高中英语语法试讲教案
语法试讲教案
Grade level: First grade of High school
Lesson type: Reading
Duration: 45min
Teaching objectives
1) Help students to learn the usage of ….
2) Help students to grasp the sentence pattern of…..
Teaching aids
Multimedia devices, blackboard
Teaching important and difficult points
1) the sentence pattern of…
2) some special cases
3) enable students to use … in real life
Teaching procedures
Step 1 Lead-in (5min)
Show some pictures to the students and ask them to describe the picture. 引导学生运用语法项目
Step 2 Explanation (18min)
Explain the usage of …. Present several examples of the grammar item.
Step 4 Practice (15min)
Ask the students to do the exercises.
Step 3 Summary(4min)
Invite students to summarize the usage of … Make some supplements and stress the important points.
Step 5 Homework (3min)
Ask students to finish related exercise on the textbook. Ask the students to write a passage about ….
(You have all done a really good job today. I believe you already have a good knowledge of /master the knowledge of….. For homework, you are required to
complete exercises on page 201 and to write a passage about ….[I’d rather you search more information about… and some of you will be invited to share your findings with us in the next class.] Clear? Ok. See you next class.)
写作试讲教案
Grade level: First grade of High school
Lesson type: Reading
Duration: 45min
Teaching objectives
1) enable students master the procedure of writing this kind of composition
2) improve students’ writing skills
3) help students to get more knowledge of …
Teaching aids
Multimedia devices, blackboard
Teaching important &difficult points
1) Help students to express their ideas in proper English
2) Help students to learn the structure in English writing
Teaching procedures
Step 1 Warming-up (5min)
Show some pictures of … to the students and ask what do they know about … Then lead the students to the topic of writing.
(Good morning, boys & girls. How are you doing? Fine? Good. Now let’s start our new lesson. Here I have some pictures for you. Do you know what’s in the picture?) Step 2 Pre-writing(10min)
Activity 1: brainstorming. Provide Ss some questions about the topic and ask them to discuss the questions in group and write down every idea that comes to their mind. After discussion, invite representatives of each group to present their ideas to the whole class. Activity 2: planning. Encourage Ss to work on their own to repot ideas that they think are valuable and think about how to organize their ideas.
Step 3 While-writing (20min)
Ask the students to write down their own articles.
Step 4 Post-writing (7min)
Ss will work in group and read each other’s composition. They should choose the best composition of the group and read it in front of the class.
Step 5 Writing assessment (2min)
Ask Ss: What’s you most difficult thing during the whole process?
(difficult to organize the ideas in a logical way; you feel brainstorm is difficult, difficult to provide persuasive reasons to support the idea)
Step 6 Homework (1min)
1) Here are some handouts I prepared for you. Read it after class, I believe you can find answers towards your questions.
2) Improve your composition according to the handout.
听力课试讲教案
Grade level: First grade of high school
Lesson type: Listening
Duration: 45 min
Teaching objectives
1) Enable students to master different listening skills
2) Help students to learn more about …..
Teaching aids:
Multimedia devices; blackboard
Teaching important and difficult points
1) Help students to understand the listening material
2) Encourage students to apply listening skills when listening to the material Teaching procedures
Step 1 Warming-up (2min)
Show some pictures to the students and have a free talk with the students. Step 2 Pre-listening (5min)
Organize the students to have a brief discussion about the topic. Invite some students to share their ideas with the class. Predict the main idea of the passage. After that,
present new words and expressions to the students.
Step 3 While-listening (25min)
1) Listen for main idea
Ask Ss to listen to the passage but do not look at the questions, ask them to get the main idea of the passage. Invite students to share their ideas.
2) Listen for answers to the exercises/detailed information
Ask Ss to listen to the passage again. This time ask them to try their best to get answers to the questions. After listening, check whether Ss get the correct answer, and ask why.
3) Play the tape again, focus on the part where they did not get the right information. Do you have any questions?
Step 4 Post-listening (10min)
Show them the listening text and ask them to read it aloud together.
Step 5 Summary (2min)
In this period, we mainly focus on the listening ability. It’s very important. If your listening is poor, you’d better practice more. The more you listen to English, the better your listening is. Remember: Practice makes perfect.
