全国教师资格证面试试讲教案词汇课(中学英语)
教资初中英语词汇教案设计模板
课程名称：初中英语词汇教学年级：七年级教材：《牛津初中英语》课时：2课时教学目标：1. 知识与技能目标：学生能够掌握本节课的10个核心词汇，并能正确运用这些词汇进行简单的交流。
2. 过程与方法目标：通过游戏、竞赛和小组合作等活动，提高学生学习英语词汇的兴趣和积极性。
3. 情感态度与价值观目标：培养学生热爱英语、乐于学习的精神，增强自信心。
教学重点：1. 词汇的拼写和发音。
2. 词汇在句子中的运用。
教学难点：1. 词汇的拼写和记忆。
2. 词汇在不同语境中的运用。
教学过程：第一课时一、导入1. 教师用英语进行简短的自我介绍，引出本节课的主题。
2. 学生用英语介绍自己的姓名、年龄和兴趣爱好。
二、新课导入1. 教师展示与主题相关的图片或实物，引导学生猜测词汇。
2. 教师逐一讲解10个核心词汇的拼写、发音和用法。
三、词汇学习1. 学生跟读教师示范，模仿正确的发音。
2. 学生尝试拼写词汇，教师纠正错误。
3. 学生分组进行词汇接龙游戏，巩固所学词汇。
四、词汇运用1. 教师给出句子，学生根据所学词汇进行填空。
2. 学生分组进行角色扮演，运用所学词汇进行对话。
五、课堂小结1. 教师总结本节课所学词汇，强调重点和难点。
2. 学生回顾所学内容，提出疑问。
第二课时一、复习导入1. 教师提问上节课所学词汇，检查学生对词汇的掌握情况。
2. 学生复述上节课所学内容，巩固记忆。
二、新课学习1. 教师展示与主题相关的图片或实物，引导学生猜测新词汇。
2. 教师逐一讲解新词汇的拼写、发音和用法。
三、词汇练习1. 学生跟读教师示范，模仿正确的发音。
2. 学生尝试拼写新词汇，教师纠正错误。
3. 学生分组进行词汇接龙游戏，巩固所学词汇。
四、词汇运用1. 教师给出句子，学生根据所学词汇进行填空。
2. 学生分组进行角色扮演，运用所学词汇进行对话。
五、课堂小结1. 教师总结本节课所学词汇，强调重点和难点。
2. 学生回顾所学内容，提出疑问。
教学评价：1. 学生对词汇的掌握程度。
资格证面试初中英语试讲示范课5篇
目录1.词汇课-Musicians Wanted for School Music Festival2.听说课-Is there a bank around here3.写作课-How to Write a Reply Letter4.阅读课-Lao She’s Tea House5.语法课-Appositive clause一.词汇-Musicians Wanted for School MusicFestival1.题目：Musicians Wanted for School Music Festival.2.内容：Musicians Wanted for School Music Festival. Are you a musician? Can you sing? Can you dance? Can you play the piano, the trumpet, the drums, orthe guitar? Then you can be in our school music festival. Please call Zhang Heng at 622-6033.3.基本要求：（1）全英试讲（2）朗读课文（3）讲划线词语（4）配合适当板书教案Musicians Wanted for School Music FestivalTeaching PlanI Teaching AimsKnowledge aimStudents will be able to master the meaning and usage by given words related to music. Ability aimStudents can recognize different instrument and speak out the right words. Emotional aimStudents will be more interested in music and broaden horizon of different instrument.II Teaching Key &Difficult PointsKey point: master the usage of these new words: musician, piano, trumpet, drum, guitar Difficult point: How to recognize these different instrumentIIITeaching procedures:Step 1: Warming upDaily greeting.Play an English song Ode to Joy and invite students to sing together, after singing, introduce the famousmusician of this song - Beethoven and naturally lead in today’s topic.Step 2: Presentation1. Show the short notice: Musicians Wanted for School Music Festival, read it affectionately to studentsand teach the underlined word “musician” with the picture of Beethoven and show other famous musicians tobroaden their horizon.2. Show the pictures of other four words, describe the shape and play the corresponding sound with themulti-media to help students recognize these instrument.3. After teaching, let them read for three times, pay attention to the pronunciation.Step 3: Practice1. Do a voice game. If I read the words in high voice, they should read in low voice; if I read in low voice,they should read in high voice. I will divide them into several groups to do this game.2. Play a guessing game. Listen to me carefully, and guess what it is.For example: It is large, it has black-and-white keys, Langlang is good at playing it.Step 4: ProductionPlay the selected part of famous film Rio, let students to imitate the sound instrument of it and fourstudents in a group to design a short play, them perform out.Step 5: Summary & Homework1. Read the knowledge together on the blackboard.2. After class, ask students to search some other instrument they like and imitate the sound of one.IV Blackboard design二、听说-Is there a bankaround here1.题目：Is there a bank around here?2.内容：Tony: Hi, excuse me.Linda: Yes. How can I help you?Tony: Well, I am new in town. Is there a bank around here?Linda:Yes, there is. It is on Center Street. It is across from the park.Tony: where is Center Street?Linda: It is not far from here. I can walk with you.Tony: Oh, that’s great! Thank you so much. Linda: No problem.3.