高中英语面试教案逐字稿阅读+词汇课
高中英语教师资格面试试讲逐字稿万能模板
高中英语教师资格证面试试讲逐字稿万能模板1、题目：《Unit 3 Celebrations 》2、内容：3、基本要求（1）试讲时间10 分钟。
（2）全英文授课，师生间有互动（3）适当板书教学设计逐字稿Good morning/afternoon, I’ m number 6 candidate, applying for senior middle schoolEnglish teacher. It ’s my great honor to be here to present my lesson, now pleaseallow me to start my presentation.Good morning/afternoon, boys and girls. How are you today? Not bad? You feel great. I ’m great, too. Thanks for asking. Are you ready for our English travel today? Oh, that ’s great. Let ’s enjoy some pictures together. What are these pictures about? Yeah, parties. Any other parties do you know? New YearParty; Wedding party; Christmas party, birthday party...... Amazing.What do we usually do in parties? We eat delicious food, we exchange things. Great, look at this picture, what are they doing? They are sitting around and eat hot-pot. Do you like ice-cream and cookies? Yeah, they taste sweet, and we call them snacks. Do you like Coco-kola? It ’s a kind of drink with no alcohol, so it is soft drink.Now, read these words by yourself, please. Stop here. Please fill in the blanks of exercise 2. Carlos, would you please read out youranswer? The first one, we only invite family and close friends to my father ’s birthday party. The second one, In the summer, we love having a barbecue in the garden with friends. Terrific. Sit down, please. In life there are always things worth celebrating, such as: passing test, retiring, going to study abroad, getting a job with good salary and so on. Now, let ’s listen to a four people ’s speech, judge why each person is celebrating, OK? Great. Here we go.Tape is over, why is Dave celebrating?Diana. He passed his driving test, she had failed twice, now, he feels great. Dean, why is Mike celebrating? He is so lucky, he gets a job with good salary. Wonderful. Sit down, please. Grace, can you tell us why Ewa is celebrating? Shegets a great opportunity that she can study one year in America.That ’s fine. Sit down, please. Do you agree with her.?Yeah. Excellent! What ’s Lisa celebrating for? Let ’s say it together. Now she is retiring after working for many years. Well done. When we attend a party we should follow social customs. What do you think should you do in parties? Wear proper clothes, be polite, respect local tradition. Wonderful. In exercise 4, you will get some useful advice. Now read through the advice , trying to complete the sentences and predicting what the answer will be. Stop here. Who want to be the first one? David, how brave you are! Read the whole sentence please. If it ’s very formal, you should dress smartly. Nowadays, you don ’t have to be too formal. You shouldn ’t arrive late to a dinnerparty. Well done, sit down please.Supposed you have a foreign friends who receives an invitation to one of the Chinese traditional celebrations. would you please givehim/her some advice.For example: What to wear? What presents to take? What not to do? When to arrive?You are so kind. Work in groups and try to create a short play in such situation. Have you finished? Group 1. go back to your seat. Let ’s applaud for them. They give some advice for celebrating the oncoming middle autumn festival. Many interesting things happen among them. That ’s amazing. I ’m proud of you. So, here we know that, there are so many differences between Chinese and western cultures, so please pay more attention to ourtraditional festivals and learn to respect other ’s customs. OK? Fabulous.How time flies, did you enjoy our English travel? That’s what I try to do. Glad you are happy. Time for homework. Suppose we are going to have abarbecue to welcome fresh man, you are suppose to write a composition about this. Next class, show you results. Are we clear? Perfect. So much for today, seeyou next time.That’s all. Thank you.。
教师资格证考试面试高中英语教案模板+逐字稿词汇课
高中英语词汇课一、教学目标1. 知识目标：让学生掌握并运用本节课所学的词汇。
2. 能力目标：培养学生运用英语进行交流的能力。
3. 情感目标：激发学生学习英语的兴趣，提高他们的自信心。
二、教学内容1. 词汇：单词和短语。
2. 句型：用于表达单词和短语的句型。
三、教学重点与难点1. 重点：单词和短语的正确拼写和用法。
2. 难点：词汇在实际语境中的运用。
四、教学方法1. 任务型教学法：通过完成各种任务，让学生在实践中学习和运用词汇。
2. 情境教学法：创设真实的语境，帮助学生理解词汇的意义。
五、教学步骤1. 导入：引导学生回顾上节课所学的词汇，为新课的学习做好铺垫。
2. 新课：介绍本节课的词汇，让学生通过观察、思考、讨论等方式理解词汇的意义。
3. 实践：让学生在小组内运用所学词汇进行交流，巩固记忆。
4. 拓展：引导学生运用所学词汇进行写作或口语表达，提高他们的语言能力。
5. 总结：对本节课所学内容进行归纳总结，强调重点和难点。
6. 作业布置：布置适量作业，让学生课后巩固所学。
教案模板：1. 教学目标2. 教学内容3. 教学重点与难点4. 教学方法5. 教学步骤逐字稿：1. 导入（5分钟）回顾上节课所学的词汇引入本节课的主题2. 新课（15分钟）介绍本节课的词汇讲解词汇的拼写、意义和用法3. 实践（10分钟）学生在小组内运用所学词汇进行交流教师巡回指导，纠正错误4. 拓展（10分钟）引导学生运用所学词汇进行写作或口语表达学生展示，教师评价5. 总结（5分钟）归纳总结本节课所学内容强调重点和难点6. 作业布置（5分钟）布置适量作业，让学生课后巩固所学六、教学评价1. 评价方式：采用课堂表现、作业完成情况和小测验等多种方式进行评价。
2. 评价内容：学生对词汇的掌握程度、运用能力以及课堂参与度。
七、教学反思1. 反思内容：教学过程中的成功与不足之处。
2. 反思方式：通过学生反馈、自我总结和同行交流等方式进行。
八、教学拓展1. 拓展内容：与本节课主题相关的词汇和短语。
教师资格证考试-面试-高中英语-教案模板+逐字稿-词汇课
词汇课教学设计思路++方案+逐字稿【注意】词汇课一般都会把要讲解的词语划线或者加粗加黑；【词汇讲解方法】主要有以下几种方法;①展示实物/图片：对于一些简单的名词，我们通过展示实物或者图片来进行讲解；②观看视频/展示图片：对于一些抽象形容词，我们可以通过观看视频/展示图片来进行讲解；③近义词、反义词法：如：mistake：it has the same meaning with “error” and “fault”；④利用词性：如：chemical：it’s the adjective form of chemistry；chemist：it relates to chemistry, it’s also a noun, but it has sth to do with sb；⑤做动作：对于一些动词，我们可以通过做具体的动作来进行讲解；⑥造句子：对于一些短语，我们可以通过句子来进行讲解；⑦创设情境：我们可以通过在具体情境中使用单词，从而对其进行讲解；⑧万能图片法：若实在找不到讲解的方式，可以通过图片进行讲解；⑨构词法word formation；【设计思路】词汇课，我们采用3P模式，即presentation， practice以及production；各个环节可以设计的活动如下：【教案】Teaching PlanTeaching Aims:Knowledge aims:（以下内容选一/二即可）①Students will understand the new words correctly: …（词汇）②Students will master the usage of these words: …（词汇）③Students will be able to explain the new words in English: …（词汇）④Students will master the word formation of these words: …（词汇）Ability aims:(1)Students can correctly use the new words.(2)Students can translate the new words in sentences or passages.Emotional aims: （以下内容选一/二即可）(1)Students can get more interests and confidence in learning English.(2)Students will be willing to apply their English into daily use.