教師資格考試《高中英語專業(yè)面試》真題匯編三

教師資格考試《高中英語專業(yè)面試》真題匯編三39[簡答題]（江南博哥）參考解析：【教案】

TeachingAims:

Knowledgeaim:Studentswillknowwhatsensegroupisandmasterhowtopausebetweensensegroups.

Abilityaim:Studentscanusethemethodtodividealongsentenceintoseveralpartsandreadthesentencemorefluently.

Emotionalaim:StudentswillimprovetheirintonationandnotbeafraidofspeakingEnglish.

TeachingKeyPoints:

Studentsknowtheconceptofsensegroupandpausingpointofalongsentence.

TeachingDifficultPoints:

Studentscanapplythepausebetweensensegroupsintodailyreadingtoimprovetheirpronunciationandintonation.

TeachingMethods:

Communicativeteachingmethod,task-basedteachingmethod,Audio-lingualteachingmethod.

TeachingAids:

PPT,Blackboardandsoon

TeachingProcedures:

Step1:Warmingup

1.Greetings

2.Atonguetwister:Iwishtowishthewishyouwishtowish,butifyouwishthewishthewitchwishes,Iwon'twishthewishyouwishtowish.

Step2:Presentation

1.Askstudentshowtoreadasentencequicklyandinrhyme.

2.Readthefirstsentencetwice.Thefirsttimewithoutsensegrouppausingandthesecondtimewithit.Letstudentscomparethetwoandfindoutthedifference.Sensegroupisameaningunit.

3.Explaintheprincipleofsensegroup,whichisaccordingto

(1)grammar

(2)meaning

(3)punctuation

4.Dividethefirstsentencemainlyaccordingtogrammar.

Step3:Practice

1.Studentsreadthefirstsentence,pausingaccordingtosensegroup.

2.Studentstrytodividesensegroupsofthesecondsentenceandreadit.

Step4:Production

Role-play:Studentsimagineadialoguewithaforeignerandapplysensegrouppausinginthedialogue.teacherwillgivethem10minutestoprepareitand10minuteslater,invitesomestudentstoroletheconversationinthefront.

Step5:Summary&Homework

Summary:studentslookattheblackboardandsummarizethisclass.

Homework:seekforapartofanEnglishmovietomakeadubbing.

Blackboarddesign:

40[簡答題]參考解析：【教案】

TeachingAims:

Knowledgeaim:Studentswillmasterthecontentabouthobbies.

Abilityaim:Studentscanimprovetheirwritingabilityabouthobbies,suchasdrawing.

Emotionalaim:Studentswillfosterahobbyandknowhowtokeepit.

TeachingKeyPoints:

Studentsknowthecontentabouthobbiesandcanimprovetheirwritingabilityabouthobbies.

TeachingDifficultPoints:

Studentscanlearnhowtowrite,basingontheirhobbies..

TeachingMethods:

Communicativeteachingmethod,task-basedteachingmethod,situationalteachingmethod.

TeachingAids:

PPT,Blackboardandsoon

TeachingProcedures:

Step1:Warmingup

1.Greetings

2.Showtwopicturesabouthobbies,askallstudentstoobserveanddescribe.

Step2:Pre-writing

1.Dividestudentsintotwogroups,groupAandgroupBandaskthemtoreadthethedialogue.

2.Leadstudentstosummarythemainidea.

3.Readthedialoguebythemselvesagain,thenaskthemsomequestionstogetdetails.

(1)Whataretheyfondof?

(2)Howaboutdrawing,whatcanitteachyou?

(3)Wherewilltheygo?

4.Askstudentstoworkingroupsanddiscuss,doasurveyonhobbiesandreason,collectingkeypoints.

Step3:While-writing

Studentswriteanarticlewithin20minutes.

Step4:Post-writing

1.Selfediting:studentsworkinpairstocheckiftherearefaultsinspellingandgrammar.

2.Sharing:choose1-2writingandshowitonthescreen.

3.Evaluating:appreciateandgivecomments.

Step5:Summary&Homework

Summary:studentslookattheblackboardandsummarizethisclass.

Homework:studentstalkabouttheirhobbiestotheirfriendsorparents.

