高中英语教师资格证认定-说课稿
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Unit 20 Archaeology(Grammar)(考古学)Hello, everyone. Today I very pleased to have an opportunity to talk about some of my teaching ideas. My topic is the grammar part of Senior English for China book2 Unit20, archaeology, and it is made up of six parts.Part 1 My understanding of this lessonThis lesson is a grammar one. It is around grammar to expand. after it students can further grasp the English language.The analysis of the teaching material:The topic of this unit is archaeology, and the whole lesson is spread around this topic. grammar is one of the most important items in English learning. It can train students' English ability. It also plays a very important part in the English teaching of this unit. By studying this Lesson, Students can improve their reading especially writing abilities.Teaching Aims:1.Knowledge aim: use “it” to make sentences.2.ability aim: grasp some new words and improve the ability of defining words in English3.Emotional aim : make students understand English not only by the language sense but also by a more rational thought. Teaching Important Points:Master and use “it” to make sentences.I.Preparatory Subject(形式主语)1.It be+ p.p./ n./ adj. + that clause2.It seems /appears/ happens+ that clause3.It be +n./ adj./ +wh-/how clause4.It be +adj.+ for/ of sb. to do sth5.It’s no use doing---II.Preparatory Object(形式宾语)1. Subject + vt. +it +adj. +to do sth2. Subject + vt. + it + adj. +that clauseIII.The emphatic phrase(强调句型)It be +---+ who/ that----T eaching difficult point:How to get the students to master the use of “it”Part 2 My teaching theories, methods and aidsBefo re dealing with this lesson, I’ll do my best to carry out the following theories: Make the Students the real masters in class while the teacher himself acts as director;Combine the language structures with the language functions; Let the students receive some common sense about body language while they are learning the English language.Teaching Methods:1. task-based leaning method: it’s very practical and operable and also it can stimulate students’initiative in learning and develop their ability in language. Using this method students are the real masters in class while teachers act as the directors.2. group learning method: in the following lesson I will divide the whole class into four groups. Within the group students can talk and discuss freely by using the sentence pattern of it. This method can re-strengthen their knowledge about the use of it. Teaching Aids:1. PPT(多媒体演示文稿)2. some books 2. the blackboardPart3 Analysis of the studentsThe students of Senior Grade 2 have already had some knowledge about English language. And students have certain abilities of self-studying. But in daily life students seldom consider the grammatical points when they use English. but after mastering the grammar, students can understand English further and use it more properly.Part 4 Teaching steps / proceduresI have designed the following steps to train their abilities of speaking, especially listening abilities. The entire steps are: lead-in, presentation, practice and consolidation, homework.Step 1 lead-inStep 2 presentation1.elicit the contents of the grammatical pointslearn the the use of it2.analyze this lesson in detailsnow I will give some examples to analyze the use of itIt made me excited to find the ground was covered with snow.It was interesting that we played with snow together.Summary1. “it” can be used in the subject position to stand for the infinitive(不定式), gerund(['dʒerənd]动名词), or a clause[klɔ:z](从句). It is ...+ to doing/a clauseThen give students some situations for them to practice using “it”.situations:1. go out alone at night2. win the first prize3. China will hold Olympic Games4. maybe Mr. Smith will give a speech here.Now, please look at the two sentences on the screen: It is said that Tom has come back from abroad.People say that Tom has come back from abroad.Summary2“I t”is also used in the subject position to stand for a clause. But it can be changed into “people + vt. + that clause”. That is, It be+ past participle (V.p.p(过去分词))+that clause(such as the following past participle (V.p.p): reported, believed, thought, proven, know, hoped, suggested, hoped… Then let students do the exercises 1 and 2 on page 78. Now let students look at the sentence on the screen and tel l that “it” refers to and it’s function.Henry gave me a tie for my birthday last year.It was last year that Henry gave me a new tie for my birthday.It was Henry who gave me a new tie for my birthday last year .It was for my birthday that Henry gave me a new tie last year.Summary3.from the above sentences we can reach a conclusion that:It is +…that (who)+clause is a emphatic sentence(强调句型)Summary4. Impersonal(无人称的) “it” can be used to talk about something or somebody mentioned above such as time, d ate, weather, distance, season and so on.Step 3 practice and consolidationMore practice in class to enhance the usage of “it”Step 4 homework1.revise the use of “it”2.write ten sentence which can used “it” and explain the function of the word “it”Part 5 Blackboard designJust as I have written on the blackboard.Unit 20 Archaeology(Grammar)Teaching Important Points:Master and use “it” to make sentences.IV.Preparatory Subject(形式主语)1.It be+ p.p./ n./ adj. + that clause2.It seems /appears/ happens+ that clause3.It be +n./ adj./ +wh-/how clause4.It be +adj.+ for/ of sb. to do sth5.It’s no use doing---V.Preparatory Object(形式宾语)1. Subject + vt. +it +adj. +to do sth2. Subject + vt. + it + adj. +that clauseVI.The emphatic phrase(强调句型)It be +---+ who/ that----Teaching difficult point:How to get the students to master the use of “it”Patr 5 Teaching assessment(教学评价)For teaching purposes,I stimulate students’interests mainly by teach ers and students interacting way. I believe that this lesson will lay a good foundation for students’further English study.That’s all for my teaching plan about this lesson, thanks!。
09年教师资格认定考试高中英语说课稿指导一、Introduction(导言)英语说课是英语教学中的重要一环,也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段,能从理论上指导教师贯彻教学大纲,真正做到教与学相结合,将教材、大纲、教师、学生、课堂融为有机整体,对不断提高教师教学能力和教研能力,有着突出的作用。
二、说课的基本原则1. 遵循教学大纲要求,明确说课内容。
把握说课与上课的区别与联系,正确理解教材、教案说课、上课之间的层进关系,走出说课即是“说教案”的误区。
2. 以教师为主导,学生为主体,体现先进的教学理念。
3. 详略得当,重点突出,体现说课的完整性。
4. 与教案相结合,体现其可操作性。
三、说课的基本程序1. 说教材:科学分析教材,明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2. 说学生:谈谈学生的知识与能力结构,明确说课内容的难易程度。
3. 说教法:谈谈本节课要实施的教学手段、方法以及教具的使用。
4. 说学法:谈谈学习方法的运用以及将要实现的目标。
5. 说教学程序:说为什么要设计该程序?目的、意图何在?结果如何?6. 说板书设计:谈谈板书设计的根据和理由,力求体现说板书设计的程序性、概括性和艺术性。
四、注重说课信息和反馈与总结说课的对象可以是专家、同行甚至是学生。
向说课对象征询意见、获取信息,力求不断改进和提高。
五、附SB 2B U16 Lesson 63说课稿Unit 16 Lesson 63Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC(2). It is made up of four parts.Part 1 My understanding of this lessonThe analysis of the teaching material:This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. Teaching aims:1. Knowledge aim: Understand the main idea of the text.2. Ability aim: Retell the text in their own words.3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points:How to understand the text better.Teaching difficult points:1. Use your own words to retell the text.2. Discuss the pollution of the sea and how to save the sea.Something about the Ss:1. The Ss have known something about the sea and sea life through the Internet and other ways.2. They are lack of vocabulary.3. They don’t often use English to express themselves and communicate with others.4. Some Ss are not active in the class because they are afraid of making mistakes.Part 2 My teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director;Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method:Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTeaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 3. Teaching steps / proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are:Greetings, Revision, Lead-in and preparation for reading, Fast reading(scanning), Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, HomeworkStep 1 GreetingsGreet the whole class as usual.Step 2. Revision1. Ask students some questions to revise the last lesson(show them on the screen).a. How much salt do the oceans contain per thousand parts of water?(35 parts of salt. 3.5% by weight)b. What is coral? Why are corals not found in deep water?c. Why is the Dead Sea called the Dead Sea?2. Check the homework(made a survey about the sea or sea life by surfing the Internet or asking for help from other people). Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.Step 3. Lead-in and preparation for readingShow them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.Purpose: Arouse the students’ interest of study.Bring in new subject: Life in the oceans.Step 4. Fast readingRead the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:1. Why can living things live in such oceans around the Antarctica?2. What does the whale feed on?3. What is the difference between the sperm whale and other whales?Method: Read the text individually, use question—and—answer activity.Purpose: Improve the students’ reading ability.Understand the general idea of each paragraph.Step 5. Listening(book closed)1. Listen to the tape then do an exercise(wb page 90, part 1)2. True or false exercise.(on the screen)Train the Ss’ l istening ability and prepare for later exercises.Step 6. Intensive readingRead the passage carefully again and answer some detailed questions on the screen.1. How much does a whale eat at a time?2. Do all the whales feed on small fish?3. How deep can a sperm whale dive?It is also called depth reading or study reading. It means reading for detailed information. Purpose: Further understand the text (Train further reading ability)to find out some different sentences and details of the text.Step 7. Preparation for details of the text on the screen1. ...its heart slows to half its normal speed.slow-v. to become / make slower.2. ing sound wavePresent participle used as adverbial.3. provide sth. for sb.provide sb. with sth.4. at a time: each time5. grow to a length of...Purpose: Train the Ss’ ability of understanding and using laguage.Step 8. Consolidation1. Find out the topic sentences.2. Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.Step 9. DiscussionShow them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.Step 10. HomeworkWrite an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.Part 4. Blackboard designUnit 16 Lesson 63Topic Sentences:1. Some living things can live in Antarctica.