基本要求：（1）全英授课；（2）要有与学生的互动；（3）教学生如何给他人指路；（4）设计一节口语课教案Is there a bank around here Teaching PlanI Teaching AimsKnowledge aimsStudents will learn some new words and sentence patterns about asking ways. Ability aims1. Students can enhance their gist listening ability and get to know some specific information.2.Students can get the ability of reading maps. Emotional aimsStudents will be ready to help others and dare to speak oral English in daily life.II Teaching Key &Difficult Points Key points:Words: bank, around, across, far from. Target language: Is there…? Where is…? Difficult point:Students know how to give right directions to others in English.IIITeaching procedures:Step 1: Warming upGreet as usual.Invite the whole class to sing the song Little Star, after singing, I will tell them we can recognizedirections according to the star, and ask them a question: Do you know other tools for giving directions? Whatare they?Step 2: Pre-listeningShow some words of this listening material and use the corresponding pictures to help students understandthe meaning. The new words include park, bank, Center Street, town.Step 3: While-listening1. Extensive listening:Listen to the tape for the first time, and ask students to answer the question on the screen：What are they talking about?2. Intensive listening:Ask students to listen carefully and draw a simple map with the places mentioned in the tape. Meanwhileinvite one student draw the picture on the blackboardAfter students finish the activity, according to the map the student draw on the blackboard, I will ask: Isthere..? And Where is…?Students answer questions. At this time, write the important sentence structures on theblackboard.Listen to the tape and pay attention to the target language.Step 4: Post-listeningImagine there is a foreign friend comes to visit your school and wants to find the library, you are requiredto give him the right directions, work in pairs and make a dialogue, later to perform out. Step 5: Summary & Homework1.Ask students to summarize what they have learnt in this class.2. After class, please design a route map to introduce how to get to West Lake.IV Blackboard design三、写作-How to Write aReply Letter1.题目：2.内容：假设你又是李明,参加了“澳大利亚英语夏令营”为期两周,住在格林夫妇家,他们为你提供吃住行及旅游帮助,请给格林夫妇写信：安全到家；感谢；澳大利亚感受；保持联系Dear Mr.and Mrs.Johnson,I’m writing to you from my home in China.I have returned home safe and sound.When I think of the wonderfultwo weeks I spent in America,I just c an’t help thinking of both of you.You provided everything to make me feel athome.Your generous help and tender care transformed my first American trip into an unforgettable memory.Additionally,I’ve learned so much,not only English but also culture,which greatly enlarges my knowledge.And Ireally enjoyed a great deal of fun and laughter we shared with each other,especially the ideas we exchange about whatwe have in common.Thank you very much.I’ll always remember this trip as well as your kindness.I’ll keep in touch and write to you later.Please take care!Yours Li Ming3.基本要求：（1）全英试讲（2）指导学生学会写信（3）互动环节（4）配合适当板书教案How to Write a Reply Letter Teaching PlanI Teaching AimsKnowledge aims:Students can understand basic structure of a letter and know how do they write a letter in reply.Ability aims:Students will be able to get the main information of the original letter. According to the sample, students can write a letter in reply.Emotional aims:Students would like to join some activities to improve their writing ability.They can understand the letter culture in English countries.II Teaching Key &Difficult Points Teaching Key Points:1. Master the basic structure of English letter.2. Students can write a letter in reply. Teaching Difficult Points:1. Students can avoid making mistakes while their writing;2. Students can improve the confidence of writing, and not afraid of writing English.III Teaching proceduresStep 1 Warming-upI will ask them some questions to lead in the topic:①Do you have a pen-pal, and do you often write to him or her?②What kinds of topic do you usually discuss in your letters?③Do you know how to reply a letter?After they answer these questions, I will tell them today we are going to learn to reply a letter.Step 2 Pre-writingLet them read the letter and find out the information of letter should include. (a letter should includeaddress, main body, complimentary close, and signature; and in the main body, we should express the purposeof this letter clearly, sometimes it is for thanking, sometimes for apologizing, and sometimes for discussing orinviting.Ask them to read the letter on the book and then tell me what they are talking about. While I will ask themto answer the following questions.Why did Li Ming write this letter?Why did Li Ming feel great during that time?Image they are