6.把握時(shí)間

通常試講都有嚴(yán)格的時(shí)間限制，所以考生需有較強(qiáng)的時(shí)間觀念，控制教學(xué)節(jié)奏?？梢越柚鍟臅r(shí)機(jī)，巧妙地看向手表?？忌部梢哉f：“下面給同學(xué)們×分鐘的時(shí)間自由思考(朗讀)。”抬起手臂自然地計(jì)算時(shí)間。

英語(小初高)試講課案匯總

今天更新21上“英語學(xué)科”面試真題，后面會(huì)繼續(xù)連載，希望大家密切關(guān)注！

小學(xué)英語

1.題目：Animals2.內(nèi)容：elephantmousesquirrelpigbirdbear3.基本要求：（1）試講時(shí)間10分鐘；（2）運(yùn)用游戲操練生單詞；（3）有適當(dāng)板書。

詞匯課教案
Teaching?Plan?AnimalsITeaching??AimsKnowledge??AimStudents?master?key?words?and?expressions?concerning?animals?such?aselephant,?mouse,?squirrel,?pig,?bird,?bear.Ability?AimStudents?can?use?words?and?expressions?to?communicate?freely?both?in?class?and?in?life.EmotionalAim:Students?will?be?more?interested?in?learning?English?and?learn?to?love?animals.
II.Teaching?Key?&?Difficult?PointsTeaching?Key?Point:Students?master?the?pronunciation?and?usage?of?key?words?and?their?usage.TeachingDifficultPoint：Students?use?words?to?talk?different?animals?freely.

III.TeachingMethod:

Communicative?approach，Task-based?teaching?method

IV.TeachingAids:

PPT,?Blackboard

V.TeachingProcedures

Step1Lead in

After?greeting?students，

the?teacher?and?the?students?sing?the?chant?together?“Look,?look,?whatcan?you?see??I?can?see?the?tiger?watching?TV;Look,?look,?what?can?you?

see?

I?can?see?the?monkey?drinking?tea;?Look,?look,?what?can?you?see,?I?can?see?the?bird?flying?in?the?tree.”

Then?the?teacher?asks?students?do?you?want?to?know?more?informationabout?animals?to?lead?in?the?topic.

Step?2?Presentation

Teacher?presents?some?pictures?of?the?new?words?about?different?animalson?the?PPT,?and?then?explains?relevant?words?to?them?in?detail?in?the?aspects?of?pronunciation,?spelling,?and?meaning.?

Step?3?Practice

1.Flashcard?Game

Students?are?divided?in?to?several?groups,?and?then?the?teacher?shows?the?flashcard swith?pictures?to?them.

The?words?should?be?interpreted?in?the?aspects?of?pronunciation，

spelling,?and?meaning.The?groups?saying?the?most?words?will?be?given?a?reward.

2.Roleplay

①Students?listen?to?the?tape?and?answer?this?question:

What?animals?can?you?hear?from?the?dialogue?

②Students?role-play?the?dialogue?themselves,

using?the?words?and?expressions?they?just?learned.

Step4?Production

Students?make?a?survey?about?“What?is?your?group?member's?favouriteanimal?”

The?group?leader?uses?the?table?to?write?down?their?answer.?Then?theyshare?the?results?with?the?class.

Step5?Summary&Homework

Teacher?and?students?summarize?together.Students?write?a?passage?about?what?their?friends?or?parents?would?like?to?eat?or?drink.

VI.BlackboardDesign

小學(xué)英語

1.題目：聽力教學(xué)試講2.內(nèi)容：When I grow up, I’m going to do what I want to do. I’m going to move somewhere interesting. Paris sounds like a city that I could enjoy. There are lots of art exhibitions there. I want to be an artist. So how am I going to do it? First, I’m going to find a part-time job for a year or two and save some money. Then I’m going to be a student at an art school in Paris. And I’m going to study French at the same time. Next, I’m going to hold art exhibitions because I want to travel all over the world. One day, I’m going to retire somewhere quiet and beautiful.