(what)2. The whale feeds on small fish.(what)3. The sperm whale feeds on squid.(difference)Discussion:1. The whales are in danger. What’s your opinion about it?2. The sea is being polluted. What should we do?In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.I want to make the design inductive, instructive and artistic.[说课评课] 英语说课稿范例(英文稿)I Teaching Aims:1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)2. To encourage Ss to practice, participate, and co-operate in the classroom activities.3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think …II Teaching ApproachesCommunicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).So during this lesson, emphases are to be laid on:1. Student-centered teaching2. Task-based learning3. Activity-based teaching (individual work; pair work; group work; class work)III Teaching Aids:1. a projector2. a multi-media computer systemThey are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.IV Teaching ProcedureStep 1. Warming-up & lead-inActivity 1 Free talk (class work)I will invite Ss to answer the following Qs.Q1: Who do you think looks coolest in our class?Q2: Do you like him/her?Q3: If so, why? If not, why?…Activity 2 Picture-talking /Music-talking (individual work)Download some pictures/music from the Internet.Guiding Qs may be:Q1: Who’s she/he?Q2: Do you like him/her?Q3: If so, why? If not, why?Q4: Do you think he/she is perfect?…Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic.Step 2. Pre-readingActivity1 Look and guess (class work)In this activity, Ss are required to look at the title/subtitle and guess what they will read.Activity2 Brain-storming (class work)In this activity, Ss are encouraged to think of as many words as possible to describe the picture/…Goal:To develop Ss’ reading skill---predicting and present some new words in the passage such as …Step 3. ReadingActivity 1 Skimming (class work)Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of each Para.)Goal:To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible.Activity 2 Scanning (group work)Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form:TitlePart/Para.Main idea Detailed information1 a. topic sentences/introductionb. examples/supporting ideasc. conclusion2 a.b.c.Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.Activity 3 Report (class work)Invite some group members to report their work to the whole class.Goal: To overcome Ss’ shyness and stimulate Ss to speak in public.Activity 4 Further understanding and word study (pair work)Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and multiple choices.)Q1: What does the word “this” in the last Para. but 3 refer to?A. sjkdfkjdkB. klklklklC. opieporiwpD. jdlkjflkdQ2: What is the Chinese equivalent for the phrase “investing in loss”?A. B. C. D.Q3: The word “flawless” in Line 5 of Para.2 can be replaced by ___Q4: Which of the following statements is true or not true?…Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly.Step 4. Post-readingActivity1 Role-play(pair work)Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview.Activity2 Discussion (Group work)Topics may be :Q1: Do u want to be perfect?Q2: Do u think there is anyone in the world that is perfect?Q3: Look at the subtitle/title “Remind yourself”, remind yourself of what?…Activity3 Poster-designing/Cartoon-designing/…(group w ork)Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of …Step 5. HomeworkTask 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned.Task 2 Look up some more information about … (Individual work)Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic.Goal:To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills.As for my blackboard-design, since time is limited, I’d like to give a brief introduction.TitleHere is the form Here are some new words for SsSo much for my presentation. Thank u very much. Bye-bye.高中英语说课稿引言:在英语教学中落实新课程标准,就是贯彻执行国家教育部关于课程改革的决定。
篇一:高中英语教师说课稿good morning, interviewerspart one. analysis of teaching materialhere i will analyze this part from 3 points:the first point is “status and functions”this unit is unit__in term_ _taken from new standard english book and my lecture is the reading part of it. by learning this passage, the students can master some language points and reading skills.the second point is “teaching aims”firstly, knowledge aims: the students should understand all the key words and expressionssecondly, ability aim is to improve the students’ ability of getting the main idea and detailed information of this passage.thirdly, emotional aims: to enable the students to develop good manners of learning.the third point is “importance and difficulties. the important points are to master usage of key words and phrases such as__________. the difficult points mainly focus on how to develop the students’ reading ability.part two. analysis of the learnersas senior high school students, most of them are very shy and they seldomparticipate in class activities. so in order to activate my students, i will adopt somepart three. teaching & learning approachespart four. teaching proceduresin order to arrange my teaching procedures systematically and logically, i will divide my teaching procedures into 5 steps.step one is “warming up”at beginning, i will play an english song for my students because it can not only help them relax, but can also bring them into an english atmosphere.step two is “leading-in”i will have a free talk with my students about__________________________________________________, thus leading my students to the topic we’re going to learn.step three is “reading” it will cost 20 minfirst. class workskimming: here i will ask my students to read the passage quickly and loudly, and then give them some t or f questions to see if they have a general understanding of this passage. they will answer it together.second. group workscanning: here my students should read the passage very carefully and silently, and work in groups to discuss the following questions. by doing this, i can check whether my students have a detailed understanding of this passage.third. pair worklearning language points: ask students to work in pairs and pick out the importantsentences, and then introduce to others, of course showing the reasons why your pairs choose. i will do example, such as________________________ (板)because this sentence has a important phrase or sentence structure.fourth individual workconsolidation: here i will show my students a short passage with key words and phrases missing.of course, those words or phrase is taken from this passage we have learnt today. and then ask some students to retell the passage by filling the blanks, finishing them by individual.part five. blackboard designin order to make the blackboard design clearly and neatly, i write the sentence on the left. then i show the sentence structure and example on the right. in the middle, i will use an arrow symbol to connect.in a word, the whole teaching plan is based on tasks and cooperation which are design from easy to difficult. the students is a agent, the teacher just is a organizer.well, that’s all for my presentation, i appreciate your attention very much!篇二:教师资格证认定考试高中英语说课稿指导2009年教师资格证认定考试高中英语说课稿指导一、introduction(导言)英语说课是英语教学中的重要一环,也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段,能从理论上指导教师贯彻教学大纲,真正做到教与学相结合,将教材、大纲、教师、学生、课堂融为有机整体,对不断提高教师教学能力和教研能力,有着突出的作用。
高中英语老师面试说课稿范文As an experienced high school English teacher, I am excited to have the opportunity to share my approach to teaching and my lesson plan for this interview. In my years of teaching, I have developed a deep passion for helping students develop their English language skills and cultivating their love of literature.At the heart of my teaching philosophy is the belief that learning should be an active, engaging, and student-centered process. I strive to create lessons that challenge students to think critically, express themselves clearly, and make meaningful connections to the content. In my English classes, students don't simply sit passively and absorb information; rather, they are actively involved in discussions, collaborative activities, and hands-on projects that bring the material to life.For this interview lesson, I have prepared a 60-minute plan that focuses on teaching students to analyze and interpret a classic work of literature. The lesson is designed for a 10th grade English class that is currently studying 20th century American literature. Theprimary text we will examine is "The Great Gatsby" by F Scott Fitzgerald.I will begin the lesson by engaging students with a thought-provoking question that connects to the themes and ideas explored in the novel. I might ask something like "What does it mean to achieve the American Dream, and how does Gatsby's pursuit of this dream shape the events of the story?" This question will encourage students to draw on their prior knowledge of the novel and begin to think critically about its key themes.Next, I will provide students with a brief overview of the historical and cultural context of "The Great Gatsby." I will discuss the post-World War I era in which the novel is set, highlighting the dramatic social and economic changes that were taking place in American society at the time. I will also touch on Fitzgerald's own life and experiences, as these often served as inspiration for his writing.With this foundation laid, I will then guide students through a close reading of a pivotal passage from the novel. I will carefully select a passage that exemplifies Fitzgerald's masterful use of language and symbolism, as well as one that illuminates important character development or thematic elements. As we read through the passage together, I will pause at key moments to ask probing questions that encourage students to analyze the author's word choice, narrativetechniques, and underlying messages.For example, I might focus on a passage that describes one of Gatsby's lavish parties, and ask students to consider how the details Fitzgerald includes reflect the excesses and illusions of the Jazz Age. Or I might examine a scene that depicts the stark contrast between Gatsby's ostentatious mansion and the bleak "valley of ashes" where George and Myrtle Wilson live, and have students discuss how this contrast serves to critique the emptiness of the American Dream.Throughout this close reading, I will be sure to model effective