teachinglan高中英语教师资格证面试试讲教案
高中英语试讲指导教案模板范文
课程目标：1. 帮助学生了解高中英语试讲的基本流程和技巧。
2. 培养学生的英语口语表达能力和课堂组织能力。
3. 提高学生的自信心和应对考试的能力。
教学对象：高中一年级学生教学时间：2课时教学准备：1. 教学课件2. 英语教材相关内容3. 学生试讲模拟场景第一课时一、导入1. 通过提问引导学生思考：“你们知道高中英语试讲是什么吗？”2. 教师简要介绍高中英语试讲的概念和目的。
二、讲解试讲流程1. 教师详细讲解高中英语试讲的基本流程，包括：备课、准备教案、模拟试讲、正式试讲和总结反思。
2. 强调每个环节的重要性和注意事项。
三、教案准备1. 讲解教案的基本结构和内容要求。
2. 举例说明优秀教案的特点。
3. 引导学生根据教材内容，准备自己的教案。
四、模拟试讲1. 分组进行模拟试讲，每组选一名学生担任主讲人。
2. 教师巡回指导，对学生的试讲进行点评和指导。
五、总结与反馈1. 学生分享试讲心得，教师总结试讲过程中的优点和不足。
2. 针对学生的试讲表现，提出改进建议。
第二课时一、复习上节课内容1. 复习高中英语试讲的基本流程和技巧。
2. 强调教案准备和模拟试讲的重要性。
二、正式试讲1. 学生根据上节课的模拟试讲，进行正式的试讲。
2. 教师邀请其他学生担任评委，对试讲进行评价。
三、点评与反馈1. 评委根据试讲内容、教学方法和课堂组织等方面进行评价。
2. 教师对学生的试讲进行点评，总结优点和不足。
四、总结与反思1. 学生分享试讲心得，教师总结试讲过程中的优点和不足。
2. 针对学生的试讲表现，提出改进建议。
五、课后作业1. 根据本节课的内容，准备一份完整的英语试讲教案。
2. 在课后进行模拟试讲，邀请同学或老师进行评价。
教学反思：1. 本节课是否达到了教学目标？2. 学生在试讲过程中是否掌握了试讲技巧？3. 如何改进教学方法，提高学生的试讲能力？板书设计：一、高中英语试讲基本流程1. 备课2. 准备教案3. 模拟试讲4. 正式试讲5. 总结反思二、教案准备1. 教案结构2. 教案内容3. 优秀教案特点三、试讲技巧1. 课堂组织2. 教学方法3. 口语表达四、课后作业1. 准备教案2. 模拟试讲。
教师资格证考试面试高中英语教案模板+逐字稿词汇课
高中英语词汇课一、教学目标1. 知识目标：让学生掌握并运用本节课所学的词汇。
2. 能力目标：培养学生运用英语进行交流的能力。
3. 情感目标：激发学生学习英语的兴趣，提高他们的自信心。
二、教学内容1. 词汇：单词和短语。
2. 句型：用于表达单词和短语的句型。
三、教学重点与难点1. 重点：单词和短语的正确拼写和用法。
2. 难点：词汇在实际语境中的运用。
四、教学方法1. 任务型教学法：通过完成各种任务，让学生在实践中学习和运用词汇。
2. 情境教学法：创设真实的语境，帮助学生理解词汇的意义。
五、教学步骤1. 导入：引导学生回顾上节课所学的词汇，为新课的学习做好铺垫。
2. 新课：介绍本节课的词汇，让学生通过观察、思考、讨论等方式理解词汇的意义。
3. 实践：让学生在小组内运用所学词汇进行交流，巩固记忆。
4. 拓展：引导学生运用所学词汇进行写作或口语表达，提高他们的语言能力。
5. 总结：对本节课所学内容进行归纳总结，强调重点和难点。
6. 作业布置：布置适量作业，让学生课后巩固所学。
教案模板：1. 教学目标2. 教学内容3. 教学重点与难点4. 教学方法5. 教学步骤逐字稿：1. 导入（5分钟）回顾上节课所学的词汇引入本节课的主题2. 新课（15分钟）介绍本节课的词汇讲解词汇的拼写、意义和用法3. 实践（10分钟）学生在小组内运用所学词汇进行交流教师巡回指导，纠正错误4. 拓展（10分钟）引导学生运用所学词汇进行写作或口语表达学生展示，教师评价5. 总结（5分钟）归纳总结本节课所学内容强调重点和难点6. 作业布置（5分钟）布置适量作业，让学生课后巩固所学六、教学评价1. 评价方式：采用课堂表现、作业完成情况和小测验等多种方式进行评价。
2. 评价内容：学生对词汇的掌握程度、运用能力以及课堂参与度。
七、教学反思1. 反思内容：教学过程中的成功与不足之处。
2. 反思方式：通过学生反馈、自我总结和同行交流等方式进行。
八、教学拓展1. 拓展内容：与本节课主题相关的词汇和短语。
教师资格证考试面试教案高中英语
Module 1 EuropePeriod 3 Cultural Corner and WritingTeaching aims:1 To learn something about the European Union.2. To develop the students’ reading skills.3. To learn to prepare a fact file on a region of China.Difficult and important points:1 Get the students to learn the symbol of the European Union.2 Get the students to understand some important sentences.Teaching procedures:Step 1. RevisionRead the words and have a dictation.Step 2. Lead inThere is an important organisation in Europe. What is it calledthe European Union.Now let’s get some information about the European Union.Step 3. Fast-readingRead the passage and answer the questions.1. What is the European Union2. How did it start3. How many countries belong to it nowStep 4. Further readingRead the passage again and1. Find the names of three first members and three new members of theEuropean UnionFrance, Germany, Belgium, Australia, Denmark, Finland2. In terms of size and population, how big is the European Union compared with China openStep 5. Listening and explanationSeveral phrases1. on the other hand: 另一方面,反过来说2. in the 1950s：二十世纪五十年代3. little by little：逐渐的4. the second half of the twentieth century：二十世纪后半期5. have a population of 有多少的人口Step 6. Discussion1. Choose a region of China and prepare a fact file about it .1) the main towns and cities in the region2 the main geographical features mountains, rivers, lakes, deserts.3 the main industries and / or main agricultural produdce.4 the main places for tourists.Step 7. Writing1. Make a poster display of your fact file.2. Choose one of the cities from Great European Cities.Step 8. HomeworkFinish off your teaching language points2Module 2 Developing and Developed Countries Period 4 Grammar and Language pointsTeaching aims:1 To learn new words and expressions and learn how to use them.2 To learn the usage of the conj.: but , however, although; whileDifficult and important points:1 Get the students to know how to use conj. :连词but , however, although, while 的用法;2 The usage of:Words: developing, figure, unfortunate, measure,Phrases: in one’s opinion, make efforts, connect with, close to, as a result Teaching procedures:Step 1. RevisionRead the sentences and find out what grammar are they5. We are making progress but we need to make greater efforts.6. In a developed country, people have nice clothes to wear, however , in apoor country, people have few clothes.Step 2. Presentation-连词but , however, although, while 的用法;(一) but and however含义相同,都表示转折语气但是；然而but:1 连词,连接两个句子或一个句子的两个部分;Tom was not there but his brother was.He is a hardworking but not very intelligent boy.2 副词,表示“不过,仅仅”He left but an hour ago.He is but a boy.3 介词,表示“除之外”We can do nothing but wait.= we have no choice but to wait.However1 副词, 可放在句首,句中,句末,须用逗号跟句子其他部分分开;The watch is old; however , it is in good condition.The watch is old; it is in good condition, however .The watch is old; it is, however , in good condition.2 表示“无论如何,不管怎样”However hard the task may be, we must fulfill it in time.2. although and whilealthough连词,意为“虽然,尽管,然而”在英语中如果用了although 或though,就不能再用but,但可以用或;1 although 和though用法区别：although较正式,多用于句首;Although he is in poor health, he works hard.2 表示强调时用Even thoughEven though I didn’t understand a word, I kept s miling.3 Though可用在倒装句中：Yong though he is , he is quite experienced.4 副词,表示“然而”放在句末或其他位置;He said he would come; he didn’t ,though.While连词,1 表示对比,“然而”Some people respect him, while others despise him.2 表示让步,“虽然,尽管”,While I sympathize , I can’t really do very much to help.3 表示条件,“只是=as long as”There will be life while there is water and air.4 表示时间,“当…时候,和…同时”Step 3. Language pointsA Words1. develop vt 发展,开发,冲洗,培养adj. developing : 发展中的developed：发达的n. development ：发展developer：开发者----- 相关短语-----：1 develop education/ a business / one’s mind：发展教育/开发业务/开发心志2 a developing country：发展中国家3 a developed country：发达国家4 a less- developed country：欠发达国家5 take a film to be developed：将胶卷送去冲洗----相关句型----：1We must _______ heavy industry.