Micro-teaching lesson_plan 试讲教案
UNIT4 Microteaching Lesson Plan
UNIT4 Microteaching Lesson Plan一、Class Description该班级为初二年级学生，对于出二第一学期的学生来说，他们在经过初一一年的英语学习后，已具有了相当的英语基础，同时也具备一些使用的语言知识的水平。
在这样的基础上，学生对于讨论跟他们生活息息相关的内容很容易产生兴趣，另外，该班的学习风一般，英语水平处于中等。
二、Teaching Materials and Teaching Content人民教育出版社Go for it! 八年级上册, UNIT4 SECTIONB 3a——3c.三、unit target1.Teaching aims（1）. Words and Phrases：1.at the subway station2.around the world =all over the world=the whole world3.3、in North America north adj./n. 北部的，北方（的）--northernadj.4.South adj./n. 南部的，南方（的）--southern adj.5.East adj./n. 东部的，东方（的）--eastern adj.6.west adj./n. 西部的，西方（的）-- western adj.7.Southeast 东南northeast 东北（先南北后东西）8.North China 华北in the north of China 在中国北部9. 4. in other parts of the world10.5. depend on11.6. in big cities12.7 must be13.8. be different from14.9. a lot more fun15.10. a small number of students a number of16.11 .more…than（2）. Sentence Structures：1.-How do you get to school?-I walk to school.-I get to school on foot.2. -How far is it (from your/his/her home to school)?-It’s three miles.-It’s nine kilometers.3. -How long does it take (you/him/her to get from home to school)?-It takes (about) 25 minutes.-It takes (about) one and a half hours.4. That must be a lot more fun than taking a bus.（3）.Learn some reading skills2. Cognitive aimsWith the studying strategies of imitating and drilling，get the students to do reading task，and learn to describe the transportation.3. Emotional：This unit is mainly let the students to know the different kinds of transportation, improve their traffic consciousness. At the same time, enrich the students' study life; know the differences between Chinese culture and foreign culture.四、Difficulties and Key Points1.Reading skills2. Some new words、structures and phrases.五、Teaching ProceduresStep1：.Greeting. (__1__mins)T：Good morning，everyone.S：Good morning，Mr.---.T：How are you?S：I’m fine, Thank you, and you?T：I’m fine, too.（强化交际水平，检查复习学过知识)Step2：lead-in(__3__mins)1. T：How’s the weather today?S：It is rainy and coldT：So，How do you get to school？S1：I go to school by busS2：I go to school by a bike…(对学习过的内容实行复习，为新课埋下伏笔)T：Ok, this is our ways, Do you want to how the students around the world get to school?S：YesT：Ok，today we’ll study how the students around the world get to school?Step3：While-teaching (__35__mins)1. 3a ReadingA. Pre-readingT：Turn to page 23, look at this picture, what can you see?S：A bus and some studentsT：Yes, there’re some students, what are they doing?S：They’re getting off the bus and walk to school.T：Right, very good. Now it’s time to read this passage, before you read it, I have some questions.a. How many countries appeared in this passage?What about them?b. Read the statements about the article and write“T”or “F”Now, you have several minutes to do it!( 给学生提出问题，让学生独立完成阅读篇章，训练学生的阅读水平)B. Post-readingThis part mainly check the answers，can ask some students answer it and then teach the article, give the explanation of some words and sentences，train the ability of practice.T：Times up，Have you finished it？S：YesT：Firstly，how to read a passage？S：…..T：Ok, when you read a passage you should read the questions first and understand them，and when you look at the questions you should circle the“Key words”and then take the questions to read the article.(将阅读技巧渗透,训练学生的阅读技能)C. check the answersT 1. In． North．．． all．．． students take the bus to school.．．．．． America．．．．．．．, notT 2. Other parts of the world are different．．．．．．．．． from the United States.F 3.In Japan．．．．．．．ways of getting to school are bus, train and bike.．．．．．, the three most．．．．popular(Students take trains, or walk, or ride bikes)F 4. In China．．．．．．． means of transportation. (It depends on．．．． popular．．．．．, bikes and buses are the mostwhere you are)T 5. Students in Hongshanhu．．．．．．．．．． and．．．．．．．．．． have to take a boat to get to school.．．． Kaishandao2. 3b Reading and writingLet students look at the chart. Then read the article and fill in the blanks individually..3. 3c WritingJust now we filled in an article about how students get to Garden High School. What about you? How do students in our class get to school? Let’s make a survey and list your ideas on the board. You can use the words and numbers to write a passage about how students in our class get to school.Sample passage：In my class, most students ride their bikes to school. Many students go to school on foot. Some students live far from school, so they go to school by bus. A few students take their parents' car to school.At Guiyang, most students live at school. They just walk to their classroom. So they don’t ride their bikes to school. Many students play on the playground in the early morning. Some students play football. Some read aloud their English texts. But at the same time, other students in other schools have to take the bus, ride the bike, to hurry to their schools.五、Assignment(__1__mins)Write a newspaper article，Tell how students get to your school.六、Blackboard Writing design。
