高三英语教案 Teaching plan教案
三英语Teaching planTeaching material: NSEC Book 5 Unit 5 Fist Aid ListeningTeaching aims and demands:1.Words and expressions:bleeding, choking, bite, bruise, sprain ankle2.Improve the students listening skill.3.Enable the students to listen for details and catch the specific information of firstaid as much as possible.Teaching important points:Improve the students listening skill.Teaching difficult points:Listen to a dialogue about some knowledge of first aid, and then write down the instructions for each situation.Teaching procedures and ways:StepⅠ. Revision:Do the first aid quiz first.T: In the last period, we have learned some knowledge of first aid. Now let’s do a quiz about first aid and see how much you know about it.First Aid Quiz1. Which person would you help first?A. Li Yan who has cut her foot on glass. C. Gao Yuan who is on the ground not breathing.B. Xue Jin whose nose is bleeding. D. Wang Feng who has broken her arm.2. When you are carrying out rescue breathing, where do you check for a pulse?A. the neckB. the wristC. the footD. the chest3. What is the most serious type of burn?A. first degreeB. third degreeC. second degreeD. all burns are serious4. A friend took a hot pan off the fire with her bare hands. Her fingers are red and blistered and extremely painful. What should you do for her?A. tell her to put her fingers in her month.B. take her to the doctor.C. put butter on her fingers and wrap them in bandages.D. put her burned fingers under cool water.5. How would you stop severe bleeding?A. cover the wound with plastic C. do nothing as the bleeding will stop byitselfB. wash the wound D. put a bandage over the wound and then press on it6. In a medical emergency what telephone number would you call?A. 110B. 114C. 120D. 119Ask some students to answer the questions.S1: I would choose C. Because Gao Yuan is in the most dangerous situation. Not breathing will lead to death.S2: I would choose A. Because the carotid arteries is the easiest place to check for a pulse, and they run down both sides of the neck.S3: I would choose B. Because the third degree burns affect all three layers of skin.S4: D. Cool water stops the burning process, stops the pains and reduces swelling.S5: D. If you don’t do anything, the person could bleed to death. Put a bandage to prevent infection. Apply pressure to reduce the bleeding.S6: C. 120 is the emergency phone number for ambulance. 110 is for the police station. 114 is for some telephone numbers. 119 is for the fire station.T: Well done. So much for the quiz.Step II. Pre-reading:T: Now please open your books on Page 39. Let’s talk about the pictures in Ex.2 first. S7: The boy has sprained his ankle.S8: The boy’s clothes are on fire.S9: The girl has a bloody nose.S10: The boy is choking.T: Look at the pictures carefully. What kind of first aid treatment are they performing?S11: The man has put some ice on his ankle to reduce the swelling and is bandaging his ankle now.S12: The girl is wrapping him up tightly in a piece of cloth.S13: Bend forward and squeeze his nose.S14: The man is patting the boy’s back.Step III: Listening:Task 1Learn some new words in the listening material before listening.T: Ok. It’s time to do the listening exercises. The first aid teacher is testing her students’ knowledge of first aid. Let’s listen to the dialogue and finish Ex.1and Ex. 2. While you listen to it, you don’t need to catch each detail. Only concentrate on the questions the teacher asks.Check the answers with the class by playing the tape again and stop it after each question the teacher asks.Sample keys:Ex.1: 1. nose bleeds 2. burning clothes 3. choking 4. sprained ankle5. snake bitesEx.2: 1. sprained ankle 2. burning clothes 3. nose bleeding 4. choking Task 2T: What kind of first aid instructions should you give for each situation? Let’s listen to the tape again and get the details. After listening, please fill in the blanks.T: Well. I believe you all know how to help the persons in these situations.Step IV. Homework:T: We have learnt a little about some first aid treatments in this unit, but we face all kinds of accidents in our daily life, so we are going to write a letter to our principal and request that he/she organize a first aid courses for us. You can fellow the instructions next to the letter to complete the letter. Do you know what such a letter would include?S: The letter should:●say we have done a unit on first aid●say why the unit was useful●explain the importance of doing a first aid course●say what we would like the principal to doAsk the students write the letter as homework.。
Teaching+Plan+for+Writing+教案 高三英语二轮专题+
高三复习Teaching Plan for WritingI．Teaching content analysisimprove the English Writing level of the students with Learning difficulties", which is designed to promote the implementation of the course. Combined with the achievements and experiences of the subject research, according to the requirements of the college entrance examination for writing batons, the implementation and training of argumentative writing is carried out in order to lay a foundation for the further improvement of the students' English achievement in our school.The written expression of English is the reflection of students' comprehensive English learning ability. English writing is one of the four basic abilities of listening, speaking, reading and writing, which is required by the New Curriculum Standard of English. English written expressions account for a large proportion of scores.II．