Blackboarddesign:

41[簡答題]參考解析：【教案】

TeachingAims:

Knowledgeaim:Studentswillknowwhatsensegroupisandmasterhowtopausebetweensensegroups.

Abilityaim:Studentscanusethemethodtodividealongsentenceintoseveralpartsandreadthesentencemorefluently.

Emotionalaim:StudentswillimprovetheirintonationandnotbeafraidofspeakingEnglish.

TeachingKeyPoints:

Studentsknowtheconceptofsensegroupandpausingpointofalongsentence.

TeachingDifficultPoints

Studentscanapplythepausebetweensensegroupsintodailyreadingtoimprovetheirpronunciationandintonation.

TeachingMethods:

Communicativeteachingmethod,task-basedteachingmethod,Audio-lingualteachingmethod.

TeachingAids:

PPT,Blackboardandsoon

TeachingProcedures:

Step1:Warmingup

1.Greetings

2.Atonguetwister:Iwishtowishthewishyouwishtowish,butifyouwishthewishthewitchwishes,Iwon'twishthewishyouwishtowish.

Step2:Presentation

1.Askstudentshowtoreadasentencequicklyandinrhyme.

2.Readthefirstsentencetwice.Thefirsttimewithoutsensegrouppausingandthesecondtimewithit.Letstudentscomparethetwoandfindoutthedifference.Sensegroupisameaningunit.

3.Explaintheprincipleofsensegroup,whichisaccordingto

(1)grammar

(2)meaning

(3)punctuation

4.Dividethefirstsentencemainlyaccordingtogrammar.

Step3:Practice

1.Studentsreadthefirstsentence,pausingaccordingtosensegroup.

2.Studentstrytodividesensegroupsofthesecondsentenceandreadit.

Step4:Production

Role-play:Studentsimagineadialoguewithaforeignerandapplysensegrouppausinginthedialogue.teacherwillgivethem10minutestoprepareitand10minuteslater,invitesomestudentstoroletheconversationinthefront.題目來源于考生回憶

Step5:Summary&Homework

Summary:studentslookattheblackboardandsummarizethisclass.

Homework:seekforapartofanEnglishmovietomakeadubbing.

Blackboarddesign:

42[簡答題]參考解析：【教案】

TeachingAims:

Knowledgeaim:Studentswillmastersomenewwordslike“hybridrice”andsomephraseslike“besatisfiedwith”.TheycanalsoknowmoreinformationaboutDrYuan.

Abilityaim:Studentsacquiretheskillsofreadingandcangetthemainordetailedinformationeasierthanbefore.題目來源于考生回憶

Emotionalaim:Studentswillunderstandtheimportanceofagricultureanddon’twasteanyriceanymore.

TeachingKeyPoints:

Studentsunderstandthewholepassageclearlyandgetsomeusefulexpressionsthattheycanapplytotheirdailylife.

TeachingDifficultPoints:

StudentscanbeinspiredbythedevotionofDrYuan,asaresulttheywouldliketodosomethingusefulforallthepeopleinthefuture.

TeachingMethods:

Communicativeteachingmethod,task-basedteachingmethod,situationalteachingmethod.

TeachingAids:

PPT,Blackboardandsoon

TeachingProcedures:

Step1:Warmingup

1.Greetings

2.Leadin：readapoemandlet’sfreetalk.Theteacherasksstudentstwoquestions.

Poem:Thepeasant’slot—Farmers’weedingatthenoon,sweatdownthefieldsoon.Whoknowsfoodonatray,duetotheirtoilingday.

——Doyouknowthestepsofhowtogrowrice?

——Whatdoyouthinkwouldhappeniftomorrowtherewassuddenlynofoodtoeat?

Step2:Pre-reading

1.Background:showstudentspicturesaboutthefarmingsteps:plowing,seeding,fertilizing,irrigating,transplantingandharvesting.

2.Prediction:doyouknowwhoisthemostfamouspersonofagricultureinChina?

3.Showsomenewwordsinthisreadingmaterialsthatstudentshardlytounderstand.

Step3:While-reading

1.Globalreading:findoutthemainideaofthepassageandeachparagraph.

—multiplechoice：whichofthefollowingstatementstellsthemainideaofthetext?