lesson planning教案模板
Lesson Plan TemplateLesson Title: [Insert Lesson Title Here]Grade Level: [Insert Grade Level Here]Subject: [Insert Subject Here]Duration: [Insert Duration Here]Objectives:Cognitive: [Insert specific learning objectives related to knowledge and understanding]Affective: [Insert specific learning objectives related to attitudes and feelings]Psychomotor: [Insert specific learning objectives related to physical skills]Materials Needed:[List all materials and resources needed for the lesson]Standards Addressed:[Insert relevant educational standards or benchmarks]Vocabulary:[List key vocabulary words and definitions]Introduction (5-10 minutes):Hook/Attention Grabber: [Describe an engaging activity or question to capture students’ interest]Objective Sharing: [Explain the lesson objectives to the students]Prior Knowledge Activation: [Discuss what students already know about the topic]• • • • • • • • •Instruction (15-20 minutes):Direct Instruction: [Provide detailed steps for teaching the content,including explanations, examples, and demonstrations]Guided Practice: [Describe activities where students practice new skills with teacher support]Check for Understanding: [List questions or formative assessments to gauge student comprehension]Independent Practice (10-15 minutes):[Describe activities where students practice skills independently]Closure (5-10 minutes):Summary: [Recap the main points of the lesson]Student Reflection: [Ask students to reflect on what they learned]Preview of Next Lesson: [Briefly introduce what will be covered in the next lesson]Assessment:Formative: [Describe how you will assess student understanding during the lesson]Summative: [Describe any end-of-lesson assessments, such as quizzes or projects]Differentiation:For Advanced Learners: [Describe how you will challenge advanced students]For Struggling Learners: [Describe how you will support students who need extra help]Extensions:[List additional activities or projects for students who finish early or want to explore the topic further]Reflection:[Space for teacher to reflect on the lesson’s effectiveness and areas for improvement]• • • • • • • • • • • • •Example Lesson PlanLesson Title: Introduction to PhotosynthesisGrade Level: 5th GradeSubject: ScienceDuration: 45 minutesObjectives:Cognitive: Students will understand the basic process ofphotosynthesis.Affective: Students will appreciate the importance of plants in the ecosystem.Psychomotor: Students will create a diagram of the photosynthesis process.Materials Needed:Whiteboard and markersChart paper and markersPhotosynthesis worksheetPlant samplesVideo on photosynthesisStandards Addressed:NGSS 5-LS1-1: Support an argument that plants get the materials they need for growth chiefly from air and water .Vocabulary:PhotosynthesisChlorophyllCarbon dioxideOxygenGlucose• • • • • • • • • • • • • •Introduction (5-10 minutes):Hook/Attention Grabber: Show a short video clip of plants growing in fast motion.Objective Sharing: Explain that today we will learn how plants make their own food through photosynthesis.Prior Knowledge Activation: Ask students what they know about how plants grow.Instruction (15-20 minutes):Direct Instruction: Explain the process of photosynthesis using a diagram on the whiteboard. Highlight the role of sunlight, water , and carbon dioxide.Guided Practice: Work through a photosynthesis worksheet as a class,filling in the blanks and labeling parts of the process.Check for Understanding: Ask students to explain the process in their own words and answer questions about the diagram.Independent Practice (10-15 minutes):Students will draw their own diagram of the photosynthesis process and label each part.Closure (5-10 minutes):Summary: Recap the main points of photosynthesis.Student Reflection: Ask students to share one new thing they learned about plants.Preview of Next Lesson: Introduce the next topic: the role of plants in the food chain.Assessment:Formative: Monitor student participation during guided practice and check for understanding.Summative: Review the diagrams students create for accuracy and completeness.Differentiation:For Advanced Learners: Provide additional reading material on the chemical equations involved in photosynthesis.• • • • • • • • • • • • •For Struggling Learners: Pair students with a buddy for the independent practice activity.Extensions:Research project on different types of plants and their photosynthesis processes.Reflection:[Teacher’s notes on what worked well and what could be improved for next time]• • •。
小学英语微课教案设计
目录
Part
01
Course Introduction and Objectives
Background and purpose of micro courses
Adapting to the trend of information-based teaching: Micro courses, as a new type of teaching resource, can meet the personalized and fragmented learning needs of students and improve teaching effectiveness.
