教资面试高中英语试讲模板之语法口语

高中英语词汇课一、教学目标1. 知识目标：让学生掌握并运用本节课所学的词汇。

2. 能力目标：培养学生运用英语进行交流的能力。

3. 情感目标：激发学生学习英语的兴趣，提高他们的自信心。

二、教学内容1. 词汇：单词和短语。

2. 句型：用于表达单词和短语的句型。

三、教学重点与难点1. 重点：单词和短语的正确拼写和用法。

2. 难点：词汇在实际语境中的运用。

四、教学方法1. 任务型教学法：通过完成各种任务，让学生在实践中学习和运用词汇。

2. 情境教学法：创设真实的语境，帮助学生理解词汇的意义。

五、教学步骤1. 导入：引导学生回顾上节课所学的词汇，为新课的学习做好铺垫。

2. 新课：介绍本节课的词汇，让学生通过观察、思考、讨论等方式理解词汇的意义。

3. 实践：让学生在小组内运用所学词汇进行交流，巩固记忆。

4. 拓展：引导学生运用所学词汇进行写作或口语表达，提高他们的语言能力。

5. 总结：对本节课所学内容进行归纳总结，强调重点和难点。

6. 作业布置：布置适量作业，让学生课后巩固所学。

教案模板：1. 教学目标2. 教学内容3. 教学重点与难点4. 教学方法5. 教学步骤逐字稿：1. 导入（5分钟）回顾上节课所学的词汇引入本节课的主题2. 新课（15分钟）介绍本节课的词汇讲解词汇的拼写、意义和用法3. 实践（10分钟）学生在小组内运用所学词汇进行交流教师巡回指导，纠正错误4. 拓展（10分钟）引导学生运用所学词汇进行写作或口语表达学生展示，教师评价5. 总结（5分钟）归纳总结本节课所学内容强调重点和难点6. 作业布置（5分钟）布置适量作业，让学生课后巩固所学六、教学评价1. 评价方式：采用课堂表现、作业完成情况和小测验等多种方式进行评价。

2. 评价内容：学生对词汇的掌握程度、运用能力以及课堂参与度。

七、教学反思1. 反思内容：教学过程中的成功与不足之处。

2. 反思方式：通过学生反馈、自我总结和同行交流等方式进行。

八、教学拓展1. 拓展内容：与本节课主题相关的词汇和短语。

2023年12月高中英语教资面试真题教案逐字稿高中英语语法课-宾语从句1. 题目：语法教学试讲2. 内容However, learning English as a foreign language is very difficult in the absence of a native language environment. Some respected theories on language acquisition believe that to attain a high level of fluency and accuracy in a foreign language, you need to be surrounded by it. But sadly the chances that we will all have the opportunity to live in an English-speaking country are small. Therefore, most of us have to rely on what we can learn at school as part of the school curriculum.3. 基本要求：(1) 朗读所给段落。

(2) 配合教学内容适当板书。

(3) 针对所给材料划线部分，设计宾语从句语法教学活动。

(4) 用英文试讲。

(5) 试讲时间: 10分钟。

教案Object ClausesTeaching Objectives1. Students will be able to understand the structure of object clauses.2. Students will master the usage of the guiding words in object clauses.3. Students will be able to use object clauses accurately in real-life situations.Teaching Content1. Definition and structure of object clauses.2. Guiding words and their usage in object clauses.3. Application of object clauses in real-life scenarios.Teaching Procedure1. Introduction:Introduce students to the structure and usage of object clauses through example sentences.2. Explanation:Definition: Explain what object clauses are and their role in sentences. Structure: Analyze the structure of example sentences in detail, including the guiding word, main clause, and subordinate clause.Guiding words: List common guiding words such as "that," "what," "which," etc., and explain their usage.3. Practice:Multiple choice: Provide multiple examples of object clauses and ask students to choose the correct guiding word or judge if the structure is correct.Fill-in-the-blank: Provide incomplete sentences and ask students to fill in the correct guiding word to make the sentence complete.4. Group discussion:Divide students into groups, provide each group with an example of an object clause, and ask them to discuss within the group whether the structure and usage of the guiding word are correct.5. Summary and feedback:Have students share their discussion results, provide feedback and correction suggestions, and emphasize the importance and usage of object clauses again.6. Homework:Assign relevant practice exercises for students to continue to consolidate the content learned in class.Teaching ReflectionReflect on the teaching after class, consider students' performance in the practice, judge their mastery of object clauses, and think about how to improve teaching methods to ensure students better grasp this grammar point."真题例句讲解Today we'll talk about object clauses, which are an important part of sentence structure. Object clauses function as the object of a sentence and provide more specific information about the subject or action. They can be complex or simple and are typically introduced by a preposition or a verb that requires an object.Let's take two examples to understand this better:Example 1:"Some respected theories on language acquisition believe that to attain a high level of fluency and accuracy in a foreign language, you need to be surrounded by it."In this sentence, the subject is "Some respected theories on language acquisition" and the predicate is "believe". The object clause is "that to attain a high level of fluency and accuracy in a foreign language, you need to be surrounded by it". This clause functions as the object of the verb "believe" and provides specific information about what the theories believe.Example 2:"Therefore, most of us have to rely on what we can learn at school as part of the school curriculum."In this sentence, the subject is "most of us", the predicate is "have to rely on", and the object clause is "what we can learn at school as part of the school curriculum". The word "what" acts as the guiding word followed by the content of the noun clause. This clause functions as the object of the verb "rely on" and specifies what most of us have to rely on.Object clauses can be identified by their subject-verb-object structure and their position in the sentence. They typically follow the verb that requires an object and provide additional information about the subject or action in the sentence.Now it's time for you to practice. Try to find more examples of object clauses in sentences you encounter in your daily life or in your readings. Understanding how object clauses work will help you build more complex sentences and express yourself more effectively. Remember, practice makes perfect! Keep at it, and you'll improve your language skills soon enough.。

教资面试高中英语试讲模板之语法口语语法课课型四色笔实战模板以人教版必修三UNIT3为例红色字体为板书内容蓝色字体为设计目的黑色字体为口述内容绿色字体为提示内容Grammar (板书内容)教学目标:准确理解相关语法的基本概念，结构，运用。

重点:相关语法的基本概念和结构难点:以学促考，灵活运用。

Part 1: Independent reading Ex 1:自主阅读Ex 1 部分, 了解名词性从句的用法 T: Goodmorning/afternoon, boys and girls. Today, we’ll learn a new grammar style名词性从句Nounclauses. Now please open your book, turn to page 21，book 3 and look at Ex1. Read the play, which are mainly about this kind of grammar? Try to find the sentences.(pause)T: Ok. Stop here! Can you say one sentence? Now, who want to share your works? Ok, Tom,please. (手势语:平伸右手，手掌朝上，示意学生回答。

做边听状，边板书第一个句子，这个要提前备课，就是您早就准备好的句子～)May we ask what you are doing in this country?T: Very good，sit down, please. Now, who want to say the next? Ok, Lily, please. (同上，写第二个句子～)I didn’t know whether I could survive until morning.T: Very good，sit down, please. Now, who want to share the last one? Ok, please. (同上，写第三个句子～)The fact is that I earned my passage by doing sth. (课本上的三个句子) T: Very good，sit down, please.T: Now, we can see the Noun clause is a piece of cake, or we can say, it’s just so so. Are we right?Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem,first, lists problems of your own, then you can discuss in pairs;after discussion, you two can’t solve it, come to the blackboard andwrite it down.Part 2 comprehension 理解(写完板书，此时，就下去转一下，回来在黑板上写1-2个难句子，就当是学生写的)Difficult point 1: What do you think of the bet the brothers have made?Difficult point 2: What do you think will happen to Henry? Research1: students’ comprehension to the grammar.T: Very good, just now two of our students wrote down two sentences, they think the sentencesare much harder to understand. Can we help them to under the two sentences?T: Now, who want to try? Ok, Susan, please. (手势语:平伸右手，手掌朝上，示意学生回答。