Analysis of Learning SituationIn the teaching of English writing in our school, the common problem is that it takes a lot of time and has a poor effect. The students' writing ability is low, the content of the composition is not good enough, many students can't write a word, and a lot of students have written a lot, but none of the correct sentences can be found. Most students usually do not pay attention to accumulation, poor vocabulary, poor language knowledge, grammatical confusion, improper collocation, poor language coherence, such as lack of cohesion between sentences, lack of logic, less language transformation and straightness. Poor intention, poor content, incomplete information, disorder; influenced by Chinese, use Chinese way of thinking sentence. Students are afraid to write for fear of making mistakesThis fear of difficult emotions and psychological obstacles seriously affects the improvement of students' learning level and ability. As an English teacher, there are many problems, such as poor teaching effect, difficult reading, time-consuming, long cycle, hard work andhalf the effort.III.Teaching Methods:Explanation, cooperation and work in pairsIV.Teaching Content：How to describe different opinions about the same social problemV.Teaching Goals: The students will be able to1.write a short passage about different opinions about the same problem2.master some useful expressions to describe different opinions and give reasons3.master the way to write an outline before writing4.master the structure of the passages about describing different opinions and giving reasons.VI. Teaching difficulties:1.students don’t know how to write about opinions2.Students lack the interests in writingTeaching approaches: Task- based writing, group work and explainingTeaching apparatus: CAI , a computerTeaching Procedures:VII. Teaching assumption and preparation1.For most rural students with English learning difficulties, English writing is not easy, but also relatively boring. Through the teacher-student interaction of classroom activities and appreciation of pictures, to a certain extent to make students excited for it, so as to stimulate the desire to write;2.Through the group discussion, find out the problems existing in the composition, and put forward their own suggestions. Grouping not only activates the classroom atmosphere, but also shows the students' sense of learning, and can prepare for the next step in writing.3.With questions and group activities, teachers can guide participation, act as organizers, and inspire. Show that the students are the main body of the classroom, all activities around the students to carry out.3.Teachers can choose different levels of representative articles with the help of physical projector. In order to cultivate students' enthusiasm for writing, some reasonable suggestions should be discussed and corrected, such as grammatical errors, and the progress made by students should be praised in a timely manner. Improve the level of evaluation and appreciation of the article.VIII .teaching processStep1 Leading inShow the students a short message reading “all the students in senior three are expected to go to school to study at school on weekends”. Then ask them their opinionsT: Do you want to go to school and study at weekends? If you do, what are your reasons? If you don’t what are your reasons? (the teacher can ask some students to give their opinions and reasons in Chinese first.)Step 2 Pre-writing (Group work / discussion)Ask students to work in groups of four to continue their discussion and list the reasons they give in Chinese or English. Then ask students to report to the whole class.Step 3 While- writingT: Suppose a newspaper is hosting an English writing contest and you would like to report our discussion about the problem. What do you think the composition should consist of and in what order?(Ask some students to give their answers and draw a conclusion)S1: different opinions and their reasons.S2: the short message and our personal opinionT: Yes. Excellent! Now let’s draw a conclusion about it. We should first present the topic or the problem and then point out that not all the students agree to study at school on weekends. And then give their reasons. We will use some words and phrases.(teacher can list the following expressions on the blackboard)持有不同意见：hold / have different opinions about…; react differently to…;同意：agree ; be for…; be in favour of…; approve…; approve of …;反对：disagree; be against…; object to…; oppose …; be opposed to doing;我认为：I think ; I believe; in my opinion, in my view; as far as I am concerned; as far as I can see; Personally;一方面…;另一方面…; For one thing,… for another…另外：besides; what’s more; in addition; moreover;(give students about 20 minutes to finish their writing and ask one student of better grade and one student of average grade to present their compositions on the blackboard.)Step 3 Post- writing (feed back)(1)Ask students to tell if the two samples consist of all the points and the useful expressions and phrases listed on the black board and whether they use them correctly.(2)Ask students to find out the mistakes including spelling mistakes and grammatical mistakes and revise them.Ask them to pay special attention to the tenses used(3)Presentation Present a better version of the topic through a computer and invite all the class to enjoy the composition together and point out all the excellent sentences假设你是高三的学生李华，你在英国的笔友Alan 得知你们学校希望你们高三的学生周末到校学习，感到惊讶和不解。
高三英语班主任教学计划内容
高三英语班主任教学计划内容As the class teacher of the senior three English class, it is crucial to have a well-thought-out teaching plan in place. 作为高三英语班主任，制定一个深思熟虑的教学计划至关重要。
First and foremost, it is important to establish clear learning objectives for the students. These objectives should be realistic and achievable within the given timeframe. Students need to know what is expected of them and what they are working towards. 首先，建立清晰的学习目标对学生至关重要。
这些目标应该是切实可行的，并且可以在给定的时间内实现。
学生需要知道老师对他们有什么期望以及他们正在努力的目标是什么。
Additionally, the teaching plan should incorporate a variety of teaching methods to cater to the diverse learning styles of the students. Some students may learn better through visual aids, while others may prefer more hands-on activities. By offering a mix of teaching methods, the class teacher can ensure that all students have the chance to excel. 此外，教学计划应该包括各种各样的教学方法，以满足学生多样化的学习风格。