(3)Students can get the awareness of cooperation with others.Teaching Key & Difficult Points:Teaching key point:Students can know the new words.Teaching difficult point:How to make students use the new words in their daily use.Teaching Procedures:Step 1 Warming up1.Greetings.2.Lead-in: （以下导入方式选其一即可）①Review the knowledge that we learned before/in the last class with the students: …②Check students’ homework that I assigned in the last class: …③Share a story/saying/experience with students: …④Show students some pictures about … and ask them to think about the following questions:/ Play a short video to the students and ask them to think about the following questions during watching:Q1: …Q2: …⑤Free talk: ask students to discuss the following question and then invite some of them to share their answers:Q: …Step 2 Presentation(1)Deal with the material: （以下方式取其一即可）①Play the tape once or twice, ask students to get the main idea of it or just ask them one or two questions:Q1: …Q2: …（以上是将材料作为听力材料所设计的活动；若文章要求朗读文章，此步骤可设计成教师朗读；若材料比较简单，可以只听一遍）②Read the passage once or twice, ask students to get the main idea of it or just ask them one or two questions:Q1: …Q2: …（以上是将材料作为阅读材料所设计的活动；若文章要求朗读文章，此步骤可设计成教师朗读；若材料比较简单，可以只读一遍）(2)Words explanation and learning:Teach the word “…” by means of …（词汇讲解方法）Teach the word “…” by means of …（词汇讲解方法）Teach the word “…” by means of …（词汇讲解方法）…Step 3 Practice（以下方式选其二即可）①Filling in blanks: by using the correct form of the new words to fill in the blanks:…（填空题）②Translation: translate the Chinese into English by using the new words:…（中文句子）③Making sentences: make sentences by using the new words.④Brainstorm: ask students to discuss with their group members to collect as many expressions as possible that has the similar or same meaning with the new words.⑤Playing the game of “pass the ball”（击鼓传花）: play a music while letting students passa pen, when the music is over, the one who has the pen needs to make a sentence with the new words.Step 4 Production （以下方式选其一即可）①Ask students to retell the passage according to the key details on the screen in their own words.②Show students some pictures/set a situation/just give a topic, and then ask them to do a group discussion by using the new words.Step 5 Summary and HomeworkSummary: ask a student/lead the students to summarize the content of this lesson.（总结环节可以是老师自己总结，让同学总结，老师和同学一起总结三种方式，一般使用后两种方式比较好）Homework: ask students to do some exercises of “filling in blanks” and “translations”. （此步骤中的练习活动可以避免与practice中的活动重复）Blackboard design:【试讲逐字稿】[自我介绍]:Good morning/afternoon, dear judges, I’m No.X candidate applying for high school English teacher. （有的地方不让说姓名，只能说号码，但有的地方规定要说姓名，进入面试室时，有人会给你看一下注意事项，所以请一定看清，否则说错了会视为作弊，取消资格的）（上面这一句是在敲门得到允许进去后，所做的自我介绍，或者是向考官问好，一般考官会回应说：good morning/afternoon，之后你需要走到讲台上，进行结构化答题，回答结束后，考官会说请开始你的试讲）分割线—下面是真正的试讲逐字稿Today my topic is …, now I’ll start my class.[Greetings]:Class begins, sit down please. Good morning/afternoon, boys and girls, welcome to my class. How are you guys today? Great? Not bad? Glad to hear that. Me? Oh I’m pretty good, thanks for your asking. So are you ready for our class? Ok, good.[Lead-in]：以下方式选其一即可（建议在此步骤中，若能与文章标题联系起来的时候，可以书写板书：具体的标题，若文章没有标题，可以找机会一边说：today we’re going to have a reading class, 一边书写板书：reading）①Before our class, boys and girls, let’s have a quick review about what we learned in the last class. Do you still remember it? Great, you all remember it. Yes, we learned about …. Now as for today we are going to learn more about it/we are going to learn another grammar.②Before our class, boys and girls, do you still remember the task that I assigned for you in the last class? Yes, it is … Ok, so how many of you have prepared it? Show me your hands. Ok Anna, please. （此处停顿几秒，假装Anna在回答）Excellent, I can see you did it with your heart. Now as for today, we are going to learn …/we are going to talk more about …③-1.Before our class, boys and girls, I’d like to share a story with you. After the story, you need to tell me …（此处可以出一个问题）So please listen to me carefully. …（讲故事）So who wants to share your answers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-2.Before our class, boys and girls, I have s sentence for you, please listen to me carefully and please try to guess its meaning …（此处讲一个名人名言）So who wants to share youranswers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-3.Before our class, boys and girls, I’d like to share one experience of mine with you …（讲经历）So how about you? Do you have any unforgettable experience? Anna, please share with us. …（Anna的回答）Very good, sit down, please. Now as for today, we are going tolearn …/we are going to talk more about …④Before our class, boys and girls, let’s watch a short video/some pictures, and you need to think about the following questions: Q1: … and Q2: … Are you clear? Ok, great, let’s start here.（观看视频/图片，停顿几秒）Well you have enjoyed the video/the pictures, have you got the answers? Anna, you please. Oh you think … Yes, great, sit down please. How about question 2? Peter, please have a try. You think … I agree with you, sit down please. Now as for today, we are going to learn …/we are going to talk more about …⑤Before our class, boys and girls, I’d like to ask you a question: … Anna, please have a try. Yeah, …（Anna的回答）Wonderful, thank you, sit down please. And? Peter, please. Great, …（Peter的回答）Now as for today, we are going to learn …/we are going to talk more about …[Presentation]:(1)以下方式选其一即可：①Now let’s listen to the tape once/twice. Please listen carefully and try to catch the main idea of it /try to think about the following one/two questions:Q1: …Q2: …Are you clear? Start here.（停顿几秒，若要求教师朗读，则此步骤可设计成教师读一遍）It’s over, so have you got the main idea of it? Good, it’s … Very good.②Now let’s take out our paper and look at the reading passage. Please read it carefully to catch the main idea of it/to think about the following one/two questions:Q1: …Q2: …Are you clear? Start here.（停顿几秒，若要求教师朗读，则此步骤可设计成教师读一遍）It’s over, so have you got the main idea of it? Good, it’s … Very good.(2)Alright, guys, it’s time to learn something new here. Let’s focus on the three bold words/the three words underlying in the context and learn some new words together. The first one, can you read it? Yes, it’s … Do you know what it means? No? that doesn’t matter, I’ll explain. …（讲解词汇） and the second one, … and the last one, …（讲解词汇的方法请从以下方式中选择）①展示实物/图片：如pen: do you know what it means? No? that doesn’t matter, I’ll explain. Now look at my hand, what’s on my hand? Yes, it’s a pen.②展示视频/图片：如beautiful: do you know what it means? No? that doesn’t matter, I’ll explain. Now look at the screen. Yes, it’s Zheng Shuang, and she is very, yes, very beautiful.③近义词、反义词：如mistake: do you know what it means? No? that doesn’t matter, I’ll explain. It has the same/similar meaning with “error” and “fault”.④利用词性：如chemist: do you know what it means? No? that doesn’t matter, I’ll explain. It is related to chemistry and it is also a noun, but it has sth to do with sb. Yes, you got it.⑤做动作：如breathe: do you know what it means? No? that doesn’t matter, I’ll explain. Now look at what I’m doing. Yes, it’s called breathe. Please read it after me, breathe.⑥造句子：如lead sb to do sth: do you know what it means? No? that doesn’t matter, I’ll explain. Now I’ll make a sentence for you and try to guess the meaning. Ok, “what leads you to choose teaching as a career?” So do you get it? Great.