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语法试讲教案Grade level：First grade of High schoolLesson type：ReadingDuration: 45minTeaching objectives1) Help students to learn the usage of …。
2) Help students to grasp the sentence pattern of….。
Teaching aidsMultimedia devices, blackboardTeaching important and difficult points1) the sentence pattern of…2) some special cases3）enable students to use … in real lifeTeaching proceduresStep 1 Lead-in (5min)Show some pictures to the students and ask them to describe the picture. 引导学生运用语法项目Step 2 Explanation (18min)Explain the usage of …. Present several examples of the grammar item。
Step 4 Practice (15min）Ask the students to do the exercises.Step 3 Summary（4min）Invite students to summarize the usage of … Make some supplements and stress the important points.Step 5 Homework （3min)Ask students to finish related exercise on the textbook. Ask the students to write a passage about …。
Subject: English GrammarGrade Level: 6th GradeDuration: 1 hourObjectives:1. Students will be able to identify and use the simple present tense correctly in sentences.2. Students will understand the usage of the simple present tense in different contexts.3. Students will be able to form simple present tense sentences using regular and irregular verbs.Materials:- Whiteboard and markers- Handouts with grammar exercises- Vocabulary cards- Pencils, erasers, and paper for note-taking- TimerWarm-Up (10 minutes):1. Start the class with a quick review of the present tense by asking students to write down sentences using "I am" and "We are" on the board.2. Invite students to share their sentences with the class and correct any mistakes.Introduction (10 minutes):1. Begin by explaining what the simple present tense is and its basic structure (subject + verb).2. Use examples such as "I go to school," "We eat breakfast," and "She reads books."3. Point out that the simple present tense is used to describe habits, general truths, and unchanging situations.Vocabulary and Usage (15 minutes):1. Introduce vocabulary related to the simple present tense, such as "always," "often," "sometimes," "never," and "usually."2. Use these adverbs to form sentences with the simple present tense,e.g., "I always do my homework," "We usually have English class on Monday."3. Discuss the difference between "always" and "often," emphasizing that "always" is used for regular, consistent actions, while "often"indicates frequency but not necessarily regularity.Grammar Exercises (20 minutes):1. Distribute handouts with a variety of exercises to practice forming simple present tense sentences.2. Exercises may include:- Fill in the blanks with the correct form of the verb.- Choose the correct verb form to complete the sentence.- Write sentences using the simple present tense with given vocabulary words.3. Circulate around the classroom to assist students and correct any mistakes.Interactive Activity (10 minutes):1. Divide the class into small groups.2. Each group is given a scenario, such as "A family is planning a vacation" or "A student is describing their favorite hobbies."3. Students must use the simple present tense to create a short dialogue or story based on their scenario.Review and Practice (10 minutes):1. Go over the key points of the lesson, emphasizing the rules for forming simple present tense sentences with regular and irregular verbs.2. Have students practice forming sentences with new vocabulary words from the handouts.Homework Assignment:1. Assign a short writing exercise where students describe their daily routine using the simple present tense.2. Encourage them to use at least three different adverbs of frequency.Conclusion:1. Summarize the main points of the lesson and reinforce the importance of using the simple present tense accurately.2. Open the floor for any questions or clarifications from students.3. Thank the students for their participation and encourage them to practice the simple present tense in their daily language use.Assessment:- Monitor students' participation in class activities and exercises.- Evaluate the quality of their homework assignments.- Conduct a short quiz at the end of the lesson to assess their understanding of the simple present tense.。
