戏环节：设计一些与主题相关的游戏，让学生在轻松愉快的氛围中学习。

（四）巩固练习1. 词汇练习：让学生根据所学词汇，完成填空、选择题等练习。

2. 语法练习：让学生完成语法填空、改错等练习。

3. 阅读理解：提供一篇新的阅读材料，让学生完成阅读理解练习。

（五）课堂小结1. 总结本节课所学内容，强调重点和难点。

2. 鼓励学生在课后进行复习，巩固所学知识。

四、课后作业1. 完成课后练习题，巩固所学知识。

2. 预习下一节课的内容，为下一节课的学习做好准备。

五、教学反思1. 教学过程中，关注学生的学习状态，及时调整教学策略。

2. 鼓励学生积极参与课堂活动，提高学生的英语综合运用能力。

3. 注重培养学生的自主学习能力，提高学生的学习效率。

注：以上模板仅供参考，具体教学内容可根据实际情况进行调整。

高中英语面试试讲10分钟范例
当然，我可以帮助你准备一次10分钟的高中英语面试试讲。

请注意，以下内容是一个范例，你可能需要根据你的具体情况和面试要求进行适当的调整。

一、导入（1分钟）
大家好，非常感谢你们今天给我这个机会来试讲。

我将为大家带来一节高中英语课，主题是“旅行”。

首先，让我们通过一个短片来进入今天的话题。

（播放一个有关旅行的短片，同时请学生们注意短片中的关键词汇）
二、新课导入（2分钟）
现在，我们已经对今天的话题有了初步的了解。

请大家打开课本，翻到第XX页。

我们将学习一些与旅行相关的词汇和表达方式。

（展示并教授新词汇和表达方式）
三、课文阅读（3分钟）
接下来，请大家阅读课文，了解主人公的旅行经历。

在阅读过程中，请注意文中的重点句型和语法结构。

（学生们阅读课文，教师巡视并提供帮助）
四、讨论与分享（2分钟）
读完课文后，我想请大家分享一下你们的旅行经历。

你
可以使用我们今天学习的词汇和表达方式。

（邀请几位学生分享他们的旅行经历，并给予反馈）
五、语法讲解与练习（2分钟）
现在，让我们来看看课文中的重点句型和语法结构。

我们将学习如何用英语描述旅行计划和经历。

（讲解语法点，并提供练习供学生们巩固）
六、小结与作业（1分钟）
今天，我们一起学习了与旅行相关的词汇、表达方式和语法结构。

希望大家能够通过今天的课程，提高自己的英语听说读写能力。

作为作业，请大家写一篇关于你梦想中的旅行的英语短文，并尝试运用我们今天学习的知识。

谢谢大家！。

听力课试讲教案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. 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 words2) Search more information about ….口语课试讲教案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 sent ence 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…. 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 Homework1) 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 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. 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 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 = '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. Ste p6: 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 expression of 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‟ h ealth. 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 advi ce 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 t heir 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 today (Write the sentence on the blackboard and guide Ss to read it.) and get Ss to guess the reas on freely. If Ss can‟t get the answer, I‟ll tell them that I didn‟t have a good sleep last night. S o 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 matte r 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 workAsk Ss to work in pairs and talk about health problems by using the bandage given and usin g the target language: What‟s the matter? I‟m not feeling well. I have a … Step4: Presentatio n 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 should/shouldn‟t do… During this activity, s ome 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 pat ients. 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 shoul d/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: 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 betw een 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. Tea ching 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 i n 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 adjec tives and explain the meaning of these sentences according to the context. Step 4 Conclusio n and exerciseInvite students to make a report about their group discussion and teacher will make a concl usion 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 c heck the answers. Fill in the blank with the correct forms of words. It is a ____ (bore)party and I feel__(bore). Step 5 Homework1. Find out more adjectives ending in -ing and -ed and sentences.e the -ED and -ING form of the words “bore”“interest”“amaze” and “embarrass” to ma ke 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. Y ou 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, 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 sma rt. 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, 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: 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。

