教师资格证考试-面试-高中英语-教案模板+逐字稿-语法课
高中英语教师资格面试试讲逐字稿万能模板
高中英语教师资格证面试试讲逐字稿万能模板1、题目：《Unit 3 Celebrations 》2、内容：3、基本要求（1）试讲时间10 分钟。
（2）全英文授课，师生间有互动（3）适当板书教学设计逐字稿Good morning/afternoon, I’ m number 6 candidate, applying for senior middle schoolEnglish teacher. It ’s my great honor to be here to present my lesson, now pleaseallow me to start my presentation.Good morning/afternoon, boys and girls. How are you today? Not bad? You feel great. I ’m great, too. Thanks for asking. Are you ready for our English travel today? Oh, that ’s great. Let ’s enjoy some pictures together. What are these pictures about? Yeah, parties. Any other parties do you know? New YearParty; Wedding party; Christmas party, birthday party...... Amazing.What do we usually do in parties? We eat delicious food, we exchange things. Great, look at this picture, what are they doing? They are sitting around and eat hot-pot. Do you like ice-cream and cookies? Yeah, they taste sweet, and we call them snacks. Do you like Coco-kola? It ’s a kind of drink with no alcohol, so it is soft drink.Now, read these words by yourself, please. Stop here. Please fill in the blanks of exercise 2. Carlos, would you please read out youranswer? The first one, we only invite family and close friends to my father ’s birthday party. The second one, In the summer, we love having a barbecue in the garden with friends. Terrific. Sit down, please. In life there are always things worth celebrating, such as: passing test, retiring, going to study abroad, getting a job with good salary and so on. Now, let ’s listen to a four people ’s speech, judge why each person is celebrating, OK? Great. Here we go.Tape is over, why is Dave celebrating?Diana. He passed his driving test, she had failed twice, now, he feels great. Dean, why is Mike celebrating? He is so lucky, he gets a job with good salary. Wonderful. Sit down, please. Grace, can you tell us why Ewa is celebrating? Shegets a great opportunity that she can study one year in America.That ’s fine. Sit down, please. Do you agree with her.?Yeah. Excellent! What ’s Lisa celebrating for? Let ’s say it together. Now she is retiring after working for many years. Well done. When we attend a party we should follow social customs. What do you think should you do in parties? Wear proper clothes, be polite, respect local tradition. Wonderful. In exercise 4, you will get some useful advice. Now read through the advice , trying to complete the sentences and predicting what the answer will be. Stop here. Who want to be the first one? David, how brave you are! Read the whole sentence please. If it ’s very formal, you should dress smartly. Nowadays, you don ’t have to be too formal. You shouldn ’t arrive late to a dinnerparty. Well done, sit down please.Supposed you have a foreign friends who receives an invitation to one of the Chinese traditional celebrations. would you please givehim/her some advice.For example: What to wear? What presents to take? What not to do? When to arrive?You are so kind. Work in groups and try to create a short play in such situation. Have you finished? Group 1. go back to your seat. Let ’s applaud for them. They give some advice for celebrating the oncoming middle autumn festival. Many interesting things happen among them. That ’s amazing. I ’m proud of you. So, here we know that, there are so many differences between Chinese and western cultures, so please pay more attention to ourtraditional festivals and learn to respect other ’s customs. OK? Fabulous.How time flies, did you enjoy our English travel? That’s what I try to do. Glad you are happy. Time for homework. Suppose we are going to have abarbecue to welcome fresh man, you are suppose to write a composition about this. Next class, show you results. Are we clear? Perfect. So much for today, seeyou next time.That’s all. Thank you.。
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。
2023年12月高中英语教资面试真题教案逐字稿 高中英语语法课-宾语从句
2023年12月高中英语教资面试真题教案逐字稿高中英语语法课-宾语从句1. 题目：语法教学试讲2. 内容However, learning English as a foreign language is very difficult in the absence of a native language environment. Some respected theories on language acquisition believe that to attain a high level of fluency and accuracy in a foreign language, you need to be surrounded by it. But sadly the chances that we will all have the opportunity to live in an English-speaking country are small. Therefore, most of us have to rely on what we can learn at school as part of the school curriculum.3. 基本要求：(1) 朗读所给段落。
(2) 配合教学内容适当板书。
(3) 针对所给材料划线部分，设计宾语从句语法教学活动。
(4) 用英文试讲。
(5) 试讲时间: 10分钟。
教案Object ClausesTeaching Objectives1. Students will be able to understand the structure of object clauses.2. Students will master the usage of the guiding words in object clauses.3. Students will be able to use object clauses accurately in real-life situations.Teaching Content1. Definition and structure of object clauses.2. Guiding words and their usage in object clauses.3. Application of object clauses in real-life scenarios.Teaching Procedure1. Introduction:Introduce students to the structure and usage of object clauses through example sentences.2. Explanation:Definition: Explain what object clauses are and their role in sentences. Structure: Analyze the structure of example sentences in detail, including the guiding word, main clause, and subordinate clause.Guiding words: List common guiding words such as "that," "what," "which," etc., and explain their usage.3. Practice:Multiple choice: Provide multiple examples of object clauses and ask students to choose the correct guiding word or judge if the structure is correct.Fill-in-the-blank: Provide incomplete sentences and ask students to fill in the correct guiding word to make the sentence complete.4. Group discussion:Divide students into groups, provide each group with an example of an object clause, and ask them to discuss within the group whether the structure and usage of the guiding word are correct.5. Summary and feedback:Have students share their discussion results, provide feedback and correction suggestions, and emphasize the importance and usage of object clauses again.6. Homework:Assign relevant practice exercises for students to continue to consolidate the content learned in class.Teaching ReflectionReflect on the teaching after class, consider students' performance in the practice, judge their mastery of object clauses, and think about how to improve teaching methods to ensure students better grasp this grammar point."真题例句讲解Today we'll talk about object clauses, which are an important part of sentence structure. Object clauses function as the object of a sentence and provide more specific information about the subject or action. They can be complex or simple and are typically introduced by a preposition or a verb that requires an object.Let's take two examples to understand this better:Example 1:"Some respected theories on language acquisition believe that to attain a high level of fluency and accuracy in a foreign language, you need to be surrounded by it."In this sentence, the subject is "Some respected theories on language acquisition" and the predicate is "believe". The object clause is "that to attain a high level of fluency and accuracy in a foreign language, you need to be surrounded by it". This clause functions as the object of the verb "believe" and provides specific information about what the theories believe.Example 2:"Therefore, most of us have to rely on what we can learn at school as part of the school curriculum."In this sentence, the subject is "most of us", the predicate is "have to rely on", and the object clause is "what we can learn at school as part of the school curriculum". The word "what" acts as the guiding word followed by the content of the noun clause. This clause functions as the object of the verb "rely on" and specifies what most of us have to rely on.Object clauses can be identified by their subject-verb-object structure and their position in the sentence. They typically follow the verb that requires an object and provide additional information about the subject or action in the sentence.Now it's time for you to practice. Try to find more examples of object clauses in sentences you encounter in your daily life or in your readings. Understanding how object clauses work will help you build more complex sentences and express yourself more effectively. Remember, practice makes perfect! Keep at it, and you'll improve your language skills soon enough.。
高中英语教师资格证面试语法类教学思路及逐字稿
高中英语教师资格证面试语法类教学思路及逐字稿1. 题目：Ali Baba and forty thieves2. 内容In a town in Persia, there dwelt two brothers, one named Cassim, theother Ali Baba. Cassim was married to a rich wife and lived in plenty, while Ali Baba had to maintain his wife and children by cutting wood in aneighboring forest and selling it in the town.One day, when Ali Baba was in the forest, he saw a troop of men onhorseback, coming towards him in a cloud of dust. He was afraid theywere robbers, and climbed into a tree for safety. When they came up to him and dismounted, he counted forty of them. They unbridled their horses and tied them to trees. The finest man among them, whom Ali Baba took to be their captain, went a little way among some bushes, and said, “Open, Sesame!” so plainly that Ali Baba heard him.3. 