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试讲1：词汇教学试讲
1.题目：词汇教学试讲
2.内容：
Helen : Michael, what time do you usally get up on weekdays?
Michael:I always get up at aboutsix o'clock.
Helen: The early bird catches the worm. How do you usually come to school?
Michael:I usually come to school on foot , but sometimes by bike. How about you?
Helen:I seldom walk to school. I often come by subway. What about you, Sally?
Sally:I never come to school by subway. I always take a bus.
3.基本要求:
(1)朗读所给材料;
(2)讲解频度副词,设计词汇运用活动;
(3)配合教学内容适当板书;
(4)用英文授课;
(5)试讲时间10分钟。
答辩题目:1. Please list some ways to consolidate the vocabulary.
2.What if your students cannot focus on the class?
Teaching procedures
Step 1：Lead in
Show a short video of the teacher' s daily life and ask: What time do I get up?
Step 2：Presentation
1. Listen to the dialogue and answer some questions: Wha time does Michael usually get up on weekdays? How does Michael usually get to school? How does Helen usually get to school?
2.Underline the frequency adverbs on the blackboard and guide students to work in groups of four, to discuss about the meaning and usage of them.
3.Students share and the teacher summarize the usage of the frequency adverbs by using some. percentage and examples.
Step 3: Practice
1.Fill in the blanks by using frequency adverbs according to the pictures.
2.Play a hot potato game: speak out the frequency adverbs according to the teacher' s description.
Step 4 : Production
Work in groups to make a dialogue to talk about daily activities by using the frequency adverbs and the questions above. Then make a report to show about group member s life. The frequency words should be used as many as possible.
Step 5 : Summary and homework
Summary: Lead students to summarize what they have learned.
Homework:Do a survey to know about parents' daily activities and make a report.
5. Blackboard design
试讲2：写作教学试讲
1.题目：写作教学试讲
2.内容：
Subject: The cookie sale.
Time: lunch time after school.
Place：in the hall.
Price：0.25 dollars.
Purpose : Raise money to donate.
Notice：The first letter should be capitalized.
3.基本要求:
(1)朗读所给内容;
(2)配合教学内容适当板书;
(3)根据所给材料的内容，设计海报写作的教学活动;
(4)用英文试讲;
(5)试讲时间:10分钟。
Teaching aims
Teaching procedures
Step 1：Lead in
Free talk: What do you think is a good way to sell products?
Step 2: Pre- writing
1 )Show some posters to students and guide them to discuss: What does a poster contain? What are the features of a poster?
2)Share and summarize the elements and the features of a poster：A poster should include subject, time, place, price, purpose, ect. A poster should be brief and attractive and the first letter should be capitalized.
Step 3：While-writing
1.Show students the writing task and guide students to work in groups to discuss about theposter.
2.Work in groups and finish making the poster. Group members work together and finish different tasks like drawing some attractive pictures，designing the layout of the poster，writing the content of the poster.
Step 4：Post-writing
1.Self-editing：Students check their own posters from the aspects of spelling mistakes, grammar mistakes, coherence etc.
2.Peer-editing : Students exchange their posters with other groups and check.
3.Sharing：Invite some groups to share their posters and give some comments.
Step 5 ：Summary and homework
Summary：Lead students to summarize what they haye learned.
Homework : Polish their posters after class according to the comments given in class.
5. Blackboard design
试讲3：语法教学试讲
1.题目：语法教学试讲
2.内容：
The forty thieves killed Ali Baba's brother. This made Ali Baba very angry. The nextday, the thieves wanted to know how the brother got inside the cave. The leader bought some big jars and put a thief inside each one. The leader took the jars to Ali Baba's house. Ali Baba's wife saw the men in the jars. “Who are those men in the jars? Are they your friends?” asked his wife. “Sh, quiet!”said
Ali to his wife. Ali Baba was clever. He killed the thieves and their leader. His family was now safe and they were rich, too.
3.基本要求:
（1）朗读所给段落；
（2）配合教学内容适当板书；
（3）针对所给材料的划线部分，设计讲解该语法项目的教学活动；
（4）用英文试讲；
（5）试讲时间：10分钟。
Teaching procedures
Step 1：Lead in
Ask students to share some English stories they know.