Teachingplanforthisunit15（人教版高三英语教案教学设计）
Teaching plan for this unit 15(人教版高三英语教案教学设计)Aims and demands:通过本单元教学，学生应能熟练地运用表示“邀请”的常用语；复习谓语，情态动词和实义动词的时态；了解应如何地阅读，以及怎样做一个好的听者。
Importance and difficulty:1. Words and expressions:dip into, look our for, refer to , get at , respect, enlarge, digest, come across2. Important sentences:1) Imagine that you have found a good story, and , what is even more important, the time to enjoy it.2) Do not start a book unless you can see from the first few pages that it is one you can easily read and understand.3) The more we practise, the better we get at listening to speech in a foreign language.4) Then it will be someone else’s turn.3. Grammar:1) If he comes, I will let him know.2) You’r e always making the same mistake.3) I didn’t expect to meet you here.4) If you have finished reading the magazine before I leave, please give it back to me.5) He suddenly remembered that he hadn’t locked the door.6) Given more time, we could finish it.7) The ground is wet. It must have rained last night.4. Useful expressions:1) Would you like to …?2) I’d like to invite you to…?3) Have dinner with us , will you?4) Yes, I’d love to ….5) I’d love to , but……Lesson 57 On readingAims and demands:1. Develop the Ss’ four skills , listening , speaking, reading and writing ability.2. Let them know how to read different kinds of books.Importance and difficulty:Let them have a good understanding of the text and do the deeper understanding comprehension .Teaching methods:Reading and comprehensionTeaching aids:Tape recorder and some slidesTeaching procedure:Step 1. New wordsStep 2. Warming upDiscussion: 1. What do you enjoy reading most?2. What do you enjoy reading least?3. What good books have you read recently?4. What good stories have you read?Step 3. Fast readingRead it quickly and find the answers to the two questions at the top of the text.1. What are the three methods of reading which are described?Tasting, swallowing, and chewing-and-digesting.2. What is the most important piece of advice in the text?Enjoy your reading.Step 4. Careful readingRead it carefully and have a good understanding of the text.Complete the following form on reading .Situation What you should doIf you pick up a travel book just to read it before going to sleep It is enough for you to dip into it and read bits here and there. This is “tasting”.If you have found a good story and the time to enjoy it You might go over it quickly from the beginning to the end, for it is so good that you cannot put it down. This is “swallowing”.If the book you have is on a subject that you are interested in You will want to “chew and digest it”.Read it slowly and carefully.If it is not a story You may get an idea of the organization of the book. Read the back cover and the introduction. Look at the pictures and the short texts below them. Turn to the front of the book and look at the contents.When you read a book for the first time You read a chapter quickly to get a general idea. Then, if you wish, you can read it once again more slowly.When you want to use a dictionary You should know that you use it when necessary. Do not stop every time you come to a work or phrase you do not know. Quite often you will find the unknown word appears again, perhaps several times, and by the end of the chapter you will have guessed its meaning.If you do not know what to read You may start by making a list of all the types of books that you enjoy reading in Chinese.Step 5. ComprehensionNumber these subjects in the order in which they occur inthe text.Page 14.Step 6. Note making.Write down in your own words the advice the writer gives in the text. Page 14Step 7. WorkbookStep 8. Comprehension exercises---- paperStep 9. Listening and find out the importance and difficulty Homework. ABCLesson 58 The art of being a good listenerAims and demands:1. Develop the Ss’ four skills: listening , speaking , reading and writing ability.2. Teach them how to be a good listener.Importance and difficulty:Have a deeper understanding of the text and do the comprehension exercises.Teaching methods: reading and speakingTeaching aids: tape recorder and some slides .Teaching procedure:Step 1. Warming upAsk Ss what they have learnt about reading in the previous lesson.Ask them to talk about any techniques of their own which they find useful.Step 2. Presentation and reading for general understanding Read the title of the text aloud and get the Ss to talk about the Chinese character ting in the picture.聽 Read the two comprehension questions aloud, then allow the Ss enough time to read the text and compare their answer inpairs.1) Mainly about listening to people.2) Both advice and information.Step 3. Reading carefullyWhen you listen to someone,what should you do?Look at the speaker as Listen with completea sign of respect . attention, and withcomplete respect forthe other person.You should look at the speaker as a sign of respect while you are listening.You should listen with complete attention , and with complete respect for the speaker.More tips on First …becoming a Second …good listener Third …1)Take turns to listen.Don’t all try to speak at the same time when you are in a group.Listen without interrupting, and stop other people from interrupting.2)Do not give advice when your friends have problems. Ask some questions instead, such as “What do you want? How do you feel about it? What are you afraid might happen?”3) Listen and be quiet while others are talking.Step 4. Note making and discussionStep 5. WorkbookStep 6. Comprehension exercise ----paper exercisesHomeworkLesson 57~58Aims and demands:Grasp the language points.Importance and difficulty:Let them know the usage of the language points.Teaching aids:Some slides and a small blackboard.Teaching procedure:Step 1. Translation1. 有些书是应当尝尝滋味的，有些书是应当吞下去的，有少数书是应当咀嚼和消化的。