⑦创设情境：如concern: do you know what it means? No? that doesn’t matter, I’ll explain. Now I’ll set a situation for you, and try to guess the meaning, ok? Ok, Lily hasn’t come back home yet, and it’s getting darker and darker outside, so her mom concerns about her. Yes, it means worry. Great.⑧万能图片法：do you know what it means? No? that doesn’t matter, I’ll explain. Now let’s look at some pictures on the screen. so do you get the meaning of it? Ok, great.⑨构词法(word formation)：如sandstorm: except that we should know the meaning of it, we also need to know the word formation of it. Actually it is a … yes, compound word. It is combined with sand and storm, so when so much sand meets together, there will be a storm and we will call it sandstorm, clear? Good, and the second word, forecast, can you figure out the word formation by taking the first word as an example? Ok, let’s answer it together. It is combined with … yes, “fore” and “cast”. We call “fore” a prefix, which defines the meaning of this word. Good.（若单词很简单，可以直接说it means …,复杂一点的可以选用以上方法，另外，如果要求用某种构词法，一定要用上；讲解词汇时，没有必要每个单词都将那么细，可以选一个自己会的、熟悉的，着重讲，其他两个单词简单讲即可）[Practice]:Now let’s do some exercises to consolidate the three new words. The first activity: let’sdo some …（给出活动要求，可以从以下活动中选择）. Ok next activity: …（给出活动要求，可以从以下活动中选择）①Filling in blanks: here are some sentences, please complete them with the correct word.I’ll give you 3 minutes to think about them, please start.（停顿几秒）Time’s up, so have you finished. Who wants to share? Lucy, the first one, please. …（Lucy的回答）Good job, sit down, please. And the second one, Peter, you please. …（Peter的回答）Well done, sit down, please.②Translation: let’s do some translations, please translate the sentences on the screen into English. Please try to write all the answers down and then share with us, clear? Ok, start here. （停顿几秒）Time’s up, I saw almost all of you have finished. Who wants to share? Lucy, thefirst one, please. …（Lucy的回答）Good job, sit down, please. And the second one, Peter, you please. …（Peter的回答）Well done, sit down, please.（对于翻译题，学生回答时可以设错，并帮助学生改正，如：the sandstorm has became one of the natural disasters. Became? Or become? Great, become. Sit down, please.）③Making sentences: can you try to make new sentences with the new words? Please work with your partners first and then share with us, clear? Ok, start here. （停顿几秒）Time’s up, I saw almost all of you have finished. Who wants to share? Lucy, the first one, please. …（Lucy的回答）Good job, sit down, please. And the second one, Peter, you please. …（Peter的回答）Well done, sit down, please.④Brainstorm: can you try to collect as many words or expressions as possible that have the same or similar meaning with the new words, clear? Please work with your partners first andthen share with us, clear? Ok, start here. （停顿几秒）Time’s up, I saw almost all of you have finished. Who wants to share? Lucy, the first one, please. …（Lucy的回答）Good job, sit down, please. And the second one, Peter, you please. …（Peter的回答）Well done, sit down, please.⑤Playing the game of “pass the ball”（击鼓传花）: I’ll play a music, while you need to pass a pen, and when the music is over, the one who has the pen needs to make a new sentence with the new words, clear? Please work with your partners first and then share with us, clear? Ok, start here. （停顿几秒）Time’s up, I saw almost all of you have finished. Who wants to share? Lucy, the first one, please. …（Lucy的回答）Good job, sit down, please. And the second one, Peter, you please. …（Peter的回答）Well done, sit down, please.[Production]:以下方式选其一即可①Ok, next I’d like you to retell the passage on your own words according to the key details on the screen. you’ll have 10 minutes to think about it, and you can discuss it with your partners first, and then share your answers with us, clear? Ok start here.（停顿几秒）Now who can have a try? Peter, I saw your hands, please come to the front. （不需要真正复述，只需停顿几秒，然后直接点评即可）Good, you have a good memory, thanks for your sharing, please come backto your seat. Anyone else? Anna, you please,. （不需要真正复述，只需停顿几秒，然后直接点评即可）Well down, you can organize the passage in such short time, you must be a good English writer. Thanks and please come back to your seat.②Ok, next let’s do a group discussion. Four students in one group and try to think about the following question: … Please discuss it with your group members first, and then share your ideas with us, you’ll be given 10 minutes. Let’s start here. （停顿几秒）Time’s up. Have you got any ideas? Share with us. Group one, who’s the representative? Ok Elsa, please come to the front and show us your idea. （不需要真正回答，只需停顿几秒，然后直接点评即可）Sounds that your idea are so reasonable. Thanks for your sharing and please come back to your seat. How about group 2? Oh Mike, please. Come on, be brave. （不需要真正回答，只需停顿几秒，然后直接点评即可）Good, I heard so many great ideas. Thanks for your sharing too. And please come back to your seat. Group 3 and group 4, you are all helpers, well done.（三组和四组就不必一一回答了，整体点评即可）[Summary and homework]:How time flies! It’s time to make a summary. Let’s do it together. Today we havelearned … Yes, some new words, very good, and we also learned how to use them. Ok good, we all did a good job in this class.（老师带领大家一起回答时，当说到重点的时候，要有所停顿，因为我们需要做的是引导学生回答，而不是我们自己回答）Well, here are some exercises of “filling in blanks” and “translations” about these new words, please finish them and we’ll check the answers in the next class, are you clear? Ok, great, that’s all for today’s class, goodbye class, see you next time. （此步骤中的练习活动可以避免与practice中的活动重复）[结尾]：That’s all for my presentation, thank you![接下来就是答辩]。
高中英语试讲6种课型逐字稿
高中英语试讲6种课型逐字稿第一种课型：讲解法讲解法是指教师通过详细解释、演示和示范的方式向学生传授知识。
在高中英语教学中，可以运用讲解法来讲解词汇、语法、句型等知识点的具体用法和表达方式。
首先，我们要明确所要讲解的知识点，并在课堂上给学生提供清晰的定义和解释。
例如，当讲解词汇时，可以提供单词的意思、音标和词性等相关信息。
同时，我们还可以用实际例子来说明这些词汇在不同语境下的用法。
其次，在讲解过程中，要尽可能使用生动、简练的语言，以引起学生的兴趣和注意力。
我们可以通过举例、比喻、图示等方式来讲解抽象概念，使学生更容易理解和掌握。
最后，我们还可以通过示范和演示的方式来加深学生的理解和记忆。
例如，当讲解句型时，可以给学生展示不同句子结构的构造过程，并让他们模仿、练习。
总的来说，讲解法是一种常用的教学方法，能够帮助学生更好地理解和掌握英语知识。
在运用讲解法时，我们要注意语言的准确性和流畅性，以及与学生的互动，提高教学效果。
第二种课型：练习法练习法是指通过大量的练习来提高学生的英语语言应用能力。
在高中英语教学中，可以采用练习法来巩固学生的词汇、语法和阅读理解等基础技能。
首先，我们要选择适当的练习题，涵盖到学生所学的知识点，并根据不同的学习目标进行分类和安排。
例如，如果我们想让学生提高阅读理解能力，可以选择一些与文化、历史、社会等相关的文章，让学生进行阅读和回答问题。
其次，在布置练习题时，要注意题目的难易程度和递进关系。
我们可以从简单到复杂，由浅入深地设计练习题，以逐步提高学生的学习兴趣和能力。
最后，我们要及时检查和纠正学生的答题情况。
可以采用小组讨论、个别辅导等方式，帮助学生理解和记忆知识点，并解决他们在练习中出现的问题。
练习法是一种有效的教学方法，可以帮助学生巩固知识、提高能力。
在使用练习法时，我们要注意题目的质量和正确度，并根据学生的实际需求进行适当的调整和改进。
第三种课型：讨论法讨论法是指通过学生之间的互动和交流来达到学习目标。
教师资格证考试面试高中英语教案模板+逐字稿词汇课
教师资格证考试-面试-高中英语-教案模板+逐字稿-词汇课一、教学目标1. 知识目标：a. 学生能够掌握并正确使用本课引入的词汇。
b. 学生能够通过上下文线索理解和记忆单词。
c. 学生能够运用所学生词进行简单的句子构建。
2. 技能目标：a. 学生能够通过图片、语境等线索猜测词义。
b. 学生能够通过词根词缀等策略扩大词汇量。
c. 学生能够运用英语进行简单的日常交流。
3. 情感目标：a. 学生能够培养对英语学习的兴趣和积极性。
b. 学生能够培养合作意识和团队精神。
二、教学内容1. 教材内容：本课将引入高中英语课程标准规定的词汇学习内容。