高中英语教师资格证面试语法类教学思路及逐字稿1. 题目：Ali Baba and forty thieves2. 内容In a town in Persia, there dwelt two brothers, one named Cassim, theother Ali Baba. Cassim was married to a rich wife and lived in plenty, while Ali Baba had to maintain his wife and children by cutting wood in aneighboring forest and selling it in the town.One day, when Ali Baba was in the forest, he saw a troop of men onhorseback, coming towards him in a cloud of dust. He was afraid theywere robbers, and climbed into a tree for safety. When they came up to him and dismounted, he counted forty of them. They unbridled their horses and tied them to trees. The finest man among them, whom Ali Baba took to be their captain, went a little way among some bushes, and said, “Open, Sesame!” so plainly that Ali Baba heard him.3. 要求1）朗读全文，全英授课2）根据课文内容，设计相应的教学活动，讲解划线部分包含的语法知识3）设计板书辅助讲解4）试讲时间：约10分钟Teaching aims:1) Knowledge aims:a. Students can understand the story of Ali Baba and forty thieves.b. Students can understand the usage of the simple past tense.2) Ability aims:a. Students can correctly use the simple past tense.b. Students can freely talk about English stories.3) Emotional aim:Students will be more interested in English story.Teaching important and difficult points:Students can correctly use the simple past tense.Teaching and learning methods:Task-based teaching method, situational teaching method, communicative approachTeaching procedures:Step 1: warm-up and lead-in1) Warm-up: greet the students as usual2) Lead-in: get students to share their stories that have been assigned lastclass. Then choose the best story-teller.Step 2: presentation1）Read the story of Ali Baba and the forty thieves and discuss about some questionsQ1 how was Ali Baba’s life?Q2 what did Ali Baba see in the forest?Q3 what were the forty thieves doing in the forest?2）Ask students to find the same grammar point of the two bold sentences and figure out the rules of it.3）Share and summarize the rules of the simple past tense together.Step 3: practiceAsk students to finish the exercise below: fill in the blanks by using the correct form of the words given without looking at their paper.In a town in Persia, there ________ (dwell) two brothers, one _______(name) Cassim, the other Ali Baba. Cassim ________(is marry) to a rich woman and _____(live) in plenty, while Alibaba _______(have) to maintain his wife and children by cutting wood in a neighboring forest and selling it in the town.Step 4: productionDiscuss in groups to continue writing and add an ending for this story by using the simple past tense. Then choose the best story writer.Step 5: summary and homework1) Summary: ask students to summarize what we learned in this class.2) Homework: go to the library to find the complete story of Alibaba and theforty thieves. Read it carefully and tell the story as vividly as possible in the next class.Blackboard designAlibaba and the Forty ThievesRegular variation+edIrregular variationIs – wasAre – wereDwell-dwelt逐字稿：Warm-up and Lead-in:Class begins! Sit down please. Good morning class. How are you today? You are fine. Good, I’m fine too. Thank you. So have you prepared for your stories that I assigned for you last week? Wow, I saw that most of you put up your hands. You must be well-prepared. Now it’s your show time. Mike, you please. Come to the front and share with us your story. Oh, great, your story is so funny. Thank you for sharing, come back to your seat. Catherine, how about your story? Come to the front. Wow, you just shared the story of Cinderella. A nice story. Thank you. Ok, so just now you have shared so many interesting stories. Let’s see who is the best story teller? Yeah, mike is the best. Congratulations.Presentation:T oday, I also bring you an interesting story. It’s called Alibaba and forty thieves. You have heard it, yes? Can you share some about it? Don’t worry, you can use Chinese to express yourselves. Who can? Jessica, please. Good, it seems that you know a lot about it. So have you read the English story of it? No? ok, it doesn’t matter. We are going to enjoy it in this class. Now, please look at your paper. I’d like you to read the story on your paper. During your reading, please think about three questions:Q1 How was A libaba’s life?Q2 what did Alibaba see in the forest?Q3 what were the forty thieves doing in the forest?Have you finished? Good, now, let’s check the answer the answers. Question 1, the answer is obvious, yes? OK, let’s answ er it together. Excellent. Alibaba was poot. Because the story tells us that he had to maintain his wife and children by cutting wood in a neighboring forest and selling it in the next town. How about question 2? Who can have a try? Lily, you please. Alibaba see (yes, saw) a troop of man. Actually, they are? Yes, the forty thieves. Good, sit down please. And question 3, any volunteers? Tom, you please. You think that the forty thieves were hiding their treasures they have just got. Nice imagination. And I bet you must know the story well.You know well about the story. Now, I’d like you to focus on the two bold sentences. Try to find out the same grammar point of the two sentences and figure out the rules of it. It may not be easy for you, so I’d like you to work in groups to discuss about it and at last each group choose one representative to share with us, clear? Good, now let’s go.Time’s up. Group 1, who’s your rep orter? Wow, Amy you please. Tell us your results. Alan, your group think that the same grammar point of the two sentences is adverbial clause. Do you agree with them? Oh, it seems that other groups have different opinions. Ok, group 2, what’s your opinion? You think it is the tense. And exactly speaking, it is the simple past tense. Do you agree with group 2? Yes, they have caught the point. So have you figured out the rules of it? When should we use the simple past tense? What should we pay attention to when using it? Group 3, can you share with us. Nice sharing. And group 4, do you have any supplement? Well done.(总结语法规则)N ow, let’s summarize it together. Actually, the simple past tense has been used in both the two sentences, when we want to describe the things happened in the past, we should use the simple past tense. When we use it, we should pay attention to the regular and irregular forms of the verbs.Practice:N ow, let’s do some exercise to practice it. Please fill in the blanks on the screen by using the correct form of the words given. You cannot look at your paper, ok?Have you fini shed? Good, let’s do a words relay to check all the answers. Ok, from this line. And tony, share from you, clear? In a town in Persia, there dwelt two brothers, one named Cassim, the other Alibaba. Cassim was married to a rich wife and lived in plenty, while Alibaba had to maintain his wife and children by cutting wood in a neighboring forest and selling it in the town.One day, when Alibaba was in the forest, he saw a troop of men on horseback, coming toward him in a cloud of dust. He was afraid they were robbers, and climbed into a tree for safety. When they came up to him anddismounted, he counted forty of them. They unbridled their horse and tied them to trees. The finest man among them, whom Alibaba took to be their captain, went a little way among some bushes, and said, open, sesame! Fabulous! There is no mistake in the word changing. Let’s clap our hands.Production:So what would happen next? Can you think about the things happened next? Discuss in groups about it and then write down the ending for this story. You should use the simple past tense to describe it. I’ll give you ten minutes. Start here.Time’s up. Have you finished your story? Group 1, you please. Come to the front and share your story. Wow, good, a happy ending. Thank you for your sharing. Come back to your seat. Group 2, don’t be shy. Wow, I think you give a meaning ending. God job. Group 3 and group 4, you all did a good job. Some small grammar mistakes in your stories. You still need to pay attention to the tense, ok? So can you choose the best story writer? Wow, group 3 is the winner. Clap our hands for them.Summary:T ime is flying. It’s time for us to make a conclusion. Let’s do it together ok? In this lesson, we learned a story Alibaba and forty thieves and the usage of the simple past tense.Homework:W ell, after class, I’d like you to go to the library to find the complete story of Alibaba and the forty thieves. Read it carefully and tell the story as vividly as possible in the next class. Are your clear? Ok, great. That’s all for today’s class. Goodbye class! See you next time.Cultural relics – grammar part逐字稿Warm-up and lead-inClass begins! Good boys and girls. How are you today? Great! I am great too. At the beginning of the class, let’s do a guessing game. Now look at the screen. There are some attributive clauses, for example:He is a famous man that many people love.The subject which he liked best when he was a students was PE.He is a man who won the gold medal in the 100m hurdles at the 2004 Olympic Games.Ok, boys and girls, can you guess who he is? Yes, I hear your voice. He is Liu Xiang.It’s easy for us to understand the sentences, because we have learned the attributive clauses before, right? Today, we will learn another kind of attributive clause – non-restrictive attributive clause.Presentation:First of all, turn back to the reading part, and try to find as many attributive clauses as possible. Underline them and we will check them together. Clear?5 minutes for you. Start!Time’s up. Who would like to try? Tom, please. Good. Tom finds two sentences:In 1770, the room was completed the way she wanted.The amber which was selected had a beautiful yellow-brown color like honey. And other sentences? Lucy, have a try. Excellent.This gift was the amber room, which was given this name because several tons of amber were used to make it.You all did a good job! You find so many sentences. Now read loudly and try to find out what differences these sentences have, you can think about this question from the aspects of meaning, structure, or function. Then discuss with your partner.Who would like to share with us? Bob, great!You find there is a comma in this sentence and there isn’t comma in other sentences. Well done. We call this sentence a non-restrictive attributive clause.Now, any other differences? Maybe you can try to omit the attributive clauses and then tell me your discovery. Emily, have a try?Yes, in the non-restrictive attributive clauses, if the attributive clause is omitted, the sentence is still complete. But in the restrictive attributive clauses, if the attributive clauses is omitted, the meaning of the sentence is not complete.Exactly. You got one of the differences. Any one else has different ideas? Nobody? Try to analyze the grammar structure, for example, in the restrictive attributive clause, the attributive clause is to modify the antecedents. Now can you find in the restrictive clauses, what does the attributive clause explain about?Tom, do you have any idea? Good, the attributive clause is an explanation of the whole sentence.Practice:Ok, boys and girls. We now know the differences between restrictive and non-restrictive attributive clause, could you make a contrast between these two sentences, and try to find out the differences. The two sentences are on the screen.1) She kept telling jokes, which made everyone angry.2) She kept on telling jokes which made everyone angry.You can discuss this question in pairs and 2 minutes for you. Start.Ok, is these anyone who wants to have a try? Lily, please!Perfect! Sentence 1 shows that the fact she told jokes made them angry. Sentence 2 shows that the subject of her jokes made them angry.Now you have mastered the differences. Let’s do one more exercise. Join the pairs of sentences using attributive clause. You should finish by yourself first and then you can discuss with your partner to see whether you have different versions. Ten minutes for you.Time’s up. The first two sentences, 1) here are the farmers. 2) they discovered the underground city last month. Jack, what is your answer?Correct! Here are the farmers who discovered the underground city last month.Ok, all of you have done a great job. We can see that, as long as we master the basic rules of the grammar, it will be easy for us to finish the exercise correctly, right?Production:Now, we will discuss in groups and finish a task together.Complete the simple sentences by adding restrictive or non-restrictive attributive clauses according to the pictures given under the sentences, try different expressions as many as possible. You have a heated discussion. Ok today, we learn a new kind of attributive clause, non-restrictive attributive clauses, and it differs from the restrictive clauses. Nacy, will you repeat the differences again?Well done. Now all of you have done a great job.Summary and Homework:After the class, please write an English composition about a person. Try to use the restrictive attributive clause or non-restrictive attributive clause, it is a compulsory work. Next class, we will share your composition with the whole class, and let see whose composition is the best one. Another homework, if you had time, find out at least 5 restrictive or non-restrictive attributive clauses in other articles. Ok, class is over, see you next time.。