unit 4 teaching plan(人教版高三英语教案教学设计)
Teaching Goals:l Talking about botanyl Speak about proceduresl Review a description of plantsTarget language:1. Important words and phrases2. Important sentencesAbility Goals:Enable the students to talk about botany and to say sth. about it.Teaching important points:Help the students learn to describe plants and how to grow and take care of them.The contribution of the three important persons to the science of botany.The meaning and the usage of the key words.Teaching methods :Asking-and-answering questionsDiscussionListening and speakingTeaching procedures and ways:StepⅠ GreetingsGreet the whole class ; Duty reportsStep Ⅱ RevisionLast week, we learned unit 3. This unit is about the only country in the world that covers an entire continent-Australia. It is a wealthy country, which produces metals, precious stones, coal, grain, meat and wines, andhas the biggest iron mines in the world. Australia has the about one-sixth of the world’s sheep and produces almost one-third of its wool. The climate in Australia varies from north to south.Modern Australia is made up of six states and two territories. The first Australians were the Aborigines and Torres Strait Islanders. The two world war had a strong influence on Australia. The official language is English, which is quite different from British and American English. However, do you know what the national flower of Australia is?-----Golden Wattle (Acacia ) 金合欢，又称相思树Step Ⅲ Warming upLook at the pictures and match each flower with its correct name. Which flower is your favorite? Explain why.Picture 1: peony-- the Chinese national flower, native to China, is called as the “King of Flowers”, which is widely used in Chinese medicine.Picture 2: tulip. Tulip is native to Central and Western Asia, and parts of the Middle East, roughly in the region near Afghanistan. Tulip is mainly used for decoration. Also, tulips are beautiful flowers and people often send them to their friends as presents.Picture 3: rose. Rose is native to Southwest Asia. Roses are best presents to be sent to friends. And it is also very popular to send roses as love signal between young people. Red roses indicate warmth and love and white ones, purity and simplicity, blue ones, honesty and sincerity. Also, rose flower is a kind of important Chinese medicine.Picture 4: sunflower. Sunflowers get their name because they always face the sun-turning to track the sun’s movement across the sky. Sunfloweris a North American native. American Indians used sunflower as food and medicine.St ep Ⅳ listening1.Listen to the tape and get the topic of the passage1).This passage mainly deals with _______d_.A. FlowersB. GrainC. Fruits2).From this passage we know that_______b__.A. People in the past had enough fruits to eat.B. People on the vo yages long ago couldn’t survive long on board, oneof the main reasons was that they lacked fresh fruits and vegetables.C. Captain Cook didn’t realise the importance of keeping ship and the crew members themselves clean and taking regular exercises.2.Please judge the following statements as true or false.( × )1. There were enough fruits in ancient Europe.( × )2. Farmers in old England often got ill during the winter because they did not get enough exercises.( √ )3 Fruit and vegetables could not be kept fresh for a very longtime because they had not found ways to keep them.( √ )4. The diet aboard ships consisted of salt meat, and hard biscuits. The sailors hardly ate any fresh vegetables or fruit.( × )5. The discovery of Vitamin C made people realise that eatingfresh vegetables and fruit could treat this disease.Step Ⅴ ReadingLead in:Talk about the pictures:Picture1: Coffee beans are used to make coffee. Coffee originally came from Africa, although coffee-drinking started in Arab countries. Coffee as a crop is now grown in subtropical regions, such as Latin America, Africa, Arabia, Indonesia, Hawaii, India and in Southeast Asia.Subtropical: 亚热带的热带的：tropicalPicture 2: Tea is used to make tea. Tea originally came from China. Currently, the most important tea producing countries are China, Japan, India and Sri Lanka.Currently:普遍地, 通常地, 现在, 当前Picture 3: Chili is used as a spice to make food more tasty. Other than what some Chinese students may believe, chili is not originally from China, but from Latin America. Chili is grown in tropical countries all over the world.Do you like chili?Picture 4: Hemp is used to make rope or carpets. Hemp originally came from the Central Asia, and has been known to China for more than 10,000 years. The British spread hemp to all their colonies as its fibre was used to make sails and rope for their ships. It is now produced in all countries of the world.fibre：纤维, 构造, 纤维制品, [植]须根n Pre-readingWhy was Carl Linnaeus important to the history of botany as a science?His system of grouping plants in families was unique, which based on the arrangement of the male and female organs in the flowers.While-readingn Fast reading1. How should we classify them scientifically?By grouping plants in families.2. who is the first to do this?Carl Linnaeus3. How many scientists are mentioned?Carl Linnaeus Daniel Solander Joseph Banks Captain Cook4. How many voyages did James Cook make?three voyagesCareful reading1. Before Linnaeus botany was ________．DA．studied by doctors B．unknown to anyone C．fully developed D．abranch of medicine2. Some economic species plants such as____ could help to develop local economies．CA．rose and peony B．tea and apple C．cocoa and hemp D．Cocoa and lemon3. It was ____ who made Kew a centre of scientific and economic research．AA．Joseph Banks B．Captain Cook C．Linnaeus D． Daniel Solander4.Paragraph one of the text mainly tells us ___ ．CA．the importance of botany B．how to classify plant species into groupsC．Linnaeus’contribution to botany D．