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Models：top-down model, down-top model, interactive model
教案模板：
Topic
Teaching Aims:
1.Knowledge aim: The students will be able to know something about...; learn some
new words and phrases.
2.Ability aim: The students will be able to develop their listening abilities such as
listening for the gist, the specific information and predicting skills...
3.Emotional aim: The students will be able to know that they should…/
Teaching Key and Difficult Points:
Teaching Aid: CAI
Teaching Procedures:
1.Step 1: lead-in
Play the song “…” and ask students to talk something about it.
2.Step 2: pre-listening
Introduce…
Go through the new words and phrases.
3.Step 3: while-listening
Ask students to listen to the tape and then answer the questions: Who, When, Where, What.
Listen to the tape again, ask students to choose the correct answers.
Do the dictation.
4.Step 4: post-listening
Let students discuss the story in pairs and then retell the story.
5.Step 5: Summary (or consolidation)
6.Step 6: Homework
Recites the words
Do another exercise about …on Page…
Blackboard Design:
T: Good afternoon, boys and girls. Welcome back to my class. I am so glad to see you again. How are you today? Great! Now I will play a song for you, please listen carefully to the content.
T: What a happy song! So what is this song about?
T: Exactly, holiday!
T: How do you feel about holiday? As we all know, winter holiday is coming. What are you going to do on holiday? Sleep, watch TV, or travel with parents? I see. It seems like all of you have had a plan.
T: Well, today we will listen to a tape about holiday, but before the listening, let’s go through the new words and phrases first. ….(Who can make a sentence using this word? ; Lily, can you guess the meaning of this word? Good job; Anyone knows the meaning of this phrases? Chris, have a try! Great, it’s very close to its meaning.; Who can translate this sentence into Chinese? Yeah, Bob please.)
T: Ok, so much for the news words and phrases. Now, listen to the tape carefully, and then answer following questions: Who? When? Where? What happened?
T: 读材料
T: The first question, who can answer it in volunteer? Oh, John please.
T: Good! It’s…
T: The second question, who want to try? Tom, please.
T: Great! ….
T: Susan, can you answer the third question?
T: Good job! It’s in….
T: Who can answer the last question? Don’t be shy, just have a try! Victoria?
T: It’s a difficult question but you did very well. But to be more precise, she didn’t …, instead, she…
T: Now, listen to the tape again and do the dictation.
T: Let’s check your work one by one. Tom, you first!
T: Perfect! …（原文第一句话）Cindy, next.
T: Good, but you miss two words. It should be ….（原文第二句话）Next one, Stacey. T: Good job. Pay attention to the word “…”, it’s x-x-x-x-x. Next, Bob.
T: Very good. …
T: Now, who can be the first one to retell the story? Great! Peter, please.
T: Very good job. Anyone else? Lily, please.
T: Also great! This story is … I think all of you have understand this story. You guys did a very good job today. But still remember to practice more after class. So the homework is to make a plan for your holiday and I will ask some students to share their plans next class.
Ok, that's all for today's class. See you!
教案模板：
Topic
Teaching contents:
Teaching Aims:
1.Knowledge aim: The students will be able to know something about...; learn some
words and phrases to describe...
2.Ability aim: The students will be able to express their opinion on …
3.Emotional aim: The students will be able to speak English more confidently Teaching Key and Difficult Points:
Teaching Aid: CAI
Teaching Procedures:
1.Step 1: lead-in
Show some pictures to the students and ask some questions: …
2.Step 2: discussion
Ask students to discuss…with their partner, then ask two students to report the results.
3.Step 3: practice
Present some sentences of …, then ask students to read them.
Do the role play in pairs using those sentences, then ask one pair to do the presentation.
4.Step 4: interview
Play an interview video about ... ask students to intimate the interview pattern the speakers use and interview their partners, then ask one pair to do the presentation.
5.Step 5: Summary (or consolidation)
Review the sentences that we can use when we talk about…
6.Step 6: homework
Interview your classmate about … using the sentences and interview skills we learn today.
Blackboard Design:
T：Hi, boys and girls. We are now living in a highly developed world, with advanced culture and highly developed civilizations. Look at this picture, what…?
T: yes, you are right, it’s…So what do you think about…?Who can share his/her idea? Ok, Lily, please.
T: Great! … If you are…, what would you …? Bob, can you share your opinion with us?
T: Good job! For sure, different people have different view. But have you ever thought what are the base of all the culture and civilizations?
T: Oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time ago. No one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare time. Anyway, we can imagine! So now, let’s divide into groups of four and, with the help of your imagination, discuss what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare time. Then I’ll ask some of you to report the results to the whole class. T: Time is up. Who volunteer to report the result? Come on, don’t be shy! Ok, Stacey, very good!