英语教资面试试讲七大类型真题及教案模板语音教学一.真题1.题目：You are new here,aren't you?2.内容：A：You are new here,aren't you? /B: Yes,I am.My name is Bill.You are Tony, aren't you? /A：That,s right.B:It's really crowded here,isn,t it? /A:Yes,it is.3.基本要求：(1)朗读所给对话(2)配合教学内容适当板书(3)针对语调标记,进行相应的语音教学活动(4)试讲时间约10分钟(5)用英文试讲二.教案模板1.Teaching objectives(1)knowledge objectiveStudents will understand and recognize sentences with rising tone.(2)Ability objectiveStudents will be able to use rising tone properly in communication.(3)emotional objectiveStudents will realize some basic rules of language and be more interested in learning English.2.Teaching key and difficult points(1)key pointHelp students to use correct intonation to make sentences.(2)difficult pointGuide students to find out the rule of rising intonation.3.Teaching and learning methodsTask-based language teaching method :cooperative learning method; individual learning method. 4.Teaching proceduresStep1 :Lead inStudents will listen to a song and try to sing along with it.Teacher reminds them of the last word of each sentence.Step2:PresentationTeacher will choose two students to read the dialogue.Then students listen to the tape and find out the difference between their intonation and the speakers.Students are encouraged to underline the sentences.Teacher will also write the sentences an the blackboard and teacher will explain the rule of rising intonation:it can be used in disjunctive questions （反义疑问句）and give students some examples. Step3:PracticeStudents read the dialogue with their partners.They should pay attention to the questions and try to use rising intonation.Step4:ProductionStudents work in groups asking other members some questions about their hobbies.They need to imitate the question form in the dialogue and try to use rising intonation while asking.Some students are encouraged to have a role play in the front of class.Step 5:SummaryStudents conclude the rule of rising intonation and teacher give some supplements,（补充）.Teacher will also guide students to think :are there any other situations where we can use rising intonationStep6:HomeworkStudents are encouraged to make more sentences by using rising intonation.Each of them should make at least 5 sentences.5.Blackboard designrising intonationYou are new here,aren't you? /It,s really crowded here,isn,t it? /口语教学一. 真题1.题目：A man saved himself2.内容：A man was skiing in the mountains by himself. Suddenly he had a bad fall and broke his skis,when he tried to stand up he found that his leg was broken and he couldn't walk .So he slid down the mountain an his bottom when he got to the bottom of the hill he saw a house .He shouted for about five minutes before anyone heard .At last...3.基本要求：(1)朗读所给段落(2)配合所给内容适当板书(3)针对该段落的内容设计相应的口语活动,帮助学生补充完成故事结局(4)试讲时间约10分钟二. 教案模板1.Teaching aims(1)Knowledge aim :Students will learn some basic elements to continue a story.(2)Ability aim :Students will be able to continue the story in their own words.(3)Emotional aim :Students can come up with new ideas positively and be interested in learning English.2.Teaching key and difficult points(1)key point :How to help students continue the story?(2)difficult point :How to guide students to summarize their idea and express in their own words.3.Teaching and learning method见上节语音课4.Teaching proceduresStep1 :Lead inTeacher will show some pictures about snowing day and ask students whether they like it and students can talk about things they can do in such a day.Step2:PresentationTeacher reads the passageStudents need to find out what the material is about .Teacher introduces the requirement of the class and encourage students to think what might happen next.Students will talk with their partners .they are encouraged to write some clues and key words .Teacher will also remind them to use correct grammar and sentence structure.Step3:PracticeStudents work in groups and share their ideas.They need to continue the story with possible ending .Teacher will also help to offer some clues .Students are encouraged to tell their own stories to the whole class.Step4:ProductionTeacher asks a question :what can you do to protect yourself while skiing ?Students share their ideas and teacher concludes the key points.Step 5:SummaryStudents try to conclude what they learned in this class,and teacher gives some supplements and remind them to be careful in some activities.Step6:HomeworkStudents need to retell their own story to their parents after class.5.Blackboard designWhat happened? A man hurt himselfWhat will happen next? doctor,farmer,policeman...听力教学一.真题1,题目：The Olympic Games2,内容：Hello! I, m the torch that lights the Olympic fire and starts every modern Olympic Games.I always begin my journey from Olympic in Greece where the Ancient Games first held .I'm usually lit by the sun there and carried by many runners from different countries.However,only the best athletes carry me !The greatest honor is to be the last athlete who carries me into the stadium where the games will be held.3.基本要求：(1)表达师生互动(2)配合教学内容适当板书(3)设计听力教学活动二.教案模板1.Teaching aims(1)knowledge aim :Students will learn the usage of the Olympic torch.(2)Ability aim :Students will improve their listening skill by finding out the facts of Olympic torch.(3)Emotional aim :Students will acquire knowledge about Olympic games and they will be interested in learning English.2.Teaching key and difficult points(1)key point :Help students to get useful information from the passage.(2)difficult point :Guide students to develop listening skill such as organizing information and making use of them correctly.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher will play a video about Beijing Olympic opening ceremony,and ask students to recall the exciting memories.Step2:Pre-listeningTeacher point out the torchbearer-Ling ning,,and ask student to tell what they know about him.Teacher introduces the man briefly and ask students whether they know the history of the torch. Step3:while-listening(1)Extensive listening (泛听)Students listen to the tape for the first time.They need to find out what the passage is talking about in their own words.(2)Intensive listening(精听)Students listen to the tape again.Teacher write some key points on the blackboard and students will fill in the form by using information in the passage .Students check the answer with their elbow partner.Step4:Post-listeningActivity 1:Students need to finish the exercise on the ppt.Teacher will help to check the answer. Activity 2:Pair work. Students introduce the facts of Olympic torch to their deskmates in their own words.They are encouraged to add some new information about Olympic games that they know. Activity3 :Students listen to some sentences about the description of Olympics.They need to judge whether the sentences are true or false.Step 5:SummaryStudents conclude what they learned in this class and teacher will also help summarize.Step6:HomeworkStudents need to find out more information about Olympic games .Picking up something to which they are interested and share with others next class.5.Blackboard designOlympic torch1.From where ? To where?2.Who carries it?3.Who will get honor?词汇教学一.真题1.题目：A famous Chinese pianist2.内容:Li Yundi,a well-known Chinese pianist ,always loved music.When he was a small boy,he could hum songs and difficult pieces of music .He began to learn the accordion at the age of four,and he started to learn the piano when he was seven.In October 2000,Li Yundi took part in the 14th champion international piano competition in Poland.He won first prize in his group.He was also the first Chinese pianist in the 20-year history of the competition to win this prize.3.基本要求：(1)表达教师引导作用和师生互动(2)配合教学内容适当板书(3)讲解该段落中的划线单词并举例解释(4)设计相应的词汇运用活动二.教案模板1.Teaching aims(1)Knowledge aim : Students will master the pronunciation and meaning of the new words:difficult ,take part in,competition.(2)Ability aim :Students will be able to use those words to make sentences.Students will learn to guess the meaning of words according to the context.(3)Emotional aim :Students will know more about Li Yundi and learn from him.2.Teaching key and difficult points(1)key point :Help students to master the pronunciation and meaning of new words.(2)difficult point :Guide students to make sentences properly by using these words.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inStudents will listen to a piece of piano music.Teacher introduces the background of the music and enumerates some famous pianists.Step2:PresentationStudents read the text as quickly as they can .Then tell the main idea of the passage.Teacher writes down the new words on the blackboard and encourages students to guess the meaning of them according to the context.Teacher will explain the difficult words in various ways.Example will be offered to help students understand the words.Step3 :PracticeTeacher hands out some cards ,which contain different words on them.Then teacher shows some pictures on the ppt.Students need to read the word loudly if the picture describes it in their cards.Teacher will encourage them to make some sentences by using the words.Step4:ProductionStudents think about a question :what makes a pianist succeed?They can talk with elbow partners and conclude some key elements.Teacher encourages them to learn from Li Yundi :working hard and never give up.Step 5:SummaryStudents summarize the whole text .Teacher helps to review the learned words again.Step6:HomeworkStudents write a short essay about the career of a star with whom they are familiar.5.Blackboard designdifficulttake part in What makes a pianist succeed ?competition阅读教学一.真题1.题目：True north2.内容：In North America,most students go to school on the school bus.Some students also walk or ride bikes to school.In other parts of the world,things are different.In Japan,some students take trains to school,others also walk,ride their bikes .In China,it depends on where you are ,In big cities,students usually ride bikes to school or take buses.And in places where are rivers and lakes ,students usually go to school by boat.That must be a lot more fun than taking bus.3.基本要求：（1）朗读所给对话(2)配合教学内容适当板书(3)针对该段落设计阅读教学活动二.教案模板1.Teaching aims(1)knowledge aim :Students will understand ways to go to school in different countries.(2)Ability aim :Students will use multiple reading skills such as skimming and scanning to get information from the passage.(3)Emotional aim :Students will feel different culture and will be more interested in learning English.2.Teaching key and difficult points(1)key point :Help students to get useful information from the passage .(2)difficult point :Guide students to develop reading skill such as finding out and organizing useful information.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher will guide students to review different transportation which was learned last class.Step2:Pre-readingStudents watch some pictures about special transportation and guess where there can be used .Any possible guessing is encouraged.Step3:while-reading(1)fast readingStudents read the passage as quickly as they can .They need to find out which countries are mentioned in the passage.Teacher will write the names of places on the blackboard.(2)careful readingStudents read the passage again .They are asked to fill in the form on the blackboard by using information about what transportation is used in different places.Teacher encourages them to check answers with elbow partners.Step4:Post-readingActivity 1:Students refer to the form and retell the usage of transportation to their deskmates.Activity 2 :Students introduce some other special travelling methods in groups.They can share what they know to the whole class.Teacher helps to conclude some key points.Step 5:Summary and homeworkStudents review the learned knowledge in this lesson and teacher will also encourage them to be a green commuter.Students need to find more information about special travelling methods and conclude their findings by imitative writing.5.Blackboard designcountries ways to go to schoolAmericaJapanChina(big cities)China (cities with rivers)语法教学常见语法的英文表达一般现在时the simple present tense一般过去时the simple past tense一般将来时the simple future tense现在完成时the present perfect tense现在进行时the present continuous tense过去进行时the past continuous tense条件状语从句adverbial clause of condition被动语态the passive voice虚拟语气subjunctive mood定语从句attributive clause宾语从句object clause状语从句adverbial clause比较级和最高级comparative and superlative单三third-person singular一. 真题1.题目：Transportation investigation2.内容：Last week,we did a survey about different kinds of transportation. We asked students about their favorite kinds of transportation. Most students come to school by bike and they like riding bikes .Of course ,bikes are cheaper than cars and buses.Some students like cars because they are safer than bikes .Cars are also faster than bikes and buses.Among some students ,buses are not popular because they often have too many passengers.Buses are also dirtier and more crowded.However,not many people can afford a car.3.基本要求：(1)合理设计活动进行语法教学(2)适当板书(3)全英授课(4)师生互动二. 教案模板1.Teaching aims(1)Knowledge aim ：Students will master the role of comparative form(2)Ability aim : Students will be able to compare the characters of different things by using correct comparative forms.(3)Emotional aim :Students will be good at evaluating the advantage and disadvantage.2.Teaching key and difficult points(1)key point :Help students to understand the principle of comparative form.(2)difficult point :Guide students to make sentences to compare things.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher asks students what transportation they prefer.Students share their ideas and explain the reasons briefly.Step2:PresentationStudents read the text as quickly as they can.They need to find out what transportationare compared in the passage.Teacher writes the transportation on the blackboard and asks students to underline the words which make the comparison.Students are encouraged to point out the differences of words.Teacher will explain the words: when comparing,we need to use comparative form of adjective and teacher will also remind them of adding "er" or "r" according to the words.Step3 :PracticeTeacher asks students to read the sentences containing comparative forms loudly.Students are asked to finish the exercise on the ppt.Step4:ProductionTeacher shows some pictures on the ppt.Each picture has a pair of objects.Students need to describe the character of them.They are encouraged to use the comparative form to make sentences by themselves.Teacher will also ask two students to stand up ,and others compare them through body weight,height,length etc.Step 5:SummaryStudents summarize what they learned in this lesson.Teacher guides them to review the comparative form of adjective again.Step6:HomeworkStudents make at least six sentences by using comparative form of adjective after class and show their sentences next class.5.Blackboard designbus dirtiercar safer ,fasterbike cheaper写作教学.真题1.题目：A letter for asking for advice2.内容：Dear Earth care,I,m doing a project on behalf of my school about global warming.Sometimes I feel that individuals can have little effect on such huge environmental problems.However,I still think people should advocate improvements in the way we use energy today.As I'm not sure where to start with my project.I would appreciate my suggestions you may have.Thank you !3.基本要求：(1)全英授课(2)针对语篇内容进行相应写作教学(3)向学生介绍书信写法(4)试讲时间约10分钟二.教案模板1.Teaching aims(1)knowledge aim :Students will understand some basic elements in writing a letter.(2)Ability aim :Students will be able to conclude information and organize the information in their own writing.(3)Emotional aim :Students will be more polite in replying.2.Teaching key and difficult points(1)key point :Help students to come up with new ideas.(2)difficult point :Guide students to put what they learned in writing.3.Teaching and learning method见上节4.Teaching proceduresStep1 :Lead inTeacher asks the essential elements in a letter which was learned before .Step2:Pre-writingStudents read the letter quickly .They will get the main idea of it .Teacher will guide them to think the possible response of the letter .Students need to work in pairs and talk with elbow partners.Students write down some key points and consider how to use these points in writing in a proper order . Step3:while-WritingTeacher first shows two letter example on the ppt and guides students to notice the title,main part,form and inscription .Students can refer to the examples and write their own letter .Teacher will offer some words and phrases and help to correct the mistakes in their writing. Step4:Post-writingStudents share their articles in groups. Some representatives are encouraged to read their letters in the front of the class .Teacher will also ask students to discuss :are there any other possible ways to save the earth from global warming ?Step 5:Summary and homeworkStudents review the passage and their own letter .Teacher will emphasize how to respond a letter .Students are asked to conclude ways to prevent global warming after class ,and write down at leastfive suggestions.5.Blackboard designkey elements in writing possible responsestitle plant more trees main partride bikes form。

教师资格证考试-面试-高中英语-教案模板+逐字稿-口语课教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿口语课教学设计思路+方案+逐字稿【注意】口语课的题型一般有以下两种：一是将所给材料补充完整；二是根据所给材料提炼出句型、功能（如：表达感谢、道歉、请求、喜好、要求等功能），然后让学生用其进行语言表达。