Step 2：Presentation
1. Show the story of Ali Baba and the forty thieves. Students read and answer the question:
What did the thieves want to know the next day?
2.Students answer the question and the teacher writes, the sentence on the black board, Students work in group to discuss about the following questions：
What kind of clause is it?
What is the function of the clause?
What tense should we use, in the clause?
What else should we pay attention to when using the clause?
3.Students share and the teacher, summarizes the rules of object clause.
Step 3：Practice
Use object clause to make sentences according to the pictures.
Step 4：Production
Students work in groups to continue writing the story of Ali Baba and the forty thieves. Use as many object clause as they can.
Step 5：Summary and homework
Summary：Lead students to summarize what they have learned.
Homework：Try to use object clause to tell an English story to partners or parents.
5. Blackboard design
略
试讲4：语法教学End of the Year Party
1.题目：语法教学End of the Year Party
2.内容：
End of the Year Party
want you to remember the rules for school parties.
●Don't wear jeans! If you wear jeans, we won't let you in.
●Don't bring food to the party. If you do, the teachers will take it away.
●Don't leave the gym during the party. If you do, the teachers will call your parents.
●Don't run or shout at the party. If you do, you'll have to leave.
●Please bring your ID card. If you don't have your ID card, you can't go to the party.
3.)基本要求:
(1)配合教学内容适当的板书；
(2)并对当中的语法进行讲解；
(3)试讲时间:约10分钟；
(4)全英文试讲。
Teaching procedures
Step 1 :Lead in
Show some pictures of new year' s party and have a free talk: What rules do you know when you are joining a new year s party?
Step 2 :Presentation
1.Show the sentences of the rules to students. Students are required to read the sentences and work in groups of four to think about somequestions:
What kind of sentences are they?
What are the sentences used for?
What are the rules of the verbs in different sentences?
2.Students share and the teacher make a summary: They are imperative sentences and if-clause.
Imperative sentences are used to show rules. If clause are used to show consequences. In imperative sentence, the verb should be the original form.
The simple present tense is often used in if clause, while the simple future tense is often used in the main sentence.
Step 3: Practice
1)Use the correct form of verbs to fill in the blanks.
2) Make sentences to show the rules and consequences according to the pictures.
Step 4 : Production
Show students different situations like visiting a museum or visiting a friend. Students work in groups to choose one situation to talk about rules and consequences by using the imperative sentences and, if clause.
Step 5 : Summary and homework
Summary:Lead students to summarize, what they have learned.
Homework : Make some school rules and show the consequences of breaking them.
5. Blackboard design
试讲5：听力教学试讲
1.题目：听力教学试讲
2.内容：
Mr Wu: What should we do to live a green life, class?
Kitty：My dad used to drive me to school, but now we take the underground. More and more families own cars and this causes serious air pollution.
Millie：I agree. It's wise for people to choose public transport or ride bicycles.
Daniel：I think we can take shorter showers to save water.
Sandy: Yes. And we should remember to turn off the lights when we leave a room.
3.基本要求:
(1)朗读所给段落；
(2)配合教学内容适当板书；
(3)针对所给材料，设计听力理解活动；
(4)用英文授课；
(5)试讲时间：10分钟。
Teaching procedures
Step 1: Lead in
Draw a simple picture of bicycle on the blackboard and ask: How do I get to school? Guide students to share their ways of getting to school.
Step 2: Pre-listening
1)Show some pictures of living a green life and have a free talk: What is green life?
2)Guide students to have a prediction of the listening material according to the pictures above.
Step 3: While-listening
1.listening: Ask students to listen to the dialogue and summarize the key to live a green life:
causeless pollution and save more resources.
2.2nd listening: Ask students to listen to the dialogue carefully twice and finish the mind- map below:
3.3rd listening：Ask students to listen to the passage for the third time and read after it. Pay attention to the useful expressions and sentences.
Step 4 : Post-listening
1.Retell the content of the dialogue according to the mind-map.
2. Students work in groups and discuss some other ways to live a green life. Make a dialogue to show the ways. Try to use the useful expressions above.
Step 5: Summary and homework
Summary:Lead students to summarize what they have learned.
Homework: Work in groups to make a poster to call on people to live a green life and share next class.