Highlighting practicality
The task content should be close to the actual life of students, emphasizing practicality and fun, and stimulating their learning interest and motivation.
01
Overall perception
By playing recordings, displaying pictures or videos, etc., students can have an overall perception of the content to be learned in this lesson.
Ability objective
To be able to apply the knowledge learned in this lesson for
LessonPlan教案(一般过去时动词过去式)Lily
Lesson Plan教案Step1（2分钟）Warm-up: 唱学员熟知的歌曲<<Bingo>> （1分钟）由Bingo引导出小故事：Bingo was a dog. He was on thefarm.Yesterday he came to the town. He felt veryhappy.What did he do yesterday? Let’s guess! (1分钟) Step2 (10分钟)Presentation: 1）黑板中间的句型引出过去时：What did he do yesterday?黑板上方有表示过去现在将来的箭头,今天我们要学习的时态是:一般过去时Simple pass tense(表示过去某个时间里发生的动作或状态；过去习惯性、经常性的动作、行为；过去主语所具备的能力和性格都用一般过去时)结构：主语+ 动词过去式（did）+宾语+时间状语 (2分钟) 2）Now every student has different answer.Teacher’ll tell you the truth.老师准备了8句句子让学生翻译：a)Bingo play ed football yesterday.b)Bingo work ed late yesterday.c)Bingo bake d cakes yesterday.d)Bingo dance d yesterday.e)Bingo mop ped the floor yesterday.f)Bingo stop ped two times yesterday.g)Bingo carr ied many books yesterday.. .。
teachingplan高中英语教师资格证面试试讲教案
teachingplan高中英语教师资格证面试试讲教案第一篇：teaching plan 高中英语教师资格证面试试讲教案阅读试讲教案Grade level: First grade of High school Lesson type: Reading Duration: 45min T eaching objectives 1)To help students develop their reading skills, such as scanning and skimming for information, guessing the meaning of strange words 2)Enable students to understand the difficult sentences and new phrases in the passage3)Affective objectives:（根据文章内容而定）Teaching aids Multimedia devices;blackboard Teaching 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 the passage Teaching procedures Step 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.T oday 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 picture Do you know anything about……? What’s your opinion about……? Any voluntee rs? 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 about? 2)…….Ok.Youhave 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 & Scanning Ask 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 reading Ask 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 together Ask 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 Postreading(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 have learnt …… 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 o f …(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 more information about …Writ e 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 school Lesson type: Reading Duration: 45min Teaching objectives 1)Help students to learn the usage of ….2)Help students to grasp the sentence patternof…..Teaching a ids Multimedia devices, blackboard Teaching important and difficult points 1)the sentence pattern of… 2)some special cases 3)enable students to use … in real life Teaching procedures Step 1 Lead-in(5min)Show some pictures to the students and ask them to describe the picture.引导学生运用语法项目Step 2 Explanation(18min)Explain the usage of ….Present several examples of the grammar item.Step 4 Practice(15min)Ask the students to do the exercises.Step 3 Summary(4min)Invite students to summarize the usage of … Make some supplements and stress the important points.Step 5 Homework(3min)Ask students to finish related exercise on the textbook.Ask the students to write a passage about ….(You have all done a really good job today.I believe you already have a good knowledge of /master the knowledge of…..For homework, you are required to complete exercises on page 201 and to write a passage about ….