高中英语万能试讲教案教案标题：高中英语万能试讲教案教案目标：1. 帮助学生掌握高中英语基础语法知识；2. 提高学生的听说读写能力；3. 培养学生的团队协作和表达能力。
教学时长：45分钟教学资源：1. PowerPoint演示文稿；2. 高中英语教材；3. 录音设备。
教学步骤：1. 导入（5分钟）- 利用PowerPoint演示文稿引导学生回顾上一堂课学到的知识点，并激发学生对新知识的兴趣。
2. 教学新知（20分钟）- 分析语法：词汇、语法与句子结构；- 介绍新的语法知识点，例如：虚拟语气；- 通过例句和实例让学生理解和掌握语法规则；- 通过演示文稿、图片或视频等多媒体资源呈现给学生。
3. 练习与巩固（15分钟）- 听力练习：播放录音，学生跟读和回答问题；- 口语练习：学生分组进行模拟对话，并互相修改；- 阅读和写作练习：让学生在小组内完成一篇短文，要求包括所学的语法知识点。
4. 结束与反思（5分钟）- 汇总学生的答案并进行润色；- 学生回答教师提出的问题，对所学知识进行反思和总结。
教师角色：1. 导演者：引导学生并控制教学进度；2. 知识传授者：介绍新知识点，并提供例句和实例；3. 监督者：监督学生的学习进展，及时给予指导和帮助。
学生角色：1. 主动参与者：积极参与课堂活动，回答问题并进行口试练习；2. 学习者：通过积极的参与，加深对英语语法知识的理解和掌握；3. 合作者：在小组内进行合作学习和交流，互相修改彼此的作业。
教学评估：1. 口试：随堂检测学生对所学语法知识的掌握程度；2. 书面作业：布置书面作业，检验学生对所学内容的理解和应用能力。
注：以上教案仅供参考，实际撰写时需要根据具体教学内容和教学资源进行适当的调整。
课时：1课时年级：高一教材：《人教版高中英语必修一》教学目标：1. 知识目标：学生能够掌握现在进行时的构成和用法，能够运用现在进行时描述正在进行的动作或发生的动作。
2. 能力目标：学生能够通过实际情境，运用现在进行时进行口头和书面表达。
3. 情感目标：激发学生学习英语的兴趣，培养学生良好的学习习惯。
教学重点：1. 现在进行时的构成：be + 动词ing2. 现在进行时的用法：描述正在进行的动作或发生的动作教学难点：1. 现在进行时的时态转换2. 现在进行时与一般现在时的区别教学过程：一、导入1. 老师用英语进行简单的自我介绍，引导学生关注现在进行时的构成和用法。
2. 提问：同学们，你们在做什么？用英语进行回答。
二、新课导入1. 老师展示PPT，呈现现在进行时的构成和用法。
2. 学生跟随老师学习现在进行时的构成和用法，进行课堂练习。
三、课堂练习1. 学生进行小组讨论，用现在进行时描述以下场景：a. 学校b. 家庭c. 商场2. 学生展示讨论结果，老师进行点评和纠正。
四、巩固练习1. 学生完成课后练习题，巩固所学知识。
2. 老师讲解课后练习题中的难点，帮助学生理解。
五、课堂小结1. 老师总结本节课所学内容，强调现在进行时的构成和用法。
2. 学生复述现在进行时的构成和用法。
六、布置作业1. 完成课后练习题。
2. 用现在进行时描述自己的一天。
教学反思：本节课通过多种教学手段，让学生掌握了现在进行时的构成和用法。
在课堂练习环节，学生能够积极参与，运用所学知识进行口头和书面表达。
但在讲解时态转换和区别时，部分学生存在理解困难，需要加强练习。
在今后的教学中，我将注重以下几点：1. 注重基础知识的讲解，让学生掌握语法规则。
2. 创设真实语境，提高学生的实际运用能力。
3. 关注学生的个体差异，因材施教，使每个学生都能在英语学习中取得进步。
一语法试讲最高级1 teaching objectives(1)All students are able to understand the main idea of this passage.(2)They enable to master the superlative degree.(3)They will cultivate cross-cultural awareness and broaden their horizon.2 key and difficult pointsKey points: all students know the superlative degree of this passage.Difficult points: learn to apply the superlative degree properly in daily life.3, teaching proceduresStep1 warm upDraw a sample leaf on the blackboard and talk about it. (It turns red in autumn. It is the emblem of Canada.)Step2 lead inWhat do you know about Canada?Step3 presentation1)read 1st, answer my questions:A, What’s the role of Canada in the world? (it’s one of the largest countries in the world.)B, What’s the role of the border? (it’s the longest border in the world not defended by an army or the police.)2)What’s the common point between these two answers? (the main adjectives are added -est.)3)We call the grammar as the superlative degree. It is used to describe most unique character of something or somebody.Step4 practiceCan you say the difference of the third line and circle?1 2 31 2 3Step5 productionPlease make a discussion about the unique things of China.(The longest river is Yangtze River in China. The biggest province is Tibet in China. The noblest teacher is Confucius.)Step6 summaryWe have known something about Canada and the grammar-the superlative degree. We should know more about foreign countries to make our life more colourful and our brain more thoughtful.Step7 homeworkPlease share the things you like best with your friends.Step8 blackboard designThe superlative degreeCanada is one of the largest countries. largestSuperlative degree The border is the longest. longest1 the + monosyllabic adjectives + est2 the most + polysyllabic adjectives二语法教学时间短语1 teaching objectives1)All students are able to understand the main idea of this passage.2)They enable to master the usage of preposition of different time.3)They will be more grateful to the modern life and cherish time.2 key and difficult pointsKey points: all students know the different usage about the preposition of time. Difficult points: learn to use proper preposition to show different time in daily life. 3, teaching proceduresStep1 warm upShow a smart phone, ask and answer.1)What’s it?2)When was it invented?3)What are the advantages of it?Step2 lead inBefore the smart phone invented, what did people use to keep voice for a long time? (They used a recording to keep voice for a long time.)Step3 presentation1)read 1st, answer my questions:A, When did the first recording come to the world? (in 1877)B, When did the first long-play recording come to the market? (in 1958)C.How long did the first recording play?