泽熙美文19.【简答题】试讲题目
1.题目：词汇教学试讲
2.内容：
Taxis are on the streets 24 hours a day. Simply raise your hand, and a taxi appears in no time. They are usually red, and they display the price per kilometer on the window. You should check the cab has a business permit, and make sure you ask for a receipt. Public transport provides a cheap way to get around in Beijing. There are 20,000 buses and trolleybuses uses in Beijing, but they can get very crowded. It’s a good ideas to avoid public transport during the rush hour (6:30 a.m-8:00 a.m and 5:00 p.m-6:30 p.m). Fares are cheap, starting at 1 yuan. Air-conditioned buses cost more. Buses numbered 1 to 100 are limited to travel within the city center. Higher numbers have destination in the suburbs.
3.基本要求：
(1)朗读所给段落
(2)配合教学内容适当板书
(3)针对所给材料的画线部分，设计词组使用的教学活动。
(4)用英文试讲
(5)试讲时间：10分钟
答辩题目
1.Please introduce your teaching mode.
2.What’s your key and difficult points?
参考解析：【教案】
Teaching aims:
Knowledge aims:
(1) Students can master the meaning and usage of “in no time”, “ask for”, “get around” and “limit to”.
(2) After this lesson, students can know the traffic conditions about Beijing.
Ability aim:
After this lesson, students can use these phrases express their opinions.
Emotional aim:
Students are able to get the confidence of learning English.
Students are willing to use public transport to release the traffic jam after this lesson.
Key and difficult point:
Key Point: master the meaning and usage of the new phrases.
Difficult Point: use the new vocabulary to express themselves.
Teaching procedures:
Step 1: Warming-up
1. Greetings.
2. Free talk.
Tell students I suffered the traffic jam this morning. Ask students to think what they know about Beijing’s traffic situation and invite some students to share.
3. Tell student we will learn more about the traffic conditions in Beijing.
Step 2: Presentation
1. Ask students to read the passage and try to circle some phrases they don’t understand. Then write down these phrases, “in no time”, “ask for”, “get around” and “limit to” on blackboard.
2. Teach students the new phrases one by one through situation teaching method. Put these new words in a easier situation “we are going to visit a museum”. in this situation, explain the meaning and usage of the four phrases.
Step 3: Practice
1.Fill in the blanks: Ask students to fill in the blanks using the new phrase.
①You can simply raise your hand and a taxi appears .
②I want to in Beijing.
③You should a receipt from the taxi driver.
3. Create sentences: Ask students to combine the sentences and use the new phrase.
①We need ask for the permission before leaving the class.
②The best way to relax ourselves is to get around without and purposes.
Step4: Production
1.Discussion
Give students 5 minutes to have a discussion about the traffic situation around their home in a group of four.
2.Then invite some students to share their results in front of the whole class and give them some specific evaluations.
Step5: Summary and Homework
Summary: ask a student to conclude the content of the lesson and summarize with the whole class.
Homework: ask students to think how to solve the traffic problems and write down.
Blackboard design:略
【答辩题目解析】
1.Please introduce your teaching mode.
【参考答案】
Since it is a vocabulary, so I use PPP mode: presentation, practice and production.
Firstly, presentation. I let my students read the passage by themselves and ask them to circle the words that are hard for them. then I invite a student to share his or her answer and write them on blackboard. Then I explain the meaning and usage of these words. to make my students master the words better. Then I let them to fill in the blanks and create new sentences. The final part is production. to help them use the words better. I set a discussion about traffic around their home.
2.What’s your key and difficult points?
【参考答案】
The key point is that students will master the meaning and usage of the new phrases. The difficult point is how use the new vocabulary to express their ideas.
20.【简答题】试讲题目1.题目：听力教学试讲
2.内容：
The word “tsunami” often arouses panic and fear. Yet there is no need to be so anxious if you know what to do. As long as you have ten minutes warning, you will survive no matter how powerful the actual tsunami may be. Unfortunately, many people are unconscious of the risk they may be facing. As soon as you hear the warning, put on your shoes and walk inland as quickly as you can. Do not fear, tremble or remain tied to the spot at the thought of those high waves. Ten minutes running away from the sea is all you need to save yourself from danger. Remember this and you will be absolutely safe.
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，设计相应的听力理解教学活动。
(4) 用英文试讲
(5) 试讲时间:10分钟。
答辩题目1.How to evaluate students’ performance?
2. Please the person that influence you most.
参考解析：【教案】
Teaching aims:
Knowledge aims:
(1) Students are able to understand the content of the passage.
(2) Students can master some basic reading strategies.
Ability aim:
Students can use different basic reading strategies like analyzing, grasping details correctly in their reading process.
Emotional aim:
Students will be more willing to get involved in class activities and boost their interest in learning English.
Students may enhance their awareness towards some natural disasters.
Key and difficult point:
Key Point: understand the main content of the passage.
Difficult Point: improve students’ learning interest and boost their confidence of speaking in public.
Teaching procedures:
Step 1: Warming-up
1. Greeting.
2. Watch a video:
Show students a short video clip about earthquake and ask students to answer some questions:
(1). What happened in the video?
(2). Are you afraid of such kind of disaster?
Invite two students to share their answers and lead in the topic- disaster.
Step 2: Pre-listening
1.Brainstorming:
Ask students how many kinds of natural disasters they know, try to recall some words related to natural disasters. Write down some of their answers on the blackboard to and give evaluation to the students.
2.Prediction:
Ask students to make a prediction about what kind natural disaster may be mentioned in the passage.
Step 3: While-listening
A. Extensive listening:
1.Let students to listen to the passage for the first time. Ask students a question: What kind of disaster is mentioned in the passage? (This passage talks about the tsunami)
2.Then invite one student answer the question and give evaluation.