我们必须发展重工业;2It is important to ___ children’s body.孩子的身体发育是非常重要的;3He _________ the films he took.他把所拍的底片冲洗出来了;4_________ of agriculture and industry, we are living a better life.随着工农业的发展5By the first century , the making of paper in some parts of China had been _________. 有了很大发展Answers: 1develop 2develop 3developed 4with the development 5well developed2. figure n. 图表,肖像,数字,身材,人物,v. 计算,估计,估量figure sth. out：把…算出来----相关句型----：1 请把这些数字加起来;Please add up the figures2他是个重要人物;He is a key figure.3拿破仑是历史上有名的人物;Napoleon is a well-known figure in history.4我断定明天会晴天;I figure that tomorrow will be fine.3. measure v. 测定,评估；测量；斟酌；尺寸是n. 尺寸；措施-- 相关短语：1 measure one’s words：斟词酌句2 be measured in/ by: 用…计算3 make … to one’s mea sure：按某人的尺寸制作4 take measures to do sth.：采取措施做某事----相关句型----：1We must take necessary measures to solve these problems one by one.我们必须采取必要的措施逐个解决这些问题;2They measured me and made a suit of clothes to my measure.他们为我量了身体并按我的尺寸为我制作了一身衣服;7. unfortunate = unlucky adj. 不幸的；倒霉的；令人遗憾的fortunately: 幸运地unfortunately: 不幸地fortunate ：幸运的fortune ：命运,运气-- 相关短语：make a/one’s fortune: 发财----相关句型----：It is fortunate/ unfortunate that …Eg: 1 I was unfortunate enough to have lost my keys.我把钥匙丢了,真倒霉;2 It’s unfortunate that you missed the meeting.真可惜,你没参加那次会议;B phrases:1. in one’s opinion/view= in the opinion/ view of sb. 据某人的见解；在某人看来Eg: 在我看来,参观海南的最好时间是春天;In my opinion, spring is the best time to visit Hainan.efforts to do sth.= make every /an effort to do努力去做某事Eg:医生正在作出一切努力挽救那个男孩的生命;The doctors are making every effort to save the boy.8. connect with= be connected with/ have connection with / be related to , 有联系,有关Eg: 那个女孩和史密斯一家有亲戚关系;The girl is connected with the Smiths.9. close to: 靠近,接近Eg: 1我们学校靠近那条河;Our school is close to the river.2 我住得离商店很近;I live close to the shops.10. as a result : 结果,因此= because of / due toas a result of : 由于,作为的结果Eg: 1 那个男孩摔断了腿;因此,几周不能上学;The boy broke his leg. As a result, he had to be absent from school for weeks.2 由于下雨,我们不得不待在家里;We had to stay home as a result of the heavy rain.11. at the top of : 在…的顶部, 用尽量大的声音at the bottom of : 在…的底部Eg: 1 站在这幢高楼的顶部, 你可以很好看地看到这个城市的夜景;Standing at the top of the tall building , you can get a good view of the night of the city.2 为了让彼此听到,他们用尽量大的声音交谈着;They are talking at the top of their voices so as to make themselves heard.12. make progress: 取得进步Step 4. PracticeChoose the best answers:1. Hand in hand with reading , he has _______ the habit of making notes. A. caused B. developed C. created D. broughtcan’t wait. We have to ______ the direction and the distance before we take action.A. make outB. figure outC. think outD. find out3. I would like to have a dress _____A . make to my own measure B. make by my own measureC. made to my own measureD. making by my own measure4. She thought I was talking about her daughter,_______, in fact, I was talking about my daughter.A. whom C. which5 ._______ I admit that he is not perfect, I do actually like the person.B. Since C . Before6. _______ his carelessness, he didn’t pass the examination.A .As a result B. Because C . As a result of D. Since7. That solitary old man suspected to _____ the crime.A. connect to B . connected with C. be connected to D. be connected with8. She wanted to go to the disco,_____ , her parents told her not to.A. insteadB. butC. howeverD. while9. I do every single bit of housework______ my husband Bob just does the dishes now and then.A. howeverB. whileC. whenD. as10. He came to attend the meeting without ______.A. being invitedB. invitingC. invitedD. inviteAnswers: 1 B 2 B 3 C 4 D 5 A 6 C 7D 8 C 9 B 10 AStep 5. Homework:Finish off the workbook on Page73.3Period 2 PronunciationVocabulary and listening Everyday EnglishFunction and SpeakingTeaching aims:1 To listen to the description about the link words although and while and notice the rhythm.2 To express and use the correct rhythm.3 To learn several phrases.Difficult and important points:1 Get the students to express and use the correct rhythm.2 Learn to use the phrases:Teaching procedures:Step 1. RevisionCheck the homework.Step 2. Pronunciation.1. Listen and repeat sentences 1-4 in Grammar activity 3.1 Ask the students to read the four sentences first, silently to themselves.2 Play the tape and let them listen and follow.2. Read the answers to sentences 1-6 in Grammar activity aloud.1 Ask the students to get into pairs and listen to each other read the sentences.2 Ask them to help each other with their pronunciation and intonation.3 Play the tape while the students listen and follow the sentences.4 Ask them to repeat while you play tape again, pausing after each sense group or phrase.Step 3. Vocabulary and Listening1. Check the