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初中英语试讲逐字稿

初中英语试讲逐字稿

初中英语试讲逐字稿——写作课I.记叙文narration六要素：when, where, who, what, why, how发展顺序：develop by time, develop by space设计思路：①引导学生发现结构（共有几部分）②学生回答表达观点③教师总结讲解记叙文模板①Structure: how many elements/parts are there?②找学生回答6 elements/parts.③The first one is when, it’s about the time. The second is where, it’s about location. The third one is who, it’s about the main character. Then is what, the events. And why, the reason. The last one is how. So, all together six parts. This is the structure.可根据具体内容调整。

II.议论文argumentation基础版•论点：point of view, argument, idea.• 论据：evidence, supporting ideas, reasons.•总结观点：conclusion设计思路：①引导学生发现结构（共有几部分）②学生回答表达观点③教师总结讲解议论文模板①Structure: how many elements/parts are there?②找学生回答3 elements/parts.③The first part is topic of discussion. The second part is your point of view, and the writer will list many detailed information to support his view here. The third part is conclusion. The writer will present his/her ideas again. So, all together three parts.可根据具体内容调整III. 应用文Practical writing书信-letter•称呼：Salutation•正文：Body•敬语：Complimentary Close/Wishes•签名：Signature设计思路：①引导学生发现结构（共有几部分）②学生回答表达观点③教师总结讲解书信模板①Structure: how many elements/parts are there?②找学生回答elements/parts.③The first part is salutation. It’s about the person you write to. And the second part is the body of the letter. You can write whatever you want to say. For example, you can write something about ... When you finish writing, you should add complementary close. For example, ‘Best wishes’, ‘Yours’, ‘Sincerely’ and so on. This is the third part. And at last, signature. That’s your name.可根据具体内容调整通知-notice1.标题：首字母大写（NOTICE 或者Notice）2.正文：主体部分，时间地点、事情内容、通知对象要求等,（精炼、明确）3.署名：靠右对齐，署名个人或者单位4.日期：通常可放右下角。

资格证面试初中英语试讲示范课5篇

资格证面试初中英语试讲示范课5篇

目录1.词汇课-Musicians Wanted for School Music Festival2.听说课-Is there a bank around here3.写作课-How to Write a Reply Letter4.阅读课-Lao She’s Tea House5.语法课-Appositive clause一.词汇-Musicians Wanted for School MusicFestival1.题目：Musicians Wanted for School Music Festival.2.内容：Musicians Wanted for School Music Festival. Are you a musician? Can you sing? Can you dance? Can you play the piano, the trumpet, the drums, orthe guitar? Then you can be in our school music festival. Please call Zhang Heng at 622-6033.3.基本要求：（1）全英试讲（2）朗读课文（3）讲划线词语（4）配合适当板书教案Musicians Wanted for School Music FestivalTeaching PlanI Teaching AimsKnowledge aimStudents will be able to master the meaning and usage by given words related to music. Ability aimStudents can recognize different instrument and speak out the right words. Emotional aimStudents will be more interested in music and broaden horizon of different instrument.II Teaching Key &Difficult PointsKey point: master the usage of these new words: musician, piano, trumpet, drum, guitar Difficult point: How to recognize these different instrumentIIITeaching procedures:Step 1: Warming upDaily greeting.Play an English song Ode to Joy and invite students to sing together, after singing, introduce the famousmusician of this song - Beethoven and naturally lead in today’s topic.Step 2: Presentation1. Show the short notice: Musicians Wanted for School Music Festival, read it affectionately to studentsand teach the underlined word “musician” with the picture of Beethoven and show other famous musicians tobroaden their horizon.2. Show the pictures of other four words, describe the shape and play the corresponding sound with themulti-media to help students recognize these instrument.3. After teaching, let them read for three times, pay attention to the pronunciation.Step 3: Practice1. Do a voice game. If I read the words in high voice, they should read in low voice; if I read in low voice,they should read in high voice. I will divide them into several groups to do this game.2. Play a guessing game. Listen to me carefully, and guess what it is.For example: It is large, it has black-and-white keys, Langlang is good at playing it.Step 4: ProductionPlay the selected part of famous film Rio, let students to imitate the sound instrument of it and fourstudents in a group to design a short play, them perform out.Step 5: Summary & Homework1. Read the knowledge together on the blackboard.2. After class, ask students to search some other instrument they like and imitate the sound of one.IV Blackboard design二、听说-Is there a bankaround here1.题目：Is there a bank around here?2.内容：Tony: Hi, excuse me.Linda: Yes. How can I help you?Tony: Well, I am new in town. Is there a bank around here?Linda:Yes, there is. It is on Center Street. It is across from the park.Tony: where is Center Street?Linda: It is not far from here. I can walk with you.Tony: Oh, that’s great! Thank you so much. Linda: No problem.3.基本要求：（1）全英授课；（2）要有与学生的互动；（3）教学生如何给他人指路；（4）设计一节口语课教案Is there a bank around here Teaching PlanI Teaching AimsKnowledge aimsStudents will learn some new words and sentence patterns about asking ways. Ability aims1. Students can enhance their gist listening ability and get to know some specific information.2.Students can get the ability of reading maps. Emotional aimsStudents will be ready to help others and dare to speak oral English in daily life.II Teaching Key &Difficult Points Key points:Words: bank, around, across, far from. Target language: Is there…? Where is…? Difficult point:Students know how to give right directions to others in English.IIITeaching procedures:Step 1: Warming upGreet as usual.Invite the whole class to sing the song Little Star, after singing, I will tell them we can recognizedirections according to the star, and ask them a question: Do you know other tools for giving directions? Whatare they?Step 2: Pre-listeningShow some words of this listening material and use the corresponding pictures to help students understandthe meaning. The new words include park, bank, Center Street, town.Step 3: While-listening1. Extensive listening:Listen to the tape for the first time, and ask students to answer the question on the screen：What are they talking about?2. Intensive listening:Ask students to listen carefully and draw a simple map with the places mentioned in the tape. Meanwhileinvite one student draw the picture on the blackboardAfter students finish the activity, according to the map the student draw on the blackboard, I will ask: Isthere..? And Where is…?Students answer questions. At this time, write the important sentence structures on theblackboard.Listen to the tape and pay attention to the target language.Step 4: Post-listeningImagine there is a foreign friend comes to visit your school and wants to find the library, you are requiredto give him the right directions, work in pairs and make a dialogue, later to perform out. Step 5: Summary & Homework1.Ask students to summarize what they have learnt in this class.2. After class, please design a route map to introduce how to get to West Lake.IV Blackboard design三、写作-How to Write aReply Letter1.题目：2.内容：假设你又是李明,参加了“澳大利亚英语夏令营”为期两周,住在格林夫妇家,他们为你提供吃住行及旅游帮助,请给格林夫妇写信：安全到家；感谢；澳大利亚感受；保持联系Dear Mr.and Mrs.Johnson,I’m writing to you from my home in China.I have returned home safe and sound.When I think of the wonderfultwo weeks I spent in America,I just c an’t help thinking of both of you.You provided everything to make me feel athome.Your generous help and tender care transformed my first American trip into an unforgettable memory.Additionally,I’ve learned so much,not only English but also culture,which greatly enlarges my knowledge.And Ireally enjoyed a great deal of fun and laughter we shared with each other,especially the ideas we exchange about whatwe have in common.Thank you very much.I’ll always remember this trip as well as your kindness.I’ll keep in touch and write to you later.Please take care!Yours Li Ming3.基本要求：（1）全英试讲（2）指导学生学会写信（3）互动环节（4）配合适当板书教案How to Write a Reply Letter Teaching PlanI Teaching AimsKnowledge aims:Students can understand basic structure of a letter and know how do they write a letter in reply.Ability aims:Students will be able to get the main information of the original letter. According to the sample, students can write a letter in reply.Emotional aims:Students would like to join some activities to improve their writing ability.They can understand the letter culture in English countries.II Teaching Key &Difficult Points Teaching Key Points:1. Master the basic structure of English letter.2. Students can write a letter in reply. Teaching Difficult Points:1. Students can avoid making mistakes while their writing;2. Students can improve the confidence of writing, and not afraid of writing English.III Teaching proceduresStep 1 Warming-upI will ask them some questions to lead in the topic:①Do you have a pen-pal, and do you often write to him or her?②What kinds of topic do you usually discuss in your letters?③Do you know how to reply a letter?After they answer these questions, I will tell them today we are going to learn to reply a letter.Step 2 Pre-writingLet them read the letter and find out the information of letter should include. (a letter should includeaddress, main body, complimentary close, and signature; and in the main body, we should express the purposeof this letter clearly, sometimes it is for thanking, sometimes for apologizing, and sometimes for discussing orinviting.Ask them to read the letter on the book and then tell me what they are talking about. While I will ask themto answer the following questions.Why did Li Ming write this letter?Why did Li Ming feel great during that time?Image they are Mr. or Mrs. Johnson and ask them to write a reply letter to Li Ming. What would you sayto Li Ming. Ask the students to have a discussion.Step 3 While-writingImage they are Mr. or Mrs. Johnson and ask them to write a reply letter to Li Ming , they can write thereply letter according to the above discussion. While writing, I will ask them to pay more attention to thespelling, grammar, and the logic of sentences. Step 4 Post-writingAfter they finished the writing, I will ask them to modify their drafts by themselves, and then exchangetheir draft to do the pair editing.Then I will ask some students to read their letters to us, and let them give some suggestions together.Step 5 Summary and homework Summary: Ask one student to summarize what they have learnt today. Then the teacher will add ifsomething miss.Homework: Surf the internet and find out other function of letters.IV Blackboard design四、阅读-Lao She’s TeaHouse1.题目：Lao She’s Tea House2.内容：Teahouse is one of Lao She’s most famous plays. He wrote it in 1957. The play has three acts andshows the lives of common people in China from the end of the nineteenth century to the middleoftwentieth century. It tells us thestory of Wang Lifa and the customers of his teahouse in Beijing. Itdescribes the changes in Chinese society over fifty years around the beginning of the twentieth century.3. 基本要求：（1）全英语试讲；（2）设计一节阅读课；（3）要充分发挥学生的主动性教案Lao She's Tea HouseI Teaching AimsKnowledge aims1. Students know about Lao She’s representative works and know the main idea of Tea house.2. Students know more information about ancient China.Ability aims1. Students can grasp the main idea and specific information in the passage.Students can describe the life experience of Lao She and retell the passage in their own words. Emotional aimStudents can feel proud of Chinese culture and cultivate the awareness of cross-culture.II Teaching Key &Difficult Points Key point: Lao She’s representative works and know the main idea of Tea house. Difficult point: How to enable students to feel proud of Chinese culture and cultivate the awareness ofcross-culture.IIITeaching procedures:Step 1: Warming-upGreetingsAsk students what they did last night and then move to the topicIn the Name of People and its author ZhouMeisen, hence lead students to answer who are their favorite authors to present the author Lao She.Step 2: Pre-readingAfter students’sharing, I will invite students to look at the screen on which there are several photos of LaoShe’s Tea House. And then ask students to predict what the play mainly talk about. Step 3: While-reading1. Fast readingFind out whether the students’ predictions are correct.Ask students two questions before their reading:a. When did Lao She white this play?b. How many acts does it conclude?2. CarefulreadingAsk students to finish the chart in the group of four. And then divide the whole class into two groups to havea group competition, the one who get higher scores will be rewarded.Step 4: Post-readingRetell the passage according to the chart we have made.Invite students to enjoy some clips of Tea House, and express their feelings about them. Step 5: Summary & HomeworkAsk students to review the key points together. Homework: write a short passage about their favorite play of Lao she. IVBlackboard design五、语法-Appositive clause1.题目：2.内容：The fact that more and more people settle down in Canada pleased the Canadians.3.要求：（1）英文授课（2）设计相关互动环节（3）根据文本内容授课，讲解同位语从句语法（4）适当板书教案Appositive clauseTeaching Aims:Knowledge aims: Students can understand the usage of appositive clause;Ability aims: Students can identify the appositive clause, and can use this kind of clause into their writingor speaking.Emotional aims:Can foster the interest and desire of learning English, pay attention to in Englishcommunication and understand others’ feelings;Can improve the confidence of learning English, and not afraidof speaking English;Can cooperate with other group mates actively, and complete the tasks together.Teaching Key Points:Get the sentence structure and its meaning of each sentence, and can induct the rules of the functions ofgrammar.Teaching Difficult Points:Use the appositive clause in proper situations; can identify the clause type in different situations,especially can distinguish the appositive clause. Teaching Methods:Inductive Method, Task-based Teaching Method, Found-type MethodTeaching Aids:Multi-mediaTeaching Procedures:Step 1 Warming-upAsk students to watch a video clip which selected from the movie Despicable Me firstly, and then askthem what kind of grammatical phenomenon they can find.First of all, you got no proof that I did that! There is clear evidence that you did that!I will lead them to think about the relation between the word “proof” and the sentence i. Then come to theconclusion: the sentence is appositive of proof. And today we’re going to learn the appositive clause.Step 2 Presentation1. Show some sentences on the blackboard, and ask students to discuss the function of the underlined partin groups of 4.We heard the news that our team had won. They were worried over the fact that you were sick.After they finished, I will invite group leaders to share their views. And come to the conclusion that thefunction of appositive clause is a supplementary specification to a noun, this kind of clause equals to a noun.This clause always appears after the related noun closely.Step 3 Practice1. Ask students to make sentences by using appositive clause.Step 4ProductionRole-Play time! Suppose Mike and Mary are coming to our school and you are going to be the guide tointroduce to them about our school with appositive clause as much as you can.I’ll give you ten minutes todesign a short play, four people in a group. Then I’ll let some of them to share with us! Start.Step 5 Summary and homeworkThere are two sentences on the PPT. One is appositive clause, and the other one is attributive clause.Please find out the differences between the appositive clause and the attributive clause! How do we distinguishthem from each other? I will invite some of them to share with us tomorrow.Blackboard Design:。