要求1）朗读全文，全英授课2）根据课文内容，设计相应的教学活动，讲解划线部分包含的语法知识3）设计板书辅助讲解4）试讲时间：约10分钟Teaching aims:1) Knowledge aims:a. Students can understand the story of Ali Baba and forty thieves.b. Students can understand the usage of the simple past tense.2) Ability aims:a. Students can correctly use the simple past tense.b. Students can freely talk about English stories.3) Emotional aim:Students will be more interested in English story.Teaching important and difficult points:Students can correctly use the simple past tense.Teaching and learning methods:Task-based teaching method, situational teaching method, communicative approachTeaching procedures:Step 1: warm-up and lead-in1) Warm-up: greet the students as usual2) Lead-in: get students to share their stories that have been assigned lastclass. Then choose the best story-teller.Step 2: presentation1）Read the story of Ali Baba and the forty thieves and discuss about some questionsQ1 how was Ali Baba’s life?Q2 what did Ali Baba see in the forest?Q3 what were the forty thieves doing in the forest?2）Ask students to find the same grammar point of the two bold sentences and figure out the rules of it.3）Share and summarize the rules of the simple past tense together.Step 3: practiceAsk students to finish the exercise below: fill in the blanks by using the correct form of the words given without looking at their paper.In a town in Persia, there ________ (dwell) two brothers, one _______(name) Cassim, the other Ali Baba. Cassim ________(is marry) to a rich woman and _____(live) in plenty, while Alibaba _______(have) to maintain his wife and children by cutting wood in a neighboring forest and selling it in the town.Step 4: productionDiscuss in groups to continue writing and add an ending for this story by using the simple past tense. Then choose the best story writer.Step 5: summary and homework1) Summary: ask students to summarize what we learned in this class.2) Homework: go to the library to find the complete story of Alibaba and theforty thieves. Read it carefully and tell the story as vividly as possible in the next class.Blackboard designAlibaba and the Forty ThievesRegular variation+edIrregular variationIs – wasAre – wereDwell-dwelt逐字稿：Warm-up and Lead-in:Class begins! Sit down please. Good morning class. How are you today? You are fine. Good, I’m fine too. Thank you. So have you prepared for your stories that I assigned for you last week? Wow, I saw that most of you put up your hands. You must be well-prepared. Now it’s your show time. Mike, you please. Come to the front and share with us your story. Oh, great, your story is so funny. Thank you for sharing, come back to your seat. Catherine, how about your story? Come to the front. Wow, you just shared the story of Cinderella. A nice story. Thank you. Ok, so just now you have shared so many interesting stories. Let’s see who is the best story teller? Yeah, mike is the best. Congratulations.Presentation:T oday, I also bring you an interesting story. It’s called Alibaba and forty thieves. You have heard it, yes? Can you share some about it? Don’t worry, you can use Chinese to express yourselves. Who can? Jessica, please. Good, it seems that you know a lot about it. So have you read the English story of it? No? ok, it doesn’t matter. We are going to enjoy it in this class. Now, please look at your paper. I’d like you to read the story on your paper. During your reading, please think about three questions:Q1 How was A libaba’s life?Q2 what did Alibaba see in the forest?Q3 what were the forty thieves doing in the forest?Have you finished? Good, now, let’s check the answer the answers. Question 1, the answer is obvious, yes? OK, let’s answ er it together. Excellent. Alibaba was poot. Because the story tells us that he had to maintain his wife and children by cutting wood in a neighboring forest and selling it in the next town. How about question 2? Who can have a try? Lily, you please. Alibaba see (yes, saw) a troop of man. Actually, they are? Yes, the forty thieves. Good, sit down please. And question 3, any volunteers? Tom, you please. You think that the forty thieves were hiding their treasures they have just got. Nice imagination. And I bet you must know the story well.You know well about the story. Now, I’d like you to focus on the two bold sentences. Try to find out the same grammar point of the two sentences and figure out the rules of it. It may not be easy for you, so I’d like you to work in groups to discuss about it and at last each group choose one representative to share with us, clear? Good, now let’s go.Time’s up. Group 1, who’s your rep orter? Wow, Amy you please. Tell us your results. Alan, your group think that the same grammar point of the two sentences is adverbial clause. Do you agree with them? Oh, it seems that other groups have different opinions. Ok, group 2, what’s your opinion? You think it is the tense. And exactly speaking, it is the simple past tense. Do you agree with group 2? Yes, they have caught the point. So have you figured out the rules of it? When should we use the simple past tense? What should we pay attention to when using it? Group 3, can you share with us. Nice sharing. And group 4, do you have any supplement? Well done.(总结语法规则)N ow, let’s summarize it together. Actually, the simple past tense has been used in both the two sentences, when we want to describe the things happened in the past, we should use the simple past tense. When we use it, we should pay attention to the regular and irregular forms of the verbs.Practice:N ow, let’s do some exercise to practice it. Please fill in the blanks on the screen by using the correct form of the words given. You cannot look at your paper, ok?Have you fini shed? Good, let’s do a words relay to check all the answers. Ok, from this line. And tony, share from you, clear? In a town in Persia, there dwelt two brothers, one named Cassim, the other Alibaba. Cassim was married to a rich wife and lived in plenty, while Alibaba had to maintain his wife and children by cutting wood in a neighboring forest and selling it in the town.One day, when Alibaba was in the forest, he saw a troop of men on horseback, coming toward him in a cloud of dust. He was afraid they were robbers, and climbed into a tree for safety. When they came up to him anddismounted, he counted forty of them. They unbridled their horse and tied them to trees. The finest man among them, whom Alibaba took to be their captain, went a little way among some bushes, and said, open, sesame! Fabulous! There is no mistake in the word changing. Let’s clap our hands.Production:So what would happen next? Can you think about the things happened next? Discuss in groups about it and then write down the ending for this story. You should use the simple past tense to describe it. I’ll give you ten minutes. Start here.Time’s up. Have you finished your story? Group 1, you please. Come to the front and share your story. Wow, good, a happy ending. Thank you for your sharing. Come back to your seat. Group 2, don’t be shy. Wow, I think you give a meaning ending. God job. Group 3 and group 4, you all did a good job. Some small grammar mistakes in your stories. You still need to pay attention to the tense, ok? So can you choose the best story writer? Wow, group 3 is the winner. Clap our hands for them.Summary:T ime is flying. It’s time for us to make a conclusion. Let’s do it together ok? In this lesson, we learned a story Alibaba and forty thieves and the usage of the simple past tense.Homework:W ell, after class, I’d like you to go to the library to find the complete story of Alibaba and the forty thieves. Read it carefully and tell the story as vividly as possible in the next class. Are your clear? Ok, great. That’s all for today’s class. Goodbye class! See you next time.Cultural relics – grammar part逐字稿Warm-up and lead-inClass begins! Good boys and girls. How are you today? Great! I am great too. At the beginning of the class, let’s do a guessing game. Now look at the screen. There are some attributive clauses, for example:He is a famous man that many people love.The subject which he liked best when he was a students was PE.He is a man who won the gold medal in the 100m hurdles at the 2004 Olympic Games.Ok, boys and girls, can you guess who he is? Yes, I hear your voice. He is Liu Xiang.It’s easy for us to understand the sentences, because we have learned the attributive clauses before, right? Today, we will learn another kind of attributive clause – non-restrictive attributive clause.Presentation:First of all, turn back to the reading part, and try to find as many attributive clauses as possible. Underline them and we will check them together. Clear?5 minutes for you. Start!Time’s up. Who would like to try? Tom, please. Good. Tom finds two sentences:In 1770, the room was completed the way she wanted.The amber which was selected had a beautiful yellow-brown color like honey. And other sentences? Lucy, have a try. Excellent.This gift was the amber room, which was given this name because several tons of amber were used to make it.You all did a good job! You find so many sentences. Now read loudly and try to find out what differences these sentences have, you can think about this question from the aspects of meaning, structure, or function. Then discuss with your partner.Who would like to share with us? Bob, great!You find there is a comma in this sentence and there isn’t comma in other sentences. Well done. We call this sentence a non-restrictive attributive clause.Now, any other differences? Maybe you can try to omit the attributive clauses and then tell me your discovery. Emily, have a try?Yes, in the non-restrictive attributive clauses, if the attributive clause is omitted, the sentence is still complete. But in the restrictive attributive clauses, if the attributive clauses is omitted, the meaning of the sentence is not complete.Exactly. You got one of the differences. Any one else has different ideas? Nobody? Try to analyze the grammar structure, for example, in the restrictive attributive clause, the attributive clause is to modify the antecedents. Now can you find in the restrictive clauses, what does the attributive clause explain about?Tom, do you have any idea? Good, the attributive clause is an explanation of the whole sentence.Practice:Ok, boys and girls. We now know the differences between restrictive and non-restrictive attributive clause, could you make a contrast between these two sentences, and try to find out the differences. The two sentences are on the screen.1) She kept telling jokes, which made everyone angry.2) She kept on telling jokes which made everyone angry.You can discuss this question in pairs and 2 minutes for you. Start.Ok, is these anyone who wants to have a try? Lily, please!Perfect! Sentence 1 shows that the fact she told jokes made them angry. Sentence 2 shows that the subject of her jokes made them angry.Now you have mastered the differences. Let’s do one more exercise. Join the pairs of sentences using attributive clause. You should finish by yourself first and then you can discuss with your partner to see whether you have different versions. Ten minutes for you.Time’s up. The first two sentences, 1) here are the farmers. 2) they discovered the underground city last month. Jack, what is your answer?Correct! Here are the farmers who discovered the underground city last month.Ok, all of you have done a great job. We can see that, as long as we master the basic rules of the grammar, it will be easy for us to finish the exercise correctly, right?Production:Now, we will discuss in groups and finish a task together.Complete the simple sentences by adding restrictive or non-restrictive attributive clauses according to the pictures given under the sentences, try different expressions as many as possible. You have a heated discussion. Ok today, we learn a new kind of attributive clause, non-restrictive attributive clauses, and it differs from the restrictive clauses. Nacy, will you repeat the differences again?Well done. Now all of you have done a great job.Summary and Homework:After the class, please write an English composition about a person. Try to use the restrictive attributive clause or non-restrictive attributive clause, it is a compulsory work. Next class, we will share your composition with the whole class, and let see whose composition is the best one. Another homework, if you had time, find out at least 5 restrictive or non-restrictive attributive clauses in other articles. Ok, class is over, see you next time.。
