1.题目：语法教学试讲
2.内容：
Many musicians may start as a group of high-school students, for whom practicing their music in someone’s house is the first step to fame. Sometimes they may play to passers-by in the street or subway so that they can earn some extra money for themselves or to pay for their instruments. Later they may give performances in pubs or clubs, for which they are paid in cash.
3. 基本要求：
(1)朗读所给材料;
(2)配合教学内容适当板书。
(3)针对划线部分的定语从句，设计相应的语法呈现与操练教学活动。
(4)用英文试讲。
(5)试讲时间：10分钟。
【试题解析】
I. Lead-in
The teacher has a free talk with students about their favorite musicians to arouse students' learning interests and activate their background knowledge.
II. Presentation
1. Students are asked to read the passage and answer the following questions:
When and where do many musicians may start their music career?
Where can the musicians be paid in cash?
2. Check the answers together. By doing so, two key sentences are presented as follows:
Many musicians may start as a group of high-school students, for whom practicing their music in someone's house is the first step to fame.
They may give performance in pubs or clubs, for which they are paid in cash.
3. Focus on the meaning and form of non-restrictive clause
Students are led to observe the two sentences and pay attention to "for whom" and "for which" to figure out what "whom" and "which" stand for respectively in each sentence.
Then, the structure of non-restrictive clause with preposition "for" and relative pronoun "whom"/"which" is presented naturally.
III. Practice
1. Fill in the blanks with “for whom” and “for which”
①My favorite musician is Jay Chou, _______ I have a lot of respect.
②Jay Chou was very hard working and wrote a lot of brilliant songs, ______ he was admired by his teacher.
③Jay Chou loved his mom very much, _____ he wrote a song Listen to Mom.
④Jay Chou was very talented in music, _____ he was followed by a lot of young people.
(possible answers: for whom; for which; for whom; for which)
2. Describe one of their favorite musicians with “for whom” and “for which”.
IV. Consolidation
Students are asked to talk about dream job in groups of 4. They should explain when and where they can start and what they can do in different stages. During discussion, non-restrictive relative clauses are adopted.
After discussion, some group presenters are invited to share with the whole class.
V. Summary
Guide students to summarize and highlight the structure of non-restrictive relative clause with preposition. Students’ English learning confidence can be boosted through analyzing long sentences with non-restrictive relative clause.
VI. Homework
Search the Internet for more information about their dream jobs and try to tell one of them with non-restrictive clause and share with the whole class next time.
板书设计：
Musicians
Many musicians may start as a group of high-school students, for whom practicing their music in someone’s house is the first step to fame.
Later they may give performances in pubs or clubs, for which they are paid in cash.
Structure:
Main clause, non-restrictive relative clause(independent from the main clause; supplementary to the main clause or antecedent)
1.题目：语音教学试讲
2.内容：
I’ve saved the summer
And I give it all to you
To hold on winter mornings
When the snow is new
I’ve saved some sunlight
If you should ever need
A place away from darkness
Where your mind can feed
And for myself I’ve kept your smile
When you were but nineteen
Till you’re older you’ll not know
What brave young smiles can mean
3.基本要求：
(1)朗读所给语篇。
(2)配合教学内容适当板书。
(3)针对划线部分的押韵形式，设计相应的语音呈现与操练互动。
(4)用英文试讲。
(5)试讲时间：10分钟。
【试题解析】
Teaching procedure:
I. Warming up
1. Students listen to the song “Seasons in the sun” by the band called westlife and asks students’ feelings about the song.
2. Students will have a free talk about the lyric and how to enjoy a such a rhythm.
II. Presentation
1. Students read the text and work in groups to discuss the questions: Who is the speaker in the poem and who is he/she speaking to? And give the reasons.
2. Students read again and circle the underlined words: You/ new; need/ feed; nineteen/ mean. They can discuss with others and summarize the rhythm of the poem: end rhythm, easy to read.
3. The teacher leads students to find out the image and the feelings in the poem.
III. Practice
1. Listen to the tape and read after it. In this step, students will get a deeper understanding of the beauty of rhythm in the
poem.
2. Students read one by one with proper intonations and emotions.
IV. Consolidation
Task 1: the best poet
Students work in group of 6 and list the things they can save in life and the person they want to give, then each student makes a sentence with the same end rhyming one by one, creating a new poem. Five minutes later, some groups will share their poem with the whole class. Others and the teacher will choose the best poet and give the prize.
V. Summary
Students summarize the poem and end rhyming in this lesson and the teacher will make supplement if necessary. In the meantime, the teacher will remind them of treasuring the beauty of life and poems.
VI. Homework
Students are supposed to share the poem with family members and surf the Internet for more poems and share with others next class.
板书设计：
题目1：作文请假
题目2：试讲 阅读太空旅行
题目3：objective clause
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文章来源:中国教师资格考试网