—matchgame：matchthefollowingmainideaswiththerightparagraph.

2、Extensivereading:findoutdetailedinformationparagraphbyparagraph.

Paragraph2:putthefollowingsentencesinrightorder

Paragraph3:findoutthepersonalitiesandhobbiesaboutDrYuanandfillintheblanket.

Step4:Post-reading

Retelling:askstudentstoretellwhatdoesthepassagetalkaboutinhisorherownwords.

Discussion:letstudentsthinkaboutwhatcanwelearnformDrYuan.

Step5:Summary&Homework

Summary:studentslookattheblackboardandsummarizethisclass.

Homework:studentsintroduceDrYuantotheirfriendsinEnglishandtrytofindmorefamouspeopleinagriculture.

Blackboarddesign:

43[簡答題]參考解析：【教案】TeachingAims:

Knowledgeaim:Studentswillmasterthecontentabouthobbies.

Abilityaim:Studentscanimprovetheirwritingabilityabouthobbies,suchasdrawing.

Emotionalaim:Studentswillfosterahobbyandknowhowtokeepit.

TeachingKeyPoints:

Studentsknowthecontentabouthobbiesandcanimprovetheirwritingabilityabouthobbies.

TeachingDifficultPoints

Studentscanlearnhowtowrite,basingontheirhobbies..

TeachingMethods:

Communicativeteachingmethod,task-basedteachingmethod,situationalteachingmethod.

TeachingAids:

PPT,Blackboardandsoon

TeachingProcedures:

Step1:Warmingup

1.Greetings

2.Showtwopicturesabouthobbies,askallstudentstoobserveanddescribe.

Step2:Pre-writing

1.Dividestudentsintotwogroups,groupAandgroupBandaskthemtoreadthethedialogue.

2.Leadstudentstosummarythemainidea.

3.Readthedialoguebythemselvesagain,thenaskthemsomequestionstogetdetails.

(1)Whataretheyfondof?

(2)Howaboutdrawing,whatcanitteachyou?

(3)Wherewilltheygo?

4.Askstudentstoworkingroupsanddiscuss,doasurveyonhobbiesandreason,collectingkeypoints.

Step3:While-writing

Studentswriteanarticlewithin20minutes.

Step4:Post-writing

1.Selfediting:studentsworkinpairstocheckiftherearefaultsinspellingandgrammar.

2.Sharing:choose1-2writingandshowitonthescreen.

3.Evaluating:appreciateandgivecomments.

Step5:Summary&Homework

Summary:studentslookattheblackboardandsummarizethisclass.

Homework:studentstalkabouttheirhobbiestotheirfriendsorparents.

Blackboarddesign:

44[簡答題]參考解析：【教案】

TeachingAims

Knowledgeaims

Studentswillknowtheformandusageofattributiveclauseleadbywho,whichandthat.

Abilityaim

Studentscanenhancetheirabilityofunderstandingtheknowledgewhichismoreprofessionalanddifficult.

Emotionalaim

Afterthislesson,studentswillimprovetheirconfidenceoflearningEnglish.

TeachingKey&DifficultPoints

Keypoint:attributiveclause;

Difficultpoint:Howtounderstandandusetheattributiveclause.

Teachingprocedures

Step1:Warmingup

Showsomeadverbialclauseonthescreen,letstudentslookatthissentencescarefullyandfindthesimilaritiesamongthem.Afterobservation,doaconclusiontogether:“Theyalldescribetheverbslikeadverbs.”

IwillcallyouassoonasIarriveinBeijing.

Whereyouwork,youshouldworkhard.

MyfriendslikemebecauseI’mhonesty.

Step2:Presentation

Showthesefoursentencesontheblackboard.

1.Studentstrytotranslatethesesentences.Invitesomestudentstosharetheiranswers.Theanswersareasfollows:

正在踢足球的男孩是一班的。

昨天我?guī)椭艘晃幻月返睦先恕?/p>

足球是大多數(shù)男孩所喜歡的運(yùn)動(dòng)。

他喜歡外國作家寫的書。

2.Letthemobservethesetwosentence,findthecommonbetweenthem.Tellthemthefunctionandmeaningofattributiveclause.

Therulesareshowninthefollowingpart:

①Thefunctionofattributiveclauseistomodifythepreviousword(antecedent).