(for two minutes)D.Which phrase about time was not picked up? (at that time)2)Read 2nd, find out the different prepositions before some time and speak out their different usage.(In front of the time of some year, the preposition is “in”. In front of a period of time, the preposition is “for”. And before some specific time, the preposition is “at”. Therefore, depending on different length of time, we use different prepositions to modify it.)Step4 practiceLook at your curriculum schedule, and tell me when and how long you learn English. Step5 productionPlease do a survey about your new year resolutions.(In 2022, I will study harder and keep myself healthier. I will study English for 1 hour per day. I will run 2000 meters in one week. At 21:00, I will go to bed every day.) Step6 summaryWe have known something about recording and the different usage of preposition before some time. We should be grateful to inventors for our convenient life and cherish time.Step7 homeworkPlease write your routine of a day about your last summer vacation.Step8 blackboard designEarly history of sound recordersin 1877, in 1958 in + yearPreposition before time at that time at+ specific timefor two minutes for +a period of time三语法教学定语从句1 teaching objectives1)All students are able to understand the main idea of this passage.2)They enable to distinguish the different parts of speech in a complex sentence and know what the attributive clause is and how to use the attributive clause.3)They will be more sensitive to different kind of literature.2 key and difficult pointsKey points:They enable to distinguish the different parts of speech in a complex sentence.Difficult points: learn to acknowledge what the attributive clause is and how to use the attributive clause in daily life.3, teaching proceduresStep1 warm up and lead inEnjoy a song named “dream is possible”. ask and answer1)Do you like music?2)What other kind of culture works do you know? (poetry, drama...)Step2 presentationread the passage 1st , answer my questions:A, What is a poetry? (it is a writing that usually has a rhythm that is repeated.) B, What is a drama? (it is a writing that tells a story through action and speech. )C.What is a best-seller? ( a book which is popular is called a best-seller.)Read the passage 2nd, find out the common points of these answers and analyse the 1st answer about the part of speech.1.(they are all complex sentences. And they all contain some attributive clauses. In the first answer “it is a writing that usually has a rhythm that is repeated”, “that usually has a rhythm”is an attributive clause that modify the antecedent noun “writing” to explain it with some bonus information. And “that is repeated” is also an attributive clause to modify the antecedent noun “rhythm”to explain it with some detail information. The two words of “that”act as relative pronoun. Therefore, the attributive clause structure is antecedent noun + relative pronoun + bonus information.)2.Analyse the left attributive clauses and point out what they are and which part of speech are.Step4 practiceLook at me, and describe me with some attributive clauses. ( She is an English teacher who wears black coat.)Step5 productionPlease make a discussion about your favourite culture works and why.(I love the book that is named Journey to West best. Because Monkey King is clever who always defeat devils.)Step6 summaryWe have known some different culture works and the usage of the attributive clause. We should keep sensitive to different culture works and enjoy their beauty. Step7 homeworkPlease introduce a story or poem or drama to your friends with attributive clauses.Step8 blackboard designThe attributive clauseIt is a writing that usually has a rhythm that is repeated.antecedent noun + relative pronoun + bonus information。
课时：2课时年级：高一教材：《高中英语》人教版教学目标：1. 让学生掌握现在进行时态的构成和用法。
2. 培养学生运用现在进行时态进行日常交流的能力。
3. 培养学生的语法意识和语感。
教学重点：1. 现在进行时态的构成：主语 + be + 现在分词。
2. 现在进行时态的用法：表示正在进行的动作、计划或安排。