Linnaeus’discoveries about different species5.Captain Cook made ___voyages altogether around the world. CA．one B．Two C．Three D.fourn The relationship among three persons.Post-reading1. How did scientists classify plants before Linnaeus?Some scientists classified plants into herbs and trees, or according to the shape of the fruit, or whether they had flowers or not.2. What were the goals of James Cook’s first voyage around the world?To study the passing of the planet Venus across the sun; to record, classify and describe all plant and animal life observed during the trip; to search for an unknown southern continent.3. Why did Joseph Banks have to supply his own money to equip part ofthe expedition?Because the government would not pay for such a new field of science as botany.4. What could be a possible explanation for the name “strawberry”?When people plant strawberry, they spread straw under the fruit to reduce the necessary amount of watering.Step Ⅵ Language points:Integrating skillsScanningFind out the important people mentioned in the text.Charles Darwin From England Gregor Mendel From AustriaGote Turesson From SwedenChoose the best answers according to the passage1. The research by Darwin, Mendel and Turesson shows that_ . CA. genetics is more important than the environment to plantsB. genetics is less important than the environment to plantsC. both genetics and the environment are important to plantsD. neither genetics nor the environment is important to plants2. Darwin observed that the birds with _ _ would eat_ . BA. small beaks l hard seeds B．broad beaks；hard seedsC. hard beaks；hard seeds D．broad beaks；soft seeds3.Darwin joined the scientific expedition on _____ ． CA. the EndeavourB.Tahiti C．the Beagle D．space4. Scientists of the nineteenth century believed that . DA．the development of new species was behind the influence of the environmentB．the development of new species and the influence of the environment were hand in handC．the development of new species had nothing to do with the influence of the environmentD the influence of the environment was behind the development of new species .5. Darwin studied physics，chemistry and botany because_________ . BA．he was invited to join scientific expeditionB．he was interested in themC．he could do a lot Of experimentsD．he wanted to finish his book“On the Origin of Species”Fill in the following blanksScientist Research/experiment ResultCharles Darwin The wild life of Galapagos, many varieties of garden roses There were differences between the species of the different islands’yet all showed a clear relationship with those of America’ differences in habitat could lead to different species in birds as well as in plants.Gregor Mendel Flowers and peas Many characteristics were passed on from one generation to the next, without influence by the environment. His research gave birth to the science of genetics.Gote Turesson A wild plant found on the Swedish west coast Found evidence for the existence of stable varieties within species in nature. He showed that differences between plants of one species occurred as a result of the environmental conditions in their habitat.The text can be divided into four partsPart I Pa1-3: Darwin and his research.Part II Pa4-5: Mendel and his experiment.Part III Pa6: Turesson and his studyPart IV Pa7: the importance and significance of the research of the three.Important sentences in the passage1. It was Darwin’s visit on the Beagle to the Galapagos Isles that gave him the key to his new theory.2. Back home, in England, Darwin realized that differences in habitat could lead to different species in birds as well as in plants.3. As a result of Darwin and Mendel’s research, scientists of the nineteenth century formed the belief that that influence of the environment was behind the development of new species.4. It would take a next generation of scientists to bring the importance of the environment on species back in view.Translate the following phrases into English:详细地 in detail 处于支配的地位，负责 in charge of由……负责 in the charge of 任命某人为……appoint sb. as将……分类成classify…into… 计算……之间的距离 calculate the distance between…一代一代传下去pass on from one generation to the next 建于…；以…为基础be based on参与; 陷入……的活动be involved in 根据;视……而定；按照according to搜索；寻找 search for 总而言之 altogethermatch…with （在品质；颜色；设计等方面）相等，相当，相配at the age of 在……岁时 look out for 警惕;留心;守侯on a large scale 大规模地;大范围地 year after year 年年;年复一年pass away 逝世name…after 给……取名;命名take care of 关心;照顾classify…into 分类;归类develop a lifelong friendship with 与……结存了终生好朋友 born into 出生have an appetite for knowledge 有求知欲 a great deal of 大量;许多(用于不可数名词)lie in 在于 related to 与……有关the key to 关键是(在于) adapt to 适应于be sunken into 堕入 a bunch of flowersat first sight lead a cosy lifemake two more voyages be involved inlead sb. to do sth. calculate the distance betweenpass on from on generation to the next form the beliefin view adapt to the new environment。
英语教案范文全英文版高中
English Teaching Plan Sample - High School IntroductionThis English teaching plan aims to provide high school students with a comprehensive and effective learning experience. The plan is designed to enhance students’ English language skills, including listening, speaking, reading, and writing. Through various engaging activities and lessons, students will have the opportunity to improve their English proficiency and consolidate their knowledge.Lesson PlanWeek 1: Introduction to EnglishObjective: Introduce students to the basics of the English language and familiarize them with common English words and expressions.Activities: 1. Ice-breaking game to introduce students to each other. 2. Vocabulary building exercises. 3. Introduction to basic sentence structure.Week 2: Listening and Speaking SkillsObjective:Develop students’ listening and speaking skills through interactive activities and exercises.Activities: 1. Listening comprehension exercises. 