高中英语教资各个题型的逐字稿,面试通过必备
阅读课LEAD INWe'll begin a new lesson today. Now I want you to look at the screen and let's watch a video together. Watch it carefully, because I'll ask some questions about this video.(停顿一两秒，拍手示意结束) Okay, I want to ask you one question: what do you think the video is about?Any volunteer? Hands up please, it's not a tough one, don't be shy!(假装Linda 举手了，可以摆手势朝向虚拟的Linda 方向) Great, Linda, tell me your answer please. (假装学生正在回答，停顿两到三秒) Oh, good job! Thank you, Linda, sit down please.Linda said the video is about XXX. Her answer is excellent. Because that's exactly what we are going to learn today.PRE-READINGNow please look at the screen again, there are some interesting photos here, guess what it is in the photo. Does anyone can tell me what the stuff is?(假装Jim 举手) Yes, Jim, please.(假装学生正在回答，停顿两到三秒) Thanks, Jim, please sit down. Jim said it might be XXX. Think it over. Any one have different answers?(假装Cindy 举手) Cindy, please.(假装学生正在回答，停顿两到三秒) Good, please sit down. Cindy thought the stuff mig ht have something to do with XXX. Oh, that’s close, you are almost there.Now let me reveal the right answer for you. In fact, it’s XXX(解释图片内容).Today, we are going to read a passage about XXX(主题), but before that we need to learn some new words and expressions so that we can read the passage more easily.XXX: It’s a XXX, it means XXX. You could repeat after me. (板书时间，把单词或短语写在黑板上，每写一个词英文描述其简单意义，并要求学生跟读)WHILE-READINGWe can read the passage now. We are going to read the passage twice. In the first time, I wish you could go through the passage quickly and try to figure out what is the main idea of the passage. When you finish your first reading, I’ll invite one of you to write his or her answer on the blackboard. You got 5 minutes. (停顿一两秒，拍手示意结束) All right, time’s up. who want to share his or her answer with us?(Jim 再次举手) Oh, Jim again, please come onto the stage.(假装Jim 在黑板上写了他的答案，实际上是你自己在写) Thank you. Jim, excellent!Let’s look at Jim’s answer. Apparently, Jim thought the main idea of the passage should be XXX. Do you agree with him? Yeah? Yes, the passage is indeed talking about XXX(主题).Now, it’s time to read the passage again, but in this time, I want you to read it more carefully, because you have an exercise to do after your reading. It would be fu n. Now, please start your reading, I’ll give you about 10 minutes.(停顿一两秒，拍手示意结束) All right, I guess you already finished your reading, please fill in the blanks on your textbook.POST-READINGNow, I’ll divide you into several groups. Why? Because I want you to discuss the XXX(和文章主题有关的话题) with your partners and list them on your notebooks, so we can understand the passage better. SUMMARY & HOMEWORKAfter this reading class, I do believe we all have a deeper understanding of XXX. Now let's review what we have learned today. (指着板书，回忆这节课所学内容)The class is almost over now. I want you to search some information about XXX(和文章主题有关的话题) after class and write a composition based on the information you have found. Hand in your compositions to me next week.写作课LEAD INToday we are going to learn how to write a passage about XXX(主题). (写板书)Of course, as usual, we need to watch a video together at first. Pay attention to it, because I want you to tell me your feelings after watching this video.(停顿一两秒，拍手示意结束) Okay, who want to tell me your feeling about this video? Hands up please. (假装Linda 举手，可以摆手势朝向虚拟的Linda 方向) Great, Linda, please.(假装学生正在回答，停顿两到三秒) Oh, good job! Thank you, Linda, sit down please.Linda said the video shows XXX. She thought this video is trying to XXX(补充说明). That's exactly what we are going to talk about today.PRE-WRITINGNow, please read your material, which is a passage related to XXX(主题). I wish we could get the main idea of the passage and meanwhile, we can also learn some new expressions about this topic. That would be terrific for our further preparation of writing. I’ll give you 5 minutes.(停顿一两秒，拍手示意结束) Okay, I guess you already done. Now, is there anyone who want to tell me the main idea of the passage?(假装Jim 举手) You are brave, Jim, please.(假装学生正在回答，停顿两到三秒) Well done, Jim, please sit down. Jim thought the passage is mainly talk about XXX, and XXX(总结文章). That’s right.Now, let me show you some new expressions. (写板书)These expressions will help us to prepare for our writing. Besides these words, we still need more material, so I’ll divide you into 4 groups, and I want you to talk about something unforgettable about XXX(主题) with your partner, and it would be a good idea if you can list them on your notebooks. I’ll choose one group to share their ideas with us. Let’s start now. You got 5 minutes.(停顿一两秒，拍手示意结束) Okay, time’s up. Any volunteer? It would be a good chance to share your idea with everyone.(假装第3 组同学举手) Great! Group3, please.(假装学生正在回答，停顿两到三秒) Thank you, please sit down, let me write down the ideas on the blackboard. (写板书，brainstorm 要自己想，自由发挥，写完读一遍) They are really good ideas. I hope you can use them in your writings.WHILE-WRITINGWhy don’t we write an outline of our writing right now? The outline is the basic structure of your w riting. How many paragraphs do you want to write? What are you going to display in each paragraph? Think about these questions, then work out your outline. 5 minutes is enough for you? Okay, let’s get started. (停顿一两秒，拍手示意结束) Have you finished your outline? Great! Now let’s move to next step. Do you still remember these ideas and new words we discussed before? You can put these ideas into your outline, then you will get your draft. I’ll give you 10 minutes.POST-WRITINGOkay, I believe you have already finished your drafts, but it’s not end yet. We are not sure if our writing is proper in words or functions, so we need to revise them. Please exchange your drafts with your partner. Try to help your partner to modify mistakes in the drafts, and in the same time, it would be great if you can also give him or her some corresponding advice.SUMMARY & HOMEWORKWe have learn some new knowledge today. Let’s look back on and review together. (指着板书，回忆这节课所学内容)You all have written a draft about XXX(主题) today and yo u have modified each other’s work and tried to give some advice on revision. I really appreciate that. I wish you have learned something from that.It’s time to improve your writing. So, for today's homework, I would like you to revise your writing according to the advice your partner gives you, revise your writing until you are satisfied, then hand in it to me next week. 听说课LEAD INToday we are going to have a listening class. Before our listening to the material, I want to show you something related. Please look at the screen, there are some pictures here. Do you know what these pictures are about? Can anyone help me with this question?(假装Linda 举手) Linda, please.(假装学生正在回答，停顿两到三秒) Thank you a lot, Linda, please sit down.Linda said these pictures are about XXX. Good job! Our listening material is about XXX, and I’ll introduce more background information to you about this. XXX. (补充说明)PRE-LISTENINGNow we have learned some background information, what do you think the tape would probably talk about? Guess it. What do you think it would be? Any volunteer?(假装Jim 举手) Great, Jim.(假装学生正在回答，停顿两到三秒) Thanks, Jim, please sit down.Jim predicted the tape might have something to do with XXX. Well done! We’ll know soon whether our predictions are true or false after listening.There’s one more thing. We have to learn some new words before our listening so that we can understand the listening material better. For example, XXX(写板书，根据材料或题目要求挑选生词，并简单释义) WHILE-LISTENINGNow we can listen to the tape. We will listen to the tape twice. In the first time, try to listen to the key words and summarize the gist of this material. You can write it down on your notebook. I’ll invite one student to share his or her fruit with us.Now, please concentrate, I’ll play the ta pe.(停顿一两秒，拍手示意结束) Okay, since we have listened to the tape for the first time, so I think you have probably understood the main idea of the material. I want a volunteer to show us the work. Hands up and let me see you.(假装Cindy 举手) Cindy, please.(假装学生正在回答，停顿两到三秒) Excellent! Cindy, sit down please.Cindy thought the tape mainly talks about XXX(主题，写板书). Is that right? Of course. Thank you again, Cindy.In the second time, you should listen to the tape more carefully, as we need to retell the content. Please don’t feel pressure because you can retell it with your own words, that would be much easier, so just focus on the content.Okay, I’ll play the tape again, pay attention.(停顿一两秒，拍手示意结束) All right, let’s stop here.POST-LISTENINGNow in order to le t you retell the story easier, I’ll divide you into several groups, you can discuss the details of the tape with your partners, then retell the listening material based on your discussion. After finishing your discussion, I would like a pair of students show their fruit on the stage.(停顿一两秒，拍手示意结束) Have you finished? Yes, great! Which group would like to retell the story on the stage?(假装group 3 举手) Group 3, please!(假装学生正在回答，停顿两到三秒) Excellent! Thank you. They gave us a perfect example. Retelling the listening material is a good way to practice our listening skills and speaking skills.SUMMARY & HOMEWORKThe class is about to end, we should really review what we have learned from this class. The class would be more meaningful in this way. Look at the blackboard please. (指着板书，回忆这节课所学内容)There are some exercises on the textbook in this unit, you’d better finish them by the next class. These exercises would help us improve our listening skills. Anyway, I’ll check your homework in next class.口语课LEAD INToday we are going to learn how to talk about a topic in our daily life. What the topic is? Let's watch a video together and think about what the video is talking about. And you'll see what we are going to learn today.Now, I'll play the video, pay attention to it, all right?(停顿一两秒，拍手示意结束) Okay, the video is over, what do you think the video is about? Would you like to tell me? Hands up, please.(假装Linda 举手) Please, Linda.