2. 教学重难点：学生对单词的正确理解和运用。
三、教学方法1. 交际法：通过情景模拟、角色扮演等方式，让学生在实际语境中运用所学词汇。
2. 情境教学法：利用图片、视频等教学资源，为学生提供丰富的语境，帮助学生理解和记忆单词。
3. 词根词缀法：引导学生通过分析词根词缀来猜测和记忆单词。
四、教学步骤1. 导入：利用图片、视频等资源，引入本课主题，激发学生兴趣。
2. 展示：教师展示本课要学习的词汇，引导学生观察单词的构成和特点。
3. 讲解：教师讲解单词的词义、词性和用法，并通过例句帮助学生理解和记忆。
4. 练习：学生通过填空、翻译等练习，巩固所学词汇。
5. 应用：学生分组进行角色扮演或情景模拟，实际运用所学词汇进行交流。
6. 反馈：教师对学生的学习情况进行总结和评价，及时反馈学生的学习成果。
五、作业布置1. 学生回家后，整理本课学习的词汇，制作单词卡片。
2. 学生结合所学词汇，编写一篇短文，展示对词汇的运用。
六、教学评价1. 课堂参与度：观察学生在课堂活动中的参与情况，是否积极回答问题、参与讨论。
2. 作业完成情况：检查学生作业的完成质量，包括单词卡片的制作和短文的编写。
3. 词汇运用能力：通过角色扮演、短文写作等环节，评估学生对所学词汇的理解和运用能力。
七、教学拓展1. 开展词汇竞赛：组织学生进行词汇竞赛，激发学生的学习兴趣和竞争意识。
高中英语教招面试逐字稿
高中英语教招面试逐字稿面试官：您好，很高兴见到您。
请您简单介绍一下自己。
应聘者：您好，我叫[您的名字]，我毕业于[您的学校]，专业是[您的专业]。
我对教育行业非常热爱，特别是对于高中英语教学有着浓厚的兴趣。
在大学期间，我曾经参与了一些兼职的教学工作，这让我有机会接触并了解到了一些教学方法和技巧。
我相信我对于高中英语教育会有很大的热情和投入，因此我希望能有机会成为贵校的一员。
面试官：为什么您对高中英语教学有浓厚的兴趣？应聘者：首先，高中英语是一个非常重要的学科，它与学生的综合素质培养紧密相关。
我认为英语对于学生的发展具有重要的作用，不仅仅局限于语言能力的提升，还能培养学生的思维能力、沟通能力等，对学生的未来发展具有积极的影响。
此外，高中英语教育也是对学生创造力和批判性思维的培养非常重要的阶段，我希望能为学生提供一个良好的学习环境和引领他们探索更广阔的学习空间。
面试官：您认为一个好的高中英语教师应该具备哪些能力？应聘者：我认为一个好的高中英语教师首先应该具备扎实的专业知识和高水平的语言能力。
其次，他/她应该具备良好的教学方法和教学技巧，能够运用多种教学手段激发学生的学习兴趣和积极性。
同时，一个优秀的高中英语教师还应该具备善于观察和了解学生的个性，因材施教，帮助每个学生发挥最大潜力。
此外，教师还应该具备良好的沟通能力和团队合作精神，能够与学生、家长和同事有效地沟通和合作。
面试官：请举一个您在教学中解决问题的例子？应聘者：在我进行教学实习的期间，我遇到过一个学生在英语学习中遇到困难的情况。
我观察到这名学生对于课堂内容的理解和应用存在一定的困难，而且在教学过程中不够积极主动。
为了解决这个问题，我首先与学生进行了一对一的交流，了解到他在学习过程中存在的困难和障碍。
然后，我结合他的兴趣和学习方式调整了教学方法，例如增加了生动有趣的教学活动和案例分析等。
通过这样的个性化教学方式，我帮助这名学生逐渐克服了困难，提高了英语学习的积极性和成绩。
高中英语试讲逐字稿
高中英语试讲逐字稿Dear friends,Today, I would like to talk to you about the benefits of learning a second language. Learning a second language, such as English, is not only a requirement in our education system but also a valuable skill that can open doors to countless opportunities.First and foremost, learning a second language enhances our communication skills. Being able to speak and understand another language allows us to connect and communicate with people from different cultures and backgrounds. This not only broadens our perspective but also helps in building strong interpersonal relationships.Moreover, learning a second language boosts cognitive function. Studies have shown that bilingual individuals tend to have better problem-solving skills, improved memory, andenhanced multitasking abilities. These cognitive benefits extend to other areas of learning as well, making it easier for second language learners to grasp new concepts in various subjects.Additionally, learning a second language opens up a world of career opportunities. In today's globalized world, many employers look for candidates who possess language skillsthat can help them engage with a diverse customer base. Speaking a second language can give you a competitive edge in the job market and increase your chances of career advancement.Furthermore, learning a second language provides a gateway to understanding different cultures. Language and culture are deeply intertwined, and by learning a new language, we gain insights into the customs, traditions, and values of other societies. This not only fosters culturalempathy and appreciation but also helps break down barriers and promotes unity and understanding among people.In conclusion, learning a second language has numerous benefits. It enhances communication skills, boosts cognitive function, opens up career opportunities, and promotes cultural understanding. So, my friends, let us embrace the opportunity to learn a second language and unlock a world full of possibilities.Thank you.。
教师资格证考试面试高中英语教案模板+逐字稿口语课
教师资格证考试-面试-高中英语-教案模板+逐字稿-口语课一、教学目标：1. 知识目标：让学生掌握日常英语口语表达的基本句型和词汇。
2. 能力目标：提高学生的英语口语交流能力，使其能在日常生活中进行简单的英语对话。
3. 情感目标：激发学生学习英语的兴趣，培养其自信心，使其乐于用英语进行交流。
二、教学内容：1. 主题：日常生活话题2. 词汇：起床、洗漱、吃早餐、上学、放学、做作业等日常词汇。
3. 句型：介绍自己、询问他人、描述日常活动等基本句型。
三、教学过程：1. 热身活动（5分钟）：利用歌曲或简单的口语练习，让学生放松，营造轻松的课堂氛围。
2. 新课导入（10分钟）：通过图片或情景剧的形式，引入日常生活话题，引导学生用英语进行描述。
3. 课堂互动（15分钟）：分组进行角色扮演，让学生模拟日常生活场景，运用所学词汇和句型进行对话。
教师巡回指导，纠正发音并给予鼓励。
4. 巩固练习（10分钟）：设计一些简单的口语问答游戏，让学生在游戏中进一步巩固所学内容。
5. 总结与作业（5分钟）：对本节课所学内容进行总结，布置相关的口语作业，要求学生课后进行练习。
四、教学评价：1. 课堂表现：观察学生在课堂上的参与程度、发音准确性以及口语表达流畅性。
2. 作业完成情况：检查学生课后口语作业的完成质量，对发音和表达进行评价。
3. 小组活动表现：评估学生在小组角色扮演中的表现，关注其与合作者的互动交流。
五、教学资源：1. 图片素材：日常生活场景的图片，如起床、洗漱、吃早餐等。
2. 音频素材：英语口语练习的歌曲或对话音频。
3. 教学卡片：用于课堂游戏和角色扮演的卡片。
4. 作业模板：课后口语作业的模板，包括发音和表达要求。
注意事项：1. 针对不同水平的学生，可以适当调整教学内容和难度。
2. 在课堂互动环节，鼓励学生大胆开口说英语，给予充分的时间进行练习。
4. 课后作业的布置要具有针对性和实用性，让学生能够在生活中运用所学知识。
高中英语试讲逐字稿
高中英语试讲逐字稿Good morning, everyone! Today, I am going to present a sample lesson plan for a high school English class. The topic of the lesson is "Describing People".Firstly, let's start with some vocabulary related to physical appearance. We will learn words to describe people's height, build, hair, and facial features. For example, we can use words like tall, short, slim, chubby, blonde, brunette, and so on.Next, we will practice using these vocabulary words in sentences. Students will be asked to describe theirclassmates or famous celebrities using the words we just learned. This will help deepen their understanding andimprove their speaking skills.After that, we will move on to discussing personality traits. We will learn words to describe people'spersonalities, such as kind, friendly, outgoing, shy, and so on. Students will be encouraged to think about thepersonalities of people they know and try to describe them using the new vocabulary.To further reinforce the vocabulary and grammar, we will engage in a fun activity called "Guess Who?". In thisactivity, students will take turns describing a personwithout revealing their name. The rest of the class willlisten carefully and try to guess who is being described.This activity will not only develop their descriptive skills but also encourage active listening and critical thinking.To conclude the lesson, we will have a group discussionon the importance of being able to describe people accurately.Students will share their thoughts and experiences on how descriptive skills can be helpful in various situations, such as job interviews, making new friends, and understanding different cultures.In summary, today's lesson focused on describing people. We started by learning vocabulary related to physical appearance, then moved on to personality traits. Through activities such as describing classmates and playing "Guess Who?", students were able to practice using the new vocabulary in a meaningful way. Finally, we had a group discussion to reflect on the importance of descriptive skills in real-life situations.Thank you for your attention. I hope you enjoyed this lesson.。
教师资格证考试面试高中英语教案模板+逐字稿阅读课
教师资格证考试-面试-高中英语-教案模板+逐字稿-阅读课一、教学目标1. 知识目标：让学生掌握阅读技巧，提高阅读理解能力。
2. 能力目标：培养学生具备快速阅读、推理判断、词义猜测等阅读能力。
