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  • 您的位置:在点网 > 教案 > 初中教案 > 全国教师资格证初中英语试讲教案 正文 2016-10-22

    全国教师资格证初中英语试讲教案

    相关热词搜索:试讲 资格证 教案 初中英语 教师 初中英语试讲万能模板 初中英语10分钟试讲 教师资格证初中英语难

    篇一:教师资格证试讲教案 七年级 unit 1

    Unit 1 Can you play the guitar? 1 Language Goal(语言目标): Talk about abilities(谈论能力) 2 Teaching Goal(教学目标)

    1)掌握新单词,学会如何询问别人有何种能力

    2)能够熟练地应用can 和can’t, 如:

    Can you draw? ------- Yes, I can,/No, I can’t.

    What can you do? -------- I can fly a kite.

    3 Key Words (重点单词)

    can, can’t, paint, dance, swim, drive, clean, cook, fly, speak, walk, climb, read, plant, jump

    4 Key Sentences(重点句型)

    Can you/he………?

    Yes, I/he can/No, I/he can’t.

    What club do you want to join?

    We/I want to join……….?

    5 Teaching Procedures (教学步骤)

    Leading in

    T: Hello, boys and girls. What do you do during holiday?

    S1: Playing basketball with my friends.

    S2:Traveling.

    T: Good! Anyone else?

    S3: I play chess with my grandfather.

    T: Good! OK, this class we will learn “Unit 10 Can you play the guitar?”to talk about our ability using “can” and “can’t”. Now let’s begin our class.

    Step One:

    1) Begin by showing some pictures of people and animals showing their abilities. Ask students to say something about each picture. Talk more about the pictures.

    2) Introduce vocabulary words and explain clearly. You may act out every word or use gestures for comprehension.

    Examples:

    Can – is used to show what a person or an animal is able to do such as: Mother can cook Chinese food. Father can play the guitar well.

    Can’t - is the short form of cannot. It refers to the things a person or animal cannot do such as: A small boy can’t paint a house. A baby can’t go up the stairs

    3) Read every word while students listen.

    4) Let the class read again the words. Take note of the students’ pronunciation and correct every mispronounced word.

    5) Ask students to match the word with the pictures (1a). Check the answers afterwards.

    Step Two:

    1) Take time to discuss western culture in joining a club. For example in

    America, students are encouraged to join a club like music club, English club, sports club, art club etc.

    2) Say the sample conversations. Have students repeat for mastery. Conversation 1

    Girl: I want to join the English club.

    Boy: Oh, can you speak English?

    Girl: Yes I can.

    Conversation 2

    Girl: Can you clean your bedroom?

    Boy: No, I can’t.

    Conversation 3

    Girl: I want to join the art club.

    Boy: Can you paint?

    Girl: Yes, I can.

    3) Ask students to practice the conversations in pairs. Encourage them to use the given vocabulary.

    Examples: Can you play the violin?

    Yes, I can. (Nod your head.)

    No, I can’t. (Shake your head.)

    Can you play after class? Yes, I can. / No, I can’t.

    I want to join the music club.

    Can you sing?

    Yes, I can.

    Step Three:

    1) Ask the students to do activities 2a and 2b. Tell them to give special attention to listening activity (names of the clubs).

    2) Introduce GRAMMAR FOCUS. Explain clearly by giving more examples.

    Can you dance?No, I can’t.

    Can you sing? Yes, I can.

    Can he paint? No, he can’t.

    Can she speak English?Yes, she can.

    Can you speak English?Yes, we can.

    3) Guided reading practice using target language: Let students do activity 3a.

    4) Call attention to the example conversation (3b). Read the instructions for the activity. Demonstrate the activity. Ask students to interview other students sitting near them. Call on students to tell what they found out. Take time for oral practice.

    Step Four:

    Finish group work(1c 2c ) in class.

    6 Homework:divide students into four groups and in each group one acts as an interviewer and the others are interviewees, then finish the job interview(4) and next class ask one student of each group to talk about

    who gets the job.

    7 Design on Blackboard (板书设计)

    Can you play the guitar?

    Words: can, can’t, paint, dance, swim, drive, clean, cook, fly, speak, walk, climb, read, plant, jump

    Sentences: Can you/he………?

    Yes, I/he can/No, I/he can’t.

    What club do you want to join?