annotation strategies, such as underlining key phrases, circling important symbols, and jotting down questions or observations in the margins. I will encourage students to actively engage with the text and follow along, annotating the passage as we proceed.After the close reading, I will transition to a small-group activity that allows students to delve deeper into the novel's themes and their own interpretations. I might have students work in pairs or triads to analyze a different passage from the text, using the same close reading strategies we practiced as a class. Each group will then share their findings with the larger group, sparking a lively discussion.To wrap up the lesson, I will bring students back together for a final reflection. I might ask them to consider how the passage weexamined today connects to the novel as a whole, or to share one key insight they gained about Fitzgerald's artistic vision and its relevance to their own lives. This will reinforce the enduring significance of "The Great Gatsby" and encourage students to continue exploring its themes and complexities.Throughout the lesson, I will employ a variety of instructional strategies to maintain student engagement and accommodate different learning styles. In addition to the whole-class discussions and small-group activities, I may incorporate multimedia elements such as audio recordings of Fitzgerald reading excerpts from the novel, or visual aids that illustrate the lavish world of 1920s Long Island. I will also be sure to differentiate my questioning and provide ample opportunities for students to share their ideas and receive feedback.Ultimately, my goal for this lesson is to inspire students to develop a deep appreciation for "The Great Gatsby" and the art of literary analysis. By guiding them through a close reading of the text, facilitating engaging discussions, and encouraging them to make personal connections to the material, I hope to ignite their curiosity and deepen their understanding of this enduring American classic. Through this process, students will not only hone their critical thinking and communication skills, but also gain valuable insights into the human condition and the pursuit of the American Dream.Thank you for the opportunity to present my approach to teaching English literature. I am confident that my passion for the subject, my commitment to student-centered learning, and my ability to craft dynamic, engaging lessons will make me a valuable addition to your teaching staff. I welcome any questions you may have, and I look forward to further discussing my qualifications and teaching philosophy.。
教师资格证高中英语说课稿尊敬的评委老师,各位同仁:大家好!今天,我有幸站在这里,为大家说课一节高中英语课。
本次说课的内容是人教版高中英语必修一的Unit 3 “Travel Journal”。
我将从教材分析、教学目标、教学重点与难点、教学方法、教学过程以及板书设计六个方面进行详细的阐述。
一、教材分析本单元以旅行为主题,通过阅读、写作和口语交际等活动,让学生了解不同文化背景下的旅行经历,培养学生的跨文化交际能力。
同时,通过对旅行日记的学习和写作,提高学生的英语阅读和写作技能。
本单元由两部分组成:第一部分是一篇关于埃及旅行的日记,第二部分是关于如何写旅行日记的指导和练习。
二、教学目标1. 知识与技能目标:- 学生能够理解并掌握本单元的重点词汇和句型。
- 学生能够通过阅读旅行日记,提取关键信息,并理解作者的观点和感受。
- 学生能够撰写一篇简短的旅行日记,表达自己的旅行经历和感受。
2. 过程与方法目标:- 培养学生通过合作学习和自主学习提高英语阅读和写作能力。
- 通过小组讨论和角色扮演等活动,提高学生的口语交际能力。
3. 情感态度与价值观目标:- 激发学生对旅行的兴趣,培养他们对不同文化的尊重和理解。
- 培养学生的环保意识,使他们在旅行中能够做到保护环境。
三、教学重点与难点1. 教学重点:- 重点词汇和句型的学习和运用。
- 旅行日记的写作技巧和结构。
2. 教学难点:- 如何引导学生深入理解旅行日记中的情感表达和文化差异。
- 如何帮助学生克服写作中的困难,提高写作的条理性和逻辑性。
四、教学方法本节课我将采用任务型教学法、合作学习法和多媒体教学法。
通过设计不同的任务,激发学生的学习兴趣和参与度。
同时,利用多媒体教学资源丰富教学内容,提高教学效果。
五、教学过程1. 导入(5分钟)- 通过展示一些旅行图片,激发学生的兴趣,并引导学生谈论他们自己的旅行经历。
2. 阅读(15分钟)- 学生自主阅读课文,理解旅行日记的主要内容。
教师资格证说课标准教案模板优秀2篇篇一:高中英语教师资格证说课稿篇一Good morning, everyone, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is New Senior English for China Book3 U1 Festivals Around the World. I’ll be ready to begin this lesson from two parts. The first part is analyzing the teaching material and the second part is teaching procedure. First, let me talk about the teaching material.Part 1 Teaching Material:This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China. The teacher can ask the students if they have some idea about the foreign and domestic festivals.The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include.The reading passage titled Festivals and Celebrations which is briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. The teacher can first let them work in pairs or in groups to find the answers together, and then check their answers with the whole class. Students should be required to talk about festivals in their own words at the end of the class.Part 2 Teaching Steps:In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. Therefore, the teaching steps are very important and they should be arranged in good orders. Moreover, the teaching methods should be considered in this part, such as pair work activity and Students –Centered-Teaching.Now let me introduce my teaching steps.Step 1 Leading-inI will have a free talk with students. Ask them the following questions: Did you have a good time in your winter holidays? How did you celebrate your Spring Festival?With this topic we will begin the new unit which is talk about the festivals around the world.Step 2 Warming upI will let students talk about other Chinese festivals that they familiar to. (Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. 。
【优质】教师资格证考试高中英语教案模板一、教学目标1. 知识目标:(1)学生能够掌握基本的英语语法和词汇。
(2)学生能够听懂、说出一篇关于日常生活的短文。
(3)学生能够通过阅读理解,获取文章的主要信息。
2. 能力目标:(1)学生能够运用所学的英语进行简单的日常交流。
(2)学生能够通过阅读提高自己的阅读理解能力。
3. 情感目标:(1)学生能够激发学习英语的兴趣。
二、教学内容1. 教学文本:一篇关于日常生活的短文。
2. 教学词汇:常用的英语日常用语。
3. 教学语法:一般现在时和一般过去时的区别。
三、教学过程1. 导入:通过与学生的生活相关的日常话题导入新课。
2. 呈现:展示一篇关于日常生活的短文,让学生听读。
3. 讲解:讲解文中出现的词汇和语法点,让学生理解和掌握。
4. 操练:通过小组活动或角色扮演,让学生将所学的词汇和语法运用到实际情景中。
5. 巩固:通过完成练习题,让学生加深对词汇和语法点的理解和运用。
6. 总结:对本节课所学的内容进行总结,帮助学生形成知识体系。
四、作业布置1. 完成课后练习题。
2. 编写一篇关于自己日常生活的短文。
五、教学反思通过本节课的教学,学生能够掌握基本的英语语法和词汇,并能够运用到实际情景中。
学生的阅读理解能力和日常交流能力也得到了提高。
在教学过程中,教师需要关注学生的学习情况,及时调整教学方法和节奏,以确保教学效果的达成。
六、教学评价1. 形成性评价:通过课堂互动、提问和小组活动,及时了解学生对教学内容的理解和掌握情况。
2. 终结性评价:通过课后作业和练习题的完成情况,评估学生对本节课所学知识的掌握程度。
七、教学拓展1. 开展英语角活动,让学生有机会在日常生活中运用所学的英语。
2. 组织英语演讲比赛,提高学生的英语表达能力和自信心。
八、教学资源1. 英语教材:提供丰富多样的教学内容,帮助学生掌握英语知识。
2. 多媒体教学设备:通过音频、视频等资源,增加课堂的趣味性,提高学生的学习兴趣。
高中英语教师资格证书试讲(说课万能模板)Good morning,everyone.Today I`m very pleased to have an opportunity to talk about so me of my teaching ideas.The content of my lesson isI`ll be ready to begin this lesson from four parts.They are 1 Analyzing teaching Materia l 2.the teaching methods 3.the studying methods 4.the teaching procedures,and while presenti ng these parts I will do the blackboard design properly.Ok now I am going to start from th e first partPart 1 Analyzing teaching Material:This lesson is about.By studying of this lesson,we`ll enable the students to know the ser ious attitude towards and develop the interest inAt the same time,let the students learn how to give instructions.This lesson plays an im portant part in the English teaching in this unit.As it is the main passage in this unit which outlines the theme of this unit.If the Ss can learn it well,it will be helpful to make Ss lear n the rest of this unit.And as we all know,reading belongs to the input during the process o f language learning.The input has great effect on output,such as speaking and writing.Then a ccording to the new standard curriculum and syllabus(新课程标准和教学大纲,I think the teac hing aims of this lesson are the following:1.Knowledge aim:Understand the main idea of the text.2.Ability aim:Retell the text in their own words.3.Emotional aim:Make the Ss loveThen the Teaching important point is how to understand the text betterAnd the teaching difficult points are:e own words to retell the text2.Discuss thePart 2 Teaching methods:Dealing with this lesson.I`ll do my best to carry out the following theories:Make the Ss the real masters in class while me,myself acts as director;Combine the language structureswith the language functions;Let the Ss receive some moral education while they are learning the English language.To achieve my goal I`ll use the following teaching methods:mucative Approach(交际教学法2.Task based watch and listen activity3.Question and answer activity4.Pair work or individual role play or scene play activityAnd in order to practice my teaching methods well,I need the following teaching aids1.a projector2.a tape recorder3.multimedia4.the blackboardPart 3 Studying Methods:As Ss are poor in cooperative learning skill,many Ss are not active in class,and even so me of them don`t like English.Therefore,I`ll have Ss study in a relaxed atmosphere.The learn ing process of students is from seeing,thinking,saying.So after feeling and understanding the l anguage points,I will let the students get the knowledge actively by cooperative study.In a w ord I will1.Let the Ss pass observation–imitation-practice to study language.2.Teach the Ss how to master dialogues and how to communicate with others.Part 4 Teaching ProcedureI have designed the following steps to train their ability of listening,speaking,reading an d writing.Especially reading ability.Step 1.Lead-inHave a free talk about and then discuss the question in pre-reading on pagePurpose:arouse the Ss`interest of studyStep 2.Listening comprehensions1.Present the students the questions before listening to the textAB2.Get the students to listen to the tape and then answer the questions.Purpose:Train the Ss`listening ability to grasp the general idea of a passage and prepare for the later exercises.Step 3.Fast readingRead the passage as quickly as they can.I will use the question and answer activity to help them get the main idea of each paragraph,then ask them to use their own words to co nclude the main ideas of each paragraph.Purpose:Improve the Ss`fast reading skills like skimming reading and scanning reading.U nderstand the general idea of each paragraph.Step 4 Intensive readingRead the passage carefully again and answer some detailed questions.ABCit is also called depth reading or study reading.It means reading for detailed informatio n.Purpose:Further understand the text to find out some different sentences and details of t he text.Step 5.Retell the passage1.I will list out the general idea of each paragraph which the Ss have concluded in fast reading2.Encouraging Ss to use their own words to retell the passage according to the general ideas.Purpose:I want to check if my students really understand the whole text and if they ma ster what I mean to tell them in this class.What`s more,I want to make the students practice their oral English through retelling.Step nguage pointsI will show the important words phrases and sentences which the Ss need to learn in t his passage on the screen one by one.Then give them the right usages of these new languag e points.What`s more I will ask Ss to make sentences by using these newly learnt words an d phrases.Step 7.Pair work or individual role play or scene play activityPurpose:I mean to give them emotional education.I give them muti-media pictures to aro use their interest of study and their love for Step 8 Summary I will go through the importa nt points and difficult points of this lesson with the students once again.Step 9 Homework Write an article of I want to improve the ability of their writing.At the same time,train the ability of do it yourself and looking up the information by themselves.Above is my teaching plan of this lesson.Thank you for listening.注:关于blackboard(板书设计,在说课前在黑板上表出课题,然后只需在说课过程中根据内容需要(比如课程导入或者课堂活动时)稍许写一下,切忌满篇板书而减少了说课时间,也最好不要把板书设计单独成为一个说可部分。