初中英语面试词汇课试讲稿3篇

初中英语面试词汇课试讲稿3篇

初中英语面试词汇课试讲稿3篇英语是按照分布面积而言最流行的语言且母语者数量是世界第三，仅次于汉语，西班牙语。

它是学习最广泛的第二语言，是近60个主权国家的官方语言或官方语言之一。

本站为大家整理的相关的初中英语面试词汇课试讲稿供大家参考选择。

初中英语面试词汇课试讲稿篇1Good morning, everyone !I’m No.____ candidate. Nice to meet you! (鞠躬)Today my topic is about ________________________,(板书) I will analyze the lesson from the six parts.：analysis of teachingmaterial, teaching aims and demands, student analysis, teaching methods, learning methods and procedures.Part 1 Analysis of the teaching material .Status and functions :The topic of this unit is about________________. Itis from the unit ______of PEP English < go for it> the _______semester of grade ______. This is an interesting topic for students .So all the activities in this unitare helpful to raise students’ learning inter est. As weall know, interestis the best teacher for students .This unit includes two sections(section A and section B). I will finish section A from 1a to Grammar Focus in this period. Let students learn happily and easily. All the activities in this lesson are designed to help Ss consolidate the language points in this unit.Part 2 Teaching Aims and Demands Knowledge objects:The Ss can master the usage of the important words, expressions and sentences.Ability objects:To develop the Ss’ abilities of l istening, speaking, reading and writing. To improve the student’s reading ability. To guide Ss to set up effective studying strategies. Emotion or moral objects:By studying this lesson，the students will put the moral education in the language study.In order to achieve these aims, we must be clear about the important points and difficult points: The important points：The difficult points：Part3 Teaching MethodsIn my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of English language. So in this unit，I’ll mainly use “municative” Approach(交际教学法), “Task-based” language teaching (). The Situational Approach() .Part4 The Studying of Students and learning MethodsMost of the students are from the countryside, and most of them are poor in cooperative learning skills. Some students are not active in the class, and some students don’t like English. Therefore, I’ll make Ss get the knowledge actively by probe study and cooperative study and let the Ss pass “Observation Imitation Practice ” to study. Part5 Teaching ProcedurePeriod 1(1a--- Grammar Focus)Step 1 warming up It will cost 3 minutesIn this step , I’ll ask students to have a fre e talk with the knowledge they have learnt last lesson . In this way , students will pay their attention to our class easily , and their speakingability will be improved . Step 2 leading in It will cost 2minutes .I’ll show some pictures about__________________, and tell something about _________, these can form a relaxing atmosphere and let the students get ready for the nextstep . Step 3 presentation It’ll cost 20 minutes I’ll show some words and sentences ,and ask students to guess the meaning of new words , with the help of PPT . I’ll set a real situation to help the class learn new words and sentence pattern .students can follow the tape recorder reading words and text .Situational approach is used here . Step 4 practiceIt’ll cost 10 minutesIn this step , I’ll divide the whole class into4groups to have a petition by reading the dialog androle-playing . Then ,I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly .Task-based teaching method is used here，and students’ cooperation ability will be well developed .Step 5 summary It’ll cost 5 minutes .In this step ,I’ll guide students to conclude key words and sentence pattern to wide their knowledgeIn the end ,I’ll give some homework ,go over today’s lesson and preview next lesson , go to the library or search the inter for some information ,then write a short passage .Ok ,that’s all for my lesson ,Thank you a lot for listening .初中英语面试词汇课试讲稿篇2I. Lead in: (1 min) free talk/pictures/videosNow class begins. Good morning, boys and girls. How are you today?(指向自己的动作)I’m fine too, thank you, sit down please. This class, we are going to learn a new unit together. Before class, I’ll divide you into four groups. This is boy’s group,this is your tree(用树代表男女生组，分两组其实足够了，以免浪费时间，用苹果树做加分标志不会显得太单调)...If you can answer my question correctly and actively, you can get an apple,OK?(如果一时紧张忘了说什么，可以问一下学生So, what’s the title? 让学生读出来，老师再教读一遍。

初中英语宾语从句10分钟试讲

初中英语宾语从句10分钟试讲

例子：I will tell you the truth if he comes bck. (主句为将来时从 句为现在时)
从句时态的特殊情况
当主句时态为过去完成时从句时态不受影响仍需根据实际情况选择合适的时态。 当主句时态为过去进行时从句时态不受影响仍需根据实际情况选择合适的时态。 当主句时态为过去完成进行时从句时态不受影响仍需根据实际情况选择合适的时态。 当主句时态为过去将来时从句时态不受影响仍需根据实际情况选择合适的时态。
一般疑问句作宾语从句
构成：一般疑问句+引导词+陈述句语序 引导词：wht、who、which、how等 语序：陈述句语序即主语+谓语+宾语 例子：Do you know who won the gme?
特殊疑问句作宾语从句
定义：特殊疑问句作为宾语从句时需要使用连接词引导 连接词：常用的连接词有wht、who、which、whose等 结构：特殊疑问词+连接词+主语+谓语 例子：I don't know wht he will do next.
when：用于引导询问时间的宾语从句例如“I don't know when he will come.”
how：用于引导询问方式的宾语从句例如“I don't know how he did it.”
宾语从句的否 定转移
否定转移的概念
定义：当主句的谓语动词为think、believe等动词时从句的否定词可以转移到主句中。 结构：从句的否定词+主句的谓语动词+not 例子：I don't believe tht he is good techer. （我认为他不是一个好老师。） 解释：在宾语从句中否定词not可以转移到主句中表示对主句谓语动词的否定。

初中英语试讲简案和逐字稿—语音课02(诗歌)

初中英语试讲简案和逐字稿—语音课02(诗歌)

初中英语试讲简案和逐字稿—语音课02（诗歌）1. 题目：Winter days are full of snow2. 内容：Winter days are full of snowWhen trees and flowers forget to growAnd the birds fly far awayTo find a warm and sunny day.3. 要求：（1）全英授课。

（2）试讲时间10分钟。

（3）讲解诗歌韵律。

（4）适当师生互动、板书设计。

（5）授课中注意体现教师的引导性。

Tip:本节课重点是讲解诗歌韵律。

简案1. Teaching aims1) Knowledge aim: Master the feature of poem.2) Ability aim:Students can read the poetry correctly.3) Emotional aim:Students will realize the importance of rhyme and be more interested in reading.2. Important and difficult points1) Important point：Help students know the rhyme.2) Difficult point：Help students read the poetry with rhyme correctly.3. Teaching and learning methods：Task-based language teaching method; question and answer teaching method; group work learning method.4.【Teaching Procedures】Step 1: warm up and lead-in.(1)Say a chant to warm up the class.(2)Ask students some questions.Step 2: PresentationFind out the rules of end rhyme;Step 3: Practice1) “Pass the ball” to consolidate the new poetry.Step 4: ProductionPlay a game named “Dubbing game” .Step 5: Summary and homework1) Guide students to have a summary.2) Prepare different homework for students in different levels.5. Blackboard designWinter days are full of snowFeature: 1. structure: similar in length2. sound: vowelsnow, grow /əʊ/ - end rhymeaway and day, /eɪ/ - end rhyme逐字稿GreetingGood morning, dear judges. I’m number 2. Now, I will start my lesson.Warm-up【chant热身】Good morning dear students, nice to meet you. Before we start our lesson, let’s chant together and clap your hands. Please stand up, ready, go!Teacher, teacher, what can you see? I can see a bird singing in the tree.Bird, bird, what can you see? I can see a fish swimming in the sea.Fish, fish, what can you see? I can see a frog looking at me.Wow, all of you look happy now.Lead in (接近winter 或诗歌) -基础版【出示图片】At the beginning of the class, I’d like to show you a video. Please look at the screen.【提问问题】Watch it carefully and answer my question “What can you see in the video?” Do you know the answer? Some children are making a snowman. Excellent!【追问问题】Which season can we make a snowman? Great! Winter.【引出标题】Today, We are going to learn a new lesson about it, a poem about winter.（此时转身写板书）Lead in (接近winter 或诗歌) –万能版【出示图片】At the beginning of the class, I’d like to show you a video. Please look at the screen. I took it on the weekend. <自己拍的视频>【提问问题】Watch it carefully and answer my question “What can you see in the video?” Do you know the answer? There are many books in the library. I went to the library and read a book on the weekend. It's wonderful. So I bring a beautiful poem/story today.【追问问题】Do you like poem? Which poet do you like? Great! Bai Juyi【引出标题】Today, We are going to learn an English poetry, winter. （此时转身写板书）Presentation -处理文本【听录音，找主旨大意】Look, here is the poem. You should listen to the audio and tell me what’s the poem mainly about? Ready, Go!OK! What can you hear from the listening materials? Who wants to be the volunteer?Yes, Mike, you please. It tells something in winter. Well done. Do you agree? Brilliant! You all get the correct answer.Presentation -呈现语音1.【学生自己读诗歌，体会自己的韵律】Now, you should read it by yourselves, then, tell me your feeling. Ready, Go! OK, that's all for reading! How do you feel when you are reading? Yes, I heard some of you said you can't read it beautiful/fluently/standard/correctly, right? Em, I think so. （学生读不好）2.【学生听标准示范（教师、音频），体会正确发音】Now, please listen to me, then, you should tell me what's your feeling this time?Let's start! （引导学生作出对比）Winter days are full of snow. When trees and flowers forget to grow.Well, how do you feel? Yeah! It's beautiful/fluently/standard, right? （感受很好）3.【组织小组活动，探究语音规律】Why do you think it's beautiful/fluently/standard? Now, work in groups and focus on the structure, OK, let's start!（组织活动, 学生探究语音规律）Stop here, who can tell me, you can talk about the structure from the sentences, Amy, you areso brave, please. Yes, you are so smart. The length of sentences is similar. Yes, of course. Great! Who wants to make a supplement? The boy near the window, you please. You can see the last words of some neighboring sentences share the same vowel. So can you tell me what they are? Yes, snow, grow,away, day（板书）. You are so careful!【教师总结：语音名称+解释+注意事项】Wonderful conclusion! / Amazing idea!Now, let's put all your views/points together. Look! This is the structure and feature of the poetry. Firstly, we can see the structure is that the length is similar, right? And then from the sound, we can see that they share the same vowel, for example,（举例）snow and grow, they share /əʊ/, away and day, they share /eɪ/.（解释）We can call them end rhyme. （名称）We can use end rhyme to make poem more beautiful in form and sound. Let’s read it together to feel the beauty. Pay attention to the pronunciation and intonation. （注意事项）Let’s start.Practice -口头练习【活动名称】OK, let’s strike while the iron is hot.（万能过渡）Now, we will play a game called “pass the ball”【活动规则】We will do it like this: I am going to pass the ball one by one, at the same time I will sing a song. When the song stops, the person who gets the ball should stand up and read the poem loudly. Understand? Let’s try it! Are you ready? Here we go!【活动过程】(唱出来一首歌或回头拍桌子......)Amy, you are so lucky. Excellent! You have a good sense of rhythm! You set a good example for us. Let’s continue. Wow, Bob. Fantastic, your pronunciation is perfect and emotional, very good. Production -成果展示【活动名称】Since we have mastered the knowledge well, let’s play the “Dubbing game”.【活动规则】I will divided you into 3 groups, group 1, 2, 3, and work in groups. We will watch the movie of a new poem. For the first time, listen to it carefully, and for the second time it will be silent. You need to choose your own character, and try to make it as interesting as you can, all right? Then we will have a dubbing competition. You should pay attention to the end rhyme .（陈述规则）Are you ready?【活动结果】Group 1, come to the stage. Excellent, you all give a wonderful performance. Your sense of rhythm is amazing! I am very proud of you. (活动反馈)Summary and homework【过度总结】Happy time goes by so fast! Who can tell me what we have learned today? OK, this girl in red, please. We have learned a poem and its rhyme. Great!【反馈卡】Now I will give each of you a reflection card as usual. You can write what you get from this lesson and what you want to say to me on it. You have 2 minutes to finish it. OK.【必做+选做】Boys and girls, class is almost over. And there is one last thing, what is it? Right, our homework! There are two choices for you. First is to finish the exercise book. Second is optional, please find a new poem which contains end rhyme on the Internet. We will share them next class. There rings the bell! See you tomorrow.。

初中英语试讲15分钟

初中英语试讲15分钟

初中英语试讲15分钟篇一：初中英语试讲内容集锦初中试讲教学内容汇集试讲（10分钟）1、课型：阅读课；要求：给一段小短文，要求朗读短文，设计阅读前活动、或阅读理解过程、或阅读后讨论活动并适当板书；2、课型：语音课；要求：给一段小短文，要求朗读该短文，并针对里面的长句进行连读，重读的教学。