[I’d rather you search more information about… and some of you will be invited to share your findings with us in the next class.] Clear? Ok.See you next class.)写作试讲教案Grade level: First grade of High school Lesson type: Reading Duration: 45min Teaching objectives 1)enable students master the procedure of writing this kind of composition 2)improve students’ writing skills 3)help student s to get more knowledge of …Teaching aids Multimedia devices, blackboard Teaching important &difficult points 1)Help students to express their ideas in proper English 2)Help students to learn the structure in English writing Teaching procedures Step 1 Warming-up(5min)Showsome 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.S tep 5 Writing assessment(2min)Ask Ss: What’s you most difficult thing during the whole process?(difficult to organize the ideas in a logical way;you feel brainstorm is difficult, difficult to provide persuasive reasons to support the idea)Step 6 Homework(1min)1)Here are some handouts I prepared for you.Read it after class, I believe you can find answers towards your questions.2)Improve your composition according to the handout.听力课试讲教案Grade level: First grade of high school Lesson type: Listening Duration: 45 min T eaching objectives 1)Enable students to master different listening skills 2)Help students to learn more about …..Teaching aids: Multimedia devices;blackboard Teaching important and difficult points 1)Help students to understand the listening material 2)Encourage students to apply listening skills when listening to the material Teaching procedures Step 1Warming-up(2min)Show some pictures to the students and have a free talk with the students.Step 2 Pre-listening(5min)Organize the students to have a brief discussion about the topic.Invite some students to share their ideas with the class.Predict the main idea of the passage.After that, present new words and expressions to the students.Step 3 While-listening(25min)1)Listen for main idea Ask Ss to listen to the passage but do not look at the questions, ask them to get the main idea of the passage.Invite students to share their ideas.2)Listen for answers to the exercises/detailed information Ask Ss to listen to the passage again.This time ask them to try their best to get answers to the questions.After listening, check whether Ss get the correct answer, and ask why.3)Play the tape again, focus on the part where they did not get the right information.Do you have any questions? Step 4 Post-listening(10min)Show them the listening text and ask them to read it aloud together.Step 5 Summary(2min)In this period, we mainly focus on the listening ability.It’s very important.If your listening is poor, you’d better practice more.The more you listen to English, the better your listening is.Remember: Practice makes perfect.Step 6 Homework(1min)1)Read the listening texts again and try to retell the passage in your own words 2)Search more information about ….口语课试讲教案Grade level: First grade of high school Lesson type: Speaking Duration: 45 min T eaching objectives 1)Students will be able to use some important words and expressions 2)Students will be able to express their ideas or thoughts clearly.Teaching aids Multimedia devices;blackboard Teaching important and difficult points 1)Help Ss to master the expressions of giving advice: 2)Talkabout … by using …Teaching procedures Step 1 Warming-up Show Ss some pictures of … and ask students to describe what they are doing.Step 2 Lead-in Play the tape and ask Ss to listen to the dialogue.Ask Ss to predict what we will learn today.Step 3 Provide key sentence patterns & expressions Provide Ss useful sentence patterns and expressions to express …..Step 4 Role-play/ 