(假装学生正在回答，停顿两到三秒) Good job, Linda, please sit down.Linda said the video is about XXX(主题). Great! Let me write it down. (写板书) It's our title today.PRE-SPEAKINGWe are going to listen to a tape, the tape is exactly about XXX(主题).Now, listen to the tape for the first time, try to focus on the key words.(停顿一两秒，拍手示意结束) Have you written down the key words? Now I'll show you the script of the listening material, find some new words and expressions from it. I'll write some new expressions that would be useful on the blackboard. (写板书)Okay, I'll play the tape for the second time now. Given you have listened to the tape and read its script, this time I hope you can summarize the main idea of the listening material. Let's get started!(停顿一两秒，拍手示意结束) All right, what have you got? Can anyone show us your answer?(假装Jim 举手) Jim, please.(假装学生正在回答，停顿两到三秒) Thank you, Jim, sit down please.Jim said the tape mainly talks about XXX(主题). Excellent job, I'll write it on the blackboard. (写板书) WHILE-SPEAKINGYou have listened to the tape twice until now, I guess you all have a relatively deep understanding to this listening material. In order to talk about this topic much easier, we need one more thing to do.Now I will play the tape sentence by sentence and please follow to repeat. Are you ready? Let's start!(停顿一两秒，假装模拟跟读已经完成) Wonderful! I think you are more familiar with the material now. There is a saying goes: The imitation is the first step of learning language. So if you want to use the listening material in your spoken English, imitation would be a good choice.POST-SPEAKINGI want you work in pairs and make up a dialogue together using the expressions you have learned from the tape, you can practice the dialogue with your partner. When you are practicing, please pay attention to the intonation, which is also vital in spoken English. I'll give you 10 minutes.(停顿一两秒，拍手示意结束) Okay, time's up. Have you finished? I'll take that as yes.Now, I'm gonna pick a pair of students to show their dialogue on the platform. Any volunteer? Come on!It's a great chance to show your talent.(假装一对搭档举手) Sure, you guys, please.(假装学生正在回答，停顿两到三秒) Thank you, you can go back to your seat. Why don't we give them some applause? They did a good job, you all should learn from them. If you still want to practice some dialogues with your partner, you can do it after class.SUMMARY & HOMEWORKFor the purpose of consolidation, I want to invite one student to conclude the content we learned from this class. What we have learned?(假装Cindy 举手) Great, Cindy, Please.(假装学生正在回答，停顿两到三秒) Good job, Cindy, sit down please. Yes, we learned XXX. (指着板书，回忆这节课所学内容)The class is about to end. I'd like you to find more information about XXX(主题), then tape a video to talk about your findings. Please send these videos to me by next class.语法课LEAD INToday's class is about grammar, sounds boring and hard to learn, right? Cheer up please! I'm gonna to teach you in a relaxing way. You know we use the grammar in our daily life very often, so why don't we start from watching a daily video. It would help us to realize how to use this grammar. I'll play the video now.(停顿一两秒，拍手示意结束) All right, the video is over. Have you found anything special? Any volunteer? (假装Linda 举手) Great, Linda, please share your idea.(假装学生正在回答，停顿两到三秒) Good job! Thank you, Linda, sit down please.Linda found XXX(根据语法而定). Do you also find it? Don’t worry, we'll explain it soon. PRESENTATIONWe also have a passage here. I believe you have noticed there are several underlined sentences in this passage. When you read the passage later, I want you to focus on these sentences, observe these sentences, and find something common on them. I'll give you a little hint: you can relate them with XXX(根据语法而定). I think 5 minutes would be enough, right?(停顿一两秒，拍手示意结束) Time's up. Now I'd like to invite a volunteer to show us his or her observation. Who want to give a try? Come on!(假装Jim 举手) Yes, Jim, please.(假装学生正在回答，停顿两到三秒) Well done, Jim, please sit down.Jim really has a good point. The grammar in these sentences is XXX(语法的名称). It's basic structure is XXX(语法的基本结构). I'll show its name and structure on the blackboard for you. (写板书)PRACTICENow we have known this grammar's basic structure, this grammar is pretty important. What should we do to master the usage of it? Yes! Practice! Please turn to Page 9, there are some exercises waiting for you. Finish them and share your answers with us. Is that okay? Okay, you got 5 minutes.(停顿一两秒，拍手示意结束) Have you finished? Who want to be the brave guy? Hands up please, so that I can find you.(假装Cindy 举手) Cindy, please.(假装学生正在回答，停顿两到三秒) Great, Cindy! Sit down please. It seems Cindy have mastered the usage of this grammar. What about you, class?PRODUCTIONNow it's group work time, I'll divide you into 4 groups. You are gonna to use this grammar to make some sentences. Then exchange your work with your teammates. Help each other to find and revise mistakes in the sentences, especially grammar mistakes. Let's begin.(停顿一两秒，拍手示意结束) Okay, which group want to show us your work on the stage?(假装 Group 3 举手) Yes, Group 3, please.(假装学生正在回答，停顿两到三秒) Thank you very much, you can go back to your seat now. Please give them a big hand!SUMMARY & HOMEWORKThe class is almost over now. I hope you could find the interesting side of grammar. Now let's review what we have learned today. (指着板书，回忆这节课所学内容)There are some homework you need to do. I want you to write an essay and try to use the grammar we learned today. You can talk about something in your daily life. I would be really happy if you can practice to master the usage of this grammar, and at the same time share some impressive moments in your life with me.语音课· LEAD IN ·Today’s class is about pronunciation rules in the spoken English. At first, I want you to watch a movie clip. Please watch it carefully, pay attention to the pronunciation in the clip.(停顿一两秒，拍手示意结束) Okay, what do you think about their pronunciation? Any volunteer? Hands up please!(假装Linda 举手) Great, Linda, share your idea please.(假装学生正在回答，停顿两到三秒) Oh, good job! Thank you, Linda, sit down please.Linda said she found XXX(关于要讲解的发音规则). That’s a good point, we exactly need to learn something about this today.· PRESENTATION ·Now we are going to listen to two tapes. Please pay attention to the pronunciation carefully, I’ll invite a student to conclude his or her findings. Let’s start the first one.(停顿一两秒，拍手示意结束) Okay, have you found something special? I’d love to hear your findings. (假装Jim 举手) Great, Jim.(假装学生正在回答，停顿两到三秒) Well done, Jim, Thank you! Sit down please. Jim thought people in the tape XXX. That’s great!Now listen to another tape which have the same content but people changed their pronunciation, please compare it with the first tape. If you can find the differences between these two tapes, you’ll find the pronunciation rule.(停顿一两秒，拍手示意结束) Okay, what do you find? Hands up please!(假装Cindy 举手) Cindy, please.(假装学生正在回答，停顿两到三秒) Great! Thank you, Cindy, sit down please. Cindy thought XXX. Well done, Cindy.Okay, now let’s conclude the pronunciation rule on the blackboard together. (写板书)· PRACTICE ·Now that we have learned this rule, let’s practice it on our own. Please turn to Page 9 and do the exercises of this unit. Finish them and share your answers with us. Is that okay? Okay, you got 5 minutes.(停顿一两秒，拍手示意结束) All right. Who want to be the brave guy? Hands up please, so that I can find you.(假装Lucy 举手) Great, Lucy, please.(假装学生正在回答，停顿两到三秒) Well done, Lucy, all correct, please sit down. It seems Lucy have mastered the usage of this pronunciation rule.Boys and girls, please compare your answers with the right ones here and do the correction.· PRODUCTION ·Now it’s time to divide you into several groups and let you do some practice together. Please read the conversation on Page 10 on your own, then let your desk mate check if you have any pronunciationpro blems. After you finished your practice, I’ll choose one pair of you to display your dialogue on the stage. Let’s get started!(停顿一两秒，拍手示意结束) Are you ready? Which group want to display on the stage?(假装Group 3 举手) Yes, Group 3, please.(假装学生正在回答，停顿两到三秒) Thanks. You can go back to your seat.They did a really great job, right? I believe they’ve already understood this pronunciation rule.· SUMMARY & HOMEWORK ·Now, let’s summarize pronunciation rule we have learned in this lesson. (指着板书，回忆这节课所学内容) After class, I want you to watch your favorite movie clip, and try to imitate the pronunciation. You can record it and send it to me so that I can give you either advice or praise.词汇课We'll begin a new lesson today. Now we are going to watch a video together. Watch it carefully, because I'll ask some questions about this video.(停顿一两秒，拍手示意结束) Okay, I want to ask you one question: what do you think the video is about? Hands up please!(假装Linda 举手) Great, Linda, tell us your answer please.(假装学生正在回答，停顿两到三秒) Oh, good job! Thank you, Linda, sit down please.Linda said the video is about XXX(主题). Her answer is excellent. The passage we are going to read was about this topic.PRESENTATIONNow, let's read the passage together, when you are reading, please try to predict or to guess the meaning of the new words according to the context. I'll give you 5 minutes.(停顿一两秒，拍手示意结束) Have you finished? What do you think these words mean? Any volunteer? Hands up, please.(假装Jim 举手) Jim, please.(假装学生正在回答，停顿两到三秒) Thank you, Jim, please sit down. Jim thought XXX means XXX( Jim 猜测的单词意思). Good job!Let me introduce these words to you. (写板书) I need you to observe the structure of these new words. Do these words have similar part? Yes, you found it, they all have a same affix: XXX(相同的词缀). (写板书) PRACTICEWe have learned some new words and expressions, we have learned a affix, in order to master them, we need to do some proper exercises. Please turn to Page 9, there are some exercises waiting for you.At first, please choose the new words or expressions to complete the passage. Is that okay? Okay, you got 5 minutes.(停顿一两秒，拍手示意结束) All right. Have you finished the exercise? Well done, I'll show you the right answer, please check your answer. Besides this exercise, we still have another to do. Please translate several sentences into English, using the new words and expressions in their proper forms. Still, I'll give you 5 minutes.(停顿一两秒，拍手示意结束) Okay, time's up. You can compare your answers with the right ones on the screen, find your mistakes and correct them.PROTECTIONThere is a funny way to master these new words and expressions better, I wonder you are gonna like it. Now I'll divide you into several groups. Let's play a game, here is the rule: Each group have to make as many sentences as you can with these new words and expressions. For each correct sentence, one group could get one point. You have 10 minutes to finish the task. When time's up, I'll add up the points and see which group would win. Let's get started!