结合所教内容板书；3、课型：听力课要求：给一段小短文，要求朗读短文，设计听前活动、或听力理解过程、或听后口头表达活动并适当板书；4、课型：口头表达课；要求：给一段对话，设计口头表达活动并适当板书；5、课型：写作课；要求：给一段短文或诗歌，设计笔头表达活动并适当板书。

篇二：初中英语听说篇试讲听说篇：初中英语试讲Good morning, dear judges, I’m number_____. ( 鞠躬) It’s my great honor to stand here and start my class. The topic I choose is Section ___ of Unit___in Book ____.Greetings: Good morning, boys and girls. Class begins.Ok, thank you. Sit down, please.Lead-in: First of all ___________________________________ _____________________________________________________________________ _____________________________________________________________________ _______________ OK, read the title please. Before learning, we should be clear about our learning aims, because learning without an aim is likesailing without a compass. Read them loudly, learning aims, ready go. Learning aims: Knowledge objects: Students can master the vocabulary of _______and the target language _____________________________________________________________________ _________________________________ Ability objects: students can use the key vocabulary and the target language to make similar dialogues and listen correctly. Emotional objects: ____________________________________ Important and difficult points: Students can use the key words and the target language freely and listen correctly.1Ok, class. Can you say the vocabulary of _________ you know as many as you can. Alice? Tom? Jack? All of you are excellent. But the best one is Tom, he spoke out the most vocabulary. So, you can get 1 smile for your group. Maybe there are still some words you don’t know, please look at the pictures and the word cards, read after me please. Next, look at the screen, all the words are presented here, read them together. Perfect. Thirdly, I point you read, follow me, please. Now, let’s play a small game. You act as translators, when I speak Chinese, you speak English, When I speak English, you speak Chinese. Are you ready? Here we go. Well done. You are good translators. Now, open your books, turn to page___. Finish 1a. ________________________ Finished? Let’s check the answers. Words are used for sentences. Look at the screen, please. Let’s learn our target language together. Read after me. Next, read them group by group. Thirdly, read them in roles, The boys ask, the girls answer. Now, I’ll text your memory. Read the target language for 5 minutes and try to act them out. The best pair can get one smile for your group. Ok, time is up. Which pair wants to have a try? Amy and your partner? Great, you have good memories. 2 smiles for your group. Now, please open your booksand let us do the exercise 1b. ___________________2Next, please make you own dialogues using what we’ve learned. 3 minutes for you. Now, let’s begin. Have you finished? Any volunteers? Ok, Jack and your partner, please come to the front and act your own dialogues out. Ok, Helen, can you make comments about their dialogues? Are there any mistakes? ____________________________________________________________________________________________ _________________________________ Terrific! All of you can get 2 smiles for your groups.My dear students, do you want to challenge yourselves? It’s time to show your team spirit. Now, give each group some pictures and word cards, please work in groups to make situational conversations. The best group can get 3 smiles. 6 minutes for you. Ok, let’s go. Have you finished? Yeah, group 6, have a try. Perfect! 3 smiles for your group. Sit down, please. Next, ok, group 3. ____________________________________ ___________________________________________________ Give your group 2 smiles. Hope you’ll be better next time.Class, we’ve learned some key words and sentence patterns. Who can summarize what we’ve learned? Andy, you, please. _____________________________________________________________________ _________________________________3_____________________________________________________________________ _________________________________Do you have some problems? _____________________________________________________________________________________________________________________________________________________________________ _______________ Ok, if anyone of you still have some problems, you can ask your classmates for help. If they can’t help you, welcome to my office. Everybody, 2 homework for you, the first one: Listen to the recording after class. The second one : Write a small composition using what we’ve learned.At last, let’s look at our points area. Which group is the winner? Clap your hands for them. I hope the rest groups can learn from them and I believe you can perform better next class. Class is over, see you next time.I’d like to end my class. Thanks for your attention. (鞠躬) 擦黑板，交稿，离开4篇三：初中英语试讲各位评委老师，大家好！我是来应聘初中英语的一号考生，今天我抽到的试讲题目是《What’s the matter》。

英文试讲语法知识点总结

英文试讲语法知识点总结

英文试讲语法知识点总结Parts of SpeechParts of speech are the building blocks of language, and understanding them is crucial for constructing grammatically correct sentences. There are eight parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections.Nouns are words that represent people, places, things, or ideas. They can be singular or plural, and common or proper. For example, "dog" is a common noun, while "London" is a proper noun.Pronouns are words that replace nouns to avoid repetition. They include personal pronouns (I, you, he, she, it, we, they), possessive pronouns (mine, yours, his, hers, its, ours, theirs), and demonstrative pronouns (this, that, these, those).Verbs are action words that express a state of being or occurrence. They can be in different tenses, such as past, present, and future. For example, "run" is a verb in the present tense, while "ran" is in the past tense.Adjectives are words that modify or describe nouns or pronouns. They can be used to provide more information about the noun or pronoun they modify. For example, "beautiful" is an adjective that describes the noun "flower."Adverbs are words that modify or describe verbs, adjectives, or other adverbs. They can indicate manner, time, place, frequency, or degree. For example, "quickly" is an adverb that describes the verb "run."Prepositions are words that show the relationship between a noun or pronoun and another word in the sentence. They often indicate location, direction, time, or manner. For example, in the sentence "The book is on the table," "on" is the preposition that shows the relationship between the book and the table.Conjunctions are words that connect words, phrases, or clauses. They can be coordinating, subordinating, or correlative. For example, "and" is a coordinating conjunction that connects two independent clauses.Interjections are words or phrases used to express strong feelings or emotions. They are often followed by an exclamation point. For example, "Wow!" is an interjection expressing surprise or admiration.TensesTenses indicate the time of an action, event, or state of being. English has three main tenses: past, present, and future. Each tense has simple, progressive, perfect, and perfect progressive aspects.The simple past tense is used to describe an action or event that occurred in the past. It is formed by adding "-ed" to regular verbs, while irregular verbs have unique past tense forms. For example, "walked" is the past tense of "walk."The present tense is used to describe an action or event that is ongoing or habitual in the present. It is often formed by adding an "s" or "es" to the base form of the verb for third person singular. For example, "walks" is the present tense of "walk."The future tense is used to describe an action or event that will occur in the future. It is often formed using the modal verb "will" or "shall" followed by the base form of the verb. For example, "will walk" is the future tense of "walk."The progressive aspect is used to indicate that an action is ongoing or in progress. It is formed using a form of the verb "to be" followed by the base form of the main verb and the "-ing" ending. For example, "is walking" is the present progressive of "walk."The perfect aspect is used to indicate that an action was completed before a certain point in time. It is formed using a form of the verb "to have" followed by the past participle of the main verb. For example, "has walked" is the present perfect of "walk."The perfect progressive aspect is used to indicate that an action began in the past and is ongoing or recently completed. It is formed using a form of the verb "to have" followed by "been" and the present participle of the main verb. For example, "has been walking" is the present perfect progressive of "walk."Sentence StructureEnglish sentences follow a basic structure of subject-verb-object (SVO), but this can be modified by adding phrases and clauses to create more complex sentences.A sentence consists of a subject, a verb, and an object. The subject is the person or thing that performs the action, the verb is the action or state of being, and the object is the person or thing that receives the action.Phrases are groups of words without a subject or verb that function as a single part of speech. There are different types of phrases, including prepositional phrases, gerund phrases, participial phrases, and infinitive phrases.Clauses are groups of words that contain a subject and a verb and can function as a sentence or a part of a sentence. There are independent clauses, which can stand alone as complete sentences, and dependent clauses, which rely on an independent clause to form a complete sentence.Common Grammar MistakesThere are several common grammar mistakes that English language learners often make. These include subject-verb agreement, using the correct tense, using pronouns correctly, and understanding word order.Subject-verb agreement is the matching of the subject with the correct form of the verb. Singular subjects take singular verbs, while plural subjects take plural verbs. For example, "The dog barks" is correct, while "The dog bark" is incorrect.Using the correct tense is important for conveying the timing of an action or event. Mixing tenses in a sentence can create confusion for the reader. For example, "She will go to the store and bought some milk" is incorrect, as it mixes the future and past tenses.Using pronouns correctly involves matching the pronoun to its antecedent and using the correct case (subject, object, possessive). For example, "Him and I went to the store" is incorrect, as it should be "He and I went to the store."Understanding word order is important for creating clear and coherent sentences. In English, the basic word order is subject-verb-object (SVO), but different sentence structures may have different word orders. For example, "Yesterday I saw a movie" is correct, while "Yesterday a movie I saw" is incorrect.ConclusionUnderstanding key grammar points such as parts of speech, tenses, sentence structure, and common grammar mistakes is essential for English language learners. By mastering these concepts, students can improve their ability to communicate effectively in English. Practicing these grammar points through reading, writing, and speaking will help learners build a strong foundation in English grammar and become more confident in their language skills.。

初中英语常考知识点

初中英语常考知识点

初中英语常考知识点以下是初中英语常考知识点，包括语法、词汇、阅读和写作等方面。

一、基础语法知识1.时态：包括一般现在时、一般过去时、一般将来时等。

2.语态：包括主动语态和被动语态。

3.名词：包括可数名词和不可数名词的使用。

4.代词：包括人称代词、物主代词、指示代词和不定代词的用法。

5.形容词和副词：包括形容词和副词比较级和最高级的用法。

6.介词：包括常见介词的用法和固定搭配。

7.状语从句：包括时间状语从句、原因状语从句、结果状语从句和条件状语从句等。

二、词汇知识1. 同义词和近义词：要求掌握一些常用的同义词和近义词，例如：big和large，happy和glad等。

2. 反义词：要求掌握一些常用的反义词，例如：hot和cold，fast 和slow等。

3. 词性转换：包括名词、动词、形容词和副词之间的转换，例如：teach（动词）- teacher（名词）- teaching（名词）- teachable（形容词）- teachably（副词）。