【设计思路】口语课，我们采用PWP模式，即pre-speaking、while-speaking以及post-speaking；各个环节可以设计的活动如下：【教案】XXXXXX Aims:Knowledge aims:(1)Students will know that language has the function of expressing…(2)Students will learn some knowledge about…Ability aims:(1)Students XXX.(2)Students XXX.Emotional aims:（以下内容选一/二即可）(1)Students XXX interests and confidence in learning English.1教师资历证测验—口试—高中英语—教案设想思绪+计划+逐字稿(2)Students XXX to apply their English into daily use.(3)Students XXX.XXX Difficult Points:XXX point:Students XXX…and know how to express…properly.Teaching difficult point:How to make students use…to m ake XXX.XXX:Step 1 Warming up1.Greetings.2.Lead-in:（以下导入体式格局选其一便可）①Review the knowledge that we learned before/in the last class with the students:…②Check students’XXX class:…③Share XXX:…④Show students some pictures about…and ask them to think about the followingquestions:/ Play a short video to the students and ask them to think about the XXX:Q1:…Q2:…⑤Free talk: ask students to discuss XXX answers:Q:…Step 2 Pre-speaking(1)Deal with the material:（以下体式格局取其一便可）①Play the tape twice: 1stlistening to catch the main idea of it;2ndlistening to catch the words and XXX describing…;2教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿（以上是将材料作为听力材料所设计的活动；若文章要求朗读文章，2ndlistening可设计成教师朗读）②Read the passage twice: 1streading to catch the main idea of it;2ndreading to catc h the words and XXX describing…;（以上是将资料作为浏览资料所设想的举动；若文章请求朗诵文章，2ndreading可设想成教师朗诵）(2)Free talk/Brainstorm: ask students to discuss how to express…and XXX.Step 3 While-speaking(1)Group discussion: show students some XXX/just give the topic, andthen ask them to do a group discussion about…（假如需求会商的话题比力难，在此步调可设置几个题目匡助指导学生考虑）(2)Ask students to make a XXX/to do a role play/to make a XXX.Step 4 Post-speakingXXX in front of the whole class and then XXX.Step 5 Summary and HomeworkSummary: ask a student/lead the students to summarize the content of this lesson.（总结环节可以是老师自己总结，让同学总结，老师和同学一起总结三种方式，一般使用后两种方式比较好）Homework: ask students to XXX class.Blackboard design:3教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿【试讲逐字稿】[毛遂自荐]:XXX, dear XXX,I’m No.X XXX.（有的地方不让说姓名，只能说号码，但有的地方规定要说姓名，进入面试室时，有人会给你看一下注意事项，所以请一定看清，否则说错了会视为作弊，取消资格的）（上面这一句是在敲门得到允许进去后，所做的自我介绍，或者是向考官问好，一般考官会回应说：good morning/afternoon，之后你需要走到讲台上，进行结构化答题，回答结束后，考官会说请开始你的试讲）分割线—下面是真正的试讲逐字稿Today my topic is…, now I’ll start my class.[Greetings]:Class begins, sit down please. Good morning/afternoon, boys and girls, welcome to my class.How are you guys today? Great? Not bad? Glad to hear that. Me? OhI’m pretty good, thanksfor your asking. So are you ready for our class? Ok, good.[Lead-in]：以下体式格局选其一便可（发起在此步调中，若能与文章题目接洽起来的时分，能够誊写板书：详细的题目，若文章没有题目，能够找机遇一边说：today we’re going to have a reading class,一边誊写板书：reading）①Before our class, boys and girls, let’s have a quick XXX class. Do you still remember it? Great, you all remember it. Yes, we learned abou t…. Now asfor today we are going to learn more about it/we are going to learn another grammar.②Before our class, boys and girls, do you still remember the task that I assigned for you inthe last class? Yes, it is…Ok, so how many of you have prepared it? Show me your hands. Ok4教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿Anna, please.（此处停顿几秒，假装Anna在回答）Excellent, I can see you did it with your heart.Now as for today, we are going to learn…/we are going to talk more about…③-1.Before our class, boys and girls, I’d like to share a story with you. After the story, youneed to tell me…（此处可以出一个问题）So please listen to me carefully.…（讲故事）Sowhowants to share your answers with us? Anna, please.…（Anna 的回答）Very good, sit down,please. Now as for today, we are going to learn…/we are going to talk more about…③-2.Before our class, boys and girls, I have s sentence for you, please listen to me carefullyand please try to guess XXX…（此处讲一个名人名言）So who wants to share youranswers with us? Anna, please.…（Anna的回答）Very good, sit down, please. Now a s for today,we are going to learn…/we are going to talk more about…③-3.Before our class, boys and girls, I’d like to share one experience of mine with you…（讲经历）So how about you? Do you have any unforgettable experience? Anna, XXX.…（Anna的回答）Very good, sit down, please. Now as for today, we are going tolearn…/we are going to talk more about…④Before our class, boys and girls, let’s watch a short video/some pictures, and you need tothink about the following questions: Q1:…and Q2:…Are you clear? Ok, great, let’s start here.（寓目视频/图片，平息几秒）Well you have enjoyed the video/the pictures, have you got theanswers? Anna, you please. Oh you think…Yes, great, sit down please. How about question2?Peter, please have a try. You think…I agree with you, sit down please. Now a s for today, we aregoing to learn…/we are going to talk more about…⑤Before our class, boys and girls, I’d like to ask you a question:…Anna, please have a try.XXX,…（Anna的回答）Wonderful, thank you, sit down please. And? Peter, please. Great,…（XXX的回答）Now as for today, we are going to learn…/we are going to talk more about…[Pre-speaking]:(1)以下方式选其一即可：①Now let’s listen to the tape twice. For the first time, you need to catch the main idea of it,clear? Start here.（停顿几秒，此时可以书写板书：1stlistening：main idea）It’s over, so have yougot the main idea of it? Good, it’s…Very good. And for the second time,I’ll read it for you,you’d better take some notes or XXX.I’d like you to catch the wordsand sentences describing…Are you clear? Ok, listen carefully（教师朗读一遍材料，此时可以书写板书：2ndlistening：function：…）So have you finished? Ok, any volunteers? Lily, you please.…（Lily的回答）Excellent, sit down please. Ok, anyone else? Peter, please have a try.…（XXX的回5教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿答）Well down, sit down, please. Now look at the XXX…（几个）sentences here:（此时可以书写板书：XXX：…）Sentence 1:…Sentence 2:…Sentence 3:……②Now let’s look at the reading material on your paper. Please read it by yourself quickly tocatch the main idea of it, clear? Start here.（停顿几秒，此时可以书写板书：1streading：main idea）It’s over, so have you got the main idea of it? Good, it’s…Very good. Ok, nextI’ll read it foryou.I’d like you to catch the words and sentences describing…Are you clear? Ok, listencarefully（教师朗读一遍材料，此时可以书写板书：2ndreading：function：…）So have you finished?Ok, any volunteers? Lily, you please.…（Lily的回答）Excellent, sit down please. Ok, anyone else?Peter, please have a try.…（XXX 的回答）Well down, sit down, please. Now look at XXX…（几个）sentences here:（此时可以书写板书：Usefulwords and expressions：…）Sentence 1:…Sentence 2:…Sentence 3:……(2)T hese sentences are all used to express…But what’s the difference among them? Yes,…（可以从句型语气等方面区分不同，若不需要区分，可以不说此句话）And do you know any otherexpressions? Now let’s work in groups to do a XXX as possible.I’ll give you 5 minutes and then share with us, understa nd? Good, starthere.（停顿几秒）Time’s up, now let’s share. Group 1, please.…（1组的回答）Nice sharing.Any complements? Group 3, you please.…（3组的回答）You did a very good job. Pleaseremember them, we may use them later.[While-speaking]:(1)I believe that you know well a bout how to express…It’s time to test your oral English.以下方式选其一即可：6教师资格证考试—面试—高中英语—教案设计思路+方案+逐字稿①直接给出主题：Now here XXX:…（问题）Now workin groups of four and discuss about it. You will have 5 minutes. Please start.（停顿几秒）②创设情境：Now here are some pictures for you, four or five pictures can make a story. Youneed to discuss with your group members about the story. During discussion, you XXX: Q1:…Q2:…You will be given 5 minutes. Please start.（平息几秒）(2)Time’s up, have you finished? OK, now it’s time for you to show your story.I’d likeyou to make a XXX/to do a role play/to make a dialogue/…Pleasemake it with your group members by using what you have just discussed. You will have another3 minutes. Let’s start.（平息几秒）[Post-speaking]:Ok,it’s your show time. Groupone, come to the front. Don’t be nervous. Maybe you cantry“well, you know”when you get stuck. Ok, start.（不需要真正回答，只需停顿几秒，然后直接点评即可）Good XXX 2, please.（不需要真正回答，只需停顿几秒，然后直接点评即可）Wow I really enjoy your performance.Group 3 and 4, you also did a good job.But if you could be more confident and try to replace the words you escape with the words youare familiar with, you could be better.（三组和四组就不必一一回答了，整体点评即可）[Summary and homework]:How time flies! It’s time to make a summary. Let’s do it together. Today we have learnedho w to express… Yes, very good, and we also XXX it. Ok good, we all did a good job in this class.（老师带领大家一起回答时，当说到重点的时候，要有所停顿，因为我们需要做的是引导学生回答，而不是我们自己回答）It’s homework time. Well, after class,I’d like you to XXX recite some good words and expressions, are you clear? Ok, great, that’s all for today’sclass, goodbye class. See you next time./ It’s homework time. Well, after class,I’d like you towrite s short passage about…by using what we have learned today, are you clear? Ok, great,that’s all for today’s class, g oodbye class. See you next time.[结尾]：That’XXX, thank you![接下来就是答辩]。