教学难点：1. 现在进行时态的否定形式和疑问形式的构成。
2. 现在进行时态的语境运用。
教学过程：第一课时一、导入1. 教师通过提问，引导学生回顾一般现在时态的构成和用法。
2. 教师展示一些现在进行时的例句，让学生初步感知现在进行时态。
二、新课导入1. 教师讲解现在进行时态的构成：主语 + be + 现在分词。
2. 教师举例说明现在进行时态的用法：表示正在进行的动作、计划或安排。
3. 教师引导学生进行练习，巩固现在进行时态的构成和用法。
三、巩固练习1. 教师给出一些句子，让学生判断句子中的时态。
2. 教师给出一些句子，让学生将一般现在时态改为现在进行时态。
3. 教师给出一些句子，让学生将现在进行时态改为一般现在时态。
四、课堂小结1. 教师总结现在进行时态的构成和用法。
2. 学生分享学习心得。
第二课时一、复习1. 教师提问，检查学生对现在进行时态的掌握情况。
2. 学生回答问题，教师点评。
二、新课导入1. 教师讲解现在进行时态的否定形式和疑问形式的构成。
2. 教师举例说明现在进行时态的否定形式和疑问形式的用法。
三、巩固练习1. 教师给出一些句子，让学生判断句子中的时态。
2. 教师给出一些句子，让学生将一般现在时态改为现在进行时态的否定形式或疑问形式。
3. 教师给出一些句子，让学生将现在进行时态改为一般现在时态的否定形式或疑问形式。
四、课堂小结1. 教师总结现在进行时态的构成、用法、否定形式和疑问形式的构成。
2. 学生分享学习心得。
教学反思：1. 教师在教学过程中，注重引导学生进行实践，提高学生的语法意识和语感。
高中英语试讲教案范文集锦第一章：认识英语语法1.1 教学目标让学生了解英语语法的基本概念和作用。
让学生掌握英语语法的基本组成部分，如名词、动词、形容词等。
让学生能够运用基本的英语语法知识进行简单的句子构建。
1.2 教学内容英语语法的基本概念和作用英语语法的基本组成部分，如名词、动词、形容词等简单句子的构建方法1.3 教学步骤引入英语语法的基本概念和作用，让学生对英语语法有一个初步的了解。
介绍英语语法的基本组成部分，如名词、动词、形容词等，并通过示例进行讲解。
引导学生运用基本的英语语法知识进行简单的句子构建，并提供练习和反馈。
第二章：英语词汇学习2.1 教学目标让学生掌握一定数量的英语词汇。
让学生能够理解和运用英语词汇的基本含义和用法。
2.2 教学内容英语词汇的基本含义和用法英语词汇的拓展含义和用法2.3 教学步骤引入英语词汇的基本含义和用法，让学生对英语词汇有一个初步的了解。
通过词汇卡片、例句等方式展示英语词汇的基本含义和用法，并进行讲解和练习。
引导学生拓展英语词汇的含义和用法，并提供练习和反馈。
第三章：英语听力技巧3.1 教学目标让学生掌握一定的英语听力技巧。
让学生能够理解和听懂英语对话和短文。
3.2 教学内容英语听力技巧的分类和应用。
英语听力技巧的练习和应用。
3.3 教学步骤引入英语听力技巧的概念和重要性，让学生对英语听力技巧有一个初步的了解。
讲解和示范不同的英语听力技巧，如预测、关键词定位等，并提供练习和反馈。
通过听力材料和活动，让学生运用所学的英语听力技巧进行实践，并提供反馈和指导。
第四章：英语口语表达4.1 教学目标让学生掌握一定的英语口语表达技巧。
让学生能够自信地进行英语口语交流。
4.2 教学内容英语口语表达技巧的分类和应用。
英语口语表达技巧的练习和应用。
4.3 教学步骤引入英语口语表达技巧的概念和重要性，让学生对英语口语表达技巧有一个初步的了解。
讲解和示范不同的英语口语表达技巧，如语音语调、连读等，并提供练习和反馈。
课题：《英语语法：现在进行时》教学对象：高中一年级教学目标：1. 知识目标：学生能够掌握现在进行时的构成方法，了解现在进行时的基本用法。
2. 能力目标：学生能够运用现在进行时描述正在进行的动作或状态。
3. 情感目标：培养学生对英语学习的兴趣，提高学生的口语表达能力。
教学重点：1. 现在进行时的构成方法。
2. 现在进行时的基本用法。
教学难点：1. 现在进行时与一般现在时的区别。
2. 现在进行时在不同语境中的运用。
教学准备：1. 教师准备：PPT课件、练习题、小卡片。
2. 学生准备：准备好参与课堂活动，积极参与讨论。
教学过程：一、导入1. 教师通过提问：“同学们，你们知道现在进行时吗？”引导学生思考。
2. 教师简要介绍现在进行时的概念和作用。
二、新课讲解1. 教师讲解现在进行时的构成方法：主语 + be动词（am/is/are）+ 动词ing。
2. 教师举例说明现在进行时的用法，如描述正在进行的动作或状态。
3. 教师引导学生区分现在进行时和一般现在时的区别，通过对比练习加深理解。
三、课堂活动1. 教师通过PPT展示一些图片，让学生用现在进行时描述图片中的场景。
2. 学生两人一组，用现在进行时进行角色扮演，模拟对话。
3. 教师请学生上台表演，其他学生进行评价。
四、巩固练习1. 教师发放练习题，让学生在规定时间内完成。
2. 教师讲解练习题的正确答案，并对学生的答案进行点评。
五、总结1. 教师对本节课的内容进行总结，强调现在进行时的构成方法和用法。
2. 教师鼓励学生在日常生活中多运用现在进行时，提高口语表达能力。
教学反思：本节课通过多种教学方法和活动，帮助学生掌握了现在进行时的构成方法和用法。
在教学过程中，要注意以下几点：1. 注重学生的参与度，鼓励学生积极参与课堂活动。
2. 在讲解过程中，注意结合实际生活，让学生感受到英语学习的实用性。
3. 在练习环节，要关注学生的错误，及时进行纠正和指导。
4. 教师要根据学生的实际情况，适时调整教学进度和难度。
一、教学目标1. 让学生掌握高中语法的基本概念和规则。
2. 提高学生对语法知识的运用能力，培养良好的语言表达习惯。
3. 增强学生的语法学习兴趣，激发他们的学习热情。
二、教学内容1. 语法概念：名词、动词、形容词、副词、介词、连词等。
2. 语法规则：时态、语态、虚拟语气、非谓语动词等。
3. 语法练习：句子改错、填空、翻译等。
三、教学过程（一）导入1. 通过提问或游戏，激发学生对语法的兴趣。
2. 简要回顾上节课所学内容，为新课做好铺垫。
（二）新课讲解1. 结合实例，讲解语法概念和规则。
2. 采用多媒体教学，展示语法知识的应用场景。
3. 强调重点和难点，引导学生关注并掌握。
（三）课堂练习1. 进行语法填空、句子改错等练习，巩固所学知识。
2. 鼓励学生相互讨论，共同解决练习中的问题。
（四）拓展延伸1. 引导学生关注语法在实际生活中的应用。
2. 介绍一些语法学习资源，如书籍、网站等。
（五）总结与作业1. 总结本节课所学内容，强调重点和难点。
2. 布置适量作业，巩固所学知识。
四、教学评价1. 观察学生在课堂上的参与度，了解他们对语法知识的掌握情况。
2. 收集学生的作业，检查他们对语法知识的运用能力。
五、教学时间1. 总体时间：1课时2. 具体安排：- 导入：5分钟- 新课讲解：20分钟- 课堂练习：15分钟- 拓展延伸：5分钟- 总结与作业：5分钟六、教学资源1. 教材：人教版高中英语教材2. 多媒体课件：语法知识讲解、练习题等3. 语法学习资源：书籍、网站等七、教学注意事项1. 注重启发式教学，引导学生主动学习。
2. 营造轻松愉快的课堂氛围，激发学生的学习兴趣。
3. 针对学生的个体差异，实施分层教学。
4. 关注学生的学习效果，及时调整教学策略。
本教案旨在帮助学生掌握高中语法知识，提高他们的语言表达能力。
在教学过程中，教师应根据学生的实际情况，灵活调整教学内容和方法，以确保教学效果。
---课题：高中英语语法——现在完成时教学对象：高中一年级学生教学目标：1. 知识与技能：- 学生能够正确理解并掌握现在完成时的基本结构和用法。
- 学生能够运用现在完成时描述过去发生的动作对现在的影响或结果。
2. 过程与方法：- 通过小组讨论和合作学习，提高学生的参与度和互动性。
- 通过实例分析和练习，帮助学生理解和运用现在完成时。
3. 情感态度与价值观：- 培养学生对英语学习的兴趣和自信心。
- 增强学生的跨文化交流意识。
教学重点：- 现在完成时的构成：主语 + have/has + 过去分词- 现在完成时的用法：表示过去发生的动作对现在的影响或结果。
教学难点：- 现在完成时与一般过去时的区别。
- 现在完成时在具体语境中的运用。
教学方法：- 讲授法- 小组讨论法- 案例分析法- 练习法教学过程：一、导入- 通过提问：“你能用英语描述一下你今天早上做了什么吗？”引导学生进入今天的学习主题。
二、新课讲解1. 讲解现在完成时的构成：- 展示例句，让学生观察并总结现在完成时的构成。
- 强调“have/has”与过去分词的搭配。
2. 讲解现在完成时的用法：- 通过图片或情景展示，讲解现在完成时在描述过去动作对现在影响时的用法。
- 举例说明现在完成时与一般过去时的区别。
三、小组讨论- 将学生分成小组，讨论以下问题：- 现在完成时和一般过去时在语境中的区别。
- 如何正确使用现在完成时。
四、案例分析- 提供一段对话或短文，让学生找出并分析其中的现在完成时用法。
五、练习- 进行现在完成时的填空练习，巩固所学知识。
六、总结- 回顾今天所学内容，强调现在完成时的构成和用法。
- 提醒学生在日常生活中注意现在完成时的运用。
七、作业布置- 完成课后练习题，复习今天所学内容。
教学反思：本节课通过多种教学方法，帮助学生理解和掌握现在完成时的语法知识。
在教学过程中，要注意观察学生的反应，适时调整教学节奏和方法。
同时，鼓励学生积极参与课堂活动，提高他们的学习兴趣和主动性。
