teachinglan高中英语教师资格证面试试讲教案

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高中英语试讲指导教案模板范文

课程目标：1. 帮助学生了解高中英语试讲的基本流程和技巧。

2. 培养学生的英语口语表达能力和课堂组织能力。

3. 提高学生的自信心和应对考试的能力。

教学对象：高中一年级学生教学时间：2课时教学准备：1. 教学课件2. 英语教材相关内容3. 学生试讲模拟场景第一课时一、导入1. 通过提问引导学生思考：“你们知道高中英语试讲是什么吗？”2. 教师简要介绍高中英语试讲的概念和目的。

二、讲解试讲流程1. 教师详细讲解高中英语试讲的基本流程，包括：备课、准备教案、模拟试讲、正式试讲和总结反思。

2. 强调每个环节的重要性和注意事项。

三、教案准备1. 讲解教案的基本结构和内容要求。

2. 举例说明优秀教案的特点。

3. 引导学生根据教材内容，准备自己的教案。

四、模拟试讲1. 分组进行模拟试讲，每组选一名学生担任主讲人。

2. 教师巡回指导，对学生的试讲进行点评和指导。

五、总结与反馈1. 学生分享试讲心得，教师总结试讲过程中的优点和不足。

2. 针对学生的试讲表现，提出改进建议。

第二课时一、复习上节课内容1. 复习高中英语试讲的基本流程和技巧。

2. 强调教案准备和模拟试讲的重要性。

二、正式试讲1. 学生根据上节课的模拟试讲，进行正式的试讲。

2. 教师邀请其他学生担任评委，对试讲进行评价。

三、点评与反馈1. 评委根据试讲内容、教学方法和课堂组织等方面进行评价。

2. 教师对学生的试讲进行点评，总结优点和不足。

四、总结与反思1. 学生分享试讲心得，教师总结试讲过程中的优点和不足。

2. 针对学生的试讲表现，提出改进建议。

五、课后作业1. 根据本节课的内容，准备一份完整的英语试讲教案。

2. 在课后进行模拟试讲，邀请同学或老师进行评价。

教学反思：1. 本节课是否达到了教学目标？2. 学生在试讲过程中是否掌握了试讲技巧？3. 如何改进教学方法，提高学生的试讲能力？板书设计：一、高中英语试讲基本流程1. 备课2. 准备教案3. 模拟试讲4. 正式试讲5. 总结反思二、教案准备1. 教案结构2. 教案内容3. 优秀教案特点三、试讲技巧1. 课堂组织2. 教学方法3. 口语表达四、课后作业1. 准备教案2. 模拟试讲。