meaning of these words.2. Read through the words in the box and have the students repeat them afteryou.3. Ask the students to work with a partner .Answers: 1 crowded fascinating huge 2construction 3 similarity4unfortunate 5 inhabitant 6 freeway2. Work in pairs. Tick the statements you think are true.Ask the students to work in pairs and discuss each statement before deciding to tick or not to tick it.Call back their suggestions in a whole class setting, and open it to discussion ifthere is disagreement.The true answers: 1, 2, 4, 7,83. Check the meaning of these words.1 Read through the words and have the students repeat them after you. Take care with the words where the stress does not fall on the first syllable:po llu tion, popu la tion2 Have the Ss work in pairs to come up with the meaning , either by discussion and/ or using a dictionary.3 Now listen to the conversation and tick the topics you hear.Play the tape all through while the students just listen and focus on the tape. Play it again for them to tick what they hear.Ask them to check with a partner.Then call back the answers in a whole class setting.Step 4. FunctionMaking comparisonsat the sentences from Vocabulary and Listening activity2 Answer the questions.Read through the sentences while the students follow in their books.Ask them to do the activity individually, then check with a partner.Call back the answers from the whole class, having one student ask the question and answer it.Answers: 1 many /few 2 much/ less2. Choose the correct words.Ask them to do the activity individually, then check with a partner.Call back the answers from the whole class, having students give the whole sentence.Answers: 1 less 2 many 3a lot 4less 5muchStep 5. Vocabulary and speaking1. Check the meaning of these words which ones describe positive features ofa cityRead through the words and have the students repeat them after you.Ask them to discuss the meanings in pairs and then come up with a list of positive /negative features.Call back the answers from the whole class and make a list on the Bb. Positive features: attractive, lively , modern, peaceful, smart, wealthyStep 6. Everyday EnglishChoose the correct answer :Ask the Ss to do this activity individually, and then check with a partner.Call back the answers from the whole class, having students give the whole sentence.Answers: 1a 2a 3b 4b 5aStep 7. HomeworkFinish off the workbook.4Module 3 The Violence of NatureTeaching goals1．Target languagea important vocabulary and phrasesflood , hurricane , lightning , thunderstorm , tornado , column , current , latitude ,burry , disaster , feather , fur ,occur ,tropical , luckily , thankfully ,hopefully, sadly, fortunately, violence , equatorb important sentence structure1. To help you to remember words which are related---为了帮你记住有关单词;“be related to” means “be connected with”2. Collect all the words you find out that refer to the same thing.find out指通过观察、调查了解弄清事实的真相3. The most violent have winds of more than 400 km per hour.最强的龙卷风风速超过每小时400公里;“the+adj.” 用于表示一类人或物;做主语时常用复数;4. Tornadoes can pick up cars, trains and even horses.“pick up” 拾起,拿起顺便买,接某人上车;pick up意为：拾起,捡起;本句为“收集到”;例如：Alice picked up a wallet on her way to school. 艾丽丝在上学的路上拾到一个钱包;除此之外,pick up还有下列多种意思：①作“加快”解;例如：Soon the bus picked up speed. 公共汽车很快就提高了速度;②作“中途搭人/带货”解;例如：The train stopped to pick up passengers. 火车停下来搭乘客;③作“学会”解;例如：Where did you pick up your excellent English你一口漂亮的英语是从哪里学会的④作“整理,收拾”解;例如：I am asked to help him pick up tools. 我被叫去帮他收拾工具;⑤作“收听到”解;例如：I picked up the Voice of America when I tried to tune in Radio Australia. 我本想收听澳大利亚广播电台,无意中收到了“美国之音”;⑥作“偶然地、无意地获得”解;例如：Where did you pick up that magazine那本杂志你是在哪里搞到的5. They can take the fur off the back of a cat and the feathers off a chicken.它们能剥掉猫被上和鸡身上的毛;“take off”1 取下来,使掉下来,免掉Who took off the lid off the bottle 谁拿掉了瓶盖His arrival took a weight off my mind. 他到了,使我放了心2 脱掉,起飞Take off your wet clothes. 把你的湿衣服脱掉;The plane took off from the airport and headed northwards Zhengzhou.飞机从机场起飞,往北向郑州方向飞去;take a day off请一天假6. --- but leave the furniture inside exactly where it was.而将家具留在原处;leave vt. 让某人某物继续处于某种状态,可以接副词、介词、介词短语等做补语的符合结构;7.By the time it ended, more than 700 people had been killed and 2700 had bee ninjured.8. set fire to, set something on fire, catch fire, be on fire, make a fireThe house was on fire.状态The house caught fire last night.动作9. on average=on the averageOnthe average, in the Latin American countries, there are only from one-tenth toone-fourth as many doctors as there are in the US.10. We managed to get half other population to another island.manage to do something=succeed in doing somethingIn the afternoon I managed to get the chance to speak.