第三届全国英语教师教学设计大赛新课程理念之教学探索篇
高一英语新教材人教版第四单元阅读课教学设计
Unit 4 : Earthquake
一、三维教学目标（3-Dimentional Teaching Demands）
根据《国家教育部新课程标准》（英语实验稿）关于三维目标的定位及其实现途径和目标具体描述，结合高一学生实际和教材内容，我把本节阅读课的教学目标定为：
(一)课标内容（Curriculum demands）
（二）教学要求（Teaching demands）
二、学情分析（Learner analysis）
1．新的教材，新的教学方法，呼唤着新的评价体系。那种陈旧的以终结性考试来排队，区分好、中、差学生的方法不能充分反映学生平时的学习效果，检查他们的学习方法是否得当；它同时也给教师平时的工作成打了折扣。对于我们成年人尚不能以一、二次的工作业绩去评判一个人的工作能力，何况对于正在成长、变化之中的学生们呢？在新教材，新教法，新理论深入人心的今天，大家都急切盼望一种新的合理的评价体系能够尽快出台，并对此畅所欲言，各抒己见。大家的设想也给我的想法注入了许多新的内容，使我有一种想去尝试一种新的评价方法的冲动。
2．开学伊始，我就在任教的高一两个班学生先展开问卷调查，就一个简单的问题，了解他们对学习英语的态度。这就是：你对英语学习的看法①喜欢②不喜欢③不清楚。如果回答②请继续回答原因①内容枯燥，没兴趣②老师教法死板，没新意③成绩不理想，灰心丧气。
经过调查之后得出的结论是本次调查问卷发放97份，实际收回97份有效问卷，其中喜欢英语的人57%，不清楚自己是否喜欢的5%，不喜欢的占38%。其中因为成绩不理想，丧失学习信心的占有25%的比率。
我校属于浙江省一级重点中学，学生都是由各个地区中学经过中考选拔上来的，虽然喜欢英语并且有信心学好英语的学生占了57%，但由于英语水平参差不齐，学习压力大，学习策略与方法不合理，还是有38%的学生不喜欢英语。这个问题值得我们引起高度重视。由此可见旧的评价体系严重挫伤学生学习的信心和学习兴趣。仍然运用以往的以考试成绩来刺激学生学习的作法显然只能是适得其反了。
The students in my class are of different levels so I should adapt the lesson to each of them and try to solve different kinds of problems which may appear in the lesson. There are 73 students in my class, which is large .So I often use some activities in the class to finish some tasks such as individual, pair or group work to let each of them have more chances to practise English and involve actively in the lesson, thus to make some improvement .
三、教学重点和难点：(Teaching difficult and important points)
★重点：1让学生掌握本篇文章当中的单词，词组以及重要表达
Master the new words ,phrases and useful expressions in the text .
2.训练学生掌握理解文章细节的阅读能力
Train the students’ reading ability to understand the content of text in detail
3.帮助学生在体验中学会与人合作的能力
Train the students’ability to cooperate with others.
★难点: 1.重要动词, 如:shake , burst,rise ,destroy,shock ,fresh,injure
2.重要词组，如right away ,at an end , lie in ruins, be trapped under sth, to the
north of sp,instead of, think little of sth.
3.重要句型①It seemed/seems that……
②The number of sb./sth reached/reaches……
③All hope was not lost(部分否定)
2. 用关系代词who, that, whom, whose,which等引导的定语从句.
3. 训练学生掌握阅读微观技能
四、教学方法（Teaching Methodology）
根据第二语言习得理论、“整体语言教学”的理论和实践，以及当前教学改革，课程改革等先进理念，为达成上述教学目标，运用任务型教学（Task-based teaching mode）途径，我把英语课堂设计采取“P---T---P”自主学习立体模式：
（Pre-task----Task-cycle----Post-task）
五、教学工具: Blackboard, computer-assisted teaching (multimedia),projector,
六、教学时间：45 分钟
Period I Warming up and Reading
七．教学设计步骤（Teaching Precedures）
Step 1:Greeting &Lead-in (情境导入)
Show the Greeting to the students as usual.
Task 1：Free-talk on picture-linking （学生自由发言）
( show a picture or a video of two high buildings and a flying 747 Flight)
Question& Answer:
1. What can you see in the picture or video?
Suggested Answer:(two buildings, one 747 plane)
2. What is the plane doing now ?
Suggested Answer:(The plane is flying towards the building)
3. Can you guess what will happen next ?
Suggested Answer:people on plane will die.
