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2020年招教考试面试英语试讲稿
日期:2020-07-25     作者:秉学    浏览:
  小学英语   六年级下册Module 3 Unit 1 The sun is shining
  Step 1 Lead-in
  Greet students and sing the chant in part 1.
  (Justification: the chant will build a nice atmosphere of an English class, and the students’ interest will also be aroused.)
  Step 2 Pre-reading
  Show some sentences which contain “be+doing” and let students find out the similarities of those sentences.
  Teach students the meaning and the function of “be+doing”, and encourage them to make some sentences. If students make mistakes, teacher will point them out and correct them.
  (Justification: students will learn the new knowledge and their ability of discovery will be improve.)
  Step 3 While-reading
  1. Fast reading
  Read part 2 for the first time and then answer the question:
  What’s the main idea of the letter?
  (Justification: students will have a basic understanding of the letter.)
  2. Detailed reading
  Read part 2 for the second time and then answer the questions:
  (1) When did Daming have a picnic?
  (2) What does Daming send in the letter?
  (3) Does Daming miss everyone in China?
  (Justification: these questions can help students have a thorough understanding of the letter and their reading ability can be improved.)
  Step 4 Post-reading
  Practice the chant in part 1 and let them read after the tape.
  Four students in a group, make a dialogue by using “be+doing”. 5minutes will be given to them. After that, several groups will be invited to perform their dialogues in front of the class.
  (Justification: this activity can help students improve their speaking ability, and can provide them a chance to memorize the content that they have learned in this class.)
  Step 5 Summary and homework
  Summary: Invite one student to summarize what we have learned today.
  Homework: apply the structure “be+doing” into proper situation after class.
  Blackboard design:
  初中七年级上册Unit 2 Let’s play sports阅读课
  Step 1 Lead-in
  Greet students and show some photos of some famous sports players. Students can tell the names of these people and express whether they like these sports.
  (Justification: the teacher can lead the topic of “sports” very naturally and it can also arouse students’ interest.)
  Step 2 Pre-reading
  Do a survey among students about whether they have the habit of doing sports, what kinds of sports they prefer and which sports player they like best.
  (Justification: students can combine this topic with their own daily life and express some simple ideas, it can also attract students’ attention and lay a foundation for the following reading steps.)
  Step 3 While-reading
  1. Fast reading
  Read the passage for the first time and match the main idea of each paragraph with the correct number:
  (a) What is Li Hua’s dream?
  (b) Who is Li Hua?
  (c) Who is Simon’s favorite football player?
  (d) What does Li Hua do in his free time?
  (Justification: students’ skimming skills can be trained. It’s an individual work, so the autonomous learning method can be demonstrated also.)
  2. Careful reading
  Read the passage carefully and help Simon answer Millie’s questions:
  (1) Is Li Hua in any club?
  (2) How old is he?
  (3) How does he look?
  (4) Does he come from Beijing?
  (5) Does he play football well?
  (Justification: these questions can help students to understand this passage much better. This activity can also develop students’ scanning skills to grasp the detailed information.)
  Step 4 Post-reading
  Group discussion: Do you like football? Do you have a favorite football player? And why? Please share some information about it. If not, you can also talk about some other sports.
  (Justification: this discussion can help students improve their speaking ability and achieve the emotional aims to build up a good habit of exercising and doing sports.)
  Step 5 Summary and homework
  Summary: Invite one student to summarize what we have learned today.
  Homework: Ask students to write a small article to introduce his or her favorite sports player.
  (Justification: it can help students consolidate what they have learned in this class and improve their writing ability.)
  Blackboard design:
  高一下学期Module4 Unit 1 Advertising语法课
  Step 1 Lead-in
  Present a short video. It is a joke about XiaoMing. He misuse I, she and he and can’t introduce his family members to others properly.
  Then lead in today’s topic how to change direct speech into reported speech.
  (Justification: By showing the video, students can be more curious about learning this lesson.)
  Step 2 Presentation
  1. Ask students to watch several advertisements. In every videos there is a person to talk about the merits of his or her products. Then list several sentences to ask students to choose which advertisement it refers to. For example:
  The girl said that she was praised by her boyfriend.
  The boy introduce that the little guys can be found wherever they are.
  A lot of mums encourage others to use it to protect babies skin.
  2. Show the original sentences(direct speech) of the advertisement and the listed sentences before together. Ask students to observe the sentences and try to think about what is the direct speech and what is the reported speech. Then conclude how to change direct speech into reported sentence: we can change direct speech into reported speech by using an object clause or an infinitive phrase.
  3. Present several reported speech chosen from the advertisements. Ask students to pay attention to the form of different reported speech including statements, questions and imperative statements.
  4. Show some sentences using direct speech and ask students to try to change the direct speech into reported speech. Then underline personal pronouns, tense, time and place, pronoun and ask students to check their deskmates’ sentences and pay attention to the underline parts. Present the sentences students made and ask them to conclude the important points of changing a direct speech into reported speech from the following aspects: personal pronouns, tense, time and place, pronoun and other special cases.
  (Justification: Using the advertisement can lead in different sentences using direct speech and reported speech naturally and help students accept the new grammar rules more easily. Inductive method and deductive method are combined in this part to achieve students’ mastership.)
  Step 3 Practice
  Set an situation of the advertisement department. Every students is a member of the department. Ask them to finish the following tasks:
  1. There is a report made by their colleague and ask students to correct the sentences on the blackboard.
  2. Show the advertisement of the text book and ask students to complete the letter written by Wang Yilin to Mr Fan Zhenbin. Then check the answer with their classmates.
  3. Show a list of tips given by an advertising expert and ask them to report the advice to the manager and finish the Exercise B in P11.
  (Justification: This step can help students get a deeper understanding of the grammar and the key point and difficult point will be solved in this step.)
  Step 4 Production
  Four students in a group finish the following tasks.
  1. Show a short video and encourage students to talk about the story of the video with each other.
  2. Set an situation that there is an advertisement order about useful English learning method. Invite students to discuss in groups and list the opinions of every group members and then change the opinions with the group beside by using reported speech. Teacher will invite some volunteers to share their opinions.
  (Justification: Students can fully cooperate with each other and learn how to use what they learned into their daily life. Also, they can develop critical thinking and speaking ability.)
  Step 5 Summary and homework
  1. Summary: invite students to conclude what they have learned in this lesson and emphasize the key points of changing a direct speech into reported speech.
  2. Homework: Ask students to choose one of their favorite films and try to retell the most excellent episode of the film by using reported speech.
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