②Whentheantecedentishumanbeing,weshouldusetherelativepronoun:who.

③Whentheantecedentissomething,weshouldusetherelativepronoun:which.

④Nomatterthetheantecedentissomethingorsomeone,therelativepronoun:thatcanbeused.

Step3:Practice

1.Givethemseveralminutestomaketheirownsentencesusingattributiveclause.

2.Readthesomesentencesandtrytotranslatethem.

Step4:Production

Dividethemintogroupoffourandinfiveminutestodiscusstheimpressivepersonwhohasmadegreatinfluenceonyou.Trytousetheattributiveclause.

Step5:Summary&Homework

1.Askstudentstosummarizetheusageandfunctionofattributiveclause.

2.Afterclass,pleasesearchmoreinformationaboutattributiveclause.

Blackboarddesign

45[簡答題]參考解析：【教案】

Teachingaims:

Knowledgeaim:Studentscanmastertheusageofformalsubject.

Abilityaim:Studentscanuseformalsubjecttocommunicateintheirdailylife.

Emotionalaim:StudentscanenhancetheirinterestinlearningEnglish.

Keyanddifficultpoint:Studentscanuseformalsubjecttocommunicateintheirdailylife.

Teachingprocedure:

Step1:Warming-up

TheteacherplaysadocumentaryvideoabouttheearthquakeinWenchuan.Thenasksstudentstotalkabouttheirfeelingsafterwatching.Andleadinthetopic.

Step2:Presentation

Theteacherletsstudentsreadthepassageandgetthemainidea.Thentheteacherpicksthelastsentenceout.Theteacherwillusethesentenceasexampletoexplainthestructureandusageofformalsubject.

Step3:Practice

Afterexplaining,theteacherwillshowsomenormalsentences.Studentsshouldtransferthemintoformalsubjectstructure.

Forexample:Takinggoodcareoftheorphansisveryimportant.

→Itisveryimportanttotakegoodcareoftheorphans.

Step4:Production

Theteacherletsstudentstalkwiththeirdeskmates.Theyshouldcomeupwithsomewaystohelptheorphans.Theninvitessomestudentstoshowtheiropinions.

Step5:SummaryandHomework

Theteachersummarizeswhattheyhavelearnttoday.Thenafterclass,studentscouldsaysomethingtotheseorphansandtakeavideo.Theteacherwillhelpthemsendittotheorphan.

46[簡答題]參考解析：【教案】

Teachingaims:

Knowledgeaim:studentswillknowmoreaboutthehistoryofNewZealand.

Abilityaim:studentscancatchsomedetailedinformationaboutthepassage.

Emotionalaim:studentswillappreciatedifferentcultureandhistory.

Keyanddifficultpoint:

StudentswillgetthehistoryaboutNewZealand.

Studentscanexpresstheirideasaboutthetopic.

Teachingprocedure:

Step1:Warming-up

Greetthestudents.

Watchaclipabout“Dad,wherearewegoing”andtrytodescribethevideo.

Step2:Pre-reading

ShowsomepicturestointroduceNewZealand’sbackgroundinformation.

Step3:While-reading

1streading:leavethequestiontoyou--trytofindthekeytime-points?

2ndreading:nowtrytofindtheissuesaccordingtorespondingtime-points?

3rdreading:leavethequestiontothem-whatisthecapitalbeforeandnow?

Step4:Post-reading

Activity1:invitetwostudentstoretellthepassageaccordingthetimelineontheblackboard.

Activity2:dividethemintogroupsof3totalkaboutwhichcountrydotheylikebest?

Step5:Summaryandhomework

Inviteastudenttomakeasummarythenleavethemthehomework-searchonlineforthedevelopmentofcoffeecultureinChina.

47[簡答題]參考解析：【教案】

TeachingAims:

Knowledgeaim:Bytheendoftheclass,studentswillknowsomeexpressionsofadviceandtheformatofaletter,whichincludes:anappellation,abodypart,acomplimentarycloseandasignature.

Abilityaim:Students’writingabilityoflettercanbeimprovedbytheendoftheclass.

Emotionalaim:StudentswillbeawareoftheimportanceofwritingEnglishletter.