The plane will be broken into pieces or crash .
The buildings will be destroyed and then fall down to ground .
4.Could you tell me what this accident is,which we’ve known before?
Answer:(9.11Terrorism Attack)
5.Can we say 9.11 is a big disaster?
Answer: Yes, of course.
Step 2:Warming-up (热身活动)
Task 2:Talking about disasters(Group-work activity)
1.What other disasters do you know ?
2. Have you ever experienced one of these disasters? Can you describe what it was like and how you felt?
Suggested Answer:( like a terrible ghost, dangerous,frightening ,afraid ,nervous ,etc.)
Step 3: Pre-reading(读前准备)
Task 3: Looking and guessing:
1.What can you see in the picture?
2.What do you think may happen before an earthquake?
Suggested Answers:Before an quake, animals will become nervous. Cows, pigs,
horses and dogs will be upset. Mice will run about and fish will jump out of water. In
winter, people can even see snakes.There are bright lights in the sky.Water pipes
may crack or burst. So earthquake is predictable(可预测的).
3.You have time to take only one thing.What would you take when the earthquake
is coming ?(开放性答案)
Step 4: Prediction （课文标题预测）
Task 4: Probing Questions：（探究问题）
1.What cause you can’t sleep well at night?
Suggested Answers:(Physically ill ,psychologically interrupted ,have a bad dream,or thinking about sth throughout the night )
2.What a kind of information does the author try to convey to us through the title ?
Suggested Answers:(There must be something strange happening at night on earth.So the earth didn’t sleep )
3.What cause the earth “didn’t sleep at night” in the text?
Suggested choices:(earthquake , volcano, tsunami ,tornado ,hurricane, flood)
Answer: Earthquake(Ss have previewed the text)
Step 5:Fast reading（快速阅读）
Read the text as quickly as possible and try to answer the following questions below.
Task 5: Divide the whole passage according to the change of time
Part 1: Signs before earthquake
Part 2：Damage and destruction of earthquake
Part 3：Reconstruction after earthquake
Step 6:Careful reading （细节阅读）
Task 6 :Reading the para 1 for the second time and finish the following diagram
Task 7: Reading the para 2 &3 and fill in blanks of two diagrams below.▲What do all the numbers referred to in the 2nd passage?
What do you feel?
▲The numbers referred in passage 3
▲What happened later that afternoon ?
Step 7:Sentences Enjoyment （句子欣赏）
Task 8:Read again and try to appreciate the language of the passage: 1.For three days the water in the village wells rose and fell, rose and fell. Repetition: to make a deeper impression on the reader
2.It seemed that the world was at an end!
Exaggeration:to draw people’s attention to the seriousness of th e disaster.
3.Bricks covered the ground like red autumn leaves.
Simile: to create a vivid image.
4.Slowly, very slowly, the city began to breathe again.
Personification: to form a vivid image.
5.A night the earth didn’t sleep
Personification: to form a vivid image.
Step 8:Consolidation（课文巩固）
Task 9:Task Filling the blacks with the first given letter:
Several days before July 28,1976, many s______things happened in Tangshan. They were signs for the e_______. But people in the city of Tangshan didn’t think m_______of these. At
3:42am that day,the earth began to s________,which d_________the city. Many people,including workers and doctors,came to r_______those t_________under the ruins. Later that
afternoon,another big earthquake struck Tangshan. More people were killed or injured and more buildings f________down. Soldiers were called in to help the rescue workers. T________were organized to dig out the trapped and b________the dead.
Step 9:Post reading （读后讨论）
Task10 : Discussion.(小组活动)
1.From whose point of view are events described? How do you know?
(He uses third-person to describe the quake. For example, “Everywhere they
looked nearly everything was destroyed.”)
2.Why do you think the writer choose to express his feelings about the quake rather than
report what had happened?
(Although the writer was not there, he felt sad for the people of Tangshan.With
some feeling, he will make the reading more interesting.)
3.What messures can we take to reduce the damage that earthquake brings to us and to make
self-rescue?
Suggested Answers: 1.We can set up a pre-warning system of earthquake
2.We can change the structure of houses ,bridges and buildings
in order to adapt to the shake and quake from earthquake .
3. We should learn some knowledge about self-rescue in case of
the disaster.
Step 10: Assignment （课后作业）
1.Finish the exercise on P27-28
2.Write a letter to the mayor about how to take messures to reduce the damage from the
earthquake and make self-rescue.
