英语各类型试讲

1、第一节 听说课教学过程一、 听说课教学流程Leading inPresentationPracticeProduction Summary Homework二、 导入方法图片导入 视频导入 歌曲导入 情境导入 复习导入 谈话导入 例1：The life of William Shakespeare(阅读课)Show Ss a photo of young Shakespeare and ask them to guess who he is. Then show them more photos about Shakespeare, for example, at school, in the

2、 family and at the performance.（These interesting pictures can arouse ss interests easily and lead them to get a first impression about Shakespeare.） 例2：Whats the matter? (听说课)老师请几位同学上台表演小纸条上的关于健康问题的动作（如牙疼和感冒），请同学们猜他们怎么了，并试着用英语表达。例3：How often do you exercise?（听说课） 提问同学们马上就要到周末了，他们的心情如何，为什么，引出大家都在周末做

3、什么的讨论。同学们可能会说watch TV, do exercise, go to the movies, 老师把这些写在黑板上进行复习。例4： The Million Pond Bank Note（阅读课） At the beginning of the class, the teacher asks students to imagine what they are going to do if someone gives them 10 million RMB. After the discussion, students would be interested in the topic

4、, then the teacher lead students to focus on the text book. 例5：Who am I? (关于现代科技，听力课)Tell ss that the 21st century will be the century of Information Technology. And ask ss to discuss in pairs what IT consists of. Make a list and compare ideas with another pair.(This design helps ss to know the list

5、ening topic and predic what they are going to hear. )例6：Prepair a newspaper article (写作课)Show ss a sample of a newspaper article, and ask them to look at the sample writing carefully. They should notice that on the right-hand side of the page are the questions that the writer asked his partner.l 其他部

6、分Presentation 呈现单词，句型，语法等 Practice 对语言知识进行机械操练 Production对语言知识进行综合操练 Summary 学生总结，老师补充 注意情感态度价值观的升华 Homework避免机械重复性作业 三、 教学过程示例11 Leading in呈现交通工具的图片（简笔画），复习 bus, bike,car等呈现家到学校的地图，请同学们说说他们的家在哪里 （get ready for the following study）2. Presentation（1） 老师在地图上标出自己家的位置，请同学们猜：How do I get to school? 引导学生说

7、出完整的句子：I get to school by bike. （2） 利用地图，引导学生说：How do you get to school?（3） Listening 1b: Write the numbers next to the correct ss 3. PracticePair-work: Tell your partner "How do you get to school?" Group work：Talk about how they get to school in the picture with the information you got in

8、 the listening.1. ProductionDo a survey: find out "How many ss get to school by bike/by bus.? " in the class and fill in the following table.How do you get to school?Means by bike by bus Numbers 5 6 2. SummaryInvite ss to summarize with the map, and encourage ss to take public transportati

9、on means to go to school. 3. HomeworkFind out more transportation means you know, and share them with your class next time. 四、教学过程示例21. Leading inAsk ss what they do on weekends. Review the phrases: watch TV, do exercise. 2. PresentationFirstly, look at the pictures. Make a list of the different act

10、ivities, and write them down on Ia. Ss follow teacher to read the activities. Secondly, listen and write the letters from the pictures. Present more examples to explain “never, often, sometimes, etc.” (For example, I eat apples from Monday to Sunday, so I always eat apples.) 3. PracticeActivity 1: s

11、how pictures and ask ss to describe the activities. Activity 2: work in pairs to talk about the people in the picture. Using the pattern: What do they do on weekends?4. ProductionFill in the table. Work in groups of five to talk about “ What do you usually do on weekends?” and then, share answers wi

12、th class. Vote for the healthiest lifestyle. read a newspaper exercise go to the movies watch TV How often hardly ever usually . . 5. SummarySs summarize the lesson with the above table, and teacher asks ss to enjoy a healthy lifestyle.6. HomeworkWrite down a composition entitled: What do I usually