T: nice thought! Who also want to try? Aslan, please.
T: very interesting!
T: Now, please turn to page 72, look at the SPEAKING part. You should read it with your partner, then, do the roles play. (Teacher writes bb--middle)
Making suggestions and giving advice:
1. What can you suggest? Maybe we/you could ……
2. Can I ask you for some advice? I suggest (that)……
3. Can you help me decide? That’s a good idea.
4. What do you have in mind? Well, but what about……
Have you considered doing……？T: OK, time is up. In our daily life, we often ask someone for advice when we can’t make a decision. On the other hand, we often give other advice if they come to us for help. How can we ask for and give advice in English? Let’s look at the blackboard. There are several sentences about giving advice, please read it follow me.
T: Make sure you can use these sentences when you are making suggestion. Who can give us a dialogue? Any volunteers?
T: Susan, you please, you can choose one of the situation in speaking part.
T: Excellent
T: So much for practice, now I will play an interview video of native speakers, please listen carefully and learn how they interview. Ok, video is over, I’ll give you several minutes to prepare, then I’ll ask someone to intimate the interview pattern the speakers use and interview their partners. Ok, are you ready? Who want to try? Kate, please. Who is your partner? Peter? Ok, go ahead.
T: Very good job! But both of you are a little nervous, I think you can do better after more practice. I will ask another two students. Any volunteers? Lily, your group, please. T: Nice. Now, the class is almost over, let’s review the sentences…
T: All of you did a good job today. Next class, we will learn something about friends, so your homework is to interview your classmate about … using the sentences and interview skills we learn today.
Ok, that's all for today's class. See you!
浅谈微课在高中英语教学中的应用 重庆求精中学肖锐 一、微课在国内外发展动态 微课(Micro lecture)，又称微课程，是近年来教育领域的另一大热门。微课雏形最早可追溯到1993年美国Le Roy A. McGrew提出的60秒课程(60-SecondCourse)和1995年英国T.P.Kee 提出的一分钟演讲(The One Minute Lecture，简称OML)。当前引起热议的“微课程”出自20XX 年美国新墨西哥州圣胡安学院的戴维?彭罗斯(David Penrose)，认为其核心理念是将教学内容与教学目标紧密联系，以产生一种“更加聚焦的学习体验”。20XX年，广东佛山胡铁生率先将Microlecture引入国内并译为“微课”，随后国内掀起了一股“微热潮”。微课以视频为载体，能够以动画的形式充分整合声音、图像和文字，同时包含教学设计、教学课件、练习测试等辅助性教与学的内容，能够强化学习情境的真实性，实现语义的相互关联。随着“中国微课大赛”、“全国首届微课程大赛”、“全国高校微课教学比赛”、“中国外语微课大赛”等各类微课比赛的开展，各中学以此为契机积极开展微课建设，微课建设在国内教育领域蔚然成风。随后，微课相关研究从中小学向社会辐射，并逐渐走向学科细化。值得注意的是，目前国内无论是学者、一线教师还是微课大赛组织者均为对微课的概念形成共识，而对英语微课的本质与内涵也少有论及。 二、高中英语教学中的“微课”理念和特点 第一、时间短，信息容量丰富。高中英语教学中的微课堂教学时间一般比较短，根据高中生英语学习的认知特点和学习规律，“微课”的时长一般为5-8分钟左右，最长不超过10分钟，但是高中英语教学中“微课”运用，能使教师的教学风格得到前所未有的展示，教师按照自己设计的逻辑进程，选用最适合自己的教法，有针对性，大容量、高效地组织教学。 