给市长写封信探讨一下如何采取措施减少地震给我们人类带来的破坏以及如何进
行自救。
Step 11.Assessment and Feedback(教学评价与反馈)
1. My comments on the activities in the lesson:（教师课堂教学评价）
The advantages of these activities are: more students can communicate with each other, discuss with each other, learn from each other, help each other,, share different opinions with each other. They feel interested in negotiating, debating, and responsing, they feel more confident and be bold to participate in the activities. In these activities, I help them to achieve their full potential, encourage and motivate them to value each other and the relationships they make. I raise their aspiration and give them confidence. So learning in this activity and in this atmosphere will be
more effective and successful.
2. Students’ reflection（针对学生制定的反思性评价问题）
A Have you got those useful words and phrases you’ve learnt
B whether you have understood what the text is about during a short period of time ?
C.Have you found out any other beautiful sentence patterns?
D.Are there any other points you are still confused with?
E.Is your spoken English a little bit improved ?
F.What should be prepared for the next class ? Are you ready ?
附: 表一：Teaching Procedures(教学过程)
教学流程图
保密★启用前 松桃县中小学英语教师教学技能大赛试题 英语学科课程标准(１0分) 一、单项选择题:从Ａ、B、C三个选项中选出最佳答案填入题前的括号内。 （5分,每小题1分) ( )1．___＿＿_＿和人文性双重性质。 A.科学性 B.工具性Ｃ．阶级性 （）2．课程标准五级目标要求在日常人际交往中有效地进行表达，这是课程标准在______＿__方面的描述。 A.语音 B.话题C．功能 ( )3学习策略是指学生为了有效地学习和发展而采取的各种. A．计划和反思 B.复习和预习C．行动和步骤 ()4. 是课程资源的核心部分。 A.英语教材Ｂ.各种形式的网络资源Ｃ.多媒体光盘资料( )5.国家英语课程标准要求九年级结束时应达到第级的基本要求。 A．三 B.五Ｃ.九 二、判断题:对的在相应说法前的括号内打“√”，错的 打“×”。(5分,每小题1） ( ×)6.初中毕业生要学会使用30００个左右的单词和2０0~300个习惯用语或固定搭配。(√）7.英语课程的评价体系要体现评价主体的多元化和评价形式的多样化。 ( ×)８.语言技能只包括听、说、读、写四个方面的技能。 (√）9.学业考试的命题要确保试题的信度和效度,杜绝繁、偏、旧的试题。( √)10.英语教学要面向全体学生，为学生全面发展和终身发展奠定基础。
第二部分英语学科教材内容（6５分） 一、单项选择：从A、B、C、D四个选项中选出最佳答案填入 题前的括号内。(２０分，每小题1分） ，couｌd Ｉspeaｋｔo Mr. Ｓmitｈ, pleａse？ —Sorry, tｈere isn’t __＿＿Mｒ. Ｓmith here. A. the B. a C.an Ｄ. / 解析：多数初中老师或小学老师会误选A,其实不定冠词用于人名前，表示不认识此人或与某名人有类似性质的人或事。此题是高中英语知识,但中小学教师应该掌握的。 ( ）２．We ｎｅｅdn’t trouble untiｌus. A.troｕbleｓ；ｔrｏｕｂle; trouble B.ｔrｏuｂle;tｒoｕbles;ｔroublｅ C.troｕｂle; troubｌe；trouｂｌｅs D. trouble；troｕble; ｔroubｌe 解析:直译是”不要招惹麻烦，直到麻烦招惹你”，意译是”不要自找麻烦”第一个是动词,招惹的意思祈使句用原形第二个是名词,麻烦的意思，是不可数名词。第三个是名词,麻烦的意思.第四个是动词,招惹的意思,用三单形式。此题是初中知识，考场一词多义也考查不可数名词。 （）3. —When shall we mｅet aｇａiｎnext ｗｅek? —___＿___ day iｓpossible.Iｔ’s ｎo ｐroblem wｉｔh mｅ. A. Eithｅr Ｂ．Neither C. Eｖｅｒy D.Anｙ 解析:下周有7天,所以不可能是两者之间的选择,排除A和B;eveｒy侧重于整体,而ａny侧重个体，所以答案D最佳.注意:any用语肯定句表示“任何的”。此题是初中知识,中考常考题。 （)4．—A laｔｅst magaｚine, ｐlease. —Oｎlｙｏne lｅft. Wｏuｌｄyoｕliｋe to haｖe ___＿____? A.it B. one Ｃ. ｔhｉs D.tｈat 解析:句意：—请来一份最新杂志。 —只剩下一份了,你要吗? ｉｔ指代前文提到过的事物，one指同类事物。从语境看肯定选择Ａ. ( ）５.—Woulｄyｏu lｉke some coffeｅ? —Yes, anｄｐlｅase ｇｅt me sｏmｅｍiｌk. I prｅfer coffee____＿milｋ. A. ｗｉtｈ B. to C. of D. oｎ 解析:如果想当然选择,容易误选B. 但仔细推敲语境:我喜欢加牛奶的咖啡。就会得出本题答案是A. ( )6. I dｏn’t haｖe ｔｏintroｄucｅｈim to yｏu __＿_ you know ｔhe boy. A. untilＢ. uｎless C. sinｃe D．bｕt
