試講題目1.題目：Wild animals

2.內(nèi)容：

Sadly, giant pandas face serious problems in the wild. For example, it is very difficult for pandas to have babies, and many baby pandas die when they are very young. Also, giant pandas live mainly on a special kind of bamboo. However, the bamboo forests are becoming smaller and smaller. As a result, pandas may not have a place to live or food to eat.

Giant pandas are now in danger. We should take action right away. Here are some ideas.

1. help pandas have more babies；

2. build more panda reserves；

3. make laws to protect pandas.

3.基本要求：

(1)朗讀全文；

(2)設(shè)計(jì)引導(dǎo)學(xué)生進(jìn)行預(yù)測(cè)的教學(xué)活動(dòng)；

(3)配合教學(xué)內(nèi)容適當(dāng)板書；

(4)全英授課。

答辯題目1. How should we communicate with students?

2. Please talk about your own personality. Are you outgoing or introverted?

二、考題解析

【教案】

Wild animals

Teaching aims：

Knowledge aims：

Students can understand the content of the listening material.

Students can be familiar with the present situation of giant pandas.

Ability aim：

Students will develop their listening abilities of catching key words.

Emotional aim：

Students can foster the awareness of protecting wild and endangered animals.

Key and difficult points：

Key point：

How to understand the listening material.

Difficult point：

How to foster the awareness of protecting wild animals.

Teaching procedures：

Step 1： Warming-up

1. Greetings.

2. Let students enjoy a song named Do Re Mi and ask them what is followed by doe. The song is like this：

Doe, a deer, a female deer.

Ray, a drop of golden sun.

Me, a name I call myself.

Far, a long, long way to run.

Sew, a needle pulling thread.

La, a note to follow Sew.

Tea, a drink with jam and bread.

That will bring us back to Do (oh-oh-oh).

Ask students to answer the question. Then tell them that elk is a kind of endangered animal and lead in the topic.

Step 2： Pre-listening

Show an interesting video clip of a cute giant panda named Qingyi, who is a social media star. And ask students a question, “What do you know about giant pandas?” Then ask students to predict the main idea of the listening material according to the video.

Step 3： While-listening

1. Extensive listening

Read the passage for students and ask them to find the main idea of the listening material.

Then invite one student to write the answer on the blackboard.

2. Intensive listening

Play the tape and ask students to answer two questions：

Q1： What problem do giant pandas face?

Q2： How should we protect giant pandas, according to the passage?

Then lead students to fill in the chart on the blackboard.

Step 4： Post-listening

Ask students to design a slogan for protecting giant pandas in groups of four and encourage students to be creative. 5 minutes are given for discussion. Then invite some groups to share and explain.

Step 5： Summary and Homework

Summary： invite a student to be a little teacher and summarize today’s lesson. Ask students to protect wild and endangered animals.

Homework： ask students to design a poster of protecting wild animals.

Blackboard design：

Teaching reflection

試講題目2.題目：Attributive clause

2.內(nèi)容：

3.基本要求：

(1)根據(jù)所給材料，設(shè)計(jì)語法相關(guān)的教學(xué)活動(dòng)；

(2)配合教學(xué)內(nèi)容適當(dāng)板書；

(3)試講時(shí)間10分鐘；

(4)全英授課。

答辯題目1.請(qǐng)談?wù)務(wù)Z法教學(xué)中的常見教學(xué)方法。

2.本堂課的難點(diǎn)在哪里?

(注：以上圖片節(jié)選自仁愛版九年級(jí)上冊(cè)第4單元第103頁(yè))

二、考題解析

【教案】

National heroes

Teaching aims：

Knowledge aim：

Students can understand the meaning and function of attributive clause.

Ability aim：

Students are able to improve their logical thinking and inductive ability.

Emotional aim：

Students will be more interested and confident in English learning.

Key and difficult point：

Key point：

The improvement in understanding the meaning and function of attributive clause.

Difficult point：

How to improve their inductive ability and be confident to express themselves.

Teaching procedure：

Step 1： Warming-up

1. Greetings.

2. Lead students to sing a song named You Raise Me Up.

3. Ask them if there is something that can raise them up to lead out topic.

Step 2： Presentation

1. Ask students to read the passage to get the main idea and underline the sentences they may not understand.

2. Write down the target sentences on the blackboard and ask students to observe and discuss the similarities and differences.

