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_全英试讲模板Good morning, everyone. Today Im very pleased to have an opportunity to talk about some of my teaching ideas. The content of my lesson is xxx.Ill be ready to begin this lesson from four parts. They are 1Analyzing teaching Material 2.the teaching methods 3.the studying methods 4.the teaching procedures, and while presenting these parts I will do the blackboard design properly. Ok now I am going to start from the first partPart 1 Analyzing teaching Material:This lesson is about.By studying of this lesson, well enable the students to know the serious attitude towardsand develop the interest inAt the same time, let the students learn how to give instructions. This lesson plays an important part in the English teaching in this unit. As it is the main passage in this unit which outlines the theme of this unit .If the Ss can learn it well, it will be helpful to make Ss learn the rest of this unit. And as we all know , reading belongs to the input during the process of language learning. The input has great effect on output, such as speaking and writing. Then according to the new standard curriculum and syllabus(新课程标准和教学大纲), I think the teaching aims of this lesson are the following:1.Knowledge aim：Understand the main idea of the text.2. Ability aim: Retell the text in their own words.3.Emotional aim: Make the Ss loveThen the Teaching important point is how to understand the text betterAnd the teaching difficult points are:1. Use own words to retell the text2. Discuss thePart 2 Teaching methods:Dealing with this lesson. Ill do my best to carry out the following theories: Make the Ss the real masters in class while me, myself acts as director; Combine the language structures with the language functions; Let the Ss receive some moral education while they are learning the English language. To achieve my goal Ill use the following teaching methods:1.Commucative Approach(交际教学法)2.Task based watch and listen activity3. Question and answer activity4.Pair work or individual role play or scene play activityAnd in order to practice my teaching methods well, I need the following teaching aids1. a projector2. a tape recorder3. multimedia4. the blackboardPart 3 Studying Methods:As Ss are poor in cooperative learning skill, manySs are not active in class, and even some of them dont like English. Therefore, I ll have Ss study in a relaxed atmosphere. The learning process of students is from seeing, thinking,saying . So after feeling and understanding the language points, I will let the students get the knowledge actively by cooperative study. In a word I will1. Let the Ss pass observation -imitation-practice to study language.2. Teach the Ss how to master dialogues and how to communicate with others.Part 4 Teaching Procedure:I have designed the following steps to train their ability of listening, speaking, reading and writing. Especially reading ability.Step1.Lead-inHave a free talk about -and then discuss the question in pre-reading on pagePurpose: arouse the Ss interest of studyStep2. Listening comprehensions1. Present the students the questions before listening to the textAB2.Get the students to listen to the tape and then answer the questions.Purpose: Train the Ss listening ability to grasp the general idea of a passage and prepare for the later exercises.Step3.Fast readingRead the passage as quickly as they can. I will use the question and answer activity to help them get the main idea of each paragraph, then ask them to use their own words to conclude the main ideas of each paragraph.Purpose: Improve the Ss fast reading skills like skimming reading and scanning reading. Understand the general idea of each paragraph.Step4 Intensive readingRead the passage carefully again and answer some detailed questions.AB Cit is also called depth reading or study reading. It means reading for detailed information.Purpose: Further understand the text to find out some different sentences and details of the text.Step5.Retell the passage1.I will list out the general idea of each paragraph which the Ss have concluded in fast reading2. Encouraging Ss to use their own words to retell the passage according to the general ideas .Purpose: I want to check if my students really understand the whole text and if they master what I mean to tell them in this class. Whats more, I want to make the students practice their oral English through retelling.Step6.Language pointsI will show the important words phrases and sentences which the Ss need to learn in this passage on the screen one by one. Then give them the right usages of these new language points. Whats more I will ask Ss to make sentences by using these newly learnt words and phrases.Step 7.Pair work or individual role play or scene play activityPurpose: I mean to give them emotional education. I give them muti-media pictures to arouse their interest of study and their love forStep 8 SummaryI will go through the important points and difficult points of this lesson with the students once again.Step 9 HomeworkWrite an article of I want to improve the ability of their writing. At the same time, train the ability of do it yourself and looking up the information by themselves.Above is my teaching plan of this lesson. Thank you for listening.注：关于blackboard(板书设计)，在试讲前在黑板上表出课题，然后只需在试讲过程中根据内容需要(比如课程导入或者课堂活动时)稍许写一下，切忌满篇板书而减少了试讲时间，也最好不要把板书设计单独成为一个部分。-可编辑修改-Unit 1 Cultural relicsPart One: Teaching Design （第一部分：教学设计）Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM)Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseI. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, Id like to know:A. What kind of old things are cultural relics? B. Are all the old things cultural relics?C. What is the definition and classification of cultural relics?D. To whom do cultural relics belong?Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.B. No, not all the old objects are cultural relics.C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.Warming up by presentingHi, everyone. Lets look at the screen. Ill present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：A. Can you name them out?B. Who have the right to confirm and classify them?Keys for reference: A. They are cultural sites: The Great wall; The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Emperor and the Terracotta Warriors; The Mogao Cave. These are natural sites: The Jiu Zhai Gou Valley Scenic and Historic Interest Area; The Huang Long Scenic and Histioric Interest Area. The following are cultural and natural sites: Mount Taishan; Mount Huangshan; Mount WuYi.B. Only an international professional organization from UN has the authority to confirm and classify them.Warming up by discussingNow, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. Its so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision: A: What should we do?B: Can we keep it for ourselves or report it to the government? C: Have you come across such a situation to make