英语试讲教案

英语试讲教案（通用6篇）

1.英语试讲教案 篇一

教学目标

(1)知识与技能目标：

Students can master some works and expressions, such as : sprained ankle, choking, bleeding, broken bones, snake bites, nose bleed.

(2)过程与方法目标：

①Cultivate students′ ability of listening for general idea and specific information.

②Develop students′ ability of talking about first aid.

(3)情感态度与价值观目标：

①Motivate students′ interest in listening, and raise their enthusiasm to learn more about first aid.

②Stimulate student′ awareness of participation, comprehensively applying knowledge and cooperation with each other.

3.教学重难点：

(1)教学重点：Develop students′ listening skills — listening for general idea and for specific idea.

(2)教学难点：Teach students how to listen to some long sentences.

4.教学过程：

Step 1 greeting

Step 2 leading in — Ask students to look at the pictures and answer some questions.

Step 3 presentation — Listen to the passage three times, First listen to get the general idea, and then listen to find the answers on the book and the last time listen to check the answers.

Step 4 practice — Make conversations in pairs about the first aid instructions.

Step 5 summary — Ask the students to summarize what they have learnt.

Step 6 homework — Write a short article to introduce a first aid instruction.

5.板书：First aid

A nosebleed

Sprained ankle

Clothes on fire

Choking

2.英语试讲教案 篇二

关键词：英语教育专业学生,试讲,问题,策略

作为一名合格的英语教师, 必须具备扎实系统的英语知识及熟练的教学技能。扎实的外语教学法理论知识及熟练的教学技能是高校英语教育专业学生在顺利走上教学岗位的重要保证。试讲, 作为学生实习前的一项检验活动, 具有其必要性及深远意义。它是对学生教学技能培训的考核, 检验学生经过职业技能培训之后在课堂教学的各方面是否有所提高, 对促进英语教育专业学生教学的综合素质具有积极作用。

本文作者根据自身的教学经验, 运用一个学年的时间, 在对学生进行了英语教师职业技能训练的基础上, 对保山学院2011级英语教育专业学生进行了课堂及课后试讲培训和辅导。最后对其试讲进行了考核, 得到如下的分析结果:

一、英语教育专业学生试讲存在的问题

在对学生进行试讲考核之前, 英语教育专业学生都开设了《英语教学法》及《英语教师职业技能训练》课程, 让学生对英语教学的理论及具体实践都有一定的认识。对学生进行教学技能培训的过程中, 教师通过讲解、示范, 让学生逐一对英语教师的基本技能、辅助教学技能、备课及课堂教学微技能等方面都进行了练习。

在课程结束之际, 教师运用课堂及课后时间对学生进行试讲辅导, 主要辅导内容包括:教案撰写、说课、讲课及总结教学反思等方面。让学生模拟真实的课堂教学, 运用各种教学方法和手段进行课堂教学, 经过将近三个月的培训和辅导, 对提高其英语教学能力, 锻炼心理素质, 培养英语教师风采等方面都起到了极大的作用。但在实施过程中也存在着诸多问题。笔者结合自身的教学经验及与学生的交流中, 总结出以下问题:

1.辅导教师方面:辅导教师的教学经验、敬业精神及指导方法对学生试讲的效果有直接的影响。大多数辅导教师能结合自己的教学实际和专业知识对学生进行耐心地辅导, 但在与学生交流的过程中, 也发现有一些教师责任心不够, 或教学经验不足, 对学生辅导不到位, 不能及时纠正及正确点评学生讲课时的问题和不足, 以致学生在考核时没有较好的表现。

2.学生方面:

(1) 英语基础薄弱、专业知识不扎实。这主要表现在教案的撰写、说课及课堂用语的表达方面。一些学生由于英语基础差, 写的教案表达不标准或语法错误频出。对于英语教学法理论知识和技能掌握不牢固, 导致说课、讲课时没有逻辑和连贯性。

(2) 心理素质较差。不论是在课堂上的培训或教师课后的辅导, 绝大多数学生在讲课时都表现出来紧张、胆怯、教态不自然, 说话断断续续, 甚至出现即使准备充分, 讲课时仍会大脑空白、不知所措的局面。

(3) 课堂教学微技能掌握不到位。在讲课时, 一些学生仍然保持着学生的形象讲课, 不具有教师的教态, 或教态不自然;书写板书时字母笔画顺序出错、布局不够合理或板书潦草不工整的现象也比较多。除此之外, 不能使用正确、规范的课堂用语也是微技能掌握不到位的表现之一。