3. Explain and conclude the definition, structure and rules of attributive clause. The attributive clause is used to modify a noun or pronoun before it. The structure is “antecedent + relative words + clause”. When the antecedent is a person, the relative word should be “who” or “that”. When the antecedent is a thing, the relative word should be “which” or “that”.

Step 3： Practice

Mechanical drill：

Lead students to fill in the blanks on the screen. Check answers later. Give encouragement.

Meaningful drill：

Ask them to describe the pictures on the screen. Invite a few students to answer.

Step 4： Production

Discussion：

Make a discussion in groups of 4 about what they learn from these national heroes. They should try to use attributive clause as much as possible. 5 minutes are given before inviting one or two group representatives to share.

Step 5： Summary and Homework

Summary： ask a student to help conclude the content of the lesson and summarize together.

Homework： ask students to share the story of astronauts to their parents and write a short composition about their feelings. Also, they need to use attributive clause in the article.

Blackboard design：

Teaching reflection

試講題目3.題目：Good Manners

2.內(nèi)容：

(Daniel is hosting the school radio show this week. He is interviewing Jenny, a Grade 9 student, who has recently visited the UK.)

Daniel： Hi, everyone. Today we’ve invited Jenny to talk about manners in the UK. What’s the proper way to greet people there, Jenny?

Jenny： Well, British people say “hello” or “nice to meet you” and shake your hand when they meet you for the first time.

Daniel： Do they greet people with a kiss?

Jenny： No. British people only greet relatives or close friends with a kiss.

Daniel： How do people start a conversation?

Jenny： They talk about the weather, holidays, music, books or something else. But please avoid subjects like age, weight or money.

3.基本要求：

(1)有感情地朗讀所給材料；

(2)根據(jù)該段落的內(nèi)容，設(shè)計(jì)相應(yīng)的閱讀教學(xué)活動(dòng)；

(3)全英授課。

答辯題目1.教師的主要職責(zé)是什么?

2.如何實(shí)現(xiàn)本堂課的情感目標(biāo)?

二、考題解析

【教案】

Good manners

Teaching aims：

Knowledge aim：

Students can get to know the content of this passage.

Ability aim：

Students can improve their reading and speaking abilities.

Emotional aims：

Students will improve their awareness of being polite.

Students can arouse their interest and confidence of English learning.

Key and difficult point：

Key point：

The improvement of oral English and understanding of this passage.

Difficult point：

How to cultivate their awareness of using polite manners and put it into practice.

Teaching procedure：

Step 1： Warming-up

1. Greetings.

2. Show some pictures about different greeting manners around the world.

3. Ask students how much they know about it and lead out the topic.

Step 2： Pre-reading

1. Introduce some background information related to greeting manners.

2. Show a picture of two people making interview on the screen. Ask students to predict what will happen in the following dialogue according to it.

Step 3： While-reading

Global reading：

Ask students： “Where did Jenny visit?” and “How do the British people usually greet?”

Detailed reading：

Ask students： “When do they greet with a kiss?” and “What should be avoided when they start a conversation?”

Step 4： Post-reading

Role-play：

Two students are in a group. One student acts as an interviewer and one student is an interviewee. Give them 5 minutes to make a dialogue about manners in China based on the knowledge they’ve learned today.

Step 5： Summary and Homework

Summary： ask a student to conclude the content of the lesson and summarize with the whole class.

Homework： finish the exercise on the book and surf more details about greeting manners in western countries.

Blackboard design：

Good Manners

Where? -UK

How? -Say “hello” or “nice to meet you”

When? -Only with relatives or close friends

What? -Avoid the subjects like age, weight and money.

Teaching reflection

一、考題回顧

二、考題解析

【教案】

詞匯教學(xué)試講

Teaching aims：

Knowledge aims：

Students can master the phrases of “come from” and “help with”.

Students will get familiar with the topic of seeking for help.

Ability aim：

Students will develop their ability of guessing the meaning of the phrases.

Emotional aim：

Students can foster their willingness to offer helps.

Key and difficult points：

Key point：

Get to know the meaning and usage of the target words.

Difficult point：

How to foster the awareness of helping each other.

Teaching procedures：

Step 1： Warming-up

1. Greetings.

2. Let students enjoy a song named You are My Sunshine and ask them what the song is talkig about.. The song goes like this：

You are my sunshine .

My only sunshine.

You make me happy.

When skis are gray.

You’ll never know dear.

How much I love you.