教师资格证考试面试高中英语教案模板+逐字稿词汇课

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。

教师资格证考试面试教案高中英语

Module 1 EuropePeriod 3 Cultural Corner and WritingTeaching aims:1 To learn something about the European Union.2. To develop the students’ reading skills.3. To learn to prepare a fact file on a region of China.Difficult and important points:1 Get the students to learn the symbol of the European Union.2 Get the students to understand some important sentences.Teaching procedures:Step 1. RevisionRead the words and have a dictation.Step 2. Lead inThere is an important organisation in Europe. What is it calledthe European Union.Now let’s get some information about the European Union.Step 3. Fast-readingRead the passage and answer the questions.1. What is the European Union2. How did it start3. How many countries belong to it nowStep 4. Further readingRead the passage again and1. Find the names of three first members and three new members of theEuropean UnionFrance, Germany, Belgium, Australia, Denmark, Finland2. In terms of size and population, how big is the European Union compared with China openStep 5. Listening and explanationSeveral phrases1. on the other hand: 另一方面,反过来说2. in the 1950s：二十世纪五十年代3. little by little：逐渐的4. the second half of the twentieth century：二十世纪后半期5. have a population of 有多少的人口Step 6. Discussion1. Choose a region of China and prepare a fact file about it .1) the main towns and cities in the region2 the main geographical features mountains, rivers, lakes, deserts.3 the main industries and / or main agricultural produdce.4 the main places for tourists.Step 7. Writing1. Make a poster display of your fact file.2. Choose one of the cities from Great European Cities.Step 8. HomeworkFinish off your teaching language points2Module 2 Developing and Developed Countries Period 4 Grammar and Language pointsTeaching aims:1 To learn new words and expressions and learn how to use them.2 To learn the usage of the conj.: but , however, although; whileDifficult and important points:1 Get the students to know how to use conj. :连词but , however, although, while 的用法;2 The usage of:Words: developing, figure, unfortunate, measure,Phrases: in one’s opinion, make efforts, connect with, close to, as a result Teaching procedures:Step 1. RevisionRead the sentences and find out what grammar are they5. We are making progress but we need to make greater efforts.6. In a developed country, people have nice clothes to wear, however , in apoor country, people have few clothes.Step 2. Presentation-连词but , however, although, while 的用法;(一) but and however含义相同,都表示转折语气但是；然而but:1 连词,连接两个句子或一个句子的两个部分;Tom was not there but his brother was.He is a hardworking but not very intelligent boy.2 副词,表示“不过,仅仅”He left but an hour ago.He is but a boy.3 介词,表示“除之外”We can do nothing but wait.= we have no choice but to wait.However1 副词, 可放在句首,句中,句末,须用逗号跟句子其他部分分开;The watch is old; however , it is in good condition.The watch is old; it is in good condition, however .The watch is old; it is, however , in good condition.2 表示“无论如何,不管怎样”However hard the task may be, we must fulfill it in time.2. although and whilealthough连词,意为“虽然,尽管,然而”在英语中如果用了although 或though,就不能再用but,但可以用或;1 although 和though用法区别：although较正式,多用于句首;Although he is in poor health, he works hard.2 表示强调时用Even thoughEven though I didn’t understand a word, I kept s miling.3 Though可用在倒装句中：Yong though he is , he is quite experienced.4 副词,表示“然而”放在句末或其他位置;He said he would come; he didn’t ,though.While连词,1 表示对比,“然而”Some people respect him, while others despise him.2 表示让步,“虽然,尽管”,While I sympathize , I can’t really do very much to help.3 表示条件,“只是=as long as”There will be life while there is water and air.4 表示时间,“当…时候,和…同时”Step 3. Language pointsA Words1. develop vt 发展,开发,冲洗,培养adj. developing : 发展中的developed：发达的n. development ：发展developer：开发者----- 相关短语-----：1 develop education/ a business / one’s mind：发展教育/开发业务/开发心志2 a developing country：发展中国家3 a developed country：发达国家4 a less- developed country：欠发达国家5 take a film to be developed：将胶卷送去冲洗----相关句型----：1We must _______ heavy industry.我们必须发展重工业;2It is important to ___ children’s body.孩子的身体发育是非常重要的;3He _________ the films he took.他把所拍的底片冲洗出来了;4_________ of agriculture and industry, we are living a better life.随着工农业的发展5By the first century , the making of paper in some parts of China had been _________. 有了很大发展Answers: 1develop 2develop 3developed 4with the development 5well developed2. figure n. 图表,肖像,数字,身材,人物,v. 计算,估计,估量figure sth. out：把…算出来----相关句型----：1 请把这些数字加起来;Please add up the figures2他是个重要人物;He is a key figure.3拿破仑是历史上有名的人物;Napoleon is a well-known figure in history.4我断定明天会晴天;I figure that tomorrow will be fine.3. measure v. 测定,评估；测量；斟酌；尺寸是n. 尺寸；措施-- 相关短语：1 measure one’s words：斟词酌句2 be measured in/ by: 用…计算3 make … to one’s mea sure：按某人的尺寸制作4 take measures to do sth.：采取措施做某事----相关句型----：1We must take necessary measures to solve these problems one by one.我们必须采取必要的措施逐个解决这些问题;2They measured me and made a suit of clothes to my measure.他们为我量了身体并按我的尺寸为我制作了一身衣服;7. unfortunate = unlucky adj. 不幸的；倒霉的；令人遗憾的fortunately: 幸运地unfortunately: 不幸地fortunate ：幸运的fortune ：命运,运气-- 相关短语：make a/one’s fortune: 发财----相关句型----：It is fortunate/ unfortunate that …Eg: 1 I was unfortunate enough to have lost my keys.我把钥匙丢了,真倒霉;2 It’s unfortunate that you missed the meeting.真可惜,你没参加那次会议;B phrases:1. in one’s opinion/view= in the opinion/ view of sb. 据某人的见解；在某人看来Eg: 在我看来,参观海南的最好时间是春天;In my opinion, spring is the best time to visit Hainan.efforts to do sth.= make every /an effort to do努力去做某事Eg:医生正在作出一切努力挽救那个男孩的生命;The doctors are making every effort to save the boy.8. connect with= be connected with/ have connection with / be related to , 有联系,有关Eg: 那个女孩和史密斯一家有亲戚关系;The girl is connected with the Smiths.9. close to: 靠近,接近Eg: 1我们学校靠近那条河;Our school is close to the river.2 我住得离商店很近;I live close to the shops.10. as a result : 结果,因此= because of / due toas a result of : 由于,作为的结果Eg: 1 那个男孩摔断了腿;因此,几周不能上学;The boy broke his leg. As a result, he had to be absent from school for weeks.2 由于下雨,我们不得不待在家里;We had to stay home as a result of the heavy rain.11. at the top of : 在…的顶部, 用尽量大的声音at the bottom of : 在…的底部Eg: 1 站在这幢高楼的顶部, 你可以很好看地看到这个城市的夜景;Standing at the top of the tall building , you can get a good view of the night of the city.2 为了让彼此听到,他们用尽量大的声音交谈着;They are talking at the top of their voices so as to make themselves heard.12. make progress: 取得进步Step 4. PracticeChoose the best answers:1. Hand in hand with reading , he has _______ the habit of making notes. A. caused B. developed C. created D. broughtcan’t wait. We have to ______ the direction and the distance before we take action.A. make outB. figure outC. think outD. find out3. I would like to have a dress _____A . make to my own measure B. make by my own measureC. made to my own measureD. making by my own measure4. She thought I was talking about her daughter,_______, in fact, I was talking about my daughter.A. whom C. which5 ._______ I admit that he is not perfect, I do actually like the person.B. Since C . Before6. _______ his carelessness, he didn’t pass the examination.A .As a result B. Because C . As a result of D. Since7. That solitary old man suspected to _____ the crime.A. connect to B . connected with C. be connected to D. be connected with8. She wanted to go to the disco,_____ , her parents told her not to.A. insteadB. butC. howeverD. while9. I do every single bit of housework______ my husband Bob just does the dishes now and then.A. howeverB. whileC. whenD. as10. He came to attend the meeting without ______.A. being invitedB. invitingC. invitedD. inviteAnswers: 1 B 2 B 3 C 4 D 5 A 6 C 7D 8 C 9 B 10 AStep 5. Homework:Finish off the workbook on Page73.3Period 2 PronunciationVocabulary and listening Everyday EnglishFunction and SpeakingTeaching aims:1 To listen to the description about the link words although and while and notice the rhythm.2 To express and use the correct rhythm.3 To learn several phrases.Difficult and important points:1 Get the students to express and use the correct rhythm.2 Learn to use the phrases:Teaching procedures:Step 1. RevisionCheck the homework.Step 2. Pronunciation.1. Listen and repeat sentences 1-4 in Grammar activity 3.1 Ask the students to read the four sentences first, silently to themselves.2 Play the tape and let them listen and follow.2. Read the answers to sentences 1-6 in Grammar activity aloud.1 Ask the students to get into pairs and listen to each other read the sentences.2 Ask them to help each other with their pronunciation and intonation.3 Play the tape while the students listen and follow the sentences.4 Ask them to repeat while you play tape again, pausing after each sense group or phrase.Step 3. Vocabulary and Listening1. Check the meaning of these words.2. Read through the words in the box and have the students repeat them afteryou.3. Ask the students to work with a partner .Answers: 1 crowded fascinating huge 2construction 3 similarity4unfortunate 5 inhabitant 6 freeway2. Work in pairs. Tick the statements you think are true.Ask the students to work in pairs and discuss each statement before deciding to tick or not to tick it.Call back their suggestions in a whole class setting, and open it to discussion ifthere is disagreement.The true answers: 1, 2, 4, 7,83. Check the meaning of these words.1 Read through the words and have the students repeat them after you. Take care with the words where the stress does not fall on the first syllable:po llu tion, popu la tion2 Have the Ss work in pairs to come up with the meaning , either by discussion and/ or using a dictionary.3 Now listen to the conversation and tick the topics you hear.Play the tape all through while the students just listen and focus on the tape. Play it again for them to tick what they hear.Ask them to check with a partner.Then call back the answers in a whole class setting.Step 4. FunctionMaking comparisonsat the sentences from Vocabulary and Listening activity2 Answer the questions.Read through the sentences while the students follow in their books.Ask them to do the activity individually, then check with a partner.Call back the answers from the whole class, having one student ask the question and answer it.Answers: 1 many /few 2 much/ less2. Choose the correct words.Ask them to do the activity individually, then check with a partner.Call back the answers from the whole class, having students give the whole sentence.Answers: 1 less 2 many 3a lot 4less 5muchStep 5. Vocabulary and speaking1. Check the meaning of these words which ones describe positive features ofa cityRead through the words and have the students repeat them after you.Ask them to discuss the meanings in pairs and then come up with a list of positive /negative features.Call back the answers from the whole class and make a list on the Bb. Positive features: attractive, lively , modern, peaceful, smart, wealthyStep 6. Everyday EnglishChoose the correct answer :Ask the Ss to do this activity individually, and then check with a partner.Call back the answers from the whole class, having students give the whole sentence.Answers: 1a 2a 3b 4b 5aStep 7. HomeworkFinish off the workbook.4Module 3 The Violence of NatureTeaching goals1．Target languagea important vocabulary and phrasesflood , hurricane , lightning , thunderstorm , tornado , column , current , latitude ,burry , disaster , feather , fur ,occur ,tropical , luckily , thankfully ,hopefully, sadly, fortunately, violence , equatorb important sentence structure1. To help you to remember words which are related---为了帮你记住有关单词;“be related to” means “be connected with”2. Collect all the words you find out that refer to the same thing.find out指通过观察、调查了解弄清事实的真相3. The most violent have winds of more than 400 km per hour.最强的龙卷风风速超过每小时400公里;“the+adj.” 用于表示一类人或物;做主语时常用复数;4. Tornadoes can pick up cars, trains and even horses.“pick up” 拾起,拿起顺便买,接某人上车;pick up意为：拾起,捡起;本句为“收集到”;例如：Alice picked up a wallet on her way to school. 艾丽丝在上学的路上拾到一个钱包;除此之外,pick up还有下列多种意思：①作“加快”解;例如：Soon the bus picked up speed. 公共汽车很快就提高了速度;②作“中途搭人/带货”解;例如：The train stopped to pick up passengers. 火车停下来搭乘客;③作“学会”解;例如：Where did you pick up your excellent English你一口漂亮的英语是从哪里学会的④作“整理,收拾”解;例如：I am asked to help him pick up tools. 我被叫去帮他收拾工具;⑤作“收听到”解;例如：I picked up the Voice of America when I tried to tune in Radio Australia. 我本想收听澳大利亚广播电台,无意中收到了“美国之音”;⑥作“偶然地、无意地获得”解;例如：Where did you pick up that magazine那本杂志你是在哪里搞到的5. They can take the fur off the back of a cat and the feathers off a chicken.它们能剥掉猫被上和鸡身上的毛;“take off”1 取下来,使掉下来,免掉Who took off the lid off the bottle 谁拿掉了瓶盖His arrival took a weight off my mind. 他到了,使我放了心2 脱掉,起飞Take off your wet clothes. 把你的湿衣服脱掉;The plane took off from the airport and headed northwards Zhengzhou.飞机从机场起飞,往北向郑州方向飞去;take a day off请一天假6. --- but leave the furniture inside exactly where it was.而将家具留在原处;leave vt. 让某人某物继续处于某种状态,可以接副词、介词、介词短语等做补语的符合结构;7.By the time it ended, more than 700 people had been killed and 2700 had bee ninjured.8. set fire to, set something on fire, catch fire, be on fire, make a fireThe house was on fire.状态The house caught fire last night.动作9. on average=on the averageOnthe average, in the Latin American countries, there are only from one-tenth toone-fourth as many doctors as there are in the US.10. We managed to get half other population to another island.manage to do something=succeed in doing somethingIn the afternoon I managed to get the chance to speak.