5. 常用固定搭配：要求掌握一些常用的固定搭配，例如：take care of，look forward to等。

三、阅读技巧1.主旨大意题：要求根据文章的内容确定主旨大意。

2.细节理解题：要求从文章中找出具体的细节信息。

3.推理判断题：要求根据文章中的信息进行推理判断。

4.词义猜测题：要求根据上下文推测生词的词义。

5.标题选择题：要求根据文章的内容选择合适的标题。

四、写作技巧1.书信写作：包括写作介绍信、道歉信、邀请信等。

2.作文写作：要求写出一篇简单明了、逻辑清晰、语言流畅的作文。

3.句式多样化：要求使用不同的句式表达不同的意思，避免句子过长和句子结构单一以上是初中英语常考知识点的概述，希望能够帮助大家更好地准备初中英语考试。

请大家在备考过程中多多练习，提高自己的英语能力。

初中英语试讲知识点总结

初中英语试讲知识点总结

初中英语试讲知识点总结一、初中英语试讲的目标与要求初中英语试讲是一种教学评估活动，旨在检验教师的教学能力和学生的学习效果。

试讲的目标是确保教师能够有效地传授英语知识，激发学生的学习兴趣，并帮助学生掌握必要的语言技能。

教师在试讲中需要展示清晰的教学目标、合理的教学步骤、有效的教学方法和技巧，以及对学生学习成果的评估能力。

二、初中英语试讲的核心知识点1. 词汇教学- 教授基础词汇，包括日常生活用品、学校科目、职业等。

- 教授词汇的记忆技巧，如联想记忆、分类记忆等。

- 通过图片、实物、情景模拟等方法，帮助学生理解和记忆新词汇。

2. 语法教学- 教授基本的语法规则，如名词、动词、形容词的使用，句子结构等。

- 通过例句和练习，帮助学生理解和掌握语法点。

- 强调语法在实际语言运用中的重要性，避免机械记忆。

3. 听力教学- 通过听力材料，如对话、短文、歌曲等，提高学生的听力理解能力。

- 教授听力技巧，如预测、关键词捕捉、信息归纳等。

- 组织听力练习，包括填空、选择题、判断题等。

4. 口语教学- 鼓励学生大胆开口说英语，提高口语表达能力。

- 通过角色扮演、情景对话等活动，让学生在实际交流中练习口语。

- 教授语音语调、重音节奏等口语表达技巧。

5. 阅读教学- 引导学生阅读适合年龄段的英语文章，提高阅读理解能力。

- 教授阅读策略，如扫读、精读、寻找主题句等。

- 组织阅读理解练习，包括主旨大意、细节理解、推理判断等。

6. 写作教学- 教授基本的写作格式，如书信、日记、故事等。

- 通过写作练习，提高学生的写作组织能力和语言表达能力。

- 强调写作的创造性和逻辑性，鼓励学生表达个人思想和观点。

三、初中英语试讲的课堂管理1. 课堂纪律- 建立明确的课堂规则，确保课堂秩序。

- 通过积极的激励和适时的纠正，维护良好的学习氛围。

2. 学生参与- 鼓励学生积极参与课堂活动，提问和讨论。

- 采用小组合作、竞赛等多种形式，提高学生的参与度。

初中英语教师资格证面试试讲逐字稿万能模板

初中英语教师资格证面试试讲逐字稿万能模板

初中英语教师资格证面试试讲逐字稿万能模板第一部分：自我介绍尊敬的评委老师们，大家好！我很荣幸能够参加初中英语教师资格证的面试。

我是[你的姓名]，毕业于[你的学历背景]，我对教育事业充满热情，对初中英语教学有着浓厚的兴趣和丰富的经验。

在过去的几年里，我一直从事初中英语教学工作，不断提升自己的教学能力和专业素养。

我相信，作为一名合格的初中英语教师，除了传授知识外，还应该注重培养学生的综合能力和全面发展。

第二部分：试讲内容本次试讲的主题是[试讲主题]。

我将从以下几个方面进行教学设计：1. 目标与要求通过本节课的研究，学生应该能够达到以下目标和要求：- 听懂并正确理解[课文/话题]的主要内容。

- 能够运用所学的词汇和语法进行简单的口头表达。

- 能够与他人就[课文/话题]展开简短的对话。

2. 教学准备为了让学生更好地理解与运用所学的知识，我准备了以下教学资源：- PowerPoint课件：包括生动的图片、幻灯片和互动操练。

- 教材及相关练：用于学生课前和课后的巩固练。

- 录音设备：用于播放[课文/对话]的录音。

3. 教学过程本节课的教学过程主要分为以下几个环节：- Step 1: 导入与预（5分钟）：通过展示相关图片和给出问题，激发学生的研究兴趣，引入本节课的主题。

- Step 2: 听读与理解（15分钟）：播放录音，让学生听读与理解[课文/对话]的主要内容。

然后组织学生进行问答和小组讨论，帮助他们更好地理解。

- Step 3: 语言点讲解（10分钟）：重点讲解其中的关键词汇和语法知识，通过举例和练，帮助学生掌握并灵活运用。

- Step 4: 口语表达（15分钟）：组织学生进行角色扮演和小组对话练，培养他们运用所学知识进行口头表达的能力，同时鼓励他们使用自己的观点和想法。

- Step 5: 总结与反馈（5分钟）：对本节课的研究进行总结，并给予学生积极的鼓励和反馈。

第三部分：教学评价针对本节课的教学设计及过程，我将采用以下几种评价方式：- 日常观察：观察学生在课堂上的表现和参与程度，以及对所学知识的掌握情况。

初中英语面试试讲逐字稿——阅读课

初中英语面试试讲逐字稿——阅读课

初中英语面试试讲逐字稿——阅读课一、Lead inClass begins, good morning, everyone. Oh, please don’t sit down. It’s nearly 11 o’clock. You must be tired. How about singing a song together? (If you miss the train I'm on, you will hear the...) All of you did a good job. Sit down, please. Guys, do you still remember what transportation you can hear in the song? Oh, it's the train. Yeah, we can take the train go to somewhere we want to go. And we can also take the train to...go on vacation, right?Today, we have friend Jane, do you want to know where Jane went on vacation? Sure? Ok, now let's come to our today's new lesson. 二、Pre-readingPlease open your book and turn to page...Look at the pic in your book. Can you guess where Jane went on vacation?Ss: Japan, Singapore...Wow, good guessing. But who is right? Now, let's move on to the passage to have a look.三、While-reading1.一读大意: First, please go through the passage quickly and find out the main idea. Here is a tip for you: you can just pay attention to the first sentence and the last sentence of each para, which can help you to get the main idea quickly, clear? 2 mins for you, go. Ok, time's up. Who can have a try? Yeah, Lily, you are the firstone, you please. Yeah, it's about Jane's dairy: her vacation in Penang, Malaysia, on Monday and Tuesday. Do you think so? That's correct! Everyone, you should learn from Lily, she is brave and active, right? Thank you, Lily.2.二读细节 : Since we have got the main idea, do you want to know more details about Jane's vacation? But guys, which day interests you most? Alright, let's focus on Monday's dairy first.Now, let's read the first dairy again. And for this time, you need to read it very carefully and find out what aspects are mentioned about Jane's vacation, clear? While reading, you can draw a mind map according to the key information. 3 mins for you. Here we go. Okay, we stop here. So which aspects can you find about Jane's vacation? Let's say together. Yeah, the weather, her activities, the food and...? Yeah, her feelings.Terrific! Now, who can help me to finish the mind map on the blackboard?（weather: sunny and hot.activity: paragliding.food: Malaysian yellow noddles.feeling: excited.）How about Jane's Tuesday? Now work in pairs and make a mind map just like this. 2 mins for you. Stop here. Who wants to share with us? Linda and your partner, please come here. Wow, you have a clear structure. Good for you. Please come back.四、Post-readingMy dear srudents, there is a more challenging task for you, are youready? Wow, you are so excited. How about your last vacation? Now please work in groups and do a survey about where your group members went on vacation. You can refer to these key points on the blackboard. 5 mins for you to prepare. But pay attention to your voice, fluency and pronunciation. Later, you need to do a report for us. Are you ready? Go.Time's up. Wow, I can see all of you are involved. So which group wants to go first? Group1, you four, please come here. Wow, I think your vacation is really meaningful and colorful. Please come back.五、Summary and homeworkHow time flies! Let’s summarize what we have learned today. Yeah, Monitor, have a try. We have learned Jane's vacation. And most importantly, we learned some useful reading skills, such as skimming and scanning. Wonderful, you are a good listener, thank you. Vacation is so wonderful, right? So my dear students, I hope all of you can do more meaningful things. Do more reading, do more traveling, and do more exercise. Here’s your homework :Write a traveling dairy about your last vacation.Let's stop here and see you next time!。

