高中英语教师资格证考试教学设计题2015_2014

教学设计是一个针对特定学科和年龄段的学生，对教学目标、教学内容、教学方法和教学评估进行规划和准备的过程。

以下是一个针对高中英语学科的教学设计示例：一、教学目标1. 知识目标：通过本课程的学习，学生能够掌握英语词汇、语法和句型的基本知识，包括动词时态、句子结构、名词性从句等。

2. 能力目标：学生能够运用所学知识进行听、说、读、写四项技能的实际操作，提升他们的语言运用能力。

3. 情感态度与价值观：通过本课程的学习，学生能够培养对英语学习的兴趣和热情，了解并尊重不同文化背景，同时树立正确的人生观和价值观。

二、教学内容1. 教学内容来源：本课程将主要依据高中英语教材，同时结合高考考试大纲进行教学内容的选择和编排。

2. 教学内容结构：教学内容将按照词汇、语法、阅读、写作四个部分进行组织，每个部分包含若干个主题，如“动词时态的用法”、“句子的结构分析”、“名词性从句的理解与运用”等。

三、教学方法1. 讲授法：对于一些基础理论和概念，采用教师讲授的方式，使学生能够系统地掌握知识。

2. 互动法：通过组织小组讨论、角色扮演等形式，让学生在互动中学习和运用语言，培养他们的合作精神和口语表达能力。

3. 任务型教学法：布置实际的语言任务，让学生在完成任务的过程中学习和运用语言，提高他们的语言实际运用能力。

四、教学评估1. 平时成绩：包括学生的出勤率、课堂表现、作业完成情况等。

2. 阶段测试：定期进行词汇、语法、阅读、写作等方面的测试，了解学生的学习进度和掌握情况。

3. 期末考试：期末进行全面的考试，评估学生对本学期所学知识的掌握情况。

五、教学进度安排本课程计划为期一个学期，每周安排4节英语课，每节课时长45分钟。

具体教学进度根据教材内容和学生学习情况进行调整。

六、教学资源准备1. 教材：选择适合高中英语水平的学生使用的英语教材。

2. 教学软件：使用适合高中英语教学的多媒体教学软件。

3. 教具：准备相关的词汇卡片、语法图表、多媒体教学设备等教具。

教师资格证考试高中英语教学设计真题分析（2017年上半年教师资格证高中英语教学设计真题）四、教学设计题：根据提供的信息和语⾔素材设计教学⾔案，⾔英⾔作答。

（本⾔题共1⾔题，共40分）（论述题）设计任务：请阅读下面学生信息和语言素材，设计一个20 分钟的英语写前准备活动。

教案没有固定格式，但须包含下列要点：● Teaching objectives● Teaching contents● Key and difficult points● Major steps and time alloc ation● Activities and justifications教学时间：20 分钟学生概况：某城镇普通中学高中二年级第一学期学生，班级人数40 多人。

多数学生已经达到《普通高中英语课程标准（实验）》六级水平。

学生课堂参与积极性一般。

语言素材：A personal essay is a short piece of writing that tells about a personal experience or something about a person’s life.Here is an example of a personal essay.You can write about nearly any personal topic using a format like this. The student’s essay in the Readin g also used this same plan.参考答案：一、Class Type: Writing class二、Teaching Content:Write a personal essay according to the example given.三、Teaching Objectives:①Knowledge objectiveStudents will have a clear mind about what a personal essay is and know how to write a personal essay.②Ability objectiveStudents can develop the ability to analyze the structure of the passage and master the skills of writing a personal essay.③Emotional objectiveStudents can understand life experience better and can be more confident to talk about their personal things with others.四、Teaching Key Point:Enable students to write a personal essay.五、Teaching Difficult Point:Let the students know how to write a personal essay.六、Teaching Methods:Task-based teaching, cooperative teaching method七、Teaching Aids: Multi - media八、Teaching Procedures:Step 1 Warming up and lead-in (3 minutes)Ask students to tell about something unforgettable about their life experiences, such as a trip, a party, a date or an embarrassing experience. (Justification: To raise the topic and make them get familiar with what they’re going to talk about today.)Step 2 Brainstorming (3 minutes)Ask students to list the things that jump into their minds related to their personal experience.(Justification: It helps students to have many topics to choose intheir writing.)Step 3 Sample reading and discussion (5 minutes)Give students the example“ My favorite sport” and ask them to read it. Then divide them into groups and let them have a discussion about the format of the passage. Then make a summary on it.Para 1 the topic sentencePara 2 details about the topicPara 3 feelings about the topicPara 4 future hopes/conclusion(Justification: The sample reading can help students have a basic understanding of the contents of a personal essay and enable the students to know how to write this kind of essay. Through discussion, students’ thoughts can be inspired by others’ sparkling points.)Step 4 Mapping (5 minutes)Ask students to select the useful information from the brainstorming and organize these ideas.(Justification: Mapping is a useful way for students to organize contents in writing, which helps students to write their essay more easily.)Step 5 Outlining (4 minutes)Ask students to make an outline of their personal essay. (Justification: The outline can help students illustrate the main organizing structure and the most important points of the essay and make preparations for the drafting.)（2018年上半年教师资格证高中英语教学设计真题）四、教学设计题：根据提供的信息和语⾔素材设计教学⾔案，⾔英⾔作答。

