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英语科目

01 小学英语《I like noodles 》

02 初中英语《Why don’t you talk to your parents?》

03 高中英语《Festivals around the world》

小学《I like noodles 》对话教学

1.题目：I like noodles 对话教学

2.内容：

3.基本要求：

（1）试讲时间约10分钟，采用英语授课；

（2）根据教学内容设计导入环节；

（3）突出教学重点和难点，呈现对话教学的主要环节；

（4）配合教学过程适当板书。

教案

Teaching objectives:

1. Students can read, understand and use the sentences “Do you like…?”; “Yes, I do.” or “No, I don’t.”

2. Students’ speaking ability will be also improved by some activities.

Through group work, students can learn how to cooperate with others.

3.Students’ interests of learning English will be improved.

Key points:

Students understand the sentences “Do you like…?”; “Yes, I do.” or “No, I don’t.”

Students can use these certain expressions to communicate with others.

Difficult points:

Students can use the key sentences flexibly in different situations.

Teaching Procedure:

I. Revision/ Lead-in

Show some pictures of different kinds of food on the screen and ask students the names of the food. Talk more about the food such as their shapes, colors and tastes.

II. Presentation

1. Play the tape for students and ask them what the dialogue is about.

2. Students listen to the tape again and answer the following questions:

(1) Does Amy like meat?

(2) What does Lingling like?

(3) What does the boy like?

(4) Who likes milk?

3. The teacher shows students the picture of the dialogue and plays the tape for the third time. Students try to follow the tape with the help of the picture and imitate the pronunciation.

III. Practice

Activity 1 Ask and Answer

Show some pictures of different kinds of food on the screen again. Point at some kind of food and ask students “Do you like …?” guide students to answer with “Yes, I do/ No, I don’t. But I like…”

Activity 2 Pair Work

Students work in pairs to ask each other about their food preferences. Then the teacher invited several pairs to show their conversations.

IV. Consolidation

The New Year is coming. Four students in a group, talk about what they will do on the New Year’s Eve and what they are going to prepare for the New Year’s Eve dinner and explain why.

V. Summary

Students summarize what they have learnt in this lesson and the teacher gives supplement if necessary. Enlarge students’ knowledge about food and cultivate their love for traditional Chinese festivals.

VI. Homework

Students ask their friends about their likes and dislike after class.

VII. Blackboard Design

试讲逐字稿和答辩

试讲逐字稿

I. Lead-in

T: Good morning, boys and girls. Welcome back to school. Nice to see you, again.

Ss: Nice to see you, too.

T: How are you today?

S1: Fine, thank you.

T: How is weather today?

S2: It’s sunny.

T: Now, please look at the PPT. There are some pictures, please tell me “What’s this?”

S3: This is an apple.

T: Yes, and the apple is red, round and sweet. Wonderful! Any other students want to have a try?

S4: This is a pear.

T: Yes, and the pear is yellow, and sweet.

II. Presentation

Activity 1:

T: Now, I will play the tape and you have to listen to the tape carefully. After listening, please tell me what the dialogue is about. Do you understand?

S: Yes! OK! Let’s go!

T: The tape is over. Who can answer my question? You, please!

S: It talks about what they like to eat.

Activity 2:

T: Well done! And now, please listen to the tape again and answer the following questions:

(1) Does Amy like meat?

(2) What does Lingling like?

(3) What does the boy like?

(4) Who likes milk?

Do you understand?

Ss: Yes!

T: OK! Let’s go!

T: The tape is over, who can tell me the answer? Lily, please!

S: Amy likes meat.

T: Wonderful! What about the second one? Mike, you, please!

S: Lingling likes meat.

T: Great! What about the third one? Our monitor, please!

S: The boy likes noodles.

T: Great! What about the last one? Tom, please!

S: The baby likes milk.

Activity 3:

T: OK! Now, I will show you the picture of the dialogue and plays the tape for the third time. You should try to follow the tape with the help of the picture and imitate the pronunciation.

S:…

III. Practice

Activity 1 Ask and Answer

T: Now, please look at the PPT. There are some pictures of different kinds of food on the screen. I will point at some kind of food and ask you “Do you like …?” Then, you should answer with “Yes, I do/ No, I don’t. But I like…” Are you clear?

S: Yes!

T: OK! Let’s go!

T: Do you like meat?

S: Yes, I do.

T: Wonderful! Ok, next one! Do you like milk?

S: No, I don’t. But I like meat.