下午我终于有了发言的机会;2. Ability goalsa. Revise the Attributive Clause.b. Using the Attributive Clause to explain words.3. Learning ability goalsImprove the students’ ability to give definitions of wordsTeaching important pointsLearn how to definite words, using the Attributive ClauseTeaching difficult pointsUsing the Attributive Clause to definite a word.Teaching aidsA projector and a computer.Step 1 Warming upRemind the students of the tsunami in 2004 with a picture and talk about it.T: As we know, at the end of 2004, a massive earthquake sent tsunami smashing into Indian Ocean coastline. Many heavily populated areas disasters from it.Ask the students to talk about it, such as Sri Lanka , Indonesia , Thailand , India, Malaysia and East Africa destroyed by the monster waves, causing millions of deaths. We human being saw the violence of natural disaster from it.Ask the students to talk about the pictures in the Introduction, page 21.Step 2 Lead-in part 1, page 21Get students to match the words in the box with the definitions below. Then ask individuals to show their answers.A flood is a lot of water in an area which is usually dry.A hurricane is a very strong wind and storm.Lightning is the flash of light which occurs during a thunderstorm.A thunderstorm is a lot of rain falling quickly, with loud noises and flashes of light.A tornado is a column of air that turns very quickly.T: Now let’s pay attention to these sentences. Please find out the common characteristic in all of them.S: The sentences all give a definition of something.T: Very good. Each sentences gives a definition of a word. Any other questions S: The Attributive Clause appears in each sentence.T: Well done That is right. When we give a definition of a word, the Attributive Clause is usually necessary and hopeful. We’d better learn to use the structure “A is B that/which”Now let’s come to Part 3 on Page 22. Let the students match the words in the box with the sentences below and then check the sentences.The suggested answers to Part 3, Page 22:To bury means to place in the ground or tomb.A disaster is a terrible event.Feathers are something that you can see on a bird.To occur means to happen.Tropical is a word to describe describing the hottest parts of the equator.Give the students some time to read.Step 3 Discussionthe students into groups of four to discuss the questions.2. Then open up the discussion to the whole class. If you wish, make notes on theboard, especially of relevant vocabulary which may be new.Step 4 ReadingAsk them to read the passage and answer the questions individually, and then checkwith them.Call back the answers from the whole class, having one student read the questionand another provide the answer.Answers: b, a, aStep 5 Words study Workbook Page 80Ask the students to turn to Page 80 and begin the task in vocabulary. In Active 5.Choose one student to read out the answers and check them with the whole class.Then the students read the sentences together.Answers : volcano, eruption, ash, lava, tidal wave, flood.Step 6 HomeworkSurf the Internet for ways to avoid much damage from disasters.Make three sentences to define the words earthquake, volcanic eruption, andplane crash, using the Attributive Clause.The suggested answers:An earthquake is a sudden violent movement of the earth’s surface that can causegreat damage to people.V olcanic eruption is a sudden occurrence of steam and material that come out thevolcano.A plane crash is a violent fall or breaking that a plane come across when flying.5Period 3Step 1 PresentationLook at the examples a-f. The underlined phrases are examples of different types of infinitive.a.The wind is strong enough. It can move sand dunes.The wind is strong enough to move sand dunes.b.We were advised, “ Don’t go outside.”We were advised not to go outside.c.I’m cycling to work in a sandstorm and it’s frightening.I’m frightening to be cycling to work in a sandstorm.d.There is nothing anyone can do.There is nothing to be done.e.I am the only person in my family who has been in a sandstorm.I am the only person in my family to have been in a sandstorm.f.I’ve been caught in a sandstorm. It was a terrible experience.To have been caught in a sandstorm was a terrible experience.Step 2 ExplanationsI 动词不定式的时态和语态形式1. 动词不定式的一般式：表示与主动词处于同一时间层面或动作发生于主动词之后; eg: He seems to understand what I saidI hope to visit Paris again.2. 动词不定式的进行式：表示与主动词同时发生且动作正在进行;eg: The two cheats pretented to be working hard.3. 动词不定式的完成式：表示不定式动作发生于主动词之前;eg: She seems to have seen this film.He happened to have gone out when I went to see him4. 动词不定式的被动式：表示与逻辑主语之间的被动关系;eg: The meeting to be held tomorrow is about how to stop the pollution.I want to have been told the news earlier.Ⅱ动词不定式的句法功能不定式的句法功能是做主语,表语,宾语,宾语补足语,主语补足语,定语,目的状语和结果状语,分别给出一个例句：1 To master a foreign language is necessary for a college student.主语2 Your job is to wash dishes.表语3 She promised to give him a chance. 宾语4 The teacher told his students to pay attention to their pronunciation.宾语补足语5 I was asked to help him with his lessons.主语补足语6 Have you got a pencil to draw pictures with定语7 Some scientists went to Germany to attend a medical conference.状语8 He was too excited to say anything.状语Ⅲ不定式的复合结构1“疑问词+不定式”可以做主语,宾语,表语,同位语;The problem is how to persuade him to change his mind.2 带有逻辑主语的结构of/ for sb. to do sthThe first thing to do is to clean the room.It is foolish of you to say such words.辨析：⑴ It is + adj.+ of sb + to do sth.; for sb + to do sth.差别：以上1结构中的adj是用来说明主语的特征的,并作其表语；而结构2中的adj是用来说明句中动词的特征的;Eg: It’s foolish of you to do such things可转化为：You”re foolish to do such things.