语法试讲教案Grade level: First grade of High schoolLesson type: ReadingDuration: 45minTeaching objectives1) Help students to learn the usage of …、2) Help students to grasp the sentence pattern of…、、Teaching aidsMultimedia devices, blackboardTeaching important and difficult points1) the sentence pattern of…2) some special cases3) enable students to use … in real lifeTeaching proceduresStep 1 Leadin (5min)Show some pictures to the students and ask them to describe the picture、引导学生运用语法项目Step 2 Explanation (18min)Explain the usage of …、Present several examples of the grammar item、Step 4 Practice (15min)Ask the students to do the exercises、Step 3 Summary(4min)Invite students to summarize the usage of … Make some supplements and stress the important points、Step 5 Homework (3min)Ask students to finish related exercise on the textbook、Ask the students to write a passage about …、(You have all done a really good job today、I believe you already have a good knowledge of /master the knowledge of…、、For homework, you are required toplete exercises on page 201 and to write a passage about …、[I’d rather you search more information about… and some of you will be invited to share your findings with us in the next class、] Clear? Ok、See you next class、)写作试讲教案Grade level: First grade of High schoolLesson type: ReadingDuration: 45minTeaching objectives1) enable students master the procedure of writing this kind of position2) improve students’ writing skills3) help students to get more knowledge of …Teaching aidsMultimedia devices, blackboardTeaching important &difficult points1) Help students to express their ideas in proper English2) Help students to learn the structure in English writingTeaching proceduresStep 1 Warmingup (5min)Show some pict ures of … to the students and ask what do they know about … Then lead the students to the topic of writing、(Good morning, boys & girls、How are you doing? Fine? Good、Now let’s start our new lesson、Here I have some pictures for you、Do you know what’s in the picture?) Step 2 Prewriting(10min)Activity 1: brainstorming、Provide Ss some questions about the topic and ask them to discuss the questions in group and write down every idea that es to their mind、After discussion, invite representatives of each group to present their ideas to the whole class、Activity 2: planning、Encourage Ss to work on their own to repot ideas that they think are valuable and think about how to organize their ideas、Step 3 Whilewriting (20min)Ask the students to write down their own articles、Step 4 Postwriting (7min)Ss will work in group and read each other’s position、They should choose the best position of the group and read it in front of the class、Step 5 Writing assessment (2min)Ask Ss: What’s you most difficult thing dur ing the whole process?(difficult to organize the ideas in a logical way; you feel brainstorm is difficult, difficult to provide persuasive reasons to support the idea)Step 6 Homework (1min)1) Here are some handouts I prepared for you、Read it after class, I believe you can find answers towards your questions、2) Improve your position according to the handout、听力课试讲教案Grade level: First grade of high schoolLesson type: ListeningDuration: 45 minTeaching objectives1) Enable students to master different listening skills2) Help students to learn more about …、、Teaching aids:Multimedia devices; blackboardTeaching important and difficult points1) Help students to understand the listening material2) Encourage students to apply listening skills when listening to the material Teaching proceduresStep 1 Warmingup (2min)Show some pictures to the students and have a free talk with the students、Step 2 Prelistening (5min)Organize the students to have a brief discussion about the topic、Invite some students to share their ideas with the class、Predict the main idea of the passage、After that,present new words and expressions to the students、Step 3 Whilelistening (25min)1) Listen for main ideaAsk Ss to listen to the passage but do not look at the questions, ask them to get the main idea of the passage、Invite students to share their ideas、2) Listen for answers to the exercises/detailed informationAsk Ss to listen to the passage again、This time ask them to try their best to get answers