Mr. or Mrs. Johnson and ask them to write a reply letter to Li Ming. What would you sayto Li Ming. Ask the students to have a discussion.Step 3 While-writingImage they are Mr. or Mrs. Johnson and ask them to write a reply letter to Li Ming , they can write thereply letter according to the above discussion. While writing, I will ask them to pay more attention to thespelling, grammar, and the logic of sentences. Step 4 Post-writingAfter they finished the writing, I will ask them to modify their drafts by themselves, and then exchangetheir draft to do the pair editing.Then I will ask some students to read their letters to us, and let them give some suggestions together.Step 5 Summary and homework Summary: Ask one student to summarize what they have learnt today. Then the teacher will add ifsomething miss.Homework: Surf the internet and find out other function of letters.IV Blackboard design四、阅读-Lao She’s TeaHouse1.题目：Lao She’s Tea House2.内容：Teahouse is one of Lao She’s most famous plays. He wrote it in 1957. The play has three acts andshows the lives of common people in China from the end of the nineteenth century to the middleoftwentieth century. It tells us thestory of Wang Lifa and the customers of his teahouse in Beijing. Itdescribes the changes in Chinese society over fifty years around the beginning of the twentieth century.3. 基本要求：（1）全英语试讲；（2）设计一节阅读课；（3）要充分发挥学生的主动性教案Lao She's Tea HouseI Teaching AimsKnowledge aims1. Students know about Lao She’s representative works and know the main idea of Tea house.2. Students know more information about ancient China.Ability aims1. Students can grasp the main idea and specific information in the passage.Students can describe the life experience of Lao She and retell the passage in their own words. Emotional aimStudents can feel proud of Chinese culture and cultivate the awareness of cross-culture.II Teaching Key &Difficult Points Key point: Lao She’s representative works and know the main idea of Tea house. Difficult point: How to enable students to feel proud of Chinese culture and cultivate the awareness ofcross-culture.IIITeaching procedures:Step 1: Warming-upGreetingsAsk students what they did last night and then move to the topicIn the Name of People and its author ZhouMeisen, hence lead students to answer who are their favorite authors to present the author Lao She.Step 2: Pre-readingAfter students’sharing, I will invite students to look at the screen on which there are several photos of LaoShe’s Tea House. And then ask students to predict what the play mainly talk about. Step 3: While-reading1. Fast readingFind out whether the students’ predictions are correct.Ask students two questions before their reading:a. When did Lao She white this play?b. How many acts does it conclude?2. CarefulreadingAsk students to finish the chart in the group of four. And then divide the whole class into two groups to havea group competition, the one who get higher scores will be rewarded.Step 4: Post-readingRetell the passage according to the chart we have made.Invite students to enjoy some clips of Tea House, and express their feelings about them. Step 5: Summary & HomeworkAsk students to review the key points together. Homework: write a short passage about their favorite play of Lao she. IVBlackboard design五、语法-Appositive clause1.题目：2.内容：The fact that more and more people settle down in Canada pleased the Canadians.3.要求：（1）英文授课（2）设计相关互动环节（3）根据文本内容授课，讲解同位语从句语法（4）适当板书教案Appositive clauseTeaching Aims:Knowledge aims: Students can understand the usage of appositive clause;Ability aims: Students can identify the appositive clause, and can use this kind of clause into their writingor speaking.Emotional aims:Can foster the interest and desire of learning English, pay attention to in Englishcommunication and understand others’ feelings;Can improve the confidence of learning English, and not afraidof speaking English;Can cooperate with other group mates actively, and complete the tasks together.Teaching Key Points:Get the sentence structure and its meaning of each sentence, and can induct the rules of the functions ofgrammar.Teaching Difficult Points:Use the appositive clause in proper situations; can identify the clause type in different situations,especially can distinguish the appositive clause. Teaching