下午我终于有了发言的机会;2. Ability goalsa. Revise the Attributive Clause.b. Using the Attributive Clause to explain words.3. Learning ability goalsImprove the students’ ability to give definitions of wordsTeaching important pointsLearn how to definite words, using the Attributive ClauseTeaching difficult pointsUsing the Attributive Clause to definite a word.Teaching aidsA projector and a computer.Step 1 Warming upRemind the students of the tsunami in 2004 with a picture and talk about it.T: As we know, at the end of 2004, a massive earthquake sent tsunami smashing into Indian Ocean coastline. Many heavily populated areas disasters from it.Ask the students to talk about it, such as Sri Lanka , Indonesia , Thailand , India, Malaysia and East Africa destroyed by the monster waves, causing millions of deaths. We human being saw the violence of natural disaster from it.Ask the students to talk about the pictures in the Introduction, page 21.Step 2 Lead-in part 1, page 21Get students to match the words in the box with the definitions below. Then ask individuals to show their answers.A flood is a lot of water in an area which is usually dry.A hurricane is a very strong wind and storm.Lightning is the flash of light which occurs during a thunderstorm.A thunderstorm is a lot of rain falling quickly, with loud noises and flashes of light.A tornado is a column of air that turns very quickly.T: Now let’s pay attention to these sentences. Please find out the common characteristic in all of them.S: The sentences all give a definition of something.T: Very good. Each sentences gives a definition of a word. Any other questions S: The Attributive Clause appears in each sentence.T: Well done That is right. When we give a definition of a word, the Attributive Clause is usually necessary and hopeful. We’d better learn to use the structure “A is B that/which”Now let’s come to Part 3 on Page 22. Let the students match the words in the box with the sentences below and then check the sentences.The suggested answers to Part 3, Page 22:To bury means to place in the ground or tomb.A disaster is a terrible event.Feathers are something that you can see on a bird.To occur means to happen.Tropical is a word to describe describing the hottest parts of the equator.Give the students some time to read.Step 3 Discussionthe students into groups of four to discuss the questions.2. Then open up the discussion to the whole class. If you wish, make notes on theboard, especially of relevant vocabulary which may be new.Step 4 ReadingAsk them to read the passage and answer the questions individually, and then checkwith them.Call back the answers from the whole class, having one student read the questionand another provide the answer.Answers: b, a, aStep 5 Words study Workbook Page 80Ask the students to turn to Page 80 and begin the task in vocabulary. In Active 5.Choose one student to read out the answers and check them with the whole class.Then the students read the sentences together.Answers : volcano, eruption, ash, lava, tidal wave, flood.Step 6 HomeworkSurf the Internet for ways to avoid much damage from disasters.Make three sentences to define the words earthquake, volcanic eruption, andplane crash, using the Attributive Clause.The suggested answers:An earthquake is a sudden violent movement of the earth’s surface that can causegreat damage to people.V olcanic eruption is a sudden occurrence of steam and material that come out thevolcano.A plane crash is a violent fall or breaking that a plane come across when flying.5Period 3Step 1 PresentationLook at the examples a-f. The underlined phrases are examples of different types of infinitive.a.The wind is strong enough. It can move sand dunes.The wind is strong enough to move sand dunes.b.We were advised, “ Don’t go outside.”We were advised not to go outside.c.I’m cycling to work in a sandstorm and it’s frightening.I’m frightening to be cycling to work in a sandstorm.d.There is nothing anyone can do.There is nothing to be done.e.I am the only person in my family who has been in a sandstorm.I am the only person in my family to have been in a sandstorm.f.I’ve been caught in a sandstorm. It was a terrible experience.To have been caught in a sandstorm was a terrible experience.Step 2 ExplanationsI 动词不定式的时态和语态形式1. 动词不定式的一般式：表示与主动词处于同一时间层面或动作发生于主动词之后; eg: He seems to understand what I saidI hope to visit Paris again.2. 动词不定式的进行式：表示与主动词同时发生且动作正在进行;eg: The two cheats pretented to be working hard.3. 动词不定式的完成式：表示不定式动作发生于主动词之前;eg: She seems to have seen this film.He happened to have gone out when I went to see him4. 动词不定式的被动式：表示与逻辑主语之间的被动关系;eg: The meeting to be held tomorrow is about how to stop the pollution.I want to have been told the news earlier.Ⅱ动词不定式的句法功能不定式的句法功能是做主语,表语,宾语,宾语补足语,主语补足语,定语,目的状语和结果状语,分别给出一个例句：1 To master a foreign language is necessary for a college student.主语2 Your job is to wash dishes.表语3 She promised to give him a chance. 宾语4 The teacher told his students to pay attention to their pronunciation.宾语补足语5 I was asked to help him with his lessons.主语补足语6 Have you got a pencil to draw pictures with定语7 Some scientists went to Germany to attend a medical conference.状语8 He was too excited to say anything.状语Ⅲ不定式的复合结构1“疑问词+不定式”可以做主语,宾语,表语,同位语;The problem is how to persuade him to change his mind.2 带有逻辑主语的结构of/ for sb. to do sthThe first thing to do is to clean the room.It is foolish of you to say such words.辨析：⑴ It is + adj.+ of sb + to do sth.; for sb + to do sth.差别：以上1结构中的adj是用来说明主语的特征的,并作其表语；而结构2中的adj是用来说明句中动词的特征的;Eg: It’s foolish of you to do such things可转化为：You”re foolish to do such things.但:It’s easy for you to learn English well不可以象上边那样转化;Step 3 Practices.Ex1.Fill in the blanks with the verbs in their proper forms.1.It's very kind of you ________ it for me. dojob is ________ the students English. teachyou want ________ with us, you should be ready by eight o'clock.godare not ________ him about it. telltold me ________ at six thirty. leavechildren are warned ________ in that lake. not swimyou leave the room, please remember ________ the light. turn off'd better ________stay at home and ________ do your homework.'s too hard ________ do it by myself. takes about two hours ________ get to the station.'s time ________ our class. starthave a lot of things ________ you. tell'm very glad ________ you again. hear fromarticle is not easy ________ . understanddidn't have time ________ a rest. to have'll try ________ that again. not do's wish is ________ a writer in the future. become'd like ________ go to the Summer Palace.doesn't know whether and when ________ Shanghai in two days. leaveis not sure how ________ out the maths problem. workSuggested answers:1.to do2. to teach3. to go4. tell5. to leave6. not to swim7. to turnoff 8. stay do9. to do 10. to get to 11. to start 12. to tell 13. to hear from 14. to understand15. to have16. not to do 17. to become 18. to go 19. to leave 20. to workEx21. Don't forget _________ the letter.A. to sendB. sendC. sendingD. being sent2. The chair looks very old, but in fact it is very comfortable to _________.A. sitB. sit onC. be satD. be sat on3. Is ______ necessary to return the book tomorrowA. thisB. thatC. itD. which4. I'm afraid they would not allow him ________ here.A. to smokeB. smokingC. smokesD. smoke5. Mother told me ________ the water before I drank it.A. boilingB. boiledC. boilD. to boil6. On my way home, I stopped _______ some food.A. buyB. to buyC. buyingD. bought7. John was made _______ the car for a week as a punishment.A. to washB. washingC. washD. to be washing8. The sitting-room needs _______, but it'll have to wait until Saturday.A. be cleaningB. to be cleanedC. cleanD. being cleaned9. The first thing I want to do is __________.A. visit to himB. to visit himC. visiting himD. visited him10. Li Yang advised me _________ too much, otherwise I would have been drunk.A. not to drinkB. to drinkC. not drinkingD. drinkingSuggested answers:1. A2. B 4. A 5. D 6. B 7. A 8. B 10. AStep 4. Listeninga. Pre-listeningDiscuss the following questions with your partner.Q1. What’s the main problem with the environment in the worldQ2. Can you explain why the climate’s getting warmerQ3. Why did people cut down a lot of trees every yearb. While-listeningListen carefully. And answer the following questions.1.What is the most urgent problem of all2.What examples of coastal cities does David give3.Why is the climate getting warmer4.What is described as a major problem5.What happens when we cut down a lot of trees6.How does the interviewer feel about the situationSuggested answers:1. The climate.2.New York and Shanghai.3.Because pollution is stopping the sun’s heat leaving the atmosphere.4.Carbon dioxide from cars.5.There is less oxygen and more carbon dioxide in the atmosphere.6.Optimistic.c. Post-listening:Listen again. And fill in the blanks with proper words according to what you hear. Int: David, what do you see as the main problems with the_______: Well, in a nutshell, the most ______problem of all is the climate. The world’s climate seems to be getting _______Int: We’ve seen a lot of evidence of that, haven’t we: Yes, we have. Also, scientists have found that the _______at the Poles is beginning to melt.Int: We’ve heard that too. Is that really happening: Yes. I’m afraid it is. And at sometime in the future, the ice may melt_______. Then it’s possible that the sea could rise and coastal cities like New York and Shanghai could _____under water.John: It sounds very frightening.: I couldn’t agree with you more. It’s______.Int: Can you explain why the climate’s getting warmer: Well, I’ll do my best It’s ______that’s the problem. Gases from cars enter the atmosphere and stop the sun’s heat from leaving the atmosphere. And factories giveout ______that do the same thing. So as a result, the climate is getting warmer. Int: From what I understand, carbon dioxide from cars is a _____problem.: You’re absolutely right. Carbon dioxide is the gas that does most _____to the atmosphere. But we have a problem with trees too. You see, trees give out oxygen and take in carbon dioxide. So they’re very useful because they _______the carbon dioxide.Int: I know what you’re going to say. We’re cutting down all the trees.: yes, we cut them down because we need the land and because we use the _____for paper and furniture. That leaves more carbon dioxide in the atmosphere.Int: It’s a terrible______.: Yes, and another problem is all the garbage that we produce. We burn a lot of garbage, and once again, the gases pollute the atmosphere. The situation couldn’t be worse, really.Int: We should ______garbage, not burn it.: of course we should.Int: It’s strange. We know all this, and yet we do _____but talk about it. I can’t help but feel very______.: Yes, well, it is worrying. But _______are beginning to do something about it. I don’t think it’s too late.Suggested answer:1.environment2. urgent3. warmer.4. ice5. completely6. disappear7. crazy 7.pollution 9. chemicals 10. major 11. damage 12. use up 13. wood 14.situation15. recycle 16. nothing 17. concerned 18. governmentsHomework:1.Review the grammar points we have learned.2.Finish the exercises 1,2,3 on page 85.3.Finish the exercises 12,13, 14 on page 89.6Period 3Teaching goals 教学目标1．Target language 目标语言A important vocabulary and phrasesatmosphere, carbon, dioxide, chemical, environment, garbage, melt, pollution,recycle, coastal, concerned, evidence, major, urgent, pollute.B important sentence structureTrees take in carbon dioxide and give out oxygen.What happened to your rubbishWhat need to be done to improve the situation2. Ability goals 能力目标Enable students to understand the damage caused by the natural disaster.Enable students to have a good understanding of the importance of the protectingenvironment.3. Learning ability goalsEnable students to take some measures to protect our environmentTeaching important pointsListen to the speech about environmental situation made by an expert and different measures taken by different countries.Teaching difficult pointsListen for correct information and find out ways to solve the problems.Have a further discussion on dealing with rubbish.Teaching methods1, discussion.2, listening.3, Cooperative learning.Teaching aids 教具准备A tape recorder and a computerStep 1 RevisionCheck the homework exercises on Page 85Choose the best answers1, Such people are _________A, respect B, to respectC, to be respecting D, to be respected2, There is nothing to do but ________ till it stops snowing.A, to wait B, waitingC, wait D, waits3, I’m sorry _______ you so much trouble. And thank you for your help.A, to give B, to have givenC, giving D, gave4, Tom is said _______ abroad, but now I don’t know what country he studied in.A, to have studied B, to studyingC, to be studying D, to have been studying5, ______ late in the morning, Bob turned off the alarm.A, To sleep B, SleepingC, Sleep D, Having sleepKeys to the exercise:1, D 2, C 3,B 4,A, 5, AStep 2 listening and vocabulary Page 35Deal with the vocabulary first to make preparations for listening. Then the students will hear a speech about environmental problems made by an expert. Then solve all the questions in this part.T: First, let’s have a revision of some words. Take out your exercises book and we will have a dictation. Write down the words that you hear. Listen to me carefully.No 1. What’s the air around the earth calledS: AtmosphereT: Ok. Write down the word. The second one, when we breathe, we breathe in oxygen and breathe out _______。