第二、主题突出、内容具体。相对于常规教学，虽然它的教学时间较短，但内容更加精简，主题突出，更适合学生学习的实际需要。一个“微课”就是一个主题，或者说一个“微课”就是一个信息点，它所研究的问题来源于高中英语教育教学中的口语、听力、英语阅读、语法重难点、学习策略、学习方法、教育观点等有待于解决的具体的、真实的问题。 第三、实施方便，运用灵活。高中英语教学中的“微课”视频及配套辅助资源的总容量一般在几十兆左右，视频格式是支持网络在线播放流媒体格式，学生可流畅地在线观摩课例，查看教案、课件等辅助资源，也可灵活方便地将其下载保存到终端设备(如笔记本电脑、手机、MP4等)上实现移动学习，非常适合于学生的观摩学习和练习探究。 三、微课在高中英语教学中的应用 微课作为教学视频被广泛应用到教学中，例如，课堂导入、重点讲解、难点教学、课后拓展等教学环节。微课的应用，转变了传统课堂教学的呆板的教学氛围，将枯燥的课堂赋予活力，激发了学生的学习兴趣，提高学生的学习效率。 1.复习旧课。英语知识的学习，需要学生反复复习所学过的知识，英语每堂课都需要学生掌握大量的词汇、语法和句型，课堂教学中的45分钟对与学困生是远远不够的，而学困生的自主学习能力较差，因此，教师可以针对每堂课的教学，设计一段微课视频，让学生复习旧知识，利用课余时间观看，巩固知识。
高中英语教师资格证面 试经验分享 文稿归稿存档编号：[KKUY-KKIO69-OTM243-OLUI129-G00I-FDQS58-
高中英语教师资格证面试经验分享有一句话是这么说的：“人有多大胆，复习拖多晚。死猪不怕开水烫，越到考试我越浪。” 我是今年一月份参加面试的，一月十号面试我一月七号才开始做准备，表示自己也是心大。有时间还是多准备准备，12月份应该有新一轮的教师资格证的面试吧，所以在此po上我自己的经历，希望对你有那么一点点作用。 相信对教师资格证面试做过一点了解的人都知道流程是什么样的，放一张流程图以防有人不知道 教资面试整体流程 因为我面试的是高中英语，因此我聊的都是和高中英语有关的，但其实所有的都大同小异。有一点要特别注意：面试英语学科全程英文面试！！不允许说中文！！！ 面试前三天我做了哪些准备呢？和班上要一起参加面试的同学约个时间去练习，包括写教案，讲各种课型，虽然这三天只去练了几次，但在互相听课中都能发现一些问题，也能借鉴一些别人好的地方。 1. 正装可穿可不穿（根据你那边的要求来觉得），我当时面试的时候是冬天比较冷所以比较随意，但我个人建议不是非常冷的情况下最好穿一下，毕竟就只是冷一会儿就行； 2. 教资面试是靠演技的，你需要和学生互动，所以你可以提一个问题，假装有人回答了你，然后说：非常好！记住，自导自演。
3. 听说在面试过程中最好不要暴露自己的学校？？这个我不确定，因为在后来答辩的过程中老师问了我是不是xx师大的，我就说是，总不能不回答老师吧。如果老师不问你你就不要主动跟老师说“老师我是xx大学的”。A. 候考 我是1.10中午12:45候场的那场面试，和朋友先签到进入候场室，等时间差不多了就会有老师开始念名字，一组20人，等一组都到齐之后就会有工作人员带领去存东西的教室。 B. 抽题 在存东西的教室存放好随身物品之后，老师会让你去抽题目的另一个教室，我们抽题目的时候是有七台电脑然后随便去任何一台电脑前，每台电脑前都有一位老师坐着，你填好你的相关信息电脑就会自动开始抽题目，是随机的。高中英语面试的课型有：词汇课、语法课（最难）、口语课、写作课、听力课、阅读课，听说读写嘛，英语所有的内容都在这儿了。 C. 备课 全组人员抽完题目之后就会有工作人员带你去写教案的教室，桌上会给大家准备好写教案的纸，然后就可以开始20分钟的写教案时间了。面试英语要用英文写教案，相信大家准备过教资的人都知道的！ 面试完出来后朋友之间互相了解到，确实每一个部分都有人抽到，语法也很多。 抽题之前我一直希望God bless me，结果我抽到了语法讲解，讲定语从句！！！我完全不知道用英语怎么讲定语从句QAQ 题目是这样的，一篇文章里面有两句话画了线（划线的句子一个是限制性定语从句一个是非限制性定语从
关于教师资格证高中英语教案模板 下面是为大家准备以下的教师资格证高中英语教案模板，希望对你们有所帮助， 【教学目标】 根据这一安排和学生的整体认识水平，从知识教学、能力培养等方面考虑，我确立本课时的教学目标为： 1、知识目标：能听懂会说I'm hungry. What would you like?Yes, I'd like…… 2、能力目标：听懂会说hamburger、French fries、pizza、pop。 3、情感目标：能运用所学句型进行对话表演和口语交际，激发学生学习英语的兴趣，培养学生的英语学习能力。 【教师重点难点】
本课时的教学重点是：能听懂会说 I'm hungry. What would you like? No, I'd like……听懂会说hamburger、French fries、pizza、pop。 教学难点是：能用“What would you like?”征询别人意见以及hamburger, French fries的正确发音。 学情分析：由于学生已学过类似的对话，我打算以对话的形式讲授新知识。 教具准备：录音机，卡片，多媒体 【教学方法】 讨论法，讲授法，演示法，练习法 【教学程序】 为实现以上目标，我是这样设计教学过程的： (一)、Warming up
1、Sing some songs. 2、Play a game.快速呈现食物图片，做问答。 (通过唱唱、问答的形式，不仅吸引学生的注意力，调动积极性，而且营造了学习英语的氛围。同时也为本课的教学作了知识的铺垫，构建了知识表象。) (二)、Revision (紧接着教师摸着肚子，作饥饿状)引导学生一起说出I'm hungry，围绕呈现的图片快速对话。 (以对话的形式，唤起学生的记忆，使学生熟练运用旧知，同时对I'm hungry进行了渗透。) (三)、Presentation 1、依次呈现some bread、some juice的图片。 T: Would you like some bread?