高中英语词汇课教案一、教学目标1. 知识目标：（1）学生能够掌握并正确使用本课所学词汇。

（2）学生能够理解词汇在语境中的运用。

2. 能力目标：（1）学生能够通过构词法拓展词汇。

（2）学生能够运用所学词汇进行口语交流和写作。

3. 情感目标：激发学生学习词汇的兴趣，培养积极的学习态度。

二、教学重难点1. 教学重点：（1）掌握并运用本课所学词汇。

（2）学会通过构词法拓展词汇。

2. 教学难点：（1）词汇在语境中的运用。

（2）利用构词法拓展词汇。

三、教学方法1. 情境教学法：通过设定真实的生活场景，让学生在语境中学习词汇。

2. 构词法教学：引导学生观察、分析词汇的构成，培养学生自主拓展词汇的能力。

3. 任务型教学法：通过完成小组任务，让学生在实践中运用所学词汇。

四、教学步骤1. 导入（5分钟）（1）教师与学生交流，了解学生对词汇学习的认识和需求。

（2）引导学生谈论学习词汇的重要性，激发学生学习兴趣。

2. 新课呈现（15分钟）（1）教师展示本课词汇，引导学生观察词汇的构成。

（2）教师讲解词汇的用法，让学生在语境中理解词汇。

3. 实践环节（15分钟）（1）学生分组，完成小组任务，运用所学词汇进行口语交流。

（2）教师巡回指导，纠正发音，解答学生疑问。

4. 拓展环节（10分钟）（1）教师引导学生运用构词法拓展词汇。

（2）学生分享自己拓展的词汇，互相学习。

5. 总结与作业（5分钟）（1）教师对本课内容进行总结，强调重点词汇。

（2）布置作业：让学生运用所学词汇进行写作。

五、教学反思教师在课后对本节课的教学效果进行反思，分析学生的学习情况，针对存在的问题调整教学策略，以提高教学效果。

六、教学评价1. 课堂参与度：观察学生在课堂上的积极参与情况，包括发言、讨论、小组活动等。

2. 词汇掌握情况：通过课后作业、小测验等方式检查学生对词汇的掌握程度。

3. 口语运用能力：评估学生在口语交流中的词汇使用准确性、流畅性。

4. 写作能力：通过课后作文评价学生对词汇的运用能力和写作水平。

教资教学设计模板—高中英语一、教学目标本节课的教学目标是：帮助学生掌握高中英语中的基础单词、短语及其用法，并能够运用所学内容进行日常交流。

二、教学重点本节课的教学重点是： 1. 掌握高中英语中常用的基础单词和短语； 2. 理解并正确运用所学内容进行表达和交流。

三、教学内容及安排本节课的教学内容和安排如下： 1. 导入（5分钟）： - 教师通过引发学生的兴趣，介绍本节课的主题，并激发学生的学习动力。

2.单词学习（15分钟）：–教师给学生呈现新的单词，并通过图片和示例句子帮助学生理解单词的意义和用法；–学生跟读和模仿，加深对单词的记忆。

3.短语学习（20分钟）：–教师给学生呈现常用的高中英语短语，并解释其含义和用法；–学生进行小组讨论和练习，巩固对短语的理解和应用。

4.语法讲解（15分钟）：–教师讲解本节课所涉及的语法知识，例如时态、语态等；–教师注重引导学生理解语法规则，并运用到实际语言表达中。

5.练习与巩固（20分钟）：–教师设计相关练习题，包括填空、选择、口头表达等，让学生巩固所学内容；–学生进行个人或小组练习，并相互检查和讨论答案。

6.课堂总结（5分钟）：–教师通过复习和总结本节课的重点内容，确保学生对所学知识有清晰的概念；–学生自主总结并提出问题，教师进行答疑解惑。

7.作业布置（5分钟）：–教师布置与本节课内容相关的作业，例如课后复习、书面作业等；–学生记录并准备完成所布置的作业。

四、教学方法和手段本节课采用以下教学方法和手段： 1. 演示法：教师通过图片、样例等方式呈现新的单词和短语，帮助学生理解并模仿； 2. 课堂讨论：学生进行小组讨论和练习，激发学生的积极性，提高学生的口语表达能力； 3. 巩固练习：设计各种类型的练习题，让学生进行个人或小组练习，并互相检查和讨论答案。

五、教学评估本节课的教学评估采取以下方式： 1. 实时评估：教师对学生的课堂表现进行观察和评估，例如参与度、合作程度等； 2. 练习评估：通过课堂练习题的完成情况评估学生对所学知识的掌握情况； 3. 问答评估：通过对学生提问并进行回答的方式，评估学生对所学知识的理解程度。

教师资格证高中英语教学设计高中英语教学设计篇一教材分析：本单元围绕“野生动物保护”这一中心话题进行听说读写的训练，其中阅读部分“How Daisy Learned to Help Wildlife” 描述了一个名叫Daisy 的女孩以特殊的方式从濒危动物那里学到了野生动物保护的知识。

Daisy 的学习方式，方法和过程非常奇幻，她乘着飞毯周游世界，首先来到了，同藏羚羊的对话中了解到了濒危野生动物的现状和原因。

然后飞到了津巴布韦通过大象的介绍，明白了动物保护的重要性和措施，最后来到了热带雨林，从猴子口中懂得了保护野生动物还应该关注他们生活的环境，了解他们的习性。

最后Daisy 在奇幻之旅结束时提高了保护野生动物的意识，表达了她的感受和决心。

文章立意新颖，近似于童话，活泼有趣，行文结构清晰，层次分明。

设计思路：学生阅读的过程就是随着Daisy学习动物保护的过程。

学生是以听说读写的方式从课本，网络等课程资源中获取关于动物保护的信息。

基于课文的形式和内容特点，我挖掘出了课文内容与学习方式的结合点，学习内容与实际应用的共性，因此采取了任务型教学的模式，制定出班级总任务是制作以保护各种濒危野生动物为主题的，题为“Let’s Help Wild Life”的英文网站。

这个网站是由若干网页组成，网页内容是以一种濒危动物的保护为主题，因此把全班以四人为一组分成若干组，小组任务是制作这张网页。

要完成任务，学生必须确定濒危动物是什么，内容和语言，以及设计制作，具体步骤是课前分组查找濒危动物有哪些，自主选择他们最关注的一种动物，课上学习与主题相关的内容，进行语言聚集，课后收集，整理，合成信息，完成网页的制作，这样，从课前准备到课中学习到课后延展，达成了知识的系统性，提高了学生用英语解决实际问题，综合运用语言的能力，提高了自主学习的意识和能力。

学情分析：所授课学生为我校高一学生，经过第一模块的学习，学生了解并学会了运用以小组合作的方式进行合作学习，学生具备基本的阅读能力，阅读技巧和方法。

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）掌握高中英语课程标准要求的基本语法、词汇和功能用语；（2）了解相关文化背景知识，提高跨文化交际能力；（3）培养学生的阅读理解、听力、口语和写作技能。

2. 能力目标：（1）提高学生的英语听说读写综合运用能力；（2）培养学生的自主学习能力和合作精神；（3）提升学生的语言表达和思维能力。

3. 情感目标：（1）激发学生学习英语的兴趣和自信心；（2）培养学生的国际化视野和人文素养；（3）引导学生树立正确的价值观和人生观。

二、教学内容1. 教材：人教版高中英语教科书2. 单元主题：人与自然3. 教学课时：45分钟三、教学过程1. 导入：（1）利用图片、歌曲等吸引学生注意力；（2）引导学生回顾上一节课的内容，为新课学习做好铺垫。

2. 课堂讲解：（1）讲解本节课的重点语法和词汇；（2）通过例句和练习，帮助学生理解语法和词汇的用法；（3）介绍相关文化背景知识，提高学生的跨文化交际能力。

3. 课堂实践：（1）分组讨论：学生围绕主题进行小组讨论，锻炼口语表达能力；（2）小组竞赛：开展英语听力、口语、写作竞赛，激发学生的学习兴趣；（3）课堂互动：教师提问，学生回答，巩固所学知识。

4. 课后作业：（1）布置适量的作业，巩固课堂所学知识；（2）鼓励学生进行自主学习，提高学习效果。

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；2. 作业完成情况：检查学生作业的完成质量和速度；3. 考试成绩：定期进行单元测试，评估学生的学习效果。

五、教学资源1. 教科书；2. 教学课件；3. 图片、歌曲等辅助教学材料；4. 网络资源：如英语学习网站、在线词典等。

六、教学策略1. 情境教学：通过设定真实的生活情境，让学生在实际语境中学习英语；2. 任务型教学：布置具有挑战性的任务，让学生在完成任务的过程中运用英语；3. 交际式教学：鼓励学生积极参与课堂互动，提高口语表达能力和交际能力；4. 自主学习：引导学生制定学习计划，培养独立思考和解决问题的能力；5. 差异化教学：关注学生的个体差异，给予不同程度的学生个性化的指导。

2014下半年全国教师资格证面试试题中学英语面试试题面试时间2015年1月3日早7：30-45面试地点：贵师大宝山校区九教前面是候考，分组，抽题，备课。

不多说。

有一点要注意的是，备课时间是从你题目打印出来时开始计时，所以拿到题要赶紧去指定的备课室备课，否则时间不够用，千万不要等到那分钟才想着去卫生间。

例如：我题目打出来上面显示时间08:52，然后我立马去备课室备课，09:08备课室的老师就叫我去面试室了，也就是说你备课的时间可能少于20分钟。

幸好我动作快，要不真的写不完教案的。

进入面试室一，结构化：1.关于学生家长殴打学生的行为，谈谈你的看法。

如果你是班主任，你会怎么做？2.某学校在学校操场上组织了一次“学生给父母洗脚”的活动，对此谈谈你的看法？注意：两个问题是同时提出，不是答完一个再来一个，所以要听清楚并记好问题。

