高二英语家教试讲教案一
一、教学目标：
1. 语言知识目标：
1) 能掌握下列词汇： pencil, book, eraser, box, pencil box, schoolbag, dictionary, his, hers, mine, yours, teacher, excuse me, You're welcome.
2) 能掌握以下句型：
① — Excuse me. Is this/that…? — Yes, it is. / No, it isn’t.
② — Excuse me. Are these/those…? — Yes, they are. / No, they aren't.
③ What about …?
2.过程与方法目标：
能初运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。
3. 情感态度价值观目标：
通过“识别物品的所属”的学习，让学生们学会爱惜自己的学习物品，养成照看好自己的物品的好习惯，发现不属于自己的物品，应及时归还物品的主人。该部分学习内容贴近学生的生活，谈论的主题是学生最关心的问题，极易于激发学生的主动性和学习兴趣。
二、教学重难点
1. 教学重点：
1）能口头应用以下句型：
① — Excuse me. Is this/that …? — Yes, it is. / No, it isn’t.
② — Excuse me. Are these/those …? — Yes, they are. / No, they aren’t.
③ What about …?
2）能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。
2. 教学难点：
能初步运用名词性物主代词mine, yours, his, hers；理解名词性物主代词和形容词性物主代词在用法上的区别。
三、教学过程
Ⅰ. Warming-up and revision
1. Greeting the Ss. Good morning! /Hello!/ Hi! ...
2. Let some Ss show their family photo. Ask：
— Is this your…? — Yes, she/he is. /No, she/he isn’t.
— Are these/those your…? — Yes, they are./ No, they aren’t.
3. Collect some items (pen, ruler, cup, book, pencil…) from the students and ask：
What’s this in English?
What’s that in English?
(Help them answer like this： It’s a/an …)
Have them work in pairs to practice the questions.
4. Provide more words by showing the students the picture in 1a.
T： What can you see in the picture? Collect their answers. Also ask them to finish 1a by themselves. Check their answers.
4. Let Ss read the new words aloud after the teacher. Then try to remember the new words.
Ⅱ. Presentation
1. Pretend that you don’t know whose these things are and ask A：
“Is this your book?” And lead him/her to answer： “Yes, it is. It’s mine.”
Then take another one and ask its owner： “Is this your schoolbag?” Help him/her to answer： “No, it isn’t. It’s his.”
Have the students ask and answer in pairs. (Maybe when they do this, they’ll make mistakes, so the teacher come to them and give them help if necessary.) Then ask them to act their dialogues out.
— Is this your book?
— Yes, it is. It’s mine.
— Is this your schoolbag?
— No, it isn’t. It’s his/hers.
2. Tell Ss： my book = mine; his book = his; her book = hers
Ⅲ. Listening
T： Now please listen to the three conversations, the first time you only listen. Then I play again. And this time you listen and number the conversations.
(Point to the boxes to show where students write the numbers for the conversations. Teacher plays the tape and students listen to it and finish 1b.)
T： Let’s check the answers, OK?
Ss： … (from left to right)
T： Thank you.
Ⅳ. Pair work
1. Get the students to work in pairs to practice these conversations.
2. Ask them to practice in groups. Walk around the classroom to check pronunciation and intonation. Then call some groups to perform their conversations in front of the class.
Ⅴ. Listening
1. Work on 2a.
T： Please look at the pictures in 2a. Can you say their English name?
(Teacher asks the students to name each one individually.)
S1： This is …
S2： This is …
S3： …
T： Now please take out the objects in 2a and put them on the desk. You will listen to a dialogue and please pick up the things you hear. Let’s see who will do fastest and best.
(Play the recording for the students to listen.)
（让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。）
T： Now let’s check the answers. Please hold the things you hear and say their English names, OK?
(Make sure students hold the things to show them to the other students.)
2. Work on 2b.
T： Now please read the words. One holds the things, the others read them aloud one by one.
(One student holds the things, and the other students say the words aloud.)
T： This time you will listen to the recording again, and you will write one of the words from the box on each blank line.
(Play the recording. Students listen and complete the conversation.)
T： Let’s check the answers. I’d like to ask three students to read the conversation in role.
(Three students read the conversation, filling the missing words. The rest of the students check their answers.)
Ⅵ. Pair work
1. T： Now please practice the conversation with your partner.
2. Ask some pairs to act out the dialogue in front of the class.
3. T： Now collect some more school things from your classmates. Then make a new conversation with your partner. Then practice your conversation.
4. Ask some pairs stand up and act out their dialogue using the school things they collected.
Ⅶ. Presentation
1. Take a pen and a dictionary from S1. Then ask another S2. (S1= Li Ming, S2= Sun Tao)
T： Is this your pen, Li Ming?
S1： No, it isn’t. It’s his.
T： This is not Li Ming’s pen. It’s Sun Tao’s pen.