3.基本要求（1）朗讀所給段落；
（2）配合教學(xué)內(nèi)容適當(dāng)板書；（3）針對(duì)所給材料的內(nèi)容，設(shè)計(jì)理解細(xì)節(jié)的聽力教學(xué)活動(dòng)；（4）試講時(shí)間約10分鐘；（5）用英文試講。

試題解析—教案
Teaching objectives:1. All students could understand the main idea of the passage properly.2. Most students could get the main information about the teachingmaterial by pre-listening, while-listening and post-listening.3. Through the learning of this class, students should workhard for their future and keep a positive attitude towards future life.
Key points:1. Cultivate students’ listening skills of pre-listening, while-listeningand post-listening.2. Grasp the detailed information of the listening material and be ableto summarize the main idea.
Difficult points:Teaching difficult points are to help students to know that they shouldwork hard for their future and keep a positiveattitude towards future life. What’smore, it is also difficult to improve students’ ability of putting the newphrases and sentence pattern into actual use.

TeachingProcedure:I. Lead-inFree talk with studentsabout their future plans, including career and life.II.Pre-listeningPresent studentssome pictures about Paris. Ask students what they think about this city andwhether they want to go there in the future. Invite several students to makepredictions about the listening material.?III.While-listening?1. Play thelistening material for students. Students try to summarize what the passage isabout.2. Students listenagain and take some notes while listening. Then, invite students to answer thefollowing questions.(1) What does theauthor want to be?(2) How is he/shegoing to achieve his/her goal?(3) Where ishe/she going after retirement?3. Play the tapeagain and ask students to make an outline for the author’s steps to achieve thegoal.
IV.Post-listening1. Students workin groups to talk about their future plans.2. Students writea short passage named “My future plan” and the teacher invites several studentsto make a speech in front of the class.
V.SummaryStudents summarizewhat they have learnt in this lesson and the teacher gives supplements ifnecessary. Encourage students to work hard for their future and keep a positiveattitude towards future life.
VI.HomeworkStudents polishtheir passage and improve their speech after class. Invite some students toshow in front of the class.
VII. Blackboard Design

試題解析—試講稿Step1. Lead-inT: Class begins! Hello, boys and girls! How are you today?S: …T: Well, not bad. I am glad to hear that. Before today’s class, I have somethingto show you. Look, who is he?S: …T: Yeah, he is Yang Liwei. He is an astronaut. When I was young, my dreamcareer was astronaut. I do think it is a meaningful work. That is my futureplan. How about you? Your career or your life? You can have a talk with yourclassmates. I’ll give you three minutes. You can begin now.S: …T: Who wants to share your plan with us?S: …T: Wow, Lily, you want to be a teacher in the future. It sounds awonderful idea. Any others?S: …T: Oh, John, you are going to be a doctor. Great! Thank you! I see all ofyou have your own future plans. Today we will learn about one’s future plan.
Step2. Pre-listeningT: Boys and girls, look at the pictures on the screen. Do you know whichcity it is?S: …T: Yeah, it’s Paris. How do you think of the city?S: …T: It is a city with a long history. And there are many beautifulbuildings here. Do you want to go there in the future?S: …T: I hear many students say yes. I want to go there too. Now, I haveanother question for you. Can you predict the passage according to the picture?OK, Bob, please.S: …T: You think it will talk about the history of Paris. That is a goodguessing.
Step3. While-listeningT: Let’s listen to the tape to check whether your guessing is right ornot. Please listen to the tape and you should summarize what the passage isabout. OK, what is the passage mainly about? Who wants to have a try? You,please.S: …T: It is about author’s future plans. Great, you got the right answer.You all did a good gob. Then there is a harder task for you. Please listen tothe tape again. This time you should listen carefully and you will answer somequestions on the blackboard. You can discuss with your partner. It is a goodidea to write down the information that you have heard. Are you clear? Start!S: …T: Stop here. The first question: what does the author want to be? That’san easy question. Say it together.S: …T: Wonderful! The author wants to be an artist. The next one: how ishe/she going to achieve his/her goal? Who knows the answer?S: …T: Yes, he is going to find a part-time job to save some money. And he isgoing to be a student at an art school in Paris. Well done! But your answer isnot complete. Who can help her? Great! Alice, you are a brave girl!S: …T: Right, he is going to study French at the same time. Thank you! Let’smove to the last question: where is he going after retirement? Any volunteers?S: …T: Perfect! He is going to retire somewhere quite and beautiful. Youreally listen to the tape very carefully. You have finished the questions onthe blackboard. Excellent! Now the last challenge. Listen to the tape for thelast time. And you should try to make an outline for the author’s steps toachieve the goal. Five minutes limit.S: …T: Who wants to share your outline with us? Jill, come here.S: …T: Your mind map is very clear. It is easy for us to get information fromit. Thank you, go back to your seat. You all did a good job. And I want tothumb up for you guys.