注意：以上两个问题最好按“分析问题---解决方案”作答，这样显得有条理，有逻辑。

千万不要直接就答你会怎样怎样做，没有根据，就显得苍白无力。

二，试讲我抽到的是语篇题(之前看到别的省份考生是二选一，我是贵州省，抽到那个就那个，没有其他选择)。

原文不大记得了，文章结构大致是这样的Western art -----western painting themes changing along the history.During Middle age……..religious theme.During the Renaissance………humanistic attitude to life.The late of 19th century………new inventions and social change.试讲要求：1.朗读一遍课文2.进行语篇讲解3.全英文试讲4.时间10分钟三，答辩问题我悲催地试讲没讲完，面试官就说Time is over了。

所以后面问了什么问题不大记得了。

不过面试老师给我点评了，感觉还不错。

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）：1.Play a guess game: ...2.Play another guess game: ...Step 3 Predict（展望）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 4 Skimming（略读）1.Let the students skim the whole passage to get the main idea, then evaluate their predictions. During this 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 it into different parts to find outthe main idea of every part an the topic sentences.Part 1 (paragraph 1...)......Step 5 Careful reading... （问题）Ask the students to scan the second part and complete 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...1.Enable students to know more about ...2.Develop students’sense of ...Teaching procedures1.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 dialogue about ...2.Give students some directions and make them predict what the listening text is about.Step 3 While-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 4 Post-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:...(从前目标里的句型 )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.1.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 become interested in grammar learning.2.To develop the sense of groupcooperation Teaching important pointsGet students to learn and master the new grammar item: ...（语法）Teaching difficult pointsEnable students to learn how to use ... correctly.Teaching procedures1.Check the homework exercises.2.Let students dictate some new words and expressions.Step 2 Discovering 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: ...1.Ask students to work in pairs to finish the following exercises on how ... are used. (Show the following on the screen)...Step 4 Using 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 5 Playing the gameGet into groups and play the game:Step 6 Closing down by a quiz. (Showsome exercises on the screen.)Let students finish them within a few minutes, then check the answers with thewhole 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 restaurantsuch as: ...Ability objectives1.To grasp the use of persuasive sentences.2.To improve the ability of in gathering, analyzing, comparing and making conclusion.Moral objectives1.To improve the students’learning motivation.2.To make the students become confident.3.To improve their ability of cooperating with each other through discussing. Teaching important and difficult pointsTask-based approach, cooperating approach and communicative approach. Teaching proceduresStep 1Revision & lead inFirst check the homework of last class.Then let the students swap the homework with each other and discuss 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 3 Pre-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 4 While-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 5 Post-writingLet them swap their passage with each other and recommend 3 most successful ... Step 6 Homework1.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.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 passageand do exercises on the textbook following the passage to consolidate them.。

高中英语教师资格证教案一、教学目标1. 知识与技能：学生能够掌握并正确使用本课时的重点词汇和语法结构。

2. 过程与方法：通过任务型教学法，提高学生的听说读写综合运用能力。

3. 情感态度与价值观：培养学生对英语学习的兴趣，增强跨文化交际意识。

二、教学内容本课时选取了《高中英语》教材中的一篇阅读文章，围绕“环境保护”这一主题展开。

文章通过描述不同国家的环保措施，引导学生思考环境问题的全球性和紧迫性。

三、教学方法采用任务驱动教学法，结合小组合作学习，鼓励学生主动参与和探究。

课堂上，教师将设计多个与环保相关的真实任务，如角色扮演、辩论赛等，以提高学生的实际应用能力。

四、教学过程1. 导入新课：通过观看一段关于地球环境问题的短视频，引起学生对话题的关注。

2. 预习检查：快速问答，复习上一课时的知识点，为新课做好铺垫。

3. 呈现新知：教师讲解新课文章，突出重点词汇和句型结构。

4. 学生实践：分组进行角色扮演，模拟不同国家的环保会议，加深对文章内容的理解。

5. 巩固练习：完成相关的练习题，加强对语言点的掌握。

6. 课堂小结：总结本课的学习内容，强调环保的重要性。

7. 作业布置：要求学生撰写一篇关于本地环保行动的短文，运用所学知识。

五、教学评价评价方式多样化，包括自我评价、同伴评价和教师评价。

重点关注学生的学习过程和结果，以及他们在小组活动中的表现。

六、教学反思课后，教师需根据学生的反馈和学习效果，对教学方法和过程进行反思，以便不断优化教学策略。

这份高中英语教师资格证教案范本旨在通过具体的教学目标、内容、方法和过程，展现教师的教学设计能力和对学生学习需求的把握。

同时，通过多样化的评价方式和课后反思，确保教学质量的持续提升。

第1篇一、教学目标：1. 熟练掌握英语语法、词汇、听力、口语、阅读、写作等方面的知识和技能；2. 能够灵活运用不同的教学方法和策略，激发学生的学习兴趣和积极性；3. 能够设计和组织有效的英语教学课程，提高学生的学习效果和成绩。

二、教学内容：本次教学内容为英语阅读理解，选取一篇英文短文作为教学材料，通过阅读和分析短文，提高学生的阅读理解能力和英语语言水平。

三、教学过程：1. 导入环节：a. 通过有趣的导入语，激发学生的学习兴趣，例如：“同学们，今天我们将一起探索一篇关于探险家发现未知世界的短文，让我们一起走进这个奇妙的世界吧！”b. 简要介绍短文作者和背景，引导学生对短文产生兴趣。

2. 阅读理解：a. 学生独立阅读短文，要求注意时间，尽量在规定时间内完成；b. 学生完成阅读后，教师提问，检查学生对短文的理解程度；c. 学生分组讨论，分享自己对短文的见解和感受。

3. 语言点讲解：a. 教师针对短文中出现的重点词汇、短语和语法结构进行讲解和解释；b. 学生跟读并模仿，巩固所学知识。

4. 阅读技巧训练：a. 教师讲解阅读技巧，如：略读、寻读、精读等；b. 学生练习阅读技巧，提高阅读速度和理解能力。

5. 课堂总结：a. 教师总结本节课所学内容，强调重点和难点；b. 学生回顾所学知识，提出疑问，教师解答。

四、教学评价：1. 课堂表现：观察学生在课堂上的参与度、积极性；2. 阅读理解：检查学生对短文的理解程度，包括对文章结构、主题、语言特点等方面的掌握；3. 语言点掌握：考察学生对重点词汇、短语和语法结构的掌握情况；4. 阅读技巧：评估学生在阅读过程中的技巧运用情况。