初中英语教资考试知识点超详细考点总结

初中英语教资考试知识点超详细考点总结

初中英语教资考试知识点超详细考点总结第⼀部分语⾔知识与能⼒第⼀章英语语⾔知识⼆、语⾳（Speech Sounds）P781、语⾳分类发⾳⽅式发⾳部位VL - 清浊⾳（voiceless consonant）VD - 浊辅⾳（voiced consonant）2、⾳系学（phonology）P79（1）同化规则（assimilation Rule）progressive assimilation 顺同化（前⾯带偏后⾯）workedregressive assimilation 逆同化（后⾯带偏前⾯）newspaperreciprocal/double assimilation 互相同化did you（2）⾳节（syllable）tea chi-na im-pos-si-ble重⾳（stress）声调（tone）（3）语⾳变化（vocal variety）liaison 连读pick it upplosion 爆破⾳plosion loss 失去爆破sit down ；incomplete plosion 不完全爆破ask ednasal plosion ⿐腔爆破button ；lateral plosion ⾆边爆破little三、形态学（Morphology）1、morpheme 词素重点！P87（1）free morpheme ⾃由词素dog ；bound morpheme 黏着词素moonwalk（2）root 词根；affix 词缀（prefix 前缀、suffix 后缀）；stem 词⼲friend-ships （3）inflectional affix 屈折词缀-s,-ing,-ed不同形式（4）derivational affix 派⽣词缀改变词性和意义2、（1）inflection 屈折变化-s,-ing,-ed不同形式（2）word-formation 词的形成：compounding 复合法through-outderivation 派⽣法（prefixation 前缀化suffixation 后缀化）il-logical-ly3、常见构词法P89invention 新创词nylon ；blending 混成法smoke+fog=smogclipping 截断法advertisement=ad ；initialism ⾸字母连写词WTOacronym ⾸字母拼⾳词AIDS ；back-formation 逆构词法editor--editanalogical creation 类似构词work--wrought/workedtypes of borrowing 借词法：loanword/borrowing 借词feast（法语中借来）loanblend 混合借词Chinatown （本国加外来）loanshift 转移借词bridge （借⽤意义）loan translation 翻译借词（从别种语⾔翻译⽽来）4、词义变化broadening 词义扩⼤bird ⼩鸟--鸟类；narrowing 词义缩⼩girl 年轻⼈--⼥孩meaning shift 词义转移；class shift 词性转换；folk etymology 俗词源（错多了成了对的）四、句法学（Syntax）P911、句法关系syntagmatic relation 组合关系（horizontal relation/chain relation）构成同⼀形式、序列或结构paradigmatic relation 聚合关系（vertical relation/choice relation）各要素可相互替换relation of co-occurrence 共现关系（不同集合的词语⼀起组成句⼦）2、句⼦结构和成分immediate constituent analysis 直接成分分析法（IC分析法）The boy ate the apple. ⽤树形图（tree diagram）⼀般句⼦，主谓宾之类的endocentric construction 向⼼结构⼀个词或词组可以确定为中⼼（center）或中⼼词（head）two stone bridge ⼀般名词/动词/形容词短语exocentric construction 离⼼结构没有确定的中⼼或中⼼词The boy smiled. ⼀般动宾/系表结构deep structure 深层结构（含义相同，说法不同）surface structure 表层结构（句⼦表述⽅式）五、语义学（Semantics）P931、涵义关系（Sense Relations）lexical relation 词汇关系（1）同义关系（Synonymy）synonyms 同义词stylistic ⽂体差别(formality) buy--perchase ；dialectal 地域差别underground--subway collocational 搭配差别accuse(of)--charge(with) ；emotive 情感差别thrifty--stingy ；semantic 语义差别enough--ample（2）反义关系（Antonymy）antonyms 反义词relational opposites 意义相反词gradable antonymy 等级反义warm--cool complementary antonymy 互补反义boy--girlconverse antonymy 反向反义关系buy--sell（3）上下义关系（Hyponymy）种类和成员包括上坐标词（superordinate）和下义词（hyponymy）flower--rose/tulip（4）⼀词多义（Polysemy）（5）同⾳/同形异义现象（Homonymy）homophone 同⾳异义sun--sonhomograph 同形异义liecomplete homonym 完全同⾳同形异义bank 岸边；银⾏2、句⼦逻辑关系iff--充分必要条件“S is true iff P”P就是S的真值条件（truth condition）P （1）synonymy 同义关系“X is synonymous with Y.”同真同假P95（2）contradiction ⽭盾关系“X is inconsistent with Y.”⼀真⼀假（3）entailment 蕴含关系“X entails Y.”X⼩，Y⼤X：old man Y：man（4）presupposition 预设关系“X presupposes Y.”Y是前提X：repair the car Y：have a car六、语⽤学（Pragmatics）P961、⾔语⾏为理论（Speech Act Theory）（1）locutionary act 发话⾏为（说话⼈表达字⾯意思）is the act of saying something which is meaningful an can be understood. （2）illocutionary act ⾏事⾏为（说话⼈表达意图）is the act in saying something to perform a function.（3）perlocutionary act 取效⾏为（作⽤于听话⼈的效果）is the results or effects that are produced by means of saying something. ⾔外之意（illocutionary point）：representatives 阐述类；directives 指令类；commissives 承诺类；expressives 表达类；declarations 宣告类2、会话含义理论（Conversational Principle/Maxim）violate 违反P97cooperative principle,CP 合作原则（会话有共同⽬标）“Make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged.”（1）the maxim of quantity数量准则（信息充分）（2）the maxim of quality质量准则（说实话）（3）the maxim of relation相关准则（说相关的事）（4）the maxim of manner⽅式准则（清楚简洁避免歧义）conversational implicature 会话含义（⽤会话准则暗⽰意义）（1）calculability 可推导性（含义能理解）（2）cancellability 可取消性（defeasibility）（因素变化，含义变化）（3）non-detachability 不可分离性（含义依附于内容）（4）non-conventionality⾮规约性（含义不确定）七、修辞学（Rhetoric）问法：rhetoric/rhetorical device 修辞策略P981、simile明喻like,as...as,as if,as though,similar to,such as2、metaphor隐喻（暗含⽐较）elephant pause3、personification拟⼈（把事物或概念当做⼈）4、metonymy借代（⽤事物的名称代替亲密相关的另⼀事物）5、synecdoche提喻（部分代替整体或整体代替部分）hand/mouth--man6、euphemism婉⾔die--pass away7、irony反语（意思相反）8、allegory讽喻9、exaggeration夸张（夸⼤或缩⼩使表达⽣动有趣）10、transferred epithet移位修辞nervous exam11、oxymoron⽭盾修辞bitter-sweet memory12、pun双关语（homophonic puns 谐⾳双关；homographic puns 语义双关）⼋、语⾔教学P1001、中介语（interlanguage）2、对⽐分析（contrastive analysis）3、错误分析（error analysis）（1）error错误（因为知识不⾜）mistake失误（不注意犯错）（2）interlingual errors语际错误（迁移错误）因为母语Cnglishintralingual errors语内错误（发展性错误）因为过度概括语⾔规则eat-eated(错) 4、错误性质：omissions 省略（少成分）；additions 添加（多成分）；misformations 形式错误（eated）；double markings 双重标记（didn’t went）；misorderings 顺序错误（how you are）5、我国外语学习者错误类型（1）negative transfer 负迁移/⼲扰因为母语（2）over-generalization过度类推/过度概括因为过度概括语⾔规则（3）pragmatic failure语⽤错误违反对⽅的⽂化习俗6、第⼆外语习得理论（Second Language Acquisition,SLA）（1）Acquisition-Learning Hypothesis语⾔习得和学得假说（习得和学得两条不同的途径）（2）Monitor Hypothesis语⾔监察假说（学习者⾃⼰监督控制语⾔输出质量）（3）Input Hypothesis语⾔输⼊假说（接触理解可理解性语⾔输⼊comprehensible input）（4）Affective Filter Hypothesis情感过滤假说（输⼊input和吸收intake受到动⼒motivation、性格personality、情感状态affective state）（5）Natural Order Hypothesis⾃然顺序假说（可以不按任何语法顺序来教学）第⼆章英语语⾔运⽤能⼒⼀、教学中的⾮语⾔交际1、⾮语⾔⼿段P118environment language环境语（座位安排、时间信息、室内标⽰装饰、声⾳灯光等）object language客体语（个⼈，⾐着化妆、个⼈⽤品等）2、⾮语⾔⾏为body language体态语（⾝姿、⼿势、表情、⽬光）paralanguage 副语⾔（声⾳⾳质、⾳量、语调、语速）第三章英语国家的语⾔、历史和⽂学三、语⾔、⽂化和社会1、局部结构P131毗邻对（adjacency pairs）⼀轮对话（1）毗邻对的条件相关性（conditional relevance）preferred second part/preference structure 优选结构Hidispreferred second part/dispreference structure ⾮优选结构relevant absence 相关缺失（2）毗邻对的扩展base pairs 根毗邻对（被其他会话扩展之前的毗邻对）前扩展，指前序列（pre-sequences），包括邀请、请求、结束、宣告中扩展，包括插⼊序列（insertion sequences）和旁侧序列（side sequences）后扩展，指后序列（post sequences），包括会话修正和主体化2、会话修正会话修正机制三个部分：修正源（trouble source）、修正的发起（repair initiation）、修正（repair）lexical 词汇启动（no,sorry,let me see,you know）non-lexical ⾮词汇启动（um..,uh..）四、语⾔与⽂字1、⼩说语⾔P134（1）⼩说与视⾓first-person narrator 第⼀⼈称叙述者（I）third-person narrator第三⼈称叙述者（he,she,it,they）（2）语⾔表达与思想表达direct speech 直接⾔语（“F**k you”）indirect speech间接⾔语（he said/asked）free indirect speech ⾃由间接⾔语第⼆部分语⾔教学知识与能⼒第⼀章初中英语课程标准⼀、初中英语课程基础知识1、英语课程的性质P149The nature of English Curriculum is instrumentality/tool and humanity.（⼯具性和⼈⽂性）Students’ overall development is the motivation and goal of the English curriculum.2、英语课程的设计思路The design of the new National English Curriculum unifies both primary and secondary school English into one continuum of development and divides English language teaching and learninginto nine competence-based levels by adopting the international general classification method. Level 5 is the required standard for the end of junior middle school. Level 2--primary school⼆、英语课程的分级标准P1541、语⾔技能（Language Skills）Overall performance objectives for each level are given in addition to detailed descriptions of abilities regarding language knowledge, language skills, affect, learning strategies as well as cultural awareness for relevant levels.2、语⾔知识（Language Knowledge）（语⾳、词汇、语法、功能和话题）Students are required to learn consists of phonetics, vocabulary, grammar, function and theme.3、情感态度（Affect）（兴趣、动机、⾃信、意志和合作精神；祖国意识和国际视野）interest, motivation, confidence, will and cooperation; National consciousness and international vision.4、学习策略（Learning Strategies）（认知、调控、交际、资源）Learning strategies can be classified into four groups: cognitive strategy, regulative strategy, communicative strategy and resourcing strategy.5、⽂化意识（Cultural Awareness/Understanding）（历史地理、风⼟⼈情、传统习俗、⽣活⽅式、⾏为规范、⽂学艺术、价值观念）Historical geography, local customs, traditional customs, lifestyle, norms of behavior, literature and art, values.三、英语课程的实施建议P1611、教学建议（1）⾯向全体学⽣，为每个学⽣学习英语奠定基础（2）注意语⾔实践，培养学⽣的语⾔运⽤能⼒（3）加强学习策略指导，培养学⽣⾃主学习能⼒（4）培养学⽣的跨⽂化交际意识，发展跨⽂化交际能⼒（5）结合实际教学需要，创造性地使⽤教材（6）合理利⽤各种教学资源，提⾼学⽣的学习效率（7）组织⽣动活泼的课外活动，拓展学⽣的学习渠道（8）不断提⾼专业⽔平，努⼒适应课程要求第⼆章初中英语教学基本理论⼀、语⾔观（Views of Language）P1731、语⾔的概念Language is a system of arbitrary vocal symbols used for human communication.2、语⾔的本质特征/设计特性（design features）（1）arbitrariness 任意性（体现了convention规约性）（2）duality ⼆重性（basic level, higher level基层和⾼层）（3）creativity 创造性/productivity能产性（4）displacement 移位性（赋予generalizations, abstractions概括和抽象）（5）cultural transmission ⽂化传习性3、语⾔的功能（Functions of Language）（1）informative function信息功能（2）interpersonal function⼈际功能（3）performative function施为功能（4）emotive function情绪功能（5）phatic function寒暄功能（6）recreational function娱乐功能（7）metalingual function元语⾔功能4、语⾔学⾓度的语⾔观（1）The Structural View of Language 结构语⾔观the structural view sees language as a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntax.（2）The Function View of Language 功能语⾔观the function view sees language not only as a linguistic system but also as a means for doing things.（3）The Interactional View of Language 交互语⾔观（interaction, dynamics交互性和动态）the interactional view of language considers language as a communicative tool, whose main use is to build up and maintain social relations between people.⼆、语⾔学习观（Views of Language Learning）P1761、语⾔学习理论（1）Behaviorist Learning Theory ⾏为主义学习理论Behaviorism is an approach to psychology that arouses out of the ideas that attempted to explain all learning in terms of some form of conditioning (stimulus, response, and reinforcement)（2）Cognitive Learning Theory认知主义学习理论Cognitive theory thinks that “language is a intricate rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced”.（3）Constructivist Learning Theory构建主义学习理论The constructivist theory believes that learning is a process in which the learner constructs meaning based on his own experiences and what he already knows.最近发展区理论Zone of Proximal Development三、语⾔教学观（Views of Language Teaching）P1781、语⾔教学理论（结构主义教学理论、认知主义教学理论、社会语⾔学理论）四、外语教学法的主要流派1、grammar-translation method 语法翻译法2、audio-lingual method 听说法（pattern drill 句型操练、contrastive analysis对⽐分析法）3、total physical response 全⾝反应教学法P1814、cognitive approach 认知教学法（提⾼accuracy, appropriateness得体性）5、communicate approach 交际法（包含function,notion功能和意念）P183（1）交际能⼒（communicative competence）grammatical competence 语法能⼒、sociolinguistic 社会语⾔能⼒、discourse 语篇能⼒、strategic 策略能⼒、linguistic 语⾔能⼒、pragmatic语⽤能⼒、fluency流利性（2）3P教学模式：presentation--practice--production6、task-based approach任务型教学P184（1）real-world tasks /target tasks ⽬标任务；pedagogical tasks 教学任务（2）任务的四个构成元素：objective、context、process、outcome（3）information gap 信息差/信息沟activities must have clear and attainable objectives./should be confined to the classroom context./should help develop students’ language ability.（4）constructivism learning theory建构主义学习理论（强调scene, writing, conversation, and meaning construction情景、写作、会话和意义建构）（5）任务型教学的三个环节：pre-task前任务、task-cycle任务环（task、planning、report）、language focus语⾔聚焦（analysis、practice）第三章初中英语语⾔知识教学⼀、语⾳教学P1921、语⾳教学的内容The realistic goal of teaching pronunciation should be①consistency: the pronunciation should be smooth and natural.②intelligibility: the pronunciation should be understandable to the listeners.③communicative efficiency: the pronunciation should help convey the meaning that is intended by the speaker.2、Pronunciation knowledge teaching发⾳知识教学（monophonic, alphabet, phonetic symbols单⾳、字母、⾳标）3、Flow of language teaching语流教学（sounds, stress, rhythm, and intonation重⾳、节奏、语调）4、The principle of phonetic teaching语⾳教学的原则（accuracy, long-term, integrity, communication, pertinence, interest准确性、长期性、整体性、交际性、针对性、趣味性原则）5、The teaching method of phonetics语⾳的教学⽅法P195（1）Sound perception听⾳感知练习⽅法：using minimal pairs 最⼩对⽴体(live--leave)、which order 排序、same or different 辨别异同、odd one out 同中选异、completion 填空（2）Imitation and explanation 模仿讲解personally demonstration、imitate、practice亲⾃⽰范，反复模仿、练习（3）Pronunciation practice发⾳练习练习⽅法：listen and repeat 听⾳模仿、fill in the blanks 填空、using pictures 借助图⽚、using meaningful context 借助情景make up sentences 造句、using togue twisters运⽤绕⼝令（4）语流教学（见上）慢动作（slow motion speaking）⼆、词汇教学P197 language teaching theories 理论构成：receptive/passive vocabulary 接受性/消极词汇和productive/产出性/积极词汇1、Learning content教学内容（1）word meaning 词汇的意义include learning form,meaning and use.Knowing a word means: knowing its pronunciation and stress/ its spelling and grammatical properties/ its meaning/ how and when to use it to express the intended meaning.