我的说课稿2014-1-3Good morning, dear judges!(鞠躬)I’m No.3. It’s an honor for me to have an opportunity to talk about something about my teaching ideas. My topic is from New Senior English for China, Book__,Unit__,reading part ,“_____________________”(板书标题)OK,now I’ll talk about this lesson from the following 7 parts:Part 1, Analysis of the teaching material;Part2, Analysis of the students;Part 3, Teaching aims;Part4, Teaching methods,Part 5, Teaching procedure,Part 6, Teaching assessment;Part 7, Blackboard design.一、First of all, please let me talk about the first part——“Analysis of the teaching material”.The title of the lesson is “_______________________”(指黑板标题处)。
This lesson is about ____________________.It plays a very important role in the whole unit. If the students can master the lesson well, it will be very helpful for them to learn the rest of this unit.Next is about important and difficult points. The important point is how to enable Ss to master the reading skills such as scanning, judgment, and summarizing. The difficult point is how to enable Ss to use their own words to retell the text and how to express themselves using what they have learnt in the reading passage.二、Now , I want to tell you something about the Ss.After learning English for several years, the Ss have already learned some basic English background knowledge. You know, they are young, active and interested in the new things. So I will design some interesting activities to attract their attention.三、According to the New Curriculum Standards, the teaching material and the Ss’ English level, I set different teaching aims.1, First, knowledge aims:①to enable the Ss to master the usage of important words ,phrases and sentence patterns, such as_______,________,______ and so on.②to enable the Ss to understand the main idea of the text.2, Second, ability aims:①to develop Ss’ abilities of listening ,speaking , reading and writing.②to enable the Ss retell the text in their own words.3.Third, emotional aims:①to encourage the Ss to take part in the class activity and develop their teamwork spirit.②to increase their interest and self-confidence in English learning.四.OK, now I’ll tell you my teaching methods.To achieve the teaching aims better, I’ll use the following methods:⑴Task-based language teaching;⑵Free discussion; ⑶Ask-and-answer activity; ⑷Situational language teaching.五,OK, now I’ll talk about the most important part——“Teaching procedure”.I’ve designed the following 3 s ection s to train the Ss’ abilities of listening, speaking, reading and writing, especially the reading ability.Section 1 is “Before reading”. This section includes 2 steps.Step 1 is “Warming up”and “Pre-reading”. I’ll use the PPT,pictures and videos to catch Ss’ attention. Then I’ll let them make a free talk about_________ and discuss the Qs in Pre-reading on Page ___. I do these in order to arouse the interest of study and bring in the new subject.Step2 is “Prediction”. Before reading the text, I will ask the Ss to predict what will be talked about in the passage according to the title and pictures in the passage.Section 2 is “While reading”. This section is divided into 2 steps.The first step is “Fast reading”. I will show one or two questions on the screen and let Ss read the passage as quickly as they can, then ask them to answer the questions to get the main idea of the passage and then find out the topic sentences of each paragraph.The second step of this section is “Careful reading”. First, I will ask the Ss to read the passage carefully and do “True or F alse” exercise. Second, I will list out some detailed Qs about the passage on the screen and let Ss read the passage carefully again and find out the answers .They can discuss in groups if necessary. The purpose of this step is to find out some details of the text.Section 3 is “Post reading”This section will be divided into 4 steps.Step 1 is “Retelling the text”.First , I will list out the topic sentences of each paragraph on the Bb.(板书各个主题句)Next, I will encourage Ss to use their own words to retell the text (to their partners) according to the topic sentences. The purpose of this step is to check the learning of the text (and improve the ability of using English).Step 2 is “Listening”. I will let Ss listen to the tape and then do the WB Ex. on Page__. The purpose of this step is to train the listening ability.Step 3 is “Discussion”.I will show some pictures or Qs about _______on the screen and ask the Ss to discuss in several groups. I think the purpose of this step is to make Ss understand the lesson better and to practice their oral English .Step 4 is the last step “Homework”. After learning the text, I will ask Ss to write an article about ______. This step is to improve the ability of writing.六、Next, I will tell you my teaching assessment. I will draw a table on the screen to make an assessment of this lesson. (I will divide the class into 4 groups and give the most five-angle stars to the group that wins the first place)七、At last, I will introduce my “Blackboard design”.As you see(指黑板), there is the title of this lesson on the top.Then I will divide the Bb into 2 parts. The left part will be used to write the important words. The right part will be used to write the main idea of the text and topic sentences of each paragraph.OK. That’s all (for my lesson). Thank you for your attention.(鞠躬)。
【优质】教师资格证考试高中英语教案模板教案章节:第一章至第五章第一章:教学目标与方法1.1 教学目标了解并能运用基本的英语语法和词汇。
提高学生的听、说、读、写能力,使其在实际情境中运用英语。
培养学生的英语学习兴趣和自信心。
1.2 教学方法采用任务型教学法,通过实际任务训练学生的英语实际应用能力。
运用交际法,让学生在互动中提高英语听说能力。
利用情境教学法,创设真实情境,增强学生的语言实践体验。
第二章:教学内容与步骤2.1 教学内容英语语法和词汇的基本知识。
日常交流场景的对话练习。
英语阅读和写作的基本技巧。
2.2 教学步骤步骤一:引入新知识,通过图片、实物等方式激发学生兴趣。
步骤二:讲解和演示新知识,让学生理解和掌握。
步骤三:实践练习,让学生在实际交流中运用新知识。
步骤四:巩固复习,通过游戏、练习等方式加强学生对知识的记忆。
第三章:教学评价3.1 评价方式平时作业:检查学生的英语写作和语法运用能力。
课堂表现:观察学生在课堂上的参与程度和表现。
期中期末考试:全面检测学生的英语水平。
3.2 评价内容英语语法和词汇的掌握程度。
听、说、读、写四项基本技能的应用能力。
英语学习兴趣和自信心的培养情况。
第四章:教学资源与工具4.1 教学资源英语教材、教辅资料。
音频、视频教学资源。
网络教学资源。
4.2 教学工具投影仪、电脑等多媒体教学设备。
实物、图片等教学辅助工具。
练习册、测试卷等教学资料。
第五章:教学计划与安排5.1 教学计划每周安排一定的课时进行英语教学。
根据学生的学习进度和实际情况,调整教学内容和节奏。
5.2 教学安排每节课安排一定的时间进行新知识讲解和演示。
安排一定的时间进行实践练习和巩固复习。
第六章:课堂活动设计6.1 活动设计设计有趣的英语游戏,让学生在游戏中学习英语。
组织角色扮演活动,让学生模拟真实场景进行英语交流。
开展小组讨论活动,促进学生之间的互动和合作。
6.2 活动实施活动一:英语单词接龙游戏,培养学生词汇记忆和反应能力。
教师资格证高中英语说课模板篇一:高中英语说课模板教师资格证测试专用(已通过)Good morning, teachers! It’s my great honor to behere and to share my lesson with you. I’m no._ andthe subject I choose is taken from Senior English Book 5, unit_, the reading part. I will give my lesson from 5 parts, that is, analysis of the teaching material, the teaching methods, the studying methods, the teaching procedures, and the blackboard design.I will begin from the first part, analysis of the teaching material. Three aspects are included in this part. They are the understanding of this lesson, the teaching aims, the important points and the difficult points.The title of the reading part is ___________________. It talks about_____________, and by learning this part, we will enable the students to________________________.It is the first part of this unit, which plays a very important role in the whole unit. If the students can master this part well, it will be helpful for them to study the rest of this unit.According to the new standard curriculum and the syllabus, after studying the teaching material and analyzing the rule ofstudents’ growing of mind, the teaching aims are set as follows: Knowledge aims: the students can memorize and use the main words and expressions in this unit, they can understand the main idea of this passage.Ability aims: to improve students’ overall abilities of listening, speaking, reading and writing,especially the speaking and reading ability.Emotion aims: develop students’ interest in _____ .Next is the important points and difficult points. The important points include: master the new words and expressions; have a good understanding of the grammar________.The difficult point is how to enable the students to use the new knowledge in proper situations in their daily life.Ok, that’s all about the first part, analysis of the teaching material. Now let’s e to the second part, teaching methods.To achieve the teaching aims better, to enable students to master the important points, and to break through the difficult points, I will use the situational language teaching method and the task-based language teaching method in my teaching. And in order to practice my teaching methods well, I will need the tape recorder, the multimedia, and the blackboard.Part 3 is the studying methods. Students of this age are quick in mind and they are eager to show what they know, but they are lack of some certain knowledge and the courage to express themselves. Therefore, I will teach my students to master basic learning strategy, practice strategy, and munication strategy to improve their English abilities.Now let’s e to the main part of a class, part 4, teaching procedures. I have designed 5 steps to improve students’ listening, speaking, reading and writing abilities. They are lead in, reading, language learning, post-reading, and homework.Step 1 is the lead in. I think the most useful method to lead students is interest stimulating and discussion by themselves. At the beginning, I will show some pictures of ______ to thestudents, and let them discuss_________________. Then I will ask students to play games with their partners.Step 2 is reading. Firstly, I will let the students to read the passage as quickly as they can to find out the main idea of this passage. Then, we will do the careful reading. I will play the tape part by part to let students find out the general idea of each paragraph, and then answer the following questions in detail.Step 3 is language learning. In this step, I will teach my students the passage in details about the vocabulary and grammar. And in grammar teaching, Iwill list the sentences of this passage containing the grammar_________. Then let the students observe these sentences carefully to draw a conclusion of the grammar themselves.Step 4 is post-reading. In this step, I will ask my students to retell the passage to their partners. If they can finish this part well, they will benefit alot in their spoken English.The last step is homework. I will ask the students to write an article about______ to improve their writing ability.That’s the 5 steps of my teaching procedures. At last, I will give a brief introduction of my blackboard design. A good blackboard design should contain the main knowledge points of the class and help studentsto organize their thoughts well. Therefore, l will divide the blackboard into 2 parts. The left part will be used to write the important vocabulary and grammar. It will be reserved for the whole class. The rightpart will be used for explanation. I will write some sentences to explain the meaning of some words of expressions.Ok, that’s all for my presentation today. Thank you very much.