Step4 Post-listeningT: Next, I want you to do an interview. Four groups as before. Everygroup has a little journalist. You should interview the other members abouttheir future plans. The journalist should make a record. After that, you shouldwrite a short passage named “my future plan” and I will invite some of you tomake a speech in front of the class. Got it? You can begin now.S: …T: Be attention, time is up. If any group wants to perform in front ofthe class? Come on. Yeah, group 1. Come here.S: …T: David is going to have a farm in the future. It sounds interesting.And I like your voice.
Step5 SummaryT: So much for this class. Everyone did well today. Congratulations toyourselves! What we have learned today? Could my representatives do a summaryfor us? We learned about future plans. Guys, you should work hard for yourfuture and keep a positive attitude towards future life.
Step6 HomeworkAfter class, remember to review the newknowledge we have learned today. In the meantime, you should polish yourpassage and improve your speech. Next class I will invite some students to showin front of the class. Class is over. See you?next time.?BlackboardDesign

初中英語

1.題目：Festivals around the world.2.內(nèi)容：Festivals and celebrations of all kinds have been held everywhere since ancient times. Mostancient festivals would celebrate the end of cold weather, planting in spring and harvest in autumn.
Sometimes celebrations would be held after?hunters?had caught animals. At that time people would?starve?if food was difficult to find, especially during the cold winter months. Today's festivals have many?origins,?some?religious,?some seasonal, and some for special people or events.
Festivals to Honour People?Festivals can also be held to honour famous people .The Dragon Boat Festival in China honours the famous ancient?poet.?Qu Yuan. In the USA, Columbus Day is in memory of the arrival of Christopher Columbus in the New World. India has a national festival on October 2 to honour Mohandas Gandhi，the leader who helped?gain?India's independence from Britain.
Harvest FestivalsHarvest and Thanksgiving festivals can be very happy events. People are grateful because their food is?gathered?for the winter and the?agricultural?work is over. In European countries, people will usually decorate churches and town halls with flowers and fruit, and will get together to have meals.Some people might win?awards?for their farm produce, like the biggest watermelon or the most handsome?rooster.?China and Japan have mid-autumn festivals, when people?admire?the moon and in China, enjoy moon cakes.

3.基本要求:(1)配合適當(dāng)板書;(2)針對(duì)段落內(nèi)容，設(shè)計(jì)適當(dāng)?shù)拈喿x教學(xué)活動(dòng);(3)針對(duì)黑體單詞進(jìn)行單詞講解。(4)全英試講十分鐘左右。