二、解决对策

1.师生双方应该对试讲树立正确的意识。试讲对于学生的教育实习及今后的教学实践的意义是显而易见的。一方面, 只有教师对试讲高度重视, 才能耐心地指导学生, 将自己的教学经验和方法传授给学生, 使学生受益;另一方面, 学生自身必须严肃对待试讲, 珍惜每一次教师辅导的机会, 就教师指出的问题进行改正, 充分利用课余时间进行练习。

2.提高自身的专业知识。针对试讲中反映出来学生基础薄弱、专业知识不扎实的问题, 学生应该积极主动地弥补自己的知识缺陷, 勤练基本功, 为今后成为合格的英语教师打牢理论和实践基础。

3.培养开阔的思维、灵活运用各种教学方法。在试讲中, 指导教师应该采取各种手段培养学生开阔、创新的思维, 这样教学方法才不至于太死板。通过点拨, 让学生意识到教学方法的灵活性和多样性, 对教学内容能用创新、有效的方法进行讲解。

三、结语

总之, 试讲是师生双方需要共同完成的一次教学实践, 只有师生高度重视, 此项活动才能顺利地开展, 使英语师范生能够顺利地走上讲台, 成为专业知识全面、教学技能过硬的合格英语教师。当然, 制约试讲成败的因素还有很多, 笔者将在今后的教学实践中不断探索。

参考文献

[1]崔月玲.高专英语教育专业校内试讲中的问题及对策[J].高教研究, 2010, 28 (4) .

3.英语试讲教案 篇三

关键词：高职英语师范生 试讲 评价量化

目前，我国高职院校在学生职业技能评价的目的、内容、方法、手段等方面存在诸多不足，甚至许多项目是空白的。至今，高职英语师范生试讲评价体系还缺乏一个成熟的、可行的模式。高职英语师范生的职业技能评价办法还停留在单一的笔试，或者加上一个简易的试讲模式，很多学校即使有对试讲环节的评价，但其考核、评定办法也往往仅从宏观印象上给出一个总体分数，缺乏科学、客观、合理的量化与细化的评定办法。英语教师职业技能课也没有像专业课那样受到重视，有些人主观上认为试讲只是走过场，试讲成绩也往往只是指导老师听完后给出一个估计的分数，只是单一的终结性评价，只针对学生的技能熟悉与运用程度作量化评估,没有形成性评价，不能准确、客观地反映试讲者的真正水平。同时，也忽视了过程对学生素质发展的作用,这不利于学生探索性学习与创新精神的培养，使得学生的试讲得分缺乏客观性、全面性、科学性，也让试讲者对试讲环节缺乏应有的、足够的重视。

我国现阶段高职英语教育专业的教育目标是培养德、智、体、美全面发展，能够适应小学素质教育和教育现代化要求，具有创新能力、教育科研能力和终身学习能力的、合格的小学英语教育师资。而高职英语教育专业学生的基本功中就包括职业技能基本功，即扎实地从事小学英语教学的基础知识、基础理论和基本技能。试讲作为英语教师教育和实习的一个重要实践性环节，是高职英语师范生能否顺利地从一个“实习生”向“准教师”角色转换的首次考验，也是今后更好地走向教学岗位的一次重要的教学实践。

从教育目标和教育专业的基本功能等方面出发，要求高职英语师范生试讲的评价体系势必要考虑到试讲过程中涉及到的每一个细节，并将每一个细节进行分数的量化，根据实际试讲过程进行客观、合理的分值分配，然后归总，得出一个科学合理的评定。本文试就此进行探讨。

一、高职英语师范生试讲评价量化体系的构建

结合实际情况，笔者坚持高职英语师范生试讲评价体系的整体性、客观性、教育性和定性分析与定量分析相结合的原则，将高职英语师范生的试讲过程进行细化，按照《英语教师职业技能》课程内容要求标准，把课堂试讲教学行为的评价进行分值量化，每一评价项目根据权重给予一定的分值，并按照一定的标准结合实际打分，根据所有试讲细项得分计算出试讲评价的综合得分。同时根据试讲者评价的主要内容，组成新型的评价体系，进而探求创建科学、合理的高职师范生英语试讲评价量化办法体系与构架。

