高中英语教师资格证面试语法类教学思路及逐字稿

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.。

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.。

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]。

高中英语词汇课教案一、教学目标1. 知识目标：（1）学生能够掌握并正确使用本课所学词汇。

（2）学生能够理解词汇在语境中的运用。

2. 能力目标：（1）学生能够通过构词法拓展词汇。

（2）学生能够运用所学词汇进行口语交流和写作。

3. 情感目标：激发学生学习词汇的兴趣，培养积极的学习态度。

二、教学重难点1. 教学重点：（1）掌握并运用本课所学词汇。

（2）学会通过构词法拓展词汇。

2. 教学难点：（1）词汇在语境中的运用。

（2）利用构词法拓展词汇。

三、教学方法1. 情境教学法：通过设定真实的生活场景，让学生在语境中学习词汇。

2. 构词法教学：引导学生观察、分析词汇的构成，培养学生自主拓展词汇的能力。

3. 任务型教学法：通过完成小组任务，让学生在实践中运用所学词汇。

四、教学步骤1. 导入（5分钟）（1）教师与学生交流，了解学生对词汇学习的认识和需求。

（2）引导学生谈论学习词汇的重要性，激发学生学习兴趣。

2. 新课呈现（15分钟）（1）教师展示本课词汇，引导学生观察词汇的构成。

（2）教师讲解词汇的用法，让学生在语境中理解词汇。

3. 实践环节（15分钟）（1）学生分组，完成小组任务，运用所学词汇进行口语交流。

（2）教师巡回指导，纠正发音，解答学生疑问。

4. 拓展环节（10分钟）（1）教师引导学生运用构词法拓展词汇。

（2）学生分享自己拓展的词汇，互相学习。

5. 总结与作业（5分钟）（1）教师对本课内容进行总结，强调重点词汇。

（2）布置作业：让学生运用所学词汇进行写作。

五、教学反思教师在课后对本节课的教学效果进行反思，分析学生的学习情况，针对存在的问题调整教学策略，以提高教学效果。

六、教学评价1. 课堂参与度：观察学生在课堂上的积极参与情况，包括发言、讨论、小组活动等。

2. 词汇掌握情况：通过课后作业、小测验等方式检查学生对词汇的掌握程度。

3. 口语运用能力：评估学生在口语交流中的词汇使用准确性、流畅性。

4. 写作能力：通过课后作文评价学生对词汇的运用能力和写作水平。

思路模版词汇：Video—>first reading (find main idea and difficult words, guess the meaning of these words)—>teaching the words (meaning/usage/general rules)—>practice (choose the new words to complete the passage in the textbook; translate sentences)—>work in groups (using the given words to make sentences as many as possible)—> summary and homework (finish the exercise on the textbook)阅读：Video—>Fast reading (try to find main idea; difficult points; grammar points)—>teaching difficult words and grammar—>careful reading (detail information; fill in blanks) —>group work (discuss a question or a topic related the passage) —>summary and homework (find more information after class and write a composition)听力：Video/pictures—>predict the content of the listening material and introduce difficult words—>first listening (main idea)—>second listening (fill in blanks) —>third listening (pay attention to pronunciation; retell the story; discussion) —>summary and homework口语：Video—>first listening(main idea)—> difficult words/grammar points (write ne words on blackboard)—>second listening (play the tape sentence by sentence, ask students to repeat) —>third listening (ask students to work in group, find the words XXX, retell the story in their own words) —>summary and homework (record a tape)听说课：Video—>Ask students to predict the listening material—>first listening(ask students to answer questions)—> difficult words/grammar points (write ne words on blackboard)—>second listening (play the tape sentence by sentence, ask students to repeat) —>practice group work: find details by XXX (ex: time) sequence; retell the information—>summary and homework写作:Video—>Debate/sharing opinions—>the writing format—>fast writing—>group check—>modification—>Editing(format, sentences, tenses) —>sharing—>summary and homework如果是有文章的写作课，可以是：看video，说出大意；读文章，找出生词或表达，展示黑板；头脑风暴，获取更多写作信息；写出outline；写出draft；互相批改，找出错误，给建议；summary和homework（让学生修改文章，直到满意为止）阅读逐字稿模版(词汇，听力，口语，听说课通用)Pre-reading1. Good morning, boys and girls. Welcome to my class. Stand up, sit down please. Let’s begin today’s lesson. First, let’s watch a video clip together.2. After watching this video, what’s the main idea/content of it? What do you learn from it? (Student answer) Good, it focuses on XXX. Actually, this video is related totoday’s topic. In today’s lesson, we are going to learn sth about XXX.While-reading3. (Fast reading) Now, turn to page X, read the article and get the main idea. While reading, try to find difficult words or grammar points. We will discuss these later. I would give you 5 minutes. Let’s start.4. Time’s up. Who can tell me the main idea of this article? This article describes XXX. Then, let’s study the difficult words and grammar points together. (After teaching) Do you understand now? Very good!5. (Careful reading) After learning these difficult points together, I want you to read the passage again. This time, you should pay attention to the detail information. I would give you 8 minutes. Afterwards, I would invite some of you to the stage to do some exercises. (T/F; Matching; Filling in blanks)Time is over. All of you have finished reading, right? OK, I want to invite some of you to come here. Any volunteers? Good! Lily and Sam you please. Let’s check their answer together. Good job! You are great!Post-reading6. Now, look at the screen. Here is a dialogue. It also describes XXX. This time, I would like to give you 5 minutes to practice this dialogue with your partner. Let’s begin.Summary and homework7. How time flies! It’s nearly the end of this class. Let’s do a revision together. In today’s lesson, we learned XXX. Very good. Because of time limit, if you have any questions, please ask me after class. Finally, I hope you can finish XXX (ex: the section 4 on page 7 on your exercise book). Thank you for listening!