五、课后作业：1. 复习本节课所学内容，完成相关练习；2. 预习下一节课内容，为下一节课做好准备。

这份教案模版仅供参考，教师可根据实际情况进行调整和修改。

在教学过程中，注重培养学生的阅读兴趣和英语语言能力，提高他们的综合素质。

第2篇一、导入环节1. 题目：请用英语进行简短的自我介绍，并说明为什么选择成为一名高中英语教师。

教师资格证高中英语教学设计（优秀4篇）高中英语教学设计篇一教学准备教学目标Teaching Objectives1. Students are able to learn more about nonverbal humour as well as Charlie Chaplin through network-based.2. Students are able to get the gen eral idea and detailed information of the passage by skimming, scanning as well as interpreta tion and appreciation.3. Students will learn to face difficulties in life with optimism and humour as well as learn to cooperate with others in groups.教学重难点Teaching difficult points1. How to guide students to search for and sort out related information according to the assigned task through the Internet.2. How to cu ltivate students’ learning ability through teamwork based on network.Teaching important points1. Help students to get the general idea and detailed information of the text effectively by skimming and scanning.2. Help students to analyze the reasons for Charlie Chaplin’s success by interpreting the key sentences and get them inspired.教学过程Step 1Lead-in(3 mins)1.Students’ Activities：2.The Purpose of ActivitiesStudents are to appreciate a video clip performed by Mr. Bean.Students will be guided to acquire the form of nonverbal humour in a vivid way,thus eage r to learn about the main character of the text with interest.Step 2Network-based Interactive Learning(25 mins)1.Students’ Activities(1).Students are divided into five groups to search for and sorted out the related information according to the assigned task online(2)A representative of each group is to share the information with the others.2.the Purpose of ActivitiesStudents will develop their ability to effectively sort out information on the Internet throug h group cooperation as well as feel a sense of achievement by their oral presentation.Step3 Text-based Reading(17 mins)Students’ Activities 1. Students are to read the text quickly, and then answer the questions according to the text. 2. Read Paragraph 3 carefully, and then answer the question ---Why did “the little tramp”become Charlie Chaplin’ famous character ?3. Read Paragraph 4 and fill in the blanks。

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。

教师资格证考试高中英语教案模板教案一：阅读理解——托福阅读教学对象：高中英语学生教学目标：1. 学习并掌握托福阅读的基本技巧；2. 提高学生的阅读理解能力；3. 培养学生的学习兴趣和阅读习惯。

教学准备：1. 教师准备托福阅读材料配合相关习题；2. 多媒体设备。

教学过程：一、导入（5分钟）1. 教师简单介绍托福阅读的重要性和要求；2. 引导学生讨论所读过的托福阅读材料，激发学生的学习兴趣。

二、预习（10分钟）1. 学生在课前阅读并预习相关内容；2. 学生做简单的了解性问题，检测预习情况。

三、讲解（15分钟）1. 教师通过多媒体展示托福阅读技巧，包括如何快速浏览，如何识别重点信息等；2. 逐个讲解托福阅读题型的解题技巧；3. 引导学生分析和解读范例阅读材料。

四、练习（20分钟）1. 学生在教师指导下进行相关练习，巩固所学技巧；2. 教师及时给予反馈和指导。

五、拓展（10分钟）1. 学生自主阅读一篇与托福阅读相关的文章；2. 学生做思考性问题，展开小组讨论。

六、总结（5分钟）1. 教师总结本节课的教学内容，强调托福阅读的重要性；2. 教师布置相关作业。

教案二：写作——议论文写作教学对象：高中英语学生教学目标：1. 学习并掌握议论文的写作结构和技巧；2. 提高学生的写作能力；3. 培养学生的逻辑思维和表达能力。

教学准备：1. 教师准备议论文写作的相关材料；2. 多媒体设备。

教学过程：一、导入（5分钟）1. 教师引入本节课的写作主题，激发学生的学习兴趣；2. 学生讨论相关话题，分享自己的观点。

二、讲解（20分钟）1. 教师通过多媒体展示议论文的写作结构和技巧；2. 逐步讲解每个段落的写作要点；3. 引导学生分析和解读范例议论文。

三、写作练习（30分钟）1. 学生根据所给话题，自主进行议论文写作练习；2. 教师及时给予反馈和指导。

四、互评交流（15分钟）1. 学生相互交换作文，进行互评；2. 学生小组间展开讨论，共同探讨议论文的优缺点。

2015年下半年中小学教师资格考试英语学科知识与教学能力试题（高级中学）1.考试时间120分钟，满分150分。

2.请按规定在答题卡上填涂、作答，在试卷上作答无效，不予评分。

一、单项选择题（本大题共30小题，每小题2分，共60分）在每小题列出的四个备选选项中选择一个最佳答案，请用2B结笔把答题卡上对应题目的答案字母按要求涂黑，错选、多选或未选均无分。