Methods:Inductive Method, Task-based Teaching Method, Found-type MethodTeaching Aids:Multi-mediaTeaching Procedures:Step 1 Warming-upAsk students to watch a video clip which selected from the movie Despicable Me firstly, and then askthem what kind of grammatical phenomenon they can find.First of all, you got no proof that I did that! There is clear evidence that you did that!I will lead them to think about the relation between the word “proof” and the sentence i. Then come to theconclusion: the sentence is appositive of proof. And today we’re going to learn the appositive clause.Step 2 Presentation1. Show some sentences on the blackboard, and ask students to discuss the function of the underlined partin groups of 4.We heard the news that our team had won. They were worried over the fact that you were sick.After they finished, I will invite group leaders to share their views. And come to the conclusion that thefunction of appositive clause is a supplementary specification to a noun, this kind of clause equals to a noun.This clause always appears after the related noun closely.Step 3 Practice1. Ask students to make sentences by using appositive clause.Step 4ProductionRole-Play time! Suppose Mike and Mary are coming to our school and you are going to be the guide tointroduce to them about our school with appositive clause as much as you can.I’ll give you ten minutes todesign a short play, four people in a group. Then I’ll let some of them to share with us! Start.Step 5 Summary and homeworkThere are two sentences on the PPT. One is appositive clause, and the other one is attributive clause.Please find out the differences between the appositive clause and the attributive clause! How do we distinguishthem from each other? I will invite some of them to share with us tomorrow.Blackboard Design:。
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。
初中英语面试词汇课试讲稿3篇
初中英语面试词汇课试讲稿3篇初中英语面试词汇课试讲稿篇2初中英语面试词汇课试讲稿篇3上课：Class begin!Good morning，everyone~Sit down，please~打招呼：Hello，boys and girls~ How are you today?Fine，thank you~ I am so happy to have a class for you~导入课题：before the class，I want to show you a video~It's very interesting,right?讲教学目标：单词:句型：听力:Yes~ now, who can tell me, what video is talking about? Ok, you please~very good~the video is talking about....... So, today we are going to learn a new lesson~ Module...Unit... ...... ...... (可用不同方式引入单词) now look at the picture~what's this? Yes, It's... (在黑板写单词) Please read after me~ ... boys~good job~ girls~well done~all class~wonderful~ (连续教3-4个单词) (引入句型) (在黑板写句型) Please read after me~(.......) Excellent,now boys read A,girls read B,onetwo begin, you're so wonderful~ Now, change, girls read A, boys read B,one two begin. Well done~ Now, I need you work in pairs, please change these words To make a new conversation,then come here to show us.I will Give you two minutes to practice~ Ok, time is up,any volunteer? You two please come here~ Very good~please go back to your seat~ ok. So much for the conversation,now, let's listen to a tap. Before you listen, there is a question,........ok,let's start~ Now, who can tell me the answer? You please~ Is he right? Yes,excellent! Sit down, please~ (在黑板上写课题)朗读：now please open your book,turn to page..,let's read the text~ All of you did a good job~结束：well，today is so much for this~this is your today's home work on the PPT, please hand in me tomorrow~Class is over, goodbye everyone~。
最新文档初中英语教资面试-词汇课教案+讲课+板书模板
初中英语教资面试词汇课模板教案+试讲+板书模板Teaching Plan for Module _____ (SEFC Book _____)(抽到的标题：My first day at junior high)The______ (First, Second, Third, Forth) Period, _________(Listening, Speaking, Reading, Writing, Grammar): “___________(课文标题)”注：每个考场都有对应的教材，全新课本都摆在桌子上，抽到哪个签，就到对应的讲桌那里备课！）注：每个单元分为五至六个教学模块，即（Listening and Speaking，Reading, Grammar, Writing 等)考生会抽取到一个模块教学。
I. Teaching Objectives（教学目标）注：Teaching Objectives的三个目标可以根据授课内容不同加以取舍。
1. Language Objectives （知识目标）…内容注：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。
2. Ability Objectives（能力目标）(1)Enable students to …(2)…注：能力目标指对学生听说读写能力的培养。
3. Moral Objectives （情感、态度及价值观目标）(1) Help students to learn that…(2) …II. Important Points（教学重点）1. Master two important reading skills2. …III. Difficult Points（教学难点）1. How to analyze the text and grasp the main idea of the text;2. …IV. Teaching Methods（教学方法）1. Communicative Approach .........注：教学方法根据教学内容选择。