to the questions、After listening, check whether Ss get the correct answer, and ask why、3) Play the tape again, focus on the part where they did not get the right information、Do you have any questions?Step 4 Postlistening (10min)Show them the listening text and ask them to read it aloud together、Step 5 Summary (2min)In this period, we mainly focus on the listening ability、It’s very important、If your listening is poor, you’d better practice more、The more you listen to English, the better your listening is、Remember: Practice makes perfect、Step 6 Homework (1min)1) Read the listening texts again and try to retell the passage in your own words2) Search more information about …、口语课试讲教案Grade level: First grade of high schoolLesson type: SpeakingDuration: 45 minTeaching objectives1) Students will be able to use some important words and expressions2) Students will be able to express their ideas or thoughts clearly、Teaching aidsMultimedia devices; blackboardTeaching important and difficult points1) Help Ss to master the expressions of giving advice:2) Talk about … by using …Teaching proceduresStep 1 WarmingupShow Ss some pictures of … and ask students to describe what they are doing、Step 2 LeadinPlay the tape and ask Ss to listen to the dialogue、Ask Ss to predict what we will learn today、Step 3 Provide key sentence patterns & expressionsProvide Ss useful sentence patterns and expressions to express …、、Step 4 Roleplay/ DiscussionGive the Ss a situation, and ask the Ss to work in pairs and make up a conversation、Ask the Ss to discuss the topic with their partners、After that, invite Ss to present their ideas in front of the class、Step 5 SummaryIn this period, we mainly focus on how to…、It’s very important、You should know how to … in real life after this period、You should memorize the useful expressions we learned today、I hope you can practice more after class、Remember: practice makes perfect、Step 6 Homework1) Collect more expressions and sentence patterns that can be used to express …、、2) Find a part ner to practice how to … in different situations、词汇课试讲教案Grade level: First grade of high schoolLesson type: VocabularyDuration: 45 minTeaching objectives1) Enable students to know the meaning of new words and grasp the usages of such important new words2) Enable Ss to use such new words in their own writing or speakingTeaching aidsMultimedia devices; blackboardTeaching important and difficult points1) Explain the meaning and usage of the words to the students2) Enable Ss to use the new words when they express themselvesTeaching proceduresStep 1 LeadinRevision、Last period, we have finished the reading of the passage、Now we will learn the new words in the passage、Let’s look at the underlined/italic/bold words、Step 2 Guess Ask Ss to guess the meaning of the words in the context、Or give students some examples and ask Ss to guess the meaning of the words、Step 3 ExplanationExplain the meaning of the words to the Ss、After explanation, present the usage of the words to the students and provide examples to help them understand how to use them、Step 4 PracticeAsk the students to make sentences with new words by themselves、Invite Ss to share their sentences with the whole class、Step 5 SummaryThis, period, we have learnt several new words:、、、we have learnt the usage of these new words、I hope you will memorize these words, as well as the usage of these words、I suggest you use the new words as often as possible、In this way, you will know how to use the words, instead of only knowing the meaning of the words、Step 6 Homework1) Look up these new words in the dictionary, and get more meanings and usage of them in the dictionary、2) Finish Exercise 2 on page 11、require、async(['wkmon:widget/ui/lib/sio/sio、js'], function(sio) { var url = ''; sio、callByBrowser( url, function { BAIDU_CLB_fillSlotAsync('u2845605','cpro_u2845605'); } ); }); New words: New phrases: Step5: SummarySs summarize what we have learnt and key points、 Make an assessment on each group、Step6: HomeworkWrite a diary with simple past tense、 Blackboard design: Title:Questions: New words :文章线索(便于复述)口语课教学过程:瞧图,问答练习,重点句呈现讲解,小组练习,展示成果 Teaching Objectives: 