    篇二:2015年福建省教师资格证试讲初中英语教案模板,说课稿

    Unit5 Our SchoolLife

    Topic 1 I usuallycome to school by subway.

    Teaching aims:

    1.Enable students to grasp the newwords.

    2.Make students understand and use thekey sentences correctly.

    3.Encourage students to participate inclass activities, cultivate students’ abilities of

    communication andcooperation and stimulate students’ interests in learning English. Key points

    1. Enablestudents to grasp the following new words: always, subway, plane, ship.

    2. Makestudents understand and use the following sentences correctly and freely:

    3. Improvestudents’ pronunciation and intonation.

    Difficult points

    Let students use what we learn today to make a role play based onthe text.

    Teaching procedures :

    Step 1 Warm up and lead in

    Teacher will do a free talk with students.. The content of the freetalk has a little connection to this lesson.

    Step 2 Presentation

    Teacher will let studentslisten to the tape for two times.

    At the first time, after listening, teacher will invite students topick out the new words. Then teacher will explain the new words. Teacher willgive more examples to help students understand the words. Before the second time, teacher will let students look throughquestions on 1b.

    With the question on 1b, students listen to the tape again. After listening,teacher will check the answer with students. Then teacher will presentfollowing key sentences for students:

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    Step 3 Practise

    Teacher will organize a competition.

    Firstly, teacher will tell students the rules of the competitions.

    Secondly, teacher will give students five minutes to practice thedialogues. Then invite two students in each group to act out their dialogue.

    Thirdly, teacher will give comments on the show of each group andpock out the champion group. Step 4 : Summary

    Teacher will ask students to summarize what we learnt today.

    Step 5 : Homework

    1. Recite the new words and thetext.

    2. Finish the homework.

    福建省教师资格证试讲(初中英语)仁爱版,第三期包过班,300/人。线上培训。时间灵活。

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    篇三:教师资格证初中英语试讲经验稿

    初中英语试讲经验稿

    恩,首先就是穿什么的都有,正装,休闲装,甚至牛仔裤凉鞋等等,然后也没有具体要求必须着正装,考场里老师也没有提到,所以没有说规定一定正装,但是个人感觉还是稍微正式点比较好,穿个衬衫配工装裙或者黑色休闲裤也好过牛仔裤凉鞋。。。毕竟老师还是比较严肃的职业。

    记得带支笔,因为备考室写教案会用到。考美术的好像备考室有准备的道具,彩纸,胶布,剪刀等等都有。。不用你自己准备了

    进去考场之后,同一楼层的考生全都在候场室,然后就是抽签,本人抽到的是1号,之后便是跟着老师去抽题室,抽提排队的时候请尽量站在第一个,因为所有的1号抽完之后才回去备考室,这样你会比别人多几分钟的准备时间。

    我抽到的是词汇题,给一个片段,六个单词,要求是读对话,然后讲单词,其他的两个英语试讲是语法,我看了一眼是一般将来时的时态,另一个是作文类题目。 之后去备考室,这里给你也就是15分钟的准备时间,可以把自己的资料带进去,也可以手机百度,低调点,别被老师看到都是可以的。不是很严。

    首先,进入考场,有三个老师,先问两个结构化的面试题目,问到的有:1,家长工作忙,认为教育学生完全是学校的责任,你怎么看?2,你怎么看待“绿领巾”事件。3,请问你对陶行知的“千教万教,教人求真; 千学万学,学做真人”怎么理解?4,同学上课一直开小差做小动作,你怎么办?恩,我知道的就是这些了。。然后就是英语试讲,试讲之后会问你1-2个关于你试讲的问题,有的可能不问,之后就结束了。记得擦黑板。。

    关于教案,我们这儿是不看教案的,你拿着教案讲课,讲完交给面试老师就行,但是其实你讲完就已经打完分了,一个同学说她讲完交教案的时候已经偷瞄到自己的成绩了,我教案写的很好,结果没有计入分数,特别遗憾。

    大概就是这么多,不用紧张,我在宾馆跟同学试讲的时候还紧张到发抖,真到考场上就特别淡定了,也许是抽到的题目相对来说简单点,讲的有点快,不要太快,当然也别太慢,10分钟以内讲完。

    这里给大家模板作为参考,在备考室的时候你就可以这么准备了,什么教学目标,难点和重点,教学手段这些完全没必要写啊,直接切入你开讲就行了。。 试讲情态动词的语法类试讲稿:

    Step 1 warming up

    As we know, the 2008 Olympics is coming. Show two pictures: Liuxiang and Yaoming. Say something

    about them using modal verbs.