1. In English, the aspirated [p h] and the unaspirated [p] are ____ .A. minimal pairsB. in phonemic contrastC. two distinctive phonemesD. in complementary distribution2. /s/ and/θ/ can be distinguished by_____.A. manner of articulationB. place of articulationC. vibration of the vocal cordsD. aspiration of articulation3. You' II find this Travel Guide to be of great ___ in helping you and your children to get around Malaysia.A. costB. priceC. valueD. expenditure4. When the train_____, all the school students were surprised to see that the Carlisle team had one man only.A. pulled downB. pulled onC. pulled ofD. pulled in5. Which of the following words contains an inflectional morpheme?A. Disappear.B. Blacken.C. Oxen.D. Anti-pollution.6. Reading is to the mind____ food is to the body.A. thatB. whichC. asD. what7. He had no time and energy to play with his children or shop with his wife, but he __ home a regular salary.A. did bringB. does bringC. did getD. does get8. In fact, they would rather have left for London_____ in Birmingham.A. to stayB. in order to stayC. than have stayedD. instead of having stayed9.____ makes it possible for language users to overcome the limitations of time and space in communication.A. ArbitrarinessB. DualityC. ProductivityD. Displacement10. The sense relation of the following pair of sentences is that_____.X: Mary's pet cat was stolen.Y: Marry has a pet cat.A. X entails YB. X presupposes YC. X is inconsistent with YD. X is synonymous with Y11. Which of the following statements about a lesson plan is inappropriate?A. It is a teaching guide.B. It is a blueprint to be strictly followed.C. It takes into account syllabus and students.D. It describes in advance what and how to teach.12. Skill- integrated activities allow teachers to build in more ____ into a lesson, for the range of activities will be wider.A. certaintyB. simplicityC. varietyD. accuracy13. A language proficiency test that only consists of multiple-choice questions lacks_____.A. construct validityB. content validityC. test reliabilityD. score reliability14. When a teacher asks students to rearrange a set of sentences into a logical paragraph，he/she is trying to draw their attention to____.A. grammarB. vocabularyC. sentence patternsD. textual coherence15. Which of the following activities would help students develop the skill of extracting specific information?A. Inferring meaning from the context.B. Recognizing the author's beliefs and attitudes.C. Using information in the reading passage to make hypotheses.D. Listening to the flight information to see if the plane is on time.16. Which of the following activities can be used to check students' understanding of difficult sentences in the text?A. Paraphrasing.B. Blank-filling.C. Story-telling.D. Summarizing.17. When a teacher organizes group work, which of the following might be of the least concern?A. Increasing peer interaction.B. Increasing individual practice.C. Developing language accuracy.D. Providing variety and dynamics.18. If a teacher asks students to collect, compare and analyze certain sentence patterns, he/she aims at developing students'_____.A. discourse awarenessB. cultural awarenessC. strategic competenceD. linguistic competence19. When a teacher says to the whole class，"Stand up and act out the dialogue"，he/she is playing the role of a(n)___.A. monitorB. organizerC. assessorD. prompter20. Which of the following may better check students' ability of using a grammatical structure?A. Having them work out the rule.B. Having them give some examples.C. Having them explain the meaning.D. Having them explain the structure.请阅读Passage1，完成第21-25题.Passage 1When asked by Conan if his daughters had smart phones，comedian Louis CK explained that he had successfully fended them off by simply replying. "No, you can't have it. It is bad for you."He instantly became my hero as I was mired in difficult negotiations with my ten-year-old daughter over one. And frankly，she was winning. Was it possible to say no to my daughter, as CK suggested? I hadn' t even known I was allowed to, if the guinea pigs, the dogs, and things for her doll Molly were any indication. CK rationalized，"I am not raising the children. l' m raising the grown-ups that they are going to be. So just because the other stupid kids have phones doesn't mean that my kid has to be stupid. " Now I knew I didn’t want my kid to grow up stupid like her friends. I needed to explain this to her. This is what CK told Conan and me.Cell phones are "toxic，especially for kids." he said，because they don' t help them learn empathy，one ofthe nicer human emotions. When we text，we don’t see or hear a visceral reaction .The response we get is cold and hard text-message. "Why are kids mean?" He asked. "Because they're trying it out. They look at another kid and say，'You' re fat'. Then they see the kid's face scrunch up and think that doesn't feel good.” Texting "you're fat" allows you to bypass the pain.CK went on to explain that smart phones rob us of our ability to be alone. Kids use smart phones to occupy their time: Must text! Must play game! Must look up more tiny socks online for Molly! CK asked, what happened to zoning out? After all，one of the joys of being human is allowing our minds to wander with cell phones，kids are always preoccupied. They never daydream，except in class. And here's something else we're missing: our right to be miserable. This was a right I hadn't realized I desired until CK pointed out that it's another of the essential human emotions.CK gave the example of driving by yourself and suddenly realizing that you're alone. Not "Oh, guess I can' t use the lane" alone. Dark, brooding sadness causes so many drivers to grab smart phone and reach out to another living soul."Everybody's murdering each other with their cars" as they text because they dread being alone. Too bad -they're missing out on a life-affirming experience."I was in my car one time，and Bruce Springsteen's 'Jungleland' came on. He sounds so far away. It made me really sad. And I think, l've got to get the phone and write hi to 50 people.I was reaching for the phone，and I thought，don't! Just be sad."So CK pulled over and allowed himself to sob like a little girl denied a nice thing for her American Girl doll. "It was beautiful. Sadness is poetic. You're lucky to live sad moments," he said. Because he didn't fight and allowed himself to be sadness I was grateful to feel sad, and then I met it with true profound happiness. The thing is, because we don't want that first bit of sad，we push it away with that little phone. So you never feel completely sad or completely happy. You just feel kind of satisfied. And then you die. That's why I don't want to get phones for my kids".And I suppose I don't either.21. Why did the author regard CK as her hero?A. CK was a good father and a very brave comedian in her eyes.B. CK didn't agree to buy smart phones for his young daughters.C. She was very impressed by his solution to the smart phone problem.D. She was encouraged by him not to make any compromises to her daughter.22. What does the underlined word "one" in PARAGRAPH TWO refer to?A. A dog.B. A doll.C. A guinea pig.D. A smart phone.23. Why did CK refuse to buy his kids cell phones?A. He didn't like cell phones at all and thought they were poisonous, especially, for kids.B. He believed that cell phones were ruining kids' abilities to experience their own lives.C. He worried that his kids would play their phones in class and be absent-minded.D. He was a different kind of father who would like to raise his kids in a different way.24. Which of the following is closest in meaning to the underlined phrase "zoning out" in PARAGRAPH FOUR?A. Losing concentration.B. Being alone.C. Buying things on line.D. Playing games.25. Which of the following is true according to the article?A. Text messages have allowed children to learn and feel empathy.B. Cell phones have made children's life at school colorful and exciting.C. Experiencing loneliness or sadness is as beneficial as enjoying happiness.D. Cell phones may offer people the quickest way to find someone to talk to.请阅读Passage2，完成第26-30题.Passage 2Until a decade or two ago，the center of many Western cities were emptying while their edges were spreading. This was not for the reasons normally cited. Neither the car nor the motorway caused suburban sprawl, although they spend it up: cities were spreading before either came along. Nor was the flight to the suburbs caused by racism. Whites fled inner-city neighborhoods that were becoming black, but they also fled ones that were not. Planning and zoning rules encouraged sprawl, as did tax breaks for home ownership -but cities spread regardless of these. The real cause was mass affluence. As people grew richer，they demanded more privacy and space. Only a few could afford that in city centers; the rest moved out.The same process is now occurring in the developing world，but much more quickly. The population density of metropolitan Beijing has collapsed since 1970，falling from 425 people per hectare to 65. Indian cities are following; Brazil's are ahead. And suburbanization has a long way to run. Beijing is now about as crowded as metropolitan Chicago was at its most closely packed，in the 1920s. Since then Chicago's density has fallen by almost three-quarters.This is welcome. Romantic notions of sociable，high-density living -notions pushed，for the most part，by people who themselves occupy rather spacious residences- ignore the squalor and lack of privacy to be found in Kinshasa, Mumbai or the other crowded cities of the poor world. Many of them are far too dense for dignified living, and need to spread out.The Western suburbs to which so many aspire are healthier than their detractors say. The modern Stepfords are no longer white monocultures，but that is progress. For every Ferguson there are many American suburbs that have quietly become black，Hispanic or Asian，or a blend of everyone. Picaresque accounts of decay overlook the fact that America's suburbs are half as criminal and a little more than half as poor as central cities. Even as urban centres revive，more Americans move from city centre to suburb than go the other way.But the West has also made mistakes，from which the rest of the world can learn. The first lesson is that suburban sprawl imposes costs on everyone. Suburbanites tend to use more roads and consume more carbon than urbanites (though perhaps not as much as distant commuters forced out by green belts). But this damage can be alleviated by a carbon tax，by toll roads and by charging for parking. Many cities in the emerging world have followed the barmy American practice of requiring property developers to provide a certain number of parking spaces for every building - something that makes commuting by car much more attractive than it would be otherwise. Scrapping them would give public transport a chance.The second is that it is foolish to try to stop the spread of suburbs. Green belts, the most effective method for doing this，push up property prices and encourage long-distance commuting. The cost of housing in London, already astronomical，went up by 19% in the past year，reflecting not just the city' s strong economy but also the impossibility of building on its edges. The insistence on big minimum lot sizes in some American suburbs and rural areas has much the same effect. Cities that try to prevent growth through green belts often end up weakening themselves, as Seoul has done.A wiser policy would be to plan for huge expansion. Acquire strips of land for roads and railways, and chunks for parks，before the city sprawls into them. New York's 19th-century governors decided where Central Park was going to go long before the city reached it. New York went on to develop in a way that they could not have imagined, but the park is still there. This is not the dirigisme of the new-town planner-that confident soul who believes he knows where people will want to live and work，and how they will get fromone to the other. It is the realism needed to manage the inevitable. A model of living that has broadly worked well in the West is spreading, adapting to local conditions as it goes. We should all look forward to the time when Chinese and Indian teenagers write sulky songs about the appalling dullness of suburbia.26. For which of the following reasons did the west move out of cities?A.They did not need to pay higher taxes when living in suburbs.B.Car industry rapidly developed and motorways swiftly emerged.C.They discriminated against the black people living in city centers.D.The richer they grew, the more demand they had on privacy an apace.27. Which of the following is closest in meaning to the underlined word "detractors " in PARAGRAPH FOUR?A. UrbanitesB. ProponentsC. OpponentsD. Suburbanites28. What does the underlined word "them" in PARAGRAPH FIVE refer to?A. Parking spacesB. Green beltsC. Distant commutersD. Property developers29. Which of the following best reflects the author's view of suburbanization ?A. Measures should be taken to prevent the growth of suburbsB. The expansion of suburban areas should be planned in advanceC. The West had made of few mistakes on its way to suburbanizationD. Planners should be mentally prepared for its negative consequences30. Which of the following statements CANNOT be inferred from the passage?A. Public transport should be encouraged in suburbanizationB. People from poor countries are living with privacy and dignityC. Local conditions should be taken into account in suburbanizationD. American prefer to live in suburbs regardless of urban development二、简答题（本大题1小题，20分）根据题目要求完成下列任务，用中文作答。