1、 Be able to master the following words and sentence pattern、 And learn the expression of giving advice 、2、 Be able to talk about one‟s health problems and give advice fluently3、 Improve the cooperative spirit and care more about yourself and your family members‟health、 Teaching Aids: Pictures, a tape recorder and ppt、 The teaching Focus:1、 Master the following words and sentence pattern、2、 Master the expressions of giving advice The Teaching Difficulties:1、 Students may find it difficult to remember all the target new words in the class;2、 Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience、 Teaching procedure: Step1:Warming upGreet Ss by asking them: How are you today? Then I‟ll tell Ss that I‟m not feeling well today (Write the sentence on the blackboard and guide Ss to read it、) and get Ss to guess the re ason freely、 If Ss can‟t get the answer, I‟ll tell them that I didn‟t have a good sleep last nig ht、 So I have a headache、 (I say this by doing a gesture)Step2: Presentation of words and sentence patterns1、 Let one student imitate he has a kind of disease and ask the class guess what …s the mat ter with him、 Use the following sentence:”what‟s the matter with him?”“I have a stomache 、”2、 Show Ss pictures of diseases、( Write the words on the black board、) Step3: Pair work Ask Ss to work in pairs and talk about health problems by using the bandage given and usin g the target language: What‟s the matter? I‟m not feeling well、 I have a … Step4: Presentat ion of expressions of giving adviceTell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldn‟t do… During this activity, s ome phrases will be learned: 、、、 Step5: Role play1、Show the sample dialogue and ask Ss to plete it according to the picture orally、Ask Students to make a four people group, one of them is a doctor, the other three are pati ents、 Ask the Ss to role play a dialogue 、 A: What‟s the matter with you?B: I‟m not feeling well、 I have a _______、 A: When did it start? B: About______ ago、A: Oh, that‟s too bad、 / I‟m sorry to hear that、 You should/shouldn‟t ________ and you sh ould/shouldn‟t ________、、、 B: Yes, I think so、A: _________________、B: Thank you, doctor、 Step5: SummarySs summarize what we have learnt、 Make an assessment on each group、 Step6: Homewo rkTry to make a story according to the dialogue、 Blackboard design: Title:New words and phrases : Sentence pattern :语法课:复习导入,查找标记相关句子,总结规律,练习(造句,讨论) Teaching objectives:1、Enable the Ss to know the uses of adjectives ending in ing / ed and the differences betweenthem、2、 Master the following words and sentence pattern、Main word and Expression: amazed, amazing, interested, interesting, bored, boring、Main structure: The classroom was amazing、 I was pletely amazed by the classroom、 Tea ching aids: Pictures, a tape recorder and ppt、 Teaching important points:Get the Ss to know the differences between the adjectives ending in ing and ed and learn th e uses of them in the sentences、 Teaching difficult points:Understand the differences between the adjectives ending in –ing and –ed and apply them i n the sentences 、Teaching procedure: Step 1 Lead inGreet the students and say some words which includes the language points、 Then tell the m what we are going to learn is the differences and uses of the adjectives ending in –ing an d –ed 、 Ask students to think about the question below and try to figure out the right ans wer、 Can you make a distinguish between the two sentences? I am bored、 I am boring 、Step 2 discovering and explaining、Ask the students to read the text and try to find out the sentences which have the adjectives ending in ING and –ED、 Try to find the differences and understand the meaning of these adjectives、 Step 3 Group workLet students work in groups and have a discussion、 Try to find the differences of these adj ectives and explain the meaning of these sentences according to the context、 Step 4 Concl usion and exerciseInvite students to make a report about their group discussion and teacher will make a concl usion according to their report、 Find the grammar rules:1: The –ing form describes the people or things that cause the feeling;(令人…)2: The –ed