3. 情感目标：二、教学内容1. 教材：《高中英语阅读课教材》2. 主题：人与自然的关系3. 文章：《The Environment and Our Future》三、教学过程1. 导入：利用图片或实物引导学生谈论人与自然的关系，引出本课主题。
2. 自主阅读：让学生独立阅读文章，了解文章大意，培养学生快速阅读的能力。
3. 检查理解：通过问答方式检查学生对文章的理解程度，帮助学生巩固所学内容。
4. 深入讨论：引导学生针对文章内容进行深入讨论，提高学生的思维能力和表达能力。
5. 总结提升：总结文章主题，引导学生思考人与自然的关系，提出保护环境的建议。
四、教学评价1. 课堂表现：观察学生在课堂上的参与程度、发言情况等，评价学生的积极性。
2. 阅读理解：通过问答、讨论等方式检查学生的阅读理解能力，评价学生的学习效果。
3. 课后作业：布置相关阅读任务，要求学生课后完成，以巩固所学内容。
五、教学资源1. 教材：《高中英语阅读课教材》2. 图片或实物：用于导入和激发学生兴趣3. 多媒体设备：用于展示文章、播放相关视频等六、教学建议1. 注重培养学生的主体性，鼓励学生积极参与课堂活动。
2. 注重阅读技巧的培养，引导学生运用推理判断、词义猜测等方法提高阅读理解能力。
3. 注重情感教育，引导学生关注人与自然的关系，培养环保意识。
4. 课后加强辅导，针对学生的薄弱环节进行有针对性的教学。
六、教学重点与难点重点：1. 掌握文章的主要内容和观点。
2. 运用阅读技巧提高阅读理解能力。
难点：1. 理解和运用文章中的重点词汇和短语。
2. 分析和推理文章中的隐含意义。
七、教学方法1. 任务型教学法：通过完成各种任务，激发学生的学习兴趣和积极性。
高中英语教师资格证面试阅读类教学思路及逐字稿
高中英语教师资格证面试阅读类教学思路及逐字稿1. 题目：True north2. 内容：In north of America, most students go to school on the school bus. Some students also walk or ride bikes to school. In japan, some students take trains to school, others also walk or ride their bikes. In china, it depends on where you are. In big cities, students usually ride bikes to school or take buses. And in places where there are rivers or lakes, students usually go to school by boat. That must be a lot more fun than taking bus.3. 基本要求：1) 朗读所给阅读片段2) 全英授课3) 配合教学内容适当板书4) 针对该段落内容，合理设计阅读教学活动5) 试讲时间：约10分钟Teaching aims:1) Knowledge aim:Students can know how students around the world go to school.2) Ability aims:a. Students can use different strategies to read and catch importantinformationb. Students can freely talk about the ways to get to school and thinkcritically about it.3) Emotional aim:Students can lean to care about classmates.Teaching important and difficult points:Important points:Students can know different ways of getting to school around the world.Difficult points:How to make students use different strategies to get the information they want.Teaching and learning method:Task-based teaching method, situational teaching method, communicative approachTeaching procedures:Step 1: lead inSet a situation th at I’m late for class and guide them to think about the way I get to school.Step 2: pre-readingFree-talk: how do you get to school?Predicting: predict how students around the world get to school.Step 3: while-reading1) Skimming: ask the students to skim the passage quickly and try tosummarize the main idea of it.2) Scanning: ask students to scan the passage and find out how manycountries have been mentioned?3) Careful reading: read the passage again and try to fill in the chart below.Step 4: post readingGroup discussion and make a report: four students in one group. Design a better way to get to school for your group members according to their distance from home to school, the transportation he/she can take and the weather, etc. then each group chooses one representative to make a report.Step 5: summary and homework1) Summary: ask students to retell the passage according to the chart andreview all the reading strategies learned in this class.2) Homework: search the internet for more information about how people getto work and write a short passage to introduce it.逐字稿Warm-up and Lead-in:O h class, I’m sorry for one minute later for this lesson. Can you forgive me? Ok, thank you. You must wonder why I was late, right? I’d like to make some explanation. You know it’s raining heavily outside and I met traffic jam on my way to school. So sad. So choosing a proper way to get school according to the weather condition is very important.Pre-reading:Free talk: Now I am wondering how you get to school. Can you share your ways? Helen, you please. Oh, you get to school on foot. It’s not far from your home to school, right. Good, sit down please. Jessica, how about you? Oh, your father drives a car and takes you to school. There must be a long way, yes? Thank you for your sharing. Sit down please. Mike, oh, you go to school by riding a bike? It sounds a good way. I know that it is not so close from your home to school. So you must be a sports boy. Good, sit down please. So some of you go to school by bus, some walk, some ride bikes and some take a ride.Prediction:So many different ways. Those are the ways you go to school. How about students around the world? How do they get to school? Can you guess the way they get to school? You can discuss with your partner about it. Have you done? Do you have any ideas? You can answer me together. Oh, I heard on foot, by bike, by bus, by subway, by boat and even by train. Wow, so many ways. Are they all right?While-reading:Skim:now let’s take out our paper. There is a reading passage on it. And I’d like you to skim it quickly and try to catch the main idea of it. You don’t need to read every word carefully. You just skim it and focus on some key words,then summarize the main idea of it. Clear? Good, let’s start here. Have you caught the main idea? Good, it’s very easy, right. Ok, you can answer me together. The passage tells us the different ways of getting to school for students around the world. Wonderful!Scan: now please scan the passage and find out how many countries have been mentioned? For this task, it is so easy. Maybe you don’t need to read it and you can get the answer. Yes? Ok, tell me your answer together. Well done, there are together 3 countries.Detailed reading: now, another task: read the passage carefully and fill in the chart below. This time, I will read the passage for you. Please listen to me carefully. Have you finished? Good, let’s check together. Who can have a try? Jessica, you please. The first blank, north America. Is she right? Good job. The second one, who can? Tom, you please. Take trains, good, sit down please. The third one? Amy, china? yes, in big cities, students ride bikes or take buses to get to school; while in places with rivers and lakes, students get to school by boat. Great, you get all the information correctly. Well down. You all did a good job. And I believe that you have mastered the passage very well.Post-reading:Discussion: you know, some of your ways to get to school is not so proper. And sometimes it might be so inconvenient for you to come to school and it even makes you be late for school. So can you work out some proper ways for your classmates to get to school? Now, let’s do a group discussion and make a report: four students in ne group. Design a better way to get to school for your group members according to their distance from home to school, the transportation he/she can take and the weather, etc. then each group chooses one representative to make a report. At last, you can make a report just like this. Look at the screen: there are four people in our group. They are … through discussion, we think that it will be