    教师展示两幅图片:刘翔和姚明,通过用modal verbs 来描述这两幅图片。 Step 2 Lead‐in

    T: Look at the picture, the man is carrying a pile of books. So he can carry heavy books. He wants to

    enter the room, but he couldn’t open the door by himself. So he is making a request to ask for help

    from the woman by saying “Could you open the door, please?” (The teacher writes the three sentences on the blackboard.

    1.So he can carry heavy books.

    2. He couldn’t open the door by himself.

    3. Could you open the door, please?)

    T: Look at the three modal verbs in each sentence and try to get their meanings.

    Step 3 Explanation

    ? can & could

    ? may & might

    ? will & would

    ? shall & should

    ? must & can’t

    e.g. can and could

    1)表示能力(ability),指有能力做某事,意为“能够”。

    could 是can 的过去式

    e.g. The girl can dance very well.

    We all knew that the young man couldn’t be a doctor.

    2)表示请求(request)或允许(permission)。意为“可否”、“可以”。比can 更有礼貌,

    在此不是can 的过去式。

    e.g. Can you wait a moment please?

    Excuse me, could you tell me the way to the station?

    3)表示可能性(possibility) Could

    a. can 表示泛指的“可能”, 并非说话者主观认为的可能性,即并非说话者的主观猜测。

    e.g. Accident can happen to any drunken driver.

    b.表示说话者主观猜测,只能用与否定句或疑问句中。

    e.g. It can’t be my father. He is now in England.

    Step 4 Summing up

    From the demonstration of the modal verbs above, we can find most of them can be used to

    express certainty, but the degree of them is different.

    Step 5 practice

    1)Find all the sentences with modal verbs and explain the meaning.

    1. Other celebrations were held when hunters could catch animals.

    2. They lit fires and made music because they thought these festivals would bring a year of plenty.

    3.?or satisfy and please the ancestors, who could return either to help or to do harm.

    2)Complete the following sentences with proper modal verbs.You’ve been working all day. You ___be very tired.

    (The door bell rings) I wonder who that is, it___be Lisa. She’s still in the library at this time.

    It is a long time since we met last time. You ___come and see us more often. ...

    3) Make a dialogue using modal verbs according to the given situation. You have to go to buy food and gifts for Spring Festival. In pairs, one as the shop keeper and the

    other as the customer, offer and request the items you need. Use these expressions to help you.

    Would you like ?? Could I have ??

    Might I suggest ?? May I see ??

    You should try ?? Could we look at ??

    Can you see ?? We might take ??

    Step 6. Homework

    Choose one of the following situations to create a short dialogue using modal verbs.

    Situation A: In a library. Ask the librarian if he can help to find a book relating to some specific

    topics, whether they can be renewed or not, and how to do if the books are lost. (“Could you

    please find??” “May I ??” “You mustn’t?”)

    Situation B: A doctor gives a patient some advice. (“You should?”) 这一个就是完整的试讲模板了。。

    In Search of the Amber Room

    Lead-in: free talk

    篇四:初中英语教师资格证面试

    金乡,着正装。

    等待过程就不说了,进入候考室之后按排队时的抽签顺序进入抽题室。我抽到的是语法题,hou much和how many,看我后面的女生是阅读题型,总结下来就是语法,词汇,阅读,作文,听力这几个题型。

    备考室可以带资料进场,但是手机关机。

    语法题不用想多,把这个语法最基本的structure表述出来就行,比如我抽到的how many和hou much就只是讲了他俩的不同,一个加可数名词一个加不可数,以及how much用来询问价格,没别的。我同学抽到的是被动语态,就只讲了主语+v-ed,没讲别的。

    我讲完之后老师说讲语法要多举例,让学生总结规律,最后给出结构,举例练习。就这样,不用想着把这个语法的全部用处都讲出来,时间不够,而且老师会有提问,那时候你可以具体说一下就行。

    教案不看,我基本就是把我试讲的过程直接写出来了,老师不看的。

    整个过程最主要的是和学生的互动,who can?dont be shy.I believe u can make it,clever.excellent等等,多让学生来说,当然必须也要你重复一下:very good ,u say:重复一下。一定要有个提问啊,讨论啊,让同学回答的样子。