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 Summary In this period, we mainly focus on how to….It’s very important.You should know how to … in rea l life after this period.You should memorize the useful expressions we learned today.I hope you can practice more after class.Remember: practice makes perfect.Step 6 Homework 1)Collect more 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 school Lesson type: Vocabulary Duration: 45 min Teaching objectives 1)Enable students to know the meaning of new words and grasp the usages of such important new words 2)Enable Ss to use such new words in their own writing or speaking Teaching aids Multimedia devices;blackboard Teaching important and difficult points1)Explain the meaning and usage of the words to the students2)Enable Ss to use the new words when they express themselves Teaching procedures Step 1 Lead-in st 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/boldwords.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 Practice Ask the students to make sentences with new words by themselves.Invite Ss to share their sentences with the whole class.Step 5 Summary This, period, we have learnt several new words:...we have learnt the usage of these new words.I hope you will memorize these words, as well as the usage of these words.I suggest you use the new words as often as possible.In this way, you will know how to use the words, instead of only knowing the meaning of the words.Step 6 Homework 1)Look up these new words in the dictionary, and get more meanings and usage of them in the dictionary.2)Finish Exercise 2 on page 11.第二篇：高中英语教师资格证试讲面试教师资格证中学英语面试阅读题真题一 1.试讲题目: 阅读教学试讲内容: One day, a man called the taxi company to get a taxi to go to the airport, but after a very long time, the taxi did not come.He called the girl in the taxi company again.The girl in the taxi company said, “ the taxi has not come, but you need not to worry about it as the airplane is always late.” t he man answered, “certainly, the airplane will be late this morning, because I happen to be flying it.”基本要求:(1)朗读所给段落。
授课教案 (Teaching plan)
授课教案（Teaching plan）培养目标作为现代高等教育的发端，天津大学在一百一十多年的办学实践中，秉承“实事求是”校训和“严谨治学、严格教学要求”的双严方针，牢固树立学校以育人为本、育人以教育为先、质量是学校的生命线、教学工作在学校具有优先地位的理念。
强化教学管理，深化教学改革，逐步构建了具有天大特色的本科创新人才培养体系。
努力培养专业口径宽、理论基础厚、实践能力强、综合素质高，具有创新精神和国际视野的高层次人才，使之成为推动科技创新、经济发展、社会进步的栋梁。
本课程是高等学校化学工程及工艺专业（本科）的一门专业基础课，是学生在具备了物理化学、化工原理、化工热力学等技术基础知识后的一门专业主干课。
本课程主要讲授化工生产实际中复杂物系的分级、分离、浓缩、提纯等技术。
通过该课程的学习，使学生掌握各种常用分离过程的基本理论，操作特点，简捷和严格计算方法以及强化改进操作的途径，并对一些新型分离技术有一定的了解，能够根据具体的分离任务和分离要求，选择适宜的分离方法，设计合理的分离序贯。
围绕本课程的实验教学、仿真实习、工程案例教学环节使分离理论与实践有机结合，显著增强了课程的工程实践特色，符合工科创新性人才的培养目标。
重点难点（1）课程的重点、难点化工分离过程属于理论性较强的课程，综合运用化工原理、物理化学、化工热力学、传递过程等课程的理论知识，针对化工生产中经常遇到的多组分非理想性物系，从分离过程的共性出发，讨论各种分离方法的特征。
本课程着重基本概念的理解，为分离过程的选择、特性分析和计算奠定基础。
在以基础知识、基本理论为重点的基础上，强调将工程与工艺相结合的观点，以及设计和分析能力的训练；强调理论联系实际，以提高解决实际问题的能力。
另外，在讲授传统分离技术的同时，还不断引进新型分离技术的有关内容，并逐渐加强其重要性，以拓宽学生在分离工程领域的知识面，从而适应多种专业化方向的要求。
难点在于本课程中应用到很多化工热力学和传递过程理论，内容较为深奥和抽象。
Teaching Plan英语教案模板
***［设计理念］初三学生面临中考的考验，使得老师注重题海战术，学生学得乏味、吃力。
而我的观点是：英语作为一门工具学科，要让学生学得轻松愉快，在愉悦的气氛下掌握知识，形成能力。
本课是学习语法：动词后的副词。
语法教学本身一定是枯燥乏味的，所以作为老师不能让学生死记硬背语法规则，而应该让学生在活动、练习中自然掌握语法规则。
因而我在课的开始阶段就设计了有趣的活动，如听录音判断说话者的心情、根据图片说形容词和副词、根据生活录像猜副词，让学生能以好奇愉快的心情展开学习。
巩固拓展阶段除了传统的习题练习以外，我还设计了游戏、头脑风暴和编故事等活动，在活动中培养学生实际运用语法的能力。
同时我精心设计了多媒体课件，让学生在学习过程中加入视觉的冲击，产生强烈的学习动机，从而能自觉地运用英语进行交际活动, 培养学生的语言交际能力，从而促进“听、说、读、写”教学，提高英语教学的实际效果。
［教材分析］1.本课介绍了世界人口迅速增长的状况以及所带来的一系列问题，同时也提到了欧洲的低出生率及老龄化问题。
人口问题是世界性问题，是本课重点教学内容。
就其内容而言，难度不大，同时具有很强的开放性，作为八年级的学生，已经通过各种渠道对世界和我国的人口问题有所了解，并且具备了一定的英语基础，有能力来学习这部分知识。
本课以雄辩的事实对同学们进行人口教育，说明控制人口增长的重要性和必要性，使他们进一步认识到中国实行计划生育政策的必要性和深远意义。
2.本课学习过去完成时态的构成和基本用法，为后面两课学习带有过去完成时的宾语从句作铺垫.询问学习询问人口情况的句型（英语中就人口提问只用what），表达自己观点的句型，以及表达赞同和反对的句型。
［学生分析］本班级同学英语基础较好，有少量的学习困难生。