高中英语教师资格证考试教学设计题一、教学任务及对象1、教学任务本次教学任务针对的是高中英语教师资格证考试的教学设计题。

教学内容涉及英语语言知识、教学理论与方法、课堂活动设计等方面，旨在帮助学生掌握英语教学的基本技能，培养他们独立设计教学方案的能力，为顺利通过教师资格证考试打下坚实基础。

2、教学对象教学对象为高中阶段的学生，他们已经具备一定的英语基础，能够进行日常英语交流，但对于教学设计理论和实践操作尚处于初识阶段。

此外，学生在学习过程中可能存在自信心不足、合作意识较弱等问题，需要教师在教学过程中给予关注和引导。

二、教学目标1、知识与技能（1）掌握英语语言基础知识，包括词汇、语法、发音等，能够准确运用英语进行表达；（2）了解英语教学理论与方法，熟悉不同教学法的优缺点，能结合实际教学需求选择合适的教学方法；（3）学会设计多样化的课堂活动，如小组讨论、角色扮演、游戏等，提高课堂教学的趣味性和互动性；（4）掌握教学评价方法，能对教学过程和结果进行有效评价，以促进教学效果的提高；（5）具备一定的课堂管理能力，能应对课堂突发事件，营造良好的课堂氛围。

2、过程与方法（1）通过小组合作、讨论、分享等形式，培养学生主动探究、积极思考的学习习惯；（2）运用案例分析、模拟教学等教学方法，让学生在实践中掌握教学设计的方法和技巧；（3）借助多媒体、网络资源等教学辅助手段，提高学生的学习兴趣和参与度；（4）注重过程性评价，鼓励学生自我反思和互评，促使他们在教学过程中不断调整和优化教学方法。

3、情感，态度与价值观（1）培养学生热爱英语教育事业，树立为教育事业贡献自己的信念；（2）激发学生的学习兴趣，帮助他们建立自信心，勇于面对教学过程中的挑战；（3）培养学生团结协作、互助互爱的良好品质，增强集体荣誉感和责任感；（4）引导学生关注教育公平，尊重学生的个体差异，关注每一个学生的成长；（5）培养学生具备批判性思维，敢于质疑，勇于创新，不断追求教学方法的改进。

教师资格证考试—高中英语—笔试—教学设计题—模板教师资格证考试——高中英语——笔试——教学设计题一、关键词1、高中英语2、教师资格证考试3、教学设计4、课堂教学5、学生中心6、语言应用7、教学方法二、主题本文将围绕高中英语教师资格证考试中的教学设计题进行解析，从课堂教学、学生中心、语言应用和教学方法等方面进行探讨，为考生提供一些备考建议和思路。

三、分析与总结教学设计是教师资格证考试中的重要环节，要求考生在规定时间内根据给定的教学内容和学生情况，设计出一份合理的教学方案。

在高中英语教师资格证考试中，教学设计题一般包括以下内容：1、分析教学内容和目标：要求考生对教学内容进行深入分析，明确教学目标和重点难点，以便有针对性地设计教学方案。

2、分析学生情况：要求考生对所教学生的英语水平、学习需求和特点进行分析，以便在设计教学方案时能够充分考虑到学生的实际情况。

3、设计教学流程：要求考生根据教学内容和学生情况，设计出一份完整的教学流程，包括课前预习、课堂教学、课后复习和评价反馈等环节。

4、选择教学方法：要求考生根据教学流程和学生需求，选择合适的教学方法，如讲解、讨论、示范、互动等。

5、设计评价方式：要求考生在设计教学流程时，考虑到如何对学生的学习成果进行有效的评价和反馈，以便及时调整教学策略。

针对以上要求，考生需要注意以下几点：1、要充分理解教学内容和目标，注重知识点的掌握和应用。

2、要了解学生的英语水平和学习需求，注重激发学生的学习兴趣和积极性。

3、要设计出符合学生认知规律的教学流程，注重教学环节的衔接和连贯。

4、要选择适合学生的教学方法，注重师生互动和生生互动。

5、要设计有效的评价方式，注重及时反馈和调整教学策略。

四、教学设计以下是一份高中英语教师资格证考试中的教学设计题模板，供考生参考：教学目标：1、知识目标：掌握本单元生词、短语和句型，理解课文内容。

2、能力目标：培养学生的听说读写能力，提高学生英语应用能力。

下半年教师资格证考试高中英语真题及答案2016下半年教师资格证考试高中英语真题及答案教师资格是国家对专门从事教育教学工作人员最基本的要求。

教师资格制度是国家对教师实行的一种特定的职业许可制度。

以下是店铺精心整理的下半年教师资格证考试高中英语真题及答案，希望对大家有所帮助。

一、单项选择题(本大题共30小题，每小题2分，共60分)在每小题列出的四个备选项中选择一个最佳答案。

请用28铅笔把答题卡上对应题目的答案字母按要求涂黑。

错选、多选或未选均无分。

1. Which of the following shows the proper rhythmical pattern of the sentence?2. In terms of manner of articulation, the sounds [p], [b], [t],[d], [k], [g] are__________.A. affricatesB. fricativesC. bilabialD. oral stops3. The producers of oil and other __________ commodities have an advantage.A. fragileB. nonperishableC. waterproofedD. stainless4. Being__________ of money, she managed to save enough for a holiday.A. economicB. economicalC. economicsD. economies5. Farmers are allowed to grow small gardens of their own and they sell their vegetables__________ the black market.A. onB. atC. inD. for6. --I'll be away on a business trip. Would you mind looking after my cat?--Not at all.__________.A. I've no timeB. I'd like itC. I'd rather notD. I'd be happy to7. Can you imagine the difficulty I had __________ language obstacles I first studied abroad?A. to overcomeB. overcomingC. overcomeD. overcame8.__________your valuable help, we couldn't have finished the experiment ahead of time.A. If it were not forB. Had it not been forC. Were it not forD. If it has not been for9. In a factory, Li, the guide, is interpreting for a group of foreign guests. When they have finished visiting one workshop, he would like the group to follow him to the next workshop. He says,“”.A. This way, pleaseB. Come hereC. Follow meD. Move on10. The relationship between "furniture" and "desk" is__________.A. hyponymyB. antonymyC. synonymyD. homonymy11. The core concept of the New Curriculum is __________.A. promoting the professional teachers' developmentB. letting the students choose the course independentlyC. advocating the constructivist learningD. for every student's development12. Which of the following belongs to the communicative approach?A. Focus on accuracy.B. Focus on fluency.C. Focus on strategies.D. Focus on comprehension.13. In a pre-listening activity, students need to learn to cope with some ambiguity in listening and realize that they can still learn even when they do not understand every single word. The aim of this activity is to develop the skill of__________.A. listening for specific informationB. listening for gistC. listening for structureD. listening for vocabulary14. Which of the following statements is NOT a way of presenting new vocabulary?A. Defining.B. Using real objects.C. Writing a passage by using new words.D. Giving explanations.15. When teachers teach pronunciation to students, which suggestion is useless?A. Use hands and arms to conduct choral pronunciation practice.B. Move around the classroom when doing choral practice.C. Try to use visual aids.D. Rely on explanations.16. What can cloze help to train in terms of writing?A. Unity of texts.B. Indention of texts.C. Compilation of texts.D. Use of cohesive devices.17. What stage can the following grammar activity be used at?The teacher asked students to arrange the words of sentences into different columns raarked subject, predicate, object, object complement, adverbial and so on.A. Presentation.B. Practice.C. Production.D. Preparation.18. When a student said "Yesterday I goed to see a friend of mine", which of the following ways for correcting errors is not encouraged?A. Oh, yes. I see you went to see a friend of yours.B. You goed to see your friend?C. No, not goed. You should say went.D. Say it again, please.19. The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions. Here the teacher is playing the role of a (an)__________.A. assessorB. prompterC. participantD. controller20. When students engaged in group work, the teacher gave feedback after each group had stated their opinion and shown their output. This is called__________.A. instructingB. observingC. monitoringD. evaluating请阅读Passage l，完成第21—25小题。