    下面我整理了几个题型的过程:

    一、阅读课(办法一)

    1、Lead-in:问好。按课本设计问题,学生回答,推测文章大意。

    2、Pre-reading:处理3-5个生词,扫除障碍。

    3、Fast-reading:提2个问题,学生找答案,了解大意。

    4、While-reading:讲解长难新句1-2个,扫除障碍。

    5、Comprehending: 结合问题,学生细读课文找答案。(此步可省)

    6、Post-reading, 阅读后组织活动(复述课文,讨论、发表自己的观点、摘记要点、归纳总结、创新写作)。

    7、Summary and homework。小结本课并布置作业(布置主要是一些语篇方面的练习)See you! 阅读课(办法二)

    1.读前(pre-reading) 问好。话题激活背景知识,(见课本warming up 和pre-reading 部分)

    2.读中(while-reading):该部分是阅读课最重要的内容,一般按任务型的方式进行。

    1)pre-reading: title reading(sub-title reading)/picture reading

    2)fast reading (for general idea/main idea) 办法:skipping

    记叙文按 who/what/when/where/how/why等线索去获取信息;

    议论文关注和划出每段段首的主题句,捕捉文章的大意。

    3)detailed reading(for detailed information) 办法:scanning 完成具体信息

    4) word guessing (主要方法:上下文的提示、根据构词法、根据前后的逻辑关系以及生活常识等。)

    5)处理个别长难句子,分析句子结构,先找出主谓宾或主语+连系动词+表语结构(然后再看起附加修饰作用的定语或状语,主句与从句等。

    3.读后(post-reading)学生的读后任务主要有:

    1)对某个问题或观点的进一步理解(深层次理解);

    2)就某一问题组织学生进行话题讨论;

    3)Summary and homework布置课后的话题写作(先口头练习再到笔头表达)See you!

    二、听力课教学

    1、Lead-in: 问好,提一两个问题,也可介绍背景知识。

    2、Pre-listening:提出任务。让学生仔细看听力部分的练习或任务。

    3、While-listening: 第一次放:生词教给学生。

    第二次放:点拨提示,重放难句,解析长难等。

    4、Post-listening,听后检查。学生彼此检查答案或分小组讨论答案。

    5、第三次放:学生跟读。

    6、Summary and homework。小结本课并布置作业See you!

    三、写作课教学

    1、Lead-in: 问好。题目呈现。审题,理解题目信息,弄清题材、时态与人称。

    2、Pre-writing:解决单词、短语、过渡词汇和句式。(分组讨论完成,结果上黑板)

    3、While-writing: 文章分段,每段中心。起草文章。

    4、Discussion and correction: 讨论与校正。同桌互换即可。

    5、Post-writing: 认真抄写。全班展示。

    6、Homework: 进一步修改誊清,交给老师批改。See you!

    四、语法课教学(办法一)

    归纳法语法教学策略 “呈现—发现—归纳—实践—活用”。

    1、Lead-in: 问好。用对应语法开始话题。

    2、Presentation:呈现本模块中已出现的含有新语法的句子。

    3、Discover让学生自己发现并体会这一语法现象。

    学生自主合作,讨论并归纳该语法项目的结构。

    老师给出2个符合规律的句子,让学生完善认识。

    4、Conclusion适当补充相关的语法知识,使完整理解。提醒注意英汉差别。

    5、Practice在做中学,让学生练习巩固中,活用这一语法项目。

    6、Homework:达标测试题,进行检验。See you!

    语法课(办法二,和一差不多)

    语法的讲练课的主要思路是:发现--感悟---模仿----运用--归纳和小结

    1回归课本,呈现与语法有关的句子或结构(发现);

    2.引导学生分析语法项目的特点、结构和表现形式(感悟);

    3.设计相关的语法练习让学生初步模仿练习;

    4.设计一定的语境或情景让学生在实际的语境中活用语法,体现语用的实践性和真实性。

    5.对语法项目进行小结和归纳(先让学生阅读和分析课本附录部分的语法项目,然后进行自主分析和归纳)

    补充几个时态的说法:

    1. 一般现在时 the simple present tense

    2. 一般过去时 the simple past tense

    3. 一般将来时 the simple future tense

    4. 一般过去将来时 the past future tense

    5. 现在进行时 the present continuous tense

    6. 过去进行时 the past continuous tense

    7. 将来进行时 the future continuous tense

    8. 过去将来进行时 the past future continuous tense

    9. 现在完成时 the present perfect tense

    10. 过去完成时 the past perfect tense

    11. 将来完成时 the future perfect tense

    句子成分的英文说法

    主语subject、谓语predicate、状语adverbial modifier(分地点place、时间time、条件condition等)、宾语object、定语attribute、表语predicative、补语complement

    这个在句子做什么成分?我用英语应该怎么问?