语法课高中常用知识总结+教学设计思路+方案+逐字稿【注意】高中常用语法知识总结：1. 直接引语（Direct speech）和间接引语（Indirect speech）：引述别人的话有两种方式，直接引用别人的原话叫做直接引语，用自己的话来转述别人的话叫做间接引语；例：Mr. Black said, “I’m busy.”（直接引语）→ Mr. Black said that he was busy. （间接引语）直接引语变为间接引语时，需从以下几个方面转换：(1)人称（Person）：一主二宾三不变；①一主：若直接引语中为第一人称，变为间接引语时，要将它变为与主句主语相一致的人称；例：He said, “I like it very much.”→ He said that he liked it very much.②二宾：若直接引语中为第二人称，变为间接引语时，要将它变为与主句宾语相一致的人称；例：He said (to me), “you’re so good at it.”→ He said (to me) that I was so good at it.③三不变：若直接引语中为第三人称，变为间接引语时，人称不变；例：The teacher asked, “has he read enough this week?”→ The teacher asked if he had read enough that week.(2)时态（Tense）(3)引导词（Introducer）：①若直接引语为陈述句，变为间接引语时，用连词that引导，that可省略；例：He said, “I’m busy.”→ He said (that) he was busy.②若直接引语为一般疑问句，变为间接引语时，要把疑问句语序变为陈述语序，且用连词if/whether引导；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“Do you think a dairy can become your friend?” the writer says.→ The writer asks us if we think a dairy can become our friend.③若直接引语引语为特殊疑问句，变为间接引语时，要把疑问语序变为陈述语序，且仍用原来的引导词；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“When do you go to bed last night?” he said to Anne.→ He asked Anne when she went to bed the night before.④若直接引语为祈使句，变为间接引语时，要将祈使句的动词原形变为带to的不定式，且要将主句的谓语动词根据实际情况变为ask、tell、order等动词；若祈使句为否定句，变为间接引语时，要在动词不定式前面加not；如：Father said to him, “go away!”→ Father ordered him to go away.He said, “don’t make so much noise, boys.”→He told the boys not to make so much noise.(4)指示代词、时间状语、地点状语等的变化：注意：若是在当地转述，here不必变为there；若是在当天转述，yesterday, tomorrow, today等时间状语不必改变；2. 主动语态（Active voice）和被动语态（Passive voice）：动词有两种语态，若主语是动作的执行者，叫主动语态，若主语是动作的承受者，叫被动语态；(1)被动语态的基本结构：主语+助动词be+动词的过去分词+（by …），其中be有时态、人称和数的变化；(2)几种时态的被动语态：(3)主动语态和被动语态之间的转换：①将主动语态中的宾语变为被动语态中的主语，如果主动语态中的宾语是人称代词的宾格形式，应将宾格形式变为主格形式；如：him→he；②将主动语态中的主语变为被动语态中介词by的宾语，如果主动语态中的主语是人称代词的主格形式，应将主格形式变为宾格形式；如：they→them；③将主动语态中的谓语动词由主动形式变为被动形式，并且时态要保持一致；④如果主动语态中还有其他成分，则变为被动语态时，其他成分一般原位不动照抄下来；(4)几种特殊情况的被动语态的变化方法：①带双宾语的谓语动词，即“动词+间接宾语+直接宾语”，（如：give me a book）改为被动时,可以用间接宾语作被动语态的主语，也可以用直接宾语做被动语态的主语;若将间接宾语变为被动语态的主语，则保留直接宾语；若将直接宾语变为被动语态的主语，则保留间接宾语，并在间接宾语的前面加上介词to或for；②“动词+宾语+动词原形”结构，改为被动时,动词原形前要加to;③“动词+宾语+宾语补足语”结构，改为被动语态时，将宾语变为被动语态的主语，宾语补足语原位不动照抄下来；④当主动语态中的谓语动词是动词短语时，变被动语态时，动词短语应被看成一个整体，故动词短语中的介词一般原位不动照抄下来；3. 定语从句（Attributive clause）：①限制性定语从句（Restrict attributive clause）：结构：：先行词+引导词+定语从句；Structure: antecedent + that/who/whom/whose/which + attributive clause;②非限制性定语从句（Non-restrict attributive clause）:：结构：句子+“，”+引导词+定语从句；Structure: sentence + “,” + who/whom/whose/which + attributive clause;4. 同位语从句（Appositive clause）：结构：抽象名词+引导词+从句；5. 主语从句（Subject clause）：结构：引导词引导的从句+谓语动词+宾语；Structure: that/whether/if/who/whom/whose/which/what/woever/whomever/whichever/whatever/when/where/why/how/ clause + predicate + object;例：that引导的主语从句：that clause+ predicate + object；6. 宾语从句（Object clause）:结构：主语+谓语动词+引导词引导的从句；Structure: subject + predicate + that/whether/if/who/whom/whose/which/what/when/where/why/how clause例：由that引导的宾语从句：subject + predicate + that clause；7. 表语从句（Predicative clause）：结构：主语+连系动词+引导词引导的从句；Structure: subject + linking verb + that/whether/as if/as though/who/whom/whose/which/what/when/where/why/how clause;例：由that引导的表语从句：subject + linking verb + that clause；8. if条件状语从句（If clause）：结构：句子+if条件状语从句；Structure: sentence + if clause;9. it作形式主语（use “it” as formal subject）：有时为了避免头重脚轻，我们会用it作形式主语放在句首，而将真正的主语移到句末；10. it作形式宾语（use “it” as formal object）;：有时我们会用it作形式宾语，而将真正的宾语移到句末；11. 动词的现在分词（The verb-ing form）：现在分词的用法主要有以下几种：①用于进行时态，表示“正在发生”，其结构是：be + V-ing；②用于将来时态，表示“将要发生”，其结构是：be + V-ing；③动词的ing形式可以作定语；④动名词：可以作主语、宾语、表语；12. 动词的过去分词（Past participle）：过去分词的用法主要有以下几种：①用于完成时态，表示“已经完成”，其结构是：have/has/had + done②动词的过去分词可以作定语、表语；13. 情态动词（Modal verb）：情态动词不能单做作谓语，后面必须跟动词原形；14. 动词时态（Tense）：①一般现在时（present simple tense）：动词用原形/第三人称单数形式，否定句和疑问句借助助动词do/does；②一般过去时（past simple tense）：动词用过去式，否定句和疑问句借助助动词did；③一般将来时（future simple tense）：④一般过去将来时（past future tense）：⑤现在进行时（present continuous tense）：其结构为：am/is/are + V-ing；⑥过去进行时（past continuous tense）：其结构为：was/were + V-ing；⑦将来进行时（future continuous tense）：其结构为：shall/will + be + V-ing；⑧过去将来进行时（past future continuous tense）：其结构为：should/would + be + V-ing；⑨现在完成时（present perfect tense）：其结构为：has/have + done；⑩过去完成时（past perfect tense）：其结构为：had + done；⑾将来完成时（future perfect tense）：其结构为：shall/will + have + done；⑿过去将来完成时（past future perfect tense）：其结构为：should/would + have + done；⒀现在完成进行时（present perfect continuous tense）：其结构为：have/has + been + done；⒁过去完成进行时（past perfect continuous tense）：其结构为：had + been + done；⒂将来完成进行时（future perfect continuous tense）：其结构为：shall/will + have been + done；⒃过去将来完成进行时（past future perfect continuous tense）：其结构为：should/would + have been + done；15. 虚拟语气（Subjunctive mood）(1)if条件状语从句中的虚拟语气：(2)主语从句中的虚拟语气：①在“it is + 形容词/动词分词 + that从句”结构中：若形容词/动词分词是表示要求、建议、必要、命令等意思时（如：advised/advisable/desired/desirable/demanded/essential /important/necessary/required/suggested等），从句中要用should + do（动词原形），should可省略；②在“it is + 名词（如：pity/wonder/shame等） + that从句”结构中: 从句中要用should +do（动词原形），should可省略；(3)宾语从句中的虚拟语气：①在一些表示建议、愿望、要求、请求、劝告、一直、命令、安排、决定等动词引导的宾语从句中，要用虚拟语气，即宾语从句中要用should + do（动词原形），should可省略；②wish + 宾语从句中的虚拟语气：(4)表语从句合同位语从句中的虚拟语气：在一些表示愿望、建议、要求、命令等意义的名词后的表语从句/同位语从句中，要用虚拟语气，即从句中要should + do（动词原形），should可省略；(5)其他句型中的虚拟语气：①“as if/as though/even if/even though + 方式状语从句”结构中：从句中要用虚拟语气，具体情况与wish + 宾语从句中的虚拟语气一样；②“lest/lest for + that从句”结构和“in case + 目的状语从句”结构中：从句中要用虚拟语气，即要用should + do（动词原形），should可省略；例：Julia had to go on a diet, for lest that she (should) lose her job as a model.③“it’s (high) time + 定语从句”结构中：从句中要用虚拟语气，且有两种形式，一是从句中要用动词过去式，二是从句中要用should + do（动词原形），第二种形式比较少见，且should不可省略；④if only 引导的感叹句，译为“要是…就好了，但愿…”，此结构中要用陈述语序，且谓语动词要用虚拟语气，其具体情况与wish + 宾语从句中的虚拟语气一样；16. 倒装句（Inversion）：倒装句主要有以下两种形式：(1)全部倒装：谓语动词全部置于主语之前；①以here, there, now, then等副词开头的句子中，用全部倒装；例：There comes the bus.注意：此结构中，若主语是代词，则不用倒装；例：Here you are.②在以表示处所、声音等意义的副词开头的句子中，且动词是表示运动的不及物动词（如：go,come, rush, fly等），为了表示生动，可将耨写副词放在句首，此时要用倒装；例：Down came the rain.注意：此结构中，若主语是代词，则不用倒装；③表示地点的介词短语谓语句首时，要用倒装；例：Between the two buildings stands a tall pine.④直接引语的部分或全部谓语句首时，点名说话人的部分要用倒装；例：”Are you listening to English on the radio?” said mother.注意：若引述动词后有间接宾语或状语时，则不用倒装；(2)部分倒装：谓语动词的一部分（助动词、情态动词等）置于主语之前；①在以“only + 状语/状语从句”开头的句子找那个，主句要用部分倒装；例：Only then, did I realize the importance of English.②在以表示否定或者半否定意思的词开头的句子中（如：never, hardly, scarcely, rarely, barely,seldom, neither, nor, little, nowhere, not, not only, not until, no sooner … than, hardly …when, by no means, under no circumstances等），主句要用部分倒装；例：Hardly did I think it possible.③当连词as/though表示“尽管、虽然”意思，且引导让步状语从句时，从句要用部分倒装，此结构是将形容词/名词移到句首；例：Cold as it was, we went out. 尽管天气冷，我们还是出去了。

高中英语口语课教案一、教学目标：1. 知识目标：（1）学生能够掌握基本的英语口语表达方式。

（2）学生能够运用所学的口语表达方式进行日常交流。

2. 能力目标：（1）学生能够流利地朗读和背诵所学内容。

（2）学生能够在小组活动中积极地进行英语口语交流。

3. 情感目标：激发学生学习英语口语的兴趣，提高他们的自信心。

二、教学重难点：1. 教学重点：（1）基本英语口语表达方式的掌握。

（2）日常英语口语交流能力的培养。

2. 教学难点：（1）英语口语表达方式的灵活运用。

（2）在日常交流中能够准确、得体地使用英语。

三、教学准备：1. 教材：高中英语口语课本。

2. 教具：多媒体设备、录音机、磁带。

四、教学过程：1. 热身活动（5分钟）：教师与学生进行简单的英语口语交流，提问学生关于日常生活的话题，引导学生积极参与。

2. 新课内容展示（15分钟）：（1）教师引导学生学习新的口语表达方式，通过例句和情景演示，让学生理解并掌握这些表达方式。

（2）学生跟读并模仿，教师给予纠正和指导。

3. 小组活动（15分钟）：学生分组，进行角色扮演，运用所学的口语表达方式进行交流。

教师巡回指导，纠正发音和表达错误。

4. 口语练习（10分钟）：学生个体或小组为单位，进行口语练习，教师监听并给予评价。

五、作业设计：1. 抄写并背诵本节课所学的口语表达方式。

2. 结合所学内容，与同学进行英语口语交流，记录交流过程。

六、教学评价：1. 课堂表现评价：观察学生在课堂上的参与程度、口语表达的准确性和流畅性，以及小组活动中的合作态度。

2. 作业评价：检查学生作业的完成质量，包括口语表达的准确性和应用能力。

3. 口语测试：在课程结束后，组织一次口语测试，以评估学生对课程内容的掌握程度。

七、教学反思：在课程结束后，教师应进行教学反思，分析教学过程中的成功与不足，根据学生的反馈调整教学方法和内容，以便更有效地提高学生的英语口语能力。

八、课程拓展建议：1. 组织英语角活动，让学生在轻松的氛围中练习口语。

教师资格面试：高中英语试讲万能模板教师资格面试：高中英语试讲万能模板Good morning, everyone. Today I`m very pleased to have an opportunity to talk about some of my teaching ideas. The content of my lesson is xxx.I`ll be ready to begin this lesson from four parts. They are 1Analyzing teaching Material 2.the teaching methods 3.the studying methods 4.the teaching procedures, and while presenting these parts I will do the blackboard design properly. Ok now I am going to start from the first part Part 1 Analyzing teaching Material:This lesson is about.By studying of this lesson, we`ll enable the students to know the serious attitude towardsand develop the interest inAt the same time, let the students learn how to give instructions. This lesson plays an important part in the English teaching in this unit. As it is the main passage in thisIn a word I will1. Let the Ss pass observation -imitation-practice to study language.2. Teach the Ss how to master dialogues and how to communicate with others.Part 4 Teaching Procedure:I have designed the following steps to train their ability of listening, speaking, reading and writing. Especially reading ability.Step1.Lead-inHave a free talk about ---and then discuss the question in pre-reading on page Purpose: arouse the Ss` interest of study Step2. Listening comprehensions1. Present the students the questions before listening to the textAB人改变未来的力量本文摘自：1 2.Get the students to listen to the tape and then answer the questions.Purpose: Train the Ss` listening ability to grasp the general idea of a passage and prepare for the later exercises.Step3.Fast readingRead the passage as quickly as they can. I will use the question and answer activity to help them get the main idea of each paragraph, then ask them to use their own words to conclude the main ideas of each paragraph.Purpose: Improve the Ss` fast reading skills like skimming reading and scanning reading. Understand the general idea of each paragraph.Step4 Intensive readingRead the passage carefully again and人改变未来的力量本文摘自：1 answer some detailed questions. AB Cit is also called depth reading or study reading. It means reading for detailed information.Purpose: Further understand the text to find out some different sentences and details of the text.Step5.Retell the passage1.I will list out the general idea of each paragraph which the Ss have concluded in fast reading2. Encouraging Ss to use their own words to retell the passage according to the general ideas .Purpose: I want to check if my students really understand the whole text and if they master what I mean to tell them in this class.人改变未来的力量本文摘自：1 What`s more, I want to make the students practice their oral English through retelling.nguage pointsI will show the important words phrases and sentences which the Ss need to learn in this passage on the screen one by one. Then give them the right usages of these new language points. What`s more I will ask Ss to make sentences by using these newly learnt words and phrases.Step 7.Pair work or individual role play or scene play activityPurpose: I mean to give them emotional education. I give them muti-media pictures to arouse their interest of study and their love forStep 8 Summary人改变未来的力量本文摘自：1 I will go through the important points and difficult points of this lesson with the students once again.Step 9 HomeworkWrite an article of I want to improve the ability of their writing. At the same time, train the ability of do it yourself and looking up the information by themselves. Above is my teaching plan of this lesson. Thank you for listening.注：关于blackboard(板书设计)，在试讲前在黑板上表出课题，然后只需在试讲过程中根据内容需要(比如课程导入或者课堂活动时)稍许写一下，切忌满篇板书而减少了试讲时间，也最好不要把板书设计单独成为一个部分。