a difficult choice? Keys: ABC questions can be answered in all kinds of ways. The answers are flexible.II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:A. What kinds of things can result in their disappearing? B. Why do they come into being once again? Keys for reference: A. Maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost and changed. Many of them were even stolen and hidden while nobody knows who, where and how. B. People get to know these. If these relics could not be found again, they would be rebuilt by people.2. Explaining and sharingWork in groups of four. Tell your group mates:A. What do you know about the substance of “amber”?B. What do you know about the cultural relics “the Amber Room”? Keys for reference:I am from group 2. From the knowledge we got from biology and chemistry, we know “amber” is a semi-precious stone used in jewelry and art world. Amber is really the fossil form of resin from trees. It has got its shape after a process that has taken millions of years to complete. Trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. Trees use resin to protect themselves from disease and harm caused by insects and fungi. I am from group 6. From the information of history legends and news reports, we know the Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost thousand tons of natural ambers were used to make it. But during the second world war in 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German city. After that, what really happened to the Amber Room remains a mystery.III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph. 1st paragraphthe introduction about the Amber Room: design, colour, shape, material2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor3rd Paragraphthe relocating of the Amber Room in Catherir times: moved into Summer Palace, more added to its design4th Paragraphthe missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on5th Paragraphthe rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Peterburg3.Scanning and analyzing the characteristics of the text.Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?Keys for reference: This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.4.Reading and understandingNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from IN SEARCH OF THE AMBER ROOMlook into, be used to, make the design for the room, in fact, as a gift of, add more details to, remove from the search for,belong to, feel as hard as stone, the fancy style, be made for, in return, one of the great wonders, art objects, look much like, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as, at war, remain a mystery, be ready for5. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.NUMBER MEANING1716Frederic William gave the Amber Room to Peter the Great as a gift.1770Catherine had completed the adding to the Amber Room in this year.1941The Nazi German army stole the Amber Room in this year.2003The rebuilding of the Amber Room was completed in this year.7000 TonsThe total weight of the ambers used to make the room.55The number of soldiers given to the king of Russia in return.600The number of the candles lighting the Amber Room.2The two countries: German and Russia.2In two days the Amber Room was removed to a German city.100,000The Amber Room was dismantled into 100,000 pieces2727 wooden boxes were used to contain the pieces of Amber Room.300thThe newly rebuilt Amber Room was ready for the 300th birthday of St Peterburg city6.Reading and learning Read the text and learn more about the following proper nouns. You can surf on the website after class:Names of people Names of placesFrederick PrussiaFrederick William St.PeterburgPeter the GreatKonigsberg Catherine Winter PalaceSummer Palace Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2.Closing down by having a discussionA. Can you imagine the fate of the Amber Room? What is it?B. Do you think if it is worthwhile to reproduce the Amber Room? Why?Keys for reference: A. I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.B. I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St. Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.Closing down by retelling the story of the Amber RoomWell, all of us have learned the history of the Amber Room. Lets recall some key words and expressions on the board. You are to retell the story of the Amber Room:ColourStyleShapeownerpresentmove to winter palaceadd tomore detailsremove to piecesput on trains remain a mystery 300th birthdayPeriod 2: A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:I. Warming up Warming up by discovering useful words and expressions Please turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates.Warming up by explaining Now, class, since youve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:Adjective the red coat Adjective clause the coat which I bought yesterday Like the word “red” in the first example, the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:informal The books people read were mainly religious. formal The books that people read were mainly religious. informal Some firefighters never meet the people they save. formal Some firefighters never meet the people whom they save. Here are some more examples of adjective clauses:the meat which they ate was tainted This clause modifies the noun “meat” and answers the question “which meat?”.Theyre talking about the movie which made him cry This clause modifies the noun “movie” and answers the question “which movie?”.They are searching for the student who borrowed the book The clause modifies the pronoun “student” and answers the question “which student?”.Did I tell you about the author whom I met? The clause modifies the noun “author” and answers the question “which author?”.2. Restrictive & non restrictive clauses Do the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by the voters.2b The policies which were unpopular were rejected by the voters.3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.3b My niece whose husband is out of work will inherit the house which I have always treasured.The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either that or which, whereas for human referents the relative pronoun can be either who/m or that (the man that/whom I will marry .).3. A test on FORMAL ADJECTIVE CLAUSESDirections: Combine the sentences. Use formal written English.Use (b) as an adjective clause. Punctuate carefully. 1) (a) An antecedent is a word. (b) A pronoun refers to this word. An antecedent _2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons. The blue whale _3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours. The plane _ 4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process. In this paper, I will describe _5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These peoples families have a history of high blood pressure and heart disease. The researchers are doing case studies _6) (a) At the end of
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