    What is its part of speech in this sentence?

    part of speech 表示成分的意思。

    接下来就是两个结构化问题:我的事学生课堂吃东西和学生给你写情书。

    结构化总结下来就是:态度+原因分析+怎么做+反思总结。往这四个方面靠就行。有争

    议的问题就是辩证看待,错的问题就必须严肃对待坚决杜绝。回答出这四个点就可以了。

    注意,语速慢一些,全程微笑,态度大方,我有个地方回答的不顺,还说了句sorry,

    当然一定要尽量避免这种情况,全程流畅讲下来。

    我回答完之后老师说了句,还不错,基本就搞定了。希望准备面试的朋友们都能成功。

    下面是个讲语法的试讲过程,是高中英语的,可以借鉴一下,不用这么复杂,例如做题那一点用举例就可以来替代,大家可以参考一下这个结构,和里面互动的部分

    T: Sit down, please. Boys and girls, we all learned "the simple past tense" when we

    were in our junior school, so do you remember it?

    T: So we are going to review it simply, I will give you some examples about "the

    S: Yes

    T: Ok .good. If not .I will explain it more detailed. Next we are going to learn another

    T: Right. Let’s look

    T: Let’s look at the first sentence. Do we know when the speaker saw these places?

    T: Right. The second. Do we know when the speaker visited these cities?

    T: Good. The third one. Is this a recent event?

    T: The fourth. Did they do this a long time ago?

    S: No, they didn

    T: The fifth. Did this happen recently?

    T: Very good. The last one. When was the last time that the speaker saw his friend?

    T: Wonderful! Now we know when we can

    (If necessary, give

    for and since

    for+时间段

    eg:I have lived in this city for more than 40 yearsI have waited for you for two hours

    since+时间点/过去时的句子

    It is/has been +时间段+since+时间点/过去时的句子 (注意这样的地方尽量用英语来表达)

    He has been here since 1998 It is five years since he got married

    Step III Excises (10min)

    Complete these sentences with the words in the box use either the past simple tense or the

    built buy come get live see stay

    1. They _________ many high-

    5. Xiao Li ____

    6. John _________ (not) any presents yet but he _________ a shopping mall, where

    (Ask the students to answer the questions, first individually, then compare their

    answers in pairs and check the answer

    1.have built 2.has got

    3.came,stayed

    5.has lived

    T: Now please write down some interesting places that you have been to. Work in pairs and tell each other about the places.

    Requirement:your contents must include"

    Possible answer:

    B: When did you go to Dalian?

    A: I went there last year.

    B: What was it like?

    A: It’s very beautiful. Have you been there?

    this class we have learned something important about " the Present Perfect

    Tense".such as it's usage and basic structure.we also know the differences about "the Present Perfect Tense"and the Past Tense" what's more,we should pa(来自:WWw.Zaidian.Com 在点网:全国教师资格证初中英语试讲教案)y more attention to the words"for" and "since"(这里可以提问一个同学来做总结) now,listen your homework..review what we learned this class and finish the exercises on your workbook

    preview the grammar 2 on your textbook page 36.next class I will check it.

    篇五:教师资格证试讲教案(中英文)

    Unit 4 in Book 1 (New Horizon)

    How to make a good impression?

    Li Dan

    This lesson is intended to explore other ways of good communication (nonverbal communication) in addition to words, feelings and senses. After learning it, Ss are expected to

    ? have a better understanding about how to master as well as to present good

    communication signs in an English culture, such as appearance, eye contact,

    gestures, movements, etc;

    ? facilitate reading with one of the important reading skills--- reading for gist; ? be willing to imagine the scene while reading, which can make the reading

    interesting;

    ? be familiar with the usage and use of the new words and expressions

    1. Warm-up! (2 min)

    “A good attitude can help you impress others”

    Mention a student’s homework last week and praise him for his good attitude.

    2. Leading-in activity (3 min)

    “What factors may affect your impression on others?