高中英语老师面试15分钟试讲课

高中英语老师面试15分钟试讲课一、教学任务及对象1、教学任务本次教学任务为针对高中英语老师面试的15分钟试讲课。

教学内容选自高中英语课程，旨在通过试讲环节展示应聘者的教学能力、英语水平、课堂组织及管理能力。

试讲过程中，需要充分体现教学目标、教学策略、教学过程和教学评价等方面的内容。

2、教学对象本次试讲课的教学对象为参加面试的评审团，包括学校领导、英语教研组长、经验丰富的英语教师等。

评审团将根据试讲课的表现，对应聘者的教学能力、英语水平、综合素质等方面进行评估。

此外，教学对象还包括虚拟的高中生，试讲过程中需充分考虑这一群体的认知水平、学习兴趣和需求。

在教学过程中，要注重激发学生的学习兴趣，引导他们积极参与课堂活动，提高英语实际运用能力。

二、教学目标1、知识与技能（1）英语知识：通过试讲，使学生掌握并运用一定的英语语法、词汇和句型，提高英语表达准确性。

（2）听说技能：培养学生英语听力理解能力，提高口语表达能力，使他们在日常交流中能够自信地运用所学知识。

（3）阅读技能：培养学生快速阅读和理解英语文章的能力，掌握一定的阅读策略，提高阅读效率。

（4）写作技能：指导学生运用所学知识进行英语写作，培养写作思路，提高写作水平。

2、过程与方法（1）采用任务型教学法，设计丰富多样的教学活动，引导学生积极参与，培养合作意识。

（2）运用情境教学法，创设真实的语言环境，让学生在实际情境中进行英语交流，提高语言实际运用能力。

（3）利用多媒体教学手段，为学生提供丰富的学习资源，激发学习兴趣，提高学习效率。

（4）采用个性化教学方法，关注学生的个体差异，因材施教，使每个学生都能在原有基础上得到提高。

3、情感，态度与价值观（1）情感：激发学生对英语学习的兴趣，培养他们积极向上的学习态度，增强自信心。

（2）态度：引导学生树立正确的英语学习观念，认识到英语学习的重要性，形成长期坚持学习的习惯。

（3）价值观：通过英语学习，拓展学生的国际视野，了解世界多元文化，培养跨文化交际能力，提高综合素质。

教师资格证试讲考试高中英语教师说课教案

2.Listen to the tape and tick the things that Mrs. Zhu talks about.
1). Students need to guess the meaning of each word.
2). Start to explain the meaning of each word after finishing the listening contents.
Teaching procedures
Teaching procedures
Teaching procedures
Teaching procedures
Step 1. Warming— up
1. Basic greetings to students.
2. Introduce the primary learning contents of this class to students and emphasizing that the object of learning can be focused on one word---- Science.
4. Study some rules of word formation.
5. Learn to write an argumentative essay.
Teaching key points
1.To study and practice some typical words and phrases by learning about some works of scientists.
Three parts
When: on a rainy day in June,1752

教师资格证考试面试高中英语教案模板+逐字稿词汇课

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。

高中英语教师资格证试讲教案

高中英语教师资格证试讲教案一、教学目标1. 知识目标：学生能够掌握英语语法和词汇的基本知识。

学生能够理解和运用所学的英语语法和词汇。

2. 能力目标：学生能够提高英语听、说、读、写的综合能力。

学生能够运用所学的英语语法和词汇进行有效的口语表达和书面表达。

3. 情感目标：学生能够培养对英语学习的兴趣和积极性。

学生能够培养团队合作和自主学习的能力。

二、教学内容1. 章节名称：英语语音知识2. 教学内容：学生能够了解英语音标的基本知识。

学生能够正确发音英语音标。

学生能够辨别英语音标的区别。

三、教学方法1. 讲授法：教师通过讲解英语语音知识，引导学生理解和掌握相关概念。

2. 实践法：教师组织学生进行发音练习和听力练习，提高学生的语音能力。

3. 互动法：教师引导学生进行小组讨论和口语表达，增强学生的参与感和合作意识。

四、教学步骤1. 导入：教师通过引入英语语音的重要性，激发学生的学习兴趣。

2. 讲解：教师讲解英语音标的基本知识和发音规则。

3. 练习：教师组织学生进行发音练习和听力练习。

4. 互动：教师引导学生进行小组讨论和口语表达。

5. 总结：教师对所学内容进行总结，强调重点和难点。

五、作业布置1. 学生完成英语语音练习册的相关题目。

2. 学生准备英语语音的口语表达练习。

教学评价：1. 课堂参与度：观察学生在课堂上的积极参与和发言情况。

2. 作业完成情况：检查学生完成作业的正确性和及时性。

3. 口语表达：评估学生在口语表达中的语音准确性和流畅性。

六、教学评价1. 课后听写：检测学生对英语词汇和语法的掌握情况。

2. 课堂练习：评估学生在课堂上的实时答题能力和理解力。

3. 小组讨论：观察学生在团队合作中的互动交流和语言运用。

七、教学拓展1. 推荐英语学习网站或APP，引导学生自主学习。

2. 组织英语角活动，提高学生的口语表达能力。

3. 鼓励学生参加英语竞赛，激发学习兴趣。

八、教学计划调整1. 根据学生的学习进度和反馈，适时调整教学内容和难度。

高中英语教师资格证试讲教案

高中英语教师资格证试讲教案一、教案基本信息1. 课题名称：高中英语阅读理解教学2. 授课对象：高中生3. 课时安排：45分钟4. 教学目标：a. 学生能够理解文章的主旨大意b. 学生能够掌握阅读技巧，提高阅读理解能力c. 学生能够运用所学知识进行口语表达和写作5. 教学重点与难点：a. 重点：学生能够通过阅读技巧理解文章b. 难点：学生能够运用所学知识进行口语表达和写作二、教学准备1. 教学材料：英语阅读文章、多媒体教学设备2. 教学工具：黑板、粉笔、幻灯片三、教学过程1. 导入（5分钟）1.1 教师通过提问方式引导学生回顾已学知识，为新课的学习做好铺垫。