better for … to… because… Are you cl ear? Great! Let’s start here.Time’s up. Have you thought out some considerate ways? Share with us ok, group one. Catherine is the reporter. Ok, come to the front and show us your idea, sounds that your suggestions are so reasonable. Thank you for yoursharing. Come back to your seat. How about group 2? Who is your reporter? Mike, you please. Come one, be brave. Don’t be shy. Come to the front and share with us, ok? Good, I heard so many considerate methods. Thank you for your sharing too. Come back to your seat please. Group 3 and group 4. Great. You are so creative and considerate. You are all helpers. And I hope that all the solutions you provide can be taken into consideration. And later, you can choose some better and proper way to get to school.Summary: A t last, let’s review what we learned in this class. Let’s look at the screen. Here is the chart we have finished before. Now, I’d like to choose some students to retell the passage according to the content in the chart. Who can have a try? Summer, I saw your hands. Good, have a try. Wow, you have a good memory and you almost remember all the information mentioned in the passage. Sit down please. Any others? Bob, nice try. You can recognize the passage in such a short time. You must be a good English writer. Sit down please. Except for the passage we’ve learned, we also learned some reading strategies like skimming and scanning in reading, right? Besides, we work together to find out some good ways for us to get to school. We all did good jobs in this cl ass. Let’s clap our hands for ourselves.Homework: W ell, after class, I’d like you to search the internet for more information about how people get to work and write a short passage to introduce it. We will hand it in the next class. Are you clear? Ok, great! That’s all for today’s class. Goodbye class. See you next time.。
高中英语教资面试-逐字稿
高中英语教资面试-逐字稿高中英语教资面试-逐字稿GRAMMAR:Lead-in:Good morning, boys and girls! Wow, from your voice, I know all of you are ready forthe new class, right OK, today we are going to have a grammar lesson. Actually, Ihave invited a cute guest to join us. Please look at the PowerPoint. Do you know what it is Please, Mike. Great! It is an antelope. But, do you notice that it is cryingAnd it is saying something, right Who can read the words out OK, Judy. En, it iscalling for help for it is being killed for the fur. Judy, can you translate this sentence for us OK, you don ’ t know how to deal with the second se Don’ t worry, in this class, we are going to learn Present Progressive Passive Voice, and you will know the meaning of the sentence, OK?Presentation (Teaching the rules of grammar):Now, take out your reading materials.First of all, I ’ d like you to do the match exercise on the PowerPoint. As you can see, right part of this PPT, there are some new words, and on the left part, there are some pictures. Can you match the words on the right with the pictures on the left Who can have a try OK, Lucy, tell me your choice. Great, your answer is almost right, but there is a small mistake. Did you find it Now you are right. So, this can be matched with this picture, and this word represents XX, and this is a picture about XX. You have donea great job, please sit down.OK, since you have mastered the new words and expressions in this reading material, I will read this passage for you. Please listen carefully, and try to find out some similar structures, OK?After that, I will check whether you get it or not, now let’ s start.(Reading the material...)Now, class, who can tell me what kind of similar structure you have found En, Linda, yes please. OK, three sentences, right AM BEING KILLED/AM BEING USED/WAS BEING WATCHED. I remember Judy has some questions about such structure, right Now, Judy, could you tell me what the present continuous tense is Great! BE DOING, right Andwhat is the passive voice En, BE DONE! So, when we want to combine these twostructures together, what can we do Excellent! Judy, you have done a great job. Wejust need to change the DOING intoBEING DONE, right And how can we translate the voice like this 一种动作正在进行中，但是，这个动作的主语是这个动作的接受者，而不是实施者。
2023年12月高中英语教资面试真题逐字稿 高中英语阅读课-猜测词义
2023年12月高中英语教资面试真题逐字稿高中英语阅读课-猜测词义1.题目:阅读教学试讲2.内容:If you say the word“communication”most people think of words and sentences.Although these are very important,we communicate with more than just spoken and written words.Indeed,body positions are part of what we call"body language.We see examples of unconscious body language very often,yet there is also“learned”body language,which varies from culture to culture.We use“learned”body language when we are introduced to strangers. Like other animals,we are on guard until we know it is safe to relax.So every culture has developed a formal way to greet strangers to show them we are not aggressive.Traditionally,Europeans and Americans shake hands.They do this with the right hand--the strongest hand for most people.If our right hand is busy greeting someone,it cannot be holding a weapon.So the gesture is saying,"I trust you.Look,I’m not carrying a threatening weapon."If you shake hands with someone,you show you trust them.We shake hands when we make a deal.It means,“We agreeand we trust each other.”3.基本要求：（1）朗读所给段落。
高中老师面试试讲【英语】简案+逐字稿
高中英语简案+逐字稿How to make a phone call简案 (3)How to make a phone call逐字稿 (5)Dream to be an astronaut简案 (9)Dream to be an astronaut逐字稿 (11)Non-restrictive Attributive Clauses 简案 (15)Non-restrictive Attributive Clauses 逐字稿 (18)阅读课Festivals简案 (21)阅读课Festivals逐字稿 (23)例1 听说课1.题目：How to make a phone call2.内容：Mother: Hello. 973273.Mandy: Hello, Mrs Turner. This is Mandy.Mother: Ah, hello Mandy. How are you?Mandy: Fine thanks. Can I speak to Lucy, please?Mother: Yes, just hang on a second, I’ll get her.Mandy: Thanks.Mother: (shouts away from the telephone) Luuucy!Lucy: Hello.Mandy: Hi, Lucy. This is Mandy. What are you up to this weekend? Lucy: Me, nothing. I’m not doing anything this weekend. Why? Mandy: Let’s do something. I’ve printed out the Internet page. Lucy: What’s on?Mandy: Just hang on a second...Mandy: On Friday there’s a fashion show...Lucy: Sorry?Mandy: There’s a fashion show this weekend.Lucy: Oh, good. Why don’t we go on Saturday morning? Mandy: Well, I can’t ...mm...3.基本要求:（1）朗读所给材料；（2）配合教学内容适当板书；（3）根据材料内容开展续写对话教学活动；（4）用英文试讲；（5）试讲时间：10分钟。
高中英语面试试讲教案+逐字稿汇总---精细版
