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  3. 试讲题目 1.题目：词汇教学试讲 2.内容： Taxis are o

试讲题目 1.题目：词汇教学试讲 2.内容： Taxis are o

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问题 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?
选项
答案
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.
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