篇二:教师资格证考试高中英语教案模板1. Teaching aims:1. Train the students’ reading ability.2. Enable the students to realize ...3. Stimulate(激发)the students’ interest and ...2. Teaching methods:1. Fast reading to get general idea of the text.2. Careful reading to understand the passage better.3. Teaching procedures(程序):Step1Lead-inUse some pictures of ... to lead in the topic.Step 2Pre-reading1. Play a guess game: ...2. Play another guess game: ...Step 3Predict(预测)1. Ask the students to predict what the reading passage talks about according to the title and illustrations(插图) of passage. The teacher can give some clues by talking about the illustrations:......Step 4Skimming(略读)1. Let the students skim the whole passage to get the main idea, then evaluate their predictions. Duringthis activity, the teacher should give some guidance (指导) on reading skills.Main idea of the passage:...2. Let the students skim the passage and divide itinto different parts to find out the main idea of every part an the topic sentences.Part 1 (paragraph 1...)......Step 5Careful reading... (问题)Ask the students to scan the second part and plete the chart(图表)with information from the passage.Ask the students to read carefully and finish the following tasks:......(设计一些问题或判断对错等)Knowledge aims1. To listen to and understand the listening materials.2. Students can master the following expressions:...(一些句型)Ability aims1. Enable students to catch and understand the listening materials.2. Develop students’ ability to get special information and take note while listening.3. Get students to learn and use the expressions of ...Emotional aim1. Enable students to know more about ...2. Develop students’ sense of ...Teaching proceduresStep 1Lead-inPlay a game ...1. Put students into pairs. Give them each two minutes to think of ......(游戏过程)Step 2Pre-listening1. Tell students they will listen to a dialogueabout ...2. Give students some directions and make them predict what the listening text is about.Step 3While-listening1. Tell students listen to the tape first to get the main idea and decide whether their prediction gist right or not.2. Ask students to listen to the tape again. Let them listen and answer some questions. (Show the questions on the blackboard)3. Students exchange the information and listen to the tape a third time for checking. Let them have the correct answers.Step 4Post-listening1. Give 2-3 minutes to students to ask questions if they have any.2. Show students the listening text and let them read it aloud.3. Let students read aloud the questions and expressions on the blackboard: ...(之前目标里的句型)4. Make sure they will understand and enable to use the, Then let them in Pairs discuss ...5. Get some pairs to act out their dialogue in front of the class.Step 5Homework1. Make sentences with the expressions in the lesson.2. Surf the internet to find out more information about ...3. 给一篇文章用来讲语法的课堂设计Knowledge objectivesTo learn the use of ... (语法点)Ability objectivesTo use ... (语法) correctly and properly according to the context.Emotional objectives1. To bee interested in grammar learning.2. To develop the sense of group cooperationTeaching important pointsGet students to learn and master the new grammar item: ... (语法)Teaching difficult pointsEnable students to learn how to use ... correctly.Teaching proceduresStep 1Revision1. Check the homework exercises.2. Let students dictate some new words and expressions.Step 2Discovering useful structures1. Ask students to read through the passage ... , pick out the sentences where ...(语法) are, and then underline ... (语法)2. Let students work in pairs to translate these sentences and try to understand the use of ...3. Have students observe the sentences and draw the conclusion: ...Step 3Understanding and summarizing1. Ask students to work in pairs to finish the following exercises on how ... are used. (Show the following on the screen)...Step 4Using structures(Show the following exercises on the screen or give out exercises papers.) Answer the following questions using ......1. Ask students to work in group of four.2. Give them four minutes to finish the work and ask each group to choose the best answers.3. Ask students to choose the best sentences.Step 5Playing the gameGet into groups and play the game:Step 6Closing down by a quiz.(Show some exercises on the screen.)Let students finish them within a few minutes, then check the answers with the whole class.Knowledge objectivesBy the end of this lesson the students:1. will have a better understanding of the structure and characteristics of an advertisement.2. will grasp some useful words and expressions to describe a good restaurant such as: ...Ability objectives1. To grasp the use of persuasive sentences.2. To improve the ability of in gathering, analyzing, paring and making conclusion.Moral objectives1. To improve the students’ learning motivation.2. To make the students bee confident.3. To improve their ability of cooperating with each other through discussing. Teaching important and difficult pointsTask-based approach, cooperating approach and municative approach. Teaching proceduresStep 1Revision & lead inFirst check the homework of last class.Then let the students s homework with each other and dis(来自: 小龙文档网:教师资格证高中英语说课模板)cuss in groups of 4, take notes, find out and category the impressive sentences into 5 kinds of information: ...Step 2Discussing1. Show students 4 pictures of ...2. Ask 3 students to report their work, show them the pictures of ...Step 3Pre-writing1. Show them the sample ...2. Read the ... and think over what are the characteristics of ... , encourage some students to analyze and tell their opinion.Step 4While-writing1. Ask students to read the requirements on the text.2. Ask them to write the topic sentence first, and then write at least 6 supporting sentences to ...Step 5Post-writingLet them sir passage with each other and remend 3 most successful ... Step 6Homework1. Polish students’ writing and write some more aspects of ...Their final work will be modified and selected, then the most successful ones will be put up on the English Corner.2. Review the words and expressions in this unit.Teaching aims1. To know the meaning and usage of the following words: ...To understand some important sentences in the text and know the structure and usage of inversion.2. To master the micro-reading skills through skimming and scanning.3. To know the ability and knowledge ... and develop the ability of getting information from the passage and dealing with the information.Teaching methodsTask-based learning; situational learning; group work learning.The key and difficult points1. To enable the students to get the main idea of the passage, analyze the structure, and get useful information.2. To train the students of micro-reading skills such as skimming and scanning, and develop their ability of reorganizing and transferring information.Teaching processStep 1Pre-readingQuestion:Step 2SkimmingQuestions( To explain some words and structures.)Step 3Detailed readingStep 4InterviewStep 5SummaryStep 6Homework1. Read and practice the dialogue after class fluently.2. Find the useful words and expressions in the passage and do exercises on the textbook following the passage to consolidate them.篇三:教师资格证高中英语说课稿[1]教师资格证高中英语说课稿一、Introduction(导言)英语说课是英语教学中的重要一环,也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段,能从理论上指导教师贯彻教学大纲,真正做到教与学相结合,将教材、大纲、教师、学生、课堂融为有机整体,对不断提高教师教学能力和教研能力,有着突出的作用。
本文是高中英语教师教师资格证考核是说课需要使用的稿子,全部在这里了。
每年都是这几个题目,大家好好分享吧,祝你们每个人考过!1. SEFC Book1A Unit4 Reading “The Rescue” P24 2.SEFC Book1A Unit12 Speaking P79 3.SEFC Book1B Unit21 Listening P57 4.SEFC Book1B Unit20 Grammar P54 5.SEFC Book1B Unit16 P27 6.SEFC Book2A Unit4 Reading: “English Poetry”7.SEFC Book2A Unit9 Integrating skills“Voices of the Earch Summit” P71 8.SEFC Book2B Unit20 Grammar P78Unit4 Reading "The Rescue"ReadingThe RescueFlora heard somebody shouting. She looked around and saw Jeff running. Bef ore she could move she heard a laud noise which grew to a terrible roar. She lo oked at Jeff who was waving his arms. She looked around behind her. There she saw a wall of water that was quickly advancing towards her. She was so surpris ed that she couldn’t move. She wanted to watch it. However, before she could th ink twice the water was upon her.“Run” Jeff shouted .Seizing her arm.The next moment, the first wave swept her down, swallowing the garden. Jef f dragged her towards the house. Everything went so fast she couldn’t think. Befo re they reached the house, a new great wave came. Sweeping down trees and sw eeping them down too. They both went down under water.Then Jeff pulled her up. He was standing, holding onto a tree that grew agai nst the wall. Flora’s head was above the water, but she couldn’t stand up. She st ruggled and struggled but could not get on her feet. Only his hand was holding h er hand. She fought for her life and finally pulled herself up. Now, the water, wh ich was cold as ice and flowed fast than a river was above her knees. Jeff and F lora looked into e ach other’s face with a look of fright.