Step 6 Homework (1min)
1) Read the listening texts again and try to retell the passage in your own words
2) Search more information about ….
口语课试讲教案
Grade level: First grade of high school
Lesson type: Speaking
Duration: 45 min
Teaching objectives
1) Students will be able to use some important words and expressions
2) Students will be able to express their ideas or thoughts clearly.
Teaching aids
Multimedia devices; blackboard
Teaching important and difficult points
1) Help Ss to master the expressions of giving advice:
2) Talk about … by using …
Teaching procedures
Step 1 Warming-up
Show Ss some pictures of … and ask students to describe what they are doing. Step 2 Lead-in
Play the tape and ask Ss to listen to the dialogue. Ask Ss to predict what we will learn today.
Step 3 Provide key sentence patterns & expressions
Provide Ss useful sentence patterns and expressions to express …..
Step 4 Role-play/ Discussion
Give the Ss a situation, and ask the Ss to work in pairs and make up a conversation. Ask the Ss to discuss the topic with their partners.
After that, invite Ss to present their ideas in front of the class.
Step 5 Summary
In this period, we mainly focus on how to…. It’s very important. You should know how to … in real life after this period. You should memorize the useful expressions we learned today. I hope you can practice more after class. Remember: practice makes perfect. Step 6 Homework
1) Collect more expres sions and sentence patterns that can be used to express …..
2) Find a partner to practice how to … in different situations.
词汇课试讲教案
Grade level: First grade of high school
Lesson type: Vocabulary
Duration: 45 min
Teaching objectives
1) Enable students to know the meaning of new words and grasp the usages of such important new words
2) Enable Ss to use such new words in their own writing or speaking
Teaching aids
Multimedia devices; blackboard
Teaching important and difficult points
1) Explain the meaning and usage of the words to the students
2) Enable Ss to use the new words when they express themselves
Teaching procedures
Step 1 Lead-in
Revision. Last period, we have finished the reading of the passage. Now we will learn the
new words in the passage. Let’s look at the underlined/italic/bold words. Step 2 Guess Ask Ss to guess the meaning of the words in the context. Or give students some examples and ask Ss to guess the meaning of the words.
Step 3 Explanation
Explain the meaning of the words to the Ss. After explanation, present the usage of the words to the students and provide examples to help them understand how to use them. Step 4 Practice
Ask the students to make sentences with new words by themselves. Invite Ss to share their sentences with the whole class.
Step 5 Summary
This, period, we have learnt several new words:... we have learnt the usage of these new words. I hope you will memorize these words, as well as the usage of these words. I suggest you use the new words as often as possible. In this way, you will know how to use the words, instead of only knowing the meaning of the words. Step 6 Homework
1) Look up these new words in the dictionary, and get more meanings and usage of them in the dictionary.
2) Finish Exercise 2 on page 11.
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New words: New phrases: Step5: Summary
Ss summarize what we have learnt and key points. Make an assessment on each group. Step6: Homework
Write a diary with simple past tense. Blackboard design： Title:
Questions: New words :
文章线索（便于复述）
口语课教学过程：看图，问答练习，重点句呈现讲解，小组练习，展示成果 Teaching Objectives:
1. Be able to master the following words and sentence pattern. And learn the expression of giving advice .
2. Be able to talk about one?s health problems and give advice fluently
3. Improve the cooperative spirit and care more about yourself and your family members? health. Teaching Aids: Pictures, a tape recorder and ppt. The teaching Focus:
1. Master the following words and sentence pattern.
2. Master the expressions of giving a dvice The Teaching Difficulties:
1. Students may find it difficult to remember all the target new words in the class;
2. Students may find it difficult to give appropriate advice to the certain disease because of their limited life experience. Teaching procedure: Step1：Warming up
Greet Ss by asking them: How are you today? Then I?ll tell Ss that I?m not feeling well tod ay (Write the sentence on the blackboard and guide Ss to read it.) and get Ss to guess th e reason freely. If Ss can?t get the answer, I?ll tell them that I didn?t have a good sleep las t night. So I have a headache. (I say this by doing a gesture)
Step2: Presentation of words and sentence patterns
1. Let one student imitate he has a kind of disease and ask the class guess what …s the m atter with him. Use the following se ntence:”what?s the matter with him?”“I have a stomac he.”