但:It’s easy for you to learn English well不可以象上边那样转化;Step 3 Practices.Ex1.Fill in the blanks with the verbs in their proper forms.1.It's very kind of you ________ it for me. dojob is ________ the students English. teachyou want ________ with us, you should be ready by eight o'clock.godare not ________ him about it. telltold me ________ at six thirty. leavechildren are warned ________ in that lake. not swimyou leave the room, please remember ________ the light. turn off'd better ________stay at home and ________ do your homework.'s too hard ________ do it by myself. takes about two hours ________ get to the station.'s time ________ our class. starthave a lot of things ________ you. tell'm very glad ________ you again. hear fromarticle is not easy ________ . understanddidn't have time ________ a rest. to have'll try ________ that again. not do's wish is ________ a writer in the future. become'd like ________ go to the Summer Palace.doesn't know whether and when ________ Shanghai in two days. leaveis not sure how ________ out the maths problem. workSuggested answers:1.to do2. to teach3. to go4. tell5. to leave6. not to swim7. to turnoff 8. stay do9. to do 10. to get to 11. to start 12. to tell 13. to hear from 14. to understand15. to have16. not to do 17. to become 18. to go 19. to leave 20. to workEx21. Don't forget _________ the letter.A. to sendB. sendC. sendingD. being sent2. The chair looks very old, but in fact it is very comfortable to _________.A. sitB. sit onC. be satD. be sat on3. Is ______ necessary to return the book tomorrowA. thisB. thatC. itD. which4. I'm afraid they would not allow him ________ here.A. to smokeB. smokingC. smokesD. smoke5. Mother told me ________ the water before I drank it.A. boilingB. boiledC. boilD. to boil6. On my way home, I stopped _______ some food.A. buyB. to buyC. buyingD. bought7. John was made _______ the car for a week as a punishment.A. to washB. washingC. washD. to be washing8. The sitting-room needs _______, but it'll have to wait until Saturday.A. be cleaningB. to be cleanedC. cleanD. being cleaned9. The first thing I want to do is __________.A. visit to himB. to visit himC. visiting himD. visited him10. Li Yang advised me _________ too much, otherwise I would have been drunk.A. not to drinkB. to drinkC. not drinkingD. drinkingSuggested answers:1. A2. B 4. A 5. D 6. B 7. A 8. B 10. AStep 4. Listeninga. Pre-listeningDiscuss the following questions with your partner.Q1. What’s the main problem with the environment in the worldQ2. Can you explain why the climate’s getting warmerQ3. Why did people cut down a lot of trees every yearb. While-listeningListen carefully. And answer the following questions.1.What is the most urgent problem of all2.What examples of coastal cities does David give3.Why is the climate getting warmer4.What is described as a major problem5.What happens when we cut down a lot of trees6.How does the interviewer feel about the situationSuggested answers:1. The climate.2.New York and Shanghai.3.Because pollution is stopping the sun’s heat leaving the atmosphere.4.Carbon dioxide from cars.5.There is less oxygen and more carbon dioxide in the atmosphere.6.Optimistic.c. Post-listening:Listen again. And fill in the blanks with proper words according to what you hear. Int: David, what do you see as the main problems with the_______: Well, in a nutshell, the most ______problem of all is the climate. The world’s climate seems to be getting _______Int: We’ve seen a lot of evidence of that, haven’t we: Yes, we have. Also, scientists have found that the _______at the Poles is beginning to melt.Int: We’ve heard that too. Is that really happening: Yes. I’m afraid it is. And at sometime in the future, the ice may melt_______. Then it’s possible that the sea could rise and coastal cities like New York and Shanghai could _____under water.John: It sounds very frightening.: I couldn’t agree with you more. It’s______.Int: Can you explain why the climate’s getting warmer: Well, I’ll do my best It’s ______that’s the problem. Gases from cars enter the atmosphere and stop the sun’s heat from leaving the atmosphere. And factories giveout ______that do the same thing. So as a result, the climate is getting warmer. Int: From what I understand, carbon dioxide from cars is a _____problem.: You’re absolutely right. Carbon dioxide is the gas that does most _____to the atmosphere. But we have a problem with trees too. You see, trees give out oxygen and take in carbon dioxide. So they’re very useful because they _______the carbon dioxide.Int: I know what you’re going to say. We’re cutting down all the trees.: yes, we cut them down because we need the land and because we use the _____for paper and furniture. That leaves more carbon dioxide in the atmosphere.Int: It’s a terrible______.: Yes, and another problem is all the garbage that we produce. We burn a lot of garbage, and once again, the gases pollute the atmosphere. The situation couldn’t be worse, really.Int: We should ______garbage, not burn it.: of course we should.Int: It’s strange. We know all this, and yet we do _____but talk about it. I can’t help but feel very______.: Yes, well, it is worrying. But _______are beginning to do something about it. I don’t think it’s too late.Suggested answer:1.environment2. urgent3. warmer.4. ice5. completely6. disappear7. crazy 7.pollution 9. chemicals 10. major 11. damage 12. use up 13. wood 14.situation15. recycle 16. nothing 17. concerned 18. governmentsHomework:1.Review the grammar points we have learned.2.Finish the exercises 1,2,3 on page 85.3.Finish the exercises 12,13, 14 on page 89.6Period 3Teaching goals 教学目标1．