1.实施多样化评价模式

根据教学大纲和基础教育新一轮课程改革的要求,高职英语师范生的试讲评价模式也要进行改进，要尽量避免评价方式的单一，不能继续采用试讲者一人在讲台上试讲、评讲，指导老师在下面打分的单一模式,而应采用查看教案、试讲者之间互评、指导老师评课等多种评价形式。同时,试讲成绩也要改变期末“一考定音”的状况，平时成绩也要占试讲总评成绩的一定比例。做到形成性评价与终结性评价相结合,以形成性评价为主；定量与定性评价相结合,以定性评价为主；他评与自评相结合，以他评为主；综合评价与单项评价相结合,以综合性评价为主。评价中要重过程、重能力、重发展、重实效。

2.设定多元化分值评价内容

根据《英语教师职业技能》课程大纲对教师职业技能的具体要求，科学设计评价内容。设想评价体系构架内容包括英语试讲教学基本技能和试讲综合素质能力这两部分。第一部分英语试讲教学基本技能包括备课技能、教态、课堂教学语言技能、板书技能、导入技能、呈现演示技能、机械性操练组织技能/意义练习组织技能、交际性练习组织技能、强化巩固技能/复习课组织技能、提问的技能、纠错的技能、语音教学技能、词汇教学技能、语法教学技能、听力/口语训练组织技能、阅读/写作训练组织技能、教具制作/电教仪器使用/计算机辅助英语教学技能、英语歌曲/游戏/简笔画组织技能、时间控制/课堂气氛和教学目的、重点、难点教学技能等；第二部分试讲综合素质能力包括心理素质、语言表达能力和其他综合表现能力等。

3.实施该评价体系的操作办法及评价表（见表1）

试讲点评：

设想评价体系构架总分为100分，其中具体分值分布如上表，将每个细项的分数相加后得出的总分，即为该试讲者的试讲得分。表格后还附有点评项，这样可以反馈信息给试讲者，告诉他们在试讲过程中的优势、劣势，以便试讲者更有目的地改进自己的授课。

二、高职英语师范生试讲评价体系构建的作用和意义

科学的高职英语师范生试讲评价体系能引导人们更正确、科学地进行英语职业技能课程的教学，有助于授课教师反思教学过程，并促进高职英语师范生职业技能水平的提高，其职业技能的掌握情况也可以得到更加客观、科学的评价。

科学的高职英语师范生试讲评价体系可促使学生提高职业技能课的兴趣和自信心，增强学生学习的主动性、积极性，让学生更清楚地了解自身的优势、弱势；使试讲者能更好地了解自己英语职业技能课的学习情况，针对薄弱环节，有针对性地予以改进，从而使自身的授课水平得到进一步提高。

对高职英语师范生教师职业技能的评价也是《英语教师职业技能》课程实施的重要组成部分，由于其本身所具有的导向和教育作用，对于促进高职英语师范生职业技能的提升和今后走上教学岗位后的可持续发展具有重要的意义。正确、科学的试讲评价体系也会促进他们在走上工作岗位后，提高对我国中小学生英语授课的质量。

参考文献：

[1]肖惜，何明初，肖擎柱.英语教师职业技能训练简明教程[M].北京：高等教育出版社，1999.

[2]王汉澜.教育评价学[M].郑州：河南大学出版社，1995.

[3]胡春洞.英语教学法[M].北京：高等教育出版社，1990. [4]兰寿春.高师学生教学实习试讲十点要求[J].龙岩师专学报，2000，(3).

[5]王蔷.英语教学法教程[M].北京:高等教育出版社，2000.

※此文为江西省高等学校教学改革研究课题《高职英语师范生试讲评价量化办法研究与构建》的研究成果之一。

4.小学英语试讲教案 篇四

Knowledge aim:Students will understand the information contained in the textbook and find out their families in their own family photoes.

Ability aim: Students can discuss with partners according to the picture;

Students’ ability of writing the name of their family members can be trained;

Emotional aims: Students can gain a better understanding about their family and the relationships;

Teaching Key points:

Help students to understand the meaning of the words.

Difficult Points:

Help students to write the new words correctly..

Teaching Methods:

Group discussion, question making, video display, picture showing.

Teaching Procedures:

Step 1 Warming-up:

Let students have a free talk about how many people are there in their family

asking:

ask students do they know how to express their family member’s name in English?

Step 2 presentation:

Teacher-show

Take out the teacher’s family photo and show the students how to express the name of the family members.