英语教学设计15篇 英语教学设计15篇 作为一名教学工作者，常常要根据教学需要编写教学设计，借助教学设计可使学生在单位时间内能够学到更多的知识。那么应当如何写教学设计呢？以下是WTT为大家收集的英语教学设计，欢迎大家分享。 英语教学设计1 目标： 1. 教幼儿学会deskchair的正确发音，学会听懂短语stand u sit down,clapyourhandsds。 2. 培养幼儿大胆说英语，对英语的浓厚兴趣。 准备： 桌子、凳子、一些幼儿喜爱的玩具，五角星，剪纸花。 过程： 1. 老师和蔼向幼儿问好，（good monrningboys and grils）。 2. 老师做寻找东西样，请幼儿猜老师在干什么？幼儿自由回答后，教师出示凳子、桌子，告诉幼儿他们的英文名是desk chair 教幼儿先听音看口形发音。注意发准{k}。
3. show me (desk chair) 并发音。做法：室内藏有许多小凳子还有桌子，教师指幼儿说，幼儿指教师说练习发dask chair。 4. 游戏：九个凳子围成一圈，十个幼儿围成一圈站在凳子边，幼儿听音乐学小动物做动作的行走，音乐停幼儿打个凳子坐下，没抢到凳子的幼儿说deask chair。 5. 游戏中同时练习发stand up,sit down。 6. 送礼物给幼儿。 做法：桌子、凳子放许多玩具，五角星，剪纸花，幼儿想要什么就去拿什么，只要用 deask chair 说一句正确的话就行。 7、小结：向幼儿用英语再见good by让幼儿拿上 deask 去户外游戏。 英语教学设计2 新课程背景下小学英语教学设计的心得体会海口市第二十六小学黄巧英语教学不仅是一门学科，也是一门艺术，形成英语教学艺术特色的重要因素之一就是教学设计(instructionalplanning)。古人说：“凡事预则立，不预则废。”强调无论做什么事都要预先谋划，事前设计。现代教学尤其注重设计，科学的教学设计，既是体现教育目的性、计划性、针对性和预习性所必需，又是顺利实施教学方案、调控教学过程的前提，也是确保教学效果、提高教学质量的保证。
一、问候用语 1. Hi! 你好！ 2. Hello! 你们好！ 3. Good morning/ afternoon! 早上/下午好！ 4. Good morning/good afternoon, class/everyone/boys and girls! 同学们，上午/下午好！ 5. How are you 你们好吗 6. Nice to meet/see you. 很高兴见到你们 Nice to see/meet you again./It’s nice to see you again. 很高兴再次见到你们！ 7. Happy Children’s Day.儿童节快乐！ 8. Merry Christmas Day.圣诞节快乐！ 9. Happy Mid-Autumn Day. 中秋快乐！ 10. Happy birthday to you! 祝你生日快乐！ 11. Happy New Year! 新年快乐！ 12. Happy Teachers’ Day! 教师节快乐！
二、告别用语 1. Bye.再见！ 2. Goodbye/bye-bye。再见！ 3. See you!再见！ 4. See you tomorrow!明天见！ 5. See you on Tuesday.星期二见！ 6. Have a nice weekend.周末愉快！ 7. Have a nice holiday.假期愉快！ 8. Have a good time! 祝你们度过一个快乐的时光！ 9. Hope to see you again.希望再次见到你们。 三、表扬用语 1. Good! ( better best )好！（更好！最好！） 2. Right! 正确！ 3. Yes! 是的！ 4. Very good!非常好！
全国中小学教师教学技能大赛(英语)命题大纲 根据全国中小学教师教学技能大赛（英语）简章，结合中小学英语教育教学实际与发展趋势，制定大赛命题大纲。 一、命题原则 1.知识技能考查与综合素质评价并重 本大赛既重视考查中小学英语教师的职业技能，包括英语语言基础知识、基本技能、英语综合运用能力，以及课堂教学技能，也要重视透过知识和技能考查教师的基本素质，包括语言观念、教育观念和英语教学中所体现的科学发展观；既要重视考查教师语言知识的扎实、完整，以及语言技能和教学技能的熟练，又要重视知识和技能的正确、灵活运用；既要重视微型课、公开课的当堂效果，也要重视考查其后续效果。 2.理论与实践紧密结合 试题中的政策、理论题目必须抓住课程改革和英语教育、教学理论中的基本概念，不求偏、难、全，重在考查教师用正确的理念解决日常教学，特别是课程改革实验以来所出现的重点、热点、难点问题，以考查教师从实践和理论的结合上解决问题的能力，杜绝官话、套话，鼓励灵活运用和创新能力。理论阐述题部分倡导在不违背课程改革精神的前提下“百花齐放”、“百家争鸣”，不搞一言堂和本本主义。在微型课和公开课的教学中更应注重考查教师运用正确的教育教学理念解决课堂教学中的实际问题的能力。一方面要重视教学实效，另一方面要通过课堂教学考查教师对基本理念的理解与运用，反对形式主义，以科学、高效为评价教学的最重要标准。 3.继承传统与改革创新并举 本大赛在命题和评分标准的制定中坚持“古为今用”，“洋为中用” 的原则，继承我国传统外语教学方法中被证明为行之有效的理念和做