Target language 目标语言A important vocabulary and phrasesatmosphere, carbon, dioxide, chemical, environment, garbage, melt, pollution,recycle, coastal, concerned, evidence, major, urgent, pollute.B important sentence structureTrees take in carbon dioxide and give out oxygen.What happened to your rubbishWhat need to be done to improve the situation2. Ability goals 能力目标Enable students to understand the damage caused by the natural disaster.Enable students to have a good understanding of the importance of the protectingenvironment.3. Learning ability goalsEnable students to take some measures to protect our environmentTeaching important pointsListen to the speech about environmental situation made by an expert and different measures taken by different countries.Teaching difficult pointsListen for correct information and find out ways to solve the problems.Have a further discussion on dealing with rubbish.Teaching methods1, discussion.2, listening.3, Cooperative learning.Teaching aids 教具准备A tape recorder and a computerStep 1 RevisionCheck the homework exercises on Page 85Choose the best answers1, Such people are _________A, respect B, to respectC, to be respecting D, to be respected2, There is nothing to do but ________ till it stops snowing.A, to wait B, waitingC, wait D, waits3, I’m sorry _______ you so much trouble. And thank you for your help.A, to give B, to have givenC, giving D, gave4, Tom is said _______ abroad, but now I don’t know what country he studied in.A, to have studied B, to studyingC, to be studying D, to have been studying5, ______ late in the morning, Bob turned off the alarm.A, To sleep B, SleepingC, Sleep D, Having sleepKeys to the exercise:1, D 2, C 3,B 4,A, 5, AStep 2 listening and vocabulary Page 35Deal with the vocabulary first to make preparations for listening. Then the students will hear a speech about environmental problems made by an expert. Then solve all the questions in this part.T: First, let’s have a revision of some words. Take out your exercises book and we will have a dictation. Write down the words that you hear. Listen to me carefully.No 1. What’s the air around the earth calledS: AtmosphereT: Ok. Write down the word. The second one, when we breathe, we breathe in oxygen and breathe out _______。
高中英语老师面试15分钟试讲课
高中英语老师面试15分钟试讲课一、教学任务及对象1、教学任务本次教学任务为针对高中英语老师面试的15分钟试讲课。
教学内容选自高中英语课程，旨在通过试讲环节展示应聘者的教学能力、英语水平、课堂组织及管理能力。
试讲过程中，需要充分体现教学目标、教学策略、教学过程和教学评价等方面的内容。
2、教学对象本次试讲课的教学对象为参加面试的评审团，包括学校领导、英语教研组长、经验丰富的英语教师等。
评审团将根据试讲课的表现，对应聘者的教学能力、英语水平、综合素质等方面进行评估。
此外，教学对象还包括虚拟的高中生，试讲过程中需充分考虑这一群体的认知水平、学习兴趣和需求。
在教学过程中，要注重激发学生的学习兴趣，引导他们积极参与课堂活动，提高英语实际运用能力。
二、教学目标1、知识与技能（1）英语知识：通过试讲，使学生掌握并运用一定的英语语法、词汇和句型，提高英语表达准确性。
（2）听说技能：培养学生英语听力理解能力，提高口语表达能力，使他们在日常交流中能够自信地运用所学知识。
（3）阅读技能：培养学生快速阅读和理解英语文章的能力，掌握一定的阅读策略，提高阅读效率。
（4）写作技能：指导学生运用所学知识进行英语写作，培养写作思路，提高写作水平。
2、过程与方法（1）采用任务型教学法，设计丰富多样的教学活动，引导学生积极参与，培养合作意识。
（2）运用情境教学法，创设真实的语言环境，让学生在实际情境中进行英语交流，提高语言实际运用能力。
（3）利用多媒体教学手段，为学生提供丰富的学习资源，激发学习兴趣，提高学习效率。
（4）采用个性化教学方法，关注学生的个体差异，因材施教，使每个学生都能在原有基础上得到提高。
3、情感，态度与价值观（1）情感：激发学生对英语学习的兴趣，培养他们积极向上的学习态度，增强自信心。
（2）态度：引导学生树立正确的英语学习观念，认识到英语学习的重要性，形成长期坚持学习的习惯。
（3）价值观：通过英语学习，拓展学生的国际视野，了解世界多元文化，培养跨文化交际能力，提高综合素质。
教师资格证试讲考试 高中英语教师说课教案
1). Students need to guess the meaning of each word.
2). Start to explain the meaning of each word after finishing the listening contents.
Teaching procedures
Teaching procedures
Teaching procedures
Teaching procedures
Step 1. Warming— up
1. Basic greetings to students.
2. Introduce the primary learning contents of this class to students and emphasizing that the object of learning can be focused on one word---- Science.
4. Study some rules of word formation.
5. Learn to write an argumentative essay.
Teaching key points
1.To study and practice some typical words and phrases by learning about some works of scientists.
Three parts
When: on a rainy day in June,1752
教师资格证考试面试高中英语教案模板+逐字稿词汇课
高中英语词汇课教案一、教学目标1. 知识目标：（1）学生能够掌握并正确使用本课所学词汇。
（2）学生能够理解词汇在语境中的运用。
2. 能力目标：（1）学生能够通过构词法拓展词汇。
（2）学生能够运用所学词汇进行口语交流和写作。
3. 情感目标：激发学生学习词汇的兴趣，培养积极的学习态度。
二、教学重难点1. 教学重点：（1）掌握并运用本课所学词汇。
（2）学会通过构词法拓展词汇。
2. 教学难点：（1）词汇在语境中的运用。
（2）利用构词法拓展词汇。
三、教学方法1. 情境教学法：通过设定真实的生活场景，让学生在语境中学习词汇。
2. 构词法教学：引导学生观察、分析词汇的构成，培养学生自主拓展词汇的能力。
3. 任务型教学法：通过完成小组任务，让学生在实践中运用所学词汇。
四、教学步骤1. 导入（5分钟）（1）教师与学生交流，了解学生对词汇学习的认识和需求。
（2）引导学生谈论学习词汇的重要性，激发学生学习兴趣。
2. 新课呈现（15分钟）（1）教师展示本课词汇，引导学生观察词汇的构成。
（2）教师讲解词汇的用法，让学生在语境中理解词汇。
3. 实践环节（15分钟）（1）学生分组，完成小组任务，运用所学词汇进行口语交流。
（2）教师巡回指导，纠正发音，解答学生疑问。
4. 拓展环节（10分钟）（1）教师引导学生运用构词法拓展词汇。
（2）学生分享自己拓展的词汇，互相学习。
5. 总结与作业（5分钟）（1）教师对本课内容进行总结，强调重点词汇。
（2）布置作业：让学生运用所学词汇进行写作。
五、教学反思教师在课后对本节课的教学效果进行反思，分析学生的学习情况，针对存在的问题调整教学策略，以提高教学效果。
六、教学评价1. 课堂参与度：观察学生在课堂上的积极参与情况，包括发言、讨论、小组活动等。
2. 词汇掌握情况：通过课后作业、小测验等方式检查学生对词汇的掌握程度。
3. 口语运用能力：评估学生在口语交流中的词汇使用准确性、流畅性。
4. 写作能力：通过课后作文评价学生对词汇的运用能力和写作水平。
高中英语教师资格证试讲教案
高中英语教师资格证试讲教案一、教学目标1. 知识目标：学生能够掌握英语语法和词汇的基本知识。
学生能够理解和运用所学的英语语法和词汇。
2. 能力目标：学生能够提高英语听、说、读、写的综合能力。
学生能够运用所学的英语语法和词汇进行有效的口语表达和书面表达。
3. 情感目标：学生能够培养对英语学习的兴趣和积极性。
学生能够培养团队合作和自主学习的能力。
二、教学内容1. 章节名称：英语语音知识2. 教学内容：学生能够了解英语音标的基本知识。
学生能够正确发音英语音标。
学生能够辨别英语音标的区别。
三、教学方法1. 讲授法：教师通过讲解英语语音知识，引导学生理解和掌握相关概念。
