已打教师资格证统考面试中学英语实战技能案例指导讲义

第一节初中听说课试讲环 第二节中学阅读课试讲环 第三节中学语法课试讲环 第四节中学写作课试讲环 第五节中课堂中常用的活 第六节教师课堂常用 概初中英语主要课型高中英语主要课型

第一节初中听说课试讲环节Leading新授小结 Unit3 Whatcolorisit?‘ColorSong’Unit5Ifyougototheparty,you’llhaveagreattime.‘Ifyouarehappy,youwillclapyoure.g.2.导Unit10Wheredidyougoon‘WildUnit1Howoftendoyoue.g.3.导‘Where’syourpenpalfrom?’‘Whydoyoulikekoalas?’‘IwanttobeanUnit10Iamgoingtobeabasketballplayer.T:Whatdoesyourfatherdo?T:Whatdoesyourmotherdo?T:Whatdoyouwanttodo?T:WhatareyougoingtobewhenyougrowUnit2IsthisyourT:What’sthisinS:T:Itisnotmypencil.Lucy,itthisyourpencil?S:八年级上Unit What’stheUnit2WhatshouldI老师给讲个名叫Penny的的故事，Penny最近总是睡不好，邻居总是半夜开Party,问Penny应该怎么办？Step Step Step Unit2Where’sthepostStep1:老师在PPT上展示出postoffice,library,ho thepicture?由此引入新授单词。SectionAUnit4Iwanttobean老师给学生一段，然后让学生根据内容重复Iwanttobe后面的内容。然后老师Step2:教单词‐‐‐读Step3:练单词（Practice部分Step1:Step2:Step3:StepUnit2Where’sthepostT：Whereisthepostoffice? Hereitis.T：Yes,itisontheCenterItisnextItisinfrontofItisbehind根据反复操练句型Step3:练句型（Practice部分）①书本 ①书本中的练鼓励措施（comprehensiveability)； Mostchildrengo schoolsin I’llwaitfor sixo’clock.填写介词Afterhefinished hewenttobed.（同义句Oralwork:IntheUnitedStates,manystudentsworkwhiletheystudying.Doyouthinkitagoodidea?MustIfinishtheworknow?—No, ofWriteafewsentencesabouteducationin可能会说watchTV,doexercise,gotothemovies,老师把这些写在黑板上进行复习。gotothemovies老师指着日历询问周末看的同学，“lookatthecalendar. lmeonthisdayyougotothemoviesornot?""Howaboutthatday?"以gotothemovies为例，进行句型的新授和练习根据学生的回答引出表示频率的副词。如Icansayyousometimesgotothemovies.板书并引导学生跟读。询问学生：Whatdoyouusuallydoonweekends?针对本课新出现的词汇，如go ing,readanewspaper等，老师可引导学生看如：WhatdoyouusuallydoongotowatchHowhardly思考：WhatdoyouusuallydoonMondays?把能够想到的活动写下来，下节课和。第二节中学阅读课试讲环节Step1leadinginStep2pre‐readingStep3Step4Step5Step6Step1leadingStep2listentothetapeWhatthetextisgenerallyabout?请几个同学回答，留悬念Step3较次的理解（2~3relativelymoredifficultquestions）难的问题可以先discussinpairs,再topicsentencesofeach,.Lastly，practice:Readthewholepassagetogetherloudlyskimmingscanningintensivereading都是默读，由学生自主完成，while‐reading最后要全班齐声朗读至少一遍。Step4e.g.debate,interview,role‐play,re lwith/without ,survey,issueareview5）Step5summary6）Stepopenande.gwriting续写,ThelifeofWilliamWilliamShakespearewasawriterofplaysandpoems.SomeofhismostfamousplayswereHamletandRomeoandJuliet.Hewasbornin1564inEngland.Atschoolhelikedwatchingplays.Hedecidedtobeanactorwhenhefinishedschoolat14.Hemarriedin1582andhad3At28hemovedtoLondonandjoinedatheatrecompany.Hebecameasuccessfulactorandstartedwritingplays.QueenElizabethIenjoyedShakespeare’splays.In1599thecompanyopenedtheGlobeTheatreontheRiverThamesinLondon.YoucangototheGlobeTheatretoday.WilliamShakespearediedatof52.Hewasrichandsuccessful.YoustillseehisplayinEnglishandmanyotherlanguages.Heisoneofthemostfamouswritersintheworld.Step LeadingShowSsaphotoofyoungShakespeareandaskthemtoguesswhoheis.ThenshowthemmorephotosaboutShakespeare,forexample,atschool,inthefamilyandattheperformance.Step2AsksstolistentothetapecarefullyandanswertwoWhat’sthearticlemainlyAsksomestudentstoanswerthequestionsbutdon’tgivethemrightStep