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浙江中公教师考试 zj.zgjsks.com

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小学教师资格证真题 animal 教案

1.题目:Animals

2.内容

词汇：ruler, eraser

3.要求

(1)用英语试讲

(2)单词讲解

(3)培养学生看图说话的能力

Teaching Aims:

Knowledge aim: students are able to learn some new words such as ruler

eraser.

Students will spell the new words correctly.

Ability aim: students can tell the story of the picture in English

by the words.

Students can translate the words in sentences or passages.


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Emotional aims: students can improve their confident in learning

English.

Teaching Key Points: students say different school things in

English .

Teaching Difficult Points: students can communicate with each other

freely and confidently.

Teaching Methods: communication method, audio lingual teaching

method, TPR.

Teaching Aids: a ruler and an eraser

Teaching Procedures:

Step 1 Warm-up: sing a song named little star with students

Step 2 Presentation: Show a ruler to students and ask them what’s

this in English, then teach the pronunciation of the word. Then using the

same way to teach the word eraser.

Step 3 Practice: use the word to make a sentence and read the sentence

one by one.

Step 4 Production: do a survey. Here is a chart. ask your classmates

about the school things in the chart. Find out what they like and don’

t like. Four students in a group.

Step 4 Summary and homework

Summary ask a student to conclude what we learned today.

Homework After this class, you should make several sentences. Then

write down on your paper. Next class, I will invite some of you to share

with us. It’s time to say good bye. See you then.

Blackboard Design:


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Teaching Reflection:

中公资深讲师王鑫

英语教师资格面试教案模板

Good morning, my distinguished judges.

It’s my great honor to stand here sharing my teaching ideas with you.

I’m contestant number . May I begin my teaching plan now?

(Now I will begin my teaching plan.) The content of my lesson is New

Standard English student’s book , module . The topic is . According to

the new standard curriculum, for this lesson, I will aim at“what to teach,

how to teach, and why to teach”. From analysis of teaching material,

analysis of Ss, teaching aims and so on to explain. Now please allow me

to introduce them one by one.

Well firstly, let me talk about the analysis of teaching material.

This lesson is mainly about ……. It’s an important lesson in this

module even in this book. By learning this passage, the students can

improve their listening, speaking, and reading skills.

Then, I will talk about the analysis of Ss.

As Senior High School students, most of them have got a good way of

learning and a strong desire of seeking knowledge. However, some of them

are very shy and they seldom participate in class activities. So in order

to activate my Ss, I will have a relaxed atmosphere

Now let’s come to the next part. teaching aims

According to the new standard curriculum and the syllabus, I will set

the

teaching aims as follows:

First, Knowledge aims:

The students should remember all the key words and phrases, such as

And They can hear, read, and use the main sentence patterns.

Second, Ability aims:


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The Ss will improve their reading skill and they can use English to

express their ideas correctly.

Third, Emotional aims:

The Ss will develop their spirit of cooperation by group work.

By completing the task, (1) the Ss will increase their interests in

(2) the Ss will set up self-confidence in _____________.

(3) the Ss will have the bravery of facing ,

(4) the Ss will have the consciousness of

(5) the Ss will can appreciate the beauty in .

Well, next I will talk about the important points and difficult

points.

After setting up the teaching aims, I will establish the important

points and difficult points as follows.

The important points are the useful words, phrases, and sentence

patterns.

The difficult points mainly focus on how to develop the students’

reading ability. Next, I will talk about Teaching methods& learning

methods

According to the analysis of teaching material and Ss, I will mainly

adopt the following methods. Communicative Approach and Task-based

Language Teaching

In order to let my Ss become the master of learning, I will mainly

adopt the cooperative studying strategy and Practice strategy.

Now let’s come to the most important part of my lecture.

Teaching Procedures

To make full use of the teaching methods, fulfill the teaching aims,

stress the important points and difficult points, I will arrange my

teaching procedures as the following steps.


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Step one: “Warming up” and “Leading-in. It will cost 2 minutes.

It is said,

“Interest is the best teacher.”, so here, I will play a short English

video about · , because it can not only cultivate Ss’ learning interests,

but can also bring them into an English atmosphere.