词汇意义包括conceptual meaning 、associated meaning 概念意义和关联意义概念意义：词典中意思，即literal meaning/ denotation 字⾯意思/词汇的外延、关联意义：⽂化含义与语境意义，⼜称connotation 词汇的内涵( learn in the context )（2）word use 词汇的⽤法包括：collocation/ phrases/ idiom/ style/ register 搭配、词组、习语、风格、语域（3）word information 词汇信息包括：part of speech/ prefixes/ suffixes/ spelling/ pronunciation/ grammar features 词类、前缀、后缀、拼写、发⾳、语法特征（4）word memory strategies 词汇记忆策略avoid rote-learning 避免死记硬背word-building构词法猜测词义2、Learning principle教学原则（1）⾳形义结合pronounce、spelling、meaning（2）词块整体教学lexical chunks ( knowledge of collocation 搭配)（3）具体语境中教learn in the context（4）循序渐进step by step（5）反复练习巩固记忆review（6）培养⾃学词汇能⼒deduce the meaning of words猜测词义3、Teaching method教学⽅法P200（1）呈现词汇:visual/physical demonstration 直观呈现Word-building 构词法、synonym/antonym(opposites)同义反义词、翻译、举例、问答verbal context/ situation 结合语境/创设情境运⽤词汇学习策略，如chunks/ reasoning/ analog/ using dictionary归类/推理/类⽐/查字典（2）巩固词汇：labelling/ spot the difference/ describe the draw/ play a game/ word bingo/word association 贴标签/找茬/描述绘画/玩游戏（宾果）/词汇联想三、语法教学P2011、Content 教学内容grammar语法具有Three dimensions三维性：form, meaning and usage形式、意义和⽤法semantic语义包括grammatical form/the grammatical meaning of the structure/contents of meaning语法形式、结构的语法意义和内容意义task 教学任务：语法rules规则的cognition/ drill/ application认知/操练/应⽤、the generation of grammar consciousness语法意识的⽣成2、Principle 教学原则（交际性/实践性、集中分散相结合、趣味性/通俗性）grammar teaching should be:(1)collocational:the grammar should be built on collocational relations between individual lexical items and their subcategories.(2)Constructive:one's knowledge of grammar is built bit by bit,which closely model the way language is learned and used.(3)Contextual:syntactic and lexical choices are explicitly related to pragmatic ones,and to social and cultural contexts.(4)Contrastive:grammar involves drawing the learner's attention to contrast the differences between the target language and other languages,and between sets of similar features and items of the target language.3、Method教学⽅法P202（1）deductive method 演绎法（讲解规则，结合实例分析⽤法，句型练习）features: It saves time/pays more attention to form/teaches grammar in a decontextualized situation脱离上下⽂（2）inductive method 归纳法（学⽣⾃⾏归纳语法规则）start with examples and guides ss to work out the rules（3）guided discovery method 引导发现法（学⽣归纳总结语法规则，⽼师强化其形式意义）四、语篇教学P2041、概念和结构（1）Conception 概念discourse pattern语篇可以是dialogue、monologue对话、独⽩，包括written/spoken language 书⾯语、⼝语，form形式上是cohesion衔接的，semantic语义上是coherence连贯的（2）Tactic pattern结构模式语段/句群、句际关系（并列、顺序、层递、转折）（3）Cohesive device 衔接⼿段logical connectors逻辑纽带（firstly, thus, on the other hand, if not）grammatical connectors语法纽带（时态什么的）Lexical connectors词汇纽带（repetition重复、synonym/antonym(opposites)同义/反义词）Develop ss’ skill of recognizing discourse patterns训练⽅式：checking the logic of the author’s arguments.getting the scrambled sentences into a paragraph.(focus on textual coherence)marking out common openers to stories and jokes.2、教学内涵Aims at developing ss’ discourse awareness.(teacher asks ss to concentrate on such features as structure, coherence and cohesion of a text)3、教学⽅法P207overall effectiveness整体性效能（⽤knowledge transfer知识迁移实现，重在cultivate application ability应⽤能⼒培养）、overall grasp of the discourse语篇的整体把握Teaching language at the discourse level :utterance function / expected response/ congratulation/ apology/ acceptance/ inform.第四章初中英语语⾔技能教学P212⼀、听⼒教学1、影响听⼒的主要因素（1）objective factor客观因素：types of language used 语⾔特征（语速/tone⾳调/pause停顿/liaison连读）、task or purpose in listening 听⼒任务、context in which the listening occurs ⽂化背景知识（2）subjective factor主观因素：psychological⼼理因素、knowledge skills知识技能因素、methods and tactics⽅法与策略因素2、听⼒教学的要领（1）合理选择听⼒material材料（authenticity真实性、intelligibility可理解性、diversity/variety 多样性）（2）建⽴专门的听⼒training system训练体系（3）优化⼼理氛围，降低焦虑感（arouse interest调动兴趣、放松）（4）重视听的过程中的skill training技巧训练prediction 预测、guess 猜测、coherent memory 连贯记忆（note-taking）、identifying the discourse markers辨认语段标记（5）科学设计听⼒练习3、听⼒训练的type类型P216（1）Focus listening精听（tonal discrimination辨⾳、gap filling填空、dictation听写）听写形式：dictogloss听释、fast-speech dictation快速听写、pause and paraphrase听写⼤意、listening cloze 完形听写、error identification纠错听写、jigsaw identification线索听写（2）Gist listening泛听( decide on the best title )（3）Free listening随意听4、听⼒教学model模式（1）Bottom-up model“⾃下⽽上”（强调language knowledge语⾔知识）（2）Top-down model“⾃上⽽下”（侧重background information背景知识）5、听⼒教学的过程P218（1）Pre-listening tasks 听前环节（brainstorming/discuss a relevant picture/writing question about the topic/associating vocabularies with the topic）（2）While-listening tasks听中环节（辨⾳、获取主要信息、预测、猜词悟义）（3）Post-listening tasks 听后环节（writing a similar text作⽂、discussion讨论）⼆、⼝语教学P2191、Spoken language⼝语的特点（fragmentation结构不完整性、involvement⼈和场合紧密依存性）（1）语法特征:There are four common features of spoken language:Using less complex syntax.语法Taking short cuts,e.g.incomplete sentences.(and, or,but)Using fixed conventional phrases/chunks.俗语(fashionable word, two-part allegorical saying,colloquialism,slang,phrasal verbs 歇后语/⼝语词/俚语/短语动词)Using devices such as fillers,hesitation device to give time to think before speaking.结构特征：往往借助filler补⽩词（you know, let me see, um）形象特征：说话⼈的表情、语⽓及态度等body language⾝体语⾔；⾳质/声调/重⾳/停顿（2）⼝语的交际特点“说”受语⾔rule规则⽀配/时间factor因素制约/对⽅response反应影响2、⼝语教学的要领（1）在听的基础上培养说的能⼒（使输⼊的信息量⼤于输出的信息量）（2）组织多样化的⼝语活动形式⼝语活动类型：pre-communicative activities 前交际活动（操练/模仿/重复）和communicative activities 交际活动（信息差活动/解决问题活动/讨论/辩论/采访/游戏）（3）正确处理准确与流利的关系Accuracy( identify particular phonemes on tape )Fluency( shouldn’t interrupt )（4）创造浓厚外语氛围，⿎励学⽣敢说乐说The characteristics of a successful speaking task:maximum foreign talk/even participation/high motivation/right language level（5）合理选择⼝语组织形式，增加学⽣开⼝的机会（⼩组形式/单双⼈活动）3、⼝语训练的⽅法imitativeness模仿性、monologue独⽩性、performing表演性的⼝语表达三、阅读教学P2231、外语阅读的type/form类型（1）根据阅读⽅式和技巧的不同划分Adaptive reading适应性阅读recognition--read--silent-reading认读--朗读--默读Learning reading学习型阅读plain substance主旨浅显information信息量⼤，强调阅读速度comprehension理解性阅读real material材料真实、wide theme题材⼴泛、various types体裁多样，higher difficulty 难度较⾼（2）根据阅读⽅式和技巧的不同划分Skinning ⾯式读法/略读（掌握全⽂⼤意或中⼼思想；报刊、新书）quickly get the gistScanning 点式读法/寻读/跳读（查找具体信息；时间、⼈名、地点、数字）specific informationIntensive reading 线式读法/精读（详细地阅读，深⼊分析、理解和记忆）read in detailExtensive reading 纵式读法/泛读（⼴泛地阅读，阅读速度、快速理解能⼒、拓宽视野）facilitate process of accumulating vocabulary / increasing target language expose/ broadening scope of vision（3）根据阅读理解的层次划分Literal comprehension 字⾯理解（依靠语⾔知识/能⼒辨认词义和语法结构）language knowledge/competence identify meaning and grammatical structureInferential/interpretive comprehension 推断性理解（经历、直觉、逻辑判断理解未明⽰信息）experience/ intuition/ logic judge and understand unexpressed informationEvaluative comprehension 评价性理解/应⽤性理解（理解⽂章信息的价值）valueAppreciative comprehension 欣赏性理解（情感熏陶和思想启迪）Emotional influence and thought enlightenment2、阅读教学的要领P226（1）合理选择阅读材料Language difficulties 难度（难于略⾼于学习者现有⽔平）higher than present levelInterest 趣味性（充满可读性，激发求知欲和好奇⼼）readability、thirst for knowledge and curiosityAuthenticity 真实性（英语本族语者撰写）written by native English speakersComprehensiveness 宽泛性（内容反映历史、⼈物、风⼟⼈情、⽂化习俗以及时尚流⾏，体裁和题材丰富多样）content various type or forms of literature and theme（2）建⽴分析性（精读）与综合性（泛读）相结合的阅读教学体系分析性阅读与综合性阅读教学的分⼯改进现⾏分析性阅读教学模式，落实阅读训练综合性阅读教学应正规化、课程化（3）重视阅读three elements三要素的培养vocabulary词汇、comprehend理解（topic sentence主题句）、speed速度（4）重视阅读过程中的技巧训练prediction预测、reading for specific抓中⼼思想、reading for specific information获取特殊信息、inferring推理（reading between the lines）、identifying the discourse types确认语篇3、阅读教学的approach模式P229（1）The top-down model ⾃上⽽下模式为主（pre-reading activities读前环节活动的开展）（2）The bottom-up model ⾃下⽽上模式为辅（⼩到⼤的语⾔⽂字单位，重视词汇教学）teaching a text by introducing new vocabularies or structuresfollow the sequence of teaching new words, sentences and then the whole passage（3）The interactive-compensatory approach交互补偿模式4、阅读教学的过程（1）Pre-reading tasks 读前环节（背景知识、写作风格、西⽅风俗）predicting what a passage is about/ creating a word web related to a topic/ sharing what is already known about a topic （2）While-reading tasks读中环节（保障充⾜阅读时间、阅读技能训练）（3）Post-reading tasks 读后环节（思维和实践活动）四、写作教学P2311、写的教学要领（1）Motivate writing motivation 激发写作动机communicative purpose; audience awareness 交际⽬的读者意识（2）指导写作技巧：写的单项训练（结合语⾳教学）语篇写作技巧（design skills构思技巧；过程构思、⽂本构思；model essay范⽂是有⼒⼯具）skill of planning: finding ideas and put them in order（3）根据不同⽂体风格指导相应的写作策略Formal writing 正式⽂体（第三⼈称）typical feature: the precision of language is a priority 语⾔精确优先well-organized structure 有序的结构wide range of vocabulary and structural patterns 有结构的模式technical terms and definitions 专⽤名词和定义Informal writing ⾮正式⽂体（⼀、⼆⼈称）typical feature: short and incomplete sentences are common 多为短句、简单句（4）分阶段设计教学活动，训练写作技能Controlled writing 控制性写作（gap filling/ transcribe/ sentence pattern transformation填空/抄写/句型转换）Guided writing 指导性写作（completion/ reproduction/ compression/ transformation 续写/复写/缩写/转写）Free writing ⾃由写作（5）写、correct/ amend改、evaluate评相结合2、写作教学的模式（1）Product-oriented approach注重结果（给题⽬--写--改，注重语篇整体）（2）Content-oriented approach注重内容（收集材料--组织⽂章--修改，写前准备）（3）Process-oriented approach注重过程（准备--写作--修改--再改，写作能⼒）what/how to write peer-editing3、写作教学的process过程（1）Pre-writing tasks写前环节的任务和活动（gather and organize ideas激发写作动机）The main procedures of process writing include creating a motivation to write, brainstorming,mapping,freewriting,outlining,drafting,editing,revising,proofreading and conferencing.（2）While-writing tasks写中环节的任务和活动（organize written组织成⽂）drafting, peer-editing, revising（3）Post-writing tasks写后环节的任务和活动（comments and feedback 点评和反馈）conferencing第三部分教学设计第⼀章教学设计skill技能⼀、教学设计概述P2411、概念：传统的instructional design 教学设计即lesson planning 备课考虑“如何学”最核⼼的部分是lesson plan 教案It’s a teaching guide/ It takes into account syllabus教学⼤纲and ss./It describes in advance提前what about how to teach.2、教学设计principle原则aims⽬标性原则variety 多样性原则flexibility 灵活性原则learnability可学性原则linkage 衔接性选择feasibility 可⾏性原则3、教学设计的basic requirements基本要求A language lesson plan usually has the following components:background information, teaching aims, language contents and skills, stages and procedures, teaching aids, assignments, and teacher's after-lesson reflection.4、教学设计新concept理念（1）学⽣参与课堂设计的⾃主性（2）教学设计贯穿课堂教学的全过程（3）教学设计的确定性与不确定性相统⼀5、教学设计的pattern模式Analysis----design----evaluation 分析----设计----评价分析：学习需求（学习objectives⽬标分析是关键）、学习者、学习content内容设计：教学strategy策略、教学course过程（task appearance--preparation--accomplishment--consolidation 任务呈现--任务准备--任务完成--语⾔巩固）、教学technique技术评价：教学target⽬标是否达成是评价教学设计有效性的关键反馈修正（feedback correction）：教学评价能够提供⼤量的教学反馈信息6、英语教学设计的concrete form 具体形式（1）表格式table form分别陈述学⽣/教师活动，说明活动⽬的/意图，突出教学design设计的理念（2）流程图式flow chart form 展⽰教学process过程（format格式不同）（3）叙述式narrative form⼆、学情分析P2481、学习者分析（1）认知特征（2）学习风格authority-oriented learners崇尚权威型；analytical learners分析型；concrete learners具体型；communicative learners交际型（3）学习⽅式accepted 接受性；experience 体验性；independent ⾃主性；Cooperation 合作性；exploration 探究性2、学习需求分析（1）learning needs的内涵学习⽬前状态与期望状态之间的差距（2）学习需求分析的内容和⽅法data collection 数据采集；analyze 分析三、教学内容分析P2511、教学内容的选择把握fundamentality基础性（vocabulary/ syntactic structure/ language competence/ learning strategy/ cultural knowledge词汇/句法结构/语⾔能⼒/学习策略/⽂化知识）adaptation 适应性（age/ cognitive characteristic 年龄/认知特点）high frequency⾼频性（frequently used经常使⽤的）enjoyment 趣味性（激发学习兴趣，保证学习effectiveness 有效性）2、正确理解textbook教材（1）分析教材textbook evaluation provides authentic language/ matches the needs of learners/ can help realize the objectives of a language program（2）处理教材的⽅法（LARA法：leave-adapt-replace-add）（3）教材的使⽤：活化教材、挖掘资源、选准话题（探究性、开放性、⽣成性）When a teacher using an ELT course book, he should:select appropriate supporting materials and resources.interpret curriculum goals and its expectations for the course.plan lessons in relation to specific goals, topics, texts, and tasks.3、Auxiliary teaching materials辅助教学材料的screening筛选（1）教学材料筛选的原则：启发式、因材施教、动态⽣成、适时适度（2）教学材料筛选的策略：遵循理念、吃透教材、研究学⽣（3）辅助教学材料的分类：知识类、技能类、课外活动类、教学辅助类、⾃主学习类四、教学⽬标P2551、教学⽬标的陈述内容三个维度：knowledge objective/ ability objective/ emotion objective知识与技能、过程与⽅法、情感态度与价值观2、教学⽬标的陈述要素以⾏为⽬标来陈述教学⽬标，包括四个要素：ABCD模式A-audience 主体或听众（程度副词/百分⽐/范围副词）+主语（ss/learners）B-behavior ⾏为listen,sing,imitate,recite,depict,recognize,apply,understand,know,master,enjoyC-conditions 条件after this class, under the guidance of the teacher, after attending a lecture,with the help of substances, through imitation/repeatD-degree 程度/标准clearly, fluently, correctly, efficiently, basically, preliminarily, smoothly, appropriately 3、教学⽬标的陈述⽅式按照层级划分有三种goals,aims,objectives（course goals, teaching aims）（1）结果性⽬标（知识与技能）4、教学⽬标的陈述原则comprehensive、suitable、specific、accurate全⾯、恰当（⽬标层次性/内容和已有知识⼀致性/教学活动连贯性）、具体、准确五、教学重难点P2591、教学重难点的meaning涵义（1）Teaching key/ Important point教学重点称为subject学科教学的core knowledge核⼼知识（2）Teaching difficult point 教学难点（3）教学重难点的relation关系教学重点：stability、chronicity 稳定性、长期性教学难点：temporary、relativity 暂时性、相对性2、教学重难点的确定（1）深刻理解课程标准熟悉和贯彻执⾏课程标准的内容要求（2）深⼊研究教材教材是教学的主要依据（3）了解学⽣的实际情况学⽣是教学的对象/主体（4）善于总结经验虚⼼学习、不断提⾼⾃⾝教学素质和能⼒3、突出重点、突破难点的method⽅法metaphor description⽐喻说明法、list comparison 列表对⽐法、exercise 练习法、Multimedia assisted instruction 多媒体辅助教学法、game activity游戏活动法六、教堂教学process过程设计P260教学过程（teaching procedure）实现教学、发展和教育三⼤功能1、课堂导⼊活动的设计Lead-in导⼊应达到“3A”的功效：arouse激励启发；advertise引起注意；advance促进（1）课堂导⼊的⽅法复习导⼊法（新旧知识的联结点）、直观导⼊法（直观教具或多媒体⼿段）情境导⼊法（duty report/⾳乐/故事/游戏导⼊）、悬念导⼊法（呈现⼀系列问题）（2）注意事项导⼊时间不宜过长（5’/45’）；符合教学⽬标/内容；从学⽣实际出发（年龄、性格、认知特征）；⽅式新颖有创意2、语⾔学习与实践活动的设计（呈现、讲解、练习巩固和实践新语⾔知识）（1）呈现活动的设计（presentation）问题呈现、情景呈现、故事呈现（完整故事贯穿整个课堂教学）、直观呈现（简笔画/图⽚/模型/幻灯⽚/⾝势语）（2）练习与巩固活动的设计（practice and consolidate）机械性练习mechanical exercise 控制式的练习频率⾼⽆需过多思考，不超过8min，1~2项练习内容，学⽣个体/全班练习为主，⽴即纠错练习形式：模仿、跟读、重复、替换练习、简单回答活动半开放性练习semi-open practice 半控制式的意义性练习。