目录听力实战篇 (1)写作课课型 (3)口语实战讲稿 (6)词汇课课型 (8)语音课型 (10)语法课课型 (14)英语语法术语的英文名称 (16)听力实战篇Listening(板书内容)Part 1:lead-in（板书内容）Step 1 Talk about the topicGive students enough background of the topic .Also let them familiar with the difficult words, especially new words.了解背景熟悉主题T: Good afternoon, my boys and girls. Welcome back to my class. I am so glad to see you again. Have you had a good weekend? Yeah! Then what did you do during the summer holiday? Sleep, watch TV, or travel with parents? I see. All of you had a wonderful weekend. Well, today I will introduce a new friend to you; let’s share what she did during the holiday. Now, listen to the tape carefully, and then I’ll ask you some questions. （教师说的内容,说完暂停！表示在进行听力，但不要太长，大约数1、2、3秒即可）Hey, I’m your new friend Tiffany! Last Sunday, I went to the park with my friends for a picnic. We took several bread and some bottles of water with us for lunch. Of course we didn't forget to take some fruits and we even took some tomatoes and cucumbers. It took us thirty minutes to get there by bike. As it was a sunny day, there were lots of people in the park. Firstly, we climbed the mountain and went boating. Then it was the time for lunch, we took out the food and began to prepare our lunch. Though it was not cooked well, we ate happily. When we finished the picnic, we picked up the rubbish and threw it into the dustbin. We thought it was our duty to keep the good environment. We didn’t go home until it was dark. We all enjoyed ourselves. （听力录音材料）T：Ok, do you understand the story？Yeah! Well, I will ask some you some questions.1. Why did Tiffany and her friends go to the park?2 What did they take to the park？3 what did they do after the picnic?T: The first question, now who can answer the questions in volunteer? oh, Lily.（pause）(平伸右手，手掌朝上，示意学生回答)Good!Go for a picnic.T: The second question, who want to try? Tom, please.（pause）(平伸右手，手掌朝上，示意学生回答)Very good!(右手伸出大拇指，示意回答得很棒)bread,bottles of water , fruits, tomatoes, cucumbers. Very goodT: The third question, Can you find the answer? Ok, Susan.（pause）(平伸右手，手掌朝上，示意学生回答) yes, perfect. (双手伸出大拇指，示意回答得很棒) When we finished the picnic, we picked up the rubbish and threw it into the dustbin.Part 2 pre –listening（板书内容）Guess the meaning of the following words（板书内容）猜测词意扫清障碍Now, you have understood the story well. Let’s look at the details of the text.①phasesFirst of all, let’s look at the phrases in the text.1 Go for a picnic. Have food outdoors2 By bike it’s an important phrase.“By” plus transport is the meaning of taking transport.For exampleBy bike/train/bus/ship/airplane/foot, no, it is on foot, not by foot.3 pick up take sth upI picked up the money on the ground.Ok so much for the phrases.②important sentences1. It took us thirty minutes to get there by bike.The sentence instruction is ：It takes/took sb some time to do sth.And the question sentence of this instruction is:How long does/did it take sb to sth.For example: How long does it take you to go home?It usually takes me 20minutes to go home.Who can make a sentence？T: Don’t be shy, just have a try.（环顾四周）Tom, do you want to have a try? (Pause)OK!How long does it take you to go to school?Yes, great! It takes me half an hour to go to school. Great, sit down please.2The next sentence is:We didn’t go until it was dark. The sentence instruction is ：not until .what’s the meaning of the phrase？直到...才。
9.高中英语教师面试：阅读课《Theme parks》全英文教案及试讲逐字稿
九、词汇教学&阅读教学1.题目：Theme parks2．内容：Theme parks have a certain idea—a certain—theme—that the whole park is based on. For example, a sports theme park will offer visitors sports to play or watch. Its purpose is to involve visitors in physical exercise and athletic competition. The challenge for the park is to encourage its visitors to buy a particular brand of sport equipment or clothing. So basketballs and footballs may be sold along with sneakers and special sports clothing.3.题目要求：（1）教师朗读该文段；（2）讲解加黑单词；（3）设计阅读教学环节；（4）适当板书。
教案：Theme parks1.Lead inThe teacher wears a new T-shirt with Mickey Mouse on it. Then, teacher will talk about the t-shirt and the Disney Land.2.Pre-readingStudents will have a free talk about theme parks. Two students will share their experiences. Teacher will give them comments.3. While-readingStudents will underline some words which they are not familiar with while teacher read the passage.After reading, students will summarize the main idea of the passage. Teacher will write some words on the blackboard, which are provided by students. Next, students will get 5 minutes to learn the three words on the blackboard with their group members.students will read the passage carefully, and ready for the teacher’s detailed questions.4.Post readingStudents will get 10 minutes to prepare a short speech about theme park. They can express their ideas about any theme park they like.5.Summary and homeworkOne student will summarize this class. Teacher will add more.For homework, students will write an essay about theme park, and talk with their friends about it.6.Blackboard designTheme parksAthletic,equipment, sneaker试讲稿：Theme parks1.GreetingClass begins! Good morning, everyone! I am glad to see you again. How are you today? Fine! I’m fine, too.2.Lead inIt’s a nice day today. Summer is coming. Today, I wear a new T-shirt with the Mickey Mouse on it. Do you like it? Thank you! You are so kind. I bought it in the Disney Land in Tokyo. I like fairy tales, so I like the Disney Land. It’s a theme park. Today, let’s talk about theme park.3.Pre-readingBoys and girls, let’s have a free talk. Would you share some experiences in theme parks? Who want to be the first volunteer? Mark, please! Very funny! Thank you for sharing. Any other volunteers? Lucy, you please! Next time, you can take some photos here, very good.4. While-readingNow, please open your books, and turn to page 11. I will read the passage for you. While you listening, please underline some words which you are unfamiliar with. Here we go.We have finished. What’s the main idea? Together. Yes, the theme park. Mary, can you tell me which words you have underlined? Slowly, I will write them on the blackboard. Athletic,equipment, sneaker.There are 4 groups in our class. Now you will get 5 minutes to learn the three words on the blackboard with your group members. You can have a discussion and refer to dictionaries. Time is up! Which group can tell me the meanings of the words? Group 2 please. Good job! Other。
高中英语教资面试-逐字稿