form tells us how people feel、(感到…)Give some examples to show what they have learned and ask students to do exercise and c heck the answers、 Fill in the blank with the correct forms of words、 It is a ____ (bore)party and I feel__(bore)、 Step 5 Homework1、 Find out more adjectives ending in ing and ed and sentences、2、Use the ED and ING form of the words “bore”“interest”“amaze” and “embarrass” to make s entences、Blackboard design: Title:Teaching procedures:Step 1: GreetingsT: Good morning, everyone、S: Good morning, Mr Dai、Step 2: LeadinT: My lovely Ss, please look at the screen、What is the topic of our class?Ss: Unforgettable experiences、T:Yes、Please use one word to describe it, such as “happy”、S1:…S2:………T: perfect, all of you are knowledgeable、(Ask Ss one by one, and choose some words write down on the blackboard、)T:Okay、You see, all of you used many different words to describe, like…(write down on the blackboard、)Step 3: Activities1、Acitivity1: Telling story(Make a short conclusion)T: Different people have different understanding of our topic、Now, look at the screen, I’ll show you some aspects of our topic、First, unforgettable experience sometimes means something leaves deep impression on you、Such as……(the words of Ss’) It also can means events, some are good, and some are bad、(Olympic Games, natural disasters, etc、) Or, it may be means something very meaningful、And, it also can means your unforgettable trip; you went to some famous places、For example, went to zoos、Yes, I have gone to Linyi Wild Zoos last week、I saw many different kinds of animals there、It’s so enjoyable and meaningful、You can see the pictures…、Do you want to know more information about my “Zoo’s trip”?Ss: Yes、T: OK、Let’s see it together、(Present the route of my tour on the blackboard or ppt, use First—Next—Then—Finally to describe、)T: Look at my route on the Blackboard:(My own experience:It was a fun day、I went to Linyi Wild Zoos with my friends、First, we took on the bus at bus station、Because we would see many dangerous and ferocious animals such as lions, tigers, wolves , etc、After about half an hour, we backed to the station、Next, we walked to see some gentle animals like pandas, different kinds of birds, monkeys, swans and so on、Then, we went to see the animals’ shows、They are so lovely, interesting and smart、Finally, we went to the restaurant to have dinner、Although all of us were very tired, we were happy and enjoyable、)T: How do you think of my experience?Ss:…T:But I believe yours must be better than mine、Now, working in pairs, share your own unforgettable experiences with your partner、T:I can see all of you are eager to tell your stories、、、、, who do you think has the most interesting story in our class?S1:**、T:OK、Thank you、Jack, please share your unforgettable experience、S2:…T:You say that… Whose story are you interested in , you can call his or her name、……T、All of you did a very good job、And I am very proud of you、Give you a big hand、If you want to know more, you can municate with your classmates after class、2、Activity2: Making storyT: Next, let’s play a minigame、Looking at the blackboard, there are two faces, one is… the other is…I will ask two students to write down some relevant words or phrases、……T: Now, I have several envelopes in my hands、Do you want to know what is it in it?Ss:Yes、T:Okay、I will divide you into several groups、Each group chose one envelope、And you will know the secret in it、(Making the short dialogue according to the paper in envelope、After they finished, ask one student of each group to stand on the stage to tell their story、)Step4: SummaryT: We have learned many useful words, phrases, and sentences to describe our own experience、In next days, you can use them to talk about things, people and events in your own daily life、Step5: HomeworkT: After class, each group prepare a play according your story、At next class, you will have a role play、Are you clear?高中英语教师资格证面试教案模板二Teaching Objectives(教学目标)1、Language Objectives (知识目标)2、Ability Objectives(能力目标)(1)Enable students to …(2)…3、Moral Objectives (情感、态度及价值观目标)(1) Help students to learn that…(2) …注:1、Teaching Objectives得三个目标可以根据授课内容不同加以取舍。