閱讀課教案

Teaching Plan

Festivals around the world

I. Teaching AimsKnowledge Aim: Students can master new vocabularies like: origins, religious, gather, admire and so on and get familiar with the cultural differences and customs reflected in festivals indifferent countries.
Ability Aim:?Students can improve their skimming and scanning ability and they can use some expressions they have learned in today's lesson to talk about festivals and celebrations correctly in their daily life.
Emotional Aim:?Students’ cooperative and communicative abilities will be improved and they would increase their cultural awareness.
II. Teaching Key & Difficult PointsTeaching Key Point:?Students will get to know the festivals of different countries, further understand the cultural differences reflected by different festivals.
Teaching Difficult Point:?Students can improve their skimming and scanning ability, talk about other festivals and activities with the vocabulary they have learned and can increase their cultural awareness.
III. Teaching Method:?Communicative approach; task-based teaching method
IV. Teaching Aids:?PPT, Blackboard
V. Teaching ProceduresStep 1 Lead-inAfter greetings, the teacher will show a short video of some traditional Chinese festivals.
Then teacher has a free talk with students: Do you know any folk stories about these festivals?
Students may give the answer like the story of Chang E flying to the moon and Qu Yuan, then teacher lead in the topic.
Step 2 Pre-readingTeacher leads students to talk about some foreign festivals and their origins and customs.
Then students make a prediction according to the title and picture on the textbook.
Step 3 While-readingStudents read the passage twice.1. Global readingFor the first time, students will read quickly and identify the main idea.Students may get the answer like:Festivals are celebrated all around the world for some special meaning.
2. Detailed readingFor the second time, students will pay attention to the details. Students would read again and finish the table on the blackboard and answer the questions: How do people celebrate this Harvest Festivals in European countries?
FestivalstoHonourPeople

Step 4 Post-readingGroup work: students would be divided into 4 groups. They should discuss in groups to talk
about this question: What festival customs have already faded away? Then the group leaders will be invited to finish the table on the blackboard and 10 minutes later, some groups would be invited to share their fruits in class. At last, the emotional aim would be emphasized.
Step 5 Summary & HomeworkTeacher and students summarize together.A fter school, students should surf on the Internet to find out other folk stories, different festivals and customs and share in class next time.
VI. Blackboard Design

初中英語
?一、考題回顧

?
二、考題解析初中英語《Charity》主要教學(xué)過程及板書設(shè)計(jì)
教學(xué)過程

Step 1 Lead-in? ??

Free talk: Ask students to talk with their partners about two questions and make a chart including each other’s sports and time:? ?

Q1: What kind of sports do you like and why?? ??

Q2: When did you start to…? Share some interesting stories during the process.? ??

Step 2 Pre-listening? ??

Discussion: Divide the whole class into several groups and discuss over the following questions:? ??

Q1: What kind of ways of raising money can you see in your daily life?? Q2: Have you ever joined in some meaningful activities or done some things which were used to raise money? If any, share with us.? ?

Q3: What do you think is the most effective way in raising money? Share some detailed information.? ??

Step 3 While-listening?

1.Ask students to listen to the passage for the first time and think about two questions:? ?

Q1: What kind of article it is?? ??

Q2: What does it mainly talk about?? ??

2. Ask students to listen for the second time carefully and answer the following questions:? ??

Q1: Why are students skating?? ?

Q2: How much money can they raise for one hour’s skating?? ?

Q3: How long have been Sam and Lu Ning skating?? ??

Q4: How much money together has been raised by skaters mentioned in the passage?? ?

3. Ask students to listen for the third time and see whether they have got the right answers or not. Pay attention to the intonation and rhythm of the news reporter and try to read with the tape.? ??

Step 4 Post-listening? ?

Task 1: Ask students to underline some new words and all the structures of the present perfect progressive tense and try to guess the meaning of the new words and figure out the rules of the present perfect progressive tense.?

Give them some help if necessary, for example, give out some examples.?

At last, summarize the rules of the present perfect progressive tense together.? ??

Task 2: Do a competition:?

Show students some video clips about sports matches and ask them to act as news reporters to report the news. During report, try to use the present perfect progressive tense to express.?Compete with the whole class and select the best reporter. The best one can be given some rewards.? ??

Step 5 Summary and homework? ??

Summary:?

Ask students to make a summary about what we have learned together to end up the class.? ??