GRAMMAR:Lead-in:Good morning, boys and girls! Wow, from your voice, I know all of you are ready for the new class, right? OK, today we are going to have a grammar lesson. Actually, I have invited a cute guest to join us. Please look at the PowerPoint. Do you know what it is? Please, Mike. Great! It is an antelope. But, do you notice that it is crying? And it is saying something, right? Who can read the words out? OK, Judy. En, it is calling for help for it is being killed for the fur. Judy, can you transl ate this sentence for us? OK, you don’t know how to deal with the second sentence, right? Don’t worry, in this class, we are going to learn Present Progressive Passive Voice, and you will know the meaning of the sentence, OK?Presentation (Teaching the rules of grammar):Now, take out your reading materials.First of all, I’d like you to do the match exercise on the PowerPoint. As you can see, on the right part of this PPT, there are some new words, and on the left part, there are some pictures. Can you match the words on the right with the pictures on the left? Who can have a try? OK, Lucy, tell me your choice. Great, your answer is almost right, but there is a small mistake. Did you find it? Now you are right. So, this can be matched with this picture, and this word represents XX, and this is a picture about XX. You have done a great job, please sit down.OK, since you have mastered the new words and expressions in this reading material, I will read this passage for you. Please listen carefully, and try to find out some similar structures, OK? After that, I will check whether you get it or not, now let’s start.(Reading the material...)Now, class, who can tell me what kind of similar structure you have found? En, Linda, yes please. OK, three sentences, right? AM BEING KILLED/AM BEING USED/WAS BEING WATCHED. I remember Judy has some questions about such structure, right? Now, Judy, could you tell me what the present continuous tense is? Great! BE DOING, right? And what is the passive voice? En, BE DONE! So, when we want to combine these two structures together, what can we do? Excellent! Judy, you have done a great job. We just need to change the DOING into BEING DONE, right? And how can we translate the voice like this? 一种动作正在进行中，但是，这个动作的主语是这个动作的接受者，而不是实施者。
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阅读+词汇课详案Step 1. 导入Good morning, boys and girls, how are you today! You all have a good day? I also hope that you will enjoy today’s class. Let’s get started. I have a video clip here. Let’s watch it together and tell me what is it about? //The video is over. What is it? Yes, it’s a movie called transformers. And in this movie there are many super power cars that can change into human figures, right? So these are kind of robots. But now I have a question “Do you think there will be more or fewer robots made in the future? And why?” Four students as a group to discuss this question. Five minutes for you. Ok, let’s get rolling. // Time is up! Group 1, what’s the opinion of your group?//You all think that there will be more robots in the future because they are very helpful.//Sounds reasonable! What’s the opinion of Group 3? I saw you really have a hot debate.//Your group disagrees with Group 1 because you all think robots cannot replace human.//Excellent answer. We know that it is true in some way or another.Step 2. 读前As we all know, robots have been made for a very long time. From very simple one to very complicated one. Now we have a guess, whether there will be robot for everyone in the future.//Some students said yes, and others said no. Do you want to know the answer? Now let’s read the passage to find it out.Step 3. 读中You are supposed to skim for 3 minutes and then tell me the main idea and the answer to our last question. //Finished? So what’s the main idea of this passage? Jack, please. Jack said that it’s mainly about robots, such as the shape of them and the function of them. Is he right? Yes, nicely done. sit down please. And next question, whether there will be robot for everyone in the future? Milly? You said that different people hold different opinions. But who is agree and who is not? No? others? You all don’t know? Ok, that’s all right.Let’s read the passage carefully again and then we do a match about who is agreed/disagreed that there will be robots just like human. L et’s do it! Here we go! //Who could answer this question? Any volunteers? Yes, Peter. //Ok, he said “scientist James White thinks that it will be difficult for a robot to do the same things as a person.” Is he right? Yes. he has got exactly the right answer. You really read very carefully about this text. I can tell. Sit down please.Another question for you. Why fewer people will do simple jobs over and over again? Iris, please. You said that because they are boring, but robots never get bored. Is she r ight? Excellent! Then in this sentence. I find two words. “bored” and “boring”. They are very much alike. What’s the difference between them? Jack? You think they are the same? Think it again. Look at the sentence. The subject of the first sentence is jobs, right? But the subject of the second sentence is human-like robots. So can you tell the difference now? You said boring is to describe things and bored is used to describe human or human like things. Yes, exactly. Now everyone clear about the difference between them? Ok, now I have a filling the blank task on the blackboard for you. 2 minute foryou to fill in them with proper words. I see all of you have finished. who would like to come to the blackboard and finish them? Ok, Rita puts up her hand. Brave girl. Come here.//She finished. Please go back to your seat. Let’s check the answer together. The first one, right, the second one, right. And the third one? Not right? Ok, let’s help her correct it. It should be “Her mother wore a worried look.” Not worrying. Because the action is done by a person, right? ok, very good. Now, do you all clear about their difference? Ok.Now, let’s read this passage out loud together and pay attention to your pronunciation.//Your voices are all so beautiful.Step 4. 读后We have already read through this passage and get the meaning of it. Now we are going to have a debate on the topic of “Will there be robots just like human?” In the debate sentence patterns learned should be used, ok? Let’s see which side would be better. //You really had a hot debate. I can see each side has made clear their opinions and explain their reasons. You all did a very good job in this debate.Step 5. 总结Now Cindy, can you summarize what we have learned in this lesson today? Quite right, we have learnt a passage about robots and know some details about it. And we learn two very much alike words and know their difference ….You know what? All of you could in the future help promote the development of robot. And learning knowledge constantly is of great importance. Always bear in mind.Step 6. 作业Today’s homework is to collect more information about robots and write a review about this article. And next class I hope that you can share your own review in front of the class. My dear class, let’s call it a day.板书：。