2. Role-playing activities. 3. Group discussions on various topics.Week 3: Reading ComprehensionObjective: Imp rove students’ reading comprehension skills and expose them to different types of texts.Activities: 1. Reading passages and answering comprehension questions. 2. Vocabulary building through reading. 3. Analyzing and discussing short stories.Week 4: Writing SkillsObjective:Enhance students’ writing skills by focusing on grammar, sentence structure, and creativity.Activities: 1. Writing exercises such as diary entries and short essays. 2. Peer editing and feedback sessions. 3. Creative writing prompts.AssessmentAssessment will be conducted through a combination of written tests, oral presentations, and performance evaluations. Students will be evaluated based on their participation, understanding of the material, and improvement over the course of the plan.ConclusionThis English teaching plan aims to create a dynamic and engaging learning environment for high school students. By focusing on the four key language skills and incorporating various activities and exercises, students will have the opportunity to strengthen their English proficiency and become confident English speakers and writers.。
高中英语教案(英文模板)Teachingplan
高中英语优秀教案(英文模板)Teachingplan一、教学目标：1. 知识目标：学生能够掌握并运用本课核心词汇和短语。
学生能够理解并运用本课所学的语法知识。
2. 能力目标：学生能够提高听力理解能力，能听懂并准确回答问题。
学生能够提高口语表达能力，能够流畅地用英语进行对话。
3. 情感目标：学生能够激发对英语学习的兴趣，培养积极的学习态度。
二、教学内容：1. 词汇和短语：学生需要掌握本课中的核心词汇和短语，并能运用到实际情境中。
2. 语法知识：学生需要理解并掌握本课所学的语法知识，能够正确运用到句子中。
三、教学过程：1. 导入：通过与学生的生活相关的场景引入本课主题，激发学生的兴趣和好奇心。
2. 词汇和短语教学：通过例句、游戏等方式教授本课核心词汇和短语，让学生在实际情境中进行运用。
3. 语法知识教学：通过例句、练习等方式教授本课所学的语法知识，让学生能够正确运用到句子中。
四、作业布置：1. 词汇和短语练习：让学生完成相关的词汇和短语练习题，巩固所学知识。
2. 口语作业：让学生与同学进行对话练习，提高口语表达能力。
五、教学评价：1. 课堂参与度：观察学生在课堂上的积极参与程度和表现。
2. 作业完成情况：检查学生完成作业的情况，巩固所学知识。
3. 口语表达能力的提高：通过对话练习，评估学生的口语表达能力是否有提高。
六、教学策略：1. 任务型教学法：通过设计各种真实的任务，让学生在完成任务的过程中运用所学知识，提高语言运用能力。
2. 交际式教学法：鼓励学生积极参与课堂对话，培养学生的交际能力和团队合作精神。
3. 情境教学法：创设各种真实的学习情境，让学生在实际情境中感知和运用语言。
七、教学资源：1. 教材：使用符合课程标准的高中英语教材，为学生提供丰富的学习内容。
2. 多媒体设备：利用多媒体课件、视频等资源，丰富教学手段，提高学生的学习兴趣。
3. 网络资源：利用网络资源，为学生提供更多的学习资料和实践平台。
高中英语优秀教案(英文模板)Teachingplan
I.ห้องสมุดไป่ตู้opic: eating eggs
II.Target students:fifth grade primary schoolstudents
III.Teaching Material: Lesson 13 ofLook. Listen and learn
IV.Time: 40min
Affective
After learning this lesson, students willknowwhat’s the differencebetween British and Chinese in egg-eating and they will be moreinterestedin western culture as well.
2.Let students demonstrate how British eat soft boiled eggsaccordingto these sentences.
Homework
(1 minute)
1.Copy the words in the textbook..
2.Follow the recordings of lesson 13.
2.Difficult points: Thoseexaggeratedintonation will be a little bit difficult for students to imitate.
VII.Teaching Aids:an egg, a cup, a mp3
VIII.Teaching Method: task based teaching approach
Presentation
Unit4Teachingplan（人教版高三英语教案教学设计）
Unit4Teachingplan（人教版高三英语教案教学设计）Lesson 13 DialogueAims and demands:1. let the Ss know how to order sth to eat in a café, restaurant ect.2. words and expressions: help oneself to, café, menu, ox, waitress, wipe, ham, hot dog, jam, sauce3. useful expressions:I’d like to invite you to dinner at my flat….Have you ordered yet?Would you like something to eat?Anything to follow?What would you like to have?Would you like some more?Help yourself to some…Just a little, please.I’m full , thank you.Procedure:Step 1. PresentationT: In this unit, we are going to talk about “ Feed the world”1. What kind of food do you eat? ( in China, in the east )2. What kind of food do people eat in the west?Tell us the words for some western food.Ham, hot dog, sauce, pie , jamT: Loot at the picture and answer the questions:1. Where are they? (They are at a café )2. What are they doing? ( They are looking at the menu)3. Who is the girl beside the table? ( waitress )Step 2. ListeningListen to the tape and answer the question;What are Wang Bing’s plans for the future?He’s going to start work at the Farm Institute next month.Do the listening comprehension: Lesson 13 (3A) DBCBB1. What are Wa ng Bing and Carl doing in a café? They are _____.A. having a talkB. sitting thereC. waiting for a friendD. having lunch2. Wang Bing says he is ___ to eat an ox.A. too hungryB. hungry enoughC. rather hungryD. enough hungry3. What is Carl going to have?A. a hot dogB. a potato saladC. a ham saladD. a ham4. Who will start work at the Farm Institute next month?A. CarlB. Wang BingC. the waiterD. the waitress5. Carl suggests fixing a date. What are they going to do?They are going to have dinner ___.A. togetherB. at Wang Bing’s flatC. in a caféD. at Carl’s flatStep 3. DialogueRead after the tape and then answer some questions.Step 4. Language points1. Have you ordered yet?He ordered a glass of beer.Shall we order our dinner now?Has the waitress brought your order?Not yet.I ordered some new clothes a month ago.2. Are you hungry?3. I’ll take your order.I’ll write down which food you want and pass it to the kitchen.4. Anything to follow?5. now and again: from time to time / now and then6. invite sb. to dinnerStep 5. PracticeStep 6. WorkbookExtra exercises (3A Unit 4) AAD ACBAD CCD1. I’m just looking at the menu. ( L 13)2. I’m looking forward to that. (L 13 )3. ___ this book and tell me what you think of it.