“Get to the steps” Jeff shouted.It was only just around the corner, four big steps. She looked at him but she could not move. When the water seemed to go down a little, they ran. As they got to the steps they heard another great roar and wall of the house shook. The water flowed around the legs again but Jeff had opened the hall door. Flora quic kly began climbing the stairs. Boom! Another wave struck the house and the stra nge cracking noise began. The water moved up like a sea. Flora ran up the stairs. There she stopped, listening to the strange sounds, while the whole house moved. Flora, whose beautiful hair and dress were all cold and wet, started crying.“The house is falling down” shouted Jeff “where is the chi mney, which room the chimney will stand?”Jeff looked out of the window. Below, the water swept past the house like a wild river. Tree after tree went down, cut down by the water which must have been three meter’s deep. The garden that was once so beautif ul was completely destroyed, swept away by the wild water.A terrible noise went through the house. A part of the house had gone down and the floor moved up and down under their feet. For some moments both wer e silent.“This will stand. This here will stan d. See. That chimney! Like a tower. Yes! All right! All right! ”SEFC Book1A U nit4 Reading “The Rescue”Aims:1.let the students understand the whole passage fully.2.Learn some knowledge about how to rescue themselves if natural disasters happened.Aids: multi-mediaStep1: Pre-reading (lead―in)Greet the class. Talk about unforgettable experiences.List some natural disastersNatural disasters: fire; flood; draught; earthquake; typhoon; tornad o….Then show the students a video. Then ask :1.Which disaster is it ?2.What can you see in the video?water; waves; many people are swept down by the waves, strugglin g in the water;.They are tying to rescue themselves.3.If you were in a flood, what should you do?The students can give different answers.4.Do you want to know more information about how to rescue your self in a flood?Today we will learn a new lesson ”The rescue”Open your books, and turn to P24.Step2: While-readingFast- reading1.Rread fast and do the exercises “true or false”1. When the flood came, Flora was in the house. F2. After the second wave came, Jeff held onto a tree which grew against the wall. T3. Flora’ s beautiful hair and dress were all wet and cold, but she still felt very happy. F4. In the end, they didn’t find the chimn ey. F2.Read again and divide the passage into three parts.Part 1(prar1 to prar2) in the gardenPart 2(prar3 to prar6) on the way to the housePart 3(prar7 to prar11) inside the houseCareful readingRead the passage carefully and find out what they did in each part. Part one look around; run; wave; hear; see; shout; seizePart two drag; sweep; pull up; hold onto; struggle; fight for;Look into; run; get to the steps; open the doorPart three climb; run up; stop ; listen to; start crying; look out of; shout; rescue;Step3. Post-readingTask 1:Suppose you are Flora or Jeff. A reporter will interview you abouthow you rescued yourself from the flood.First: saw; running; waving; looked around; saw a wall of water…. Next: swept…down; struggled…forThen: tried to get to the house; climbed the stairs…End: chimney; rescued…Task2 : Discussion:What should you do if a fire happened in the classroom?Show some useful words and expressions to help the students.After discussing,. show them some pictures to summarize what should be done if a fire broke out.Step4. HomeworkWrite an article about one of your unforgettable experiences.SEFC Book2A Unit4 Reading: “English Poetry”一、Teaching Goals:1. the key goals:(1) To learn about poets and poems of different countries.(2) To improve the student's reading ability.(3) To teacher the past participle: used as Adverbial.2. the key demands:(1) To make a better understanding of the similarities and differences between the Chinese and English poets and poems.(2) To learn about the advantages of reading poems.(3) To master the grammar.二.teaching key points and difficult points1. Teaching key points:key words, phrases and sentences:grammar, glory , absence , district , atmosphere, introduction , translate, translation play with , call up, stand out, light up, come into being , send forgrammar: the past participle used as the Adverbial3. Teaching difficult points:(1) How to lead the students to understand the English poetry, to enjoy the beauty of poetry, and to analyze the structure of the English poetry .gradually.(2) Summarize the use of the participles.(3) Help the students to develop the feeling about beauty.三、textbook: Senior English for China Student's Book 2Ateaching aids: a computer, a projectorteaching approaches: task-based method, communicative method, interactive method六、Teaching procedures:Step1 Greeting & Warming-up(Before the beginning of the class, show the students a clip of video from the movie Dead Poets Society.T: Just now, we saw a video clip from the movie Dead Poets Society. (Show the poster on the screen) Have you found what is the boy doing?SA: He is creating a poem.T: Yeah, quiet right! He is using his imagination to create a poem. We know poetry is a special form of literature. If you want to write a good poem, you need to put yourself in the dream world of the poem. (Show the words on the screen one by one) Step 2 Lead-inT: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world's greatest poets. Can you name some famous poets?SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei……T: Good job! Thanks. (Show the portraits of Li Bai & Du Fu on the screen) Chinese poets, such as Li Bai & Du Fu use their genius to make the dream world of poetry more colorful. Here is a poem written by Li Bai, I think you are familiar with it.( Show the poem望庐山瀑布on the screen)T: Okay, let's read it aloud together.Great poet Li Bai use his endless imagination to describe the wonderful scenery of the Lu Shan Mountain Waterfall, we can feel the power & magic of the waterfall through the words that Li Bai use. Can you recite any other poems that written by Chinese poets?(Call several of them to recite)T: Well done! We have taken a look on the art of poetry and Chinese poetry. Next, we'll take a journey to English poetry (show the theme page on the screen). English poetry is as interesting and attractive as Chinese. I'll be the guide to show you around.Are you ready?Ss: Yes!Step 3 Fast-readingT: So here we go! Open your books and turn to P27, look at the Reading part, English Poetry. First, I want you to go through the text quickly and find the answers tothe following 2 questions:Questions:1. What are the differences between poetry and other forms of literature?2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?(Give them 2 minutes to find the answers)T: Well, let's deal with the 2 questions.Step 4 Careful-readingTask 1:. The main idea of each paragraphT: Good job! How many paragraphs in the text? (7) Ok, now listen to the tape & read the text carefully. Then I want you to summarize each paragraph's main idea.Para. 1 The characters of poetry.Para. 2 A look on Chinese poetry.Para. 3 The first period of Modern English poetry.Para. 4 Modern English poetry in the 19th century.Para. 5 Why modern poets have special attraction?Para. 6 The introduction of English poetry to China.Para. 7 ①The translation of English poetry.②The role that poems act as.Task 2 A timelineT: Excellent! Here is a task for you. Please focus on paragraph 3-5 and finish the timeline (show it on the screen), which will help you to get a more clear impression of some great poets in English history. Now do it!Step 4 Post-readingTask 1T: Let's turn to next step. Look at P28, Ex.1, make sure to get the right choices.(After 2 minutes, check the answers)Keys: 1. A 2. C 3.B 4. D 5. CTask 2T: In several paragraphs, there are some words in bold; can you tell what do they refer to?Para.1: That makes poetry difficult to write, but very interesting to read.------Poetry plays with sounds,words and grammar.Para.3 : Despite its short history,there is a lot of good poetry around.------English poetry'sPara.4: The style and atmosphere in their poems has often…------William Wordsworth,Byron,John KeatsPara.5: Finally, modern poets have their special …in the language and images they use.------modern poetsPara. 7 They can help us to understand each other better,…------poems and literatureStep 5 Further-understandingT: This lesson, we've learnt much of English poetry, it's an exciting experience. Here is a question for you: the writer talks about the translation of poems in the last paragraph. Think this question;Task 1Q: If a poem is translated into another language, is it still the same poem? What are some differences?A: Something of the spirit of the original works is lost (including rhythm, rhyme, figures of speech of the poem, etc.).七步诗.)Task 2T: The poet Mu Dan wrote a short poem, "Quietly, we embrace In a world lit up by words.".Q: Can you use your own words to explain it?A: When people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends.Step 6 EnjoymentT: You have understood the magic that poetry brings, that's great! There, we can use a image to describe the special role that poems and literature act as, "Poems and literature can be bridges." Can you give other images to express the same idea? Who'd like to have a try?A: 1.Poems and literature can be ties that bring the East and the West together.2. Poems and literature can be fine wine enjoyed by the East and the West.T: We say, Poems can be fine wine enjoyed by the East and the West. That means not matter you are a English or Chinese, you can find amusement in poem. But how to enjoy a English poem? We need to know several simple principle, do you want to know what principles they are? (Yes!) Well, let's see a clip of video.(After the end of the video, show the next slide)T: When enjoy an English poem, you should: 1. Use your heart and emotion.2. Imagine you are exactly in the dream world of that poem.Then I saw the Congo creeping through the black,Cutting through the forest with a golden track.Step 7 DiscussionT: It's really amusing! At the end of this lesson, let's have a discussion.Are poems good for our life? What can we get from poems?1. Poems bring passion (激情) to our life.2. Poems help us to understand life, virtues, beauty and romance…3. Poems make us know, we are here,we can make our life and the world more colorful!Step 8 Homework1. Read the text again to get a better understanding.2. Read and translate several good English poems.3. Get some information about famous poets on internet if possible.