2. 实践法：教师组织学生进行发音练习和听力练习，提高学生的语音能力。
3. 互动法：教师引导学生进行小组讨论和口语表达，增强学生的参与感和合作意识。
四、教学步骤1. 导入：教师通过引入英语语音的重要性，激发学生的学习兴趣。
2. 讲解：教师讲解英语音标的基本知识和发音规则。
3. 练习：教师组织学生进行发音练习和听力练习。
4. 互动：教师引导学生进行小组讨论和口语表达。
5. 总结：教师对所学内容进行总结，强调重点和难点。
五、作业布置1. 学生完成英语语音练习册的相关题目。
2. 学生准备英语语音的口语表达练习。
教学评价：1. 课堂参与度：观察学生在课堂上的积极参与和发言情况。
2. 作业完成情况：检查学生完成作业的正确性和及时性。
3. 口语表达：评估学生在口语表达中的语音准确性和流畅性。
六、教学评价1. 课后听写：检测学生对英语词汇和语法的掌握情况。
2. 课堂练习：评估学生在课堂上的实时答题能力和理解力。
3. 小组讨论：观察学生在团队合作中的互动交流和语言运用。
七、教学拓展1. 推荐英语学习网站或APP，引导学生自主学习。
2. 组织英语角活动，提高学生的口语表达能力。
3. 鼓励学生参加英语竞赛，激发学习兴趣。
八、教学计划调整1. 根据学生的学习进度和反馈，适时调整教学内容和难度。
高中英语教师资格证试讲教案
高中英语教师资格证试讲教案一、教案基本信息1. 课题名称：高中英语阅读理解教学2. 授课对象：高中生3. 课时安排：45分钟4. 教学目标：a. 学生能够理解文章的主旨大意b. 学生能够掌握阅读技巧，提高阅读理解能力c. 学生能够运用所学知识进行口语表达和写作5. 教学重点与难点：a. 重点：学生能够通过阅读技巧理解文章b. 难点：学生能够运用所学知识进行口语表达和写作二、教学准备1. 教学材料：英语阅读文章、多媒体教学设备2. 教学工具：黑板、粉笔、幻灯片三、教学过程1. 导入（5分钟）1.1 教师通过提问方式引导学生回顾已学知识，为新课的学习做好铺垫。
1.2 教师利用幻灯片展示本节课的教学目标和要求。
2. 课堂讲解（15分钟）2.1 教师引导学生阅读文章，并讲解文章的主旨大意。
2.2 教师讲解阅读技巧，如快速阅读、猜词义、找主题句等，并引导学生实践。
3. 课堂练习（10分钟）3.1 教师设计阅读理解练习题，要求学生独立完成。
3.2 教师选取部分学生的作业进行点评，并针对错误进行讲解。
4. 小组讨论（5分钟）4.1 教师将学生分成小组，要求学生就文章内容进行讨论。
4.2 各小组选代表进行汇报，分享讨论成果。
5. 口语表达与写作（5分钟）5.1 教师引导学生运用所学知识进行口语表达，如复述文章内容、阐述观点等。
5.2 教师布置写作任务，要求学生以文章为主题，写一篇短文。
6. 课堂小结（5分钟）6.2 教师布置课后作业，要求学生巩固所学知识。
四、教学反思五、课后作业1. 复习本节课所学内容，巩固阅读技巧。
2. 完成课后阅读理解练习题。
六、教学评价1. 课堂参与度：观察学生在课堂上的积极参与情况，包括回答问题、小组讨论等。
2. 作业完成情况：检查学生课后作业的完成质量，包括正确性和表达能力。
3. 阅读理解测试：通过课后练习题和模拟测试，评估学生对阅读理解技巧的掌握程度。
七、教学拓展1. 引导学生利用网络资源进行阅读，提高他们的信息获取能力。
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t e a c h i n g l a n高中英语教师资格证面试试讲教案Newly compiled on November 23, 2020阅读试讲教案Grade level: First grade of High schoolLesson type: ReadingDuration: 45minTeaching objectives1)To help students develop their reading skills, such as scanning and skimming forinformation, guessing the meaning of strange words2)Enable students to understand the difficult sentences and new phrases in thepassage3)Affective objectives:（根据文章内容而定）Teaching aidsMultimedia devices; blackboardTeaching important and difficult points:1)Understand the following sentences:2)Grasp the usage of the following words and phrases:3)Enable students to use certain reading skills to help themselves understand thepassageTeaching proceduresStep 1 Lead-in (5min)Show students several pictures of … and ask the students to describe the pictures./ Ask students to think about and answer the questions on the blackboard.(Good morning, boys and girls. How is your day Fine Good for you. Ok. Today we will learn a new lesson. Before looking at the textbooks, I’d like to show you some pictures (a video)/ask you some questions/tell you a story.Describe what you see in the pictureDo you know anything about……What’s your opinion about……Any volunteers Ok, please, share your idea with us. Very good/brilliant/excellent!We already know your ideas about the topic. Now let’s try to find out what’s the author’s idea about the topic. )Step 2 Pre-reading Listening. (5min)Ask Ss to listen to the tape and answer two questions:(Listen to the tape carefully and try to answer the following questions.1)what does the passage talk about2)…….Ok. You have listened to the whole passage. Do you have your answers to the question Good, John, please. (复述学生答案) This is John’s idea, how about other students Ok, Lynn. Good. You think ………. Thank you. I believe you all have got your own answers. You must be curious about whether it’s correct or not. )Step 3 While-reading (25min)Activity 1 Skimming & ScanningAsk the students to read the passage quickly and answer the following questions: (Now read the passage quickly within 2 minutes and find out whether you are right or not. Meanwhile, try to answer the questions on the blackboard.(板书问题)：1）2）Have you finished your reading. Yes Good. First, have you found out the main idea of the passage How about Lisa Very good. It is about ………. How about the questions Have you found the answers Volunteers Good, please. You think …….. excellent, thank you. )Activity 2 Intensive readingAsk the students to read the passage carefully, and get detail information from the passage.(As you have got the main idea of the passage, let’s move on to learn some details of the passage. Now you have 5 minutes to read the passage carefully and discuss with you partners about the following questions.1)2)Ok, I’d like to invite group 3 to answer the questions. That’s really impressive. You already have a very thorough understanding of the passage.From your answers, I can see you already understand the passage quite well. So I’d like to move on to the analysis of some difficult sentences and the usage of some phrases. Take a look at the second sentence in Paragraph 1. Pay attention to……. Is it clear Good.Activity 3 Read togetherAsk the students to read the passage together.(Do you have any questions about the passage No If no, let’s read the passage aloud together. )Step 4 Post reading (5min)(Debate, interview, role-play, retell the story)Ask the students to have a discussion on ….