Please don’t take my sunshine away.

Ask students to answer the question. Then tell them this song is about friendship and lead in the topic.

Step 2： Presentation

1. Read the passage and then find the main idea. While reading, pay attention to the underlined words and guess the meanings.

2. Write down the underlined words, further explain them with other collocations and read together .

Step 3： Practice

1. Fill in the blanks

Choose the correct phrase to fill in the blanks.

Q1： Where does she_____?

Q2： She often ___ me ___ it.

2. Sentence master

Students should make sentence one by one as fast and correctly as possible.

Step 4： Production

Ask students to do a survey about “What they will do when their friends are in trouble?” in group of 5, one act as a interviewer while the others work as interviewees. 5 minutes will be given, later some of the representative will be invited to make a report.

Step 5： Summary and Homework

Summary： summarize with students about today’s lesson. Ask students to give their hands to their friends because a friend in need is a friend indeed.

Homework： ask students to find out more words about “come” and “help”, and then use them to write a story about their friends, share the story next class.

Blackboard design：

Teaching reflection

一、考題回顧

二、考題解析

【教案】

My dream (Future tense)

Teaching aims：

Knowledge aims：

Students can understand the structure and function of future tense.

Ability aim：

Students will know how to use future tense in their daily lives.

Students will improve their reading skills by grasping the man idea of this passage.

Emotional aim：

Students can be more interested and confident in learning English.

Key and difficult points：

Key point：

How to enable students to understand the key structure and usage of future tense.

Difficult point：

How to cultivate their awareness of cooperation in English class.

Teaching procedures：

Step 1： Warming-up

1. Greetings.

2.Sing a song with my students, the name of the song is I have a dream from westlife：

I have a dream a song to sing.

To help me cope with anything.

If you see the wonder of a fairy tale.

You can take the future even if you fail.

Ask students to answer the question. Ask about what did they hear in this song and lead in the topic “My dream”.

Step 2： Presentation

1. Discovering

Invite all of my students read the passage on the textbook, and answer me one question： “What’s the main idea of this passage?” After two minutes, check the answer with them. The right answer is “The writer’s dream in the next ten years.” After that they should circle the similar form of verbs in this passage in 3 minutes. They will tell me, they circled “will be a reporter”, “will live in Shanghai”, “will live” etc. And I will write them down on the blackboard.

Students should look at the blackboard carefully and tel me the structure of this grammar. And I will write down “subject + will do” on the blackboard. Tell them we are going to learn future tense in this lesson.

2. Acquiring

Encourage my students to find the time adverbial “in the next year” and let them find the function of future tense. Draw a time shaft on the blackboard and teach them this tense is used to describe things will happen in the future.

Step 3： Practice

1. Rewrite sentences

Present some sentences on the screen.

Q1： I want to go to the library and buy some dictionaries tomorrow morning.

Q2： He has some psychological lesson in the next week.

Q3： We are having a sports meeting the day after tomorrow.

Our students to rewrite them according to the structure “subject + will do”.

2. Describe pictures

Show a picture about Sarah’ s dream on the screen. And ask students to describe it using the structure “will do”.

Step 4： Post-listening

Ask students to discuss about the New Year plan. I will give them five minutes to discuss in group of four. And then invite some groups to share and explain.

Step 5： Summary and Homework

Summary： invite a student to be a little teacher and summarize today’s lesson.

Homework： ask students to ask about their parents’ plan in the new year and share with us in the next class.

Blackboard design：

Teaching reflection

一、考題回顧

二、考題解析

【教案】

Hotels on the moon

Teaching aims：

Knowledge aims：

Students can understand the content of the reading material.

Students will master some new phrases such as “a large amount of”, “be able to”.

Ability aims：

Students will develop their ability of guessing the meaning of phrases according to the context.

Students reading ability of skimming and scanning will be improved.

Emotional aims：

Students can foster the interest of exploring the unknown universe.

Key and difficult points：

Key point：

How to understand the reading material.

Difficult point：

How to help students practice their reading ability in their daily lives.

Teaching procedures：

Step 1： Warming-up

1. Greetings.

2. Let students watch a video about Yang Liwei and ask them do they know him. They talk about the achievements we have made in exploring the universe especially the moon. Later, lead in the topic.

Step 2： Pre-reading

Explain some phrases： “be able to”, “the large amount of”.

Then, show some background information about the moon.