Students'interestoflearningEnglishcanbeinspired.

TeachingKeyPoints:

StudentsknowtheformatofanEnglishletterandhowtomakeasuggestion.

TeachingDifficultPoints:

StudentscanapplyexpressionsofadviceandtheformatofEnglishletterintotheirownlife.

TeachingMethods:

Communicativeteachingmethod,task-basedteachingmethod,situationalteachingmethod.

TeachingAids:

PPT,Blackboardandsoon

TeachingProcedures:

Step1:Warmingup

1.Greetings

2.SinganEnglishsongWedon’ttalkanymore,invitethewholestudentstoclapwhensingingtogetherandleadtothetopic.

Step2:Pre-writing

1.Freetalk:Letstudentstalkabouttheimportanceofcommunicationinourdailylifeingroupoffour,3minuteslaterinvitesomegroupstoshowtheirideas.

2.Setupsituation:Let'ssayourfriendLiMingisveryupsetrecently,becausehehasaproblemintheaspectofcommunicatingwithothers,weshouldwritealettertogivehimsomeadvice.

3.Format:GuideandteachstudentstheformatofEnglishletters,whichincludes:anappellation,abodypart,acomplimentarycloseandasignature.

4.Content:Teachstudentsthekeysentencestructuresabouthowtomakeasuggestion.(eg:Isuggestthatyou...)

5.Brainstorming:Letstudentssharetheirideasabouthowtocommunicatewithotherswiththeirpartners,anddecidewhicharethebestideas,makealistofthoseideas,thenputthoseideasintoamapsothatstudentscaneasilyseethemwhentheywrite.

Step3:While-wirting

Givestudentssomeguidance,suchas:payattentiontothepunctuation,sentencestructure,tensesandformat.15minuteswouldbegiventothemtocompletetheirletterwithin100wordsindividually.

Step4:Post-writing

1.Self-editing:Askstudentstochecktheirletteraccordingtotheformatandsentencestructuresontheblackboard.

2.Peerediting:Askstudentstocheckandedittheirpartners’letterandgivethemsomesuggestions.

3.Share:Invitesomestudentstosharetheirletterinfrontoftheclassandteachergivesthemsomecomments.

Step5:Summary&Homework

Summary:Invitealittleteachersumupwhatwehavelearnedtoday.

Homework:Letstudentssearchmoreinformationabouthowtocommunicatewithothers.

48[簡答題]參考解析：【教案】

TeachingAims:

Knowledgeaims:

(1)Studentswillmastertwodifficultwords,suchasuniversal,unfamiliar.

(2)Studentswilllearnknowledgeaboutbodylanguage.

Abilityaim:Studentsareabletounderstandthemeaningofbodylanguageintheirdailylifeandcanimprovetheabilityinscanningandskimming.

Emotionalaim:Studentscanshowtheirfeelingswithbodylanguageinreality.

TeachingKeyPoints:

Studentscanknowthemeaningofvariousbodylanguages.

TeachingDifficultPoints:

Studentsareabletoexpresstheirfeelingswithbodylanguageinreality..

TeachingMethods:

Communicativeteachingmethod,task-basedteachingmethod,situationalteachingmethod.

TeachingAids:

PPT,Blackboardandsoon

TeachingProcedures:

Step1:Warmingup

1.Greetings

2.PlayaclipfromapopularAmericanTVseriesLietome(manybodylanguagesareshowninit),invitetwostudentstotalkabouttheirfeelings.

Step2:Pre-reading

1.Let’ssay.Leadstudentstotalkaboutbodylanguagesthatweusuallyseeinourdailylife.

Step3:While-reading

1.Fastreading.Readthepassageforthefirsttimeandaskstudentstosummarizethemainidea.

2.Carefulreading.Readthepassageforthesecondtimewithquestions.

(1)Howmanybodylanguagesarementionedinthepassagewhenwemeetothers?

(2)whatisthedifferenceindifferentcountries?Talkitindetails.

Step4:Post-reading

Divideallstudentsintoseveralgroupsandgivethemfiveminutestodiscussotherbodylanguagesthatweusuallyuse.Afterthat,invitethreestudentstoshare.

Step5:Summary&Homework

Summary:studentslookattheblackboardandsummarizethisclass.