写作课逐字稿模板1. leading inWe will learn how to write a XXX article.Pre-writing2. Pre-writing Debate-opinions-for side/against sideDiscussion, representatives write opinions on the blackboard.Thank you for sharing all your opinions, and they are reasonable and valuable. Now you need to write an article to record your opinions and reasons. Before writing, you need to follow the guidance (Writing down the writing format on blackboard):1: describe the problems/situations2: Give your own opinions, reasons/solutions3: Make a conclusionWhile-writing4. Fast writingNow you can choose some useful information from the discussion and write your article quickly in 5 minutes. Don’t worry about the correct language and don’t care about grammar mistakes. Just write down your ideas. Let’s started.5. Group checkOk, I see most of you have finished. Now exchange your work with your partners, andtry to find the advantages and disadvantages. If you have questions, ask me. Have you got me? Good, let’s start.6. ModificationOk, stop here. We have half done the writing now. All of you do a great job. Have you got useful advices from your partners? Wonderful. Please modify your writing based on your discussion. Let’s begin.7. EditingNow I want you to further edit your writing.Post-writing8. SharingHave you finished? Very good. I want invite some of you to share your work with the class. Any volunteers? Tom you please. (Student sharing) Very good! Let clip for him! Summary and homework9. How time flies! It’s nearly the end of this class. Let’s do a revision together. In today’s lesson, we learned XXX. Very good. Because of time limit, if you have any questions, please ask me after class. Finally, I hope you can write XXX (ex: a short essay based on today’s lesson). Thank you for listening!2．Presentation, practice, production (PPP) 语法，语音思路模版语法：Video—>find difference/similarity—>general rules—>read passage (find the same structure) —>practice (fill in blanks) —>group work (make sentences with the picture/from daily life) —>summary and homework语音：Tongue twisters on the screen (read and practice) —>first listening (what do you hear) —>read the material without stress(ask students find difference) —>ask students to find out sentences read in stress in this conversation—>show general rules—>practice:read loudly with correct tone/ practice with partners—>invite some of them to perform/ new sentences to practice—>summary and homework语法课逐字稿模板1. Leading inWhat can you see from this video? Can you make a few sentences to describe the situation? Very good! Last time, we learned XXX. In this class, we are going to learn something new.Presentation2. Look at the sentences on the PPT, try to find out the difference. Now, who can tell me your finding? Lily you please. Very good! The difference between A and B is that XXX (general rules: meanings/rules/particular).Practice3. After learning XXX, let’s read the passage on page 7 and find the same structure. I will give you five minutes. Let’s start.4. Now, you are familiar with XXX. I want to give you some exercises. Look at theblackboard. There are few blanks. Please fill the blanks with the correct forms of the grammar. This time, I want to invite one of you to come to the stage to do the exercise. Anyone want to be the volunteer? Peter you please. Let’s check the answer together. Is he right? Very good!Production5. Now look at the few pictures on the PPT. Can you use the new structure to make sentences? You can discuss with your partners in group of 4. Please make sentences as many as possible. I would invite one group to share. Let’s begin.Summary and homework语音课逐字稿模板1.leading inPresentation2. Now let’s listen to the tape and get the main idea. Ok, do you find some sentences reading in stress? who want to be the volunteer? Very good! Here is another question: What’s the main idea of the tape? Well, no one notice that?Let’s listen to the tape for the second time. This time, you should pay attention to the sentences reading in stress tone and try to find them out. (Writing down general rules in blackboard)3. OK, who can tell me the sentences reading in stress? Lily you please. Look at the blackboard, there are the rules.Practice4. After learning these rules, let’s listen to the tape again. I hope you can read after the tape and pay attention to the pronunciation and stress. I would invite some of you to do a role play later. Let’s start. Time’s up.Production5. PPT-dialogue-4 students-role playSummary and homework语音课知识：语音知识的考察重点为：重读(Stress)、连读(Liaison)、失去爆破(Loss of explosion)、节奏(Rhythm)、音调(Intonation)、意群与停顿(Sense-group and pausing)的教学试讲。