Step 3： While-reading

1. Extensive reading

Read the passage for students and ask them to find the main idea of the reading material.

Then invite one student to answer.

2. Intensive reading

Ask students to read the passage again carefully in 8 minutes and then answer the following questions：

Q1： How is the condition on the moon?

Q2： What will hotels need to be on the moon and why?

Then lead students to fill in the chart on the blackboard.

Step 4： Post-reading

Ask students to work within groups of four to have a discussion. They can discuss about their own trips to the moon.

Five minutes later, ask some of students to share their ideas.

Step 5： Summary and Homework

Summary： invite a student to be an assistant of teacher and summarize what they have learned in the class. Ask students to be curious to explore the unknown universe.

Homework： ask students to search the internet and find more information about the moon and design a hotel on the moon and write an article to introduce it.

Blackboard design：

Teaching reflection

一、考題回顧

二、考題解析

【教案】

Albert Einstein

Teaching aims：

Knowledge aims：

Students can understand the content of reading material.

Students can be familiar with the great scientists around the world.

Ability aim：

Students will develop their abilities of brainstorming, collecting materials and writing a short passage about great man.

Emotional aim：

Students can feel proud of our greatest giants at home and abroad.

Key and difficult points：

Key point：

How to understand the reading passage and write an article through guidance.

Difficult point：

How to write an article logically and skillfully.

Teaching procedures：

Step 1： Warming-up

1. Greetings.

2. Let students enjoy a picture on the blackboard and ask them： who is he? Then introduce our famous giant Albert Einstein to them.

Ask students how many great scientists or litterateur do they know, and list out their names and achievements.

Step 2： Pre-writing

1. Ask students to read the passage quickly for 2 minutes. And answer how did the writer develop his article. The right answer is by time line.

2. Ask students to read again for 5minutes. And they should complete the chart on the blackboard.

3. Invite my students to have a brainstorming and discussion, and think about who is their favorite celebrity. They should write down his or her name and think about the outstanding events in their lifetime, and then share with their group members. And they should think about how many aspects they could think about to describe a person.

Step 3： While-writing

1. Invite students to write down the outline on their notebooks and write down the key words to describe a person.

2. After the organization of language, write a passage in 100 words in 10 minutes. Give them some process evaluation and help if necessary.

Step 4： Post-writing

1. Editing： ask students to edit their articles with their desk mate, do the peer-editing with classmates.

2. Sharing： invite one of students come to the stage and read his or her article for all of class.

3. Evaluation： give some suggestion of improvements and praises to students.

Step 5： Summary and Homework

Summary： invite a student to be a little teacher and summarize today’s lesson.

Homework： ask students to share their passage with parents and ask about their parents’ favorite celebrities.

Blackboard design：

Teaching reflection

一、考題回顧

二、考題解析

【教案】

語音教學(xué)試講

Teaching aims：

Knowledge aim：

Students can understand the pronunciation rules of liaison.

Ability aim：

Students will be able to distinguish the differences of pronunciation.

Emotional aim：

Students are more interested in learning pronunciation.

Key and difficult points：

Key point：

How to master the liaison rules.

Difficult point：

How to foster the interest in pronunciation learning.

Teaching procedures：

Step 1： Warming-up

1. Greetings.

2. Let students enjoy a poem and then answer the question “What makes the poem so beautiful?”. The poem is like this：

What language is thine? O sky?

The language of eternal question.

What language is thy? O sea?

The language of eternal silence.

Ask students to answer the question. Then tell them that not only the beautiful scene created in the poem makes it so wonderful, but also the intonation and pronunciation make it beautiful. And lead in the topic.

Step 2： Presentation

1. Read the passage for the students, while reading, students must listen to the pronunciation of the words carefully and after listening they should tell me the main idea of it.

2. Invite students to share what they find and explain the structure and function for them.

Step 3： Practice

1. Invite students to read the passage, tell them that when they are reading, they should apply what we just learned in it. And the give them some positive evaluations.

2. Find out more words that can be read together like “stand up” and “all in all”.

Step 4： Production

Ask students to do a dubbing for the video that has no sound in groups of four and encourage students to be active and to do the dubbing more real by using liaison.. 5 minutes are given . Then invite some groups to share their performance.

Step 5： Summary and Homework

Summary： invite a student to be a little teacher and summarize today’s lesson.

Homework： ask students to find more liaison rules through internet.