Step two: Pre-reading. It will cost 3 minutes. In this step, I will

ask Ss some questions which can lead them to the topic we are going to

learn.

Q1:

Q2:

They should think about the questions and have a free talk with their

partners, at last I will ask two or three Ss to show the results. No matter

what their performance are, I will applaud for them. Then start our new

lesson.

Step three: While Reading. It will cost 20 minutes.

Firstly. Extensive reading. Here first I will use the jigsaw reading.

The whole class will be divided into groups. Group 1 read part 1, Group

2 read part 2,···. The Ss should read the passage as quickly as possible.

Then I will give the main idea of each part and ask Ss of each group to

choose which one belongs to the part they read just now. And then according

to the main idea, they should tell some information which they can remember

as much as possible to other groups. And I will give them some positive

assessment. By doing this, the Ss will improve their speaking skill. And

it can train their ability of memory.

After changing information of each group, the Ss are supposed to

listen to the tape of the whole passage. And then do the T or F questions.

Then check the answers together. Number 1 is , number 2 is ,and so on.

By doing this, I can cheek if the Ss have a general understanding of this


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passage. And it can train their listening ability. At the same time the

Ss can evaluate themselves.

Secondly. Intensive reading. The Ss should read the passage very

carefully, and at the same time they should underline the words and phrases

which they don’t understand, and discuss with their partners. Then do

the activity on page independently.

Next, I will explain some important points. For the new words, I will

lead the Ss to guess the meaning of the new words according to the context.

For the sentence, I will write the sentence on the blackboard with the

key word wrong deliberately and will not tell Ss. Then read the sentence

with the stress on the wrong word. For example, . If the Ss can find the

fault, and point it out, I will give them a great praise. Then I will give

some examples to help them understand the usage of the . By doing this,

the Ss can remember it clearly. Then the Ss should read the passage again

and check the answer about activity together. Number 1 is , number 2

is ,and so on. And then answer the following questions. By doing this,

I can check whether the students

have a detailed understanding of this passage.

After reading the passage, the Ss will improve their reading skill.

Step four: Post-reading. It will cost 10 minutes. Here, I will use

two ways to train my students.

1. Retell the passage

Here I will show my students a short passage with key words and phrases

missing, and then ask some students to retell the passage by filling

the blanks.

In this way, the Ss can understand the passage more easily.

2. Make a discussion

In this step, I’ll divide the whole class into 4 groups to talk about

two questions. Q1:


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Q2:

I think discussion is so important that Ss should speaking English

as much as they can. And then I will join in some groups to lead them.

Each group should choose a leader. He/She should write down their opinions

and give the class a report. By doing this, Ss can raise their

cooperation awareness by group work, and they can learn some new and good

thoughts from others.

And after discussion, some Ss will

Step five: “summary” It will cost 5 minutes. Before the class is

almost

over, I will ask some students to summarize what they have learned

in this class, and I will make some supplement in the end. In this way,

the Ss can improve their ability to remember the knowledge

Step Six. Homework ···

Homework is so important to master the knowledge they learned after

class. And it can train their self-study ability.

H1: review the knowledge we have learned in the class

H2: search more information about , and I will ask someone to give

a report in the next class.

Now let’s come to the last part. Blackboard Design

In order to make the blackboard design clearly and neatly, I will

divide the blackboard into three parts. On the left, I’ll write down the

main idea of each part. In the middle, there should be the important points,

and on the right, I will write down some tasks.

Well that’s all for my presentation, I appreciate your attention very

much!

Excuse me, do I need to clean the blackboard?

Thank you very much! You have been working very hard. Goodbye.

中公资深讲师赵丹


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英语教案 Unit 6 Do you like

bananas?(SectionA 1a- 1c) Teaching objects:

A.Knowledge objects：

a. Be able to grasp some new words about food.

b. Can distinguish countable nouns and uncountable nouns.

c. Be able to express themselves with the new structure :

---Do you like …? ---Yes, I do./ No, I don’t.

B. Ability aims:

a.Can develop listening, speaking, reading and writing skills though

the practice of the target language.

b.Gain communicative ability by using the target language.