教师资格证考试-面试-高中英语-教案模板+逐字稿-口语课In this article。

we will provide a teaching plan for the high school English interview n of the teacher n exam。

nally。

we will also provide a teaching plan for a speaking class。

which typically includes two types of exercises: completing given materials and extracting sentence patterns or ns from given materials.For the speaking class。

we will use the PWP model。

which includes pre-speaking。

while-speaking。

and post-speaking activities。

The activities for each stage are as follows:Teaching PlanTeaching Aims:Knowledge aims:1) Students will understand that language has the n of expressing us ns and thoughts.2) Students will learn some knowledge about sentence patterns and ns.Ability aims:1) Students can improve their speaking skills.2) Students can use sentence patterns and ns to make ns freely.nal aims:1) Students can develop more interest and confidence in learning English.2) Students will be willing to apply their English in daily life.3) Students can develop the awareness of n with others.Teaching Key & Difficult Points:Teaching key point:Students will be able to understand and express us ns and thoughts properly.Teaching difficult point:How to help students use sentence patterns and ns to make ns freely.Teaching res:Step 1: Warming UpGreetings.Lead-in:Review the knowledge that we learned in the last class with the students。

语法课高中常用知识总结+教学设计思路+方案+逐字稿【注意】高中常用语法知识总结：1. 直接引语（Direct speech）和间接引语（Indirect speech）：引述别人的话有两种方式，直接引用别人的原话叫做直接引语，用自己的话来转述别人的话叫做间接引语；例：Mr. Black said, “I’m busy.”（直接引语）→ Mr. Black said that he was busy. （间接引语）直接引语变为间接引语时，需从以下几个方面转换：(1)人称（Person）：一主二宾三不变；①一主：若直接引语中为第一人称，变为间接引语时，要将它变为与主句主语相一致的人称；例：He said, “I like it very much.”→ He said that he liked it very much.②二宾：若直接引语中为第二人称，变为间接引语时，要将它变为与主句宾语相一致的人称；例：He said (to me), “you’re so good at it.”→ He said (to me) that I was so good at it.③三不变：若直接引语中为第三人称，变为间接引语时，人称不变；例：The teacher asked, “has he read enough this week?”→ The teacher asked if he had read enough that week.(2)时态（Tense）(3)引导词（Introducer）：①若直接引语为陈述句，变为间接引语时，用连词that引导，that可省略；例：He said, “I’m busy.”→ He said (that) he was busy.②若直接引语为一般疑问句，变为间接引语时，要把疑问句语序变为陈述语序，且用连词if/whether引导；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“Do you think a dairy can become your friend?” the writer says.→ The writer asks us if we think a dairy can become our friend.③若直接引语引语为特殊疑问句，变为间接引语时，要把疑问语序变为陈述语序，且仍用原来的引导词；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“When do you go to bed last n ight?” he said to Anne.→ He asked Anne when she went to bed the night before.④若直接引语为祈使句，变为间接引语时，要将祈使句的动词原形变为带to的不定式，且要将主句的谓语动词根据实际情况变为ask、tell、order等动词；若祈使句为否定句，变为间接引语时，要在动词不定式前面加not；如：Father said to him, “go away!” → Father ordered him to go away.He said, “don’t make so much noise, boys.”→He told the boys not to make so much noise.(4)指示代词、时间状语、地点状语等的变化：注意：若是在当地转述，here不必变为there；若是在当天转述，yesterday, tomorrow, today等时间状语不必改变；2. 主动语态（Active voice）和被动语态（Passive voice）：动词有两种语态，若主语是动作的执行者，叫主动语态，若主语是动作的承受者，叫被动语态；(1)被动语态的基本结构：主语+助动词be+动词的过去分词+（by …），其中be有时态、人称和数的变化；(2)几种时态的被动语态：(3)主动语态和被动语态之间的转换：①将主动语态中的宾语变为被动语态中的主语，如果主动语态中的宾语是人称代词的宾格形式，应将宾格形式变为主格形式；如：him→he；②将主动语态中的主语变为被动语态中介词by的宾语，如果主动语态中的主语是人称代词的主格形式，应将主格形式变为宾格形式；如：they→them；③将主动语态中的谓语动词由主动形式变为被动形式，并且时态要保持一致；④如果主动语态中还有其他成分，则变为被动语态时，其他成分一般原位不动照抄下来；(4)几种特殊情况的被动语态的变化方法：①带双宾语的谓语动词，即“动词+间接宾语+直接宾语”，（如：give me a book）改为被动时,可以用间接宾语作被动语态的主语，也可以用直接宾语做被动语态的主语;若将间接宾语变为被动语态的主语，则保留直接宾语；若将直接宾语变为被动语态的主语，则保留间接宾语，并在间接宾语的前面加上介词to或for；②“动词+宾语+动词原形”结构，改为被动时,动词原形前要加to;③“动词+宾语+宾语补足语”结构，改为被动语态时，将宾语变为被动语态的主语，宾语补足语原位不动照抄下来；④当主动语态中的谓语动词是动词短语时，变被动语态时，动词短语应被看成一个整体，故动词短语中的介词一般原位不动照抄下来；3. 定语从句（Attributive clause）：①限制性定语从句（Restrict attributive clause）：结构：：先行词+引导词+定语从句；Structure: antecedent + that/who/whom/whose/which + attributive clause;②非限制性定语从句（Non-restrict attributive clause）:：结构：句子+“，”+引导词+定语从句；Structure: sentence + “,” + who/whom/whose/which + attributive clause;4. 同位语从句（Appositive clause）：结构：抽象名词+引导词+从句；5. 主语从句（Subject clause）：结构：引导词引导的从句+谓语动词+宾语；Structure: that/whether/if/who/whom/whose/which/what/woever/whomever/whichever/whatever/when/where/why/how/ clause + predicate + object;例：that引导的主语从句：that clause+ predicate + object；6. 宾语从句（Object clause）:结构：主语+谓语动词+引导词引导的从句；Structure: subject + predicate + that/whether/if/who/whom/whose/which/what/when/where/why/how clause例：由that引导的宾语从句：subject + predicate + that clause；7. 表语从句（Predicative clause）：结构：主语+连系动词+引导词引导的从句；Structure: subject + linking verb + that/whether/as if/as though/who/whom/whose/which/what/when/where/why/how clause;例：由that引导的表语从句：subject + linking verb + that clause；8. if条件状语从句（If clause）：结构：句子+if条件状语从句；Structure: sentence + if clause;9. it作形式主语（use “it” as formal subject）：有时为了避免头重脚轻，我们会用it作形式主语放在句首，而将真正的主语移到句末；10. it作形式宾语（use “it” as formal object）;：有时我们会用it作形式宾语，而将真正的宾语移到句末；11. 动词的现在分词（The verb-ing form）：现在分词的用法主要有以下几种：①用于进行时态，表示“正在发生”，其结构是：be + V-ing；②用于将来时态，表示“将要发生”，其结构是：be + V-ing；③动词的ing形式可以作定语；④动名词：可以作主语、宾语、表语；12. 动词的过去分词（Past participle）：过去分词的用法主要有以下几种：①用于完成时态，表示“已经完成”，其结构是：have/has/had + done②动词的过去分词可以作定语、表语；13. 情态动词（Modal verb）：情态动词不能单做作谓语，后面必须跟动词原形；14. 动词时态（Tense）：①一般现在时（present simple tense）：动词用原形/第三人称单数形式，否定句和疑问句借助助动词do/does；②一般过去时（past simple tense）：动词用过去式，否定句和疑问句借助助动词did；③一般将来时（future simple tense）：④一般过去将来时（past future tense）：⑤现在进行时（present continuous tense）：其结构为：am/is/are + V-ing；⑥过去进行时（past continuous tense）：其结构为：was/were + V-ing；⑦将来进行时（future continuous tense）：其结构为：shall/will + be + V-ing；⑧过去将来进行时（past future continuous tense）：其结构为：should/would + be + V-ing；⑨现在完成时（present perfect tense）：其结构为：has/have + done；⑩过去完成时（past perfect tense）：其结构为：had + done；⑾将来完成时（future perfect tense）：其结构为：shall/will + have + done；⑿过去将来完成时（past future perfect tense）：其结构为：should/would + have + done；⒀现在完成进行时（present perfect continuous tense）：其结构为：have/has + been + done；⒁过去完成进行时（past perfect continuous tense）：其结构为：had + been + done；⒂将来完成进行时（future perfect continuous tense）：其结构为：shall/will + have been + done；⒃过去将来完成进行时（past future perfect continuous tense）：其结构为：should/would + have been + done；15. 虚拟语气（Subjunctive mood）(1)if条件状语从句中的虚拟语气：(2)主语从句中的虚拟语气：①在“it is + 形容词/动词分词 + that从句”结构中：若形容词/动词分词是表示要求、建议、必要、命令等意思时（如：advised/advisable/desired/desirable/demanded/essential /important/necessary/required/suggested等），从句中要用should + do（动词原形），should可省略；②在“it is + 名词（如：pity/wonder/shame等） + that从句”结构中: 从句中要用should +do（动词原形），should可省略；(3)宾语从句中的虚拟语气：①在一些表示建议、愿望、要求、请求、劝告、一直、命令、安排、决定等动词引导的宾语从句中，要用虚拟语气，即宾语从句中要用should + do（动词原形），should可省略；②wish + 宾语从句中的虚拟语气：(4)表语从句合同位语从句中的虚拟语气：在一些表示愿望、建议、要求、命令等意义的名词后的表语从句/同位语从句中，要用虚拟语气，即从句中要should + do（动词原形），should可省略；(5)其他句型中的虚拟语气：①“as if/as though/even if/even though + 方式状语从句”结构中：从句中要用虚拟语气，具体情况与wish + 宾语从句中的虚拟语气一样；②“lest/lest for + that从句”结构和“in case + 目的状语从句”结构中：从句中要用虚拟语气，即要用should + do（动词原形），should可省略；例：Julia had to go on a diet, for lest that she (should) lose her job as a model.③“it’s (high) time + 定语从句”结构中：从句中要用虚拟语气，且有两种形式，一是从句中要用动词过去式，二是从句中要用should + do（动词原形），第二种形式比较少见，且should不可省略；④if only 引导的感叹句，译为“要是…就好了，但愿…”，此结构中要用陈述语序，且谓语动词要用虚拟语气，其具体情况与wish + 宾语从句中的虚拟语气一样；16. 倒装句（Inversion）：倒装句主要有以下两种形式：(1)全部倒装：谓语动词全部置于主语之前；①以here, there, now, then等副词开头的句子中，用全部倒装；例：There comes the bus.注意：此结构中，若主语是代词，则不用倒装；例：Here you are.②在以表示处所、声音等意义的副词开头的句子中，且动词是表示运动的不及物动词（如：go,come, rush, fly等），为了表示生动，可将耨写副词放在句首，此时要用倒装；例：Down came the rain.注意：此结构中，若主语是代词，则不用倒装；③表示地点的介词短语谓语句首时，要用倒装；例：Between the two buildings stands a tall pine.④直接引语的部分或全部谓语句首时，点名说话人的部分要用倒装；例：”Are you listening to English on the radio?” said mother.注意：若引述动词后有间接宾语或状语时，则不用倒装；(2)部分倒装：谓语动词的一部分（助动词、情态动词等）置于主语之前；①在以“only + 状语/状语从句”开头的句子找那个，主句要用部分倒装；例：Only then, did I realize the importance of English.②在以表示否定或者半否定意思的词开头的句子中（如：never, hardly, scarcely, rarely, barely,seldom, neither, nor, little, nowhere, not, not only, not until, no sooner … than, hardly …when, by no means, under no circumstances等），主句要用部分倒装；例：Hardly did I think it possible.③当连词as/though表示“尽管、虽然”意思，且引导让步状语从句时，从句要用部分倒装，此结构是将形容词/名词移到句首；例：Cold as it was, we went out. 尽管天气冷，我们还是出去了。