高中英语教师资格证考试教学设计题2015年-2014年2015下半年Class Type:Reading classTeaching Topic:SkiingTeaching Contents:This lesson is from senior high school,and it is a narrative story of writer’s first skiing experience on Christmas vacation.This lesson will enlarge students’vocabulary of natural phenomenon and skiing and help students learn the structural organization of narrative and how to express the past actions.Teaching objectives:Knowledge objectives:1.After learning this passage,Ss can understand the following words and expressions and apply them in suitable context.Scramble out of…OverlookSlopeFloodlight:illuminate(a building or outdoor area) with such lightsSki suit,boots and skisSidewaysPointIn case(that)Fall overNevertheless2.Ss can identify the transitional phrases and wordsin the text and appreciate their functions under teachers’guidance3.Ss can master the basic elements and sequence in narrative writing by recognizing what,when,how, where,who and re-construct the text by time order.Ability objectives:1.Students can improve their skimming,scanningand summarizing skills by giving a suitable title for the passage,identifying the main idea in each paragraph and writing a summary of less than40words for this passage.2.S can identify the rhetoric/figure of speech such as exaggeration and simile in the text and appreciatethe effects of using them.3.S can use past tense properly to describe their unforgettable(skiing)experiences.Affective objectives:1.Students can be inspired to imagine the beautiful scenery described in the text and have anempathetic feeling with the writer during thefirst skiing experience.2.Students can foster their confidence in the group discussion and cooperation skill in the role-play activity.Teaching Key Points:1.Understand some useful words and expressions in this article and some difficult sentence.2.Understand the whole passage and appreciatethe ways the write describes/presents the storyTeaching Difficult Points:1.Paraphrase the following words and expressions according to the context.2.Understand the following sentences by paraphrasing, demonstrating or illustrating.3.Understand the structural organization of the text and reconstruct the passaging by summarizing and acting out the story.Teaching Method:The communicative approach;The interactive-compensatory approach;Situational Teaching method(role play)Major steps and time allocation(40mins)1.Pre-reading(8mins)(1)Brainstorming and group discussionT askss the following questions,they discuss andshare their answers in groups of 4.Have you gone to a ski trip?Where did you go for skiing?What could you do and see in ski trip?How do you ski?How do you feel about skiing?Do youthink skiing is a dangerous sport?)(Justification:Brainstorming can arouse student interest about the topic and activate their prior related knowledge.Group discussion can provide a good chance for S to share their(ski)experienceswith others by using past tense and improve theiroral English skill)2.While-reading(22mins)(1)Teacher let S skim the first2paragraphs andasks s why we would go on a ski holiday andwhat this passage will talk about.(Justification:this activity helps s predict thefollowing text.And it also helps s get the Why in narrative writing.)(2)Teacher lets S scan the3rd paragraph and askss what this paragraph mainly talks about.Writeshort phrases in time order to present what theydid;Flew to Seoul>>Took a shuttle bus to MujuResort>>Arrived at the resort>>Played withthe snow>>Checked in hotel>>watched peopleskiingUnderline the transitional words,and explain the effect of using them.So;and then;as adverbial clause;at last; nevertheless;althoughIdentify the figure of speeches of the following2 sentences and analyze the effects of them.I was dying to get out.We were all like little children.(3)Teacher lets s scan the4th and5th paragraphs and asks s what these paragraphs mainly talk about.Write short phrases in time order to present what they did.We rented our ski gears and went outside onto the snow>>Instructor showedus some basic skills>>I kept on falling downT ask s questions:‘Suddenly you find you can’t even walk’Why you can’t walk?What are the tips in skiing?Demonstrate them with word explanation together in groups of 4.(Justification:list the events in order can help students grasp the structural organization of the text by scanning and summarizing skill.The above questions can help s improve their deep understanding of the text by inferring skills and appreciating the figure of speech)(4)Teacher let S scan the last2paragraphs and asks s questions.What happened to me afterwards?How did I feelabout myself?How did the writer think aboutthis skiing trip?What has the writer done afterthe ski trip?(Justification:scanning and identifying detailed information can help student get a betterunderstanding of the text and writer’s attitudeand feeling)Post-reading(10mins)1.Give a suitable tile for this passage2.Role play:In groups of4,students act out the readingmaterial by taking the roles of writer,parents, instructor,and so on.They can add moresubtitles to express their feeling about this trip,the scenery and the ski lessons,but theirattitudes should be consistent with onesreflected in the original text.(Justification:Role-play activity provides a goodway for students reconstruct the text in animitated situation.It can enhance theircooperation skills and presentation skills.It canalso help teachers check students understandingof the text)2015年上半年Class Type:Reading classTeaching Topic:Healthy servings per day Teaching Contents: This lesson is from senior high school.This articleis an exposition and mainly talks about eating healthily and several scientificeating habits.It also offers recommended servings per day. This lesson will expand student vocabulary of healthy diet and help students develop good habits of healthy diet. Teaching Objectives:1.Knowledge objectives:(1)After learning this lesson,students can use the following words and expressions properly:healthily, amount,snack,bake,recommend,fiber,depend on,protein, disorder,serving,variety,lead to.(2)Students can understand what the healthy foods are and the proper amount of them taken every day.2.Ability objectives:(1)Students can improve their reading abilities of skimming,scanning and inferring by summarizing the gist of the passage,identifying and analyzing detailed relevant information.(2)Students can develop their speaking ability bytalking about scientific healthy eating habits or healthy diet.Affective objectives(1)Students can be motivated to develop healthyeating habits and keep healthy diet daily.(2)Students can develop their cooperation and communication skills in group discussion andposter making.Teaching Key Points:(1)Master the above mentioned words and expressions.(2)Efficiently use their reading skills of skimming, scanning and inferring.Teaching Difficult Point:Students can create healthy diet posters based on what they will learn from this lesson.Major steps and time allocationStep1Pre-reading:(10mins)Activity1:Divide students in groups of4,let them brainstorm to list the healthy food,unhealthy food and explain the reasons.Chooseone group representative to share his opinionwith the rest.Activity2:Teachers show a few pictures ofpeople who are unhealthy,because they are lackof nutrition from certain foods.Ask studentswhat kinds of food and how much of them weshould take daily to keep us healthy.(Justification:Both2activities will arouse students’interests on this topic and link up the ir prior knowledge to healthy and proper eating.At the same time it will help students to combineEnglish learning with daily life.)Step2While-reading:Fast reading(4mins)Activity1:Ask students to skim the passage toidentify what the passage mainly talks about,and choosea proper title for it.1.The trick of eating healthily2.The list of healthy food taken per day3.The ways of keep healthy(Justification:This activity can help studentsobtain the gist of the passage throughskimming)Careful reading(18mins)Activity1:Identify the following informationwhether it is true or not.Or the teacher lets the students read the text and do the True or False exercise.1.We can take healthy foodas much as we want,and it won’t cause us to be sick.2.Eating properly means eating only the rightvariety of food.3.Chocolate and crisps are healthy snacks.4.We should take a variety of food daily to get different nutrition.5.In order to keep healthy,we should eat fruitand vegetables everyday without limit.Activity2:Guess the words’meaning in the context and choose a synonym to it.