    What’s the way of making a good impression on others?”

    Work in pairs.

    Let Ss think out as many ways or factors as they can to impress others.

    Tell Ss they may get extra points as rewards so as to motivate them.

    3. Pre-reading activity (5 min)

    “Will the author think alike with us?”

    Ask Ss to listen for the first time for the main idea.

    Ask Ss to listen for detail information and answer 3 questions.

    Q1. How long does it take us to judge the people we meet?

    Q2. What is one way you can have a positive effect on other people?

    Q3. What is the key to being the best person you can be?

    Ask Ss to listen it for the last time to check their comprehension.

    4. Text comprehension (12 min)

    “What tips does the author offer us in order to make a good impression?”

    (3 min)

    Ask the class to: read through the text and get familiar with new words;

    find out what tips the author give us.

    Check students’ understanding and explain those tips in general.

    Tip 1: You are the message.

    Tip 2: Be yourself.

    Tip 3: Use your eyes.

    Tip 4: Lighten up.

    (5 min)

    Ask a student to read the first paragraph.

    Research shows people through unspoken

    communication within seven seconds of meeting them. we show our true feelings with our eyes, faces, bodies and

    attitudes,Explain useful phrases and translate the paragraph.

    (4 min)

    Suggest students image the scene when it comes to a real situation, which makes the text-reading much more interesting. Take paragraph 12 and 13 as an example.

    Focus on the underlined parts and imagine the atmosphere in the meeting room, especially the changing expression of the chairman.

    Lighten up. Once in a staff meeting, one of the most powerful chairmen in

    the entertainment industry became very over tiny problems, each worker and enjoyed making them fear him. When he got to me, he , "And you, Ales, what are you doing?"

    I said, "Do you mean now, this evening or for the rest of my life?" There was a moment of. Then the chairman Others laughed too. Humor broke the stress of a very uncomfortable scene.

    5. Assignments

    Assign Ss to read the text carefully and find out what they can do to impress others. Remind them all the ideas should be written in imperative sentences.

    新视野大学英语第一册第四单元

    How to make a good impression?/如何留下好印象?

    教学目标:

    通过本节课的学习,以期达到如下目标:

    ? 使学生更好地了解并应用非言语交流方式,如衣着,眼神,体态语等 ? 让学生熟悉略读技能,以便更准更快的把握文章主要内容

    ? 使学生学会积极想象故事情节勾画故事场景,使学习生动形象化

    ? 让学生熟悉生词的意义和用法

    教学步骤:

    1. 活跃气氛 (2分钟)

    “好态度留下好印象!”

    老师课前提到上次课的作业情况,表扬某位成绩不好但是态度很端正的学生,告诉学生“态度可以改变一生”

    2. 课前活动 (3 分钟)

    问题:“哪些因素会影响别人对你的印象?”

    “有哪些方法可以帮助你留下好印象?”

    老师要求学生以同桌为组进行讨论:吩咐学生轻声讨论,用脑想,用笔记,答案最多的一组同学可以加分

    3. 听力导入 (5 分钟)

    问题:“课文的作者会有哪些不同的好方法呢?

    听第一遍:短文的大意

    听第二遍:回答3个问题

    ? 第一次见面时,多长时间我们就会对彼此进行评价?

    ? 给别人留下好印象的方法是什么?

    ? 让自己表现最好的关键是什么?

    听第三遍:检查答案

    4. 课文理解 (12 分钟)

    要求学生略读全文,并回答问题:“文章中读者提到了哪些好点子?”

    学生回答,老师补充其内涵。

    要求学生朗读第一段:

    Research shows people through unspoken

    communication within seven seconds of meeting them. we show our true feelings with our eyes, faces, bodies and attitudes,带着学生学习画线处的重点词汇和结构。

    教学生在读文章时想画面,乐趣中学英语,以文章12,13段为例:

    Lighten up. Once in a staff meeting, one of the most powerful chairmen in

    the entertainment industry became very over tiny problems, each worker and enjoyed making them fear him. When he got to me, he , "And you, Ailes, what are you doing?"

    I said, "Do you mean now, this evening or for the rest of my life?" There was a moment of. Then the chairman Others laughed too. Humor broke the stress of a very uncomfortable scene.

    5. 作业

    要求学生仔细读文章,找出所有可以帮我们留下好印象的方法,以祈使句的形式写在作业本上。

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