Writing How to write an English diary Teaching aims: a) How to write an English diary. b) The form of English diaries. c) To improve the students’ writing ability. Important points: The skills of English writing. Difficult points: How to make every sentence appropriate and precise. Teaching procedure: Step I.Leading-in After exchanging greetings, talk about writing diaries and the advantages of writing in English.（As we know, most of the students, especially the girls, like writing diaries. But few of you write in English, which is a good way to improve your writing and speaking. So why not write English diaries? Today our topic is how to write English diaries.） Step II. Discussion First, give the students about three minutes to check their
第二部分语言教学知识与能力外语教学主要流派：
学习策略 " 简答题： 一．简述高中英语课程基本理念 1.重视共同基础，构建发展平台 2.提供多种选择，适应个性需求 3.优化学习方式，提高自主学习 4.关注学生情感，提高人文素养 二．… 三．简述教师如何提高专业水平，与新课程同步发展 1）转变教学观念，不仅看学习，整体素质也发展，把全面发展作为教学基本出发点 2）改变教学角色，不仅是（知识）传授者，还是（学习）促进者、指导者、组织者、帮助者、参与者、合作者。 3）能开发课程资源，创造性教学。 4）开放的工作方式，教师间合作研究，共同反思，相互支持，提高素质。
5）终身学习 语音教学 高中生应掌握的英语基础知识：语音、词汇。语法、功能、话题 } 教学原则： 1.面向全体学生，为学生终身发展奠定共同基础 共同基础--持续的学习动机，初步的自主学习能力，综合的语言运用能力 2.鼓励学生选修，加强选修课的指导 1）提供多样化选择，发展个性 2）设计以课程目标和学生需求为依据，充分调查学生学习兴趣、水平、需求3）教学内容多样性、目的性、拓展性、可行性、地方特色、跨文化特性 & 3.关注学生情感，营造宽松、民主、和谐的教学氛围 4.加强对学生学习策略的指导，形成自主学习 5.树立符合新课程要求的教学观念，优化教育教学方式 英语教学中的任务设计原则： 1）明确目的 2）) 3）真实意义
4）涉及接收、处理、传递等过程 5）过程中使用英语 6）通过做事情完成任务 7）任务结束有具体成果 6.利用现代教育技术，拓宽和运用英语的渠道 7.教师要不断提高专业化水平，与新课程同步发展 , 教学活动类型： 1.调查和采访活动 2.探究活动 3.合作学习 4.即兴发言与讨论 5.反思活动 6.思维训练活动： ~ 2）》 3）网络关系，表达主次从属关系 4）分析异同 5）流程图 6）树形图 （对学生）评价原则 1.体现学生在评价中的主体地位 2.建立多元化和多样性的评价体系 1）% 2）开放宽松的氛围，鼓励学生、同伴、教师、家长共同参与，实现多元化 3）形成性评价（主）与终结性评价相结合，既关注结果，又关注过程；定性（主）、定量评价相结合；他评自评相结合；综合性（主）、单项评价相结合 3.主张形成性评价对学生发展的作用 1）评价符合学生年龄和认知水平 2）综合评价，而不是单方面评价 4.终结性评价要注重考察学生综合语言运用能力 5.注重评价结果对教学效果的反馈 6.评价应体现必修课和选修课的不同特点 7.* 8.注重实效，合理评价
公开课教案 Xxx Model 1 How Good Are Your Social Skills? Lear ning Aims: 1. Learn some words related to social manners. 2. Get a gen eral un dersta nding of social skills using differe nt readi ng strategies 3. Be able to summarize some basic social skills mentioned in the passage and thus improve their own social techniques Step 1 lead-in What kind of book is it from? A. a bus in ess course
B. a how-to book teach ing social skills Step 2 while- readi ng Skip to get the main idea of each paragraph. Lear n how to do small talk Develop your liste ning skill. Lear n the rules. The gen eral idea is _____ . A. social skills B. liste ning skills C. talk skills D. social rules Step 3 read the passage carefully to get some detailed in formati on. 1. We will not be shy if we have good ____________ . 2. Accord ing to paragraph land 2 ,We should ______ . A. avoid talk ing to some one whom you know B. lack the con fide nce to talk to a stra nger C. talk con fide ntly to a stra nger 3. Communication is a __________ process」t invoIves _______ and ________ . Step 4post- readi ng