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。

高中英语简案+逐字稿How to make a phone call简案 (3)How to make a phone call逐字稿 (5)Dream to be an astronaut简案 (9)Dream to be an astronaut逐字稿 (11)Non-restrictive Attributive Clauses 简案 (15)Non-restrictive Attributive Clauses 逐字稿 (18)阅读课Festivals简案 (21)阅读课Festivals逐字稿 (23)例1 听说课1.题目：How to make a phone call2.内容：Mother: Hello. 973273.Mandy: Hello, Mrs Turner. This is Mandy.Mother: Ah, hello Mandy. How are you?Mandy: Fine thanks. Can I speak to Lucy, please?Mother: Yes, just hang on a second, I’ll get her.Mandy: Thanks.Mother: (shouts away from the telephone) Luuucy!Lucy: Hello.Mandy: Hi, Lucy. This is Mandy. What are you up to this weekend? Lucy: Me, nothing. I’m not doing anything this weekend. Why? Mandy: Let’s do something. I’ve printed out the Internet page. Lucy: What’s on?Mandy: Just hang on a second...Mandy: On Friday there’s a fashion show...Lucy: Sorry?Mandy: There’s a fashion show this weekend.Lucy: Oh, good. Why don’t we go on Saturday morning? Mandy: Well, I can’t ...mm...3.基本要求:（1）朗读所给材料；（2）配合教学内容适当板书；（3）根据材料内容开展续写对话教学活动；（4）用英文试讲；（5）试讲时间：10分钟。

2023年12月高中英语教资面试真题逐字稿高中英语语法课-现在完成时1.题目:语法教学试讲2.内容:Xiao Li: lt's great to see you again, John.John Martin: lt's great to see you! lt's been six years since we last saw each other, you know. And this is the first time I've visited your hometown.Xiao Li: Yes, I'm so glad you could come.John Martin: You know, I've seen quite a lot of China and I've visited some beautiful cities, but this is one of the most attractive places I've been to. lt's so lively and everyone seems so friendly.Xiao Li: Yes, it's one of the most interesting cities on the coast, everyone says so. l feel very fortunate living here. And I love living by the seaside.3. 基本要求：(1) 朗读所给对话。

