最终打印教师资格试讲教案

最终打印教师资格试讲教案 Grade One English Subject lesson Unit 2 Growing Pains(Word power) Instructor Teaching 褚丽 New Lesson Type Lesson Teaching Time Teaching Teaching Grade one Classroom 3 Class Place Advance with English published by Yilin Press. There are seven parts in each unit in each module: 1. Welcome to the unit; 2. Reading; 3. Word power; 4. Grammar and usage; 5. Task; 6. Project; 7. Self-assess men. Teaching Growing pains is the second unit in Module 1, which talks about material growing problems common to teenagers. The student will learn to express their feeling and write an advice letter. 1. To help the students know more about the differences between American English (AE) and British English (BE). Teaching 2. To expand and evaluate the students’ related vocabulary. aims 3. To apply the vocabulary in practical usage. 4. To develop the students’ speaking and reading ability. 1. Sentence structure: attributive clause 2. Key words: pants; vacation; tire; blanket; boring; thumb; molehill; Teaching stove; important 3. Colloquialisms: a no-brainer ;a wet blanket ;all ears; pull one’s leg; points green fingers; all thumbs; rain cats and dogs. 1. The differences between American English 2. Colloquialisms: a no-brainer ;a wet blanket ;all ears; pull one’s leg; Teaching green fingers; all thumbs; rain cats and dogs; difficult points 3. Reading comprehension. 1. Compare AE and BE in different aspects. 2. Learn to express oneself both in AE and in BE. Tasks 3. Learn something about colloquialisms. 4. Reading comprehension. Teaching methods: Task; Group/pair work; Cooperation; Reading Teaching Teaching aids: a blackboard; a computer to show pictures and slides methods and aids Read, listen, discussion, group work, practice Learning methods Step 1 Greetings and revision Greet the students as usual and check the homework by asking them to them to work in groups to discuss some questions Teaching Step 2 Lead-in Write some words and sentences on the blackboard for the students to procedures read aloud Step 3 Brain storming 1. Ask some students to demonstrate some examples of the differences between AE and BE 2. Show the slides to help the students to know more about the differences between AE and BE (grammar; spelling; vocabulary) Step 4 Practice 1. Ask the students to open their books and turn to SB page26 and ask them to change the underlined words and phrases from AE to BE 2. check the answers by asking them to practice the new dialogue with a partner Step 5 Presentation 1. Tell the class what a colloquialism is.(A colloquialism is an informal expression used in spoken English) 2. Show the slides. (SB page 27) Get the students to choose the correct meaning for each picture. 3. Check the answers. Step 6 Listening and reading comprehension 1. Ask the students to turn to page 98 of the Workbook. 2. Ask the students to listen and read the article from a web page and then answer some questions. 3. Check the answers by asking some students to answer them aloud. Step 7 Homework Finish some tasks after class to help them grasp the new words learned in this period and attributive clause. Grade Two English Unit 16 life in the oceans Subject lesson Teaching 褚丽 New Lesson Instructor Type Lesson Grade Teaching Teaching Classroom Teaching Time 63 Two Class Place This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 is a whole unit. By Teaching studying Lesson 63, Ss can improve their reading ability; learn more material about the sea and the life in the oceans. 1. Knowledge aim: Understand the main idea of the text. 2. Ability aim: Retell the text in their own words. Teaching 3. Emotional aim: Make the Ss love the life of the sea and do something Aims to stop it being polluted. Teaching How to understand the text better. important points Teaching 1. Use your own words to retell the text. Difficult 2. Discuss the pollution of the sea and how to save the sea. Points 1. The Ss have known something about the sea and sea life through the Internet and other ways. 2. They are lack of vocabulary. Something 3. They don’t often use English to express themselves and communicate about the Ss with others. 