( 90)A. Look throughB. Look onC. Look intoD. Look up4. ____! There’s a train coming. ( 91)A. Look outB. Look aroundC. Look forwardD. Look on5. Many foreigners ____ the Great Wall as the World’s Seventh Wonder. ( 92)A. look atB. look forC. look aroundD. look on6. We all ____ her ____ our best friend.A. look on, asB. look up, toC. look for , asD. look at, in7. We should ____ our teachers.A. look upB. look down uponC. look up toD. look out8. Li Lei will ____ the dog when we are away.A. look throughB. look afterC. look aboutD. look into9. “What are you ____?” “ The dictionary.”A. looking forB. looking onC. looking aroundD. looking up10. What does the weather ____ today?A. look onB. look back toC. look forD. look like11. I will have my bad tooth ____.A. looked backB. looked atC. looked throughD. looked on12. ____ this book and tell me if it is worth reading.A. Look atB. Look outC. Look throughD. Look up to13. The boy is old enough to ___ himself.A. look onB. look forC. look forward toD. look afterHomework Finish the Wb and the paper exerciseLesson 14 Feed the world (1)Aims and demands:1. Develop the Ss’ reading ability and let the Ss know the problem of feeding the world2. useful expressions:in a word , ruin, damp , loss, day by day , irrigate, storageProcedure:Step 1. Presentation:T: As we know the population of the world is about 5.7 billion. Two thirds of the earth’s surface is covered by water, and only about 11% of the earth’s land surface is suitable for growin g crops. And this area is becoming smaller and smaller day by day. Then let’s come to seeWhy is the area of farmland in the world getting smaller?And how to feed a growing world population?Step 2. Listen to the tape and tell the general idea of each paragraph1. General description of food production.2. Farmland is lost for several reasons.3. Hunger is a big problem in the world today.4. Various things can be done to increase the food supply.5. Scientists continue to develop new types of plants.Step 3. Careful readingRead it carefully and do the note makingFacts: (page 21)Reasons for loss of farmland---- Why is the area of farmland in the world getting smaller?1. It is being built on.2. It is being lost by the actions of the wind and the rain.3. Land is becoming too salty.Ways of increasing food production ----What are some of the ways of increasing food production?1. You can increase the area of farmland by irrigation;2. You can build dams and water your fields;3. You can pump water from low-lying area;4. You can develop new plants which produce heavier crops;5. You can develop new plants which grow in poor soil;6. You can develop new plants which are less likely to be attacked by pests and diseases;Step 4. Reading comprehensionReading comprehension: ( 3A Unit 4 --- Lesson 14) DCBCD BDBDC1. People first began to grow crops in ___.A. AsiaB. EuropeC. AfricaD. both A and C2. This text is mainly about ___.A. agricultural developmentB. farmland problemsC. the problems in agriculture and some solutionsD. the present agricultural situation and problems3. The difficulty in solving feeding problem mentioned in paragraph 1 is that ___.A. the growing world population is too bigB. the farmland in the world is limitedC. the development of farming can’t catch up with the population growthD. farming development is too slow4. The suitable farming land is about __ of the earth surface.A. 1.5% C. 2.5% C. 3.5% D. 4.5%5. What can’t we do to stop the loss of farmland according to the text?A. Make careful plans for building.B. Plant more trees.C. Make the land rich.D. Develop some man-made land.6. What does “remove” in paragraph 2 mean?A. get rid ofB. take awayC. moveD. move again7. Crops are damaged ___ .A. before growing C. during growingC. after growingD. both B and C8. How many examples are given to show that irrigation and some other ways can increase the area of farmlands?A. TwoB. ThreeC. FourD. None9. New types of plants being developed should be better in___.A. quantityB. qualityC. sizeD. both A and B10. The word with the same meaning as “irrigate” is ___.A. increaseB. growC. waterD. pumpStep 5. Language points:1. earn one’s (a) livingmake one’s (a) livingT: How do I make a living?Ss:__________He began to earn his living at the age of twelve.They earned their living by hunting.2. for one thing 首先。
高中英语教案(英文模板)Teachingplan
高中英语优秀教案(英文模板)Teachingplan第一章：Lesson 1: Greetings and IntroductionsObjective:To be able to introduce oneself and exchange greetings in English. Materials:Handouts with pictures of different people and a map of the world. Procedure:1. Warm-up: Ask students to introduce themselves in English and tell something about their hobbies, families, etc.2. New lesson: Introduce the new words and phrases related to greetings and introductions, such as "hello", "good morning", "good afternoon", "good evening", "how are you?", "my name is", "I e from".3. Practice: Divide students into prs and ask them to practice the new words and phrases with each other.4. Reading: Read a short passage about introducing oneself and answer some questions related to the passage.5. Writing: Ask students to write a short paragraph introducing themselves and their hobbies.6. Homework: Ask students to practice the new words and phrases with their friends and family members.Chapter Two: Lesson 2: Asking and Giving DirectionsObjective:To be able to ask for and give directions in English.Materials:Handouts with pictures of different places in the school and a map of the city.Procedure:1. Warm-up: Ask students to ask and answer questions in English, such as "Where is the library?", "How can I get to the park?".2. New lesson: Introduce the new words and phrases related to asking and giving directions, such as "where is", "how can I get to", "turn left", "turn right", "go strght".3. Practice: Divide students into prs and ask them to practice the new words and phrases with each other.4. Reading: Read a short passage about asking for directions and answer some questions related to the passage.5. Writing: Ask students to write a short paragraph giving directions from one place to another.6. Homework: Ask students to practice the new words and phrases with their friends and family members.Chapter Three: Lesson 3: Ordering Food in a RestaurantObjective:To be able to order food in English at a restaurant.Materials:Handouts with pictures of different food and a menu.Procedure:1. Warm-up: Ask students to practice asking for and giving opinions in English, such as "Do you like pizza?", "Yes, I do. I like