Reading

Lead the students to read the new words for several times after showing the new words.

discussion

students will discuss their family members in their own photo in pairs.

Step 3 application

Every students will write their family tree on a paper and revise their family tree in pairs.

Teacher will also draw a family picture on the blackboard and chose some students to write the suitable words on the tree.

Step 4 Summary and homework

Some students would be invited to sum up what we have learned today and their own understanding of family.

Assign homework: remember the new words according the teacher’s instruction and finish the practice in the following page.

Blackboard Design:

My family

Father mother

Son daughter

5.幼儿园英语教师招聘试讲教案 篇五

I.Teaching content : Unit 10---circle, triangle

II.Teaching aims: 1.Children can say the 2 words---circle, triangle.2.Children can recoganize the 2 shapes around them.3.Childeren can use hands to make them.III.Teaching aid: bell drum, angle iron, headwear

IV.Teaching process 1.Warm up 1)Greetings T: Good morning, children.Ss: Good morning , Sally.2)Let’s say and do.T: Stand up.Attention!Ss: One, two!T: Ok, hands out!Let’s play animal game.I am Bunny, I can jump, jump, jump, jump!I am Puppy, I can run, run, run, run!I am Piggy, I can roll, roll, roll, roll!Stop!Turn around, sit down, please!2.Presentation

1)Introduction(Use bell drum, angle iron)T：小朋友们看，咱们舞蹈室好多乐器啊。老师手上也有两种乐器，想知道是什么吗？ Ss: 想！

T: Ok，老师请大家猜猜。（敲摇铃鼓）宝贝们猜出来了吗? Yes！一个可爱的摇铃鼓。你们看看，它是什么形状的？ Ss: 圆形!T: Good!圆形，circle!Read after me.Circle, circle, circle circle circle!Make a circle.(手做圆形）

Ss: Circle, circle, circle circle circle!Make a circle.(手做圆形）

T: Wonderful!接下来这位乐器宝宝是谁呢？（敲响三角铁）哇！好美妙的声音哦！它们叫三角铁！你们看看，它们是什么形状的？ Ss: 三角形！

T: Yes!三角形，triangle！Read after me.Triangle, triangle, triangle triangle triangle!Make a triangle.(手做三角形）

Ss: Triangle, triangle, triangle triangle triangle!2)Practice the words.T: Wonferful!Hands out and let’s play “shooting game”.Ready? Go!Shoot “circle”!Ss: Circle!...T: Good!Sit up straight!老师这里有几个漂亮的圆形和三角形头饰，请坐得端正的宝贝来当小演员。

老师引领其它同学说circle，带圆形头饰的宝贝跳起来，说circle。老师引领其它同学说triangle，带三角形头饰的宝贝跳起来，说triangle。

...3)Consolidation

Sing the song “Circle, circle” 3 times.Circle, circle, round and round;Triangle, triangle, ding ding dang.V.Ending

1.Summary: Show “circle” and “triangle” headwear to kids one more time, and review the two words, say bye bye to “circle” and “triangle”.2.Say “Good-bye”

6.英语试讲教案 篇六

Grade level: First grade of High school Lesson type: Reading Duration: 45min Teaching objectives 1)To help students develop their reading skills, such as scanning and skimming for information, guessing the meaning of strange words 2)Enable students to understand the difficult sentences and new phrases in the passage

3)Affective objectives:（根据文章内容而定）Teaching aids Multimedia devices;blackboard Teaching important and difficult points: 1)Understand the following sentences: 2)Grasp the usage of the following words and phrases: 3)Enable students to use certain reading skills to help themselves understand the passage Teaching procedures Step 1 Lead-in(5min)Show students several pictures of … and ask the students to describe the pictures./ Ask students to think about and answer the questions on the blackboard.(Good morning, boys and girls.How is your day? Fine? Good for you.Ok.Today we will learn a new lesson.Before looking at the textbooks, I’d like to show you some pictures(a video)/ask you some questions/tell you a story.Describe what you see in the picture Do you know anything about……? What’s your opinion about……? Any volunteers? Ok, please, share your idea with us.Very good/brilliant/excellent!We already know your ideas about the topic.Now let’s try to find out what’s the author’s idea about the topic.)Step 2 Pre-reading Listening.(5min)