法，不以新与旧作为取舍的标准。同时鼓励学习、借鉴国外语言教学研究之精华，结合中国的具体国情消化、运用。 4.全国统一标准与不同地区差异兼顾 为体现技能大赛对于教师继续教育的指导性，大赛试题和评审必须坚持统一标准，但同时又要考虑到我国各地区之间的差异，在命题中要根据地区特点增加选择性，在评定等级中要有一定的灵活性，在符合外语教学规律的基础上，鼓励教学方法的地方化和多样化。 5.不同组别试题和评分标准共性与特性相统一 小学组、初中组、高中组的赛题在命题原则上既要体现英语教师在教学理念和教学技能方面的共性，又要考虑到不同组别的差异。如小学组赛题要突出教师激发学生学习英语的兴趣，掌握正确的学习方法，养成良好的学习习惯；初中组突出语言基础知识和基本技能的教学，侧重听说技能；高中组在重视双基教学的基础上，侧重培养学生综合运用英语的能力。但各组别的赛题都必须高度重视双基教学和培养学生自主学习策略，为进一步学习和使用英语打好基础。为鼓励教师加强业务进修，促进教师继续教育，适应课程改革的要求，命题要有一定的难度，以拉开差距，择优选取，但不能脱离各组别教师的实际情况。不出偏题、怪题，重点考查参赛教师的知识结构、技能水平及实际运用能力和基本素质。 二、赛题类别 1. 初赛赛题类别 分为小学、初中、高中三卷，三卷均含三部分内容：政策与文件、英语知识和综合运用能力、教学技能。
初中英语教师试讲教案公司内部档案编码：[OPPTR-OPPT28-OPPTL98-OPPNN08]
Identify possessions 表示拥有 Part 1: lead-in . I have got a brother and a sister. Have got 表示拥有=have (口语) （书面语） We have got a dog. = we have a dog. We have got a cat. = we have a cat. Part 2 : detail study 人称区分： I/YOU/WE/THEY: have/have got . I have got a computer. You have got a good friend. We have got many books in our school. They have got a new car. HE/SHE/IT: has/has got . She has got brown hair. He has got two sisters. An elephant has got a long nose. 否定：have got ——>have not got has got ——>has not got
男：Can I use your mobile phone, please 女：Sorry, I haven’t got a mobile phone. I haven’t got a mobile phone. = I don’t have a mobile phone. = I haven’t a mobile phone. Haven’t = don’t have = haven’t got . She hasn’t got a brother.(模拟改句) 练习：please make negative sentences. 例一：不倒翁 例二：上学方式 疑问：have提前 . Have you got a car 另外两种表达方式： Do you have a car Have you a car . Has she got a brother (模拟改句) have/has 也可做实义动词 例一：have a meal have a breakfast have a lunch have a dinner have a good time have English have a rest have some water have sport
此文档收集于网络，如有侵权，请联系网站删除 精品文档2018初中英语教师常用课堂用语60句 1. Let's start class. =It's time for class. 上课 2.Let's begin a new lesson. 我们开始学新课. 3. Let's review what we learned yesterday.咱们复习一下昨天学过的内容. 4. Ready? Are you ready? 准备好了吗? 5. Read all together now.大家一起读. 6. Be quiet, please.请安静 7. Look at my mouth, please.请看我的口型。 8. Quickly, /Be quick, please. 请迅速点。 9. Do you understand? = Do you follow me 听懂了吗？ 10. Is that clear？听清楚了吗？ 11. Please listen to the tape recorder/ to the recording. 请听录音。 12. Look ／Listen carefully, please.请仔细看／听。 13. Please look at the blackboard/picture/ slide/screen.请看黑板／图片/幻灯片/大屏幕。 14. Please answer my questions.请回答我的问题。 15. Can you spell the word....? 你能拼读这个单词吗？ 16. Pay attention to your spelling/pronunciation.注意你的拼写／发音。 17. Read after me, please.请跟我读。 18. Please repeat/ Once more, please/ again please.请再作一次。 19. Who’d like to.. ?谁愿意.........? 20. Please come to the front.请到前面来。 21. In pairs, please.请两人一组练习。 