四、Teaching reflectionsThe questions about the text should be designed more properly. And give the students enough time to explore the answers by themselves. Teach the students to enjoythe pleasure of studying English. And also, the use of a computer should not dominate the class. It should be a helpful part for teaching and learning.Unit 9 V oices of the Earth summit (integrating skills)Hello, everyone. Today I very pleased to have an opportunity to talk about some of my teaching ideas. My topic is voice of earth summit taken from Unit 9, and it is made up ofthree parts.Part 1 My understanding of this lessonThe analysis of the teaching material:This lesson is integrating skills, and it plays a very important part in the English teaching of this unit. By studying this Lesson, Ss can improve their listening and speaking ability and learn more about environment protection. The Ss should do some listening, speaking and writing, too. Of course, let the students know the importance of protecting our earth.Teaching Aims:1. Learn and master the following words: defend, incorrect, affect, advise.2. Train the students listening and speaking abilities.3. Learn to write an evaluation paragraph.Teaching Important Points:1. Master the useful words and phrases appearing in this period./p-47275263.html#Teaching plan for Unit 16 book1Good afternoon, everyone, It’s my great pleasure to be here sharin g my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me talk about the teaching material.Part 1 Teaching Material:This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I thinkthe teaching aims are the followings:1.Knowledge objects:a)The Ss can hear, read, and use the main sentence patternsb)The Ss can understand the content of the lesson.c)The Ss can use the patterns to express their thoughts in the proper situation.2.Ability objects:(1) To develop the Ss’ abilities of listening, speaking, reading and writing.(2) To train the Ss’ ability of working in pairs.(3) To Improve the student’s reading ability, especially their skimming and scanning ability.3.Emotion or moral objects:a)By completing the task,the Ss increase their interest and set up self-confidence in science;b)Teach the Ss what is “science”, put the moral education in the language study.now,let’s come to the Important points and the Difficult points.Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analys is of the teaching material and the students’learning background ,I will use the following methods .Part 2 Teaching Methods:In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of list ening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicativ e”Approach(交际教学法), “Whole languageteaching”(整体语言教学法)and “Task-based”language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —activity”teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.Part 3 Studying Methods:Our students are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign countries.As senior students ,they have a certain ability to read . And the beautiful places are most attractive and easily arouse students learning emotion.As for the learning methods, they are poor in cooperative learning skills.Some students are not active in the class ,and some students don’t like English.therefore, I ’ll have Ss study in a relaxed atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc. And make preparation for completing the new study task.After feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study. In a word,we’ll1.Teach the Ss how to be successful language learners.2.Let the Ss pass "Observation—Imitation—Practice "(观察—模仿—实践三步教学法)to study language.3.Teach the Ss how to master dialogues and how to communicate with others.Part 4 Teaching Procedure:Step 1 Lead-in.As we all know ,Benjamin Franklin is a famous politician and writer.But today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite.1). Group competitionIn the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.2). Group workA match competition. Match ColumnB with Column A correctly.give more examples to make Ss get information.Purpose of my design:To get to know something about the story of famous scientists.To have a better understanding about the importance of experiments in science.It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.Step 2 Reading1). Individual workSkimming: Read the material fast to find out the right picture about Franklin’s experiment.2). Individual workScanning: Listen to the tape part by part to find out the topic for each one.Para 1-3 the description of the experimentPara 4 the equipment of the experimentPara 5-6 the steps of the experimentPurpose of my design:Enable students to understand the given material better using different reading skills . To present Sample A by CAI (电脑辅助教学)is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better. In this course, Ss can understand the main contents of this dialogue and get the key points by following the example.Step 3 Practice1). Class workWith all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.2). Individual workAfter that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.Step4 Further understanding1). Pair workRead through the passage to fill in the blanks in the form in pairs.2). Class workListen to some sentences to judge whether they are true or false.Purpose of my design: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.Step 5 Post-reading1). Pair workFranklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.2). Group worklet Ss read the passage carefully and answer the question: Discuss the following questions in groups: Students make a conclusion of de process of Franklin’s experiment and retell the tips of doing the experiment。
教师资格证考试-面试-高中英语-教案模板+逐字稿-口语课一、教学目标:1. 知识目标:让学生掌握日常英语口语表达的基本句型和词汇。
2. 能力目标:提高学生的英语口语交流能力,使其能在日常生活中进行简单的英语对话。
3. 情感目标:激发学生学习英语的兴趣,培养其自信心,使其乐于用英语进行交流。
二、教学内容:1. 主题:日常生活话题2. 词汇:起床、洗漱、吃早餐、上学、放学、做作业等日常词汇。
3. 句型:介绍自己、询问他人、描述日常活动等基本句型。
三、教学过程:1. 热身活动(5分钟):利用歌曲或简单的口语练习,让学生放松,营造轻松的课堂氛围。
2. 新课导入(10分钟):通过图片或情景剧的形式,引入日常生活话题,引导学生用英语进行描述。
3. 课堂互动(15分钟):分组进行角色扮演,让学生模拟日常生活场景,运用所学词汇和句型进行对话。
教师巡回指导,纠正发音并给予鼓励。
4. 巩固练习(10分钟):设计一些简单的口语问答游戏,让学生在游戏中进一步巩固所学内容。
5. 总结与作业(5分钟):对本节课所学内容进行总结,布置相关的口语作业,要求学生课后进行练习。
四、教学评价:1. 课堂表现:观察学生在课堂上的参与程度、发音准确性以及口语表达流畅性。
2. 作业完成情况:检查学生课后口语作业的完成质量,对发音和表达进行评价。
3. 小组活动表现:评估学生在小组角色扮演中的表现,关注其与合作者的互动交流。
五、教学资源:1. 图片素材:日常生活场景的图片,如起床、洗漱、吃早餐等。
2. 音频素材:英语口语练习的歌曲或对话音频。
3. 教学卡片:用于课堂游戏和角色扮演的卡片。
4. 作业模板:课后口语作业的模板,包括发音和表达要求。
注意事项:1. 针对不同水平的学生,可以适当调整教学内容和难度。
2. 在课堂互动环节,鼓励学生大胆开口说英语,给予充分的时间进行练习。
4. 课后作业的布置要具有针对性和实用性,让学生能够在生活中运用所学知识。
教师资格证考试-面试-高中英语-教案模板+逐字稿-阅读课一、教学目标1. 知识目标:让学生掌握阅读技巧,提高阅读理解能力。
2. 能力目标:培养学生具备快速阅读、推理判断、词义猜测等阅读能力。
3. 情感目标:二、教学内容1. 教材:《高中英语阅读课教材》2. 主题:人与自然的关系3. 文章:《The Environment and Our Future》三、教学过程1. 导入:利用图片或实物引导学生谈论人与自然的关系,引出本课主题。
2. 自主阅读:让学生独立阅读文章,了解文章大意,培养学生快速阅读的能力。
3. 检查理解:通过问答方式检查学生对文章的理解程度,帮助学生巩固所学内容。
4. 深入讨论:引导学生针对文章内容进行深入讨论,提高学生的思维能力和表达能力。
5. 总结提升:总结文章主题,引导学生思考人与自然的关系,提出保护环境的建议。
四、教学评价1. 课堂表现:观察学生在课堂上的参与程度、发言情况等,评价学生的积极性。
2. 阅读理解:通过问答、讨论等方式检查学生的阅读理解能力,评价学生的学习效果。
3. 课后作业:布置相关阅读任务,要求学生课后完成,以巩固所学内容。
五、教学资源1. 教材:《高中英语阅读课教材》2. 图片或实物:用于导入和激发学生兴趣3. 多媒体设备:用于展示文章、播放相关视频等六、教学建议1. 注重培养学生的主体性,鼓励学生积极参与课堂活动。
2. 注重阅读技巧的培养,引导学生运用推理判断、词义猜测等方法提高阅读理解能力。
3. 注重情感教育,引导学生关注人与自然的关系,培养环保意识。
4. 课后加强辅导,针对学生的薄弱环节进行有针对性的教学。
六、教学重点与难点重点:1. 掌握文章的主要内容和观点。
2. 运用阅读技巧提高阅读理解能力。
难点:1. 理解和运用文章中的重点词汇和短语。
2. 分析和推理文章中的隐含意义。
七、教学方法1. 任务型教学法:通过完成各种任务,激发学生的学习兴趣和积极性。
教师资格证考试用精品亲手整理自用高中英语说课稿篇一:教师资格证考试用精品亲手整理自用高中英语说课稿Module 6 Animals in Danger Cultural Corner and TaskModule 6 Animals in Danger Cultural Corner and TaskGood morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you. I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.Part 1 Teaching Materialunit is about_(topics). By studying of this unit, we’ll enable students to know____ and develop the interest in__students learn how to_____ (functional items). structures). This lesson is in the important position of this unit. If the Ss can master it well, it will prove that the ss have a good understanding ofall the parts they have learnt.Part 2 Teaching AimsAccording to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:objects (语言目标:语音,词汇,语法,功能,话题)(1)The Ss can master the usage of the important words and expressions.(2)The Ss can understand the content of the lesson, talk about ___information) and get their own idea about _(3)The Ss can use the _grammar) in the proper situation.objects (技能目标:听,说,读,写)or moral objects (情感目标:兴趣,自信,合作,爱国,国际视野)(1)By completing the task, the Ss increase their interest in ____(2)Teach the Ss____, put the moral education in the language study.Part 3 the Important and Difficult PointsAs is known to us all, a good teaching method requires that the teacher should help Ssdevelop good sense of the English language. For achieving these teaching aims, I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .1. Communicative Approach(交际教学法)2. Whole Language Teaching(整体语言教学法)3. Task-based Language Teaching (任务教学法)4. Total Situational Action (情景教学) a “scene — activity” teaching method , itestablishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching ProcedureStep 1. Cultural Corner (_min) Purpose of my design: Step (_min)1. 2. 3. 4. Purpose of my design:Step 3. Module File (_Purpose of my design: Step 4. Homework(_min) Purpose of my design: Homework is so important and necessary for mastering the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.That’s all for this class, thank you for your time.篇二:教师资格证考试用精品亲手整理自用高中英语说课稿Module 2 A Job Worth DoingListening and Speaking Module 2 A Job Worth DoingListening and Speaking Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you. I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.Part 1 Teaching Materialunit is about__ (topics). By studying of this unit, we’ll enable students to know____ and develop the interest in____. At the same time, let the students learn how to___functional items). From this lesson, (structures). This lesson is in the important position of this unit. If the Ss can master it well, it will prove that the ss have a good understanding of all the parts they have learnt.Part 2 Teaching AimsAccording to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:objects (语言目标:语音,词汇,语法,功能,话题)(1)The Ss can master the usage of the important words and expressions.