5. Blackboard design
试讲6：阅读教学试讲
1.题目：阅读教学试讲
2.内容：
In North America, most students go to school on the school bus.
Some students also walk or ride bikes to school. In other parts of the world, things are different. In Japan, most students take trains to school, although others also walk or ride their bikes, In China, it depends on where you are. In big cities, students usually ride bikes to school or take buses. And in places where there are rivers and lakes, like Hongshanhu and Kaishandao, students usually go to school by boat. That must be a lot more fun than taking a bus.
3.基本要求：
(1)朗读所给段落。
(2)配合教学内容适当板书。
(3)针对该段落的内容，设计相应的阅读理解教学活动。
(4)试讲时间: 10 分钟。
(5)用英文试讲。
Teaching Procedures
L. Lead-in
Greeting.
II. Pre-reading
The teacher shows some pictures of different vehicles, and students guess what the passage may be about.
III. While-reading
1. Skimming
Students read the passage and tell the main idea.
2. Scanning
Students read the passage again and fill in the form.
vehicles
North America
Japan
China
IV. Post-reading
Students work in groups to make a survey about how they go to school. The representatives take notes and then give a report to the whole class.
V. Summary
Students summarize what they have learnt today.
VI. Homework
Students search for more information about how to go to school in other countries,
五、Blackboard Design:
试讲7：听力教学试讲
1.题目：听力教学试讲
2.内容：
A: Hello, Lucy. This is Scott. Is Uncle Joe there？
B: No, he isn't. He's outside, He's playing basketball.
A: Is Aunt Sarah there?
B: Yes, she is, but she's busy right now. She's cooking.
A: How about Mary? What's she doing?
B: Nothing much. She's only watching TV.
3.基本要求:
(1)朗读所给对话；
(2)配合教学内容适当板书；
(3)针对该对话的内容设计相应的听力理解教学活动；
(4)用英文试讲；
(5)试讲时间: 10 分钟。
Teaching Procedures:
Ⅰ.Lead-in
Greetings.
Review the daily activities learnt before with the help of pictures.
II. Pre-listening
1. Show the pictures of actions and invite students to reply the activities.
2. Show the photo of two persons on the phone and guess what they are talking about.
III. While- listening
1. Students listen to the tape and try to figure out what they are talking about. Students can learn to take notes if necessary；
2. Listen again and answer the following questions：
①What is Uncle Joe doing? (playing basketball)
②What is Aunt Sarah doing? (cooking)
③What is Mary doing?(Watching TV)
IV. Post-listening
Create a scene: You are an exchange student, and you have some foreign friends. Now you are making video calls together about what you are doing right now. Students work in groups and try to make a conversation through the video calls.
Then share with the whole class.
V. Summary
Students summarize what they have learnt today.
VI. Homework
Students write a short passage about their video calls with their foreign friends.
Blackboard Design:略
试讲8：语音教学试讲
1.题目：语音教学试讲
2.内容：
Colours and moods
Some people believe that colours can influence our moods. You may wonder whether it is true. In fact, colours can change our moods and make us feel happy or sad, energetic or sleepy. This article explains what colours can do and what characteristics they represent.
Calm colours
Have you ever walked into a room and felt relaxed? It could be because the walls were painted blue. Blue is a calm colour. It brings peace to our mind and body. Blue can also represent sadness, so you may say “I'm feeling blue” when you are feeling sad. White is another calm colour. It is also the colour of purity. Many women like to wear white on their wedding day.
3.基本要求:
(1)朗读所给材料；
(2)配合教学内容适当板书；
(3)针对所给材料的内容，设计操练重音的语音教学活动；
(4)试讲时间10分钟；
(5)用英文试讲。
Teaching Procedures
Ⅰ Lead-in
1. Greeting.
2. Ask students to see a pictures of different colours and tell their
feelings about the colours.
Ⅱ. Presentation
1. Students read the passage and share the main idea.
2. The teacher leads students to read the passage and pay
attention to the stress of the words and phrases, especially the verb,
noun that containing long and short vowels.
3. The teacher reads one sentence and students read the same
sentence by using different stresses. For example, the teacher stresses
the verb, and students stress the noun.
4. Students comprehend the differences between sentences.
II. Practice
1. Students work in pair to read and guess. One reads a new
sentence and the others guess the stress part.