C.Emotional objects:

a.Get the students to realize the importance of healthy diet.

b. Get the students to develop the students’ cooperative spirit.

Teaching key/different points:

Teaching key points:

A. Master the names of the different food.

B. Learn to use the target language to ask and answer like and dislike.

Teaching difficult points:

Use the words and the target language learned in this class to describe

situations in the daily life.

Teaching methods: Task-based Method, Communicative Approach,

Audio-lingual Approach.

Teaching aids: word cards

Teaching procedures:

Warming-up:


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Q&A. Teacher pick up one object, which are learned before, such as

ruler, baseball and eraser.

T: What’s this? S: It’s a/an…(ruler/baseball/eraser)

Pre-listening:

1. Hold a card of food, for example apple. T ask :What’s this? S:

It’s an apple. T:apple,Do you want to eat apple? Look, there is a fridge

in the picture. Now, open the fridge and look what’s in the fridge? Is

there an apple?

Open the fridge, present pictures of different food. Then ask:

T: What’s this? S: It’s a/an…

T: What are they? S: They are…

Countable nouns: bananas/oranges/tomatoes/pears/strawberries.

(They can use a/an, and we can add “s”)

Uncountable nouns: ice-cream/ milk/bread/salad.(They can’t use a/an

and we can’t add “s”)

2. Teach students to read, and ask students “Who wants to be a little

teacher?”

Guessing game. Six students show the back of the paper, and other

students guess the name of the food. Then read the word together. Next,

finish 1a.

3. Talk about what’s your favorite food. T says “I like apples. But

i don’t like bananas.”

I like… I don’t like…

While-listening:

Listen to the tape twice and find out the right numbers.

Post-listening:

A: Talk about likes and dislikes.

1. ——I like hamburgers. Do you like hamburgers?

——Yes, I do./ No, I don’t.


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2.——-I don’t like milk. Do you like milk?

——Yes, I do. / No, I don’t.

B. Game: Show the picture of the students. And say,“You are so lucky!”.

Have a try! Use the target language to ask the students in the pictures.

Summary&Homework:

An apple a day keeps the doctor away. If you eat more fruits, you will

be more beautiful, handsome and healthy. After class students should do

survey about like and dislikes in their family.

Blackboard Design

中公资深讲师刘安蓉解析

英语教师招聘面试教案 Thanksgiving

Teaching aims:

Knowledge aim:

(1)Students will be able to read, recognize, and use these words:

celebrate, festival, crowed, traditional, give thanks for and so on.

(2)Students learn about the origination, celebration of the

thanksgiving.

Ability aim:

According to the mind map about the thanksgiving, students are able

to retell the passage.

Emotional aim:

(1) Cultivate students’ interest in foreign culture.


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(2) Students will have a good knowledge of foreign festival.

Teaching Key points:

1. Students will learn the target language and understand the content

of the text.

2. Ss can learn about the origination and celebration of the

thanksgiving and learn to use the mind map method.

Teaching Difficult points:

1. Ss can use the mind map method to remember some key and key

information

2. Cultivate students’ interest in foreign culture.

Teaching Aids:

Multimedia

Teaching Methods

The teaching methods will be used in this class include following

methods: communicative approach, Task-based Teaching Method.


Step 1 lead-in

1. Greeting to Ss

2. Show some pictures about the thanksgiving

T: boys and girls. Look at the screen. Could you tell me what are people

doing?

S1: they are celebrating the festival.

T: what are they celebrating?

S2: Thanksgiving.

T: Ok, Now, I will interview some of you, Peter, do you like

thanksgiving?

P: …

T: Lily, do you know about Thanksgiving.

L:…


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Step 2: Pre-reading

1. According to their responding, T and students work together to list

the possible things people will do on the thanksgiving. In this way,

students can show the new words to students for the better understanding

of the text.

2. According to the topic we talked in lead-in part and the title of

the text, students will predict the main idea of this passage.

Step3:While-reading

1. Fast reading

Ask students to read the passage quickly to find out the main idea

of each paragraph, and then check their answers.

2. Careful reading

(1) Divide students into several groups, each group includes three

students and then asks students to scan the passage again and complete

the tasks below, one group answers, the other groups complete the answer.