Blackboard design：

Teaching reflection

一、考題回顧

二、考題解析

【教案】

British Summer Time

Teaching aims：

Knowledge aims：

Students can understand the content of the reading material.

Students can be familiar with the summer time in UK.

Ability aim：

Students can get the main idea and detailed information of the passage.

Emotional aim：

Students can foster the awareness of cherishing the time.

Key and difficult points：

Key point：

How to understand the reading material.

Difficult point：

How to foster the awareness of cherishing the time.

Teaching procedures：

Step 1： Warming-up

1. Greetings.

2. Let students enjoy a song named Seasons in the Sun and ask them what the song is talking about. The song goes like this：

When all the birds are singing in the sky

Now that spring is in the air

Pretty girls are everywhere

Think of me and I'll be there

We had joy we had fun

we had seasons in the sun

Ask students to answer the question. Then tell them that the time of different seasons in UK is very interesting and lead in the topic.

Step 2： Pre-reading

Show an interesting video clip from BBC about time changes of different seasons in UK. And ask them a question “what do you think of this video?” Then ask students to predict the main idea of the reading material according to the video.

Step 3： While-reading

1. Global reading

Ask student to read the passage for the first time and find the main idea of the reading material.

Then invite one student to write the answer on the blackboard. And then check students’ prediction.

2. Detailed reading

Ask students to read the passage for the second time and answer two questions：

Q1： When does the British Summer Time start and end?

Q2： What happens on that day?

Then lead students to answer the questions on the blackboard.

Step 4： Post-reading

Ask students to design a poster for “how they treasuring time” in groups of four and encourage students to be creative. 5 minutes are given for discussion. Then invite some groups to share and explain. And give them positive evaluations.

Step 5： Summary and Homework

Summary： invite a student to be a little teacher and summarize today’s lesson. Ask students to cherish the time in our daily life and keep working hard.

Homework： ask students to search more information about British Summer and Winter time and share it in tomorrow’s class.

Blackboard design：

Teaching reflection

一、考題回顧

二、考題解析

【教案】

Countable and uncountable nouns

Teaching aims：

Knowledge aims：

Students will have a deeper understanding about nouns by dividing them into countable nouns and uncountable nouns..

Students will master the basic rules and some special cases of plural nouns, such as potatoes.

Ability aim：

Students will use nouns properly in their conversation.

Emotional aim：

Students will develop their leaning ability by inductive methods.

Key and difficult points：

Key point：

How to master the rules of plural nouns.

Difficult point：

How to use different nouns correctly in their daily life ；

Teaching procedures：

Step 1： Warming-up

1. Greetings and free talk about the food they ate in the morning.

2. Play a game called Find them different homes.

First, explain the rules： They need to classify the food in 2 or 3 groups in different ways and explain their reasons. For example, they can divide them into healthy food and junk food； vegetables and meat； Chinese food and western food； etc...

Second, divide them into groups 4.

Third, tell them to finish the job in 5 minutes.

Last, make a conclusion and introduce another way(plural and singular) to classify food and lead in to the topic.

Step 2： Presentation

1. Read the short passage for them and analyze the main idea together.

2. Ask them to underline words about food. And write down them on the blackboard in two groups. One includes food, rice, salt and juice. The other includes carrots, fruits and oranges.

3. Divide them into groups of 4 and ask them to find out the rules of the the words.

4. Explain that nouns can be divided into countable ones and uncountable ones. And countable one can be divided into plural and singular nouns.

5. Introduce some special cases, such as potatoes and tomatoes, and remind them we should add “es” at the end is the nouns are supposed to be plural.

Step 3： Practice

1. Activity one： Filling in the blanks： ask them to change the singular nouns into plural nouns. And invite a student to share his answers and give encouragements and corrections accordingly.

2. Activity two： Describing the pictures--they are different items with different numbers.

Step 4： Production

Activity： playing a game called Guessing who he is.

1. Explain the rules： they need to work in pairs. One describes any student in the class about their hair, clothes and glasses and and so on. The other one is supposed to guess the name. Then they exchange the roles.

2. Invite some groups to share their performance in front of the whole class.

Step 5： Summary and Homework

Summary： invite a student to be a little teacher and summarize today’s lesson. And make a conclusion： there are lots of words to learn, but if we master some rules, it will make learning more efficient.

Homework： ask them to find out 5 more nouns which have special plural forms.