四、1.题目：语法教学试讲2.内容：It’s a shocking that so little has been done in the past for these children without parents and we believe it is important to get something done to help them as quickly as possible. Many of these children don’t know what it is like to wear clean clothes or sleep in a warm bed. I have seen many of them sleeping in the street and begging for food.3.基本要求（1）朗读所给段落；（2）配合教学内容适当板书；（3）针对划线部分的形式主语it，设计相应的语法教学活动（4）用英文试讲；（5）试讲时间10分钟。

教案：语法教学1. Teaching aims1) Knowledge aimStudents will be able to understand “it” used as formal subject and its usage.2) Ability aimStudents are able to use “it” as formal subject in their own writings.3) Emotional aimStudents can realize the importance of learning English and develop their interest in English.2. Important and difficult points1) Important pointStudents will be able to understand the usage of formal subject. 2) Difficult pointStudents will be able to use “it” as formal subject in their own writings.3. Teaching and learning methodsSituational teaching method; communicative teaching method; task-based teaching method；group work method; cooperation study method; independent study method4. Teaching proceduresStep 1: Lead inPresent some pictures about homeless children after some natural disasters to students. And then lead in the topic about homeless children. Step 2: Presentation1)Ask some questions: Q1:What’s shocking? Q2: What’s important? Q3: What don’t the children know? The teacher presents students some questions and asks them to find the answers according to the text. Thenwrite them down on the blackboard. (1) It’s a shocking that so little has been done in the past for these children without parents. (2)It is important to get something done to help them as quickly as possible.(3)Many of these children don’t know what it is like to wear clean clothes or sleep in a warm bed.2) Ask students to work in pairs to find out the subjects of these sentences.3) Ask students to work in groups to talk about the function of “it”in these sentences.4) Summarize the usage of “it” used as formal subject to students. Step 3: PracticePresent some sentences on the PPT and ask students to rewrite them by using “it”as formal subject. Then check answers together.Step 4: ProductionAsk students to work in groups of four and make a poster to think of ways to help those homeless children. They should use “it” as formal subject in their posters.Step 5: Summary and homeworkThe teacher leads students to summarize what they have learned in this class.Homework: Finish the exercises about “it” used as formal subject and then surf the Internet to find out more ways to help children in need.5.Blackboard designIt---formal subject:(1)It is a shocking that so little has been done in the past for these children without parents.(2)It is important to get something done to help them as quickly as possible.(3)Many of these children don’t know what it is like to wear clean clothes or sleep in a warm bed.试讲稿：语法教学（it as formal subject）GreetingHello, boys and girls. I am glad to see you again. Are you happy today? That’s great. I am so happy to hear that.1.Lead inBefore our class, let me show you some pictures. Now look at the ppt, what can you see in the first picture? Yeah, we can see some natural disasters. They are very terrible,right? Now let’s move on to the second one. There are some homeless children and they lost their home in the disaster. In China, we have a lot of children who become orphans after some disasters. It makes us hurt. So today we are going to learn something。

2024年5月高中英语教资面试真题教案高中英语口语课-Preserving Our Heritage1.题目：口语教学试讲2.内容：One growing problem is tourists who want to prove that they have visited a destination.Tourists have used paint,rock,or even keys to write on the Luxor Temple in Egypt,the Colosseum in Rome,Stonehenge in the UK, memorial stones at the bottom of Qomolangma,and many,many other places.Thousands of tourist sites are being destroyed by tourists who “love them to death”.I have three words for people like this:please stop it.If you want to leave a mark on the world,do it by changing someone's life with kindness and love.Pass kindness to future generations,not destruction.3.基本要求：（1）朗读所给段落。

（2）配合教学内容适当板书。

（3）针对材料所给内容，设计口语教学活动。

（4）用英文试讲。

（5）试讲时间：10分钟。

4.AI逐字稿Lesson TitlePreserving Our Heritage:A Call for Kindness and RespectWarm-upTeacher:"Good morning,everyone!How are you all doing today?Before we dive into our lesson,I want to ask you a question:What does it mean to truly'visit'a place?Let's think about that for a moment."Student A:"Well,I think it's about experiencing the culture and respecting the place you're visiting."Teacher:"Excellent point.Let's delve deeper into this with today's topic."IntroductionTeacher:"Today,we're going to talk about a growing problem that affects our world's treasures.Let's take a look at these images of the Luxor Temple,the Colosseum,Stonehenge,and Qomolangma.Can anyone tell me what you see?"Student B:"I see graffiti and damage on these historical sites."Teacher:"Yes,that's right.We see clear signs of damage.This is happening at thousands of tourist sites around the world.Now,let's read this text together and see what it has to say about this issue."Presentation(Teacher reads the text aloud,pausing at key points for emphasis)Teacher:"The author has a strong message for those who damage these sites.Can anyone tell me what the three words are that the author suggests?"Student C:"Please stop it."Teacher:"Correct.Let's discuss why this message is so important."PracticeTeacher:"Now,I'm going to divide you into groups and each group will discuss one of these sites.I want you to talk about why tourists might do this,what the consequences are,and how we can promote responsible tourism.You have five minutes for your discussion."(Students engage in group discussions)Teacher:"It sounds like there's a lot of great discussion happening.Group 1,can you start us off with your insights on the Luxor Temple?"Group1Representative:"We think some tourists might not realize the impact of their actions,and they want to leave a mark to remember their visit."Teacher:"Interesting perspective.Let's hear from Group2about the Colosseum."Group2Representative:"We believe education is key.If tourists knew the historical significance,they might think twice before defacing the site."Teacher:"Education indeed plays a crucial role.Groups3and4,whatabout Stonehenge and Qomolangma?"(Groups3and4share their thoughts)ProductionTeacher:"We've heard some excellent points.Now,let's have a debate.I propose this statement:'Tourists should be allowed to leave a small, non-destructive mark at tourist sites to remember their visit.'What do you think?Are you for or against this statement?Let's have a lively debate!"(Students engage in a debate,with the teacher facilitating and encouraging participation)ConclusionTeacher:"It's clear that we all have strong opinions on this matter. Remember,as tourists,we have a responsibility to preserve and respect the places we visit.Let's end today's class with a thought:How can you leave a positive impact on the places you visit?"Student D:"We could share our experiences online without damaging the site,and maybe even educate others about preservation."Teacher:"Great idea.Let's carry the message of kindness and respect with us wherever we go.”Homework AssignmentTeacher:"That's all for today.For your homework,write a short paragraph on how you can be an ambassador of kindness and respect when traveling.See you next time.Have a great day,everyone!"。

教师资格证考试-面试-高中英语-教案模板+逐字稿-口语课一、教学目标：1. 知识目标：让学生掌握日常英语口语表达的基本句型和词汇。

2. 能力目标：提高学生的英语口语交流能力，使其能在日常生活中进行简单的英语对话。

3. 情感目标：激发学生学习英语的兴趣，培养其自信心，使其乐于用英语进行交流。

二、教学内容：1. 主题：日常生活话题2. 词汇：起床、洗漱、吃早餐、上学、放学、做作业等日常词汇。

3. 句型：介绍自己、询问他人、描述日常活动等基本句型。

三、教学过程：1. 热身活动（5分钟）：利用歌曲或简单的口语练习，让学生放松，营造轻松的课堂氛围。

2. 新课导入（10分钟）：通过图片或情景剧的形式，引入日常生活话题，引导学生用英语进行描述。

3. 课堂互动（15分钟）：分组进行角色扮演，让学生模拟日常生活场景，运用所学词汇和句型进行对话。

教师巡回指导，纠正发音并给予鼓励。

4. 巩固练习（10分钟）：设计一些简单的口语问答游戏，让学生在游戏中进一步巩固所学内容。

5. 总结与作业（5分钟）：对本节课所学内容进行总结，布置相关的口语作业，要求学生课后进行练习。

四、教学评价：1. 课堂表现：观察学生在课堂上的参与程度、发音准确性以及口语表达流畅性。

2. 作业完成情况：检查学生课后口语作业的完成质量，对发音和表达进行评价。

3. 小组活动表现：评估学生在小组角色扮演中的表现，关注其与合作者的互动交流。

五、教学资源：1. 图片素材：日常生活场景的图片，如起床、洗漱、吃早餐等。

2. 音频素材：英语口语练习的歌曲或对话音频。

3. 教学卡片：用于课堂游戏和角色扮演的卡片。

4. 作业模板：课后口语作业的模板，包括发音和表达要求。

注意事项：1. 针对不同水平的学生，可以适当调整教学内容和难度。

2. 在课堂互动环节，鼓励学生大胆开口说英语，给予充分的时间进行练习。

4. 课后作业的布置要具有针对性和实用性，让学生能够在生活中运用所学知识。

2024年上半年5月份高中英语教资面试真题汇总口语课01口语教学试讲English is a crazy language.There is no egg in eggplant nor ham in hamburger,neither apple nor pine in pineapple.English muffins weren't invented in England nor French flies in France. Sweetmeats are candies while sweetbreads,which aren't sweet, are meat.We find that quicksand can work slowly,boxing rings are square and a guinea pig is neither from Guinea nor is it a pig. And why is it that writers write but...hammers don't ham?基本要求：（1）朗读所给段落。

（2）配合教学内容适当板书。

（3）针对材料所给内容，设计口语教学活动。

（4）用英文试讲。

（5）试讲时间：10分钟。

02口语教学试讲Standing with one's hands on one's hips shows that a person is angry in many cultures,such as Malaysia,Argentina,and Mexico.Many Mexicans like to touch people on the arm.This shows that they want to be friendly.When communicating with someone from Tanzania or Kenya, do not use your left hand when giving or receiving things like a business card or gift.In Vietnamese culture,the head is considered the most important part of the body.Only parents or an important person can touch your head.If a Lebanese person stands close to you,do not feel that they are entering your personal space.Personal space is relatively smaller in Lebanon and many other places.In Korean culture,one must be careful not to show too much emotion through facial expressions,except in very casual situations.Koreans may tend to distrust people who use exaggerated facial expressions,or may misunderstand whatthose facial expressions mean.People of Puerto Rico move their noses to say,"What's going on here?"基本要求：（1）朗读所给段落。

2023年12月高中英语教资面试真题逐字稿高中英语语法课-过去完成时1.题目:语法教学试讲2.内容:Around the end of the first century AD, a Roman writer called Pliny wrote about a terrible volcanic eruption that he had witnessed as a young man. The eruption had occurred on August 24th, 79 AD. The earth began to tremble and a volcano named Vesuvius, near Pompeii, Italy, erupted. Pliny described a cloud coming down the mountain, blocking out the sun and burying everything in its path, including whole villages and towns. Yet, over the centuries, there was a greater loss. The people, towns and villages that had disappeared under the ashes were entirely forgotten by the world.3. 基本要求：(1) 朗读所给段落。