总体水平不错，但在口语交际和语法知识方面还有欠缺。
因而我的教学重点主要放在培养学生灵活运用语法规则的能力方面，给学生提供一个英语交际的场合。
考虑到初三学生随着年龄的增长，活跃性方面不如起始年级，因而我在课堂中设计了游戏活动和讨论活动，让学生们产生学习的动机，提高课堂效率，从而能自觉地运用英语进行交际活动。
小学英语微型课全过程及基本流程
小学英语微型课全过程及基本流程Micro teaching is an essential aspect of teacher training, allowing educators to practice and refine their teaching skills in a controlled and supportive environment. When it comes to teaching English in primary schools, micro teaching becomes even more crucial due to the younger age of the students and the need for engaging and interactive lessons. In this article, we will explore the entire process and basic flow of a micro English lesson for primary school students.1. Preparation:The first step in conducting a successful micro English lesson is thorough preparation. This includes familiarizing yourself with the lesson plan, the learning objectives, and the materials that will be used during the lesson. It is important to ensure that the lesson is age-appropriate, engaging, and aligned with the students' needs and interests.2. Introduction:The lesson begins with a brief introduction, where the teacher greets the students, establishes rapport, and sets the context for the lesson. This may involve asking students about their previous knowledge of the topic, introducing newvocabulary, or sharing a relevant anecdote to pique the students' interest.3. Presentation:During the presentation phase, the teacher introduces the new language concepts or skills that will be the focus of the lesson. This may involve using visual aids, gestures, or realia to make the content more accessible and engaging for young learners. The teacher should use simple and clear language to ensure understanding.4. Practice:Once the new concepts have been introduced, the students engage in practice activities to reinforce their learning. This may involve individual, pair, or group activities, such as role-plays, games, or worksheets. The teacher circulates the classroom, providing feedback and support as needed.5. Feedback:After the practice activities, the teacher provides feedback to the students, highlighting their successes and areas for improvement. This may include correcting pronunciation, grammar errors, or providing guidance on language use. Positivereinforcement and encouragement are key to building students' confidence and motivation.6. Conclusion:The lesson concludes with a recap of the key points covered, a final practice activity, or a wrap-up game to consolidate learning. The teacher thanks the students for their participation, addresses any lingering questions or concerns, and previews the next lesson to maintain continuity and coherence.7. Reflection:After the lesson, the teacher reflects on the teaching process, identifying what went well and areas for improvement. Thisself-assessment is crucial for continuous professional development and growth as an educator. The teacher may also seek feedback from peers or mentors to gain additional perspectives and insights.In conclusion, conducting a micro English lesson for primary school students requires careful planning, engaging presentation, interactive practice, constructive feedback, and reflective practice. By following the basic flow outlined in this article, teachers can create effective and impactful lessons that support students' language development and learning.。
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Student teacher’s Name: 杨晓娟 Teaching Date: 15th May 2011 Supervisor’s Name: 戴玮红 上课班级情况概述 Class Description Our class has 50 students, they are very friendly lovely and also have many creative. Many students are able to learn English skill very fast but others can’t accept very quickly.