2. Students make a speech by using different stresses.
IV. Consolidation
Students talk about what moods the other colours represent and then make a short play to show the results with the whole class.
V. Summary
1. Students summarize what they have learnt in this lesson and the teacher gives supplements if necessary.
2. The ! teacher
encourages students pay attention to the relationship between colours and moods, and learn to use colours to express their feelings.
VI. Homework
Students do the dubbing for the passage and share it to the class next time.
五、Blackboard Design
试讲9：词汇教学试讲
1.题目：词汇教学试讲
2.内容：
Well, I hope you' re enjoying my school in New York. I like your school in Bejing, but I'm stressed out because my putonghua isn't improving-I study late every night, sometimes until 2 am, but I don't think I' m improving. I really need some conversation practice! I think I have a cold, too. Oh dear! But my host family is really nice.
3.基本要求:
(1)讲解画线词汇，试讲过程中要有板书设计;
(2)全英文授课;
(3)教学过程中要体现师生互动;
(4)授课时间约10分钟。
一、 Teaching Objectives
1. Students can read and use the key words: enjoying, stressed
out, improving.
2. Students can use these words accurately in daily life.
3. Students can cultivate their interest of learning English.
4. Students can lear to be persevering when doing sth.
二、Key Point:
How to guide students to correctly understand and use the words.
三、Difficult Point:
How to guide students to use these words accurately in real
communication.
四、Teaching Procedures:
I. Lead-in
1. Daily greeting.
2. The teacher presents pictures of the author's school days.
Students guess what his/ her school days is like.
II. Presentation
1. Students read the passage quickly and describe the author' s
school life and the problem he/she is faced.
2. The teacher shows three pieces of video and leads students to
understand key words: enjoying, stressed out and improving.
3. The teacher leads students to pay attention to the “-ing” and
“-ed”forms.
4. Students read after the tape to make their pronunciation better.
III. Practice
1. Students use key words to describe some pictures presented by
the teacher:
2. Student make sentences with the words learnt.
IV. Consolidation
Students use key words to describe one of their own experiences
and then share with the whole class.
V. Summary
1. Students summarize what they have learnt today and the
teacher makes supplements to stress the meanings of the three words.
2. The teacher reminds students to be persevering.
VI. Homework
Students write their own experience down and share next class.
五、Blackboard Design:
试讲10：听力教学试讲
1.题目：听力教学试讲
2.内容：
Simon：Do you like TV ads, Millie?
Millie: Yes. They're interesting.
Simon: Why do you think so?
Millie: I think some of them are really creative. How about you?
Simon: I hate them.
Millie: Why?
Simon: I think most of them are silly. Watching TV ads is just a waste of time.
3.基本要求:
(1)朗读所给对话；
(2)配合教学内容适当板书；
(3)针对该对话的内容设计相应的听力理解教学活动；
(4)用英文试讲；
(5)试讲时间: 10 分钟。
Teaching Procedures:
I. Lead-in
Greetings.
2. The teacher shows some video clips about some TV ads, and students talk about their ideas.
II. Pre-listening
The teacher shows some pictures about two persons' look and several TV ads. Students guess what they are talking about.
III. While- listening
1. Students listen to the tape and try to figure out what they are talking about. Students can learn to take notes if I necessary……
2. Listen again and answer the following questions:
①Does Millie like TB ads? Why?
②Does Simon like TV ads? Why?
3. Students work in pairs to read the dialogue, and then use the key sentences to make a new dialogue to talk about their own ideas towards TV ads.
IV. Post-listening
Students work in groups to make a survey about whether they like TV ads and why.
V. Summary
Students summarize what they have learnt today .
VI. Homework
Students search for information about some popular TV ads and make a survey among the students about their ideas and feelings towards these TV ads.
五、Blackboard Design: 略
试讲11：阅读教学试讲
1.题目：阅读教学试讲
2.内容：
UNICEF is part of the United Nations. It was set up in Europe in 1946, after World War I. At that time, many children's lives were changed because of the war, and UNICEF wanted to help them.
Now UNICEF works in over 190 countries and areas. It helps governments, communities and families make the world a better place for children.