(2) 配合教学内容适当板书。

(3) 针对所给材料划线部分，设计过去完成时语法教学活动。

(4) 用英文试讲。

(5) 试讲时间: 10分钟。

逐字稿Past Perfect TenseGood morning, students! Today, we’re going to explore a fascinating grammatical structure called the Past Perfect Tense. As we delve into this topic, we’ll analyze how it’s used to show actions that occurred prior to another past action or as a result of a past action. We’ll make this concept come alive through an engaging historical account by the Roman writer Pliny.To begin, let’s consider a historical event that you may recall. As you recall any significant historical events from your studies or personal knowledge, think about how those events have shaped the present day. Now, let’s turn our attention to Pliny’s description of the Vesuvius eruption. I’ll read aloud his account, and I want you to identify the key moments he describes: the trembling of the earth, Vesuvius’eruption, and the cloud’s descent. As I read, notice how he uses the had + past participle forms to show actions that were completed before a specificpoint in the past.Moving on, let's delve into the explanation of the Past Perfect Tense. This grammatical structure is used to show an action that occurred prior to another past action or as a result of a past action.To further illustrate this point, let’s analyze some example sentences of Past Perfect usage from the paragraph we read.1. “He had witnessed”In this context, the writer is referring to an event that took place before the main event in the paragraph. Pliny is describing a volcanic eruption that he had seen as a young man, which means the eruption occurred before he witnessed it. The Past Perfect Tense is used to create a timeline and establish the order of events.2. “The eruption had occurred”Here, we have the Past Perfect Tense being used again. It’s being used to show that the eruption took place prior to another event –the description given by Pliny. The use of this tense allows us to understand that the eruption happened before Pliny’s account, giving more context to the story.3. “The people, towns, and villages that had disappeared”In this phrase, we see the Past Perfect Tense being used once again. It’s being used to express that these people, towns, and villages were lost or disappeared before a specific point in time –in this case, Pliny’s description. This tense adds depth to the story by showing that these places were forgotten over time.Now, it’s time for some practice! I’ll provide you with worksheets containing sentences in various contexts, and you’ll rewrite them using the Past Perfect Tense. As you complete these exercises, think about the temporal relationships and reasons for using this tense. Remember, practice makes perfect!Okay, as you all finished the practice session, let's debrief on what we’ve learned about the Past Perfect Tense. Can anyone tell me, what's its function, how to identify it, and how to use it correctly in different scenarios？This is your opportunity to share any confusion or questions you may have about this grammatical structure.Great job! With this lesson, you’ve gained a practical understanding of how the Past Perfect Tense is used to describe actions that occurred prior to another past action or as a result of a past action. Through example analysis and practice exercises, you’ve developed your ability to recognize and use this grammatical structure correctly in different contexts. Congratulations on your journey of learning!As homework, here some additional Past Perfect practice exercises for you to complete at home. I hope you to reflect on how you feel about this grammatical structure after learning about it. Remember, learning is a continuous process, so stay curious and keep exploring!Thank you for your attention. Have a great day!。

今天，我将为大家讲解一篇高中英语教学招聘面试试讲的逐字稿，希望能为大家提供一些参考和指导。

我想和大家分享一下我对高中英语教学的理解和观点。

在我的教学实践中，我认为高中英语教学应注重培养学生的听、说、读、写四项技能，通过多种教学方法和手段，激发学生的学习兴趣和积极性，培养他们的综合语言运用能力。

那么，在面试中，我们将如何有效地进行英语教学呢？我认为，首先要明确教学目标，根据教学大纲和教材要求，明确学生应该达到的语言水平和能力。

我们要采用灵活多样的教学方法，如游戏、小组讨论、角色扮演等，激发学生的学习兴趣和主动性。

同时，我们要注重培养学生的自主学习能力，引导他们自觉地进行学习和探究。

我将以《雾都孤儿》这一文学经典为例，进行一次有效的教学展示。

我会让学生们自主阅读小说的相关章节，并组织小组讨论，引导学生们发现故事情节和主题。

接着，我会设计一些与小说相关的英语写作任务，如写一篇关于主人公的人物描写、写一篇关于小说背景的介绍等，通过写作任务培养学生的写作能力和创造力。

我会进行一次小组演讲比赛，让学生们展示自己的英语口语表达能力，并给予及时的反馈和指导。

通过以上的教学展示，我相信能够有效地激发学生的学习兴趣和积极性，提高他们的英语语言表达能力和综合素养。

高中英语教学应注重培养学生的听、说、读、写四项技能，通过多种教学方法和手段，激发学生的学习兴趣和积极性，培养他们的综合语言运用能力。

在面试中，我们要明确教学目标，采用灵活多样的教学方法，同时注重培养学生的自主学习能力。

通过有效的教学展示，我们能够提高学生的学习兴趣和英语语言表达能力，培养他们的综合素养。

希望我的分享对各位考教师有所帮助，谢谢大家！。

Now, it’s time to learn something new. Please read this passage for the second time, this time, try to find out the sentences with when. Okay, let’s start. Boys and girls, stop here, who would like to show us your ideas? Kevin, you please. Great. The first sentence is: he started composing music when he was five. And how about others? Yes, he learned to play the harpsichord when he was four. Well done! Boys and girls. I have listed these sentences on the blackboard, please look at the blackboard. Can you find something in common? It’s the adverbial clause of time. We use “when” to reinforce a specific time. And, what time do they describe? Right, they all talk about an action that happened in the past. Can we change the “when clause” to present tense? No, the tense must follow the same tense as the main clause. Class, you all have mastered the rules of it.宾语从句objective clauseLet’s pay attention to the following sentences:I wonder if you’d mind us asking you a few questions.May we ask what you’re doing in this city and what your plans are?Can you translates these sentences? Yes you all got it right. And then ,what clause can you find in the two sentences? Yes, a clause behind the verb, we call them: objective clause. And what linking word do they use? Right, “if” and “what”. And please pay attention to the clause, is that a question? No, it’s a statement.If条件句if-clauseNow boys and girls please open your book, there are some sentences right, let’s read it together. Stop here. What do you find in common? Yes, they all have if in it. And this is called the subjunctive mood. But how about the meaning of it? you don’t know right? Let’s have a group discussion together. I will give you five minutes. Later, I will invite some of you to show us your ideas clear? Now, please go ahead. Time’s up! Guys, who like to show us your ideas? Alice, you please. Great! We can use it to talk about things that will happen in the future, but we are not sure that it will happen or not. If it happens that we could / should do something. How about the structure of it?Zoey! Have a try, please. Great! Let me write down it.If + sb./sth. + were to/should do，sb. + would/should/could/might + do.定语从句attributive clauseAll right guys, it’s time to learn something new. Here are some new sentences in the passage. Let’s look at the first one. Can you read it? Yes, “This gift was the Amber Room, which was given this name because several tons of amber was used to make it. The amber which was selected had a beautiful yellow-brown color like honey.” Can you find the attributive clause? What does it modify? We call it as antecedent. Pay attention to the guide word “which”, it refers to the amber room, and it serves as the subject in the clause. Understand? So Let’s look at the next one,can you find the attributive clause? There is still an attributive clause in the passage, can you find it? You did a very good job!All right guys, from the passage we know he finds English important. and he learns well. However, in English, how to express something’s result? Can you try to find the sentences with a result in the passage?Great, Lily, what’s your finding?Excellent, sit down please. I will write the sentences here.(写板书) Let’s look at them one by one.He made such a rapid progress that...His English in one of these articles was so good that...So, do you find something in common?Yes, they both contain “that clause”. Since the clause tells us the result of something or actions. We call it adverbial clause of result.However, what are the differences between the two sentences? Great, some of you have said that the main structure of this clause is “so... that and “such… that”. Actually, the word “so” can modify adjectives and adverbs, and “such” modify nouns. That’s the difference. Are you clear?一般现在时simple present tenseOK,girls and boys.Here are some new sentences.Let’s look at the first one.What rules can you find in these three sentences?5minutes for you.Let’s start.Stop here.Who wants to try?Jack, you please.Well done!I like your voice.So,these three sentences are using the simple present tense.The structure of simple present tense is subject+verb+objective.Boys and girls,pay attention to that:the verb has to be original verb.Do you know the meaning of the simple pres ent?Yeas,we use simple present tense to describe a regular routine.Are you clear?Well done!一般过去式simple past tenseAll right guys, from the passage we know there are many legends about the festival. But when we want to describe one of them, the tense of the sentences should be changed, right? Can you find the sentences that have different tenses in the passage? Two minutes for you. Go!Great, Lily is raising her hand, what’s your finding?Excellent, sit down please. I will write the sentences here. Let’s look at them one by one.The first sentence is in simple present tense, and the rest of the passage is in past present tense.Do you know the reason why the writer changed the tense?Yes, The first sentence is a fact, so it’s in simple present tense. The rest of the passage tells the story of the ancient history of Lantern Festival. The story happened in the past, so it is in past present tense. Are you clear?That means when we say or write something, we should use suitable tense according to the time of the thing. Don’t forget the key point, do you?可数名词和不可数名词countable nouns and uncountable nounsAll right guys,it’s time to learn something new.When you listened,there are some language poin ts that may be a little difficult,right?I have written them on the blackboard.Let’s look at them o ne by one.The first one:sixteen or seventeen hours.The second one:do some exercise.Then th e third one:got much money.The last one:at your feet.Now try to read these sentences by your self.So,did you find something in common when you read?Yes,hours/exercise/money/feet. What it is?Let’s see it together.Look here,boys and girls.Listen to me carefully,this is new know ledge we are going to learn today:the nouns.We use it to talk about things or people.As we can see,there are countable nouns and uncountable nouns,right?We should remind that counta ble nouns have two forms:the singular and the plural.Normally,to change into plural form,we add s to the end of the countable nouns,such as hour/hours,book/books.The second type is t o add es,such as class/classes.There are also some irregular nouns,such as man/men,foot/fe et.And we use“many”to modify the countable nouns,and“much”to modify uncountable nou ns.“Some”can be used to modify both countable nouns and uncountable nouns.Spend/so... that...I have written the key sentences according to your answers: (1) It’s so crowded that I can’t find anywhere to sit. (2) I spend all morning checking numbers.Can you find out the grammar points of the sentences? You can discuss with your partners firstly. Now, who can tell me your ideas? No? It doesn’t matter. : We often use “so...that” in the structure as follows: so+ adj.+ that + clause. It often leads the result adverbial clause and use it in a negative sentence.What about the second one? We often use spend in the structure as follows: spend+ time +v.-ing, often the subject is human.。

题目：New robot will have many different shapes.some look like humans, and others might look like snakes.If buildings fall down with people inside, snake robots will be able to help look for people under the buildings. That may not seem possiblenow, but computers and rock it seemed impossible hundred years ago, we ne ver no what will happen in the future.课型：语法课(注意题目中标注的课型，阅读课不能按此方法设计)1.朗读课文。

2.讲解划线部分语法知识点3.全英授课，试讲十分钟Teaching planTeaching aims1.Students understand the main idea of this passage and master simple future tense.2.Students could use simple future tense freely in speaking and reading.3.Cooperative spirit will be enhanced.Teaching key point and difficult point1.To understand simple future tense.2.Team work spirit will be emphasized.Teaching procedureStep 1 Warming upShow a video of "Transfomers"T: What kinds of robots do you like?Step 2 PresentationActivity 1 reading1.What's the main idea of this passage?2.Will new robots have different shape?3.What can snake robots do?(提问的问题需引出划线句子，引出后将句子写在黑板上)Activity 2 GrammarExplain the grammar rules of simple future tenseS+ will+do...Step 3 PracticeActivity 1 Fill in the blanks① He ___ go to his classmate's birthday party next week.②...Activity 2 Describe the picuturesShow students several picutures and let them describe with the learned grammar.Step 4 ConsolidationDivide students in to 4 groups and have a discussion on "The future world".Step 5 SummaryStudents conclude; Teacher suppliments and emphasizes teamwork spirit.Step 6 HomeworkTeaching planTeaching aims1.Students are able to master the grammar___________.2.Students are capable of using _____in reading and writing.3.Strengthen students' collaborative learning ability.Teaching key pointsEnable ss to use the grammatical structure in life.Teaching difficult pointsStrengthen students’ collaborative learning ability.Teaching procedureStep 1 warming up与下面要讲的例句主题相关(比如讲主将从现，就可以问学生如果考上了大学，想学什么专业)Step 2 presentationShow some sentences and ask students to find out the common structure of them.(写下语法结构)Step 3 practice① Fill in the blanks.Eg.________________________②. Show pictures, and let students to make sentences with the pattern.Step 4 consolidationGroups are divided to have a survey about__________(与主题相关) and share results when they finish.Step 5 summaryStudents summarize and the teacher makes supplement and realizes emotional aim.Step 6 homeworkFinish the exercise in exercise book.。