22. Practice in groups, please/ In groups , please.请按小组练习 23. Any volunteers？有谁自愿做这件事吗？ 24. Let's do it. One by one ,please.请一个接一个地做。 25. Now you, please. =Would you, please? = It’s your turn now! = you want to try? 请你来 26. Put up your hands, please. / raise your hands, please.请举手。 27. Put down your hands, please. / Hands down, please.请放下手 28. Put it/ them into Chinese/English.把它们译成汉语。／英语。 29. In English, please.请用英语。
英语教师基本功大赛演讲题目 1.How to use our body language in the classroom to make our class more lively and more interesting? To make our class more lively and more interesting, it is necessary for our teachers to use body language at appropriate time. For example when the most of the students feel tired. Nowadays,for“single child ”they, are capricious 任性的 and easily distracted, so it is not easy for them to sit obediently for a long time. As American psychologist albert said: a successful communication=7%words + 38% voice+55% body language .Firstly,it can stimulate students’interest. Secondly, improve the memory effect( 提高记忆效果 ) Thirdly ， it is good for emotional communication between teachers and students 。 All in all ， 2.Which is more important, English speaking or English writing? And why? I think they are closely linked, they are inseparable. They all belong to output capacity. Generally speaking , people who is adept at writing is usually at speaking, when you learn how to write , you have to learn many words and sentences which contributes to ones ’speaking, what ’s more , a piece of good writing is produced after careful consideration ,which have the effect of preparation for speaking. Which are both important. 3.Do you feel the pressure of being a teacher? And what do you think are the more effective ways to relieve the pressure of being a teacher? Impart knowledge and educate people 教书育人教师的本质the nature of teacher 压力的来源社会家庭家长同事之间的竞争 The stand or the fall of the mood stand for the quality of mood心情的好坏决定生命的质量 正确认识自己 get a correct understanding of yourself allow yourself to make mistakes Exercise 第三点 4.What do you think of being an English teacher? And how to be a most popular one with your students? Knowledge and awareness of other countries. And what ’s more, the ability how to accept new things and absorb the quintessence [kw ?n'tes( ? )ns]精华 the skills how to teach and how to manage and how to do research.教书的技巧挂管理技巧和如何做研究的技巧 grasp the test as a whole。 5.How to make your students learn more cooperatively and more effectively in your class? 6. What do you think of “Teaching is learning ?” z 7.Which is is the best teacher , experience, practice or interest ? And why?