The T can write the key words on the blackboard.

(2) Ask students to read the text carefully and then with the help

of the key words on the black board to retell the passage.

Step4 Post-reading

(1) Free talk

T shows some picture about the thanksgiving and asks students: how

do you celebrate the Thanksgiving?

(2) Group work

Divide students into 4 groups to discuss about how they celebrate the

Thanksgiving.

Summary and homework

1. Ask students to review what they’ve learnt today, and then teacher

makes a conclusion.


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2. Have students to write a short passage about their celebration of

the Thanksgiving..

Blackboard design

Unit2 Thanksgiving

Key words

Main idea of each paragraph

Reflection

中公资深讲师俱静妮解析

英语教师资格面试教案-cartoon

Title: cartoon

Teaching Aims:

Knowledge aim: students can understand the main idea of this passage

and the meaning of some basic words like:

cartoon/appear/successful/culture.

Ability aim: students could retell the story about Walt Disney and

can use past tense to express things that happed in the past.

Emotional aims: students could cultivate good habit of learning

English and have interest to learn more about American culture.

Teaching Key Points: students can read the new vocabulary with correct

pronunciation and get the main idea of this passage . students can use

past tense to express things that happed in the past.

Teaching Difficult Points: students can retell the story according

to given time line and have desire to communicate with others in English.

Teaching Methods: Task-based teaching method, communicative teaching

method, situational teaching method.

Teaching Aids: PPT, film fragment from Mickey Mouse, pictures


Step 1.wormking up:


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Sing a song named Lemon tree with my students. And then show them

pictures of Mickey Mouse, ask if they want to watch an interesting film

about this cute cartoon character. And show the fragment of the video and

ask them if they know the creator of this cute cartoon character. Then

lead to this class-cartoon..

Step 2 Pre-reading

Ask students some questions about culture

Q1:what would you guys think of when it comes to the word culture;

Q2:what do you think could be the best symbol for Chinese culture

Q3:can you guess the relationship between American culture and Walt

Disney?

Step 3 While-reading

Give students 4minutes to fast read the passage , then answer the

question: what is one very famous symbol in American culture? And then

students read this passage carefully for the second time, and I will ask

them the following question:

Q1:what’s the feature of Mickey Mouse and this cartoon?

Q2:when /who and where was Mickey Mouse created?

Q3:how many cartoons have Walt Disney made?

Step 4 Post-reading

4students form a group and discuss:’ what kind of man do you think

Walt Disney is and why?

Step 5 Summary and homework

Summary: ask students what they have learned in this class and ask

some volunteers to retell this story.

Homework: student share the story of Walt Disney and Mickey Mouse.

Blackboard Design:


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中公资深讲师李玲解析

教招面试小学英语 What are you going to

do 教案

What are you going to do?

一、 Teaching Aims

(1) Knowledge Aims

1. Students remember some new words and phrases: magazine, trip,

cinema, science, museum; take a trip, read a magazine, go to the cinema

and so on.

2. Students learn to use these words and phrases making sentences.

3. Students are able to understand the structure of “be going to do”.

(2) Ability Aims:

1. Students are able to use the structures of “what are you going

to...” and “be going to do…” to communicate with their classmates.

2. Students are capable to uderstand the listening material.

(3) Emotional Aims:

1. Students are able to form a good habit of doing some plannings in

advance.

2. Students are able to make a shedule for their daily life.

二、 Teaching Key Points

1. To learn the new words and phrases.


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2. Help the students to master the structures of “what are you going

to do” and “be going to do”.

3. To arouse the students’ interest of listening and speacking.

4. To form a good habit of making shedule for their daily life.

三、 Teaching Important Points

1. To master the structures of “what are you going to do” and “be

going to do”.

2. To improve the students’ listenning and speaking ability.

四、 Teaching Procedures

(1) Step 1: lead-in

1. Greetings

2. The teacher shows a song, which contians the structure of “be going

to do or what are you going to do” to students, and then asks them to

have a try to sing it.

(2) Step 2：pair work

1. To learn the new words, phrases and the sructures of “what are

you going to do” and “be going to do”.