选择题 6、标点的用法（the use of punctuation） 7、音素（phonemes）的发音（differ in the place of articulation）：上颚音（palatal）、齿音（dental）、齿龈音（alveolar）、双唇音（bilabial）。 辅音的分类：发音方式manner of articulation，塞音stop,鼻音nasal,擦音fricative,近音approximant,边音lateral,塞擦音affricate;发音部位place of articulation发生气流阻碍的部位，硬腭音palatal，软腭音velar，齿龈音alveolar,齿龈后音postal veolar，双唇音bilabial,齿音dental,唇齿音labiodental,声门音glottal。 元音的分类classification of vowels：元音根据唇形的圆展shape of the lip 可以分为圆唇元音rounded vowel和展唇元音;根据舌抬起的高度分为高、中、低；根据舌最高部分的位置，分为前央后；根据元音的长度或紧度length of the vowels，分为长短或紧松。 8、辅音连缀（consonant cluster）：在同一个意群内，如果有两个或两个以上的辅音音素结合在一起，这种语音现象称为辅音连缀，出现在词首、词中和词尾。 9、言语行为理论：根据奥斯汀言语行为理论，说话者说话时可能同时实施三种行为：言内行为（locutionary act），即表达字面意义；言外行为（illocutionary act），表达说话者意图；言后行为（perlocutionary act），话语产生的结果或引起的变化。塞尔在此基础上提出间接言语行为理论（indirect speech act），不直接说出自己的话，凭借另外一种言语行为来间接地表达自己的用意。 10、语言的本质特征：二重性(duality)，指语言的等级性，包括形位和音位；文化传递性（culture transimission），语言要通过教学和学习才能获得；任意性（arbitrariness）,形式和意义的组合是任意的； 语言的结构特征：移位性displacement是指人类语言可以让使用者在交际时用语言符号代替时间上个空间上不可及的物体、时间和观点。#认知创造性（cognitive creativity）# 11、词汇教学：词义包括概念意义（denotative meaning），即字面意义；关联意义（connotative meaning），即引申意义；流利准确的语言（fluent and appropriate language use）要求具备搭配知识(knowledge of collocation)，这就要求进行词块教学（lexcical chunks），即学习单词要注重搭配。 死记硬背rote-learning并非最佳的学习词汇的方式。呈现新词汇的方法
A teaching design Teacher Hongli Dong Analysis on Learners Senior high students are eager to learn something knowledgeable and interesting. They have their own opinions and attitudes. They're not content with the limited knowledge obtained from the textbooks. Their abstract thinking and cognitive capability have developed a lot. So I must try my best to help them keep up their passion, develop the feeling of success and build up good values. Analysi s On the Teachin g Materia l Teaching Content The content of my lesson is a reading material, through the learning of which, I ’ll enable students to know more about Jackie Chan, his life career and the qualities that lead to his success. At the same time, make Ss aware of the question-and-answer format in an interview and learn how to conclude a question from the answer. Teaching Aims Knowledge (1)The Ss can learn question-and-answer format in an interview. (2) The Ss can understand the content of the lesson, talk about Jackie Chan ’s life career and form their own opinion about success. A bilities (1) To develop the Ss ’ abilities of listening, speaking, reading and writing (2) To improve Ss' reading abilities, especially their skimming and scanning abilities. (3) To train the Ss ’ abilities of studying by themselves and through cooperating. Emotion Learn from Jackie Chan and understand the way to success is not smooth. Put the moral education in the process of study. Importan t Points What qualities are required to be successful? Difficul t Points Help students to conclude the questions of interviewers according to Jackie Chan ’s answers. Teaching Methods 1. Communicative Approach 2. Task-based Language Teaching 3. Total Situational Action Teaching Aids A computer and a multi-media courseware. Teaching Procedures Students ’ Activities Purpose Step 1 Lead in (3 min) Greeting. T: Hello, everyone! Do you have an idol? Ss: yes. Arouse students' interest and