pepperoni."2. New lesson: Introduce the new words and phrases related to ordering food, such as "I'd like", "I'd like to order", "can I have", "what do you remend?", "I'll have".3. Practice: Divide students into prs and ask them to practice the new words and phrases with each other while acting out ordering food at a restaurant.4. Reading: Read a short passage about ordering food in a restaurant and answer some questions related to the passage.5. Writing: Ask students to write a short dialogue between two people ordering food at a restaurant.6. Homework: Ask students to practice the new words and phrases with their friends and family members.Chapter Four: Lesson 4: Discussing Hobbies and Interests Objective:To be able to discuss hobbies and interests in English.Materials:Handouts with pictures of different hobbies and interests. Procedure:1. Warm-up: Ask students to practice asking and answering questions about hobbies and interests in English, such as "What do you like to do in your free time?", "I like to read books."2. New lesson: Introduce the new words and phrases related to hobbies and interests, such as "I like to", "I enjoy", "my favorite", "I'd rather", "I can't stand".3. Practice: Divide students into prs and ask them to practice the new words and phrases with each other while discussing their own hobbies and interests.4. Reading: Read a short passage about discussing hobbies and interests and answer some questions related to the passage.5. Writing: Ask students to write a short paragraph discussing their own hobbies and interests.6. Homework: Ask students to practice the new words and phrases with their friends and family members.Chapter Five: Lesson 5: Describing People and PlacesObjective:To be able to describe people and places in English.Materials:第六章：Lesson 6: Describing People and Places (Continued) Objective:To be able to describe people and places in English.Handouts with pictures of different people and places.Procedure:1. Warm-up: Ask students to practice asking and answering questions about people and places in English, such as "What does she look like?", "He is tall and thin."2. New lesson: Introduce the new words and phrases related to describing people and places, such as "She has long hr.", "The city is beautiful."3. Practice: Divide students into prs and ask them to practice the new words and phrases with each other while describing people and places.4. Reading: Read a short passage about describing people and places and answer some questions related to the passage.5. Writing: Ask students to write a short paragraph describing a person or a place they know.6. Homework: Ask students to practice the new words and phrases with their friends and family members.第七章：Lesson 7: Asking and Giving PermissionObjective:To be able to ask for and give permission in English.Materials:Handouts with pictures of different situations asking for permission.1. Warm-up: Ask students to practice asking for and giving permission in English, such as "Can I use your pen?", "Yes, you can."2. New lesson: Introduce the new words and phrases related to asking and giving permission, such as "Can I", "May I", "Do you mind", "Sure", "No problem".3. Practice: Divide students into prs and ask them to practice the new words and phrases with each other while acting out situations asking for permission.4. Reading: Read a short passage about asking for and giving permission and answer some questions related to the passage.5. Writing: Ask students to write a short dialogue between two people asking for and giving permission.6. Homework: Ask students to practice the new words and phrases with their friends and family members.第八章：Lesson 8: Talking About Past EventsObjective:To be able to talk about past events in English.Materials:Handouts with pictures of different past events.Procedure:1. Warm-up: Ask students to practice asking and answering questionsabout past events in English, such as "What did you do yesterday?", "I went to the park."2. New lesson: Introduce the new words and phrases related to talking about past events, such as "yesterday", "today", "tomorrow", "yesterday", "last week", "last month", "last year".3. Practice: Divide students into prs and ask them to practice the new words and phrases with each other while talking about past events.4. Reading: Read a short passage about talking about past events and answer some questions related to the passage.5. Writing: Ask students to write a short paragraph describing what they did yesterday.6. Homework: Ask students to practice the new words and phrases with their friends and family members.第九章：Lesson 9: Making and Canceling PlansObjective:To be able to make and cancel plans in English.Materials:Handouts with pictures of different plans and situations. Procedure:1. Warm-up: Ask students to practice making and canceling plans in English, such as "Can we meet on Sunday?", "Sure, see you then."2. New lesson: Introduce the new words and phrases related to makingand canceling plans, such as "I'd like to", "I can", "I can't", "I'm sorry", "let's", "we can".3. Practice: Divide students into prs and ask them to practice the new words and phrases with each other while making and canceling plans.4. Reading: Read a short passage about making and canceling plans and answer some questions related to the passage.5. Writing: Ask students to write a short dialogue between two people making and canceling plans.6. Homework: Ask students to practice the new words and phrases with their friends and family members.第十章：Lesson 10: Expressing Opinions and Agreeing/Disagreeing Objective:To be able to express opinions and agree/disagree in English. Materials:Handouts with pictures of different topics and situations. Procedure:1. Warm-up: Ask students to practice expressing重点解析重点：1. 目标（Objective）：明确本节课的学习目标，使学生能够掌握特定的英语知识和技能。
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。