2. The teacher sends every student a card, which contains the phrases

of this part. Then the students are work in pairs and using the phrase

they held to communicate with their partners. In a short, the students

are asked to make sentences with the structures of “what are you going

to do ” and “be going to do” .

Eg: Student A hold the card with the phrase of “go to the cinema”,

student B hold the card with “this evening”, then they can make a dialogue

like this:

Ss A: What are you going to do this evening?

Ss B: I’m going to the cinema.

3. According to their performance, the teacher makes a conclusion and

then asks the whole class to speak out these sentences loudly.


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(3) Step 3: listening

1. The teacher plays the tape to the students and asks them to do the

Let’s Try part.

2. Then checks their answers.

3. And then plays the music, which shows in the Lead-in part and then

the teacher teaches students to sing the song.

(4) Step 4: group work

1. The students are divided into several groups, and each group

contains 4 to 5 students. One student role playing as a tour guide, the

other students’ role as the tourists. The tourists ask the tour guide

some questions about the schedule of this weekend by using the sentence

structures of “What are you going to do…” and “I’m/ you are/ they

are/ she is/ he is going to do…” . Then change the roles and play it

again.

2. Have some volunteers to do the role play in the front of the

classroom.

3. Ask the students to write down their group’s dialogues.

4. Then the teacher evaluates their representations.

五、 Assignment

The students should to write a schedule for this weekend.

六、 Teacher’s reflection

七、 Blackboard design


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中公资深讲师白雨解析

英语教案 Unit2 What time is it?

Period One

Teaching Aims:

Knowledge aims:Students can read and recognize some words .

Ability aims:Through activities and practice ,students can read and

recognize words.Their listening speaking abilities can be improved.

Emotional aims:Students get more interests in English.Be able to

develop good habits.

Teaching Key Points:

Words: breakfast lunch dinner English class PE class

Target language:

What time is it?

It’s...

Teaching Difficult Points:

Get students to use the new words and sentences naturally in their

daily life。

Teaching aids:


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Some cards a clock


Step1:Warming up and lead in

1. Daily greeting and sing a song

2. If I didn’t bring the watch I ask my students “What time is it ?”

Who can tell me And then lead in the topic.

Step2:Presentation and practice

1. Activity one

Show students some pictures and ask them what does he /she do in the

picture. And then Teach them“How to read these words and How to spell

them’’.

Activity two

1,Listen to the tap and ask one student to answer my question “what

are two boys talking about?”and then the teacher say the time and the

student need to say a thing.if the teacher say a thing ,the student need

to say the time.

2,Let students make a conversation

S1:What time is it?

S2:It’s...

Step3:Consolidation

1Activity one

Discuss in your group and then make a timetable

Step4:Summary and homework


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Summary:Ask students to close their eyes and review what they have

learned today,and then ask them show the words.

Homework;Ask them to cope the new words on the blackboard two

times.talk your timetable with your classmates

Blackboard Design

Unit2 What time is it?


中公资深讲师张佳佳解析

What’s the best movie theaters? 教案

Teaching Aims:

Knowledge aims:

(1) Students can learn some new words: theater, screen, comfortable and

close.

(2) Students can compare different factors and express their preferences

when choosing movie theaters.

Ability aim:

Students can improve their listening and speaking ability by taking part

in activities.

Emotional aim:

Students will be more interested in English and like to express their

opinions in English.


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Key points:

(1) Listen, speak and use the new words: theater, screen, comfortable and

close.

(2) Compare different factors and express preferences when choosing movie

theaters.

Difficult points:

(1) Compare different factors and express preferences when choosing movie

theaters.

(2) Express and show opinions in English.


Step 1: lead-in

1. Daily greeting

2. Ask students if they like watching movies and how they choose the places

to watch movies, so as to lead students to the topic in this unit.

Step 2: Presentation and practice

1. Teach new words theater and screen by showing pictures of the theater

and the screen, and teach new words comfortable and close by comparing

comfortable with uncomfortable and close with far, so as to help students

clear away obstacles in the following materials.

2. Ask students to fill the table in 1a. Then invite some students to tell

their reasons. At last, summarize advantages and disadvantages of these

factors: comfortable seats, big screens, best sound, cheap, new movies,

close to home, buy tickets quickly and popular.