教师招聘面试初中英语试讲教案
教师招聘面试初中英语试讲教案Introduction:This teaching demonstration aims to provide an effective and engaging English lesson for middle school students. The focus of this lesson is on improving students' listening and speaking skills through a topic revolving around daily routines.I. Warm-up activity (5 minutes):To start the lesson, I will introduce myself briefly and establish a positive and interactive classroom atmosphere. I will then ask the students to form pairs and discuss their daily routines for a few minutes. Afterward, I will select a few pairs to share their routines with the whole class.II. Presentation (10-15 minutes):Next, I will proceed with the presentation stage, during which I will introduce new vocabulary related to daily routines. I will use flashcards, gestures, and real-life examples to facilitate the understanding of the new words. After introducing each word, I will ask the students to repeat the word and provide a simple definition or explanation in English.III. Listening activity (15-20 minutes):To further develop the students' listening skills, I will play an audio recording that presents a dialogue between two individuals discussing their daily routines. The dialogue will include the vocabulary introduced in the previous stage. After playing the recording once, the students will work in pairs and answer a set of comprehension questions related to the dialogue.IV. Speaking activity (15-20 minutes):To engage the students in a speaking activity, I will divide the class into small groups of 4-5 students. Each group will be given a set of picture cards depicting different daily activities. The students will take turns describing the activities using the vocabulary they have learned. This activity will encourage communication and provide an opportunity for the students to practice using the target language.V. Consolidation and extension (10-15 minutes):To consolidate the lesson content, I will create a group activity where students will be given a worksheet with sentences containing missing words related to daily routines. The students will work together to fill in the blanks using the vocabulary and grammar structures learned in previous activities.VI. Conclusion (3-5 minutes):In the final stage of the lesson, I will review the key points and vocabulary covered in the lesson. I will summarize the lesson objectives and ask the students to reflect on what they have learned. To close the lesson on a positive note, I will praise the students' efforts and provide constructive feedback.Overall, this teaching demonstration aims to create an interactive and engaging learning environment for middle school students. Through a combination of listening and speaking activities, students will have an opportunity to practice using the target language related to daily routines. By the end of the lesson, students should feel confident in their ability to understand and discuss daily routines in English.。
初中英语面试词汇课试讲稿3篇
初中英语面试词汇课试讲稿3篇英语是按照分布面积而言最流行的语言且母语者数量是世界第三，仅次于汉语，西班牙语。
它是学习最广泛的第二语言，是近60个主权国家的官方语言或官方语言之一。
本站为大家整理的相关的初中英语面试词汇课试讲稿供大家参考选择。
初中英语面试词汇课试讲稿篇1Good morning, everyone !I’m No.____ candidate. Nice to meet you! (鞠躬)Today my topic is about ________________________,(板书) I will analyze the lesson from the six parts.：analysis of teachingmaterial, teaching aims and demands, student analysis, teaching methods, learning methods and procedures.Part 1 Analysis of the teaching material .Status and functions :The topic of this unit is about________________. Itis from the unit ______of PEP English < go for it> the _______semester of grade ______. This is an interesting topic for students .So all the activities in this unitare helpful to raise students’ learning inter est. As weall know, interestis the best teacher for students .This unit includes two sections(section A and section B). I will finish section A from 1a to Grammar Focus in this period. Let students learn happily and easily. All the activities in this lesson are designed to help Ss consolidate the language points in this unit.Part 2 Teaching Aims and Demands Knowledge objects:The Ss can master the usage of the important words, expressions and sentences.Ability objects:To develop the Ss’ abilities of l istening, speaking, reading and writing. To