Activity 2 Pair Work

T: Next, you have to work in pairs to ask each other about your food preferences. Then I will invite several pairs to show your conversations. Clear?

S: …

T: Time flies! Who wants to give us a performance? You two, please!

S: …

T: Wow, your pronunciation is great! Thanks for sharing!

IV. Consolidation

T: Ok, next, let’s do a task! The New Year is coming. Four students should be in a group. You have to talk about what you will do on the New Year’s Eve and what you are going to prepare for the New Year’s Eve dinner and explain why. Are you clear? Ok, let’s go!

T: Time is up! Which group wants to have a try? Wow, Group B you are so brave! It is your show time!

S: I will make dumplings on the New Year’s Eve, because it is delicious!

T: Your performance is very careful!

V. Summary

T: Who can tell me what we have learned in this class?

S: We learned the sentence pattern and some new words.

T: Yes, but we also learned the importance of loving for traditional Chinese festivals.

VI. Homework

T: Today’s homework is to ask your friends about their likes and dislike after class. Class is over, bye!

VII. Blackboard Design

答辩

1.请说一说什么是零冠词以及它的用法。

【参考答案】

零冠词，即不用定冠词的情况，其用途比较广泛，不仅用于物质名词、抽象名词和专有名词前，而且经常用在集体名词和名词化的各种词类之前，变化也比较多。常用用法如下：

（1）国名、人名前通常不用定冠词。

例如：England 英国，Mary玛丽。

（2）泛指的复数名词，表示一类人或事物时，可不用定冠词。

例如：They are teachers. 他们是教师。

（3）抽象名词表示一般概念时，通常不加冠词。

例如：Failure is the mother of success. 失败乃成功之母。

（4）物质名词表示一般概念时，通常不加冠词。

例如：Man cannot live without water. 离开水人就无法生存。

2. What are the teaching key points and difficult points of this lesson?

【参考答案】

Key points:

Students understand the sentences “Do you like…?”; “Yes, I do.” or “No, I don’t.”

Students can use these certain expressions to communicate with others.

Difficult points:

Students can use the key sentences flexibly in different situations.

So, in order to overcome the difficult points, I will adopt different activities to attract their attention and try to make them enjoy English learning. By doing this, students are stimulated by the motivation to finish the task and they're applying the knowledge into practice.

初中《Why don’t you talk to your parents?》

1.题目：Why don’t you talk to your parents?

2.内容：

3.基本要求：

（1）朗读所给语篇；

（2）试讲时间10分钟，采用英语授课；

（3）设计成听力课；

（4）配合教学内容适当板书；

教案

Teaching objectives:

1. Students can get the main idea of the conversation between Dave and Kim. Students can listen, read and understand the sentences “What’s wrong? What should I do? Why don’t you do something?”

2. Students can learn to talk about the problems and advice with the sentences “What’s wrong? What should I do? Why don’t you do something?” They also can improve the listening ability.

3.Students can learn to solve the problems rationally when faced with difficulties and can get along with others.

Key point:

Students can learn to talk about the problems and advice with the sentences “What’s wrong? What should I do? Why don’t you do something?”

Difficult point:

Students can learn to solve the problems rationally when faced with difficulties and can get along with others.

Teaching Procedures:

I. Lead-in

1. Greeting

2. Teacher plays a video Kong Rong Yielded the biggest pear to the students, after watching, teacher asks students questions: What do you think of Kong Rong?

3. Teacher invites students to discuss questions: Do you have brothers or sisters? How do you get along with them?

II. Pre-listening

1. Teacher shows a picture about Dave and Kim and asks students problems: Who are they? What can you see from the picture? What are they talking about? Can you guess?

2. You can have a discussion in groups and answer these questions.

III. While-listening

1. Teacher asks students to listen to the tape to check the answers. Meanwhile, students answer a question: What’s wrong with Kim?

2. Teacher asks students to listen to the tape once again and answer the questions: Did Kim’s sister give the new magazines and CDs back to Kim? What should Kim do? How does Dave help Kim?

3. Students listen to the tape and pay attention to the pronunciation of key words to improve their speaking ability.

IV. Post-listening

1. In this activity, two students are one group, one acts Dave, and the other acts Kim to role play the conversation.

2. In this activity, teacher asks students to make a survey: If you have some problems in daily life like Kim. After the surveying, students can summarize the problems and then give the advice. Teacher gives students 10 minutes to prepare. After that, teacher will invite some students to share their problems and others give advice.