2. Show Ss pictures of diseases.( Write the words on the black board.) Step3: Pair work Ask Ss to work in pairs and talk about health problems by using the bandage given and u sing the target language: What?s the matter? I?m not feeling well. I have a … Step4: Pres entation of expressions of giving advice
Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answ ers, collect their answers and help them to use: You shoul d/shouldn?t do… During this ac tivity, some phrases will be learned: ... Step5: Role play
1.Show the sample dialogue and ask Ss to complete it according to the picture orally. Ask Students to make a four -people group, one of them is a doctor, the other three are p
atients. Ask the Ss to role play a dialogue . A: What?s the matter with you?
B: I?m not feeling well. I have a _______. A: When did it start? B: About______ ago.
A: Oh, that?s too bad. / I?m sorry to hear that. You should/shouldn?t ________ and you sh ould/shouldn?t ________... B: Yes, I think so.
A: _________________.
B: Thank you, doctor. Step5: Summary
Ss summarize what we have learnt. Make an assessment on each group. Step6: Homew ork
Try to make a story according to the dialogue. Blackboard design： Title:
New words and phrases : Sentence pattern :
语法课：复习导入，查找标记相关句子，总结规律，练习（造句，讨论） Teaching objectives: 1.Enable the Ss to know the uses of adjectives ending in -ing / -ed and the differences be tween them.
2. Master the following words and sentence pattern.
Main word and Expression: amazed, amazing, interested, interesting, bored, boring. Main structure: The classroom was amazing. I was completely amazed by the classroom. Teaching aids: Pictures, a tape recorder and ppt. Teaching important points:
Get the Ss to know the differences between the adjectives ending in -ing and -ed and lea rn the uses of them in the sentences. Teaching difficult points:
Understand the differences between the adjectives ending in –ing and –ed and apply the m in the sentences .
Teaching procedure: Step 1 Lead in
Greet the students and say some words which includes the language points. Then tell the m what we are going to learn is the differences and uses of the adjectives ending in –ing and –ed . Ask students to think about the question below and try to figure out the right an swer. ---Can you make a distinguish between the two sentences? I am bored. I am boring .
Step 2 discovering and explaining.
Ask the students to read the text and try to find out the sentences which have the adjectiv es ending in -ING and –ED. Try to find the differences and understand the meaning of the se adjectives. Step 3 Group work
Let students work in groups and have a discussion. Try to find the differences of these ad jectives and explain the meaning of these sentences according to the context. Step 4 Co nclusion and exercise
Invite students to make a report about their group discussion and teacher will make a con clusion according to their report. Find the grammar rules:
1: The –ing form describes the people or things that cause the feeling;（令人…）2: The –ed form tells us how people feel.（感到…）
Give some examples to show what they have learned and ask students to do exercise an d check the answers. Fill in the blank with the correct forms of words. It is a ____ (bore)pa rty and I feel__(bore). Step 5 Homework
1. Find out more adjectives ending in -ing and -ed and sentences.
https://www.wendangku.net/doc/6b33237.html,e the -ED and -ING form of the words “bore”“interest”“amaze” and “embarrass” to make sentences.
Blackboard design： Title:
Teaching procedures:
Step 1: Greetings
T: Good morning, everyone.
S: Good morning, Mr Dai.
Step 2: Lead-in
T: My lovely Ss, please look at the screen. What is the topic of our class?
Ss: Unforgettable experiences.
T:Yes. Please use one word to describe it, such as “happy”.
S1:…
S2:…
……
T: perfect, all of you are knowledgeable.
(Ask Ss one by one, and choose some words write down on the blackboard.)
T:Okay. You see, all of you used many different words to describe, like…(write down on the blackboard.)
Step 3: Activities
1. Acitivity1: Telling story
(Make a short conclusion)
T: Different people have different understanding of our topic. Now, look at the screen, I’ll show you s ome aspects of our topic. First, unforgettable experience sometimes means
something leaves deep impression on you. Such as……(the words of Ss’) It also can means events, some are good, and some are bad. (Olympic Games, natural disasters, etc.) Or, it may be means something very meaningful. And, it also can means your unforgettable trip; you went to some famous places. For example, went to zoos. Yes, I have gone to Linyi Wild Zoos last week. I saw many different kinds of animals there. It’s so enjoyable and m eaningful. You can see the pictures…. Do you want to know more information about my “Zoo’s trip”?