3. Play the listening material twice, ask students to do the task in 1b

while listening. While students listen to the materials, draw the table

in 1b on the blackboard. After students finish the table, invite one

student to write his answers on the blackboard, and check the answers

together. Play the listening material for the third time, and ask students

to speak after the tape and pay attention to the intonation and


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pronunciation.

4. Ask students to practice the conversation in 1c with their deskmates

and discuss the movie theaters they know. Then invite one group to perform

the conversation and tell the movie theaters they know.

Step 3: Summary and homework

Ask one student to talk about what we have learned in this class. Make

some supplements about the summary.

Ask students to do reports at home: How do your parents choose which movie

theaters to go to, and why? Show the reports next class.

Blackboard design:

中公资深讲师邓丽华解析

How do you make a banana milk shake?教

案

Teaching aims:

A .knowledge aim:

Learn to describe a process of making banana milk shake with the verbs:

turn on/cut up/ drink /peel/pour etc.

B. Ability aim:

a.be able to describe the process with their own words.

b.be able to describe the process of some other fruit milk shake or

dishes, which they like.


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C. Emotional aim:

a.develop a habit of speaking English in their daily life.

b.cultivate their interest of manipulative ability.

The key/different points:

The key point: learn to describe the process of making banana milk

shake.

The different point:

To make a new chant with the process.


Warming-up: T show the following chant to students, and then T and

S chant with together.

Tomato,tomato.Wash,wash,wash.

Tomato,tomato.Cut,cut,cut.

Tomato,tomato.Cook,cook,cook.

Tomato,tomato.Eat,eat,eat.Yummy!!!

T: This is a simple way to make tomato, a kind of vegetable. So can

we use fruit to make some delicious food? Such as banana? Yeh, today we

are going to learn to make a wonderful food with banana. It is called banana

milk shake.

Pre-listening:

T:do you know how to make a banana milk shake?

S may give some answers like: buy banana and milk, use blender, mix

banana and milk etc.

Then let Ss finish 1a in 1min. After check the answers, Ss try to guess

and mark the process.

While-listening:

Listen to the tape twice and put the instructions in order.

Post-listening:


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a.Pair-work: one ask and one answer to describe the process of making

milk shake.

b.to make up a chant with the process, just like the little chant of

tomato.

Banana, banana, peel, peel, peel

Banana, banana, cut, cut, cut

Milk, milk, pour, pour, pour

Blender, blender, turn on, turn on, turn on

Milk shake, milk shake, drink, drink, drink

Summary&Homework:

Invite one student randomly to say the process of making banana milk

shake. After class, Ss try to describe the process of some other fruit

milk shake or dishes, which they like.

Self-reflection:

中公资深讲师刘安蓉解析

My New Teachers—reading part 教案

Module 2 Reading-My New Teachers

Knowledge aims

1. Students can get the meaning of the new words: admit, appreciate,

avoid, hate, joke, literature, respect, scientific, summary.

2. Students can get the detailed information of these new teachers.

Ability aims:

1. Students can get the main idea and some specific information by

using scanning and skimming strategy.

2. Students can talk about their teachers with their friends by the

word they’ve learned in this class.

Emotional aims:


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After learning this class, students will like to read some articles

and share their ideas about them.

Teaching key points:

1. Students can get the meaning of the new words: admit, appreciate,

avoid, hate, joke, literature, respect, scientific, summary.

2. Students can get the main idea and detailed information by reading

strategies.

Teaching difficult point:

1. Students can use the new words correctly in their daily

communication.

2. Student would like to talk about their teachers in English.

Teaching methods:

Communicative teaching approach, task-based teaching approach, group

work, role-play.

Teaching ads:

Multi-media


Step 1 warming up (3mins)

Greeting & free talk

Question: Please describe a teacher you like best and tell us the

reason.

Step 2 Pre-reading (5mins)

Show the pictures of the book on the screen and ask some students to

express their impressions of these three teachers.

Step 3 While-reading (22mins)

1. Global reading (5mins)

Read the text quickly and try to finish the tasks:

1) Find the names of these three new teachers.

2) What subjects does each teacher teach?

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