V. Summary

Teacher will invite some students to summarize what they have learnt today, and they can express their opinions. After that, if necessary, teacher will make supplements. Moreover, teacher encourages students learn to solve the problems rationally when faced with difficulties and can get along with others.

VI. Homework

After class, students can write down your problems and advice in dairy.

VII. Blackboard design

试讲逐字稿和答辩

试讲逐字稿：

I. Lead-in

T: Good morning, boys and girls. Welcome back to school. Nice to see you, again.

Ss: Nice to see you, too.

T: Ok, please watch the video: Kong Rong Yielded the biggest pear. What do you think of Kong Rong?

S1: He could care for the young.

S2: He is warm-hearted.

S3: He is modesty.

T: You are right! Kong Rong can get along with his brothers. Do you have brothers or sisters? How do you get along with them?

S4: I have a brother; we are the friends.

S5: I have an elder sister. We love each other. We can do many things together.

S6: I have a little brother; I often play games with him.

T: Wow, you also can get along with your family members. That’ good.

II. Pre-listening

T: Ok, now, please look at the PPT! Who are they?

S7: Our friends Dave and Kim.

T: Yes! What can you see from the picture?

S8: Kim is so angry. He talks something with Dave.

T: What are they talking about? Can you guess? You can have a discussion in groups, 4 minutes.

S9: Maybe Kim asks help for Dave.

T: Yes, very good. Anyone?

S10: Dave encourages Kim.

T: Very good. Who is right? Let’s listen to the tape.

III. While-listening

T: Now, please listen to the tape to check the answer: What are they talking about?

S11: Kim complained about his sister took some of his new magazines and CDs and he asked help for Dave.

T: So, Lucy is right. More questions: Did Kim’s sister give the new magazines and CDs back to Kim? How does Dave help Kim? Let’s listen to the tape once again, please carefully. 3 minutes, go.

Ss: Yes.

T: Finished? Who can share the answers?

S12: Kim’s sister gave the new magazines and CDs back to Kim.

T: Yes! How does Dave help Kim?

S13: Kim told his sister to say sorry.

T: Yes, anything else?

S13: Dave asked Kim forget about this thing.

T: Ok! Why did Dave give Kim the advice?

S13: They can be friends again.

T: Ok! How do you know the answer?

S13: I heard a sentence “Why don’t you forget about it so that you can be friends again?”

T: Yes, good. Anyone?

S14: Because Kim’s sister gave the new magazines and CDs back to Kim and this thing is not a big deal, Kim can forgive his sister.

T: Good, they are family, they are friends. In daily, we also could advocate mutual tolerance. Ok?

Ss: Ok.

T: Finally, please listen to the tape and pay attention to the pronunciation of key words to improve your speaking ability.

Ss: Yes.

T: Yeah. Your pronunciation is beautiful. Good!

IV. Post-listening

T: Now, let’s do some activities. The first activity: two students are one group, one acts Dave, and the other acts Kim to role play the conversation. Clear?

Ss: Yes

T: Now, the second activity: “If you have some problems in daily life like Kim, what should you do?” You can work in groups to make a survey. After the surveying, you can summarize the problems and then give the advice. I give you 10 minutes to prepare. After that, I will invite some students to share their problems and others give advice. Clear?

Ss: Yes.

T: Ok, time is up! Who wants to have a try? Judy’s group, you please.

Judy: Parents hope us get the high score, but we can’t.

T: It doesn’t matter. What should you do?

Judy: Of course, we should study hard. But we can have a discussion with parents and tell them we try our best, you can encourage us.

T: Yes, a good idea. Communication is a good way. Anyone? Tom’s group.

Tom: Someone doesn’t know how to get along with brothers and sisters.

T: What should you do?

Ss: Maybe we can try to make friends with each other.

T: Yes, respect each other. You are all right. Now, you can vote for the best group.

Ss: Judy’s group.

T: Congratulations! In our daily life, we should respect others, right?

Ss: Ok.

V. Summary

T: Who can tell me what we have learned in this class?

S15: We learned some how to solve problems and give advice.

S16: we learn how to get along with others.

T: You all learnt a lot. Students can learn to solve the problems rationally when faced with difficulties and can get along with others.

VI. Homework

T: After class, you can write down your problems and advice in your dairy. Ok? Class is over, bye!