(2)The Ss can understand the content of the lesson, talk about ____ (information) and get their own ideaabout ____(3)The Ss can use the ____ (grammar) in the proper situation.objects (技能目标:听,说,读,写)or moral objects (情感目标:兴趣,自信,合作,爱国,国际视野)(1)By completing the task, the Ss increase their interest in __set up self-confidence in _____.(2)Teach the Ss___Part 3 the Important and Difficult PointsBased on the requirement of the syllabus.The important points are__(2)Past simple, past continuous and past perfect. The difficult points are_ Part 4 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .1. Communicative Approach(交际教学法)2. Whole Language Teaching(整体语言教学法)3. Task-based Language Teaching (任务教学法)4. Total Situational Action (情景教学) a “scene — activity” teaching method , itestablishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching ProcedureStep 1. Lead-in. (_min) Purpose of my design: (1) to catch Ss’ attention about the class(2) To set up suspense/develop interest inStep 2.1. Pre-listening(_ Purpose of my design: Step 3. While-listening(_min) Purpose of my design: Step 4. Post-listening(_min) Purpose of my design: Step 5. Speaking(Pair work) (_min) Purpose of my design: Step 6. Homework(_min)Purpose of my design: Homework is so important and necessary for mastering the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.That’s all for this class, thank you for your time.篇三:教师资格证考试亲手整理自用高中英语说课Module 5 The Great Sports Personality Function and SpeakingModule 5 The Great Sports Personality Function and Speaking Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lesson with you. I have been ready to begin this representation with five parts. Analysis of the teaching material, the teaching aims, the important and difficult points, the studying methods, and the teaching procedure.Part 1 Teaching Materialunit is about_(topics). By studying of this unit, we’ll enable students to know___and develop the interest in__to_____ (functional items). From thislesson, structures). This lesson is in the important position of this unit. If the Ss can master it well, it will prove that the ss have a good understanding of all the parts they have learnt.Part 2 Teaching AimsAccording to the new standard curriculum and the syllabus (新课程标准和教学大纲), and after studying the teaching material, the teaching aims are the followings:objects (语言目标:语音,词汇,语法,功能,话题)(1)The Ss can master the usage of the important words and expressions.(2)The Ss can understand the content of the lesson, talk about information) and get their own idea about ______.(3)The Ss can use the ____ (grammar) in the proper situation.objects (技能目标:听,说,读,写)or moral objects (情感目标:兴趣,自信,合作,爱国,国际视野)(1)By completing the task, the Ss increase their interest in ____and set up self-confidence in _____.(2)Teach the Ss___ put the moral education in the language study.Part 3 the Important and Difficult PointsBased on the requirement of the syllabus.The important points are_The difficult points arePart 4 Teaching MethodsAs is known to us all, a good teaching method requires that the teacher should help Ss develop good sense of the English language. For achieving these teaching aims, I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论) .1. Communicative Approach(交际教学法)2. Whole Language Teaching(整体语言教学法)3. Task-based Language Teaching (任务教学法)4. Total Situational Action (情景教学) a “scene — activity” teaching method , itestablishes a real scene and the interaction between the teacher and the Ss. At the same time, CAI (电脑辅助教学) can provide a real situation with its sound and picture, it can develop the Ss creativity in learning English.Part 5 Teaching ProcedureStep 1. Lead-in. (_min) Purpose of my design: (1) to catch Ss’ attention about the class(2) To set up suspense/develop interest inStep 2. (_min) Purpose of my design:Step 3.Purpose of my design: Step 4. Speaking(Pair work) (_min)Purpose of my design:Step 5.. Homework(_ Purpose of my design: Homework is so important and necessary for mastering theknowledge they learned after class. It will check whether the Ss achieve the teaching aims.That’s all for this class, thank you for your time.。
教师面试说课稿高中英语尊敬的评委老师们,大家好!首先,我感到非常荣幸能够站在这里,向各位展示我的英语教学理念和方法。
今天,我将为大家说课一节高中英语课,课题为《Environmental Protection》。
这个课题旨在通过对环境保护的探讨,提高学生的语言运用能力,同时培养他们的全球意识和社会责任感。
一、教学目标在设计这节课时,我设定了以下三个教学目标:1. 知识与技能:学生能够掌握与环境保护相关的词汇和表达方式,学会如何用英语描述环境问题及其解决方案。
2. 过程与方法:通过小组讨论和角色扮演等活动,提高学生的合作能力和批判性思维能力。
3. 情感态度与价值观:激发学生对环境保护的热情,引导他们思考如何在日常生活中实践环保理念。
二、教学内容与步骤1. 导入(5分钟)课程开始,我将通过展示一些关于地球环境现状的图片,如全球变暖、海洋污染等,引起学生对环境问题的关注。
随后,我会提出问题:“你认为当前最紧迫的环境问题是什么?”让学生简短地用英语表达自己的观点,为接下来的课堂讨论做铺垫。
2. 新课呈现(15分钟)接下来,我会介绍一些基本的环境词汇和短语,如“climate change”、“deforestation”、“sustainable development”等,并结合实际例子解释它们的用法。
此外,我还会展示一段关于环保的英文视频,让学生在真实语境中感受这些词汇的运用。
3. 小组活动(20分钟)在此环节,学生将被分为几个小组,每组选择一个环境问题进行深入讨论,并设计一个简短的演讲来介绍他们的解决方案。
这个活动旨在培养学生的团队合作精神和公共演讲技巧。
4. 角色扮演(15分钟)为了提高课堂的互动性和趣味性,我会组织一个角色扮演活动。
学生将扮演环境专家、政府官员、企业家等角色,就如何改善环境问题进行辩论。
这不仅能够锻炼学生的英语口语能力,还能帮助他们理解不同角色在环境保护中的职责和挑战。
5. 总结反馈(5分钟)在课程的最后,我会邀请几位学生分享他们的小组讨论结果和角色扮演体验。
【优质】教师资格证考试高中英语教案模板一、教学目标1. 知识目标:掌握动词时态的用法。
能够正确运用比较级和最高级形式。
理解并运用情态动词表达可能性。
2. 能力目标:提高学生的阅读理解能力。
提升学生的听说写技能,特别是写作能力。
3. 情感目标:培养学生的团队合作意识。
增强学生对英语学习的兴趣和自信心。
二、教学内容1. 动词时态:一般现在时、一般过去时、一般将来时。
2. 比较级和最高级:形式、用法和练习。
3. 情态动词:can、may、must的用法和练习。
三、教学方法1. 任务型教学法:通过小组活动,让学生在实际语境中运用所学知识。
2. 情境教学法:创设真实情境,提高学生的语言运用能力。
3. 交际法:通过角色扮演、小组讨论等活动,提高学生的口语表达能力。
四、教学步骤1. 导入:利用图片或故事引发学生兴趣,引出本课主题。
2. 知识讲解:讲解动词时态、比较级和最高级、情态动词的用法。
3. 实践环节:进行语法练习,让学生巩固所学知识。
4. 阅读理解:让学生阅读相关文章,提高阅读能力。
5. 听说训练:播放听力材料,进行口语练习。
6. 写作环节:以小组为单位,完成一篇短文。
五、作业布置1. 课后语法练习:巩固本课所学动词时态、比较级和最高级、情态动词的用法。
2. 课后阅读:选择一篇相关文章进行阅读,提高阅读能力。
3. 课后口语作业:与同学互相练习听说,提高口语表达能力。
注意事项:1. 教学中注重引导学生主动参与,激发学生的学习兴趣。
2. 针对不同学生,给予个性化的指导和反馈。
3. 创设多种教学活动,充分调动学生的积极性。
六、教学评估1. 课堂参与度:观察学生在小组活动中的参与情况,了解他们的兴趣和积极性。
2. 语法练习:评估学生在语法练习中的掌握程度,纠正错误并给予指导。
3. 阅读理解:通过讨论和回答问题,评估学生的阅读理解能力。
4. 听说训练:通过听力材料和口语练习,评估学生的听说技能。
5. 写作评估:评估学生小组写作的创意、语法和表达能力,给予反馈。
This lesson is on how to write examples appropriately in task-based writing. The teaching material includes four examples selected from four different task-based writing samples. The Teaching Object is class 9 or class 11 in grade 3 of Tian Jiabing Senior High School. Students’ writing abilities from the two classes are in the middle level. There are two teaching Objectives in this lesson. The Teaching Important Point is that Students can be familiar with three excellent examples. That students can apply what they learn in the first three excellent examples to what they should write is the teaching difficult point. Task-based Teaching, Learner-centered Teaching and Communicative Language Teaching are the main teaching approaches of this lesson. The Teaching Aids are the multimedia and a blackboard. As for Teaching Procedures, there are five steps in this lesson. Today I only focus on the interpretation of step 1 and step 3. The teacher and students should spend five minutes in dealing with step 1 Warming-up. The objective of this step is t o activate students’ interest in knowing more about the task of this lesson. The methods adopted by the teacher are class and individual work. There are three procedures for Step 1 Warming-up. The first procedure is that Students watch a short video of the film called Juno with the two questions. The two questions are what happened to the teenage girl called Juno? and how did Juno get out of trouble?. The objective of this procedure is to activate students’ interest in this le sson. Now let’s appreciate the short videotogether. The second procedure is that the teacher and students discuss the answers to the two questions on the video together. The key to the second question -------S he got out of trouble with her friends’ and parents’ help. The phrase “with her friends’ and parents’ help” can draw students’ attention to the subject of this lesson----------help. The third procedure is that the teacher shows students the task of this lesson. There are two tasks for this lesson. The objective is to let students understand what they should do in this lesson. There are two tasks in this lesson. The first is that students can be familiar with the three excellent examples on help in task-based writing. The second is students can write an example about their friends’ help. Learning on step 3 -------writing example 2: My father’s help to the stranger needs eight minutes. The objective is to make students impressed by this example and help students accumulate important words and phrases and the method is group work. There are five procedures for this lesson. The first procedure is students read the incomplete example and try to add a perfect ending to it. Meanwhile, students are divided into nine groups and discuss their endings. The objective of this procedure is to arouse students’ interest in this example and activate students’ creativity. The second procedure is that the teacher invites two or three students to speak out their endings and lets others comment on theirs. During this procedure, the teacher chooses students in the three lucky groups to speak out their endings and comment on theirs.At the end of the discussion, the teacher announces Group 2, 5 and 8 are the lucky groups. The first student and sixth student speak out their own endings and other members in group 2 should try their best to help them. The same applies to the fourth student in group 5 and other members in group 5. The second and fifth student in group 8 should comment on their endings. Finally the teacher gives a comment. The objective of this procedure is t o activate students’ awareness of competition and assessment. The third procedure is the teacher gives the original ending. The objective is to let students compare the original ending with theirs. The fourth procedure is the top student selected by the teacher asks others to read out the underlined words and phrases. The objective is to stimulate the top student’ and other students’ enthusiasm on English learning. The fifth procedure is students see if there is any word or phrases that they still don’t understand and the teacher asks some students to explain them. During this procedure, students or the teacher can explain words and phrases in Chinese or paraphrase them. The objective of this procedure is to help students understand the difficult words and phrases, especially the relevant ones in step 5 Discussing and writing: The third sentence structure in the step 5 is a good example: He/ she talked with me ____________, which convinced me that I _____ figure out why __________________________________.。