(停顿一两秒，拍手示意结束) Okay, let's stop here. Hand in your work to me, let me count the points. Group 1, six points, great! Group 2, eight points, well done! Group 3, nine points, excellent! Group 4, seven points, good job! Congratulations, group 3, you have won this game. For other groups, don't be upset, you also did excellent work! Thank you, guys!SUMMARY & HOMEWORKThat's all for today, now let me invite one student to help us review the new words we have learned in this lesson. How about you, Cindy?(假装学生正在回答，停顿两到三秒) Thank you, Cindy, sit down please.Cindy said we have learned some new words and expressions such as XXX, which means XXX. Andwe learned how to predict the meaning of new words according to the context, right? In addition, we also learned a affix: XXX.For today's homework, please try to search more words with the same affix and finish the exercises on the textbook.开头与结尾Good morning/afternoon, boys and girls. I am so glad to meet you here. How are you doing today? Okay, so much for today. Have a nice day, I'll see you next week.语音课LiaisonGood morning, boys and girls! I’m glad to have this English class with you! This class we are going to learn a new rule of pronunciation together.difference? Very good. Sit down please. Lily says, in the first time, every word is read very clearly and exactly. While in the second time, it is read faster and it seems that there are some pronunciation changed between some words. Have you found out? Excellent!Next, let’s l isten to the second material again. OK. Now we’ve finished. Now you must have got more information about it. So this is what we are going to study today. This phenomenon is called “liaison”. (在黑板正中上方写liaison)Then what is the liaison? It usually happens between words in a sense group. Do you still remember what a sense group is? Yes! The words of which have the same meaning! When the words in a sense group is read faster, there should be liaison.Now please open your books and turn to page 89. Now you will see a text in front of you. Read the text in your mind and underline each sense group in each sentence. I’ll give you 5 minutes. Now start!Time is up, next I will read the whole text and your first task is to listen to my reading very carefully. When it comes to the sense group of two or more words, please pay attention to the pronunciationchanged between them. OK, now I’ll start. (朗读所给材料)I’m finished. Could you tell me where I have a liaison? Tom, please! You say between these two words, right? (在黑板上写两个单词，单词之间下面画弧线) Good! Read after me, ____, ____. Excellent! Anyone else? Mary, please! She says between these two words. Have you found it? OK, follow me, ____, ____. Good! Let me make a supplement for you! There should also be liaison between these two words ____ and ____. Read after me, ____, ____. Excellent!OK. We can see we have found out all the places where there is a liaison. When we are reading something with a fast speed in English, the pronunciation of somewhere will be changed.Next, I’ll show some sentences for you on the PowerPoint. Four students as a group and practice reading these sentences. Pay special attention to the places where there should be liaison. I’ll give you 5 minutes. Now start!Time is up! Who can have a try to read these sentences? Lucy, please! Excellent! You have almost mastered the basic methods. Any other volunteers? Jenny, please! Well done! Sit down, please!Look at this one. We usually read them slowly like this: ____. As we read them with a faster speed, it changed into: ____. Please remember the following rule: when a word ends with a consonant and the word next to it begins with a vowel, there should be liaison. This is one rule of many ones that we are studying in this class. Got it? Excellent!Next I’ll gi ve you one paragraph of a story. I want you to practice the consonant and vowel sounds liaison. Please practice reading it loudly by yourself. I think 5 minutes may be enough, OK? Start!Now stop! Rita, could you please go to the platform and give a performance? Excellent! Let’s give her a big hand!Now, guys, what have we learned today? Yes, we have reviewed the concept of sense group and we have learned what is liaison and where there should be liaison. When we are reading some words with a faster speed, there should be liaison between the words in one sense group.Finally, here comes your homework. Your homework is to watch an English movie and to find somewhere there is liaison in the lines and write them down on a paper. Got it? OK. That’s all for today’s class. All of you have done a good job! Thank you for your cooperation! See you tomorrow!语音课StressGood morning, boys and girls! I’m glad to have this English class with you! This class we are going to learn a new rule of pronunciation together.difference? Very good. Sit down please. Lily says, in the first time, every word is read in the same tone and without any pronunciation change, and there is difficulty in understanding it. While in the second time, some words are stressed and she can know the key point and understand the whole material more easily. Excellent! Lily has really grasped the key point.Next, let’s listen to the second material again. OK. Now we’ve finished. Now you must have got more information about it. We can find that some words in this material has been stressed. Right? So this is what we are going to study today. This phenomenon is called “stress”. (在黑板正中上方写stress)Then what is the stress? When you are speaking, some words should be stressed such as nouns, verbs, adjectives, pronouns and so on. These words are called content words. Some other words such as articles, prepositions, conjunctions and so on are usually not to be stressed. These words are called function words. Got it?Now please open your books and turn to page 89. Now you will see a text in front of you. Read the text in your mind and underline the content words in each sentence. I’ll give you 5 minutes. Now start!Time is up. Let’s read the text loudly together. When we are reading it, you should check whether your thinking is correct or not. When it comes to the content words, please pay attention to the pronunciation changes. So let’s take up our red pen and begin! (朗读所给材料)Excellent! All of you have done a great job! Next, I’ll show you some sentences on the PowerPoint. Please read these sentences and pay special attention to the content words. Don’t forget to give them a stress! Read them to your desk mates. I’ll give you another 3 minutes, now start!Time is up. Tom, could you please read the first sentence for us? Very good, sit down, please! Now Mary, could you please read the second one? Excellent! Please sit down.Next, please open your books and find a passage you are interested in. Read the passage to your partners and pay attention to the places where you should stress. I’ll give you 5 minutes. Now begin.Time is up. Mike, could you please come to the platform and read your passage? Well done. You’ve done a good job! Let’s give him a big hand! Go back to your seat, please.Now I’ll play an English drama for you. Please listen to it very carefully and after it finished, I’ll ask somebody to imitate it in the front of class. Are you ready? OK. Let’s go!Lucy and Jenny, could you come here and perform the drama together? Excellent! Let’s give them a big hand!Now, guys, what have we learned today? Yes, we have learned what is the stress. When it comes to the content words, we should give them a stress when we are reading something. In next class, we are going to learn some special conditions that we should also use the stress. Some function words which are important should also be stressed sometimes. This condition is what we are going to learn next time.Finally, here comes your homework. I’ll give you a passage of VOA news. You are required to listen to the news, and imitate the passage and perform it in next class. OK. That’s all for today’s class. Thank you for your cooperation! See you tomorrow!语音课Sense group and PauseGood morning, boys and girls! I’m glad to have this English class with you! This class we are going to learn a new rule of pronunciation together.Before learning, please listen to the tape. The material will be read in the tape for three times. You should listen carefully and find which time the material is read best.OK, now we’ve finished listening. Can you tell me the differences? Lily, could you tell us the differences? Very good. Sit down please. Lily says, in the first time, the material is read without any pause; in the second time, the ma terial is read with some pauses, but we can’t understand the sentence because of the pauses.。
教师资格证考试-面试-高中英语-教案模板+逐字稿-语法课
语法课高中常用知识总结+教学设计思路+方案+逐字稿【注意】高中常用语法知识总结：1. 直接引语（Direct speech）和间接引语（Indirect speech）：引述别人的话有两种方式，直接引用别人的原话叫做直接引语，用自己的话来转述别人的话叫做间接引语；例：Mr. Black said, “I’m busy.”（直接引语）→ Mr. Black said that he was busy. （间接引语）直接引语变为间接引语时，需从以下几个方面转换：(1)人称（Person）：一主二宾三不变；①一主：若直接引语中为第一人称，变为间接引语时，要将它变为与主句主语相一致的人称；例：He said, “I like it very much.”→ He said that he liked it very much.②二宾：若直接引语中为第二人称，变为间接引语时，要将它变为与主句宾语相一致的人称；例：He said (to me), “you’re so good at it.”→ He said (to me) that I was so good at it.③三不变：若直接引语中为第三人称，变为间接引语时，人称不变；例：The teacher asked, “has he read enough this week?”→ The teacher asked if he had read enough that week.(2)时态（Tense）(3)引导词（Introducer）：①若直接引语为陈述句，变为间接引语时，用连词that引导，that可省略；例：He said, “I’m busy.”→ He said (that) he was busy.②若直接引语为一般疑问句，变为间接引语时，要把疑问句语序变为陈述语序，且用连词if/whether引导；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“Do you think a dairy can become your friend?” the writer says.→ The writer asks us if we think a dairy can become our friend.③若直接引语引语为特殊疑问句，变为间接引语时，要把疑问语序变为陈述语序，且仍用原来的引导词；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“When do you go to bed last n ight?” he said to Anne.→ He asked Anne when she went to bed the night before.④若直接引语为祈使句，变为间接引语时，要将祈使句的动词原形变为带to的不定式，且要将主句的谓语动词根据实际情况变为ask、tell、order等动词；若祈使句为否定句，变为间接引语时，要在动词不定式前面加not；如：Father said to him, “go away!” → Father ordered him to go away.He said, “don’t make so much noise, boys.”→He told the boys not to make so much noise.(4)指示代词、时间状语、地点状语等的变化：注意：若是在当地转述，here不必变为there；若是在当天转述，yesterday, tomorrow, today等时间状语不必改变；2. 