Ss: Yes.
T: OK. Let’s see it together.
(Present the route of my tour on the blackboard or ppt, use First—Next—Then—Finally to describe.)
T: Look at my route on the Blackboard:
(My own experience:
It was a fun day. I went to Linyi Wild Zoos with my friends. First, we took on the bus at bus station. Because we would see many dangerous and ferocious animals such as lions, tigers, wolves , etc. After about half an hour, we backed to the station. Next, we walked to see some gentle animals like pandas, different kinds of birds, monkeys, swans and so on. Then, we went to see the animals’ shows. They are so lovely, interesting and smart. Finally, we went to the restaurant to have dinner. Although all of us were very tired, we were happy and enjoyable.)
T: How do you think of my experience?
Ss:…
T:But I believe yours must be better than mine.Now, working in pairs, share your own unforgettable experiences with your partner.
T:I can see all of you are eager to tell your stories. ..., who do you think has the most interesting story in our class?
S1:**.
T:OK. Thank you.
Jack, please share your unforgettable experience.
S2:…
T:You say that… Whose s tory are you interested in , you can call his or her name.
…
…
T. All of you did a very good job. And I am very proud of you. Give you a big hand. If you want to know more, you can communicate with your classmates after class.
2. Activity2: Making story
T: Next, let’s play a mini-game.
Looking at the blackboard, there are two faces, one is… the other is…
I will ask two students to write down some relevant words or phrases.
……
T: Now, I have several envelopes in my hands. Do you want to know what is it in it?
Ss:Yes.
T:Okay. I will divide you into several groups. Each group chose one envelope. And you will know the secret in it.
(Making the short dialogue according to the paper in envelope.After they finished, ask one student of each group to stand on the stage to tell their story.)
Step4: Summary
T: We have learned many useful words, phrases, and sentences to describe our own experience. In next days, you can use them to talk about things, people and events in your own daily life.
Step5: Homework
T: After class, each group prepare a play according your story. At next class, you will have a role play. Are you clear?
高中英语教师资格证面试教案模板二
Teaching Objectives(教学目标)
1. Language Objectives (知识目标)
2. Ability Objectives(能力目标)
(1)Enable students to …
(2)…
3. Moral Objectives (情感、态度及价值观目标)
(1) Help students to learn that…
(2) …
注：
1.Teaching Objectives的三个目标可以根据授课内容不同加以取舍。
2.语言目标主要包括本课将讲授的重点单词，短语或句型结构。
3.能力目标指对学生听说读写能力的培养。
Important Points(教学重点)
1. Master two important reading skills
2. …
Difficult Points(教学难点)
1. How to analyze the text and grasp the main idea of the text;
2. …
Teaching Methods(教学方法)
1. Communicative Approach .........
2. Teaching Aids: a tape recorder, a projector and a computer …
1.注：教学方法根据教学内容选择。
Teaching Procedures(教学过程)
Step I Lead-in (1 mins) 导入
1. …
2. …
注：Lead-in部分是通过复习、图片、问问题、提问、讨论相关话题等教学手段引入本节课的授课内容。
Step II Fast Reading (3 mins) 新课学习
注：Reading是通过skimming 或scanning等教学手段使学生对课文大意，或课文结构等有所了解。
Step III Important words and phrases: (3 mins) 新课学习
Eg. 1. apply for …(顶多讲两个!)
2. …
注：词汇课是通过对单词或短语的讲解使学生对具体知识等有详细了解，并通过小题练习，或者互相提问相关问题理解并掌握运用知识。
Step IV Careful Reading (5 mins) (顶多讲两个!)
注：Careful Reading主要是处理课文中较难的单词，短语，句子结构，或课文篇章理解。如：
Eg. 1.The teacher is a very enthusiastic woman called Ms. Shen.
called Ms. Shen 是过去分词短语作定语，与所修饰的词之间存在着逻辑上的被动关系，相当于定语从句who/that was called Ms. Shen。如：
---We visited the new library built three weeks ago.
---The first textbooks written for teaching English as a foreign language came out in the 18th century.
---Most of the artists invited to the party were from South Africa.