1 初中英语教资面试《试讲》各大课型之词汇课教案+逐字稿

1 初中英语教资面试《试讲》各大课型之词汇课教案+逐字稿

初中英语教资面试《试讲》各大课型教案+逐字稿第一章词汇课一、例题1.题目:词汇教学试讲2.内容:Ms James:Welcome back,everyone!Today,we’re going to talk about good ways to learn English.Ready?Who has some advice?Lingling:We should always speak English in class.Ms James:Good!Let’s try to speak English as much as possible.Daming:Why not write down our mistakes in our notebooks?Ms James:That’s a good idea.And don’t forget to write down the correct answers next to the mistakes.What else?Lingling:It’s a good idea to spell and pronounce new words aloud every day.3.要求：（1）朗读所给材料；（2）重点讲解划线词汇;（3）全英试讲；（4）试讲时间10分钟；（5）配合教学内容适当板书。

二、教案1.Teaching aims(1)Master the new phrases and sentence patterns.(key points)(2)Improve listening and speaking skills.(difficult points)(3)Arouse interest in learning English.2.Teaching methodsSituational teaching method,TBLT,communicative teaching method.3.Teaching proceduresStep1.Warm-up and lead-in(1)Sing：<Monsters>.(2)Video:sitcom Friends.（Rachel and Monica；chatting in different languages）→Title:ways to learn EnglishStep2.Presentation(1)Find the main idea:What’s the conversation mainly about?(how do they improve their English)(2)Show the new words:talk about≈discuss；as much as—He doesn't earn as much as I do；write down—（action）；next to—where is the little girl，she is next to car （picture）(3)Show the scentences:We should……；Why not……；Step3.Practice(1)Fill in the blanks.（A.we're going to talk abou t good ways to learn English.B.Don't forget to write down the correct answers next to the mistakes.…）(2)Pass the ball.Read the phrases.Step4.ProductionDiscussion:How do you improve your English?Step5.Summary and homework(1)Summary:Different ways to improve English；Emotion.(2)Homework:other interesting ways to improve English.5.Blackboard design三、逐字稿Step1.Warm-up and lead-inT:Class begins!Boys and girls,how are you today?Oh,you all look tired.Howabout singing a song to cheer up?Are you ready?Let's go!I see your monsters，I see your pain.Tell me your problems，I'll chase them away.I'll be your lighthouse，I'll make it okay.When I see your monsters，I'll stand there so brave,and chase them all away. OK,feel better now?Great,it’s time for class.（And，）At the beginning of the class,I’d like to show you a video.It's taken from sitcom Friends.Please look at the screen.What can you see in the video?（手指屏幕）Do you know the answer?Yes,Rachel and Monica.Any others?They are chatting in different languages.Excellent!You know so much about the video.Would you like to learn something more?(回答总结)Today,we are going to learn a new lesson—Ways to learn English.(板书课题)Step2.PresentationGuys,please open your books.Now,I will show a short material for you.Listen carefully and think about the following question:What’s the conversation mainly about? 3minutes for you.Now,let's start.(停顿1~2s)（如有朗读要求，此处插入朗读文本）OK,stop here.Who can answer the question?The boy in glasses,you please.It is about how do they improve their English.(复述答案)Agree?Well donet!You got the correct answer.(反馈评价)Sit down,please!OK,boys and girls,it's time to learn something new.Here are some new phrases on the screen.(板书词汇/短语)Now,look at the first one,talk about.Do you remember the word discuss？It has the same meaning with the new phrase talk about.Can you understand it now?Awesome!（Can you make a sentence with the new phrase?They are talking about some interesting places.You are so clever!）Read after me,talk about, talk about.（教读发音）And，how about the second one？as much as.Maybe you think it’s difficult.I will make a sentence with“as much as”.Try to understand its meaning according to this sentence.Listen to me carefully.He doesn't earn as much as I do.Am I clear?Good job!Read after me,as much as,as much as.Ok,look at the third one,write down.Look at me!What am I doing?(呈现动作)Do you know this action?Great! write down.Read after me,write down,write down.We can write down the notes,right? Now,how about the last one?next to.Please look at this picture.Where is the little girl? Yes,she is next to the car.Read after me,next to,next to.Wonderful!As you have mastered the phrases.Let’s learn some new sentences.Take a look!Pay attention to the underlined parts.We should always speak English in class；Why not write down our mistakes?Do you know the meaning?Great!（We often use these sentence sturctures to give advice/express suggestions.(作用)）For example,We should study hard.Why not have a dinner wtih us?Pretty good!Step3.PracticePractice makes perfect,so we will do some exercises.Let’s“Fill in the blanks. Please finish it as quickly as you can and we will check the answers later.I would give you3minutes,here we go.(间隙中，简要板书出练习的题)Have you finished? What’s your answer,Cindy?Ok,we’re going to talk about good ways to learn English. Good,any different opinions?All right,but Cindy,please pay attention to the pronunciation of“talk”,talk.Can you try again?Great,this time is better!Next one? Please tell me together.(Yes,don't forget to write down the correct answers next to the mistakes.)Wonderful!After doing the exercises,you must be a little tired.Let’s play a game called“Pass the ball”.I will play a music,you should pass the ball to the student behind you,when I stop,who gets the ball should stand up and read the phrases on the screen.Am I clear? Let's see who is lucky.Ready,go!You are my sunshine,my only sunshine....Stop! Jenny,you are so lucky.next to.Good.Let’s continue.You make me happy when skies are grey…Bob,it's your turn.Write down.Wow,you all did a very good job!Step4.ProductionSince we have mastered the knowledge well,now,let’s have a discussion.Think about the question:How do you improve your English?Try to use your imagination to think of more answers.You will work in groups and share your ideas with your group members.Don’t forget to use the words we just learned/(Don't forget to use what we just learned).(指向屏幕)You have5minutes.Here we go!（巡视+小提醒）Ok,you are you involved!Who wants to show your group ideas?Jack,you please!Wow,you know so many good ways to learn English.You set a good example for us!(Any volunteers? The girl in the corner,please.Oh,you have good pronunciation and clear logic.)Sit down,please.Step5.Summary and homeworkHow time flies.Now let’s see what we have learned today.Yes,we have learnedsome new words and sentence patterns,Excectly!(And we can try to use different ways to improve our English,right?Good!)After class,our homework is to search for more information about other interesting ways to improve English on the Internet.Some of you will be invited to share it in the next class.So much for today,goodbye everyone!。

资格证面试初中英语试讲示范课5篇

资格证面试初中英语试讲示范课5篇

目录1.词汇课-Musicians Wanted for School Music Festival2.听说课-Is there a bank around here3.写作课-How to Write a Reply Letter4.阅读课-Lao She’s Tea House5.语法课-Appositive clause一.词汇-Musicians Wanted for School MusicFestival1.题目：Musicians Wanted for School Music Festival.2.内容：Musicians Wanted for School Music Festival. Are you a musician? Can you sing? Can you dance? Can you play the piano, the trumpet, the drums, orthe guitar? Then you can be in our school music festival. Please call Zhang Heng at 622-6033.3.基本要求：（1）全英试讲（2）朗读课文（3）讲划线词语（4）配合适当板书教案Musicians Wanted for School Music FestivalTeaching PlanI Teaching AimsKnowledge aimStudents will be able to master the meaning and usage by given words related to music. Ability aimStudents can recognize different instrument and speak out the right words. Emotional aimStudents will be more interested in music and broaden horizon of different instrument.II Teaching Key &Difficult PointsKey point: master the usage of these new words: musician, piano, trumpet, drum, guitar Difficult point: How to recognize these different instrumentIIITeaching procedures:Step 1: Warming upDaily greeting.Play an English song Ode to Joy and invite students to sing together, after singing, introduce the famousmusician of this song - Beethoven and naturally lead in today’s topic.Step 2: Presentation1. Show the short notice: Musicians Wanted for School Music Festival, read it affectionately to studentsand teach the underlined word “musician” with the picture of Beethoven and show other famous musicians tobroaden their horizon.2. Show the pictures of other four words, describe the shape and play the corresponding sound with themulti-media to help students recognize these instrument.3. After teaching, let them read for three times, pay attention to the pronunciation.Step 3: Practice1. Do a voice game. If I read the words in high voice, they should read in low voice; if I read in low voice,they should read in high voice. I will divide them into several groups to do this game.2. Play a guessing game. Listen to me carefully, and guess what it is.For example: It is large, it has black-and-white keys, Langlang is good at playing it.Step 4: ProductionPlay the selected part of famous film Rio, let students to imitate the sound instrument of it and fourstudents in a group to design a short play, them perform out.Step 5: Summary & Homework1. Read the knowledge together on the blackboard.2. After class, ask students to search some other instrument they like and imitate the sound of one.IV Blackboard design二、听说-Is there a bankaround here1.题目：Is there a bank around here?2.内容：Tony: Hi, excuse me.Linda: Yes. How can I help you?Tony: Well, I am new in town. Is there a bank around here?Linda:Yes, there is. It is on Center Street. It is across from the park.Tony: where is Center Street?Linda: It is not far from here. I can walk with you.Tony: Oh, that’s great! Thank you so much. Linda: No problem.3.基本要求：（1）全英授课；（2）要有与学生的互动；（3）教学生如何给他人指路；（4）设计一节口语课教案Is there a bank around here Teaching PlanI Teaching AimsKnowledge aimsStudents will learn some new words and sentence patterns about asking ways. Ability aims1. Students can enhance their gist listening ability and get to know some specific information.2.Students can get the ability of reading maps. Emotional aimsStudents will be ready to help others and dare to speak oral English in daily life.II Teaching Key &Difficult Points Key points:Words: bank, around, across, far from. Target language: Is there…? Where is…? Difficult point:Students know how to give right directions to others in English.IIITeaching procedures:Step 1: Warming upGreet as usual.Invite the whole class to sing the song Little Star, after singing, I will tell them we can recognizedirections according to the star, and ask them a question: Do you know other tools for giving directions? Whatare they?Step 2: Pre-listeningShow some words of this listening material and use the corresponding pictures to help students understandthe meaning. The new words include park, bank, Center Street, town.Step 3: While-listening1. Extensive listening:Listen to the tape for the first time, and ask students to answer the question on the screen：What are they talking about?2. Intensive listening:Ask students to listen carefully and draw a simple map with the places mentioned in the tape. Meanwhileinvite one student draw the picture on the blackboardAfter students finish the activity, according to the map the student draw on the blackboard, I will ask: Isthere..? And Where is…?Students answer questions. At this time, write the important sentence structures on theblackboard.Listen to the tape and pay attention to the target language.Step 4: Post-listeningImagine there is a foreign friend comes to visit your school and wants to find the library, you are requiredto give him the right directions, work in pairs and make a dialogue, later to perform out. Step 5: Summary & Homework1.Ask students to summarize what they have learnt in this class.2. After class, please design a route map to introduce how to get to West Lake.IV Blackboard design三、写作-How to Write aReply Letter1.题目：2.内容：假设你又是李明,参加了“澳大利亚英语夏令营”为期两周,住在格林夫妇家,他们为你提供吃住行及旅游帮助,请给格林夫妇写信：安全到家；感谢；澳大利亚感受；保持联系Dear Mr.and Mrs.Johnson,I’m writing to you from my home in China.I have returned home safe and sound.When I think of the wonderfultwo weeks I spent in America,I just c an’t help thinking of both of you.You provided everything to make me feel athome.Your generous help and tender care transformed my first American trip into an unforgettable memory.Additionally,I’ve learned so much,not only English but also culture,which greatly enlarges my knowledge.And Ireally enjoyed a great deal of fun and laughter we shared with each other,especially the ideas we exchange about whatwe have in common.Thank you very much.I’ll always remember this trip as well as your kindness.I’ll keep in touch and write to you later.Please take care!Yours Li Ming3.基本要求：（1）全英试讲（2）指导学生学会写信（3）互动环节（4）配合适当板书教案How to Write a Reply Letter Teaching PlanI Teaching AimsKnowledge aims:Students can understand basic structure of a letter and know how do they write a letter in reply.Ability aims:Students will be able to get the main information of the original letter. According to the sample, students can write a letter in reply.Emotional aims:Students would like to join some activities to improve their writing ability.They can understand the letter culture in English countries.II Teaching Key &Difficult Points Teaching Key Points:1. Master the basic structure of English letter.2. Students can write a letter in reply. Teaching Difficult Points:1. Students can avoid making mistakes while their writing;2. Students can improve the confidence of writing, and not afraid of writing English.III Teaching proceduresStep 1 Warming-upI will ask them some questions to lead in the topic:①Do you have a pen-pal, and do you often write to him or her?②What kinds of topic do you usually discuss in your letters?③Do you know how to reply a letter?After they answer these questions, I will tell them today we are going to learn to reply a letter.Step 2 Pre-writingLet them read the letter and find out the information of letter should include. (a letter should includeaddress, main body, complimentary close, and signature; and in the main body, we should express the purposeof this letter clearly, sometimes it is for thanking, sometimes for apologizing, and sometimes for discussing orinviting.Ask them to read the letter on the book and then tell me what they are talking about. While I will ask themto answer the following questions.Why did Li Ming write this letter?Why did Li Ming feel great during that time?Image they are Mr. or Mrs. Johnson and ask them to write a reply letter to Li Ming. What would you sayto Li Ming. Ask the students to have a discussion.Step 3 While-writingImage they are Mr. or Mrs. Johnson and ask them to write a reply letter to Li Ming , they can write thereply letter according to the above discussion. While writing, I will ask them to pay more attention to thespelling, grammar, and the logic of sentences. Step 4 Post-writingAfter they finished the writing, I will ask them to modify their drafts by themselves, and then exchangetheir draft to do the pair editing.Then I will ask some students to read their letters to us, and let them give some suggestions together.Step 5 Summary and homework Summary: Ask one student to summarize what they have learnt today. Then the teacher will add ifsomething miss.Homework: Surf the internet and find out other function of letters.IV Blackboard design四、阅读-Lao She’s TeaHouse1.题目：Lao She’s Tea House2.内容：Teahouse is one of Lao She’s most famous plays. He wrote it in 1957. The play has three acts andshows the lives of common people in China from the end of the nineteenth century to the middleoftwentieth century. It tells us thestory of Wang Lifa and the customers of his teahouse in Beijing. Itdescribes the changes in Chinese society over fifty years around the beginning of the twentieth century.3. 基本要求：（1）全英语试讲；（2）设计一节阅读课；（3）要充分发挥学生的主动性教案Lao She's Tea HouseI Teaching AimsKnowledge aims1. Students know about Lao She’s representative works and know the main idea of Tea house.2. Students know more information about ancient China.Ability aims1. Students can grasp the main idea and specific information in the passage.Students can describe the life experience of Lao She and retell the passage in their own words. Emotional aimStudents can feel proud of Chinese culture and cultivate the awareness of cross-culture.II Teaching Key &Difficult Points Key point: Lao She’s representative works and know the main idea of Tea house. Difficult point: How to enable students to feel proud of Chinese culture and cultivate the awareness ofcross-culture.IIITeaching procedures:Step 1: Warming-upGreetingsAsk students what they did last night and then move to the topicIn the Name of People and its author ZhouMeisen, hence lead students to answer who are their favorite authors to present the author Lao She.Step 2: Pre-readingAfter students’sharing, I will invite students to look at the screen on which there are several photos of LaoShe’s Tea House. And then ask students to predict what the play mainly talk about. Step 3: While-reading1. Fast readingFind out whether the students’ predictions are correct.Ask students two questions before their reading:a. When did Lao She white this play?b. How many acts does it conclude?2. CarefulreadingAsk students to finish the chart in the group of four. And then divide the whole class into two groups to havea group competition, the one who get higher scores will be rewarded.Step 4: Post-readingRetell the passage according to the chart we have made.Invite students to enjoy some clips of Tea House, and express their feelings about them. Step 5: Summary & HomeworkAsk students to review the key points together. Homework: write a short passage about their favorite play of Lao she. IVBlackboard design五、语法-Appositive clause1.题目：2.内容：The fact that more and more people settle down in Canada pleased the Canadians.3.要求：（1）英文授课（2）设计相关互动环节（3）根据文本内容授课，讲解同位语从句语法（4）适当板书教案Appositive clauseTeaching Aims:Knowledge aims: Students can understand the usage of appositive clause;Ability aims: Students can identify the appositive clause, and can use this kind of clause into their writingor speaking.Emotional aims:Can foster the interest and desire of learning English, pay attention to in Englishcommunication and understand others’ feelings;Can improve the confidence of learning English, and not afraidof speaking English;Can cooperate with other group mates actively, and complete the tasks together.Teaching Key Points:Get the sentence structure and its meaning of each sentence, and can induct the rules of the functions ofgrammar.Teaching Difficult Points:Use the appositive clause in proper situations; can identify the clause type in different situations,especially can distinguish the appositive clause. Teaching Methods:Inductive Method, Task-based Teaching Method, Found-type MethodTeaching Aids:Multi-mediaTeaching Procedures:Step 1 Warming-upAsk students to watch a video clip which selected from the movie Despicable Me firstly, and then askthem what kind of grammatical phenomenon they can find.First of all, you got no proof that I did that! There is clear evidence that you did that!I will lead them to think about the relation between the word “proof” and the sentence i. Then come to theconclusion: the sentence is appositive of proof. And today we’re going to learn the appositive clause.Step 2 Presentation1. Show some sentences on the blackboard, and ask students to discuss the function of the underlined partin groups of 4.We heard the news that our team had won. They were worried over the fact that you were sick.After they finished, I will invite group leaders to share their views. And come to the conclusion that thefunction of appositive clause is a supplementary specification to a noun, this kind of clause equals to a noun.This clause always appears after the related noun closely.Step 3 Practice1. Ask students to make sentences by using appositive clause.Step 4ProductionRole-Play time! Suppose Mike and Mary are coming to our school and you are going to be the guide tointroduce to them about our school with appositive clause as much as you can.I’ll give you ten minutes todesign a short play, four people in a group. Then I’ll let some of them to share with us! Start.Step 5 Summary and homeworkThere are two sentences on the PPT. One is appositive clause, and the other one is attributive clause.Please find out the differences between the appositive clause and the attributive clause! How do we distinguishthem from each other? I will invite some of them to share with us tomorrow.Blackboard Design:。

