试讲备课纸
1.题目：《Fight for slaves》
2.内容：
William Wilberforce was a great man. He is known to have spent eighteen years fighting for slaves. To free slaves was his ambition. He was a very kind man who did not like to see people going hungry or in pain. He wanted to do some good in the world. The cause which attracted him most was the abortion of the slave trade.
3.基本要求：
（1）朗读所给段落；
（2）配合教学内容适当板书；
（3）针对划线部分的衔接手段，设计相应的语篇教学活动；
（4）用英文试讲；
（5）试讲时间10分钟。
试讲简案
Teaching objectives
1. Students can get the main idea of the passage.
2. Students can learn how to find out the detailed information from the text.
3. Students can improve their reading and writing abilities by finishing some activities and tasks.
4. Students can master some reading strategies such as skimming, scanning and intensive reading.
5. Students should pay more attention to the usage of personal references in their daily life.
Key points:
Students can use some reading strategies like skimming, scanning and intensive reading to get the main idea of the text and find out some detailed information.
Difficult points:
Students can improve their reading and writing abilities.
Students can pay more attention to the usage of personal references in their daily life.
Teaching Procedure:
I. Lead-in
Play a short video about the living condition of the slaves in the Middle Ages. Ask students to express their feelings after watching the video.
II. Presentation
1. Show students the short passage about William Wilberforce’s effort in fighting for slaves. Students read and answer the following questions.
(1) How many years did William Wilberforce spend to fight for slaves?
(2) What kind of person is he?
(3) What attracted him most?
2. Students read the short passage again. The teacher underlines the pronouns in the passage and asks students to figure out what these pronouns represent in pairs.
3. Students discuss in pairs about the function of these pronouns.
4. The teacher introduces the usage and function of personal reference in cohesion according to students’ conclusion.
III. Practice
Present students another short piece of passage. Students work in pairs to change some nouns in the passage into proper pronouns.
IV. Consolidation
Students work in groups to talk about the advantages of using personal references in discourse and try to list some interesting sentences misusing personal references which cause misunderstandings.
V. Summary
Students summarize what they have learnt in this lesson and the teacher gives supplements if necessary. Remind students to pay more attention to the usage of personal references in their daily life.
VI. Homework
Students write a short passage to keep record of one of their travel experiences and try to use some proper personal references.
VII. Blackboard Design
逐字稿
各位考官：
大家好，我是高中英语组的***号考生，我试讲的题目是《Fight for slaves》，下面开始我的试讲。
Good morning, dear judges! I’m No. 1 candidate applying for senior high school English teacher. And today my topic is Fight for slaves. Now I will begin my class.
I. Lead-in
T: Class begins! Hello, boys and girls! How are you today?
S: …
T: Wow, I am fine too. So before the class I will play a short video about the living condition of slaves in the Middle Ages. OK now let’s watch the video together.
S: …
T: OK, what’s yours feeling after watching the video? Any volunteers? Ok, Jack.
S: …
T: En! You said Slavery was cruel. And the Middle Ages were very dark. OK, Tom, what do you think?
S: …
T: Yeah, exactly. Slavery should be eliminated. And today we will learn a new lesson about William Wilberforce---fight for slaves.
II. Presentation
T: Ok, now boys and girls, please read the passage carefully, and you should answer the following questions after your reading. Of course you can discuss with your classmates. I will give you five minutes. Are you ready? OK, now let’s start!
S: … T: Have you finished? OK, now let’s check your answer. Look at the first question: how many years did William Wilberforce spend to fight for slaves? Yes, this is an easy question. Right? Now let’s say it together.
S: …
T: Wow, Brilliant! From the second sentence we can know the answer is eighteen years. Great, OK, the next question: what kind of person is William Wilberforce? Who knows the answer? OK, you, please.
S: …
T: You think he is a kind man. And Why?
S: …
T: OH, because he didn’t like to see people going hungry or in pain, and he wanted to do some good in the world. OK, do you agree with him?
S: …
T: Yes, He is right. Wonderful. The last question: what attracted him most? Who has found the answer? OK, Bill, you please.
S: …
T: Perfect! Thank you! Sit down, please! The cause which attracted him most was the abortion of the slave trade. You all did a good job! OK, as you can see, there are many pronouns in the passage. Right? “He, him and his”. Yes, great. OK, now, you should read the passage again and try to figure out what these pronouns represent in pairs. OK? Five minutes for you! Now let’s begin.
S: …
T: Ding Dong, Stop here! Cindy, can you tell me the answer?
S: …
T: Yes! Very good! These pronouns all represent William Wilberforce. Great, OK, now I have another question for you. What is the function of these pronouns? Yes, you said they all personal references. Good. And what’s the function of personal references? Yes, cohesion, good.
S: …
T: Ok, you sum it up so well.
S: …
T: Now let’s look another question. What about the function of “he”? Yes, “he” acts as the subject in the sentence. Great. Ok, how about “his”? Yeah, “his” needs to be followed by nouns. Great. And how about “him”? Yes, “him” acts as the object of “attracted” in the sentence. And it should follow the predicate. Great. Ok, everyone, you summed it up very well.
III. Practice
T: Now there is a task for you. I will present another short piece of passage. And you should work in pairs to change some nouns in the passage into the proper pronouns. Are you ready? OK, now let’s go.
S: …
T: Have you finished? OK, the first one: Mike is my classmate. ____ is good at English. Ok, You. please.
S: …
T: Oh, you said “he”. Do you agree with him? Yes, great, sit down please.
S: …
T: OK, the second one: They want a football. Give ______ the green one, please. What is the answer?
T: Wow, excellent! “Them”. I’m sure you’ve got a handle on the pronouns. Clap for yourselves.
IV. Consolidation
T: Ok, class, now four groups as before. You need to talk about the advantages of using the personal references in discourse. Ok, Go!
S: …
T: Who wants to share your idea with us? OK, Mike, you please.
S: …
T: Oh, thank you! You said when we write, we often use pronouns to avoid repetition. This can make our articles link up more smoothly. Yes. We should learn to use pronouns in our articles. Thank you, you should try to list some interesting sentences misusing personal references which cause misunderstanding.
S: …
T: Ok, you, please! Your sentence is very funny. Although the sentences are interesting, we should use the personal pronouns correctly. Are you clear?
V. Summary
T: OK, boys and girls, so much for this class. Look at our blackboard, would you like to summarize what we have learned today?
S: …
T: Yes! Today we learned the personal references. We should pay more attention to the usage of personal references in your daily life.
S: ...
VI. Homework
T: OK, after class, please write a short passage to keep record of your travel experiences and try to use some proper personal references. Yes, I’d like to invite some students to make a presentation next class. OK, so much for today’s class! Good bye, boys and girls.
我的试讲到此结束， 谢谢考官。