4. Some Ss are not active in the class because they are afraid of making mistakes. Teaching theories: Make the Ss the real masters in class while the teacher himself acts as director; Combine the language structures with the language functions; Let the students receive some moral education while Teaching they are learning the English language. theories, Teaching method: Double activities teaching method; methods and Question-and-answer activity teaching method; Watch-and-listen activity; aids free discussion method: pair work or individual work method Teaching aids: A projector; a tape recorder; multimedia; the blackboard Discussion, watch and listen, pair or individual work, answer the Learning questions methods Step 1 Greetings Greet the whole class as usual. Step 2 Revision 1. Ask students some questions to revise the last lesson (show them on the screen). a. How much salt do the oceans contain per thousand parts of water? (35 parts of salt. 3.5% by weight) b. What is coral? Why are corals not found in deep water? c. Why the Dead Sea called the Dead Sea? Teaching 2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Step 3 Lead-in and preparation for reading Show them some pictures and let them talk each other, and then use the procedures pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale and so on. Step 4 Fast reading Read the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph: 1. Why can living things live in such oceans around the Antarctica? 2. What does the whale feed on? 3. What is the difference between the sperm whale and other whales? Step 5 Listening(book closed) 1. Listen to the tape then do an exercise(page 90, part 1) 2. True or false exercise.(on the screen) Step 6 Intensive reading Read the passage carefully again and answer some detailed questions on the screen. 1. How much does a whale eat at a time? 2. Do all the whales feed on small fish? 3. How deep can a sperm whale dive? Step 7 Preparation for details of the text on the screen 1. ...its heart slows to half its normal speed. slow-v. to become / make slower. 2. ...using sound wave Present participle used as adverbial. 3. provide sth. for sb. provide sb. with sth. 4. at a time: each time 5. grow to a length of... Step 8 Consolidation 1. Find out the topic sentences. 2. Retell the passage according to the topic sentences. Step 9 Discussion Show them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do? Step 10 Homework Write an article Saving the sea. Unit 16 Lesson 63 Topic Sentences: Blackboard 1. Some living things can live in Antarctica.(what) design 2. The whale feeds on small fish.(what) 3. The sperm whale feeds on squid.(difference) Discussion: 1. The whales are in danger. What’s your opinion about it? 2. The sea is being polluted. What should we do? Grade Tree English Unit 13 People Lesson1 EQ:IQ Subject lesson Teaching 褚丽 New Lesson Instructor Type Teaching Teaching Lesson1 Grade Three Classroom Teaching Time Class Place This is the first reading in Unit 13 of Module 5. It’s also a main part in this unit. The article Success Comes with A High EQ tells the students Teaching the relationship of IQ and EQ, especially the importance of EQ which Material plays a very important role in one’s success. The article will enable Analysis students to tell IQ from EQ, and will make them know that their futures are not entirely determined by their IQs. a. Help the Ss understand the main idea of the article Knowledge b. Let the Ss acknowledge the importance of EQ to one’s success goals c. Let the Ss master some important phrases and sentence patterns a. Enable students to sum up the main idea of each paragraph. b. Enable students to talk about EQ and IQ. c. Enable students to understand the details about the whole article. d. Enable students to use Past Participles with their various functions in sentences. e. Express their opinions by answering the following questions: Ability goals (1) Which do you think is more important, IQ or EQ, on your way to success? Why? (2) List some signs of high EQ. (3) What can we do to improve our own IQ and EQ? (4) Do you think EQ and IQ tests should be a part of job recruitment? Why? 1. Acknowledge IQ and EQ and the important role of EQ in their life. Emotion goals 2. How to lead a happy successful life with high EQ. Teaching important points: 1. How to distinguish IQ and EQ, and know the importance of EQ in one’s success. Teaching 2. Discuss the questions: important and 3. Make sure students know the functions of the Past Participles. difficult points Teaching difficult points: 1. Discuss the questions: 2. Make sure students know the functions of the Past Participles. Cultivate Ss’ basic abilities of listening, speaking, reading, writing and Analysis of the their good sense of English Teaching Aid is multi-media computer. Methods and aid (1) To train them to study independently, Ss can collect some information about IQ and EQ before class, see if they understand the meaning of IQ Learning and EQ; (2) Guide Ss to master and use reading skills, skimming, scanning and Methods careful reading, and master student-centered vocabulary learning method by the context, text clues and their word knowledge; (3) Guide Ss to study English cooperatively it contains pair and group work. They can make a discussion and learn from each other. Step 1 Lead-in What do you know about EQ and IQ? Give us as much information as you can. What is the result of multiplying all figures from 0 to 25? Key: 325 Step 2 Reading 1. Scanning: Get the students to comprehend the whole text quickly and accurately and meanwhile help the students to form a good habit of reading. 