主动语态（Active voice）和被动语态（Passive voice）：动词有两种语态，若主语是动作的执行者，叫主动语态，若主语是动作的承受者，叫被动语态；(1)被动语态的基本结构：主语+助动词be+动词的过去分词+（by …），其中be有时态、人称和数的变化；(2)几种时态的被动语态：(3)主动语态和被动语态之间的转换：①将主动语态中的宾语变为被动语态中的主语，如果主动语态中的宾语是人称代词的宾格形式，应将宾格形式变为主格形式；如：him→he；②将主动语态中的主语变为被动语态中介词by的宾语，如果主动语态中的主语是人称代词的主格形式，应将主格形式变为宾格形式；如：they→them；③将主动语态中的谓语动词由主动形式变为被动形式，并且时态要保持一致；④如果主动语态中还有其他成分，则变为被动语态时，其他成分一般原位不动照抄下来；(4)几种特殊情况的被动语态的变化方法：①带双宾语的谓语动词，即“动词+间接宾语+直接宾语”，（如：give me a book）改为被动时,可以用间接宾语作被动语态的主语，也可以用直接宾语做被动语态的主语;若将间接宾语变为被动语态的主语，则保留直接宾语；若将直接宾语变为被动语态的主语，则保留间接宾语，并在间接宾语的前面加上介词to或for；②“动词+宾语+动词原形”结构，改为被动时,动词原形前要加to;③“动词+宾语+宾语补足语”结构，改为被动语态时，将宾语变为被动语态的主语，宾语补足语原位不动照抄下来；④当主动语态中的谓语动词是动词短语时，变被动语态时，动词短语应被看成一个整体，故动词短语中的介词一般原位不动照抄下来；3. 定语从句（Attributive clause）：①限制性定语从句（Restrict attributive clause）：结构：：先行词+引导词+定语从句；Structure: antecedent + that/who/whom/whose/which + attributive clause;②非限制性定语从句（Non-restrict attributive clause）:：结构：句子+“，”+引导词+定语从句；Structure: sentence + “,” + who/whom/whose/which + attributive clause;4. 同位语从句（Appositive clause）：结构：抽象名词+引导词+从句；5. 主语从句（Subject clause）：结构：引导词引导的从句+谓语动词+宾语；Structure: that/whether/if/who/whom/whose/which/what/woever/whomever/whichever/whatever/when/where/why/how/ clause + predicate + object;例：that引导的主语从句：that clause+ predicate + object；6. 宾语从句（Object clause）:结构：主语+谓语动词+引导词引导的从句；Structure: subject + predicate + that/whether/if/who/whom/whose/which/what/when/where/why/how clause例：由that引导的宾语从句：subject + predicate + that clause；7. 表语从句（Predicative clause）：结构：主语+连系动词+引导词引导的从句；Structure: subject + linking verb + that/whether/as if/as though/who/whom/whose/which/what/when/where/why/how clause;例：由that引导的表语从句：subject + linking verb + that clause；8. if条件状语从句（If clause）：结构：句子+if条件状语从句；Structure: sentence + if clause;9. it作形式主语（use “it” as formal subject）：有时为了避免头重脚轻，我们会用it作形式主语放在句首，而将真正的主语移到句末；10. it作形式宾语（use “it” as formal object）;：有时我们会用it作形式宾语，而将真正的宾语移到句末；11. 动词的现在分词（The verb-ing form）：现在分词的用法主要有以下几种：①用于进行时态，表示“正在发生”，其结构是：be + V-ing；②用于将来时态，表示“将要发生”，其结构是：be + V-ing；③动词的ing形式可以作定语；④动名词：可以作主语、宾语、表语；12. 动词的过去分词（Past participle）：过去分词的用法主要有以下几种：①用于完成时态，表示“已经完成”，其结构是：have/has/had + done②动词的过去分词可以作定语、表语；13. 情态动词（Modal verb）：情态动词不能单做作谓语，后面必须跟动词原形；14. 动词时态（Tense）：①一般现在时（present simple tense）：动词用原形/第三人称单数形式，否定句和疑问句借助助动词do/does；②一般过去时（past simple tense）：动词用过去式，否定句和疑问句借助助动词did；③一般将来时（future simple tense）：④一般过去将来时（past future tense）：⑤现在进行时（present continuous tense）：其结构为：am/is/are + V-ing；⑥过去进行时（past continuous tense）：其结构为：was/were + V-ing；⑦将来进行时（future continuous tense）：其结构为：shall/will + be + V-ing；⑧过去将来进行时（past future continuous tense）：其结构为：should/would + be + V-ing；⑨现在完成时（present perfect tense）：其结构为：has/have + done；⑩过去完成时（past perfect tense）：其结构为：had + done；⑾将来完成时（future perfect tense）：其结构为：shall/will + have + done；⑿过去将来完成时（past future perfect tense）：其结构为：should/would + have + done；⒀现在完成进行时（present perfect continuous tense）：其结构为：have/has + been + done；⒁过去完成进行时（past perfect continuous tense）：其结构为：had + been + done；⒂将来完成进行时（future perfect continuous tense）：其结构为：shall/will + have been + done；⒃过去将来完成进行时（past future perfect continuous tense）：其结构为：should/would + have been + done；15. 虚拟语气（Subjunctive mood）(1)if条件状语从句中的虚拟语气：(2)主语从句中的虚拟语气：①在“it is + 形容词/动词分词 + that从句”结构中：若形容词/动词分词是表示要求、建议、必要、命令等意思时（如：advised/advisable/desired/desirable/demanded/essential /important/necessary/required/suggested等），从句中要用should + do（动词原形），should可省略；②在“it is + 名词（如：pity/wonder/shame等） + that从句”结构中: 从句中要用should +do（动词原形），should可省略；(3)宾语从句中的虚拟语气：①在一些表示建议、愿望、要求、请求、劝告、一直、命令、安排、决定等动词引导的宾语从句中，要用虚拟语气，即宾语从句中要用should + do（动词原形），should可省略；②wish + 宾语从句中的虚拟语气：(4)表语从句合同位语从句中的虚拟语气：在一些表示愿望、建议、要求、命令等意义的名词后的表语从句/同位语从句中，要用虚拟语气，即从句中要should + do（动词原形），should可省略；(5)其他句型中的虚拟语气：①“as if/as though/even if/even though + 方式状语从句”结构中：从句中要用虚拟语气，具体情况与wish + 宾语从句中的虚拟语气一样；②“lest/lest for + that从句”结构和“in case + 目的状语从句”结构中：从句中要用虚拟语气，即要用should + do（动词原形），should可省略；例：Julia had to go on a diet, for lest that she (should) lose her job as a model.③“it’s (high) time + 定语从句”结构中：从句中要用虚拟语气，且有两种形式，一是从句中要用动词过去式，二是从句中要用should + do（动词原形），第二种形式比较少见，且should不可省略；④if only 引导的感叹句，译为“要是…就好了，但愿…”，此结构中要用陈述语序，且谓语动词要用虚拟语气，其具体情况与wish + 宾语从句中的虚拟语气一样；16. 倒装句（Inversion）：倒装句主要有以下两种形式：(1)全部倒装：谓语动词全部置于主语之前；①以here, there, now, then等副词开头的句子中，用全部倒装；例：There comes the bus.注意：此结构中，若主语是代词，则不用倒装；例：Here you are.②在以表示处所、声音等意义的副词开头的句子中，且动词是表示运动的不及物动词（如：go,come, rush, fly等），为了表示生动，可将耨写副词放在句首，此时要用倒装；例：Down came the rain.注意：此结构中，若主语是代词，则不用倒装；③表示地点的介词短语谓语句首时，要用倒装；例：Between the two buildings stands a tall pine.④直接引语的部分或全部谓语句首时，点名说话人的部分要用倒装；例：”Are you listening to English on the radio?” said mother.注意：若引述动词后有间接宾语或状语时，则不用倒装；(2)部分倒装：谓语动词的一部分（助动词、情态动词等）置于主语之前；①在以“only + 状语/状语从句”开头的句子找那个，主句要用部分倒装；例：Only then, did I realize the importance of English.②在以表示否定或者半否定意思的词开头的句子中（如：never, hardly, scarcely, rarely, barely,seldom, neither, nor, little, nowhere, not, not only, not until, no sooner … than, hardly …when, by no means, under no circumstances等），主句要用部分倒装；例：Hardly did I think it possible.③当连词as/though表示“尽管、虽然”意思，且引导让步状语从句时，从句要用部分倒装，此结构是将形容词/名词移到句首；例：Cold as it was, we went out. 尽管天气冷，我们还是出去了。
高中英语教师资格证语法教案模板（共6篇）
高中英语教师资格证语法教案模板（共6篇）第1篇：教师资格证考试高中英语教案1.阅读课的教学方案1.Teaching aims: 1.Train the students’ reading ability.2.Enable the students to realize...3.Stimulate（激发）the students’ interest and...2.Teaching methods: 1.Fast reading to get general idea of the text.2.Careful reading to understand the paage better.3.Teaching procedures（程序）： Step1Lead-in Use some pictures of...to lead in the topic.Step 2Pre-reading 1.Play a gue game:...2.Play another gue game:...Step 3Predict（预测）1.Ask the students to predict what the reading paage talks about according to the title and illustrations（插图）of paage.The teacher can give some clues by talking about the illustrations:......Step 4Skimming（略读）1.Let the students skim the whole paage to get the main idea, then evaluate their predictions.During this activity, the teacher should give some guidance（指导）on reading skills.Main idea of the paage:...2.Let the students skim the paage and divide it into different parts to find out the main idea of every part an the topic sentences.Part 1(paragraph 1...)......Step 5Careful reading...（问题）Ask the students to scan the second part and complete the chart（图表）with information from the paage.Ask the students to read carefully and finish the following tasks:......（设计一些问题或判断对错等）2.听说课的教学方案：Knowledge aims 1.To listen to and understand the listening materials.2.Students can master the following expreions:...（一些句型）Ability aims 1.Enable students to catch and understand the list ening materials.2.Develop students’ ability to get special information and take note while listening.3.Get students to learn and use the expreions of...Emotional aim 1.Enable students to know more about...2.Develop students’ sense of...Teaching procedures Step 1Lead-in Play a game...1.Put students into pairs.Give them each two minutes to think of......（游戏过程）Step 2Pre-listening 1.Tell students they will listen to a dialogue about...2.Give students some directions and make them predict what the listening text is about.Step 3While-listening 1.Tell students listen to the tape first to get the main idea and decide whether their prediction gist right or not.2.Ask students to listen to the tape again.Let them listen and answer some questions.(Show the questions on the blackboard)3.Students exchange the information and listen to the tape a third time for checking.Let them have the correct answers.Step 4Post-listening 1.Give 2-3 minutes to students to ask questions if they have any.2.Show students the listening text and let them read it aloud.3.Let students read aloud the questions and expreions on the blackboard:...(之前目标里的句型)4.Make sure they will understand and enable to use the, Then let them in Pairs discu...5.Get some pairs to act out their dialogue in front of the cla.Step 5Homework 1.Make sentences with the expreions in the leon.2.Surf the internet to find out more information about...3.给一篇文章用来讲语法的课堂设计Knowledge objectives To learn the use of...（语法点）Ability objectivesTo use...（语法）correctly and properly according to the context.Emotional objectives1.To become interested in grammar learning.2.To develop the sense of group cooperation Teaching important points Get students to learn and master the new grammar item:...（语法）Teaching difficult points Enable students to learn how to use...correctly.Teaching procedures Step 1Revision 1.Check the homework exercises.2.Let students dictate some new words and expreions.Step 2Discovering useful structures 1.Ask students to read through the paage..., pick out the sentences where...（语法）are, and then underline...（语法）2.Let students work in pairs to translate these sentences and try to understand the use of...3.Have students observe the sentences and draw the conclusion:...Step 3Understanding and summarizing1.Ask students to work in pairs to finish the following exercises on how...are used.(Show the following on the screen)...Step 4Using structures(Show the following exercises on the screen or give out exercises papers.)Answer the following questions using......1.Ask students to work in group of four.2.Give them four minutes to finish the work and ask each group to choose the best answers.3.Ask students to choose the best sentences.Step 5 Playing the game Get into groups and play the game: Step 6 Closing down by a quiz.(Show some exercises on the screen.)Let students finish them within a few minutes, then checkthe answers with the whole cla.4.写作课的教学方案Knowledge objectives By the end of this leon the students: 1.will have a better understanding of the structure and characteristics of an advertisement.2.will grasp some useful words and expreions to describe a good restaurant such as:...Ability objectives 1.To grasp the use of persuasive sentences.2.T o improve the ability of in gathering, analyzing, comparing and making conclusion.Moral objectives 1.To improve the students’ learning motivation.2.To make the students become confident.3.To improve their ability of cooperating with each other through discuing.Teaching important and difficult points Task-based approach, cooperating approach and communicative approach.Teaching procedures Step 1 Revision & lead in First check the homework of last cla.Then let the students swap the homework with each other and discu in groups of 4, take notes, find out and category the impreive sentences into 5 kinds of information:...Step 2Discuing 1.Show students 4 pictures of...2.Ask 3 students to report their work, show them the pictures of...Step 3Pre-writing 1.Show them the sample...2.Read the...and think over what are the characteristics of..., encourage some students to analyze and tell their opinion.Step 4While-writing 1.Ask students to read the requirements on the text.2.Ask them to write the topic sentence first, and then write at least 6 supporting sentences to...Step 5Post-writing Let them swap their paage with each other and recommend 3 most succeful...Step 6Homework1.Polish students’ writing and write some more aspects of...Their final work will be modified and selected, then the mostsucceful ones will be put up on the English Corner.2.Review the words and expreions in this unit.5.