Middle School English Teaching Script Template! Reference for English Teachers!
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Middle School English
Greetings to judges: Good morning, ladies and gentlemen. I am No.2. It’s my great honor to stand here to give my presentation. Today I am going to talk about____________(Title) Now I will begin my class.
Greetings to students Hello, everyone. How are you today? I’m fine, too. Thanks. Today we are going to learn__________. (Title)
Warming-up and Leading-in Firstly, let’s review what we learned yesterday. Great. Yesterday we have learned （Reviewed Content） . So now I will ask you a question._________________（A question to connect to today’s lesson） Who wants to have a try? Our monitor, please. _____________（Paraphrase the student’s answer） very good. And how about you, Anna? ____________（Paraphrase） thank you, sit down, please. Just now we have talked about_____________（Summarize what was just discussed） and now open your book, turn to page 10. Let’s look at our reading passage.
Fast-reading: Firstly, let’s have a fast reading about the passage to find out the main idea about the passage. Are you clear? Ok, let’s go for it. Time is up. Any volunteers? You please. Yes, it is mainly about _____________(Main Idea). Good job, sit down, please. And anything else? You please. Great. it is also about ____________（Supplement the main idea）
Careful-reading: Ok, just now we have a fast reading about our passage, now let’s us have a second reading to find more details. Then answer the questions on the blackboard.______________(Provide 2-3 detail questions） now go back to your book and let’s read it carefully. Are you clear? Ok, let’s begin. Time is limited. So question 1, who wants to try? The last girl, you please. Well done! ______（Paraphrase answer）. And how about question 2? Mike, please. Perfect! （Paraphrase answer）. Then what about question 3? Ok, Lily, please. Yes, （Paraphrase answer）. Now, boys and girls, we have finished the reading.
Grammar point: By now, we have learned this passage, and do you have any other questions? Yes, Lucy please.____________（Key Phrase） in which line? Can you read it for us? Yes, thank you. Who can translate this sentence for us? Juliet, you please. And can you make a sentence using the phrase? How clever you are! Sit down please.,________（Paraphrase the sentence made）
Practice: Next work in groups and discuss with your partners to retell the passage. 5 minutes. Let’s begin. Time is up, who wants to share your answers? You please. Great. thank you, sit down please.
Any volunteers? Jack, please. Wonderful, sit down please.
Summary: Now let’s have a summary of what we have learned today? Think about it. Ok, who can tell us? Yes, you please. Very good. Sit down, please. So today we have learned ______________(Knowledge plus emotional elevation)
Homework: Today’s homework is to write a small writing about_________ related to today’s lesson. Class is over. Have a nice day! Bye, see you tomorrow.
Thank you for your attention.
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Why don’t you talk to your parents?
Lesson Plan
Teaching Script and Defense
T: Good morning, boys and girls. Welcome back to school. Nice to see you again.
Ss: Nice to see you, too.
T: OK, please watch the video: Kong Rong Yielded the biggest pear. What do you think of Kong Rong?
S1: He could care for the young.
S2: He is warm-hearted.
S3: He is modest.
T: You are right! Kong Rong can get along with his brothers. Do you have brothers or sisters? How do you get along with them?
S4: I have a brother; we are friends.
S5: I have an elder sister. We love each other. We can do many things together.
S6: I have a little brother; I often play games with him.
T: Wow, you also can get along with your family members. That’s good.
II. Pre-listening
T: OK, now, please look at the PPT! Who are they?
S7: Our friends Dave and Kim.
T: Yes! What can you see from the picture?
S8: Kim is so angry. He talks something with Dave.
T: What are they talking about? Can you guess? You can have a discussion in groups, 4 minutes.
S9: Maybe Kim asks for help from Dave.
T: Yes, very good. Anyone?
S10: Dave encourages Kim.
T: Very good. Who is right? Let’s listen to the tape.
III. While-listening
T: Now, please listen to the tape to check the answer: What are they talking about?
S11: Kim complained about his sister taking some of his new magazines and CDs and he asked for help from Dave.