13、do on Mondays? Share it next class. 第二节 阅读课教学过程一、教学流程Leading inPre-reading While-reading Post-reading SummaryHomework二、教学流程解析1 Pre-reading提供背景知识 第一步： 法一：设计一个听力任务，回答问题"What does the text generally talk about?" 意图一：检验听力技能法二：头脑风暴法；设计开放性问题，学生自由回答 (激活学生生活经历,培养独立思考能力，锻炼听说能力) 法三：自由记录法：学生就阅读话题进行自由

14、联想，把想到的全记录（与阅读材料直接或间接相关），整理后有助于理解内容 (培养学生发散思维能力) e.g. A Protector of African Wildlife. 教师可设计活动让学生自由联想与chimpanzee有关的词语(Write as many words related to chimpanzee as you can think of) 第二步：预览 文章标题、副标题、文中图片、图表、黑体、斜体、第一段、最后一段、文后问题 （可以解决听力任务设置的悬念，帮助理解main idea) （预览意图：培养学生运用skimming快速查找信息的能力） 2 While-readin

15、gActivity 1. Read the passage quickly within .minutes, and finish the following table OR answer the following X simple questionsOR underline the keys that contribute to the main idea. (individual task)主要解决文章主旨/浅层信息(意图：培养学生运用skimming技巧快速 查找信息的能力和summarizing ability) 注：Skimming: It is used quickly to

16、identify the main idea of a text and get an overall impression of the content. How to skim:（1） Read the title;（2） Read the introduction of the first paragraph;（3） Read the first sentence of every other paragraph;（4） Read any headings and sub-headings;（5 ）Notice any pictures, charts, or graphs;（6 ）Re

17、ad the summary or last paragraph.Activity 2: Read the passage for the second time whitin X minutes1)据上下文猜测词义扫盲。 2)事实细节题 (6W+2H提问模式，也可设计图表梳理文中主要信息，或者排序题，对于间接细节题可设计讨论环节（pair work/group work)(意图：培养学生运用sanning技巧，寻找较难事实信息的能力、词义猜测能力、逻辑推理能力、分析处理信息的能力、听说能力.) 注：Scanning: It is used when you want to find spec

18、ific information quickly. In scanning you have a question in your mind and you read a passage only to find the answer, ignoring unrelated information.（1） Read for specific information you are looking for（2） Use headings and any other aids that will help you identify which sections might contain the

19、information yu are looking for.（3 ）Selectively read and skip through sections of the passage.Activity 3: Read the passage carefully within .minutes 1) language focus(语法点、长难句释义）； 2)言外之意/情感、写作意图推理讨论 注：Careful-reading:It is used to help readers to get a full understanding of a text.3 Post-reading 形式：de

20、bate,interview,role-play,survey，retell with/without key words，issue a review 格式：分组、组内交流、老师角色发挥、组间竞争、评委、winner、鼓励措施（具体化）4 SummaryStudents will summarize what they have learned today by themselves, and teacher makes supplement timely; at last, the teacher stresses the importance of .意图：加深对内容的理解，复习巩固知识

21、，检查学生掌握情况，巩固情感目标。 5 Homework听说读写任务 开放性作业 备注： (1) PWP教学过程各环节的详略情况由教师根据具体情况调整，初中阶段可适当简略该过程，增加语言知识的讲解和练习 (2)善于利用教材上提供的材料，作为导入、练习等设置依据 三、阅读课教学过程示例The life of William Shakespeare William Shakespeare was a writer of plays and poems. Some of his most famous plays were Hamlet and Romeo and Juliet. He was bo

22、rn in 1564 in England.   At school he liked watching plays. He decided to be an actor when he finished school at the age of 14. He married in 1582 and had 3 children.   At 28 he moved to London and joined a theatre company. He became a successful actor and started writing plays. Queen Eliz

23、abeth I enjoyed Shakespeares plays.   In 1599 the company opened the Globe Theatre on the River Thames in London. You can go to the Globe Theatre today.   William Shakespeare died at the age of 52. He was rich and successful. You still see his play in English and many other languages. He i