Ask Ss to listen to the tape and answer two questions:(Listen to the tape carefully and try to answer the following questions.1)what does the passage talk about? 2)…….Ok.You have listened to the whole passage.Do you have your answers to the question? Good, John, please.(复述学生答案)This is John’s idea, how about other students? Ok, Lynn.Good.You think ……….Thank you.I believe you all have got your own answers.You must be curious about whether it’s correct or not.)Step 3 While-reading(25min)Activity 1 Skimming & Scanning Ask the students to read the passage quickly and answer the following questions:(Now read the passage quickly within 2 minutes and find out whether you are right or not.Meanwhile, try to answer the questions on the blackboard.(板书问题)：1）2）

Have you finished your reading.Yes? Good.First, have you found out the main idea of the passage? How about Lisa? Very good.It is about ……….How about the questions? Have you found the answers? Volunteers? Good, please.You think ……..excellent, thank you.)Activity 2 Intensive reading Ask the students to read the passage carefully, and get detail information from the passage.(As you have got the main idea of the passage, let’s move on to learn some details of the passage.Now you have 5 minutes to read the passage carefully and discuss with you partners about the following questions.1)2)Ok, I’d like to invite group 3 to answer the questions.That’s really impressive.You already have a very thorough understanding of the passage.From your answers, I can see you already understand the passage quite well.So I’d like to move on to the analysis of some difficult sentences and the usage of some phrases.Take a look at the second sentence in Paragraph 1.Pay attention to…….Is it clear? Good.Activity 3 Read together Ask the students to read the passage together.(Do you have any questions about the passage? No? If no, let’s read the passage aloud together.)Step 4 Post reading(5min)(Debate, interview, role-play, retell the story)Ask the students to have a discussion on ….(Very good.You read really well.Now I have another task for you.We have learnt …… today, …………… have a discussion with your partner.After the discussion, I’ll invite some of you to share your ideas with us.I can see that you have finished your discussion.Anyone wants to share with us? ok, Jack.Good.you think from the perspective of …..Do you have other ideas? Yes, please.Excellent.This is an very interesting answer.)Step 5 Summary(4min)Invite students to summarize what they have learnt in the class.Teacher makes supplementary comments, and stress the importance of …

(Guys, you’ve done a great job.At last, let’s sum up what we have learned today.Who would like to have a try? Jenny, please.)Step 6 Homework(1min)

1)Ask the students to consider the question: 1)2)/ask the students to search more information about …Write an email to your friend.2)Write a short passage and use the new words and expressions as many as possible.3)Read the passage again and try to retell the passage.4)Search the Internet and find more information about…

(Thank you, you really did a good job.Is that clear to all of you? Okay, at last, here comes your assignment.First, please retell this passage to your desk mate.Secondly, please search on the Internet to find more information about the amber room and we will share your findings next class.Here comes the bell.Class is over.See you next class.)

语法试讲教案

Grade level: First grade of High school Lesson type: Reading Duration: 45min Teaching objectives 1)Help students to learn the usage of ….2)Help students to grasp the sentence pattern of…..Teaching aids Multimedia devices, blackboard Teaching important and difficult points 1)the sentence pattern of… 2)some special cases 3)enable students to use … in real life Teaching procedures Step 1 Lead-in(5min)Show some pictures to the students and ask them to describe the picture.引导学生运用语法项目

Step 2 Explanation(18min)

Explain the usage of ….Present several examples of the grammar item.Step 4 Practice(15min)Ask the students to do the exercises.Step 3 Summary(4min)Invite students to summarize the usage of … Make some supplements and stress the important points.Step 5 Homework(3min)Ask students to finish related exercise on the textbook.Ask the students to write a passage about ….(You have all done a really good job today.I believe you already have a good knowledge of /master the knowledge of…..For homework, you are required to complete exercises on page 201 and to write a passage about ….[I’d rather you search more information about… and some of you will be invited to share your findings with us in the next class.] Clear? Ok.See you next class.)