2. Second reading: in this part, students will read the text again and try to understand the sentences and the main ideas of the whole text. Step 3 Discussion 1. Ask students to discuss the following questions: (1) Which do you think is more important, IQ or EQ, on your way to success? Why? Teaching (2) List some signs of high EQ. (3)What can we do to improve our own IQ and EQ? procedures (4)Do you think EQ and IQ tests should be a part of job recruitment? Why? 2. Five elements of EQ: self-awareness; motivation; self-regulation; empathy; adeptness 3. Seven Powerful, Simple Techniques for Increasing EQ competence 1). Take time every day to appreciate what’s right in the world and in your life. 2). Increase your feeling word vocabulary. 3). Be your own best friend 4). Listen with your heart. 5). Talk back to yourself. 6). Tune in to your body. 7). Smile more. Step 4 Language points At work: in the state of work Similarly, at war, at rest, at peace, at leisure, at play It is/was…that/who… E.g. It was on Monday night that all this happened( Get sth. done=have sth. done E.g. He got his wrist broken when playing basketball. E.g. There is a lot of doubt that he’s telling the truth. Phrase: have problems (in) doing sth. have difficulty (in) doing sth. have a good/ bad/ hard time doing sth. E.g. Mary had difficulty in learning French when she was young. We had a high time traveling around. Recognize sb. as…; regard… as…; think of… as…; look on…as… E.g. Everyone recognized him as/ to be the greatest living authority on ancient Roman coins. Step 5 Grammar Choose the correct one from A, B, C and D. 1. The research is so designed that once______nothing can be done to change it. A. begins B. having begun C. beginning D. begun 2. The murderer was brought in, with his hands_______behind his back. A. being tied B. having tied C. to be tied D. tied 3. Prices of daily goods______through a computer can be lower than store prices. A. are bought B. bought C. been bought D. buying 4. Having a trip abroad is certainly good for the old couple, but it remains______whether they will enjoy it. A. to see B. to be seen C. seeing D. seen 5. The speaker raised his voice but still couldn't make himself_______. A. hear B. to hear C. hearing D. heard 6. Cleaning women in big cities usually get_______by the hour. A. pay B. paying C. paid D. to pay Keys: DDB BDC Step 6 Summary and homework To draw a conclusion of the text, train Ss to practice English after class and do some extensive exercises to consolidate the knowledge they’ve learnt. Review the words and sentences patterns of the text. Unit 16 Lesson 63 Topic Sentences: 1. Some living things can live in Antarctica.(what) 2. The whale feeds on small fish.(what) Blackboard 3. The sperm whale feeds on squid.(difference) design Discussion: 1. The whales are in danger. What’s your opinion about it? 2. The sea is being polluted. What should we do? Grade One English Unit 16 Scientists at work Subject lesson Teaching 褚丽 New Lesson Instructor Type Lesson Grade Teaching Teaching Classroom Teaching Time 1 One Class Place This unit is about science and scientists. This lesson plays an important part in the English teaching in this unit. This is an important Teaching lesson in Book One. From this lesson, it starts asking the Ss to grasp Material contents of each passage. Therefore, this lesson is in the important position of the teaching material. a) The Ss can hear, read, and use the main sentence patterns b) The Ss can understand the content of the lesson. Knowledge c) The Ss can use the patterns to express their thoughts in the proper objects situation. (1) To develop the Ss’ abilities of listening, speaking, reading and writing. (2) To train the Ss’ ability of working in pairs. Ability (3) To improve the student’s reading ability, especially their skimming and objects scanning ability. a) By completing the task, the Ss increase their interest and set up self-confidence in science; Emotion or b) Teach the Ss what “science” is, put the moral education in the language moral objects study. Communicative Approach; Whole language teaching; Task-based Teaching language teaching Methods Studying Observation—Imitation—Practice Methods Step 1 Lead-in 1). Group competition 2). Group work Step 2 Reading Teaching 1). Read the material fast to find out the right picture about Franklin’s procedures experiment 2). Listen to the tape part by part to find out the topic for each one. Para 1-3 the description of the experiment Para 4 the equipment of the experiment Para 5-6 the steps of the experiment Step 3 Practice 1). Class work 2). Individual work Step 4 Further understanding 1). Pair work Read through the passage to fill in the blanks in the form in pairs. 