Activity1:Asksstoreadthepassagequicklywithin2minutes,andanswerthefollowingWhatdoesWilliamShakespearedoandishesuccessful?Sscaneasilyfindoutteralideaandgettheirskimmingaiblitytrainedthroughthis.Activity2：IwillencouragesstoreadthepassageforthesecondtimeandtrytofindoutinformationmarkingGuessthemeaningsof“marry”and"queen".Ssaresupposedtoguessthewordsthroughcontextandcommonsense.Suggestionsandclueswillbegivenwhennecessary.AsksstoworkingroupstomakeatimelineaboutShakespeare’slife.Thisactivitycouldhelpthemunderstandthespecificinformationofthepassageandimprovetheirscanningability.Activity3：IntensivereadingHelptheSsunderstandandysethelonganddifficultphrasesandsentences.Hebecameasuccessfulactorandstartedwritingplays.Heisoneofthemostfamouswritersintheworld.Ssareaskedtodiscusssomequestionsaccordingtothearticle.WhycanShakespeare erichandsuccessful？WhatcanyoulearnfromIwillpayattentiontodifferentSsandencouragethemtojoininthediscussion.Lastlypractice:Readthewholepassagetogetherloudly. ,issueaAsksstoworkinpairs.Oneasjournalist，andtheotherasWilliamShakespeare.ThejournalistshouldquestionShakespeareinordertogetenoughinformationabouthim.Heissupposedtorecordtheanswersandthenmakeareporttothewholeclass.Iinvitesomejournaliststogivetheirreportsandssvotefortheirfavoritereporter.Everystudentincludingthebestreporterandhispartnerwillbepraised.Thisactivityusetask‐basedlanguageteachingmethodtoimprovess'communicating,cooperatingaswellasspeakingabilities.学生两人一组。一人扮演，另外一个扮演。需要不断问问题从而对他了解。同时，应把回答记下来，然后向全班同学做报告。我会邀请一些给出报告并由大家出最喜欢的。我会对每一个学生进行鼓励。这样运用任务型语言教Step5:Studentswillsummarizewhattheyhavelearnedtodaybythemselves,andteachermakessupplementtimely;atlast,theteacherstressestheimportanceof...Sssummarizethelanguagepointstheyhavelearnedinthislesson;Teachermakessupplements.Thismeanstocheckss’weakpointsandadjusttheteachingmethodsforthenextclass.Step6.;Asksstoconsiderthequestion:IfyouhaveanopportunitytotalkwithWilliamShakespeare,whatwouldyouliketosayandwhy?Theyshouldwritedownalittlecompositionaboutitandsharewiththewholeclassduringthenextlesson.SuchwillguideSstousethelanguagetheyhavelearnedinclassandenrichtheirimagination. leading while‐reading（略读，找读，精读 post‐reading（完成任务

第三节中学语法课试讲环节模式一：Step1warmingup/leadinginStep2presentationStep3Step4Step5模式二：Step1warmingStep2leadinginStep3ExplanationStep4Step5Step Step2建议：3步—1归纳、2强化、3Step3思维抑制状态形式:个人/双人/小组练习，情景/操建议：2~3activity针对语法基本规则和特例设置；Step4Step5Step1warmingAsweknow,the2008Olympicsiscoming.Showtwopictures:LiuxiangandYaoming.Saysomethingaboutthemusingmodalverbs.Step2T:Lookatthepicture,themaniscarryingapileofbooks.Sohecancarryheavybooks.Hewantstoentertheroom,buthecouldn’topenthedoorbyhimself.Soheismakingarequesttoaskforhelpfromthewomanbysaying“Couldyouopenthedoor,please?”(TheteacherwritesthethreesentencesontheSohecancarryheavyHecouldn’topenthedoorbyCouldyouopenthedoor,T:LookatthethreemodalverbsineachsentenceandtrytogettheirStep3can&may&will&shall&must&e.g.canand（abilitycouldcane.g.ThegirlcandanceveryWeallknewthattheyoungmancouldn’tbeaeo在此不是can的过去式。