VII. Blackboard design

答辩：

1.请简述形容词它所修饰的名词之后的情况。

【参考答案】

（1）形容词修饰由 some，any，every，no等构成的复合不定代词。

There is something wrong with my back. 我的背有点疼。

（2）以a-为前缀的表语形容词修饰名词。

The teacher alone knows what happened. 只有老师知道发生了什么事。

（3）带后缀-able 和-ible的形容词和all，every，only 或形容词最高级连用。

I think Tom is the best person available. 我认为汤姆是现有的最好人选。

（4）形容词词组修饰名词。

Do you know the man clever at painting? 你认识那个擅长画画的人吗?

2. How to create a relaxing teaching atmosphere?

【参考答案】

Only in a relaxing environment, the knowledge they have learnt can consolidate and rapidly convert to their capacity. In the teaching process, teacher can make full use of time to create a relatively relaxing teaching atmosphere in order to mobilize students’ learning situation. This method can make students have a sense of relief when they are studying in the class.

Firstly, teacher should have correct goal and make a goal-oriented according to the requirement of each textbook and each student. Above all, teacher can point out the key words, sentences or grammar by using humorous way and repeating the same knowledge. This will draw students’ attention and it also can consolidate the knowledge.

Secondly, teacher can make suspense to lead to students’ interest. Senior students are all in a time full of strong curiosity, which can arouse their thirst for knowledge and let them form a positive state in their mind. To set suspense is to take advantage of this curiosity through which students’ thinking will be guided to solve the problem that they may meet in the class.

高中《Festivals around the world》

1.题目：Festivals around the world

2.内容：

3.基本要求：

（1）试讲时间约10分钟，用英语授课；

（2）根据教学内容进行教学设计，体现课堂导入，呈现读前，读中，读后等环节；

（3）综合教学内容进行板书，板书有利于学生学习。

教案

Teaching objectives:

1. Students can get the main idea of the passage.

2. Students can improve their reading and writing abilities by finishing some activities and tasks.

3. Students can know that each country has their own festivals. We have to pay more attention to our traditional festivals.

Key points:

Students can use some reading strategies like skimming, scanning and intensive reading to get the main idea of the text and find out some detailed information.

Difficult points:

Students can improve their reading abilities.

Students can know that each country has their own festivals. We have to pay more attention to our traditional festivals.

Teaching Procedure:

I. Lead-in

1. Greeting.

2. Play the song: Jingle Bell and ask students: are you familiar with this song? When can we hear it?

II. Pre-reading

Teacher shows pictures on the PPT and asks students: can you tell me what festivals are they? And how do you know about these festivals. They can talk about them freely.

III. While-reading

Skimming:

Teacher asks students to find out what the passage is mainly about.

Scanning

Teacher asks students to read the passage again and do a Matching Exercise. And then correct them if students make some mistakes.

Careful reading

1. Teacher asks students to read the passage carefully again and to guess the meaning of the word “starve” through the context.

2. Teacher asks students to think about the meaning of this sentence: “Some festivals are held to honor the dead.” And try to make a sentence using this pattern.

3. Teacher asks students to think about the meaning of the phrase “in memory of”.

4. Teacher asks students to think about the question before class: “Can you tell me why the Mid-autumn festival happy events?”

IV. Post-reading

Task: Do a game

Teacher asks students work in group and six in a group. Supposed one of their foreign friends Thomas wants to celebrate the oncoming Dragon Boat Festival together with them. What would happen among them and Thomas? Try to create a short play in such a situation. Five minutes later. Each group shall show their results.

V. Summary

Students summarize what they have learnt in this lesson and the teacher gives supplements if necessary. Enlarge students to know that each country has their own festivals. We have to pay more attention to our traditional festivals.

VI. Homework

Students have to search more information about festivals at home and abroad, and share with us next class.

VII. Blackboard design

试讲逐字稿和答辩

试讲逐字稿：

I. Lead-in

T: Good morning, everyone, how are you today! Thank you, I am great. Hope you all have a good day.

T: Let’s start. At first, we will enjoy a song.

T: OK, the song is over. This is a happy song, am I right? So, are you familiar with this song? When can we hear it?

S: Yes, we can hear it on Christmas Day. The name of this song is Jingle Bell.

T: Wonderful! As we all know, Christmas is a very important festival in many foreign countries. We always compared it with our Spring Festival. Right? But, we celebrate them in different ways. Then, do you know their origin? How many festivals do you know around the world? This lesson we will learn more about it!

II. Pre-reading

T: OK, look at these pictures please. Are they beautiful?

S: Yes, they are beautiful. Can you tell me what festivals are they? And how do you know about these festivals. Two minutes. You can talk about them freely.

S: …

T: Time is up. So, who wants to tell me your answer?