3.基本要求:
(1)朗读所给段落。
(2)配合教学内容适当板书。
(3)针对该段落的内容，设计相应的阅读理解教学活动。
(4)试讲时间: 10分钟。
(5)用英文试讲。
Teaching Procedures
I. Lead-in
Greeting.
Free talk: Do you usually do something to help others? What have you done so far?
Ⅱ. Pre-reading
Students predict the main content of the passage according to the key word“UNICEF”and the theme picture.
Ⅲ. While-reading
1. Students read the passage quickly and tell the main idea.
2. Students read the passage again and answer the following questions.
①What is UNICEF?
②Where and when was UNICEF set up?
③Why was UNICEF set up?
④What is the work of UNICEF?
3. Students read the passage imitating the y intonation and pronunciation.
IV. Post-reading
Students work in groups to write a passage, describing another organization which is also devoted to helping others. Then each group shares their writing with the whole class.
V. Summary.
Students summarize what they have learmt today.
The teacher reminds, students of the importance of helping others and encourages students to help others as much as possible.
VI. Homework
Make a plan about what they will do to help others.
五、Blackboard Design：略
试讲12：词汇教学试讲
1.题目：词汇教学试讲
2.内容：
When we are angry, however, we are usually the ones affected. Perhaps we have seen young children playing together. Sometimes they have disagreements, and decide not to talk to each other. However, this usually does not, last for long. This is an important
lesson for us: we can solve a problem by learning to forget:
3.基本要求:
(1)讲解画线词汇，试讲过程中要有板书设计；
(2)全英文授课；
(3)教学过程中要体现师生互动；
(4)授课时间约10分钟。
(5)用英文试讲。
Teaching Procedures:
I. L ead-in
Greeting.
Free talk: Have you ever argued with someone? How did you do with the anger?
II. Presentation
1. Students read the short passage quickly and tell the main idea.
2. Students read the short passage again and answer the questions.
①When angry, who are the ones affected?
②What will young children do when they have disagreements?
③What lesson does it teach us?
3. The teacher leads students to understand the meanings of key words, affected, disagreements and last through showing pictures and explanations.
4. Students read after the tape to make their pronunciation better.
Ⅲ. Practice
1. Students fill in the blanks with proper forms of the given words.
①They have had several (disagreement) with their neighbours.
②How long do you think this storm will__ (last）
③Your opinion will not_ (affect) my decision.
2. Student make sentences with the words learnt.
IV. Production
Students share their own experience of arguing with others and how they solve the problem and what they have learnt from the thing.
They can use the key words learn today.
V. Summary
1. Students summarize what they have learnt today.
VI. Homework
1. Review the key words learnt today.
2. Search for more efficient ways of solving problems.
五、Blackboard Design: 略
试讲13：听力教学试讲
1.题目：听力教学试讲
2.内容：
Speak up: How do you look after your pets?
The students are tolking about how they look atter thelr pets. Work in groups
and talk about pet core. Use the conversation below as a model
Daniel: How do you look after your dog, Millile?
Millie: Dogs like exercise a lot, so we walk him in the park every evening.
Daniel: Oh, I see. Do you walk your cat, Amy?
Amy; No, we don't, We only brush her fur every day.
Daniel: How do you look after your fish, Peter?
Peter: We put them in clean water, and we never feed them too much.
3.基本要求:
(1)朗读所给对话；
(2)配合教学内容适当板书；
(3)针对该对话的内容设计相应的听力理解教学活动；
(4)用英文试讲；
(5)试讲时间: 10 分钟。
Teaching Procedures:
I. Lead-in
Greeting.
Free talk: Do you keep a pet? Please share something about it.
II. Pre-listening
The teacher shows some pictures of animals. Students guess what the conversation is about.
III. While-listening
1. Students listen to the tape and try to figure out the main content of the conversation. Students can learn to take notes if necessary.
2. Listen again and answer the following questions:
①How does Millie look after his dog?
②Does Amy walk her cat?
③How does Peter look after his fish?
3. Students work in pairs to read the conversation, paying attention to the intonation and pronunciation.
IV. Post-listening
Students work in groups to make a survey about whether the groups member have kept a pet, what it is and how they look after it.
V. Summary
Students summarize what they have learnt today.
VI. Homework
Search the Internet and conclude more ways of looking after different pets better.