24、s one of the most famous writers in the world.   教学过程Step 1 leading in Show Ss a photo of young Shakespeare and ask them to guess who he is. Then show them more photos about Shakespeare, for example, at school, in the family and at the performance. Step 2 Pre-reading   Listening   Ask

25、 ss to listen to the tape carefully and answer two questions.1. Whats the article mainly about?   2. When and where was Shakespeare born?   Step 3 While-reading   Activity 1: Skimming   Ask ss to read the passage quickly within 2 minutes, and answer the following question:  

26、 What does William Shakespeare do and is he successful?   （Ss can easily find out the general idea and get their skimming ability trained through this.） Activity 2： Scanning   I will encourage ss to read the passage for the second time and try to find out information marking facts:  

27、1. Guess the meanings of “marry” and "queen". Ss are supposed to guess the words through context and common sense. Suggestions and clues will be given when necessary   2. Ask ss to work in groups to make a timeline about Shakespeares life.Activity 3： Intensive reading   1 Help th

28、e Ss understand and analyze the long and difficult phrases and sentences.   He became a successful actor and started writing plays.   He is one of the most famous writers in the world.   2 Ss are asked to discuss some questions according to the article.   Why can Shakespeare beco

29、me rich and successful？   What can you learn from Shakespeare？   Pay attention to different Ss and encourage them to join in the discussion.   Step 4: Post-reading   Ss work in pairs to act as reporters and William Shakespeare to perform a interview. Step 5: SummaryStudents summa

30、rize what they have learned by themselves, and teacher makes supplement timely; at last, encourage ss to learn from Shakespeare.Step 6: HomeworkWrite down a little composition: If you have an opportunity to talk with William Shakespeare, what would you like to say and why? (Such homework will guide

31、Ss to use the language they have learned in class and enrich their imagination.)第三节 写作课教学过程一、教学目的教学目的：表述事实、观点、情感、想象力，交流信息，培养规范的写作习惯 基本技能：整理思路，组织素材，规划文章结构，列出提纲，起草文章，组织语言，遣词造句，修改文章，正确使用标点符号和字母大小写。 二、主要教学活动写前活动 激活灵感 激发兴趣 明确目的和读者对象 讨论主题 搜集素材 语言准备 阅读范文 写提纲 写时活动 写初稿 规划文章结构 填空 看图作文 图文转换 仿写 连句成文写后活动 自我修改 相互

32、修改 个人或小组面批 检查语言、文法、逻辑、用词、润色 制作板报，墙报 教师角色：指导，启发，示范，商讨，鼓励，讲评 三、教学过程解析1）Step 1 warming up /leading in（1）目的：复习相关词汇 搜索记忆里的词汇与主题匹配（2）建议：Brainstorming，把能想到有关作文主题的词写在稿纸上2）Step 2 pre-writing（1）Generating Ideas：generating ideas by discussing lots of questions about the topic（2）Planning：Students make a plan of

33、 the writing before they start.（把学生分组进行discussion，free talk） 3）Step 3 While- writing目的：指导学生一步一步完成写作（1）Fast writing（2） Group compositions （3） Modification 4）Step 4 post- writing （1）检查作文的语法是否正确 （形式：self-editing & peer-editing） （2）给全部同学分享自己的作文 5）Step 5 Writing assessment目的：通过老师引导，学生总结在此次作文课中的收获。6）S

34、tep 6 homework（1）目的：根据授课内容进行课后巩固，提高学生交际意识。（Open homework）（2）形式：课后收集更多固定句型和词组，用所学句型再写一篇作文。 四、教学过程示例示例：Why should we learn English? 1）Step 1 warming up /leading inBrainstorming形式：free talking/discussingT：Ask the students to make guesses about how English can help some aspects of Chinese life. Write do

35、wn your ideas.e.g. 70%以上的邮件是用英文写或用英文写地址的。 全世界科技出版物 70% 以上用英语发表。 全世界的广播节目中，有60%是用英语进行的。 90% 以上的国际会议用英语召开。 英语是联合国的正式工作语言之一。2）Step 2 Pre-writing（1）Generating Ideas T: Ask ss to work in groups of four and exchange their ideas. They are supposed to get as many ideas as possible through group discussion.（