e.g.CanyouwaitamomentExcuseme,couldyoulmethewaytothee.g.Accidentcanhappentoanydrunkene.g.Itcan’tbemyfather.HeisnowinEngland.Step4SummingupFromthedemonstrationofthemodalverbsabove,wecanfindmostofthemcanbeusedtoexpresscertainty,butthedegreeofthemisdifferent.Step51）FindallthesentenceswithmodalverbsandexplaintheTheylitfiresandmademusicbecausetheythoughtthesefestivalswouldbringayearof…orsatisfyandpleasetheancestors,whocouldreturneithertohelportodoharm.2）Completethefollowingsentenceswithpropermodalverbs.You’vebeenworkingallday. bevery(Thedoorbellrings)Iwonderwhothatis,it beLisa.She’sstillinthelibraryatthistime.Itisalongtimesincewemetlasttime.You comeandseeusmoreoften.3)MakeadialogueusingmodalverbsaccordingtothegivenYouhavetogotobuyfoodandgiftsforSpringFestival.Inpairs,oneastheshopkeeperandtheotherasthecustomer,offerandrequesttheitemsyouneed.Usetheseexpressionstohelpyou.Wouldyoulike…?CouldIhave…?MightIsuggest…?MayIseeYoushouldtry…? Couldwelookat…?Canyousee…? Wemighttake…?Step6.ChooseoneofthefollowingsituationstocreateashortdialogueusingmodalSituationA:Inalibrary.Askthelibrarianifhecanhelptofindabookrelatingtosomespecifictopics,whethertheycanberenewedornot,andhowtofthebooksarelost.(“Couldyoupleasefind…?”“MayI…?”“Youmus…”)SituationB:Adoctorgivesapatientsomeadvice.(“You第四节中学写作课试讲环节Step1Lead‐inrevision)Step2pre‐writingStep4post‐writingStep5Step1warmingup/leading目的：复习相关词汇搜索里的词汇与匹 Step2GeneratingIdeas：generatingideasbydiscussinglotsofquestionsaboutthestart.freetalk）Step3While‐Step4post‐writingStep5WritingStepe.g.Unit2EnglisharoundtheStep1warmingup/leadinginT：AskthestudentstomakeguessesabouthowEnglishcanhelpsomeaspectofChineselife.Writedownyourideas.Step2TAsksstoworkingroupsoffourandexchangetheirideasTheyaresupposedtogetasmanyideasaspossiblethroughgroupdiscussion.（四人一组讨论，通过讨论得到的观点）T:Sshavetoworkontheirowntocollectingandreportingtheideaswhichtheythinkarevaluable.（学生各自整理有价值的观点）Step3While‐T:Ssdesigntheirownpostersquicklyforfivetotenminuteswithoutworryingaboutcorrectlanguage.Designyourownposter.（5‐10分钟内写出自己的海报，不考虑语法、标点等）T:Sswillworkingroupoffiveanddiscussthepostersoftheirgroupmembers,includingtheadvantagesanddisadvantagesoftheposters.（五人一组自己的海报，互相分析出各份海报T:Ssmodifytheirpostersbasedonthesuggestionscomingfromthepreviousstep.（根据上一Step4post‐TSsedittheirpostersbyyourselfAskyourclassmatestoedityourpostersincludingspelling,punctuation,diction,etc.（形式：self‐editing&peer‐editing）shareyourT:SssharetheirposterswithclassmatesandtheycanchoosetheirfavouriteStep5WritingT:Sswillreflecttheirprogressinthiswritingclassbyaskingtheirfollowingquestions.Canyougivepersuasivereasonsforthetopiconyourposter?Canyouorganizeyourideasinalogicalway?Haveyoumadeabrainstormingmapbeforeyousetouttodesignyourposter?Doyouthinkithelpsyourwriting?Step6