Homework:studentssurftheinternetandcollectmoreinformationaboutbodylanguage..

Blackboarddesign:

49[簡答題]參考解析：【教案】

TeachingAims:

Knowledgeaim:

1.Bytheendoftheclass,studentswillknowmoreaboutfestivalanditsorigin.

2.Studentswillmasterthemeaningandtheusageofsomewordsandexpressions.

Abilityaim:Studentscantraintheirreadingskillandthespeakingskillthroughlearningofthediscourseandcommunicatingwitheachotheraroundthegiventopic.

Emotionalaim:Studentswillcherishthetraditionalvalueandfosternationalpridethroughlearning.

TeachingKeyPoints:

Studentscanmasterthemeaningandtheusageofwordsandexpressionsinthediscourse.

TeachingDifficultPoints:

StudentscanexpressthemselvescorrectlyandfluentlyandgaintheconfidenceoflearningEnglish.

TeachingMethods:

Task-basedteachingmethodandaudiolingualteachingmethod.

TeachingAids:

Video,Blackboardandsoon.

TeachingProcedures:

Step1:Warming-up

Haveafreetalkwiththestudent,inspirethemtodoabrainstormingaboutsomeChinesefestivals.

CollecttheanswersuchasTheDoubleNinthFestival,TheLanternFestival,TheDragonBoatFestivalandaskthem“Whatdopeoplecelebrateonthesefestivals?”

Step2:Presentation

1.Askstudentstoreadthepassageandunderlineallthesentencesprovidingtheinformationoforiginofthefestivals.

2.Askstudentstoreadthepassageagainandguessthemeaningoftheboldwordsintheseunderlinedsentences.

3.writedowntheseboldwordsontheblackboard“hunters,starve,origins,religious”andinterpretthesewordstothestudents.

Step3:Practise

1.Letstudentstodoanexercise--fillintheblankswiththeproperform.

a.Mostancient____(festival)willcelebratetheendofclodweather,plantinginspringandharvestinautumn.

b.Sometimescelebrationswillbeheldafterhauntershadcaughtanimals.Atthattimepeoplewould____(starve)iffoodwasdifficulttofind,especiallyduringthecoldwintermonths.

c.Today’sfestivalshasmany____(origin),somereligious,someseasonalandsomeforspecialpeopleorevents.

2.Askstudentstomakesentenceusingthetargetwords.

50[簡答題]參考解析：【教案】

TeachingAims

Knowledgeaim:Studentswillrecognizetheliaisoninthetargetpassageandmemorizetheliaisonrules.

Abilityaim:

1.Studentscanworkouttheliaisonrulesthroughlistening,pairworkandtheguidancefromtheteacher.

2.Studentscanapplytheliaisonrulesintopracticeandexpressthemselvesinamoreidiomaticwaythroughimitating,speakingandreading.

Emotionalaim:Afterthislesson,studentswillbemoreconfidentinspeakingEnglish.

TeachingKey&DifficultPoints

Keypoint:Studentscanmastertheliaisonrules.

Difficultpoint:Studentscanapplytherulesintopractice.

Teachingprocedures:

Step1:Warmingup

1.PlaythemusicvideoFatherissuedbyGuitarCoverandhaveafreetalkabout“theimpressivestorybetweenyouandyourfather”.

2.Askthestudentstothinkoverthequestion:whathaveyoudoneforyourfather.

Step2:Presentation

1.Askthestudentstoreadthepassageonthetextbookaloudafterthetapeandaskwhyyoucan’tcatchthespeedofthetape.Explaintherearesomeliaisonsinthepassage.

2.Askstudentstocirclealloftheliaisoninthetargetmaterialthroughlisteningtothetape.

3.Askstudentstoworkinpairstofindouttherulesofliaisonbyclassifyingwhetherawordisendedwithaconsonantandthefollowingwordisinitiatedwithavowel.

4.Leadthestudentstoreadtheliaisonaftertheteacherandtellstudentsliaisonhappenswhenawordisendedwithaconsonantandthefollowingwordisinitiatedwithavowel.

Step3:Practice

Askthewholeclasstoreadafterthetapeseveraltimesandtrytoimitate,thensomestudentswillbeinvitedtohaveacompetitiontoreadthepassagetotheclass,andothersjustifywhoreadsfaster.