S: …

T: Wow, so many students want to answer my question, you are so active. Who should I choose? Let me see. How about Diana?

S: …

T: Thank you and sit down please. Exactly right. The first one is Spring Festival, the second one is Dragon Boat Festival, the third one is Christmas Day and the last one is Thanksgiving Day.

III. While Reading

T: Turn to page 1. You are supposed to skim the passage and try to find out what’s the passage mainly about? You may have two minutes.

S: …

T: Have you finished?

S: Yes!

T: Nice. Who wants to be the first one? Oh, David, brave boy!

S: The article mainly talks about different festivals at home and abroad, people have different ways to celebrate their own festival.

T: Very logical answer, sit down please.

T: Look at the PPT. Here is a Matching Exercise. Would you please finish it by scanning the passage?

T: Ok! Let’s do it!

T: Hey, guys, let’s just stop here! Have you found the answers? Tracy, can you do it?

T: Yeah, excellent work. Sit down please. Any other opinions?

T: Oh, Ann, what’s your answer? Well done. Sit done please. Do you agree with her? Yes, all right. Tracy, don’t feel sad! Everybody makes mistakes. I am still proud of you.

T: Now, let’s look at the article together. Can you guess the meaning of “starve” through the context? Abby? You said it means hunger. Nicely done! Starve means suffer from great hunger indeed. We always use this phrase starve to death.

T: Let’s move on. Please pay attention to this expression, “some festivals are held to honor the dead”, can you understand the meaning of this sentence? Yes, it’s easy to understand. How can we use it? You please.

S: We can use it to describe the purposes of a festival.

T: Wow, amazing! Sit down please. Try to make a sentence using this pattern.

S: …

T: I noticed all of you have worked hard on it. Who wants to have a try? Alice, brave girl.

S: The Dragon Boat Festival is held to honor a famous poet.

T: Great, sit down please. Who can tell me the meaning of “in memory of”?

S: …

T: A little bit difficult. Just have a try. Oh, Dean, my brave boy.

S: In memory of sb. Means in order to remember sb.

T: Excellent work, you got the right answer. So much for expressions and patterns. I know that you have done a lot of preparation.

T: Before class. And we have talked about festivals a lot. So can you tell me why the Mid-autumn festival happy events? Who wants to have a try? Wow, so many students want to answer my question, who should I choose? How about hot potatoes?

S: Ok!

T: Ready, go.

T: Gaby, how lucky you are! Give us your reasons, please.

S: We always have family reunion on that day. Family members eat moon cakes together, and I like moon-cakes so much. Besides, people celebrate their harvest as well.

T: So, the Mid-autumn festival must be a happy event. Amazing! A very logical, acceptable and comprehensive answer. Thank you very much, sit down please. So, are we clear about the whole passage? Great.

IV. Post-reading

T: Next part, let’s do a game! Six in a group. Supposed one of your foreign friends Thomas wants to celebrate our oncoming Dragon Boat Festival together with you. What would happen among you and Thomas? Try to create a short play in such a situation. Five minutes later. Each group shall show your results.

S: …

T: Time’s over. Show time! How about group 1.

S: …

T: Go back to your seat. Do you like their performance? Yes, so funny. Many ridiculous things happened among them.

V. Summary

T: Now, boy in the last row, would you please tell us what we have learnt today?

S: …

T: Exactly. We learn some language points and know more about festivals all over the world. So, we know that each country has their own festivals. We have to pay more attention to our traditional festivals. Right?

S: Yes!

T: How time flies! The bell is ringing. Did you enjoy your English travel? Glad you are happy. I am happy, too. You all have done a great job in today’s lesson!

VI. Homework

T: So, after class, review this article and prepare for next class. And search more information about festivals at home and abroad. Next class, share your information and review. OK? Great! So much for today, see you next time.

VII. Blackboard Design

答辩：

1. What are the key points and difficult points of this class?

【参考答案】

Key points:

Students can use some reading strategies like skimming, scanning and intensive reading to get the main idea of the text and find out some detailed information.

Difficult points:

Students can improve their reading abilities.

Students can know that each country has their own festivals. We have to pay more attention to our traditional festivals.

2.请说一下英语常见的时态。

【参考答案】

英语动词有16种时态，但是常见的有：一般现在时、一般过去时、一般将来时、过去将来时、现在进行时、过去进行时、将来进行时、现在完成进行时、现在完成时、过去完成时、将来完成时等。

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面试考试每年都会遇到原题，

说不定今年考试就会遇到~

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