第一卷英语语言技能部分（70分，共八大题） Listening Section (20 points) Part I (5 points) 1—5 BCADB Part II (5 points) 6. Honolulu. 7. Palm trees and hula dancing. 8. In June or July. 9. An umbrella. 10. Because they don’t want the rain to keep visitors away. Part III (5 points) 11. history 12. major 13. 1993 14. computer 15. reserve Part IV (5 points) 16. rewarding 17. open doors 18. cultures 19. similarities 20. a great deal Written Section (50 points) Part V (10 points) 21—25 CDADD 26—30 BBADC Part VI (10 points) 31. spends 32. with 33. afternoons 34. both 35. volunteers 36. on 37. build 38. hours 39. well 40. average Part VII (15 points) Text A. 41—45 TTFFT Text B. 46. because 47. lend 48. next / following 49. using 50. clubs Text D. 51. It means a mistake in which you forget something or do not notice something. 52. The coursebooks do not deal with speaking by breaking it down into micro-skills work. 53. Yes, it is. 54. 本文认为直接的讲授策略可用来帮助学习者发展口语技能，特别是能帮助他们了解互动模式。 55. 学生在双向沟通方面的成功不仅取决于输出的内容，也取决于他们参与到会话交流中的有效程度。 Part VIII. (15 points) Omitted. 第二卷教学技能部分（80分；共三个部分） A. 隐性素质制约的技能：判断正误
英语青年教师教学基本功大赛笔试试题 Modified by JACK on the afternoon of December 26, 2020
I.Choosethebestanswer.(20%) 1. Who is the representative of modern enlightenment education A. Comenius B. Kant C. Rousseau D. Pestalozzi 2. Which of the following is advocated by Dewey A. Teacher-centeredmode B. Child-centered?education C. Classroom-center mode D. Textbook-centered mode 3. What is the nature of general?middle and primary education? A. personality?cultivation B.vocational?education C.basic?education D.professional education 4. What are emphasized innewcurriculuminnovation
a. Theteacherisanadvisorofstudents' learning. b. The teacheristheguidein thestudentsstudy. c. The teacher works as a commander during the students’study. d. The teacher works as a participant in the students’learning. e. The teacher is a promoter of the students’ development. A. abcd B. abde C. abcde D. abce 5.Whichofthefollowingistrueofsecondlanguagelearning? A.Naturallanguageexposure. https://www.doczj.com/doc/687135569.html,rmallearningcontext. C.Structuredinput. D.Littleerrorcorrection. 6.Whatdoesthefollowingpractise?
第五届全国中学英语教师教学技能大赛初赛试题 参考答案 Part I 1—5 CDBAC Part II 6—10 CDBAE Part III 11. have a good time 12. a couple of 13. atmosphere 14. bitter 15. complain Part IV 16. parents and children 17. prepare for 18. last year (before) 19. experiences 20. five months Part V 21—25 ABADC 26—30 BCDCB Part VI 31. saw 32. others 33. because 34. future 35. standing 36. within 37. consists 38. unclear 39. worship 40. observe Part VII 41—45 DECAB 46. revive 47. 10 to 13 48. science lesson 49. assembly hall 50. head teacher (for junior middle school teachers only) 51. To estimate the demand for English language teaching around the world. 52. Because the languages are closely identified with their national independence / identity. 