36、四人一组讨论，通过讨论得到更多的观点）（2）Planning T: Ss have to work on their own to collect and report the ideas which they think are valuable. （学生各自整理有价值的观点）Step 3 While- writing（1）Fast writing T: Ss design their own posters quickly for five to ten minutes without worrying about correct language. Design your own pos

37、ter.（在5-10分钟内写出自己的海报，不考虑语法、标点等） （2） Group compositions T: Ss will work in group of five and discuss the posters of their group members, including the advantages and disadvantages of the posters.（五人一组分享自己的海报，互相分析出各份海报的优缺点）（3） Modification T: Ss modify their posters based on the suggestions coming fro

38、m the previous step.（根据上一步的讨论意见修改自己的海报）4）Step 4 post- writing（1）Editing T: Ss edit their posters by themselves./ Ask classmates to edit posters, including spelling, punctuation, diction, etc.（形式：self-editing & peer-editing） （2）share your posters T: Ss share their posters with classmates and they

39、 can choose their favourite posters. 5）Step 5 Writing assessment T: Ss will reflect their progress in this writing class by asking their following questions.e.g. ü Can you give persuasive reasons for the topic on your poster?ü Can you organize your ideas in a logical way?ü Have you ma

40、de a brainstorming map before you set out to design your poster? Do you think it helps your writing?6）Step 6 homework作业一：完成课本P16 Exercise 2。作用二：further applyWrite your own experience of learning English. （二者择其一） 1 词汇教学方法（1）综合技能教学法 在教学中，教师应注意引导学生动用各种器官识记词汇，尽量做到通过耳听、口说、眼看、手写来学习词汇，充分发挥听觉记亿、视觉记忆和动觉记忆相结合

41、的综合记忆作用。 听、说、读、写能力的培养都与词汇教学有着紧密的联系，词汇教学要结合听、说、读、写逐步渗透到课堂教学之中。输出是词汇教学的一部分。可根据特定的话题材料给出特定的词汇，然后让学生用这些词汇进行情境对话或书面表达。也可以让学生说出他们能记住的所学单元中的单词，让他们按种类将词分组，画出词汇理解图。 （2）词根、词缀教学法 一找：教师在讲解词汇之前，可以要求学生在预习词汇过程中尽可能地找出每个词的前缀，词根和后缀 二扩展：举出与此词缀、词根有关的已学过的词，通过学生的温故知新,可大大减轻学生记单词的负担，使学生从死记硬背中解脱出来，减少一些常见的拼写错误，帮助学生理解和记忆词语的含义

42、。在阅读课文的过程中,教师应有意识地提醒学生运用构词法来猜测某些生词的意义,在学生猜对后给以肯定和鼓励,使他们逐步养成这一良好的阅读习惯,同时学生也在阅读中增加了自己的词汇量,事半而功倍。 （3）联想法 同义联想 Waste: unwanted materials or substances.同义词rubbish，garbage，refuse，disposal，sewageVoice: convey，express，utter，speak，vocalize，state，declare，announce，claim反义联想 failuresuccessweakenstrengthen，reinf

43、orceteacherstudent，manwoman上下义联想 sportfootball，basketball，volleyball，gymnastics，athleticsanimaltiger,lion,bird,monkey(4)语境教学法 把词汇与句子，语境结合起来，应该多让学生自己造句，掌握词的用法。 每学完一个对话、一篇文章后，可以让学生听写根据对话、课文改写的材料，让学生复述或自编对话，复述背诵课文或进行相关的写作练习。 （将词汇与句子、语篇相结合，不仅能帮助学生巩固词汇，而且能提高学生学习词汇的兴趣，发展他们运用语言的能力，达到学好英语的目的。） 2 词汇教学举例以下3种方

44、法适用于初中低年级 （1）Whats missing? Show 6-8 pictures on the blackboard, ask ss to close their eyes, and then take one of the pictures away, ss are supposed to find the missing word and say it loudly. （2）low and high voice ss follow the teacher to practice the words. When teacher says loudly, ss should say