2). Class work Listen to some sentences to judge whether they are true or false. Step 5 Post-reading 1). Pair work 2). Group work Step 6 Homework 1. Do the exercises in the workbook. Check the mastering of knowledge of this lesson. 2. Ask Ss to interview their friends asking the price and size of their clothing and make records of the information. Grade Two English Lesson 86 Unit 22 A tale of Subject lesson two cities Teaching 褚丽 New Lesson Instructor Type Lesson Grade Teaching Teaching Classroom Teaching Time 1 Two Class Place Lesson 86, the second lesson in Unit 22, SEFC Book 2B. It is the first Teaching lesson of the reading material in this unit. Material a. To master the uses of some four-skill words and expressions, such as disturb, fortune, deed, arrival, attend, suffer, let… in, in peace, fall in love, make sure of, etc. Knowledge b. Revise the Past Perfect Tense and its Passive Voice. objects c. Learn the structure of the ---ing form used as the attribute and adverbial. a. Continue to cultivate the students’ ability of previewing the text and using the dictionary. b. Teach the students how to find out the chronological order of the events in the passage and how to make clear of the relationship between the Ability objects characters in it. c. Stimulate the students to solve the problems through discussion in small groups. Language is the carrier of culture. It has close relation to culture. In teaching foreign languages, we should help the students to originate their Moral objects good moral characters. After reading this lesson, they will learn to be selfless, to be as good as one/'s word, to rise above self. Important point: The structure of the ---ing form used as the attribute and adverbial. Important Difficult point: How to find out the chronological order of the events in and difficult the passage and how to make clear of the relationship between the points characters in the passage. 1. Students are the masters of the study. So they must be the masters of the class. In choosing the teaching method, we must pay special attention to the principle that students are always the center of the study. Teachers are just the directors, like the coach in a sports team. 2. According to the outline of English teaching and learning, written Teaching communicative ability includes two aspects: one is reading, the other is methods writing. Reading is the input in learning, while writing is the output. Satisfying output needs enough input. 3. Cooperation is very important both in school and out of school. We should give the students chances to learn how to cooperate in their learning. That will be very useful in the future when they leave school. 1. How to preview the text, especially how to use the dictionary. 2. How to make clear of the chronological order of the events which Learning happen in the passage. 3. How to find out the relationship between the characters that appear in methods the passage. Step 1 Revision Ask the students some questions about the dialogue in Lesson 85. Then ask two pairs to act out the dialogue without their books. Step 2 Preparation Teaching Give the students a brief introduction to the author Charles Dickens and briefly introduce the story in this unit. procedures Step 3 Listening Listen to the tape and answer two questions to get the general idea of the passage. Step 4 Reading 1. Scanning: Read the passage quickly to find the answer to the question: How many characters are mentioned in the story? 2. Fast reading: Read the story again and answer the questions in Ex. 1 on Page119. Then take notes in Part 3 on Page 57. Check the answers in pairs first, then with the whole class. 3. Intensive reading: Read the passage again. In groups, try to put the events in Part 4 in correct order. Check the answers with the class. Step 5 Language points 1. They had come from England, having heard the news that Dr, Manette …. 2. … having been kept a prisoner in the Bastille … 3. make sure of / that 4. Come to Step 6 Summary and homework Do Ex. 2 after class