Step4:Production

1.Presentthemanotherpieceofpassageandaskthemtoworkinpairstounderlinetheliaisoninsideandtrytoreaditfluently.Afterwards,thestandardeditionwillbepresented.

2.Funnydubbing:apartofthemovieDespicableMeispresentedforstudentstoimitate,practiceandcompeteforthebestvoiceactor.

Step5:Summary&Homework

1.Askstudentstosummarizeandmemorizetheliaisonrules.

2.Afterclass,choosetheirfavoritepartfromtheirfavoritemovieanddothevoiceactingjob.

IVBlackboarddesign

略51[簡答題]參考解析：【教案】

Teachingaims:

Knowledgeaim:studentswillknowmoreaboutBritishcoffeeculture.

Abilityaim:studentscancatchsomedetailedinformationaboutthepassage.

Emotionalaim:studentswillappreciatedifferentculture.

Keyanddifficultpoint:

Studentswillgetthegeneralideaofthispassage.

Studentscanexpresstheirideasaboutthetopic.

Teachingprocedure:

Step1:Warming-up

Greetthestudents.

Haveafreetalkwiththemandaskthemiftheydrinkcoffee.

Step2:Pre-reading

PlaythemashortvideotointroduceBritishteaculture,andfilltheminwiththeinformationthatBritainhasalonghistoryforteaculturetogivethemsomebackgroundinformationforthepassageunderstanding.

Step3:While-reading

1streading:givethem2minutestoreadthepassagequicklytogetthegeneralideaofthispassageandinvitesomestudentstosharetheiranswers.

2ndreading:leavethequestiontothem--whatisthestereotypeandtruthaboutBritishpeople?Andgivethem5minutestoreadthepassagecarefullytofindtheanswers.After5minutes,invitesomestudentstosharetheirideas.Andthendividethemintogroupsof4tofindtheevidencefromthetexttosupporttheirideas.

Step4:Post-reading

Activity1:invitetwostudentstoretellthepassageaccordingthecluesontheblackboard.

Activity2:dividethemintogroupsof3totalkaboutChinafoodculture.

Step5:Summaryandhomework

Inviteastudenttomakeasummarythenleavethemthehomework-searchonlineforthedevelopmentofcoffeecultureinChina.

Blackboarddesign:

略52[簡答題]參考解析：【教案】

Teachingaims:

Knowledgeaim:studentswillrecognizethestructureandgrammarmeaningofappositiveclauses.

Abilityaim:studentswillbeabletoapplyappositiveclausesintheirdailyuse.

Emotionalaim:studentswillcultivatetheawarenessofprotectingtheenvironment.

Keyanddifficultpoint:

Studentswillmasterthestructureandgrammarmeaningoftheappositiveclause.

Studentscantellthedifferencebetweenappositiveclausesandattributiveclauses.

Teachingprocedure:

Step1:Warming-up

Greetthestudents.

Haveashortreviewaboutattributiveclausefromlastclass.Thenaskstudentstocomparethetwosentencesbelowandleadtothenewlessonfortheappositiveclause.

Thenewsthatmyfathertoldmeyesterdaymademecry.

Thenewsthatmyfatherwonthegamemademecryyesterday.

Step2:Presentation

Askstudentstoreadtheabovematerialfirst,theninvitethemtosharetheirunderstandingaboutthetwo“that”clauses.Thentrytofindthestructurewiththemtogether:thetwothatclauses(appositiveclauses)hereexplainthenoun“doubt”andshowthemeaningofit.Anotherexampleofthisisthat“Thenewsthatmyfatherwonthegamemademecryyesterday.”Here,“thatmyfatherwonthegame”isactuallythecontentofthenews.Thefunctionofitisnottomodifythenounbuttoshowthecontentofitwhichisdifferentfromtheattributiveclause.

Step3:Practice

1.Findtheattributiveclauseinthematerialandrewriteittoanappositiveclause:

“itishumanactivitythathascausedthisglobalwarming”---”itishumanactivitythatwedrivetoomanycarsthathascausedthisglobalwarming”

2.Listsomesentencesonthescreenan