巧借微课，优化高中英语教学 发表时间：2017-02-22T15:00:51.057Z 来源：《中学课程辅导●教学研究》2016年12月下作者：范志莲[导读] 社会经济的突飞猛进促进了教育事业的蓬勃发展，“微课”作为当前教育工作中的流行应用在高中教学中逐步普及。 摘要：社会经济的突飞猛进促进了教育事业的蓬勃发展，“微课”作为当前教育工作中的流行应用在高中教学中逐步普及。将微课教学模式运用于高中教学能够丰富教学内容及教学形式，使得内容更具开放性，对树立学生在教学中的主体地位以及培养学生学习的兴趣具有促进作用。微课的应用能够实现学生英语素质能力的发展，提升教学质量及效率，具有重要意义。本文通过分析微课在高中英语教学中的意义，提出了微课在高中英语教学中的几点启示，具有指导意义。 关键词：微课；优化；高中；英语；教学 “微课”具有目标明确、教学时间短以及针对性强的特征，它指的是教师在教学过程中，围绕某个单一的教学任务实施教学的方式，其表现形式是与教学内容有关的学习辅助视频。这种教学模式在外来国家应用较为广泛，近期在我国也开始适用。以“微课”运用于高中英语教学能够提升学生的自主积极性与能动性，活跃课堂氛围，提升课堂效率。 一、微课在教学过程中的意义 微课能够增强学生与教师之间的互动学习与交流，实现个性化教育。若学生有缺课的现象，可通过观看微课视频学习漏学的内容。微课内容的保存具有永久性，学生可以根据自身需要随时随地观看视频，更好地实现复习及补课。 1.微课在教学新课时的作用 在课前预习时，教师需要及时将教学内容制作成微课小视频，让学生在课前先预习一下内容，以便在学习新的内容时有一个准备。另外，教师可以根据新课程的内容作出问题设计，借助微课为新课做铺垫，提高学生的学习积极性。在小结拓展中，微课还具有引导学生总结重点学习内容的作用，能够牢固学生的知识结构，针对不同学生的不同情况，教师可以制定出不同层次的微课视频，专门在课后放映，以加深学生对知识的印象。 2.微课在课后学习中的作用 随着科学技术的飞速发展以及计算机技术的普及应用，时代对学生的自主学习能力提出更高的要求。因此，教师在结束教学后，可以将学习课堂中的难点及重点制作成微课视频，并上传至网络，以便学生观看学习。微课的观看不受时间及空间的限制，对不同程度的学生均可适用，可以反复观看。 3.微课在教师业务中的作用 微课是一种新型的授课方式，它作为一种顺应时代发展潮流的教学方式能够辅助教师进行教学，能够提升教师的教学水平，实现以教促学。教师在制作微视频的过程中，需要对教学有一个思考和研究，在这过程中实现教学互促。微课具有教学时间段的特征，因此教师应当以认真的态度进行备课，扎实做好教学的基本功课，熟练使用计算机操作软件。[2]以微课为应用的教学交流平台具有开放性，能够打破传统课堂的局限性，提高教师教学与现代信息技术的能力，使其快速成长，实现英语学习环境的良性循环。 二、微课对高中英语教学的启示 1.使教学内容及方式更丰富 现行的高中英语教材其内容都由专家精心编排，在科学性与合理性的基础上符合现实需求，能够满足高中生的认知现状。但是，教材中内容的优良具有有限性，教材的更新速度跟不上时代发展步伐，满足不了学生的认知能力及社会生活的需要，长期以来，就会滞后学生英语素质能力的提高。借助微课的教学方式，能够弥补传统教学的弊端，教师可以根据一个知识内容，进行多个视频的收集，丰富教学内容及方式，从而提升学生思考能力，拓宽其知识领域。 2.重视培养学生自主学习的积极性 兴趣是学习的第一动力。兴趣是学习的主要来源，若学生对英语具有积极性，就会自主参与到学习过程中来，实现教师与学生的积极配合。反之，若学生对英语学习提不起兴趣，学习起来就会十分被动，教师教学也会感觉力不从心，课堂氛围达不到满意效果，从而使得教学质量及效率不尽人意。而将微课应用于高中英语教学，极大地改变了传统模式下的教学方式，使其发生重大变革，能够实现学生积极配合教学的目的。 3.引导学生树立教学的主体地位 现代教育教学理念表明，学生应在教学过程中实现主体地位，教师所制定的全部教学措施都应当紧紧围绕学生的主体地位为中心，使学生掌握主动权，而教师在这个过程中只需要承担一个辅助者的角色。“以学生为中心”的教学模式需要学生全身心地投入于学习的全过程，并以主观参与作为学习基础。在微课的教学模式下，学生会对学习产生浓厚的兴趣，从而实现其主观能动性的增强，以此同时能够使其自身的不正确行为得到规范，使其认真参与学习，在这个时候，教师就可将课堂的主导权交付于学生，已达到更好的教学效果。 三、结语 英语微课的普及具有巨大的发展潜力，它是一种可以无限循环使用的学习资源，这种新型的教学方式对于教师和学生来说有着举足轻重的作用。在高中学习阶段，英语课程的难度愈来愈高，导致部分学生失去了对学习的兴趣。教师针对这样的教学情况，将“微课”运用于高中英语教学课堂中，能够激发学生学习兴趣，实现教学效率的提升。参考文献： [1]郑世忠.吉林省中小学(幼儿园)教师微课制作能力现状研究——“2015年吉林省中小学(幼儿园)教师微课大赛”微课作品分析[J].吉林省教育学院学报，2016(5). [2]刘娟，韩春荣，王丹.基于微课的翻转课堂模式应用于独立学院艺术类大学英语教学的适应性探析[J].海外英语，2016(17). (作者单位：湖南省邵阳市绥宁县第一中学 422600)
2019下半年教师资格考试高中英语学科知识与教学能力真题及答案 (科目代码：405) 一、单项选择题(本大题共30小题，每小题2分，共60分) 1. This disease _____ itself in yellowness of the skin and eyes. A. manifests B. modifies C. magnifies D. exposes 2. In the _____ of human life honors and rewards tend to fall to those who show their good qualities in action. A. ring B. terrace C. arena D. ground 3. The coupon _____ you to at least 50% off the regular price of either frames or lenses when you buy both. A. entitles B. tips C. presents D. credits 4. Which of the following indicates a correct intonation pattern? A. Did you have a↑fever or a↓headache? B. Did you have a↑fever or a↑headache? C. Did you have a↓fever or a↓headache? D. Did you have a↓fever or a↑headache? 