Blackboard design：

Teaching reflection

一、考題回顧

二、考題解析

【教案】

Simple present tense

Teaching aims：

Knowledge aim：

Students can understand the structure and usage of simple present tense.

Ability aim：

Students will develop their reading abilities of getting the main idea and main structure.

Emotional aim：

Students can be more interested in learning English and group work.

Key and difficult points：

Key point：

How to enable students to get familiar the key structure and usage of simple present tense.

Difficult point：

How to put simple present tense into daily life.

Teaching procedures：

Step 1： Warming-up

1. Greet with students.

2. Let students enjoy a song named Auld Lang Syne and ask them to sing together.

Should auld acquaintance be forgot,

And never brought to mind?

Should auld acquaintance be forgot,

And auld lang syne?

Ask students what’s this song about, and tell them this song is about friendship. And ask them what do they always do with their friends. Write down their answers on the blackboard.

Step 2： Presentation

1. Discovering

Invite students to read the conversation on the screen and conclude the main idea of it.

The main idea is what do Simon and his family members usually do.

Then they should circle the verbs and the adverbs of frequency.

2. Acquiring

Introduce the simple present tense to students by these examples. The structure is “subject + present tense of the verb”. And the function is to describe the action that occurs repeatedly, especially habits or hobbies.

Step 3： Practice

1. True or false

Present some sentences on the screen.

Q1： I always do exercises. (T)

Q2： He is do his homework right now. (F)

Q3： We sit here for more than 20 minutes. (F)

2. Make sentence

Play a game with them named “running pen”.

Give a pen to the student on the first line. They should pass the pen one by one. At the meanwhile the teacher will sing a song, when the song stops, the one who get the pen should make a sentence using the simple present tense.

Step 4： Production

Have a group discussion about what do their family members usually do in spare time. They will be given 5 minutes. And some process evaluation will be given during 5 minutes.

After that, some groups should come to stage and show their performance.

Step 5： Summary and Homework

Summary： invite a student to be a little teacher and summarize what they have learned today.

Homework： ask students to write down some sentences using the simple present tense.

Blackboard design：

Teaching reflection

一、考題回顧

二、考題解析

【教案】

Special question

Teaching aims：

Knowledge aim：

Students can master the structure and function of special questions.

Ability aim：

Students will be able to grasp the structure of the knowledge through reading.

Emotional aim：

Students can be more eager of grammar learning.

Key and difficult points：

Key point：

How to get to know the target knowledge.

Difficult point：

How to foster the interest in grammar learning.

Teaching procedures：

Step 1： Warming-up

1. Greetings.

2. Let students enjoy a song called Stronger, and ask them what question they can hear from it. The song goes like this：

What doesn't kill you makes you stronger

Stand a little taller

Doesn't mean I'm lonely when I'm alone

What doesn't kill you makes a fire

Put that thing on lighter

Doesn't mean I'm over cause you're gone.

Ask students to answer the question and lead in the topic.

Step 2： Presentation

1 Ask students to read the passage, find the main idea and pay attention to the underlined words.

2. Write down the sentences with target grammar on blackboard and ask students to find out the similarities.

4. Introduce the grammar for the students.

Step 3： Practice

Ask students to chose the right words to fill in the blanks and use the special question to describe the picture on the screen one by one.

Step 4： Production

Ask students to work in 5 groups to make a dialogue about the daily routine of their school life. Five minutes later, some representatives will be invited to share. When making the dialogue, they should use what we learned today and pay attention to the intonation and pronunciation.

Step 5： Summary and Homework

Summary： invite a student to be a little teacher and summarize today’s lesson.

Homework： find out more words about special question and use them to make sentences.

Blackboard design：

Teaching reflection

1.題目：語音課

要求：朗讀文章；設(shè)計(jì)連讀的語音課；英文試講；十分鐘

2.題目：語音課

內(nèi)容：講解長(zhǎng)音；文章是一篇關(guān)于小羊的文章, Lee,愛吃

青草，晚上睡覺，晚_上做夢(mèng) 要求：朗讀文章；講解語音點(diǎn)

3.題目：口語課

內(nèi)容： Jenny wants to be a policewoman...要求：朗讀段落；設(shè)計(jì)一-節(jié)口語課

4.題目：聽力課

內(nèi)容： Scot和Lucy的對(duì)話,詢問uncle Joe, (playing basketball) aunt Sarah(cooking)Mary (watching TV)的活動(dòng)