T: So, Lucy is right. More questions: Did Kim’s sister give the new magazines and CDs back to Kim? How does Dave help Kim? Let’s listen to the tape once again, please carefully. 3 minutes, go.
Ss: Yes.
T: Finished? Who can share the answers?
S12: Kim’s sister gave the new magazines and CDs back to Kim.
T: Yes! How does Dave help Kim?
S13: Kim told his sister to say sorry.
T: Yes, anything else?
S13: Dave asked Kim to forget about this thing.
T: OK! Why did Dave give Kim the advice?
S13: They can be friends again.
T: OK! How do you know the answer?
S13: I heard a sentence “Why don’t you forget about it so that you can be friends again?”
T: Yes, good. Anyone?
S14: Because Kim’s sister gave the new magazines and CDs back to Kim and this thing is not a big deal, Kim can forgive his sister.
T: Good, they are family, they are friends. In daily life, we also could advocate mutual tolerance. Ok?
Ss: Ok.
T: Finally, please listen to the tape and pay attention to the pronunciation of key words to improve your speaking ability.
Ss: Yes.
T: Yeah. Your pronunciation is beautiful. Good!
IV. Post-listening
T: Now, let’s do some activities. The first activity: two students are one group, one acts Dave, and the other acts Kim to role play the conversation. Clear?
Ss: Yes
T: Now, the second activity: “If you have some problems in daily life like Kim, what should you do?” You can work in groups to make a survey. After the surveying, you can summarize the problems and then give advice. I give you 10 minutes to prepare. After that, I will invite some students to share their problems and others give advice. Clear?
Ss: Yes.
T: OK, time is up! Who wants to have a try? Judy’s group, you please.
Judy: Parents hope us to get high scores, but we can’t.
T: It doesn’t matter. What should you do?
Judy: Of course, we should study hard. But we can have a discussion with parents and tell them we try our best, you can encourage us.
T: Yes, a good idea. Communication is a good way. Anyone? Tom’s group.
Tom: Someone doesn’t know how to get along with brothers and sisters.
T: What should you do?
Ss: Maybe we can try to make friends with each other.
T: Yes, respect each other. You are all right. Now, you can vote for the best group.
Ss: Judy’s group.
T: Congratulations! In our daily life, we should respect others, right?
Ss: OK.
V. Summary
T: Who can tell me what we have learned in this class?
S15: We learned some how to solve problems and give advice.
S16: we learn how to get along with others.
T: You all learnt a lot. Students can learn to solve problems rationally when faced with difficulties and can get along with others.
VI. Homework
T: After class, you can write down your problems and advice in your diary. OK? Class is over, bye!
VII. Blackboard Design
Defense:
1. Please briefly describe the situation after the adjective modifies the noun.
【Reference Answer】
（1）Adjectives modify compound indefinite pronouns formed by some, any, every, no, etc.
There is something wrong with my back. My back hurts a bit.
（2）Predicative adjectives with a- as a prefix modify nouns.
The teacher alone knows what happened. Only the teacher knows what happened.
（3）Adjectives with suffixes -able and -ible used with all, every, only or the superlative form of adjectives.
I think Tom is the best person available. I think Tom is the best candidate available.
（4）Adjective phrases modify nouns.
Do you know the man clever at painting? Do you know the person who is good at painting?
2. How to create a relaxing teaching atmosphere?
【Reference Answer】
Only in a relaxing environment can the knowledge they have learned consolidate and rapidly convert to their capacity. In the teaching process, the teacher can make full use of time to create a relatively relaxing teaching atmosphere in order to mobilize students’ learning situation. This method can make students feel relieved when they are studying in class.
Firstly, the teacher should have a correct goal and make a goal-oriented plan according to the requirements of each textbook and each student. Above all, the teacher can point out the key words, sentences or grammar by using a humorous way and repeating the same knowledge. This will draw students’ attention and it also can consolidate the knowledge.
Secondly, the teacher can create suspense to lead to students’ interest. Senior students are all in a time full of strong curiosity, which can arouse their thirst for knowledge and let them form a positive state in their mind. Creating suspense takes advantage of this curiosity through which students’ thinking will be guided to solve the problems they may encounter in class.
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