(2) 配合教学内容适当板书。

(3) 针对所给材料划线部分，设计复习现在完成时的教学活动。

(4) 用英文试讲。

(5) 试讲时间: 10分钟。

逐字稿Review of the Present Perfect Tense in English GrammarGood morning, students! Today, we're going to review a very important grammatical structure called the present perfect tense. This tense is used to express actions or events that have occurred in the past but still have relevance to the present moment. It's crucial for effective communication, so it's important that we understand how to use it correctly.Let's begin with a brief overview of the present perfect tense. It's formed using the auxiliary verb "have" or "has" followed by the past participle of the verb. This tense highlights the significance of past events that are still relevant to the present moment.Now, let's move on to some example sentences. I'll read them aloud, and I want you to identify the present perfect tense phrases. We'll discuss theirmeanings and contexts of usage. Are you ready? Here's the first example: "It's been six years since we last saw each other." This sentence expresses a duration of time that started in the past and continues up to the present. We use the present perfect tense to connect past events with the present moment.Next, let's look at another example: "I've seen quite a lot of China and I've visited some beautiful cities." This sentence shows actions that have occurred in the past and emphasizes their relevance to the present moment. The present perfect tense allows us to communicate actions or events that have bearing on our current situation.Now, it's your turn to practice! I'll provide you with worksheets containing practice sentences. Your task is to identify the present perfect tense phrases. We'll discuss their meanings and contexts of usage as a class. Remember, practice makes perfect!Next, I want you to create your own sentences using the present perfect tense. Think about real-life situations where this tense would be appropriate, and write your sentences down. Share them with the class, and we'll discuss them together.To further enhance your language skills, I'll provide scenarios or situations, and you'll need to construct sentences using the present perfecttense. Experiment with different verbs and participles to vary your sentences and make them more interesting.Finally, we'll play a game where you have to identify whether a given sentence uses the present perfect tense correctly or not. You'll explain your reasoning, which will help you consolidate your understanding of this grammatical structure.Before we conclude today's lesson, let's recap what we've learned. We reviewed the concept and usage of the present perfect tense, identified examples in sentences, and practiced using it in various contexts. Remember, it's essential to use this tense correctly in your daily communication to enhance your English language skills.I encourage you to practice using the present perfect tense in your daily life and continue to improve your English language ability. If you have any questions or need further practice, please feel free to let me know. Thank you all, and I look forward to seeing you again next time!。

一、教学目标1. 知识目标：- 学生能够掌握本节课所涉及的语法知识点，如时态、语态、非谓语动词等。

- 学生能够正确运用所学语法知识进行句子分析和句子构造。

2. 能力目标：- 培养学生分析句子结构的能力，提高学生的语言运用能力。

- 增强学生的逻辑思维能力和语言表达能力。

3. 情感目标：- 激发学生对语法学习的兴趣，培养学生良好的学习习惯。

- 增强学生的自信心，鼓励学生在课堂上积极参与。

二、教学内容1. 语法知识点：- 根据教学进度，确定本节课的语法知识点，如一般过去时、现在进行时、过去进行时等。

2. 教学重点：- 本节课的重点语法知识，如过去进行时的构成和使用。

3. 教学难点：- 过去进行时的特殊用法和与其他时态的区分。

三、教学过程1. 导入（5分钟）- 通过一个与生活相关的例子或问题引入本节课的语法知识点。

- 例如，通过播放一段视频或图片，让学生思考视频中人物的动作和状态，从而引出过去进行时的概念。

2. 新课讲解（15分钟）- 详细讲解过去进行时的构成、用法和注意事项。

- 通过例句分析，让学生理解过去进行时的具体应用。

3. 练习巩固（15分钟）- 设计多种练习题，包括选择题、填空题、改错题等，让学生巩固所学知识。

- 可以采用小组合作的形式，让学生互相练习、互相纠正。

4. 课堂展示（10分钟）- 让学生展示自己的练习成果，教师进行点评和总结。

- 鼓励学生积极参与，提高课堂氛围。

5. 小结与作业布置（5分钟）- 总结本节课所学内容，强调重点和难点。

- 布置课后作业，如完成语法练习册、写一篇小作文等。

四、教学反思1. 教学效果：- 通过观察学生的课堂表现和作业完成情况，分析教学效果。

2. 教学改进：- 根据学生的反馈和教学效果，对教学方法进行调整和改进。

- 例如，如果发现学生对某个知识点理解困难，可以增加讲解时间或采用不同的教学方法。

3. 教学感悟：- 反思自己在教学过程中的不足，总结教学经验，不断提高自己的教学水平。