第五节中课堂中常用的活青少年玩？高中生是否可以在学校使用？等等诸如此类的题目，也是有助高中的课堂比之前面小学初中的又很不一样，一般的游戏已经无法吸引高中生的了，他们在意的是学知识，应付高考。那么建议教师采取任务型语言教学法，布置任务给学生Role过不同的句型语法点，各组自编自导自演一个情景，比学生曾经设计过《爱情公寓》Who'sthe认，如若最后剩3人，有一人为，则游戏结束，胜。这个游戏有助于词义辨 在高中英语课堂中，有助于口语，和作文的训练，还可以锻炼学生的反应能力。可以全班参与，第一个人设置20s到2mins的任一时间，开始向其他人用英语询问问题，然后转递计lieornotto每组学生先选择各自所要的颜色，然后们对应的分值和题目。若该组回答正确，加上以上的这些游戏有些是需要结合的具体单元的内容来选取的，也有一些是适合某一块教学的比如单词的学习，句型的操练等等。另外中的有些活动设计是十分合理的，也很第六节教师课堂常评价用语Veryclever!/Youareveryclever!Comeon!Boys/Girls!IamgladyoustudiedYouaregreat.I’mproudofyouforyourprogress.Don'tbenevours!I’msureyou’lldobetterthistime.Don’tgiveup!YoucanIt’smuchclosertotherightanswer.Alittlebitcloser,butthinkofthe…That'sclose.Yourideaisright,buttrytosayitincompleteIamsureyouarenervoussothatyoumakeamistake.Isit?Anyotheranswers?Youwillsoonfindthethetotallyrightanswer.IwishIcouldhelpyoumoreinwriting.Don'tmakethesamemistakes补充：Goodgreatsuperwonderfulterrificgoodjob,welldone,excellentgoodexampleperfectthanksitdownOh,yougotit./You’veheatthepoint./Goodpoint.Goodquestion./Nicework.Comeon,workingIlike/appreciatethewayyou...Oh,loveit.That’sinteresting/amazing/Fantastic.Don'tworryaboutit./Noproblem.OK！That'sOK.Itdoesn’tmatter.Idon'tthinkso.Yeah,IThat’sacceptable,anyotheranswer?/That'sclose./That'salmost.Notquite,cananyonehelphimorher?Tryagain.Haveatry.Believeyourself.Becareful./Takecare.Don'tmakethesamemistakesagain.Oh,that’snogoodforyourstudy/health.Good,justkeepit.Comeon,whocan?CanyouCouldyoupleasetryCouldyoupleasetrythenextone?Wouldyouliketohaveatry?Whoseturnnow?CanyouguessDoyouhaveconfidence?Areyoufullofcondidence?Whowouldliketoanswerthisquestion?Canyou(answerthisquestion),XX?Whocando/sayitinadifferentway?What/Howaboutyou,XX?Whowantstotontheblackboard?Whowantstocometothefront?AnyWho'dliketolusastoryhere?WhatcanyouseeinthisWhocanpointitout?/Whocancorrectthemistakesforhim?Lookattheiractionsandguess,whataretheyng?Haveyoufinishedit?Finishup?Finishyet?Doyouknow...?Haveyouheardof...?Whofindstheanswer?WhoknowstheWhocanhelphimout? Whocanhelphimwiththequestion?Anythingelse? Anythingmore?Anyotherthings?Lookatpictureoneandguesswhat /YesorCanyoufollowDoyouthinkDoyouunderstand?/Understand?Isthatclear?/Clear?Doyouknowwhatto一.以独到的方式引起学生的学生，可以让学生以积What’stheweatherlikeDoyouoftendosports?/Doyouexerciseeveryday?Whoisyourfavorite/bestfriend?Doyouusecomputerseveryday?Doyoulikeanimals?Doesanyonehavethehabitofwritingdiaries?WhatdoyouknowabouttheOlympic二、Pre‐reading的目的是激活学生已有的相关知识，增加或更新学生的相关背景知识，为阅读候也可根据实际需要和安排自己设计一些问题用在Pre‐reading部分。例如：LifeintheFuture这一单元，可以根据课堂需要，HowdoyouusuallygotoschooleverySupposeyoulivedinthepast,howwouldyougotoWhatinthepastdidthepeopleuseasSupposeyouliveinthefuture,howwillyougotoWhatkindofvehiclewillweuseintheWhatotherchangesmayhappeninourlifeintheReadcarefully,andfindoutthemainideaoftheCananyonelmethetopicsentenceofParagraphWhatmessagedoesPara1l/WhatconclusioncanyoudrawinthelastWhendidtheproblemofunhealthyeatinghabbitCanyouputthesentencesofthemainideasineachparagraphintherightorder?What’sAnne’sbestWhatdoyouknowaboutInwhichyearwascalculatorusedTheword“it”