阅读课的教学方案Teaching aims 1.T o know the meaning and usage of the following words:...To understand some important sentences in the text and know the structure and usage of inversion.2.T o master the micro-reading skills through skimming and scanning.3.T o know the ability and knowledge...and develop the ability of getting information from the paage and dealing with the information.Teaching methods Task-based learning;situational learning;group work learning.The key and difficult points 1.To enable the students to get the main idea of the paage, analyze the structure, and get useful information.2.T o train the students of micro-reading skills such as skimming and scanning, and develop their ability of reorganizing and transferring information.Teaching proce Step 1Pre-reading Question: Step 2Skimming Questions(To explain some words and structures.)Step 3Detailed reading Step 4Interview Step 5Summary Step 6Homework 1.Read and practice the dialogue after cla fluently.2.Find the useful words and expreions in the paage and do exercises on the textbook following the paage to consolidate them.第2篇：高中英语教师资格证课教案Teaching Plan Teaching Aims：1.Knowledge aim: students will be able to understand the main idea and some details of the paage.2.Ability aim: students will be able to use reading skills such as skimming andscanning.3.Emotional aim: Students can get more interested in English culture.Teaching Procedures: 1.Step one: warming-up lead-in(1 minutes)Greeting.Show the students some pictures or play a song about … and ask them some simple questions: …2.Step two: pre-reading(2 minutes)Common sense on…Ask students to give examples of…Play the video about ….While enjoy the video, students think over the following ques tions: ….3.Step three: while-reading(4 minutes)Read the text for the students and then ask them to conclude the main idea of the paage.Main idea: …Ask the students to read the paage carefully and decide whether the statements are true or false and explai n why: …Ask the students to work in groups and have a discuion on the following questions: …4.Step Four: post-reading(2 minutes)Ask students to retell the paage.Ask students to retell between partners first, then ask two students to retell before cla.5.Step Five: Summary and Homework(1 minutes)Briefly review the content learned today.Let the students to write a composition about the ending of this story.T: Good morning, boys and girls.How are you today? Great!Today, we are going to learn a new leon, but before the cla, I want to show you some pictures.Well, what do you see in the pictures? Great!How do you feel about…? Do you have any experience about…?T: Well, …(common sense).Can you name some examples of …? Ok, Peter, please.T: …, yes, great!How about y ou, Lily?T: … and ….Well done.[Now, I will play a video for you.Please think over ‘…’ while you enjoy the video.] T: Ok, the video is over, who want to share his opinion with us? Aslan, go ahead.T:Thanks for sharing.As we have talked a lot about the …, n ow open your book andturn to page 51.Let’s move on the learn the text about ….I will read the text for you.While reading, please try to conclude the main idea of the paage.Here we go!（读课文）T: Ok, do you understand the whole paage? Great!So, who volunteer to answer the question: what’s the main idea of the paage? Lily, please.T: Good job!This paage is mainly about … It’s very interesting.Now, please read it carefully and then do the true or false on the PPT.T: Have you finished? Good.So is the first stateme nt true or false? Helen, what’s your answer? T: Yes, it’s true.What about the second one? …（句子）true or false? OK, Stacey please.T: Yes!It’s false.But can you explain why?T: Excellent!It’s false because … Now, the last one.Any volunteer? Great, Mike, pleas e.T: Yes, it’s true, too.Now, can you understand the whole text? Great.If we must understand this reading material thoroughly, we should pay more attention to each and very fact in this reading material in order to understanding the text.[ In the following part, we will do some further study.Please work in groups and have a discuion on the questions shown on the ppt: … ten minutes.T: Ok, time is up.Which group wants to share your opinion? Great, please!T: Well done.I can feel that you have thought it thoroughly.Is there any group has different opinions? Well, this group.T: you did a good job too.…（问题答案）] T: Well, we have read the text thoroughly and it seems like all of you have understood it.Now please work in pairs and try to retell the paage.I’ll give you ten minutes and then I’ll ask two students to do the presentation.Let’s start.T: Time is up.Who want to retell the paage first? Come on, don’t be shy!Great, Lily.T:Excellent!Anyone else? Mark, please.T: Very good!T: Ok, so much for today.As we have lear ned … it’s very interesting.Please write a composition about the ending of the story after cla.That’s all, you can have a break now.第3篇：教师资格证高中英语试讲教案单位：班别：姓名：JuniorUnit14 The birth of a festivalⅠ.Teaching aims 1.Talk about festival and customs2.Practice expreing and supporting an opinion3.Introduceda festival of ChinaⅡ.Knowledge aims Words: harvest, honors, ancestor, creatively, generation, purpose, faith, commercial, similar, salute, celebration…..Phrases:hear about, so that, as well as, believe in, get together, playa trick on sb… Sentence:1.Kwanzaa was born in 1966, when people created a new festival so that African American would be able to celebrate their history and culture.2.The African first-fruit festivals had many things in common.3.We must do as much as we can to make our community better and more beautiful.4.Since Kwanzaa is a time for learning as well as joy, people celebrate itby lighting a candle each day and discuing one of the seven principles of Kwanzaa.Grammar hear about=learnt about hear of sb.=have a knowledge of sb.have much/great faith in sb./sth.have little/no faith in sb./sth.keep faith with sb.as well as+clausedo as much as sb.can do have honour to sb.=do honour to sb.(do sb.honour)Ⅲ.Teaching key and difficult points:Teaching key: understand the text and using your own words to retell the text.Difficult point：how to use phrases: as well as, so that, have … in common.IV.Teaching aids:1)Raising question approach 2)Discuion approach3)task-based approach*Teaching means: use the multi-media as an aistant means in teaching.3Ⅳ.Teaching steps: Step 1 Lead-in1）Have a free talk about festival in China, and then discu the question in Pre-reading on page 10.1.How does your family celebrate the Spring Festival? 2.Why do we celebrate the Spring Festival? 3.Do festivals help us understand our history and culture?4.What kind of gifts and things do people buy during major festival like Christmas and the Spring Festival? 2）Show the student 3 p ictures about Kwanzaa and then discu what’s the picture about ?Step 2 Listening comprehensions1)Present the students the questions before listening to the text.2)Get the students to listen to the tape and then answer the following questions.① Why did people create Kwanzaa? ② Many festival around the world are celebrated around the same time.Why do we celebrate these festivals at these times?Step 3 Fast reading1)Tell the students the task of reading before they read the text.42)After reading then summary the main idea of this text.Step 4 Language pointsPhrases: hear about, seven-day, celebrating, get together, so that, have…in common, harvest, honour, as well as, as much aswe can do, believe in, so that, keep faith with, show honour to sb., in honour of.Sentence: 1.Kwanzaa was born in 1966, when people created a new festival so that African American would be able to celebrate their history and culture.2.The African first-fruit festivals had many things in common.3.We must do as much as we can to make our community better and more beautiful.4.Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discuing one of the seven principles of Kwanzaa..Step 5 Intensive reading1)Tell the students the task of reading before they read the paage once again.2)Get the students to read the paage more carefully and then discu the following questions in groups.5① Compare Kwanzaa with the Chinese Spring festival and Christmas.In which way are they similar and in which war are they different? ② Look at the seven principle of Kwanzaa.Which one do you think is the most important? Why? Are there any other festivals which have one or more of the same principles?Step 6 Task—based activity 1)Ask the students act as an announcer and introduce Mid-autumn festival to the cla.2)Show some picture for the students to watch.3)Give them some key words.August, traditional, Mid-autumn festival, moon cakes, Chang E, celebrate, get together, big dinner.4)Give the students an example when neceary.Step7 Summary1)Go through the important points and difficult points of this leon with the students once again.2)Come to the screen ① To know about the brief history of the Kwanzaa.② To get more information about the Kwanzaa.③ To master the important words, phrases and sentences.6④ To retell the text.Step 8 Homework 1)Finish some exercises.2)Write a paage about a festival of China.3)PreviewLeon15.7第4篇：教师资格证高中英语试讲教案JuniorUnit14 The birth of a festivalⅠ.Teaching aims1.Talk about festival and customs2.Practice expreing and supporting an opinion3.Introduceda festival of ChinaⅡ.Knowledge aims Words: harvest, honors, ancestor, creatively, generation, purpose, faith, commercial, similar, salute, celebration…..Phrases:hear about, so that, as well as, believe in, get together, playa trick on sb… Sentence:1.Kwanzaa was born in 1966, when people created a new festival so that African American would be able to celebrate their history and culture.2.The African first-fruit festivals had many things in common.3.We must do as much as we can to make our community better and more beautiful.4.Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discuing one of the seven principles of Kwanzaa.1 Grammar hear about=learnt abouthear of sb.=have a knowledge of sb.have much/great faith in sb./sth.have little/no faith in sb./sth.keep faith with sb.as well as+clausedo as much as sb.can do have honour to sb.=do honour to sb.(do sb.honour)Ⅲ.Teaching key and di fficult points:Teaching key: understand the text and using your own words to retell the text.Difficult point：how to use phrases: as well as, so that, have … in common.IV.Teaching aids:1)Raising question approach 2)Discuion approach3)task-based approach*Teaching means: use the multi-media as an aistant means in teaching.