1.2 教师利用幻灯片展示本节课的教学目标和要求。

2. 课堂讲解（15分钟）2.1 教师引导学生阅读文章，并讲解文章的主旨大意。

2.2 教师讲解阅读技巧，如快速阅读、猜词义、找主题句等，并引导学生实践。

3. 课堂练习（10分钟）3.1 教师设计阅读理解练习题，要求学生独立完成。

3.2 教师选取部分学生的作业进行点评，并针对错误进行讲解。

4. 小组讨论（5分钟）4.1 教师将学生分成小组，要求学生就文章内容进行讨论。

4.2 各小组选代表进行汇报，分享讨论成果。

5. 口语表达与写作（5分钟）5.1 教师引导学生运用所学知识进行口语表达，如复述文章内容、阐述观点等。

5.2 教师布置写作任务，要求学生以文章为主题，写一篇短文。

6. 课堂小结（5分钟）6.2 教师布置课后作业，要求学生巩固所学知识。

四、教学反思五、课后作业1. 复习本节课所学内容，巩固阅读技巧。

2. 完成课后阅读理解练习题。

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，包括回答问题、小组讨论等。

2. 作业完成情况：检查学生课后作业的完成质量，包括正确性和表达能力。

3. 阅读理解测试：通过课后练习题和模拟测试，评估学生对阅读理解技巧的掌握程度。

七、教学拓展1. 引导学生利用网络资源进行阅读，提高他们的信息获取能力。

高中英语师范生试讲教案示例

Teaching Plan for the Warming up in Unit 3 BookⅠTopic: Going PlacesContents:1. The new words and expressions in this part;2. The similarities and differences between hiking and rafting.Teaching aims:1. The students are able to make good use of the words and expressions in this part.2. The students can find out the similarities and differences between hiking and rafting.3. The students know how to analyze areading comprehension and how to grasp the main idea of a text.4. The students learn to love the nature and sportsTeaching difficulties:Help the students to analyze the two articles and find out the similarities and differences between hiking and rafting.Teaching procedures:Step1 Revision & Presentation (10min)1. T (teacher): Before the class, I want to ask you some questions.1) Do you like traveling? And Why?2) Do you like adventure travel?3) Do you like hiking? Can you tell us something about hiking?4) Do you know rafting? Can you tell us something about rafting?5) Which do you like better, hiking or rafting?(Ask individual students to answer the questions above)2. T (teacher): So, both hiking and rafting are adventure travels. They are alwaysdone outdoors. They are fun and exciting. In order to get close to nature, people always go hiking and rafting. Today we are going to learn the differences between hiking and rafting.Step2 Presentation& Drill (5min)1.Now, open your books and turn to page seventeen, read the Hiking and Raftingagain, and find out the differences between hiking and rafting.2. Draw a form on the blackboard.Step3 Presentation & Drill (10min)(Have you found the answers? Now let’s do together.)1.We know hiking is always on foot. You must take a long walking. So, we alwaysgo hiking on the mountains, in a forest or along a river. However, rafting is down on rivers and streams where the water moves quickly.(Fill the answer in the form)2.Ok, let’s talk about the cost. Hiking is very cheap while rafting is somewhatexpensive.(Fill the answer in the form)3.And skills needed? From the book, we know if you want to go hiking, you mustwalk a long distance, so you must have good walking skills; if you want to go rafting, you must be careful not to fall into water, so you must have good rafting and swimming skills.(Fill the answer in the form)Step4 Discussion (10min)Ask the students to discuss the following differences (equipment and possible skills) in groups of four. Think about what we should take and what possible dangers we may meet when we are going hiking and rafting, and tell the reasons to each other. (At this time, I walk around the classroom to see what they are talking about.) Step5 Presentation & Drill (5min)Ask some students to tell us the answers and their reasons. Then ask them to write the answers on the blackboard.Step6 Homework (5min)Ask the students to find out the similarities after class, and complete the forms on page eighteen. Leave some time for students to ask questions.。