improve the student’s reading ability. To guide Ss to set up effective studying strategies. Emotion or moral objects:By studying this lesson，the students will put the moral education in the language study.In order to achieve these aims, we must be clear about the important points and difficult points: The important points：The difficult points：Part3 Teaching MethodsIn my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of English language. So in this unit，I’ll mainly use “municative” Approach(交际教学法), “Task-based” language teaching (). The Situational Approach() .Part4 The Studying of Students and learning MethodsMost of the students are from the countryside, and most of them are poor in cooperative learning skills. Some students are not active in the class, and some students don’t like English. Therefore, I’ll make Ss get the knowledge actively by probe study and cooperative study and let the Ss pass “Observation Imitation Practice ” to study. Part5 Teaching ProcedurePeriod 1(1a--- Grammar Focus)Step 1 warming up It will cost 3 minutesIn this step , I’ll ask students to have a fre e talk with the knowledge they have learnt last lesson . In this way , students will pay their attention to our class easily , and their speakingability will be improved . Step 2 leading in It will cost 2minutes .I’ll show some pictures about__________________, and tell something about _________, these can form a relaxing atmosphere and let the students get ready for the nextstep . Step 3 presentation It’ll cost 20 minutes I’ll show some words and sentences ,and ask students to guess the meaning of new words , with the help of PPT . I’ll set a real situation to help the class learn new words and sentence pattern .students can follow the tape recorder reading words and text .Situational approach is used here . Step 4 practiceIt’ll cost 10 minutesIn this step , I’ll divide the whole class into4groups to have a petition by reading the dialog androle-playing . Then ,I’ll ask students to make a new dialog to check if they can use new words and sentence pattern correctly .Task-based teaching method is used here，and students’ cooperation ability will be well developed .Step 5 summary It’ll cost 5 minutes .In this step ,I’ll guide students to conclude key words and sentence pattern to wide their knowledgeIn the end ,I’ll give some homework ,go over today’s lesson and preview next lesson , go to the library or search the inter for some information ,then write a short passage .Ok ,that’s all for my lesson ,Thank you a lot for listening .初中英语面试词汇课试讲稿篇2I. Lead in: (1 min) free talk/pictures/videosNow class begins. Good morning, boys and girls. How are you today?(指向自己的动作)I’m fine too, thank you, sit down please. This class, we are going to learn a new unit together. Before class, I’ll divide you into four groups. This is boy’s group,this is your tree(用树代表男女生组，分两组其实足够了，以免浪费时间，用苹果树做加分标志不会显得太单调)...If you can answer my question correctly and actively, you can get an apple,OK?(如果一时紧张忘了说什么，可以问一下学生So, what’s the title? 让学生读出来，老师再教读一遍。
教资初中英语词汇教案设计模板
一、教学目标1. 知识目标：（1）学生能够正确拼读并书写本单元的20个核心词汇。
（2）学生能够理解并运用这些词汇进行简单的口头和书面表达。
2. 能力目标：（1）学生能够通过多种方式记忆和复习词汇，提高词汇运用能力。
（2）学生能够运用词汇进行简单的描述，提高语言表达能力。
3. 情感目标：（1）激发学生学习英语的兴趣，培养学生积极向上的学习态度。
（2）培养学生关注校园生活，热爱学校的情感。
二、教学重点与难点1. 教学重点：（1）正确拼读和书写本单元的核心词汇。
（2）运用词汇进行简单的口头和书面表达。
2. 教学难点：（1）词汇的记忆和复习方法。
（2）词汇在实际语境中的运用。
三、教学过程1. 导入新课（1）教师通过图片、视频或话题讨论等方式，引导学生回顾上一单元所学内容，激发学生学习兴趣。
（2）教师简要介绍本单元的主题，让学生对本单元的学习内容有所了解。
2. 词汇学习（1）教师展示本单元的核心词汇，引导学生拼读并跟读。
（2）教师通过游戏、竞赛等形式，让学生进行词汇记忆练习。
（3）教师讲解词汇的用法，引导学生进行实际语境中的运用。
3. 词汇复习（1）教师组织学生进行词汇听写，检查学生对词汇的掌握情况。
（2）教师引导学生运用所学词汇进行造句，提高词汇运用能力。
（3）教师设计情景对话，让学生在真实语境中运用词汇。
4. 课堂小结（1）教师对本节课所学内容进行总结，强调重点和难点。
（2）教师鼓励学生在课后继续复习词汇，提高英语水平。
5. 课后作业（1）复习本节课所学词汇，掌握其拼读和书写。
（2）运用所学词汇进行写作练习，提高书面表达能力。
四、教学评价1. 课堂表现：观察学生在课堂上的参与度、积极性和合作精神。
2. 词汇掌握：通过听写、造句等形式，评估学生对词汇的掌握程度。
3. 课后作业：检查学生对课后作业的完成情况，了解学生对词汇的实际运用能力。
五、教学反思1. 教师根据学生的反馈，调整教学方法，提高教学效果。
2. 教师关注学生的个体差异，因材施教，使每个学生都能在课堂上有所收获。
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词汇课试讲教案
Teaching Plan for Module 1 (SEFC Book 1)
Unit 1 “My first day at senior high”
The Third Period, language points
I. Teaching Objectives
1. Language Objectives
(1)Help students know the collocation and meanings of the following words and phrases:
embarrassed, instruction, far from, nothing like, looking forward to etc.