5. Which of the following is a voiceless bilabial stop? A. /b/ B. /m/ C. /w/ D. /p/ 6. The experienced writer is skilled in handling his words, just _____ the builder is skilled in handing his bricks. A. as B. so C. thus D. like 7. It is politely requested by the hotel management that radios _____ after10 o'clock at night. A. did not play B. not to play C. not be played D. were not be played 8. Which of the following italicized phrase indicates a purpose? A. She said it for fun, but others took it seriously. B. For all its efforts, the team didn't win the match. C. Linda has worked for the firm for 20 years. D. He set out for Beijing yesterday. 9. There are _____ syllables and _____ phonemes in the word “determine”. A. 3; 8 B. 3; 7 C. 2; 6 D. 3; 6 10. The pair of words “buy”and “sell”are _____ opposites. A. gradable B. relational C. complementary D. dialectal 11. The inductive method differs from the deductive one in that it enables learners to arrive at ____ on the basis of examples. A. generalizations B. solutions C. understanding D. decision 12. What is not the major purpose of asking students to give a report after the group discussion in a reading class? A. To pool ideas. B. To correct mistakes.
Introduce a Place From Module2 Unit4 Communication Workshop I. Teaching aims At the end of this lesson, students will 1.be very interested in writing an article to introduce a place. 2.be able to use suitable person, tense, layout, sentence structures and linking words to introduce a place . 3.be proud of our capital Beijing and our hometown Jiaozuo and love them. II. Teaching key points and difficult points 1. Teacher leads students to understand and master the layout, sentence structures and linking words effectively. 2. Teacher leads students to master the way to use advanced and various sentence structures. III. Teaching and learning methods Process-focused writing approach, Group work, Cooperative learning. IV. Teaching procedure 1.Teacher arouses students’ interests by showing some photos of some famous cities in the world, and singing the song, “Welcome to Beijing”. 2.Teacher shows the sample article of Beijing to students. This article serves as language input before writing. 3. Teacher asks students questions to lead them to understand and master the layout, sentence structures and linking words effectively. e.g. “How many paragraph s are there in the article?” Answer: (1. Introduction. 2. Things to see. 3. Things to do. 4. Ending words.) “What factors are in cluded in the first paragraph?” Answer: (General description, Location, Area, Population, History, Climate and Temperature.). “Can you find and circle the beautiful and advanced sentences in the article?”Answer: (Location : 1. …is located in … 2. …lies in…. Area: 1. …covers an area of…2. ...is the second/ third/https://www.doczj.com/doc/b62155924.html,rgest city in the world as regards area. etc.)