45、the same word in low voice, and vice verse(反之亦然).（3）Pat the word Ss work in groups. Put pictures or cards on the desk, when someone says a word, others should pat it quickly. The faster, the better. 方法4：Lets do（适用于中学各年级） One student acts, others describe the actions. Then exchange.3 词汇教学建议在进行词汇教学时，教

46、师要坚持精讲多练的原则。采用英汉对译、师生对话、学生间问答、小组讨论等多种形式对讲授知识进行练习。练习中尽可能在新句型中练习旧单词，在旧句型中练习新单词，使学生在练习中学习，掌握新知识，复习巩固旧知识。英语课堂教学，教师要坚持用英语授课，尽可能用学生所学单词、短语、句型进行提问、对话，同时，还要注意培养学生听、说、读、写的兴趣。（三）语法教学1 概述语法是联系词汇与句子的纽带，有了语法规则才能完整地表情达意，才能使语言具备有条理的可为人们所理解的特质。 语法学习是为了发展语言知识，更好地进行听、说、读、写等语言实践活动，进而提高语言运用能力。语法教学只是为了达到这个目的而采取的手段，教师不是为

47、了教语法而教语法，学生也不是为了学语法而学语法。英语课程标准：英语课程改革的重点就是要改变英语教学过分强调语法和词汇知识的理解与讲授，忽视对学生实际语言运用能力的培养的倾向。2 建议（1）合理运用情境 学习形容词的比较级时，教师可让班内两位学生A（高）和B（较高）站在讲台前，然后指着他们对全班说：“Look! A is tall. B is taller than A.”或者通过询问他们的年龄，然后说：“A is thirteen years old. B is fourteen years old. A is younger than B./ B is older than A.” （2）教

48、学任务化 例：情态动词can的教学 任务设计为：李平早晨上学前, 整理书包太匆忙,忘了带铅笔盒。课堂上要用各种文具,因而,他得向同学借。 老师模仿李平对某一同学说: Can I borrow your pen? 然后再跟同学们说:今天还有数学课、语文课、语言课等等。请同学们发挥想象力,李平还有可能用到什么文具? 假设自己是李平,请与周围的同学配合,完成借到文具的任务。接下来,学生回应四起: Can I borrow your ruler? Can I borrow your pencil? Can I borrow your rubber? Can I borrow your knife? C

49、an I borrow your dictionary? 还有的同学不知道圆规、三角尺怎么表述,就指着圆规、三角尺,说:Can I borrow this? 然后, 共同总结出, “Can I.?”结构是常用与朋友之间的句式结构。3 流程英语语法教学的一般流程： 示范模仿归纳运用巩固 在进行语法教学时，教师应淡化对语法 概念的讲解，注重对语法知识的运用，引导学生在反复接触和应用所学语法规则的过程中逐步体会和感知语言规律，并形成自觉运用语法知识的习惯。2 技巧（1） 直观式利用实物直观教学语法(案例：形容词副词的比较级、最高级) （2） 交际式通过情景交际、角色扮演等活动 （案例：时态、祈使句）

50、 （3） 趣味式利用游戏、绕口令和谚语等符合学生年龄和心理特 征的活动教学语法（案例：Guessing game: Whats she doing?.）（4） 图解式利用图示或图画教学语法(案例：时态；have been to; have gone to) （5） 任务式利用任务教学语法（案例：根据所学内容布置一项 调查、写作任务） （6） 探究式利用探究活动教学语法（案例：宾语从句；Be动词 的用法） 3 练习设计方式注：以下三种练习方式主要适用于初中低年级 （1）Hot potatoTeacher stands in the front of class but cant see the

51、students. When teacher count “one, two, three, stop”, the student who holds the ball should have a conversation with the teacher, using the pattern they learned. （2） snow-ball gameSs answer teachers questions in turns. Before answering each question, the student should repeat the previous ss sentences. （3）dubbing(配音)Present a