注：短语一般放在被修饰词之后，单个过去分词放在被修饰词之前.
2. …
Step V Summary (1 mins) (小结)
注：Summary 是总结讨论本节课的学习内容。如：
We have known the Likang’s life at Senior Hi gh, is your English classroom like Likang’s? Is your class the same size as his? Is the number of boys and girls the same? Are you looking forward to doing your English homework? Now please discuss with your partner and compare your school life with Likang’s.
Step VI Homework Assignment (1 mins)(作业布置)
教师招聘考试中高中英语语法教学案例分析 - 英语学科专业基础知识
教师招聘考试中高中英语语法教学案例分析- 英语学科专业基础知识 中小学教师职业道德规范教师招聘考试试题及答案 新课标实施以来，英语界提出了淡化语法、注重交际的新型英语教学方针，并且得到了英语教育界的广泛认可，摒弃了从前枯燥的语法教学工作，取而代之的是只要一方能讲，一方听得懂就足够了。那么，在教师招聘考试中，我们该如何去体现出新课标的要求呢？下面，中公教育汪琴老师通过实例向大家进行介绍。 首先，我想向大家介绍一下传统的语法讲解方式，不如让我们一起走进课堂： 师：同学们，本堂课我们一起来学习非谓语动词。非谓语动词形式包括doing，done，todo，其中doing表示主动，done表示被动，todo表示将来，他们在句子之中可以作多种句子成分，具体见下表： 此外，在doing和done短语作状语的句子中，如果动词的逻辑主语与句子的主语一致，必须省略，否则不能省略。下面我们来看几个例句:…… 生(嘈杂声一片):老师，什么是非谓语动词？ 老师，为什么不使用do？
老师，什么是状语？ 老师，…… 于是我们就会发现，精心准备的一堂课就这样在尴尬中结束了。 从上面的例子，我们可以发现当前的英语教学的形势和现状。所以，每一位老师都要去思考面对这样的学生现状我怎么来进行英语语法的教学。 接下来，将为大家介绍新模式的教学： 师：同学们，下面我来给你们讲个故事:当你出生的时候，你是个小孩子，你生下来就在哭，你的妈妈看着你对你说:“我爱你!”看着你可爱的样子，她又深情地讲:“孩子，我要给你一个吻!请你相信，我会让你幸福的!” 其中划线的句子翻译成英语分别是: Iamababy.主+系(v)+表语 Iamcrying.主+谓(v) Iloveyou.主+谓(v)+宾语 Iwillgiveyouakiss.主+谓(v)+间接宾语+直接宾语 Iwillmakeyouhappy.主+谓(v)+宾语+宾语补足语 师：同学们，上面所出现的五句话就是英语里面的五种简单基本句型，你们能记得住吗？ 生：肯定能。
高中英语语法课教案.doc
高中英语语法“虚拟语气”的教学设计 一、教材分析： 本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容，进行高三虚拟语气的复习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。 二、学情分析： 在高一和高二英语学习基础上，高三学生已经掌握基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。 三、教学重点: 1.复习的重点---语法虚拟语气的句型结构. 2.语法虚拟语气的运用 四、教学难点: 1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。 2.虚拟语气在真实的生活语境中的使用。 五、教学目标: 1.知识目标: 引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。 2.能力目标： 利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。 3.德育目标： 用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。 六、教学策略:
高中英语听力试讲教案复习过程
高中英语听力试讲教 案
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teachinglan高中英语教师资格证面试试讲教案
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Grammar teaching has been one of the most lively debates during the history of English language teaching. This thesis makes a study of English grammar learning in senior high school in order to help improve grammar teaching. A questionnaire of English grammar learning has been carried out with 214 students in the High School Affiliated to Nanjing Normal UniversityThe thesis is divided into five parts. Part one consists of five sections, in which the aim, significance, research methods, terms and the structure of the thesis are particularly dealt with. Part two includes some important theories and relevant researches. Part three concerns the survey and its results. Part four focuses on the analysis of the results. Part five presents the conclusion of the research and offers some suggestions for English grammar teaching in senior high schoolsThe thesis is hoped of some help to the upcoming researchers KEY WORDS: Senior high school students, English, grammar learning 目录 第一章绪论 1 第一节研究背景 1