(Very good. You read really well. Now I have another task for you. We havelearnt …… today, …………… have a discussion with your partner. After the discussion, I’ll invite some of you to share your ideas with us.I can see that you have finished your discussion. Anyone wants to share with us ok, Jack. Good. you think from the perspective of ….. Do you have other ideas Yes, please. Excellent. This is an very interesting answer.)Step 5 Summary (4min)Invite students to summarize what they have learnt in the class. Teacher makes supplementary comments, and stress the importance of …(Guys, you’ve done a great job. At last, let’s sum up what we have learned today. Who would like to have a try Jenny, please.)Step 6 Homework (1min)1)Ask the students to consider the question: 1) 2) /ask the students to search moreinformation about …Write an email to your friend.2)Write a short passage and use the new words and expressions as many as possible.3)Read the passage again and try to retell the passage.4)Search the Internet and find more information about…(Thank you, you really did a good job. Is that clear to all of you Okay, at last, here comes your assignment. First, please retell this passage to your desk mate. Secondly, please search on the Internet to find more information about the amber room and we will share your findings next class.Here comes the bell. Class is over. See you next class.)语法试讲教案Grade level: First grade of High schoolLesson type: ReadingDuration: 45minTeaching objectives1)Help students to learn the usage of ….2)Help students to grasp the sentence pattern of…..Teaching aidsMultimedia devices, blackboardTeaching important and difficult points1)the sentence pattern of…2)some special cases3)enable students to use … in real lifeTeaching proceduresStep 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 schoolLesson type: ReadingDuration: 45minTeaching objectives1)enable students master the procedure of writing this kind of composition2)improve students’ writing skills3)help students to get more knowledge of …Teaching aidsMultimedia devices, blackboardTeaching important &difficult points1)Help students to express their ideas in proper English2)Help students to learn the structure in English writingTeaching proceduresStep 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 canfind 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 schoolLesson type: ListeningDuration: 45 minTeaching objectives1)Enable students to master different listening skills2)Help students to learn more about …..Teaching aids:Multimedia devices; blackboardTeaching important and difficult points1)Help students to understand the listening material2)Encourage students to apply listening skills when listening to the material Teaching proceduresStep 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 ideaAsk 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 informationAsk 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 questionsStep 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 m ore 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 words2)Search more information about ….口语课试讲教案Grade level: First grade of high schoolLesson type: SpeakingDuration: 45 minTeaching objectives1)Students will be able to use some important words and expressions2)Students will be able to express their ideas or thoughts clearly.Teaching aidsMultimedia devices; blackboardTeaching important and difficult points1) Help Ss to master the expressions of giving advice:2) Talk about … by using …Teaching proceduresStep 1 Warming-upShow Ss some pictures of … and ask students to describe what they are doing.Step 2 Lead-inPlay 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 & expressionsProvide Ss useful sentence patterns and expressions to express …..Step 4 Role-play/ DiscussionGive the Ss a situation, and ask the Ss to work in pairs and make up a conversation. Ask the Ss to discuss the topic with their partners.After that, invite Ss to present their ideas in front of the class.Step 5 SummaryIn this period, we mainly focus on how to…. It’s very important. Y ou 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 Homework1) Collect more expressions and sentence patterns that can be used to express …..2) Find a partner to practice how to … in different situations.词汇课试讲教案Grade level: First grade of high schoolLesson type: VocabularyDuration: 45 minTeaching objectives1) Enable students to know the meaning of new words and grasp the usages of such important new words2) Enable Ss to use such new words in their own writing or speakingTeaching aidsMultimedia devices; blackboardTeaching important and difficult points1)Explain the meaning and usage of the words to the students2)Enable Ss to use the new words when they express themselvesTeaching proceduresStep 1 Lead-inRevision. 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 GuessAsk Ss to guess the meaning of the words in the context. Or give students some examples and ask Ss to guess the meaning of the words.Step 3 ExplanationExplain the meaning of the words to the Ss. After explanation, present the usage of the words to the students and provide examples to help them understand how to use them.Step 4 PracticeAsk the students to make sentences with new words by themselves. Invite Ss to share their sentences with the whole class.Step 5 SummaryThis, 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 Homework1)Look up these new words in the dictionary, and get more meanings and usage ofthem in the dictionary.2)Finish Exercise 2 on page 11.。