教师资格证考试面试高中英语教案模板+逐字稿词汇课

教师资格证考试-面试-高中英语-教案模板+逐字稿-词汇课一、教学目标1. 知识目标：a. 学生能够掌握并正确使用本课引入的词汇。

b. 学生能够通过上下文线索理解和记忆单词。

c. 学生能够运用所学生词进行简单的句子构建。

2. 技能目标：a. 学生能够通过图片、语境等线索猜测词义。

b. 学生能够通过词根词缀等策略扩大词汇量。

c. 学生能够运用英语进行简单的日常交流。

3. 情感目标：a. 学生能够培养对英语学习的兴趣和积极性。

b. 学生能够培养合作意识和团队精神。

二、教学内容1. 教材内容：本课将引入高中英语课程标准规定的词汇学习内容。

2. 教学重难点：学生对单词的正确理解和运用。

三、教学方法1. 交际法：通过情景模拟、角色扮演等方式，让学生在实际语境中运用所学词汇。

2. 情境教学法：利用图片、视频等教学资源，为学生提供丰富的语境，帮助学生理解和记忆单词。

3. 词根词缀法：引导学生通过分析词根词缀来猜测和记忆单词。

四、教学步骤1. 导入：利用图片、视频等资源，引入本课主题，激发学生兴趣。

2. 展示：教师展示本课要学习的词汇，引导学生观察单词的构成和特点。

3. 讲解：教师讲解单词的词义、词性和用法，并通过例句帮助学生理解和记忆。

4. 练习：学生通过填空、翻译等练习，巩固所学词汇。

5. 应用：学生分组进行角色扮演或情景模拟，实际运用所学词汇进行交流。

6. 反馈：教师对学生的学习情况进行总结和评价，及时反馈学生的学习成果。

五、作业布置1. 学生回家后，整理本课学习的词汇，制作单词卡片。

2. 学生结合所学词汇，编写一篇短文，展示对词汇的运用。

六、教学评价1. 课堂参与度：观察学生在课堂活动中的参与情况，是否积极回答问题、参与讨论。

2. 作业完成情况：检查学生作业的完成质量，包括单词卡片的制作和短文的编写。

3. 词汇运用能力：通过角色扮演、短文写作等环节，评估学生对所学词汇的理解和运用能力。

七、教学拓展1. 开展词汇竞赛：组织学生进行词汇竞赛，激发学生的学习兴趣和竞争意识。

teachingplan高中英语教师资格证面试试讲教案

teachingplan高中英语教师资格证面试试讲教案第一篇：teaching plan 高中英语教师资格证面试试讲教案阅读试讲教案Grade level: First grade of High school Lesson type: Reading Duration: 45min T eaching objectives 1)To help students develop their reading skills, such as scanning and skimming for information, guessing the meaning of strange words 2)Enable students to understand the difficult sentences and new phrases in the passage3)Affective objectives:（根据文章内容而定）Teaching aids Multimedia devices;blackboard Teaching important and difficult points: 1)Understand the following sentences: 2)Grasp the usage of the following words and phrases: 3)Enable students to use certain reading skills to help themselves understand the passage Teaching procedures Step 1 Lead-in(5min)Show students several pictures of … and ask the students to describe the pictures./ Ask students to think about and answer the questions on the blackboard.(Good morning, boys and girls.How is your day? Fine? Good for you.Ok.T oday we will learn a new lesson.Before looking at the textbooks, I’d like to show you some pictures(a video)/ask you some questions/tell you a story.Describe what you see in the picture Do you know anything about……? What’s your opinion about……? Any voluntee rs? Ok, please, share your idea with us.Very good/brilliant/excellent!We already know your ideas about the topic.Now let’s try to find out what’s the author’s idea about the topic.)Step 2 Pre-reading Listening.(5min) Ask Ss to listen to the tape and answer two questions:(Listen to the tape carefully and try to answer the following questions.1)what does the passage talk about? 2)…….Ok.Youhave listened to the whole passage.Do you have your answers to the question? Good, John, please.(复述学生答案)This is John’s idea, how about other students? Ok, Lynn.Good.You think ……….Thank you.I believe you all have got your own answers.You must be curious about whether it’s correct or not.)Step 3 While-reading(25min)Activity 1 Skimming & Scanning Ask the students to read the passage quickly and answer the following questions:(Now read the passage quickly within 2 minutes and find out whether you are right or not.Meanwhile, try to answer the questions on the blackboard.(板书问题)：1）2）Have you finished your reading.Yes? Good.First, have you found out the main idea of the passage? How about Lisa? Very good.It is about ……….How about the questions? Have you found the answers? Volunteers? Good, please.You think ……..excellent, thank you.)Activity 2 Intensive reading Ask the students to read the passage carefully, and get detail information from the passage.(As you have got the main idea of the passage, let’s move on to learn some details of the passage.Now you have 5 minutes to read the passage carefully and discuss with you partners about the following questions.1)2)Ok, I’d like to invite group 3 to answer the questions.That’s really impressive.You already have a very thorough understanding of the passage.From your answers, I can see you already understand the passage quite well.So I’d like to move on to the analysis of some difficult sentences and the usage of some phrases.Take a look at the second sentence in Paragraph 1.Pay attention to…….Is it clear? Good.Activity 3 Read together Ask the students to read the passage together.(Do you have any questions about the passage? No? If no, let’s read the passage aloud together.)Step 4 Postreading(5min)(Debate, interview, role-play, retell the story)Ask the students to have a discussion on ….(Very good.You read really well.Now I have another task for you.We have learnt …… today, …………… have a discussion with your partner.After the discussion, I’ll invite some of you to share your ideas with us.I can see that you have finished your discussion.Anyone wants to share with us? ok, Jack.Good.you think from the perspective of …..Do you have other ideas? Yes, please.Excellent.This is an very interesting answer.)Step 5 Summary(4min)Invite students to summarize what they have learnt in the class.Teacher makes supplementary comments, and stress the importance o f …(Guys, you’ve done a great job.At last, let’s sum up what we have learned today.Who would like to have a try? Jenny, please.)Step 6 Homework(1min)1)Ask the students to consider the question: 1)2)/ask the students to search more information about …Writ e an email to your friend.2)Write a short passage and use the new words and expressions as many as possible.3)Read the passage again and try to retell the passage.4)Search the Internet and find more information about…(Thank you, you really did a good job.Is that clear to all of you? Okay, at last, here comes your assignment.First, please retell this passage to your desk mate.Secondly, please search on the Internet to find more information about the amber room and we will share your findings next class.Here comes the bell.Class is over.See you next class.)语法试讲教案Grade level: First grade of High school Lesson type: Reading Duration: 45min Teaching objectives 1)Help students to learn the usage of ….2)Help students to grasp the sentence patternof…..Teaching a ids Multimedia devices, blackboard Teaching important and difficult points 1)the sentence pattern of… 2)some special cases 3)enable students to use … in real life Teaching procedures Step 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 ….(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 to complete 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 school Lesson type: Reading Duration: 45min Teaching objectives 1)enable students master the procedure of writing this kind of composition 2)improve students’ writing skills 3)help student s to get more knowledge of …Teaching aids Multimedia devices, blackboard Teaching important &difficult points 1)Help students to express their ideas in proper English 2)Help students to learn the structure in English writing Teaching procedures Step 1 Warming-up(5min)Showsome pictures 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 Pre-writing(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 comes 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 While-writing(20min)Ask the students to write down their own articles.Step 4 Post-writing(7min)Ss will work in group and read each other’s composition.They should choose the best composition of the group and read it in front of the class.S tep 5 Writing assessment(2min)Ask Ss: What’s you most difficult thing during 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 composition according to the handout.听力课试讲教案Grade level: First grade of high school Lesson type: Listening Duration: 45 min T eaching objectives 1)Enable students to master different listening skills 2)Help students to learn more about …..Teaching aids: Multimedia devices;blackboard Teaching important and difficult points 1)Help students to understand the listening material 2)Encourage students to apply listening skills when listening to the material Teaching procedures Step 1Warming-up(2min)Show some pictures to the students and have a free talk with the students.Step 2 Pre-listening(5min)Organize the students to have a brief discussion about the topic.Invite some students to share their ideas with the class.Predict the main idea of the passage.After that, present new words and expressions to the students.Step 3 While-listening(25min)1)Listen for main idea Ask 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 information Ask Ss to listen to the passage again.This time ask them to try their best to get answers to the questions.After listening, check whether Ss get the correct answer, and ask why.3)Play the tape again, focus on the part where they did not get the right information.Do you have any questions? Step 4 Post-listening(10min)Show them the listening text and ask them to read it aloud together.Step 5 Summary(2min)In this period, we mainly focus on the listening ability.It’s very important.If your listening is poor, you’d better practice more.The more you listen to English, the better your listening is.Remember: Practice makes perfect.Step 6 Homework(1min)1)Read the listening texts again and try to retell the passage in your own words 2)Search more information about ….口语课试讲教案Grade level: First grade of high school Lesson type: Speaking Duration: 45 min T eaching objectives 1)Students will be able to use some important words and expressions 2)Students will be able to express their ideas or thoughts clearly.Teaching aids Multimedia devices;blackboard Teaching important and difficult points 1)Help Ss to master the expressions of giving advice: 2)Talkabout … by using …Teaching procedures Step 1 Warming-up Show Ss some pictures of … and ask students to describe what they are doing.Step 2 Lead-in Play 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 & expressions Provide Ss useful sentence patterns and expressions to express …..Step 4 Role-play/ DiscussionGive the Ss a situation, and ask the Ss to work in pairs and make up a conversation.Ask the Ss to discuss the topic with their partners.After that, invite Ss to present their ideas in front of the class.Step 5 Summary In this period, we mainly focus on how to….It’s very important.You should know how to … in rea l 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 Homework 1)Collect more expressions and sentence patterns that can be used to express …..2)Find a partner to practice how to … in different situations.词汇课试讲教案Grade level: First grade of high school Lesson type: Vocabulary Duration: 45 min Teaching objectives 1)Enable students to know the meaning of new words and grasp the usages of such important new words 2)Enable Ss to use such new words in their own writing or speaking Teaching aids Multimedia devices;blackboard Teaching 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 themselves Teaching procedures Step 1 Lead-in st 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/boldwords.Step 2 GuessAsk Ss to guess the meaning of the words in the context.Or give students some examples and ask Ss to guess the meaning of the words.Step 3 ExplanationExplain the meaning of the words to the Ss.After explanation, present the usage of the words to the students and provide examples to help them understand how to use them.Step 4 Practice Ask the students to make sentences with new words by themselves.Invite Ss to share their sentences with the whole class.Step 5 Summary This, 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 Homework 1)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.第二篇：高中英语教师资格证试讲面试教师资格证中学英语面试阅读题真题一 1.试讲题目: 阅读教学试讲内容: One day, a man called the taxi company to get a taxi to go to the airport, but after a very long time, the taxi did not come.He called the girl in the taxi company again.The girl in the taxi company said, “ the taxi has not come, but you need not to worry about it as the airplane is always late.” t he man answered, “certainly, the airplane will be late this morning, because I happen to be flying it.”基本要求:(1)朗读所给段落。

教师资格证试讲考试高中英语教师说课教案

教师资格证试讲考试高中英语教师说课教案姓名赵芯瑜课题 Unit 16. Scientists at Work1. Talk about science and scientists.2. Practice giving instructions.3. Discuss and evaluate pros and cons. Teaching aims4. Study some rules of word formation.5. Learn to write an argumentative essay.1. To study and practice some typical words and phrases by learningabout some works of scientists. Teaching key points2. Do some relevant listening and reading.1. Rules of word formation may be difficult for students to learn indepth. Teaching difficult2. To enable students to write an argumentative essay. points3. Improve listening and speaking ability of students.1. Students centered approach2. Cooperation learning style Teaching approaches3. GroupdiscussionStep 1. Warming— up1. Basic greetings to students.2. Introduce the primary learning contents of this class to students andemphasizing that the object of learning can be focused on one word----Science.3. Set some daily examples of science and scientists. Examples arelisted as follows:eg1. Teaching proceduresEinstein arrived at a conclusion that maximum speed in theuniverse is that of light.eg2.Edison is credited with the invention of the phonograph.4. Show some pictures to students and ask them to answer thefollowing questions as follows:1).Describe what you can see in each picture? (Let studentsexpand their own imagination.)2). What are the names of the school subjects in which you studyscience? (physics; chemistry and biology)3). Give an example of what you learn in each field of science.(Let students share their examples with their deskmates.)Step2. Listening1. A few minutes can be given to students to do the preparing workforthe following listening practice. Asking students to look at the exercises in the book and make a guess.2. Listen to the tape and tick the things that Mrs. Zhu talks about.1). Students need to guess the meaning of each word.2). Start to explain the meaning of each word after finishing thelistening contents. Teaching proceduresSafety in the lab 实验室安全Gloves 手套Gases 气体Experiments 实验Long hair 长发Liquids 液体Car accidents 车祸Shoes 鞋子Flames 火焰3. Listen the tape once again and answer the questions as follows, allof these questions should be done by individuals.1). What is the most important thing students should remember?2). What is the first thing students should do when they come intothe lab.3). Why should students be careful smelling from bottles?4). What is to be done when anything gets into your eyes?5). What should students do before leaving the lab?4. Check their answers together and then share the right answers inthe screen.Step3. Speaking1. Look at the dialogue and learn to talk about advantages anddisadvantages of a high-tech.Using the following expressions to fulfill the advantages anddisadvantages of high-tech.2. Work in pairs to discuss the advantages and disadvantages ofcloning, nuclear energy, computers and space flights. Ask students toshare their ideas with their classmates and read the answer loudly.3. Prepare a dialogue with your deskmates and making it to be a smallTeaching procedures presentation and this presentation will be performed in next class.Step4. Reading1. Fast reading a nd listening: Franklin’s famous kite experimentLet students to read and listen to the tape to decide true or false statements about the text.2. Skimming: Let students read the text again and find out somedetails about the text.3. Read the text for a third time and choose the best choices.4. The analyzes of the whole passage:Three partsWhen: on a rainy day in June,1752Where: in a shed in the fieldsWho: Franklin and his sonWhat”: a kite experimentWhy: to prove lightning and electricity are the same5. Ask students to discuss the three questions and let them share theanswers to other students.Step5. Word study1. Give the detailed explanations and several meanings of these wordsto students:1). ChargeV t. 装载;控诉;记账;使充电v t.& vi.指责;进攻;向…方向冲去;注满(玻璃杯)n.费用;指示;掌管;指责vi.索价;收费;要求支付;为…收取费用(常与 for 连用)2). Conductvt.& vi.引导;带领;控制;传导 vt.组织;安排;实施;执行 adj.指挥，带领，护送 vi.(在乐队里)当指挥;(在公共电汽车或火车上)当售票员;指路 Teaching procedures3). Crossn.十字架;十字形饰物;杂交品种;痛苦vi.交错而行;横渡;越境vt.杂交;横跨，穿越;划掉;使相交adj.坏脾气的，易怒的;相反的，反向的4). Sharpadj.敏锐的;锋利的;狡猾的，聪明的;尖锐的 adv.猛烈地;尖锐地;尖利地;偏高地 n.升半音;尖头;骗子;内行，专家 vt.[音乐]把(音调)升高(半音) vi.[音乐]升音演奏(或演唱)5). Tearn. 眼泪;撕;裂缝;狂奔，疾驰6). Tien.关系;领带，绳子;平局;束缚，限制vt.(用线、绳等)系;(在线、绳上)打结;连接;与…成平局vi.打结，系上;平局;被用带(或绳子等)系住2. Analyzing the use of these words and asking students to work inpairs to discuss the answers of the exercise.Step6. Grammar1. The definition of compound word:Compounds are mainly nouns or adjectives that are made up of at least two parts2. Give students some examples to learn about different types ofcompound words:a. 名词，名词:bookshop ,store ,seller , mark，sunlight ,shine ,glasses，French ,Englishman，policeman ,woman，volley ,basket ,base , football，grandfather ,mother ,son , daughter ,parent(s) ,children，schoolboy ,girl, bag ,yard，headache ,master ,teacher，moon- cake ,light，team ,house ,homework，workbook ,placeb. 形容词，名词:loudspeaker，goodbye， midnight ,day，blackboard，Mid-autumn，software，mainland(((c. 动名词，名词:sitting ,waiting-room((( Teaching proceduresd. 动词，名词:playground ,house， watchtower，chopsticks，washroom，checkout， breakfast(((e. 名词，动名词:handwriting，homecooking，thanksgiving，roller-skating(((f. 动词，副词:get-together。