初中英语试讲简案和逐字稿--词汇课01

初中英语试讲简案和逐字稿--词汇课01

初中英语试讲简案和逐字稿--词汇课011.题目:词汇教学试讲2.内容:Kangkang: Wang Wei, what kind of home do you live in?Wang Wei: It's a townhouse with two floors.Kangkang: Do you live with your grandparents?Wang Wei: No, they live in a big farmhouse in the country.What about your home?Kangkang: It's an apartment.Wang Wei: How many floors are there in your building?Kangkang: There are seven.Wang Wei: Do you like living there?Kangkang: Yes. Oh, Michael is looking for an apartment near our school. Let's help him.3.要求：（1）朗读所给材料；（2）重点讲解划线词汇;（3）全英试讲；（4）试讲时间10分钟；（5）配合教学内容适当板书。

简案What kind of home do you live in?1. Teaching aims:1) Knowledge aim: Learn some new words: townhouse, grandparents, farmhouse, apartment and so on. （题本要求是重点讲解单词，那么知识目标重点要学新单词）2) Ability aim: Apply the words in real situation and improve their listening and speaking ability. （学完了单词还得会用，用是更高的能力）3) Emotional aim: Be fond of taking part in class activities(万能).Become interested in different buildings at home and abroad（具体）.2. Teaching key and difficult points: （重点对应知识目标，难点对应能力目标）1) Teaching key point: help students master the new words.（本节课重点就是讲解单词！）2) Teaching difficult point: how to use the new words and sentence to communicate correctly and freely.3. Teaching methods:Task-based language teaching method (TBLT任务型教学法)；question and answer teaching method （问答法）；group work learning method 小组学习法；cooperative learning method合作学习法；communication teaching method 交际教学法；situational teaching method情景教学法；independent learning method 独立学习法。

七年级英语跟课知识点

七年级英语跟课知识点

七年级英语跟课知识点一、基础语法知识点1. 动词时态：一般现在时、一般过去时、现在进行时、过去进行时、一般将来时。

2. 形容词和副词的比较级和最高级：形容词比较级的构成、比较级的用法；副词比较级的构成、最高级的构成和用法。

3. 物主代词：形容词性物主代词（my、your、his、her、its、our、their）和名词性物主代词（mine、yours、his、hers、its、ours、theirs）。

4. 情态动词：can、could、may、might、shall、should、will、would、must、need、ought to。

5. 介词和介词短语的用法和构成。

二、听力技巧1. 听懂对话的重要性：如何理解句子的组成和上下文的关系，通过听力来提高语言的学习效率。

2. 听力中的关键词：通过听力理解对话，找出关键词，提高对话的理解和处理能力。

3. 注意听力细节：正确的听力技巧不仅需要掌握基本语言知识，还需要注意一些细节，如上下文的关系、说话者的语气、语速等等。

三、口语技巧1. 口语表达的基本技巧：如正确使用语调、语音和发音等。

2. 熟悉日常用语：熟悉一些简单的、日常生活中常用的英语表达，如问候、道歉、用餐、购物等。

3. 练习口语表达能力：通过口语练习来提高英语交际能力，包括模仿、跟读、角色扮演等。

四、阅读技巧1. 知识点理解的技巧：正确理解和理解知识点，分析文章的结构、意思和文化背景。

2. 关注文章的上下文：学习如何从上下文中推断、理解文章的含义和目的。

3. 熟悉常见的词汇和语法：通过阅读，了解和掌握常见的英语词汇和语法。

五、写作技巧1. 练习写作技巧：写作的基本技巧包括：组织文章的结构、正确使用语法和标点、熟悉写作常识等。

2. 注重写作表达：写作时要注重表达清晰明了、语句通顺、逻辑严密，使读者能够很好地理解文意。

3. 掌握写作中的文化背景：写作时需要考虑到文化背景，运用正确的术语和礼节书写。

七年级英语知识点试讲

七年级英语知识点试讲

七年级英语知识点试讲在七年级英语教学中，教师需要注重知识点的讲解，确保学生对英语知识的全面掌握和理解。

以下是本人对七年级英语知识点的试讲：一、动词时态及其用法动词时态是英语基础语法中最为核心的知识点之一。

正确掌握动词时态对于理解英语语法和提高英语能力至关重要。

主要动词时态有以下几种：1. 现在时：表示动作正在进行或者经常发生例如：I am watching TV now.（我正在看电视。

）She usually drinks milk for breakfast.（她通常早饭喝牛奶。

）2. 过去时：表示已经发生的动作例如：I played soccer last weekend.（上周末我踢了足球。

）She studied English for three hours yesterday.（昨天她学习英语三个小时。

）3. 将来时：表示将要发生的动作例如：I will go to Beijing next month.（我下个月要去北京。

）She is going to visit her grandparents next week.（她下周要去看望祖父母。

）二、冠词用法冠词在英语句子中起着非常重要的作用，正确运用冠词可以提高句子的表达能力和语言的流畅度。

主要的冠词有“a/an”和“the”。

1. “a/an”用于指代一个泛指的事物或者人例如：I want to buy a book.（我想买一本书。

）He is looking for a job.（他正在找工作。

）2. “the”用于指代一个具体的事物或者人例如：The book on the desk is mine.（桌子上的书是我的。

）The boy with glasses is my friend.（戴眼镜的男孩是我的朋友。

）三、名词所有格用法名词所有格指用于表示某物或某人所属或所拥有关系的词语。

在英语句子中，名词所有格的运用非常常见。

初中英语知识点总结大全讲解

初中英语知识点总结大全讲解

初中英语知识点总结大全讲解一、词汇与语法1. 词汇积累- 基础词汇：掌握日常生活、学习、工作中常用的英语单词，如颜色、数字、食物、动物等。

- 词性变化：了解名词、动词、形容词、副词等词性的构成和变化规则，如复数形式、动词时态变化等。

- 短语搭配：学习并记忆常用的短语和固定搭配，如“make a decision”、“take care of”等。

2. 语法结构- 时态：掌握一般现在时、一般过去时、一般将来时等基本时态的构成和用法。

- 语态：了解主动语态和被动语态的区别及转换方法。

- 句型：熟悉陈述句、疑问句、祈使句、感叹句的构造和使用场景。

- 从句：学习简单句、并列句和复合句的构成，尤其是名词性从句、定语从句和状语从句的基本用法。

二、听力与口语1. 听力技巧- 预测：根据上下文预测对话或短文的内容。

- 捕捉关键信息：在听力材料中快速识别并记住关键词汇和信息。

- 理解语境：通过语气、语速等线索理解说话人的意图和情感。

2. 口语表达- 发音：练习正确的发音和语音，包括元音、辅音、连读、弱读等。

- 流利度：通过练习提高口语的流畅性，减少不必要的停顿和重复。

- 表达能力：学习如何用英语表达思想、情感和观点，包括使用恰当的词汇和语法结构。

三、阅读与写作1. 阅读理解- 快速阅读：培养快速浏览文章，抓住主旨大意的能力。

- 细读理解：深入理解文章的细节信息，包括事实、观点和作者态度。

- 推理判断：根据文章内容进行逻辑推理，推断隐含意义或作者未明确表达的信息。

2. 写作技巧- 文章结构：学习如何组织文章，包括引言、主体段落和结论。

- 语言表达：使用恰当的词汇和句型，使文章内容丰富、逻辑清晰。

- 写作风格：了解不同文体的特点，如叙述文、议论文、说明文等，并尝试模仿和创作。

四、学习策略与习惯1. 学习策略- 制定计划：设定学习目标，制定合理的学习计划和时间表。

- 多种学习方式：结合课堂学习、自学、在线课程等多种方式提高英语水平。

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