(1)depend on:A:rely on;B;decide;C:affect(2)disorder:A:abnormal condition;B:goodcondition;C:health(3)serving:A:menu B:plateful C:time(4)fiber(5)protein(6)recommend:A:suggest;B:state;C:give(7)variety:A:a different kind;B:the amount;C:the number(8)lead to:A:cause;B:guide to;C:in thedirection toActivity3:Questions for discussion1.Why we should avoid chocolate and crisps when taking snacks?2.Why fruits and vegetables are important to us?3.What kinds of food contain fiber?4.What kinds of food contain protein?5.What kinds of food we should take most?6.Are sugar-free and low fat varieties recommended?Why? (Justification:Those3activities will help students have a deeper understanding about thispassage by improving their skills of scanning, analyzing and inferring.Through those activities students can identifying detailed information, understanding new words in the context andrecognizing how information is linked to eachother,and synthetizing the information)Step3Post-reading(11mins)Activity1:To what degree,do you agree ordisagree the statement“no food in itself is good or bad”, and why.Let students discuss in groups of4.Choose the groups who agree and disagree with the statement and let them share theirrationales with the rest.Activity2:Students will draw a poster of healthy daily diet,including the names of healthy foodand the proper amount.After that choose1group to do their presentation.Or suppose youare a cook in our school canteen.What disheswould you serve on Tuesday?List out yourdishes and explain the reasons.(Justification:This activity will improve students’oral English skills in debating and cooperationskills in completing a group task.It also can help teacher check how well the students understand this lesson by making their own poster and help them develop a correct attitude/knowledgeabout how to eat healthily)Step4Homework(2mins)Homework:In-group of4,students will continue completing their poster illustrated with picturesand statistics(or make it more fancier)of eating healthily and do the presentations to other lower graders in order to guide them to keep healthydiets.)(Justification:Students can review andconsolidate what they have learnt in this classand transfer what they have learnt in class toreal life.)2014下半年Class Type:Reading and writing classTeaching Topic:Town twinningTeaching Contents:This article mainly talks about town twinning of Oxford and Grenoble and the contents and functions of town-twinning agreements./Oxford and Grenoble are town twinning.They have some similarities. Town twinning agreements are useful and helpful for people to visit and exchange between cities of different countries.Teaching Objectives:1.Knowledge objectives(1)Students can use the following words andexpressions properly when writing their own paragraph:inhabitant,town twinningagreement,tourism,entertainment,practicedoingsth,as a result.(2)Students can understand what town twinningis and identify the characteristics of town twinning and list the benefits of town twinning agreement.2.Ability objectives(1)Students will be able to use reading methods such as predicting,skimming,scanning, summarizing and synthesizing during theprocess of understanding of the passage.(2)Student can improve their writing ability of outlining and drafting a similar topic abouttown twinning by exemplifying and comparing.3.Affective objectives(1)Students can develop positive perspectives towards cross-cultural communicationsbetween twinning towns.(2)Students can foster their confidence in group discussion and cooperation skill in group work. Teaching Key Points:(1)Understand and apply the above mentionedwords and expressions in proper writing context. (2)Efficiently use their scanning,summarizing and synthesizing skills by recognizing key informationand writing an abstract for the article.Teaching Difficult Point:Write an outline and draft about2cities of town twinning agreements based on what they will learnfrom reading the passage.Major steps and time allocationStep1Pre-reading(10mins)Activity1:Lead in the topic by playing a video about “Oxford and Grenoble are town twinning.”While watching the video,students think over the following questions:“What is the relationship between Oxford and Grenoble?”“What are t he similarities between the two cities?”Activity2:Teachers ask students what they canpredict from the title and the pictures illustrated below.(Justification:Activity1will arouse students’interests inthe town twinning topic,activate their prior knowledge related to this lesson and help them comprehend the new words in order to understand the passage easily. Activity2will help students develop the predicting skill in reading.)Step2While-reading(18mins)Fast readingActivity1:Students skim the whole passage to tell what it mainly talk about and check whether their previous predication is right or not.Activity2:Conclude the main idea of each paragraph. Careful readingActivity2:Students complete the following chart byActivity3:Students summarize and synthesize the key information of2nd,3rd and4th paragraphs by completing the following sentences.2nd Paragraph:Town twinning become more popular in recent years because();It’s an agreement between cities of similar(),()and other similar features.3rd Paragraph:Town twinning agreement encourage()and ()between the two towns.4th paragraph:Town twinning agreements are perhaps most useful for()and people who().(Justification:Thoseactivities can help student develop their skimming, scanning and summarizing skills.And they can help students grasp its main idea,recognize the detailed information.)Step3After-reading(12mins)Activity1:Divide the students in groups of4to summarize the passage in no more than50words.Thenchoose one group to present their abstract orally in front of the rest class.Write down key words as prompts on the blackboard.This can help students do better jobs in summary writing. (Justification:This activity will be useful for summary writing skill practice and presentation skill.And it also helps students consolidate their understanding of the text.Step4Summary and Homework(5mins)Summary:After students’presentation,teacher should give comments or a conclusion.This will guide others to summarize and review what they have learned in this class. Homework:Writing in a content oriented approach.The Teacher asks students to write a short passage about town twinning,which should include the following aspects:“What other cities you know have town twinning agreement?”“Why can the two cities become town twinning?”“What kinds of culture exchanges or reciprocal v isits they have?”They are allowed to use Internet for research. They should list key information of their research result in a logical way,which will acts as an outline for the whole passage writing.(Justification:This activity will develop students’research and outlining skills in writing of a content oriented approach.It will check whether the students achieve the teaching objectives.)。

教师资格证考试—高中英语—笔试—教学设计题—模板XXX: XXX。

XXX:1) Knowledge objectives:Students will learn new words and ns。

including。

XXX.XXX。

Students will know how to。

2) Ability objectives:Students will XXX.XXX。

in their own words.Students will be able to express their own XXX。

3) XXX:Students XXX to apply their English in daily life.Students will develop more interest and confidence in learning English.Students XXX.Students XXX。

They will also learn how to XXX general XXX。

XXX and Difficult Points:1)XXX point: XXX.2)Teaching difficult point: XXX general XXX.Major Steps:Step 1: Warm-up (3 minutes) (Choose one of the following ns)①Show students pictures related to the topic and ask them to consider the following ns:Q1:…Q2:…②Show students a short video related to the topic and ask them to consider the following ns:Q1:…Q2:…③Share personal experiences related to the topic with the students and ask them to share their own XXXn: This will prepare the students for the following listening.)Step 2: Pre-listening (5 minutes) (Choose one of the following ns)①Ask students to predict the content of the listening material based on the title: “…”②Introduce XXX.Step 3 - While-Listening (6 minutes)Before playing the tape for the first time。