Ⅳ.T eaching steps: Step 1 Lead-in1）Have a free talk about festival in China, and then discu the question in Pre-reading on page 10.1.How does your family celebrate the Spring Festival? 2.Why do we celebrate the Spring Festival? 3.Do festivals help us understand our history and culture?4.What kind of gifts and things do people buy during major festival like Christmas and the Spring Festival? 2）Show the student 3 pictures about Kwanzaa and then discu what’s the picture about ?Step 2 Listening comprehensions1)Present the students the questions before listening to the text.2)Get the students to listen to the tape and then answer the following questions.① Why did people create Kwanzaa? ② Many festival around the world are celebrated around the same time.Why do we celebrate these festivals at these times?Step 3 Fast reading1)Tell the students the task of reading before they read the text.2)After reading then summary the main idea of this text.3 Step 4 Language pointsPhrases: hear about, seven-day, celebrating, get together, so that, have…in common, harvest, honour, as well as, as much as we can do, believe in, so that, keep faith with, show honour to sb., in honour of.Sentence: 1.Kwanzaa was born in 1966, when people created a new festival so that African American would be able to celebrate their history and culture.2.The African first-fruit festivals had many things in common.3.We must do as much as we can to make our community better and more beautiful.4.SinceKwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discuing one of the seven principles of Kwanzaa..Step 5 Intensive reading1)Tell the students the task of reading before they read the paage once again.2)Get the students to read the paage more carefully and then discu the following questions in groups.① Compare Kwanzaa with the Chinese Spring festival and Christmas.In which way are they similar and in which war are they different?② Look at the seven principle of Kwanzaa.Which one do you think is the most important? Why? Are there any other festivals which have one or more of the same principles?Step 6 Task—based activity 1)Ask the students act as an announcer and introduce Mid-autumn festival to the cla.2)Show some picture for the students to watch.3)Give them some key words.August, traditional, Mid-autumn festival, moon cakes, Chang E, celebrate, get together, big dinner.4)Give the students an example when neceary.Step7 Summary1)Go through the important points and difficult points of this leon with the students once again.2)Come to the screen ① To know about the brief history of the Kwanzaa.② To get more information about the Kwanzaa.③ To master the important words, phrases and sentence s.④ T o retell the text.5第5篇：上海教师资格证面试：高中英语语法课同位语从句教案2017上海教师资格证面试：高中英语语法课同位语从句教案以下为高中语法课同位语从句教案。
高中英语教资面试简案+逐字稿
高中英语简案+逐字稿How to make a phone call简案 (3)How to make a phone call逐字稿 (5)Dream to be an astronaut简案 (9)Dream to be an astronaut逐字稿 (11)Non-restrictive Attributive Clauses 简案 (15)Non-restrictive Attributive Clauses 逐字稿 (18)阅读课Festivals简案 (21)阅读课Festivals逐字稿 (23)例1 听说课1.题目：How to make a phone call2.内容：Mother: Hello. 973273.Mandy: Hello, Mrs Turner. This is Mandy.Mother: Ah, hello Mandy. How are you?Mandy: Fine thanks. Can I speak to Lucy, please?Mother: Yes, just hang on a second, I’ll get her.Mandy: Thanks.Mother: (shouts away from the telephone) Luuucy!Lucy: Hello.Mandy: Hi, Lucy. This is Mandy. What are you up to this weekend? Lucy: Me, nothing. I’m not doing anything this weekend. Why? Mandy: Let’s do something. I’ve printed out the Internet page. Lucy: What’s on?Mandy: Just hang on a second...Mandy: On Friday there’s a fashion show...Lucy: Sorry?Mandy: There’s a fashion show this weekend.Lucy: Oh, good. Why don’t we go on Saturday morning? Mandy: Well, I can’t ...mm...3.基本要求:（1）朗读所给材料；（2）配合教学内容适当板书；（3）根据材料内容开展续写对话教学活动；（4）用英文试讲；（5）试讲时间：10分钟。
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语法课高中常用知识总结+教学设计思路+方案+逐字稿【注意】高中常用语法知识总结：1. 直接引语（Direct speech）和间接引语（Indirect speech）：引述别人的话有两种方式，直接引用别人的原话叫做直接引语，用自己的话来转述别人的话叫做间接引语；例：Mr. Black said, “I’m busy.”（直接引语）→ Mr. Black said that he was busy. （间接引语）直接引语变为间接引语时，需从以下几个方面转换：(1)人称（Person）：一主二宾三不变；①一主：若直接引语中为第一人称，变为间接引语时，要将它变为与主句主语相一致的人称；例：He said, “I like it very much.”→ He said that he liked it very much.②二宾：若直接引语中为第二人称，变为间接引语时，要将它变为与主句宾语相一致的人称；例：He said (to me), “you’re so good at it.”→ He said (to me) that I was so good at it.③三不变：若直接引语中为第三人称，变为间接引语时，人称不变；例：The teacher asked, “has he read enough this week?”→ The teacher asked if he had read enough that week.(2)时态（Tense）(3)引导词（Introducer）：①若直接引语为陈述句，变为间接引语时，用连词that引导，that可省略；例：He said, “I’m busy.”→ He said (that) he was busy.②若直接引语为一般疑问句，变为间接引语时，要把疑问句语序变为陈述语序，且用连词if/whether引导；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“Do you think a dairy can become your friend?” the writer says.→ The writer asks us if we think a dairy can become our friend.③若直接引语引语为特殊疑问句，变为间接引语时，要把疑问语序变为陈述语序，且仍用原来的引导词；另外，若主句的谓语动词是say，一般变为间接引语时，主句中的谓语要相应地变为ask，若主句中没有间接宾语，变为间接引语时，主句中可以根据实际情况加上间接宾语；如：“When do you go to bed last night?” he said to Anne.→ He asked Anne when she went to bed the night before.④若直接引语为祈使句，变为间接引语时，要将祈使句的动词原形变为带to的不定式，且要将主句的谓语动词根据实际情况变为ask、tell、order等动词；若祈使句为否定句，变为间接引语时，要在动词不定式前面加not；如：Father said to him, “go away!”→ Father ordered him to go away.He said, “don’t make so much noise, boys.”→He told the boys not to make so much noise.(4)指示代词、时间状语、地点状语等的变化：注意：若是在当地转述，here不必变为there；若是在当天转述，yesterday, tomorrow, today等时间状语不必改变；2. 主动语态（Active voice）和被动语态（Passive voice）：动词有两种语态，若主语是动作的执行者，叫主动语态，若主语是动作的承受者，叫被动语态；(1)被动语态的基本结构：主语+助动词be+动词的过去分词+（by …），其中be有时态、人称和数的变化；(2)几种时态的被动语态：(3)主动语态和被动语态之间的转换：①将主动语态中的宾语变为被动语态中的主语，如果主动语态中的宾语是人称代词的宾格形式，应将宾格形式变为主格形式；如：him→he；②将主动语态中的主语变为被动语态中介词by的宾语，如果主动语态中的主语是人称代词的主格形式，应将主格形式变为宾格形式；如：they→them；③将主动语态中的谓语动词由主动形式变为被动形式，并且时态要保持一致；④如果主动语态中还有其他成分，则变为被动语态时，其他成分一般原位不动照抄下来；(4)几种特殊情况的被动语态的变化方法：①带双宾语的谓语动词，即“动词+间接宾语+直接宾语”，（如：give me a book）改为被动时,可以用间接宾语作被动语态的主语，也可以用直接宾语做被动语态的主语;若将间接宾语变为被动语态的主语，则保留直接宾语；若将直接宾语变为被动语态的主语，则保留间接宾语，并在间接宾语的前面加上介词to或for；②“动词+宾语+动词原形”结构，改为被动时,动词原形前要加to;③“动词+宾语+宾语补足语”结构，改为被动语态时，将宾语变为被动语态的主语，宾语补足语原位不动照抄下来；④当主动语态中的谓语动词是动词短语时，变被动语态时，动词短语应被看成一个整体，故动词短语中的介词一般原位不动照抄下来；3. 定语从句（Attributive clause）：①限制性定语从句（Restrict attributive clause）：结构：：先行词+引导词+定语从句；Structure: antecedent + that/who/whom/whose/which + attributive clause;②非限制性定语从句（Non-restrict attributive clause）:：结构：句子+“，”+引导词+定语从句；Structure: sentence + “,” + who/whom/whose/which + attributive clause;4. 同位语从句（Appositive clause）：结构：抽象名词+引导词+从句；5. 主语从句（Subject clause）：结构：引导词引导的从句+谓语动词+宾语；Structure: that/whether/if/who/whom/whose/which/what/woever/whomever/whichever/whatever/when/where/why/how/ clause + predicate + object;例：that引导的主语从句：that clause+ predicate + object；6. 宾语从句（Object clause）:结构：主语+谓语动词+引导词引导的从句；Structure: subject + predicate + that/whether/if/who/whom/whose/which/what/when/where/why/how clause例：由that引导的宾语从句：subject + predicate + that clause；7. 表语从句（Predicative clause）：结构：主语+连系动词+引导词引导的从句；Structure: subject + linking verb + that/whether/as if/as though/who/whom/whose/which/what/when/where/why/how clause;例：由that引导的表语从句：subject + linking verb + that clause；8. if条件状语从句（If clause）：结构：句子+if条件状语从句；Structure: sentence + if clause;9. it作形式主语（use “it” as formal subject）：有时为了避免头重脚轻，我们会用it作形式主语放在句首，而将真正的主语移到句末；10. it作形式宾语（use “it” as formal object）;：有时我们会用it作形式宾语，而将真正的宾语移到句末；11. 动词的现在分词（The verb-ing form）：现在分词的用法主要有以下几种：①用于进行时态，表示“正在发生”，其结构是：be + V-ing；②用于将来时态，表示“将要发生”，其结构是：be + V-ing；③动词的ing形式可以作定语；④动名词：可以作主语、宾语、表语；12. 动词的过去分词（Past participle）：过去分词的用法主要有以下几种：①用于完成时态，表示“已经完成”，其结构是：have/has/had + done②动词的过去分词可以作定语、表语；13. 情态动词（Modal verb）：情态动词不能单做作谓语，后面必须跟动词原形；14. 动词时态（Tense）：①一般现在时（present simple tense）：动词用原形/第三人称单数形式，否定句和疑问句借助助动词do/does；②一般过去时（past simple tense）：动词用过去式，否定句和疑问句借助助动词did；③一般将来时（future simple tense）：④一般过去将来时（past future tense）：⑤现在进行时（present continuous tense）：其结构为：am/is/are + V-ing；⑥过去进行时（past continuous tense）：其结构为：was/were + V-ing；⑦将来进行时（future continuous tense）：其结构为：shall/will + be + V-ing；⑧过去将来进行时（past future continuous tense）：其结构为：should/would + be + V-ing；⑨现在完成时（present perfect tense）：其结构为：has/have + done；⑩过去完成时（past perfect tense）：其结构为：had + done；⑾将来完成时（future perfect tense）：其结构为：shall/will + have + done；⑿过去将来完成时（past future perfect tense）：其结构为：should/would + have + done；⒀现在完成进行时（present perfect continuous tense）：其结构为：have/has + been + done；⒁过去完成进行时（past perfect continuous tense）：其结构为：had + been + done；⒂将来完成进行时（future perfect continuous tense）：其结构为：shall/will + have been + done；⒃过去将来完成进行时（past future perfect continuous tense）：其结构为：should/would + have been + done；15. 虚拟语气（Subjunctive mood）(1)if条件状语从句中的虚拟语气：(2)主语从句中的虚拟语气：①在“it is + 形容词/动词分词 + that从句”结构中：若形容词/动词分词是表示要求、建议、必要、命令等意思时（如：advised/advisable/desired/desirable/demanded/essential /important/necessary/required/suggested等），从句中要用should + do（动词原形），should可省略；②在“it is + 名词（如：pity/wonder/shame等） + that从句”结构中: 从句中要用should +do（动词原形），should可省略；(3)宾语从句中的虚拟语气：①在一些表示建议、愿望、要求、请求、劝告、一直、命令、安排、决定等动词引导的宾语从句中，要用虚拟语气，即宾语从句中要用should + do（动词原形），should可省略；②wish + 宾语从句中的虚拟语气：(4)表语从句合同位语从句中的虚拟语气：在一些表示愿望、建议、要求、命令等意义的名词后的表语从句/同位语从句中，要用虚拟语气，即从句中要should + do（动词原形），should可省略；(5)其他句型中的虚拟语气：①“as if/as though/even if/even though + 方式状语从句”结构中：从句中要用虚拟语气，具体情况与wish + 宾语从句中的虚拟语气一样；②“lest/lest for + that从句”结构和“in case + 目的状语从句”结构中：从句中要用虚拟语气，即要用should + do（动词原形），should可省略；例：Julia had to go on a diet, for lest that she (should) lose her job as a model.③“it’s (high) time + 定语从句”结构中：从句中要用虚拟语气，且有两种形式，一是从句中要用动词过去式，二是从句中要用should + do（动词原形），第二种形式比较少见，且should不可省略；④if only 引导的感叹句，译为“要是…就好了，但愿…”，此结构中要用陈述语序，且谓语动词要用虚拟语气，其具体情况与wish + 宾语从句中的虚拟语气一样；16. 倒装句（Inversion）：倒装句主要有以下两种形式：(1)全部倒装：谓语动词全部置于主语之前；①以here, there, now, then等副词开头的句子中，用全部倒装；例：There comes the bus.注意：此结构中，若主语是代词，则不用倒装；例：Here you are.②在以表示处所、声音等意义的副词开头的句子中，且动词是表示运动的不及物动词（如：go,come, rush, fly等），为了表示生动，可将耨写副词放在句首，此时要用倒装；例：Down came the rain.注意：此结构中，若主语是代词，则不用倒装；③表示地点的介词短语谓语句首时，要用倒装；例：Between the two buildings stands a tall pine.④直接引语的部分或全部谓语句首时，点名说话人的部分要用倒装；例：”Are you listening to English on the radio?” said mother.注意：若引述动词后有间接宾语或状语时，则不用倒装；(2)部分倒装：谓语动词的一部分（助动词、情态动词等）置于主语之前；①在以“only + 状语/状语从句”开头的句子找那个，主句要用部分倒装；例：Only then, did I realize the importance of English.②在以表示否定或者半否定意思的词开头的句子中（如：never, hardly, scarcely, rarely, barely,seldom, neither, nor, little, nowhere, not, not only, not until, no sooner … than, hardly …when, by no means, under no circumstances等），主句要用部分倒装；例：Hardly did I think it possible.③当连词as/though表示“尽管、虽然”意思，且引导让步状语从句时，从句要用部分倒装，此结构是将形容词/名词移到句首；例：Cold as it was, we went out. 尽管天气冷，我们还是出去了。