要求：閱讀對(duì)話，設(shè)計(jì)聽力理解,板書,全英，十分鐘

5.題目：寫作課

內(nèi)容：愛因斯坦的生平，哪一年出生于哪個(gè)國(guó)家,他在瑞士蘇黎世學(xué)習(xí)物理，并做了大量的論文，憑借其中一篇論文獲得了諾貝爾文學(xué)獎(jiǎng)。愛因斯坦的名言兩句。

要求：朗讀全文；引導(dǎo)學(xué)生學(xué)會(huì)描述人物；全英文授課

6.題目：聽力課

內(nèi)容： Millie的新同學(xué)要求：朗讀全文；設(shè)計(jì)聽力教學(xué)

7.題目：詞匯教學(xué)

內(nèi)容： My good friend Jane； come from, help with,

要求：全英文試講；講解詞匯

8.題目：聽力課

內(nèi)容：新同學(xué)的自我介紹

要求：朗讀材料；學(xué)生掌握材料細(xì)節(jié)

9.題目：語音語調(diào)，連讀

內(nèi)容： Jamie stood looking at the map, He turned it around. He looked up from the map. He looked back at the map. He ook a few steps back along the path. He put his finger on the map, and looked up again. "It's no use!”he shouted. He threw the map away, and sat down

on the ground.

I asked him what was the matter.

Jamie said, "We're lost. We must have taken a wrong turning

He didn't know where we were. "I'm sorry. I'm sorry,"

he said again and again.

要求： (1) 朗讀所給材料

(2)配合教學(xué)內(nèi)容適當(dāng)板書

(3)針對(duì)所給材料內(nèi)容，設(shè)計(jì)訓(xùn)練連讀的語音教學(xué)活動(dòng)

(4)用英文試講

(5)試講時(shí)間： 10分鐘

10.題目：語法課

內(nèi)容： Millie： Mum, what do we need to buy?

Mum：We need to buy some chicken, a bag of rice and a

packet of salt.不可數(shù)名詞劃線,下面還有如carrots, pota-toes, vegetables, an apple這些可數(shù)名詞。大致是MILLE和Mum在討論買什么?？蓴?shù)名詞和不可數(shù)名詞都有下劃線。

要求：結(jié)合適當(dāng)板書；朗讀文本；全英文；十分鐘試講；根據(jù)劃線部分設(shè)計(jì)運(yùn)用的語法活動(dòng)(劃線部分是vegetables oranges rice chicken juice apple等等)

11.題目：詞匯課

內(nèi)容： My good friend. she comes from Canada. She helps with my English.

要求：朗讀全文；詞匯課come from, help sb with

12.題目：語法課

內(nèi)容： Is there a bank near the street? Yes. there is. Is there ...?. No, there isn't.

要求：朗讀；講出對(duì)話中的語法

13.題目：口語課

內(nèi)容： What animals do you like?

要求：朗讀

14.題目：聽力課

內(nèi)容： Betty和Jenny討論父親職業(yè)Betty爸爸是警察問她想 不想當(dāng)警察Betty說雖然有點(diǎn)dangerous但想Jenny爸爸是bank clerk Jenny不想當(dāng)銀行職工想當(dāng)reporter因?yàn)殂y行職工too busy

要求：朗讀對(duì)話；設(shè)置理解聽力教學(xué)活動(dòng)；體現(xiàn)教學(xué)互動(dòng)

15.題目： Class 9 went toa trip.

內(nèi)容：講一天內(nèi)他們參觀了哪些地方，中間用到了Firstly,then, after that, after lunch, finally這些詞,并且這些是劃線詞。最后就是Finally they are tired, but happy.

要求： 1.朗讀文段。

2.講解劃線部分的詞語的使用，并引導(dǎo)學(xué)生操練這些詞。

3.全英授課。

4.試講時(shí)間10分鐘。

16.題目： Summer time and winter time

要求：朗讀全文；講授文章細(xì)節(jié)

17.題目：語法課

內(nèi)容： who, what, whose, where, what

要求：語法操練；十分鐘；全英試講

18.題目：聽力課

內(nèi)容：材料是四個(gè)人的自我介紹，Hello, I am Mille..I have long hair. I love reading. Hi, I'm Simon. I like sports. I often play football after school. I'm Daniel. I come from Nanjing. I am good at maths.

要求：朗讀所給材料；設(shè)置理解細(xì)節(jié)教學(xué)活動(dòng)。