五、Blackboard Design:略
试讲14：语法教学试讲
1.题目：语法教学试讲
2.内容：
The forty thieves killed Ali Baba's brother. This made Ali Baba very angry. The next day, the thieves wanted to know how the brother got inside the cave. The leader bought some big jars and put a thief inside each one. The leader took the jars to Ali Baba's house. Ali Baba's wife saw the men in the jars. “Who are those men in the jars?
Are they your friends?" asked his wife. “Sh, quiet!" said Ali to his wife. Ali Baba was clever. He killed the thieves and their leader. His family was now safe and they were rich, too.
3.基本要求:
(1)朗读所给段落；
(2)配合教学内容适当板书；
(3)针对所给材料的划线部分，设计讲解该语法项目的教学活动；
(4)用英文试讲；
(5)试讲时间10分钟。
Teaching Procedures:
I. Lead in
1. Greeting.
2. Show students a video about a fable in 1001 Night. Students express what they can get from the fable.
II. Presentation
1. Students read the text about Ali Baba and forty thieves and the teacher invites one student to summarize the short story.
2. The teacher reminds students to pay attention to the second sentence in the passage and guides them to analyze components of the sentence.
3. The teacher explains the concept and usage of the object clause, and introduces other connective adverbs that can be used in the object cause, like why, when and where.
III. Practice
Arrange words into sentences
1. is; why; I; know; angry; don't; she
2. my; found; how; can't; my; mom; house; I; imagine; new
IV. Production
The teacher shows several pictures on the screen and students work in groups. Students can make up a story according to the pictures, using object clauses as much as possible. Ten minutes later, the group representatives can show their stories in front of the class.
V. Summary
Students summarize what they have learnt today.
VI. Homework
Search for more fables and introduce one fable in their ownwords and try to use the object clauses.
五、Blackboard Design：略
试讲15：语法教学试讲
1.题目：语法教学试讲
2.内容：
One day, Ali Baba went to a cave and said, “Open, Sesame!" He found silk and gold inside the cave. He gave his wife some gold. His brother heard about the gold so Ali Baba gave him some, too. But the brother went to the cave and got some gold for himself. Unfortunately, he forgot the word Sesame “How do I get out of this cave?” he
thought.
3.基本要求:
(1)[朗读所给段落；
(2)配合教学内容适当板书；
(3),针对所给材料的划线部分，设计讲解该语法项目的教学活动；
(4)用英文试讲；
(5)试讲时间: 10 分钟。
Teaching Procedures:
I. Lead-in
Greetings.
Free talk about their favorite stories.
II. Presentation
1. Show students the picture of Ali Baba and invite students to guess who is he.
2. Students read the passage and get the main idea and key information of this passage.
3.Students pay attention to the underlined words“went, found, gave, heard, got, forgot, thought" and discuss their similarities:
①They are verbs. ②They are irregular form of verbs. ③They are used to express something happened in the past.
4. The teacher stresses the diffcult in this grammar: the spelling of irregular form of verbs.
Ⅲ. Practice
1. Sentence correcting: Students work in groups to find the mistakes in the sentences and try to correct them. The more sentences their correct, the more scores they will get.
2. Students try to make a sentence with the irregular form of verbs to express something in the past.
IV. Production
Create a scene: The school will hold a speech competition. In the speech, students need to introduce their own stories. Now students work in groups to share the stories of themselves in the past, then share with the class. The best ones will gain the chance to attend the competition. Pay attention to the usage of verbs.
V. Summary
Students summarize what they have learnt today.
VI. Homework
Students surf the Internet for more information about the simple past tense and try to use it corectly.
Blackboard Design: 略
试讲16：写作教学试讲
1.题目：写作教学试讲
2.内容：
Einstein was born in 1879 in Germany. When he had finished school, he studied physics in Zurich, Switzerland. In 1905, Einstein began to write articles about physics. For one of those articles. He received the Nobel Prize but not until 1921. The important thing Einstein said is not to stop questioning. He also said “Anyone who
has never made a mistake has never tried anything new”.
3.基本要求:
(1)朗读所给材料；
(2)配合教学内容适当板书；
(3)针对所给材料，设计引导学生描写人物的教学活动；
(4)用英文试讲；
(5)试讲时间: 10 分钟。
Teaching Procedures:
I. Lead-in
The teacher shows a photo of Einstein. Students talk about the information about him they know.