teachingplan高中英语教师资格证面试试讲教案2

高中英语教师资格证面试试讲教案第一章：课程介绍1.1 课程背景分析高中英语课程的设置目的，教学目标和教学内容。

强调英语作为国际交流语言的重要性。

1.2 教学目标阐述本课程所要达到的教学目标，包括语言技能、学习策略和文化意识等方面。

1.3 教学内容概括本课程的主要教学内容，包括词汇、语法、听力、口语、阅读和写作等模块。

第二章：教学方法2.1 教学策略介绍启发式、任务型和合作型等教学策略，以及如何在教学中灵活运用。

2.2 教学媒体说明如何运用多媒体、网络资源和纸质教材等教学媒体，提高教学效果。

2.3 评价方式论述形成性评价和终结性评价的重要性，以及如何进行有效的评价。

第三章：教学实践3.1 词汇教学介绍如何通过故事、游戏和实物等方法进行词汇教学。

3.2 语法教学阐述如何通过情境、例句和练习等方式进行语法教学。

3.3 听力教学描述如何利用音频、视频和网络资源等进行听力教学。

3.4 口语教学探讨如何通过对话、角色扮演和辩论等形式进行口语教学。

3.5 阅读教学分析如何通过问题引导、阅读理解和批判性思维等方法进行阅读教学。

第四章：教学拓展4.1 学习策略讲解如何培养学生自主学习、合作学习和探究学习等策略。

4.2 文化意识介绍如何通过比较、讨论和实践活动等培养学生的文化意识。

4.3 课程资源推荐一些适合高中英语教学的课程资源，如在线课程、报刊和杂志等。

第五章：教学评价5.1 形成性评价说明如何进行课堂观察、学生互评和学生自我评价等形成性评价。

5.2 终结性评价阐述如何进行期末考试、学业水平考试和高考等终结性评价。

5.3 教学反思强调教师需要不断进行教学反思，以提高教学质量。

第六章：课堂管理6.1 班级情况分析分析学生的年龄特点、学习兴趣和英语水平等，以便更好地进行教学设计。

6.2 纪律管理6.3 情感关怀强调关注学生的情感需求，营造积极、愉快的课堂氛围，提高学生的学习兴趣。

第七章：作业与辅导7.1 作业布置与批改说明如何合理布置作业，以及如何及时批改作业，给予学生反馈。

高中英语教师面试试讲教案模板(共8篇)

高中英语教师面试试讲教案模板（共8篇）第1篇：高中英语面试试讲教案高中英语面试试讲教案高中英语新教材unit11教案一、教学分析 1、教材内容分析【篇1：高中英语教师资格证试讲教案】本单元围绕“scientific achievements”这一中心话题，从科学家、科学假说、科学理论、科学探索等方面设计听、说、读、写等一系列教学活动。

“warming up”部分设置了三个问题，要求学生就重要的科学成就进行讨论，从而帮助学生认识重要的科学成就，了解科学成就对社会发展、人类进步的重大贡献，同时激发学生热爱科学、投身于科学研究的热情，探索科学研究的方法。

“listening”部分设计了两道材料问题和一道开放性的情景话题。

主要培养学生捕捉和筛选信息的能力，然后要求学生在一定语言输入后进行语言输出，旨在培养学生的想象能力和使用能力，通过自己的语言体会重大科学成就的意义。

“speaking”部分重点训练表达意图和愿望的日常交际用语，以五人小组的活动形式组织学生扮演科学家的角色，陈述各人的研究方向并阐明其重要性来申请科研经费。

“reading”部分为一篇介绍中关村的形成、发展及其重要意义的记叙文。

通过对文章的理解，学习中关村人的创业精神。

“language study”部分由词汇和语法两部分组成，该部分不仅教授了四种构词法知识，更鼓励学生通过四项练习，运用构词法知识提高阅读能力。

“integrating skills”部分设计了一个阅读和写作的练习，在学生了解四大科技成就及其重要性后，要求学生略加扩充写一篇最伟大的科学成就的文章。

“tips”部分提出了说服性写作必须论点明确、论据充分，为写作提供了写作方法。

2、教学重点、难点:本单元的重点在于借助“高科技成就”这一话题，学习、复习涉及这一话题的有关语言知识和语言技能（见教学目标），激发学生热爱科学、奋发图强、献身于科学的热情。

本单元的难点在于培养学生充分利用已有的英语知识表达自己，谈论科学家、科学成就、理想抱负。

高中英语试讲万能教案模板

一、教学目标1. 知识目标：学生能够掌握本节课的词汇、句型和语法知识，并能运用所学知识进行简单的交流。

2. 能力目标：提高学生的听说读写能力，培养学生的英语思维习惯。

3. 情感目标：激发学生对英语学习的兴趣，培养学生良好的学习态度。

二、教学重点与难点1. 教学重点：词汇、句型和语法知识的掌握。

2. 教学难点：运用所学知识进行实际交流。

三、教学过程1. 导入新课（1）用简短的英语进行自我介绍，引起学生的兴趣。

（2）播放与本节课主题相关的图片或视频，激发学生的求知欲。

2. 新课呈现（1）教师用PPT展示本节课的词汇和句型，让学生跟读并模仿。

（2）教师引导学生分析词汇和句型的构成，讲解语法知识。

（3）通过小组讨论，让学生运用所学知识进行简单的对话练习。

3. 实践环节（1）组织学生进行角色扮演，巩固所学知识。

（2）开展小组竞赛，提高学生的参与度。

（3）教师巡视指导，纠正学生的发音和语法错误。

4. 课堂小结（1）教师对本节课的所学内容进行总结，强调重点和难点。

（2）布置课后作业，巩固所学知识。

5. 课后反思（1）教师对本节课的教学效果进行评价，找出不足之处。

（2）根据学生的反馈，调整教学策略，提高教学质量。

四、教学评价1. 学生对词汇、句型和语法知识的掌握程度。

2. 学生在实际交流中的运用能力。

3. 学生对英语学习的兴趣和态度。

五、教学资源1. 教学PPT2. 图片、视频等教学素材3. 课后作业六、教学反思1. 教师在教学过程中，要注意调动学生的积极性，激发学生的学习兴趣。

2. 教师要关注学生的个体差异，因材施教，提高教学质量。

3. 教师要善于运用多种教学方法，提高学生的听说读写能力。

4. 教师要不断反思教学过程，总结经验，提高自身素质。

教师资格证高中英语面试教案

教师资格证高中英语面试教案一、教学目标1. 知识目标：（1）掌握英语面试的基本流程和注意事项；（2）熟悉常见面试问题及回答技巧；（3）提高英语口语表达能力和应变能力。