(2)Help students acquire the use of adjective ending –ing and –ed.
(3)Help students know the use of present continuous tense
2. Ability Objectives
(1)Enable students to use these new words correctly in speaking and writing.
(2)Enable students to use adjective ending –ing and –ed correctly in daily life to describe sth .
II. Important Points
1. Master some phrase, and some new words
2. Master the use of adjective ending –ing and -ed
III. Difficult Points
Analyze components of a sentence
IV. Teaching Methods
1. Practice, discover, Asking and Answering, Explaining
2. Teaching Aids: text book
V. Teaching Procedures
Step I Reading (1 minute)
T: Good morning, boys and girls. First let’s read the new words and new phrases, please turn to page 113 and read the new words from enthusiastic to amazed, go(enthusiastic, amazing, information, website, brilliant, comprehension, instruction , embarrassed, description, amazed) OK. Very good!
Step II Lead -in (1 minute)
T: Everybody, after we have studied this passage (My first day at senior high), we all know that the writer had a wonderful experience of his first day in senior high school. In this class let’s study some useful words and phrases. Phrases (look forward to, far from, nothing like) and words (bored/boring tired/tiring excited/exciting surprising/surprised interesting/interested embarrassed /embarrassing)
Step III Careful analyzing (8 minutes) （此处挑两个讲即可）
OK. Well done! Now let’s look at some of the difficult points in the text!
The first one: 1. the classrooms in li kang’s school are amazing/ some students were embarrassed at first.
Fellows we have already learned the adjective ending –ing and –ed in our junior high school, so let’s turn to page 7 and complete the sentences. Two minutes. (then the teacher check the answers), then let us look at grammar 2 the 2nd one choose the correct explanation according to the exerxise we have done in page 7. ok it seems that you have a clear mind of the 2 kinds of endings, so let us find more examples in our text.(2nd paragraph, the classrooms are amazing, the3rd I don’t think I will be bored in Ms Shen’s class, the 4th paragraph some
students were embarrassed at first)
The next one. 2…and Ms Shen’s method of teaching is nothing like that of the teachers at my Junior High school.（the sentence under the picture）
Nothing like means ，“丝毫不像”in chinese。
Eg: Math class is nothing like Chinese class, because the former is focus on logic thinking, the latter is main tell us how to think in a different way.
The third. 3. I'm looking forward to doing it！
look forward to sth./doing sth. In this structure to is used as a preposition
I look forward to hearing from you as early as possible.（do you remember some other this kind of phrases）
There are some other preposition phrases :( ask students the same kind of words they have learned in their junior school：do you remember some other this kind of phrases
look forward to 盼望……turn to 求助于；转向；翻到……pay attention to 注意……stick to 坚持get down to 开始认真干……object to 反对point to 指向see to 处理，料理devote…to… 贡献……给…
Pay attention to ____(walk) along this risky bridge.
There is not much time , lets get down to ___ (walk) on this research.
Teachers’whole life is devoted to_____(teach)
We should object to ___(tell) lies.
Step V Summary (1mins)
T: In this class we have learned some useful phrases and words . do you still remember their meaning ? (nothing like , look forward to) and now are you clear how to use the adjective ending –ed and –ing.
Step VI Homework Assignment (1 mins)
T: After class, let’s have a revision of the present tense and preview listening and vocabulary, then do the exercises in text book. So much for this class, bye!
VI. Blackboard Design。