5. It’s so cold here. the door? Key:1. Would you mind turning down 2. Would you mind cleaning 3. Could you please feed 4. Could you please help me with 5. Could you please close B. After class write an essay about the difference polite culture between our country and others.
What should wo do? We can say:Would you mind (not) …?/Could you 板 书 设 计 Board-writing Design please (not) …? Would you mind +V-ing Could you please +V Would you mind not …?
教材依据和内容 Teaching Materials Unit 7 Would you mind turning down the music? (section A) and Teaching Content 教 学 目 标 Teaching 1. 语言知识目标 Vocabulary and structure: objectives/aims Use the expressions to describe complaints Improve the students’ reading and speaking ability. Learn some useful words and expressions 2. 语言技能目标 Function: Practice how to make requests Practice how to make the apologize frankly 3. 情感态度目标 Emotional: When we require others to do something we need to use polite expressions. 4. 学习策略 Learning Strategy: When people ask for your help or you need help form others,you can make right requirments. Grasping express the skills of willings,apologies,and complaints and can use these ways to express your own idea. 5. (跨)文化意识 Cross--culture Awareness: 跨 文化意识
Comprehending the differences of polite culture between our country and others.
教 学 辅 助 手 段 Teaching AidБайду номын сангаас 教学重点与难点 Difficulties and Key Points
The blackboard, a computer, multimedia Key points: Improve the students’ polite expressions. Learn how to solicit others′opinions. Difficulties points:
补 充 材 料 Supplementary Materials 课后作业 Assignment A. According to the situation, complete the sentence. 1. The radio is make too much noise. the radio. 2. The classroom is too dirty. 3. The dog is too hungry. 4. My homework is too difficult. the classroom? the dog? my homework?
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Learn to ues this sentences structure: Would you mind (not) doing sth. Could you please…? 教 学 过 程 Teaching Step1:Pre-teaching (_7_mins) Revision/ Warming up Procedures (Allocation of Time) Step one: Show some pictures about social morality. At the same time, enjoy the English song---How do you do? And ask students“Is there anything that I can do for you? Step two: lead in(5minute) Teacher shows some pictures or plays some videos of adverse social morality and asks students What should wo do? We can say:Would you mind (not) …?/Could you please (not) …? Step2: While-teaching (__30__mins) Presentation/Drill/Practice Step one:(SectionA-1a,1b): 1. Teacher and students discuss the pictures which the teacher is showing and answer the questions together. At the same time finish the 1a. T: Look at picture! What’s the problem? S: It’s too noisy. T: What should we say about this? S: We can say: Would you mind turning down the music? T: How can you say sorry about this? S: We can say: Sorry, I’ll turn it down right away. Explain :Would you mind +V-ing (means request) 2. Students finish the listening practice and show the keys. Step two:(SectionA-1c): ( 1. The teacher asks a group of students read the examples given. S1：Would you mind moving your bike? S2：Sorry, I’ll do it right away. (Students practice the sentence structure of asking for require and making apology.) 2.With the above content for the foundation, teachers and students make a discuss and then answer the question. T: Could you please move your bike? S: Sure, no problem. Explain :Could you please +V (“could” not represent the past tense it means polite request) Step three:(SectionA-2a,2b): 1. Require students to quickly read 2a and 2b requirements, guide the student to carry on the analysis of information, listen to choose relevant information. 2. Let the students studying pictures, and then to the side of the sentence, understand the content of the picture. 3.Conduct listening practice, students according to the tape content complete 2a and 2b. If there is any error, the teacher correct answer.
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Then play the tape again,students read after the tape. Explain : The student through listening practice, further familiar with this lesson the target language. Step four:(SectionA-2c): After students finish the task of 2a,2b, based on the listening material, finish 2c and work in pairs. S1:Would you mind not wearing those old jeans? They look terrible. S2: OK, I will put on another pair. Explain: Would you mind not …?( contact with "the language function request" project.) Step3: Post-teaching (__8_mins) Summary in daily life, we often meet with "to help others request this situation, we can use those sentences stucture: ①Could you read the letter for me, please? ②Would you please open the window? ③Could / May I use your bike? / Would you mind I using your bike? ④Could you help me? Could you give me a hand?