“微课”在高中英语词汇教学中的运用 摘要：社会信息技术的飞速发展，推动着教育信息化的进步与改革，以多媒体信息技术为核心的教育手段逐渐渗入课堂教学中，以微课程为核心的翻转课堂教学模式已成为业界关注的焦点。同时微课程凭借简短、快速、精确等特点，逐渐成为英语课堂教学中关键的抓手，是提高高中英语课堂教学业绩的重要手段，在英语课堂教学活动中起着关键的作用。本文将结合高中英语教学特点，探究“微课”在高中英语词汇教学中的运用，旨在开启多元化的英语教学模式，利用微课程的独特优势创造良好的教学环境，全面提高课堂教学质量。 关键词：微课翻转课堂高中英语词汇 微课程是21世纪新兴的一种新型授课方式。微课程主要是以微视频为载体，通过声音解说及视像演示将教学知识要点呈现给学生的一种微型教学方式。高中英语词汇特点是单词量大，生僻词较多，词性多样化，分布范围广，学生在学习与记忆过程中往往容易出现错误。由于微课程具有精练、简短、快速等特点，在高中英语课堂教学过程中合理有效地运用微课程有效地解决这个难题。 一、微课程教学在课堂研究中的背景与意义
微课程是微型课一词的缩写，主要是以微型的视频为教学载体，根据各个学科不同特点或教学目标开发与设计的一种情景式教学模式。教师通过微课程将教学知识重难点与教学资源有机地结合在一起，构成一个完整的知识结构体系，便于学生理解与掌握。 高中英语词汇具有语境生僻难懂、篇幅较长、生词量大的特点，学生普遍认为高中英语词汇学习是英语学习过程中的一个重难点。高中学生在初中阶段已掌握一部分英语基本知识，能娴熟地操作智能手机及电脑等各种移动终端，因此，高中学生非常适合微课程教学。在高中英语词汇教学过程中，教师可以适当地使用微课程，让学生在丰富多彩的视频教学过程中提高学生的记忆力与理解力，激发学生英语学习的兴趣。 二、微课程在高中英语词汇教学中运用的必然性 1.补充了多媒体课堂教学的不足。科技信息化社会促进了教育的改革，将多媒体技术成功地引入了高中英语词汇课堂教学活动中。但是，在实际课堂教学活动中，多媒体的教学方式并未得到广泛利用，多数教师只是单纯地利用多媒体制作或者拷贝课件，这种课堂教学模式虽然可以有效激发学生英语学习的兴趣，但忽略学生在学习过程中的主体地位，忽略了英语词汇量大、语境难懂等特点，学生英语词汇独立学习与记忆的时间太少，学生的能力与记忆受到一定程
2019上半年教师资格证真题及答案：高中英 语 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
2 2019上半年教师资格证真题答案：高中英语 一、单选题 1.答案: C.voicing 2.答案: B.design 3.答案: A.regulation 4.答案: D.excessive 5.答案: B.Big and small. 6.答案: A.had assumed 7.答案: C.as a different man 8.答案: C.than have stayed 9.答案: C.Three 10.答案: B.Locutionary act 11.答案: A.elicitation 12.答案: D.achievement test 13.答案: B.Intolerance of Ambiguity. 14.答案: C.understanding textual coherence 15.答案: D.clarification 16.答案: D.appropriacy 17.答案: A.What part of speech is "immense" 18.答案: C.I go shopping twice a week. How often do you go 19.答案: B.Reading aloud, dictation and translation 20.答案: A.structural syllabus 21.答案: D.Reading as a serious undertaking should not be 22.答案: C.To emphasize the amusement in reading without 23.答案: A.A person used in experiments. 24.答案: C.She knows how to relieve her mental suffering via 25.答案: A.It brings about surprises. 26.:暂缺 27.答案: B.The educational reforms made by the public schools 28.答案: D.To push their children to excel at exams.
2015上半年教师资格证《高中英语学科知识》真题及答案 一、单项选择题（本大题共30小题，每小题2分，共60分） 1.Which of the following shows the proper pronunciation of “whose” in the sentence “In American，Li stayed in a family whose landlady could help him with his English”？ A．[hus] B．[huz] C．[hu：s] D．[hu：z] 2.In terms of the place of articulation，[t][d][z][s][n]are al l＿＿. A.palatal B.alveolar C.bilabial D.dental 3.In Rome，tourists may easily get＿＿because all the streets look the same. A.disoriented B.deluded C.distracted D.delineated 4.He immediately replied with an ＿＿“YES” to the request that he attend the public hearing. A.effective B.eloquent C.emotional D.emphatic 5.Perseverance，modesty and opportunity are the＿＿factors for the girl’s success in her career. A.contributed B.contributing C.contributor D.contribution 6.Through doing this，the teacher will be able to ascertain the extent to＿＿the children understand what they are reading. A.how B.which C.that D.what 7.Before you leave the office，＿＿all lights are out. A.see which B.seeing that C.to see that D.see to it that 8.＿＿she heard her grandfather was born in Germany. A.That was from her mum B.It was her mum that C.It was from her mum that D.It was her mum whom