高中英语听力试讲逐字稿尊敬的各位老师，大家好！今天我要分享的是高中英语听力教学。

听力是英语学习中非常重要的一部分，但往往也是学生觉得最难掌握的技能之一。

因此，如何有效地进行听力教学，提高学生的听力水平，是摆在我们面前的一个重要课题。

首先，我们要明确听力教学的目标。

我们的目标是帮助学生掌握听力技巧，提高听力理解能力，同时培养他们的跨文化交际意识和能力。

为了实现这一目标，我们需要从以下几个方面展开教学。

一、激活学生的背景知识在进行听力教学时，激活学生的背景知识至关重要。

背景知识不仅包括学科知识，还包括学生的生活经验和文化背景。

例如，在听一篇关于西方文化的文章时，如果学生不了解相关的文化背景，他们就会感到困惑和难以理解。

因此，我们需要通过引导学生讨论相关话题、分享经验等方式，激活他们的背景知识，帮助他们更好地理解听力材料。

二、提高学生的词汇量词汇量是影响学生听力理解能力的重要因素之一。

因此，提高学生的词汇量是听力教学的关键环节。

我们可以引导学生通过上下文猜测词义、教授构词法等方式来增加他们的词汇量。

同时，我们还需要教授学生一些实用的听力技巧，如预测答案、筛选无关信息等。

三、创造良好的听力环境良好的听力环境是提高学生听力水平的重要保障。

我们可以通过组织英语角、邀请外教参加教学活动等方式，为学生创造真实的语言环境。

同时，我们还可以利用现代技术手段，如语音识别软件等，为学生提供更多的听力练习机会。

四、培养学生的跨文化交际意识培养学生的跨文化交际意识是听力教学的重要目标之一。

我们可以通过引导学生了解不同文化背景下的语言表达方式、礼仪习俗等方式，培养他们的跨文化交际意识。

同时，我们还需要教授学生一些实用的交际技巧，如如何与人交流、如何表达自己的观点等。

总之，高中英语听力教学需要从多个方面入手，注重培养学生的实际运用能力。

只有这样，才能真正提高学生的听力水平，为他们的未来发展奠定坚实的基础。

谢谢大家！。

高中英语试讲教案教学目标：1. 知识与技能：学生能够掌握并运用本课时的重点词汇和语法结构。

2. 过程与方法：通过任务型教学法，提高学生的听说读写综合能力。

3. 情感态度价值观：激发学生学习英语的兴趣，培养跨文化交际的意识。

教学内容：- 词汇：本课时的重点词汇包括…- 语法：重点讲解…的使用规则。

- 阅读理解：分析一篇关于…的文章。

- 听力练习：听一段对话，提取关键信息。

教学步骤：导入新课1. 通过提问或播放与课题相关的短视频，引起学生兴趣，为本课时的学习内容做铺垫。

2. 简要介绍本课时的教学内容和目标。

词汇与语法1. 利用多媒体展示新词汇的图片或情景，让学生猜测词义。

2. 分组讨论词汇的用法，鼓励学生造句。

3. 通过填空或改错练习，巩固语法点。

听力练习1. 播放录音前，提出几个预问题，让学生有目的地聆听。

2. 播放录音，学生完成练习题。

3. 核对答案，分析听力难点。

阅读理解1. 快速阅读文章，抓住主旨大意。

2. 细读文章，回答几个深入的问题。

3. 小组讨论文章的主题或作者的观点。

总结与作业1. 总结本课时学到的重点内容。

2. 布置作业，如写一篇短文，运用本课学到的词汇和语法。

教学方法：采用互动式教学法，鼓励学生主动参与课堂活动。

通过小组合作学习，促进学生之间的交流与合作。

教学评价：通过课堂表现和作业完成情况，评估学生对本课时内容的掌握程度。

教学反思：课后，教师应根据学生的反馈和学习效果，对教学方法和内容进行调整和优化。

课时：1课时教学目标：1. 学生能够通过听力练习，提高对英语口语的感知和理解能力。

2. 培养学生在实际面试场景中运用英语进行有效沟通的能力。

3. 增强学生的自信心，使其在面试过程中能够从容应对。

教学重难点：1. 教学重点：学生能够准确理解听力材料，掌握听力技巧。

2. 教学难点：学生在面试场景中运用英语进行有效沟通。

教学准备：1. 多媒体设备，用于播放听力材料。

2. 面试场景模拟道具，如面试官、考生等。

教学过程：一、导入1. 教师简要介绍本节课的主题，让学生了解本节课的学习目标。

2. 学生分享自己以往参加面试的经验和感受。

二、听力训练1. 播放一段英语听力材料，让学生在规定时间内完成听力练习。

2. 教师讲解听力材料的主要内容，并总结听力技巧。

3. 学生复述听力材料，巩固所学知识。

三、面试场景模拟1. 教师将学生分成若干小组，每组扮演面试官和考生。

2. 学生根据所学知识，进行面试场景模拟，互相提问和回答。

3. 教师观察学生的表现，给予指导和反馈。

四、课堂总结1. 教师总结本节课的学习内容，强调听力技巧和面试沟通的重要性。

2. 学生分享自己在面试场景模拟中的收获和体会。

五、课后作业1. 学生根据本节课所学知识，完成一篇英语听力练习。

2. 学生准备一篇关于面试的经验分享，下节课进行展示。

教学反思：本节课通过听力训练和面试场景模拟，帮助学生提高英语听力能力和面试沟通技巧。

在教学过程中，教师应注重以下几点：1. 针对学生的实际情况，调整教学进度和难度。

2. 鼓励学生积极参与课堂活动，提高学生的自信心。

3. 注重培养学生的自主学习能力，使其能够在课后进行自我提升。

通过本节课的学习，学生能够掌握英语听力技巧，提高面试沟通能力，为未来的求职之路打下坚实基础。