II. Pre-writing
1. Students read the passage and tell what aspects about Einstein are introduced in the passage.
2. The teacher leads students to conclude the elements of describing a person, including name, birth place, birthday, experiences, achievements, thoughts and so on.
I. While- writing
1. Students work in groups to choose a successful person and discuss some information about him/ her.
2. Students make a guideline about their writing.
3. Students write a passage to introduce the successful person, according to the model one about Einstein. The teacher will give some proper instructions.
IV. Post-writing
1. Students first check their passages by themselves.
2. Students exchange their passages among the group and make modifications. They need pay attention especially following aspects：logic, grammar, word using, pumctuation, spelling and so on.
3. Each group chooses the best one to show them in front of the whole class.
4. The teacher finally concludes common problems existing in the writing.
V. Summary
Students summarize what they have learnt today.
VI. Homework
1. Students search for more information about the person he/she introduces and modify their passages one more time.
2. Choose another person and write another passage to introduce him/her.
Blackboard Design：略
试讲17：语法教学试讲
1.题目：语法教学试讲
2.内容：
Andy: What are you reading, Ken?
Ken: The Old Man and the Sea by Hemingway.
Andy: Wow, now I know why you're so good at writing stories.
Ken: Yes, I want to be a writer.
Andy: Really? How are you going to become a writer?
Ken: Well, I'm going to keep on writing stories, of course. What do you want to be?
Andy: My parents want me to be a doctor, but I m not sure about that.
Ken: Well, don't worry. Not everyone knows what they want to be. Just make sure you try your best. Then you can be anything you want!
Andy: Yes, you're right.
3.基本要求:
(1)朗读所给段落；
(2)配合教学内容适当板书；
(3)针对所给材料的划线部分，设计讲解该语法项目的教学活动；
(4)用英文试讲；
(5)试讲时间: 10 分钟。
Teaching Procedures:
I. Lead-in
Greeting.
Free talk about their future dreams.
II. Presentation
1. Listen to the conversation and tell the main idea.
2. Listen to the conversation again and answer the questions.
Q1: What is Ken's dream?
Q2: How is Ken going to become a writer?
Q3: What do Andy's parents want her to be?
3. The teacher presents two underlined sentences and leads students to summarize the structure and meaning of the simple future tense.
4. Students read the key sentences together.
II. Practice
1. Sentence correcting: Students work in pairs to find the mistakes in the sentences and try to correct them. The more sentences their correct, the more scores they will get.
2. Students try to make sentences using the simple future tense.
IV. Consolidation
Create a scene: The school will hold a speech competition. In the speech, students need to talk about their dreams in the future.
V. Summary
Students summarize what they have learnt today.
VI. Homework
1. Review the grammar after class.
2. Write their speech about their dreams down.
五、Blackboard Design：略
试讲18：口语教学试讲
1.题目：口语教学试讲
2.内容：
A: What's your favorite subject, Jinging?
B: Music.
A: Why do you like music?
B: Because it's fun.
A: Who's your music teacher?
B: Ms. Xie.
3.基本要求：
(1)朗读所给材料；
(2)配合教学内容适当板书；
(3)针对所给教材，设计口语教学活动；
(4)用英文试讲；
(5) 试讲时间: 10分钟。
Teaching Procedures
I. Lead-in
Greeting.
Free talk about students' course arrangement.
II. Presentation
1. Listen to the tape and tell the main topic of the conversation.
2. Listen to the tape again and answer two questions.
①What's B's favorite subject? And why?
②Who is B's music teacher?
3. The teacher asks students“What's your favorite subject?", and encourages students to give a proper answer.
Ⅲ. Practice
1. Role play.
Students read the conversation with their partners.
2. Make a new conversation.
Students make a new conversation to talk about their favorite subjects.
IV. Production
Students work in groups of four to make a survey about the group members' favorite subject and the reason. They need to make a form as follows to show their results.
V. Summary
Students summarize what they have learnt today.
VI. Homework
1. Review the key sentence pattern.
2. Write a short passage to introduce their favorite subject and
give proper reasons.
五、Blackboard Design：略
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