(Write Li Ming’s, Sun Tao’s on the blackboard. Tell Ss this knowledge is “名词所有格”，It is the same as my, his, her, your ...)
T： Then what about this dictionary? Is this your dictionary, Li Ming?
S2： No, it isn’t. It’s Sun Tao’s. (This time help S2 answer the question with “Sun Tao’s”)
2. Let Ss understand the using of “名词所有格”, and repeat the sentences：
This is not Li Ming’s pen. It’s Sun Tao’s.
What about this dictionary? It’s Sun Tao’s.
Ⅷ. Role-play
1. Read the conversation and underline the school things in the dialogue.
(Ss read the dialogue and underline the school things. Check their answers with their partner.)
2. Now look at the screen. Read the conversation again and match the things with its owner.
(Ss read the conversation and match the things with its owner. Check their answers with their partner.)
3. Let Ss read the dialogue after the teacher. Then let Ss practice the conversation.
4. Ask some pairs to act out the conversation in front of the class.
5. 评价：（让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。）
Homework：
1. Let Ss collect their school things and try to say them in English.
2. Collect some things from your classmates. And make a conversation with your partner.
高二英语家教试讲教案二
教学重点：
听懂、会说：“Where are you from? I’m from….This is my friend…”
教学难点：
在情境中运用语言及单词from的发音。
教具准备：
1.学生自己的头饰
2.游戏用的人物名片
3.配套的教学课件
4.游戏用的录音音乐
5.Mr.Black的头饰和钟表
教学过程：
热身/复习(Warm-up/Revision)
1.孩子出示自己的头饰，做自我介绍：“I’m lily. I’m from Canada。”
(引导其他孩子用：“Good morning. lily!”回答)
2.学生以小组为单位扩展表演A部分Let’s talk的对话。(不同孩子扮演对话中的不同人物，孩子也可以根据自己的情况做扩展表演。)
呈现新课 (Presentation)
1.game
(教师制作一些人物名片，并在卡片背面画上国家的国旗)听音乐，传卡片。拿到卡片的孩子到前面扮演卡片上的人物。做自我介绍：“I’m Amy.”教师提问：“Where are you from?”孩子回答“I’m from America.”
孩子们试着提问：“Where are you from?”得到小卡片的同学根据情况回答。
2.学生小组间的问答：“Where are you from?”“I’m from…”(根据孩子自己制作的头饰回答)
3.请几个小组开火车问答：“Where are you from?”
4.教师出示钟表(把时间调到下午)：“Good afternoon!”教师带上Mr. Black的头饰(走到一位学生面前)说：“Good afternoon! My name’s Mr. Black. I ’m from China.”孩子根据自己的情况回答：“Good afternoon, Mr. Black. I’m Xiao Dong . I’m from China.”
教师提问一组孩子。然后请学生到前面来扮演Mr. Black.
5.教师带着Mr. Black 的头饰走到台前，说：“I have a friend in our class. Do you know who’s she?”教师指着扮演Amy的同学说： “This is my friend Amy.”(引导全班孩子问好)
Ss： Nice to meet you.
A： Nice to meet you, too!
Ss： Where are you from?
A： I’m from America.
Ss： Welcome!
6.教师播放Let’s talk部分的课件, 学生观看对话。跟读、模仿，分角色给课件配音。
7.小组分角色练习对话。
8.小组表演对话。
趣味操练 (Practice)
1.Listen and order the cards： 将课文图片打乱顺序，让孩子听一听, 摆一摆。
2.表演Let’s talk部分的对话。
3.小组中互换头饰(国家、名字)，进行对话练习。(Where are you from? I’m from… )
扩展性活动(Add-activities)
介绍好朋友
请孩子用所学的句型把自己的好朋友介绍给大家。
高二英语家教试讲教案三
教学目标
(1)知识与技能目标：
①能正确听、说、读、写词汇stayed,went,visited等。
②正确听、说、读、写句型Where did you/she/he go on vacation? I/She/He went to......
(2)过程与方法目标：
①能用英语询问别人在假期做了什么，描述自己在假期做了什么。
②运用知识与生活情境相结合的方法，培养学生正确与人沟通的能力。
(3)情感态度与价值观目标：
激发学生的学习兴趣，提高学习的积极性、参与意识、综合运用语言知识的意识、团结合作的意识。
教学重难点
(1)教学重点：能正确听、说、读、写句型——Where did sb. go on vacation? —Sb. went to sp.
(2)教学难点：能正确使用一般过去时
教学过程
Step 1 greeting
Step 2 leading in — An investigation about students vacations.
Step 3 presentation — Shows some pictures to students, and ask them some questions about them.
Step 4 practice — Students make up dialogues.
Step 5 review — Analyze the rule of the sentences and read these sentences.
Step 6 homework — Write a short article to introduce your vacation.
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