写作试讲教案

Grade level: First grade of High school Lesson type: Reading Duration: 45min Teaching objectives 1)enable students master the procedure of writing this kind of composition 2)improve students’ writing skills 3)help students to get more knowledge of …

Teaching aids Multimedia devices, blackboard Teaching important &difficult points 1)Help students to express their ideas in proper English 2)Help students to learn the structure in English writing Teaching procedures Step 1 Warming-up(5min)Show some pictures of … to the students and ask what do they know about … Then lead the students to the topic of writing.(Good morning, boys & girls.How are you doing? Fine? Good.Now let’s start our new lesson.Here I have some pictures for you.Do you know what’s in the picture?)Step 2 Pre-writing(10min)Activity 1: brainstorming.Provide Ss some questions about the topic and ask them to discuss the questions in group and write down every idea that comes to their mind.After discussion, invite representatives of each group to present their ideas to the whole class.Activity 2: planning.Encourage Ss to work on their own to repot ideas that they think are valuable and think about how to organize their ideas.Step 3 While-writing(20min)Ask the students to write down their own articles.Step 4 Post-writing(7min)Ss will work in group and read each other’s composition.They should choose the best composition of the group and read it in front of the class.Step 5 Writing assessment(2min)Ask Ss: What’s you most difficult thing during the whole process?(difficult to organize the ideas in a logical way;you feel brainstorm is difficult, difficult to provide persuasive reasons to support the idea)Step 6 Homework(1min)1)Here are some handouts I prepared for you.Read it after class, I believe you can find answers towards your questions.2)Improve your composition according to the handout.听力课试讲教案

Grade level: First grade of high school Lesson type: Listening Duration: 45 min Teaching objectives 1)Enable students to master different listening skills 2)Help students to learn more about …..Teaching aids: Multimedia devices;blackboard Teaching important and difficult points 1)Help students to understand the listening material 2)Encourage students to apply listening skills when listening to the material Teaching procedures Step 1 Warming-up(2min)Show some pictures to the students and have a free talk with the students.Step 2 Pre-listening(5min)

Organize the students to have a brief discussion about the topic.Invite some students to share their ideas with the class.Predict the main idea of the passage.After that, present new words and expressions to the students.Step 3 While-listening(25min)1)Listen for main idea Ask Ss to listen to the passage but do not look at the questions, ask them to get the main idea of the passage.Invite students to share their ideas.2)Listen for answers to the exercises/detailed information

Ask Ss to listen to the passage again.This time ask them to try their best to get answers to the questions.After listening, check whether Ss get the correct answer, and ask why.3)Play the tape again, focus on the part where they did not get the right information.Do you have any questions? Step 4 Post-listening(10min)Show them the listening text and ask them to read it aloud together.Step 5 Summary(2min)In this period, we mainly focus on the listening ability.It’s very important.If your listening is poor, you’d better practice more.The more you listen to English, the better your listening is.Remember: Practice makes perfect.Step 6 Homework(1min)

1)Read the listening texts again and try to retell the passage in your own words 2)Search more information about ….口语课试讲教案

Grade level: First grade of high school Lesson type: Speaking Duration: 45 min Teaching objectives 1)Students will be able to use some important words and expressions 2)Students will be able to express their ideas or thoughts clearly.Teaching aids Multimedia devices;blackboard Teaching important and difficult points 1)Help Ss to master the expressions of giving advice: 2)Talk about … by using …

Teaching procedures Step 1 Warming-up Show Ss some pictures of … and ask students to describe what they are doing.Step 2 Lead-in Play the tape and ask Ss to listen to the dialogue.Ask Ss to predict what we will learn today.Step 3 Provide key sentence patterns & expressions Provide Ss useful sentence patterns and expressions to express …..Step 4 Role-play/ Discussion

Give the Ss a situation, and ask the Ss to work in pairs and make up a conversation.Ask the Ss to discuss the topic with their partners.After that, invite Ss to present their ideas in front of the class.Step 5 Summary In this period, we mainly focus on how to….It’s very important.You should know how to … in real life after this period.You should memorize the useful expressions we learned today.I hope you can practice more after class.Remember: practice makes perfect.Step 6 Homework 1)Collect more expressions and sentence patterns that can be used to express …..2)Find a partner to practice how to … in different situations.词汇课试讲教案

Grade level: First grade of high school Lesson type: Vocabulary Duration: 45 min Teaching objectives 1)Enable students to know the meaning of new words and grasp the usages of such important new words 2)Enable Ss to use such new words in their own writing or speaking Teaching aids Multimedia devices;blackboard Teaching important and difficult points 1)Explain the meaning and usage of the words to the students 2)Enable Ss to use the new words when they express themselves Teaching procedures Step 1 Lead-in Revision.Last period, we have finished the reading of the passage.Now we will learn the new words in the passage.Let’s look at the underlined/italic/bold words.Step 2 Guess

Ask Ss to guess the meaning of the words in the context.Or give students some examples and ask Ss to guess the meaning of the words.Step 3 Explanation