Homework:? ??1.Use the information in the chart which is asked to make at the beginning of the class to make sentences with the present perfect progressive tense.? ??
2. Think about what we can do in our daily life to make contribution to our charity and share with the class next time.? ??

板書設(shè)計(jì)

高中英語
1.題目:?Adverbial clause of result2.內(nèi)容:The boy is so young that he can't go to school.He is such a young boy that he can't go to school.
3.基本要求:1)配合適當(dāng)板書;2)針對(duì)內(nèi)容，設(shè)計(jì)語法教學(xué)活動(dòng):3)全英試講十分鐘。

Adverbial clause?of result教案

Teaching Plan?Adverbial clause of result
I. Teaching AimsKnowledge Aim: Students can know the basic usage of adverbial clause of result.Ability Aim: Students will be able to talk about reason and consequence.Emotional Aim: Students will improve the interest of learning English and be willing to show.
II. Teaching Key & Difficult PointsStudents can understand the meaning of adverbial clause of result and know how to use it.
III..Teaching Method:?Communicative approach; Task-based teaching method
IV. Teaching Aids:PPT, Blackboard
V. Teaching ProceduresStep 1 Lead-in1.Greeting students.2. Students review the adverbial clause of condition and lead in the new class.
Step 2 Presentation1. Teacher asks students to read the passage and find out the reason why...2. Then students focus on how the reasons and consequences are connected in a sentence.Students can look at the key sentences and find the structure to express result.3. Emphasis will put on the usage of such (a/an) ... that.... so... that...

Step 3 Practice1. Fill in the blanks:l)He is__smart___he can give the answer in the blink of an eye. (so that)2) Mr. Wu is___good teacher____ all his students adore him. (such that)3) It was _____hot a day that he wanted to go swimming. (so)2. Transformation: change two sentences into one.
Step 4 ProductionPicture-talking: Students look at the pictures and describe them with adverbial clause.
Step 5 Summary & HomeworkSummary: Teacher and students summarize together.Homework: students write and expository article of their favorite animal and use adverbial clause of result to describe it. For example:?The nose ofa dog is so sharp that it can be used to detect drug at the airport.
VI. Blackboard Design

高中英語

1題目:?Body Language2.內(nèi)容:We use body language to express our thoughts and opinions in our?interactions?with other people. We can learn what people are thinking by watching their body language. Just like spoken language, body language?varies?from culture to culture. For example, looking into the eyes is a way to display interest. In other countries, eye contact is not socially permitted in the mid-eastern countries. In Japan, it might be rude. The gesture“ok” has different meanings. In Japan, it means money. In France, a person seeing an?identical?gesture may interpret it as meaning zero.
3.基本要求:1)配合適當(dāng)板書;2)針對(duì)內(nèi)容，設(shè)計(jì)語篇閱讀教學(xué)活動(dòng);3)全英試講十分鐘。

Teaching PlanBody Language
I. Teaching AimsKnowledge Aim: Students can know the different meanings of body gestures and learn new words.Ability Aim: Students will be able to grasp the detailed information by searching key words.Emotional Aim: Students will know the cultural differences and how to?communicate with different people.
II. Teaching Key & Difficult PointsStudents can understand the passage and know more strategies of transcultural communication.
III.Teaching Method:Communicative approach; Task-based teaching method
IV. Teaching Aids:PPT, Blackboard
V. Teaching ProceduresStep 1 Lead-in1.Greeting students.2.Ask students to greet each other with gestures.
Step 2 Pre-reading1. Discussion: What gestures do you know?2. Which gesture is commonly used around the world?

Step 3 While-reading1. Can you understand what people are thinking by their body language?2. What similarity do body language and spoken language have in common?3. Should you look into the eyes of people if you are in Japan?4. What does the“OK" gesture mean in Japan and France?
Step 4 Post-readingRole-play: mime performance. Other students guess.
Step 5 Summary & HomeworkSummary: Teacher and students summarize together.Homework: search on the Internet some interesting body gestures and how they are used.
VI. Blackboard Design