2. 能力目标：（1）能够独立完成英语面试模拟；（2）能够运用所学知识和技巧进行实际面试；（3）提高自我介绍、问题回答和情景交际的能力。

3. 情感目标：（1）增强自信心，克服面试紧张情绪；（2）培养团队合作精神和沟通能力；（3）树立正确的职业观念和人生观。

二、教学内容1. 英语面试的基本流程和注意事项；2. 常见面试问题及回答技巧；3. 自我介绍的准备和表达；4. 情景交际的应对策略；5. 面试模拟实践。

三、教学方法1. 讲授法：讲解面试基本流程、注意事项、常见问题及回答技巧；2. 互动法：分组讨论、角色扮演，提高口语表达和应变能力；3. 实践法：模拟面试，培养实际操作能力；4. 反馈法：教师点评，学生互评，总结经验教训。

四、教学步骤1. 导入：介绍英语面试的重要性，激发学生学习兴趣；2. 讲解：讲解英语面试的基本流程、注意事项、常见问题及回答技巧；3. 练习：分组讨论，角色扮演，进行模拟面试练习；4. 反馈：教师点评，学生互评，总结经验教训；5. 布置作业：要求学生准备自我介绍，下一节课进行展示。

五、教学评价1. 过程评价：观察学生在模拟面试过程中的表现，评价其口语表达和应变能力；2. 成果评价：评价学生自我介绍的准备和表达，以及情景交际的应对策略；3. 综合评价：结合学生的课堂表现、作业完成情况和模拟面试成果，全面评价学生的学习效果。

六、教学内容6. 模拟面试实践：进行多轮模拟面试，让学生在实际操作中提高自己的英语口语表达和应变能力。

7. 面试问题分类：对面试中可能遇到的问题进行分类，如教育背景、教学经验、教育理念、学生管理、课堂活动等，并给出具体的回答示例。

8. 回答技巧指导：教授学生如何运用STAR法则（Situation、Task、Action、Result）来构建回答，使回答更具逻辑性和说服力。

教师试讲高中英语教案模板

一、教学目标1. 知识目标：- 学生能够正确理解并运用本节课的核心词汇和句型。

- 学生能够通过阅读、听力、口语等多种方式，增强对所学内容的理解和记忆。

2. 技能目标：- 学生能够通过小组合作、角色扮演等活动，提高英语口语表达能力。

- 学生能够运用所学知识，进行简单的英语写作练习。

3. 情感目标：- 学生能够对英语学习产生浓厚的兴趣，增强学习英语的自信心。

- 学生能够在学习过程中，培养良好的团队合作精神和沟通能力。

二、教学重难点1. 教学重点：- 理解并掌握本节课的核心词汇和句型。

- 运用所学知识进行简单的英语口语表达。

2. 教学难点：- 理解并运用复杂句型。

- 在实际情境中运用所学知识进行口语交流。

三、教学过程1. 导入（5分钟）- 利用多媒体展示与主题相关的图片或视频，激发学生的学习兴趣。

- 提问：What do you see? What do you think about it? 引导学生进行思考。

2. 新课讲解（20分钟）- 利用PPT展示本节课的核心词汇和句型，并进行详细讲解。

- 通过例句和实际情境，帮助学生理解和运用所学知识。

- 鼓励学生积极参与课堂互动，提问并回答问题。

3. 小组活动（15分钟）- 将学生分成小组，进行角色扮演或小组讨论等活动。

- 活动内容：根据本节课的主题，进行对话练习或情景模拟。

- 教师巡回指导，纠正学生的发音和语法错误。

4. 巩固练习（10分钟）- 提供一些练习题，让学生进行自我检测。

- 练习题包括：填空、选择题、翻译等。

5. 总结与反思（5分钟）- 回顾本节课的重点内容，总结学习心得。

- 鼓励学生提出问题，共同探讨。

四、教学评价1. 课堂表现：观察学生在课堂上的参与度、积极性等。

2. 小组活动：评价学生在小组活动中的表现，如口语表达能力、团队合作精神等。

3. 练习题：检查学生对本节课内容的掌握程度。

五、教学反思1. 教学过程中是否激发了学生的学习兴趣？2. 学生是否能够理解和运用所学知识？3. 教学方法是否有效？4. 是否存在需要改进的地方？六、教学资源1. 多媒体课件2. 练习题3. 小组活动材料七、教学建议1. 结合学生的实际情况，调整教学内容和进度。

教师资格证高中英语面试教案

大体框架整理如下：阅读课：导入（图片，问答），读前讨论预测或者听力训练，读中寻读精读标记语法点找主旨句，读后讲解语法点，小组活动Teaching Topic：Teaching Aims:1.Learn some new words .2.Improve students’ reading ability and-studyself ability.3.Enable students to value/love/aware the importance of ...Teaching Aids:Pictures, a tape recorder and ppt.Teaching Important Points:1.Improve students’ reading ability.2.Master the following words.Teaching Difficult Points:1.How to make them to understand the reading text better.2.Improve their reading strategy.Teaching Procedure:Step 1: Lead-inShow students ’ pictures on the screenad ask them what they will do if they are in those situations, Let them discuss in pairs and then ask some Ss answer the question after 3 minutes.Step 2: Pre- readingTeacher ask the Ss to listen to the record to try to grasp the general idea of the passage,try to answer 2 questions.吧Step 3: While- readingUsing task-based method to help the Ss improve their reading skills in this step.Task1. Scanning :Scanning the text and Find the answer of 2 questions. Looking for the information quickly without reading the whole text.Task2. Detail readingRead the passage carefully and do true or false exercises on the screen. let Ss get further understanding of the article and check their reading results. Step 4: Language LearningFind out the new words and phrases. Let them guess from the context.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：看图，问答练习，重点句呈现讲解，小组练习，展示成果Teaching Objectives:1.Be able to master the following words and sentence pattern. And learn the expression of giving advice .2. Be able to talk about one’ s health problems and give advice fluently3. Improve the cooperative spirit and care more about yourself and your family members’ 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 adviceThe 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 kboardthesentenceandguideontheSs blactoread it.) andget Ss to guess the reason freely. If Ss can’ t get the answer, I’ ll tell them that I didn I have’at headachehavegood.(I saysleepthislastbynightdoing.Soagesture)Step2: Presentation of words andsentence patterns1. Let one student imitate he has a kind of disease and ask the class guess what‘s the matter with him. Use the following sentence:”what’s the matter withhim?”“I have a stomache.”2. Show Ss pictures of diseases.( Write the words on the black board.)Step3: Pair workA sk Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What’ s the matter? I a ⋯Step4: Presentation 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’ tdo⋯ During this activity, some phrases will be learned: ...Step5: Role play1.Show the sample dialogue and ask Ss to complete it according to the picture orally.Ask Students to make a four -people group, one of them is a doctor, the other three are patients. Ask the Ss to role play a dialogue .A: What ’ s the matter with you?B: I’ m not feeling well. I have a.A:When did it start?B:About______ ago.A: Oh, that’ s too bad. / I’ m sorry to hear that. You should/shouldn’ t ________ and you should/shouldn’ t ________... B: Yes, I think so.A:_________________.B:Thank you, doctor.Step5: SummarySs summarize what we have learnt. Make an assessment on each group.Step6: HomeworkTry 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 between them.2. Master the following words and sentence pattern.Main word and Expression: amazed, amazing, interested, interesting, bored, boring.Main structure:The classroom was amazing. I was completely amazed by the classroom.Teaching aids:Pictures, a tape recorder and ppt.Teaching important points:Get the Ss to know the differences between the adjectives ending in -ing and -ed and learn the uses of them in the sentences.Teaching difficult points:Understand the differences between the adjectives ending in–ing and–ed and apply them in the sentences .Teaching procedure:Step 1 Lead inGreet the students and say some words which includes the language points. Then tell them what we are going to learn is the differences and uses of the adjectives ending in – ing and – ed . Ask students to think about the question below and try to figure out the right answer.---Can you make a distinguish between the two sentences?I am bored.I am boring .Step 2 discovering and explaining.Ask the students to read the text and try to find out the sentences which have the adjectives ending in -ING and – ED. Try to find the differences and understand the meaning of these adjectives.Step 3 Group workLet students work in groups and have a discussion. Try to find the differences of these adjectives and explain the meaning of these sentences according to the context.Step 4 Conclusion and exerciseInvite students to make a report about their group discussion and teacher will make a conclusion according to their report. Find the grammar rules: 1:The –ing form describes the people or things that cause the feeling; （令人⋯）2:The –ed form tells us how people feel. （感到⋯）Give some examples to show what they have learned and ask students to do exercise and check the answers. Fill in the blank with the correct forms of words. It is a ____ (bore)party and I feel__(bore).Step 5 Homework1. Find out more adjectives ending in -ing and -ed and sentences.e the -ED and -ING form of the words“ bore” “ interest” “ amaze” and“ embarrass” to make sentences.Blackboard design：Title:Words and phrases :Sentence pattern :.听力课：导入，听主要内容检查主要内容，听细节（给问题），分角色，对话表演写作课：复习导入，展示讨论图片，描述内容/文体，总结关键词语，教师指导，写作文。

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