53. The number of English learners will fall / decrease to 500 million. 54. 他从别的研究数据（因素）中发现由于英语在经济上的重要性，目前很多政府部门正在推行英语教学。 55. 英语语言教学的相关产业会成为其自身成功的牺牲品，会随着时间的推移而逐渐衰落。 (for senior middle school teachers only) 51. Interest. 52. P. 53. Study / learning. 54. 然而，只要我们能够掌控压力，压力也能够创造奇迹，增强动力。 55. 从上述有关的心理因素到认知和操作方面的因素来看，只要我们恰当地处理好这些关系，就一定能够提高学习效率。 Part VIII Omitted 第二卷教学技能部分 （80分；共三个部分） IX Ａ．隐性素质制约的技能 A1-①√A1-②×A1-③√ A1-④× A1-⑤√ A2-①×A2-②×A2-③√ A2-④× A2-⑤× A3-①√A3-②√A3-③× A3-④√ A3-⑤× A4-①√A4-②×A4-③× A4-④× A4-⑤√ A5-①√A5-②√A5-③√ A5-④× A5-⑤√ A6-①√A6-②×A6-③√ A6-④× A6-⑤×
英语教师教案评语5篇Comments on English teachers' teaching plans 编订：JinTai College
英语教师教案评语5篇 前言：评语是含有点评、解释或评论的话，作为点评或讲解用，包括寄托希望的话语。本文档根据评语内容要求和针对主题是日常使用的特点展开点评，具有实践指导意义，便于学习和使用，本文下载后内容可随意调整修改及打印。 本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】 1、篇章1：英语教师教案评语 2、篇章2：英语教案检查小结 3、篇章3：第小学英语教案检查小结 4、篇章4：第小学英语教案检查小结 5、篇章5：第小学英语教案检查小结 教案评价需要不断提高管理者自身素质。以下是小泰搜集整理的英语教师教案评语，欢迎阅读，供大家参考和借鉴!篇章1:英语教师教案评语 撰写教案普遍比较认真。
教案规范、详细，教学目的明确，既有知识目标，又有情感目标，还有德育目标。 重难点突出，教法选择灵活恰当，教学过程设计较详，并有体现"以学生为主体"教学理念的师生互动过程设计。 本节课非常成功，设计突出了以学生为本的理念、全面培养学生素养、自主合作探究学习的理念。教师配以亲切活泼的教态，能较为恰当地运用丰富的表扬手段，让学生在学习中感受到成功的快乐。精心设计练习，并在整个教学过程中注重学生能力的培养，是一节优秀的课。 撰写教案普遍比较认真。教案规范、详细，教学目的明确，既有知识目标，又有情感目标，还有德育目标。重难点突出，教法选择灵活恰当，教学过程设计较详，并有体现“以学生为主体”教学理念的师生互动过程设计。教学板书内容有创意，知识联络图文结合。作图非常规范，非常漂亮，还有课后小结。注意用不同的色彩强调语句中的重点，一目了然。教案非常详细，结合时政，有大量的文字叙述。教案格式规范，一笔一划书写很认真，很漂亮。教案检查与评价作为教学常规管理的一部分。随着新课程改革的推进，教案改革势在必行，以适应课改的要求。那么作为学校管理者对于教案
2013南山中学实验学校英语教师口语风采技能大赛 一、活动背景：为提高我校广大英语教师基本素质，促进英语教学改革，提高英语教学质量，提升校园文化建设，学校决定举行2013年南山中学实验学校英语教师口语技能大赛。 二、活动目的：为全校英语教师提供一个展示自我的平台，提高我校英语教师运用英语口语的水平，增强全校英语教师的相互交流学习。 三、活动主题：Be happy Do well.( Be a happy teacher.) 围绕主题，题目内容自定，时间限制5分钟。 参赛选手演讲主题要鲜明，具体，有事例，忌出现假大空。 活动主体：外语教研组年龄30岁下的英语教师。 四、活动时间：2013年1月（具体时间待定） 活动地点：第一学术厅（如有变动将另行通知） 六、活动要求：内容积极向上，思想健康，选手演讲时需脱稿。 七. 决赛流程：1. 主持人简要介绍此次口语比赛，介绍出席领导，裁判及各位参赛人员。 2. 校领导致辞 3.按照抽签顺序演讲。演讲内容不超过5分钟。 4.主持人当面宣布老师演讲得分。 七、活动奖项：一等奖3名二等奖6名；三等奖6名；由学校颁发获奖证书。霍校长在全校教职工大会上颁奖。 八.需要学校各处室协助的地方： 1.需在LED屏幕上打出“2013南山中学实验学校英语教师口语风采技能大赛” 字样。（信息技术组） 2.需要到时开通广播音响系统，投影（信息技术组） 3.需要教科室提供参赛教师名单，教科室派职员计分统计，制作获奖证书等(教科室) 九、活动评分细则： 分演讲内容、语言表达、形象风度、综合印象四部分对演讲选手进行评分。满分为100分。 一、演讲内容：40分。要求演讲内容紧扣主题，主题鲜明、深刻，格调积极向上，语言自然流畅，富有真情实感。 二、语言表达：30分。要求演讲时，声音洪亮，口齿清晰，英语发音标准，语速适当，表达流畅，激情昂扬。讲究演讲技巧，动作恰当。 三、形象风度：20分。要求衣着整洁，仪态端庄大方，举止自然、得体，体现朝气蓬勃的精神风貌；上下场致意，答谢。 四、综合印象：10分。由评委根据演讲选手的临场表现作出综合演讲素质的评价。 南山中学试验学校外语教研组 初中英语教师常用口语
小学英语教师基本功技能大赛试题 一.语音测试(本题共 10分,每小题 1分 Ⅰ.从下列各组中选出画线部分读音不同的词。 ( 1.A. their B. girl C. thirteen D. bird ( 2. A.number B. bus C. ruler D.much ( 3. A.home B.box C.zero D.no ( 4.A. he B.she C.see D.pen ( 5.A.middle B. his C.hill D.nine ( 6.A. age B.bag C. apple D.thank ( 7.A.hello B.old C.those D.orange ( 8.A.five B.bike C.kiss D.fine ( 9.A.rice B.clock C.cake D. picture ( 10.A. their B. thank C.these D.those 二.词汇测试(本题共 10分,每小题 2分 I .按要求填空: 1. 工程师(汉译英 2. feel的过去式 3. luggage的汉译 4. 剧院(汉译英 5.swim 现在分词 6.buy 的过去式 7.new 变名词 8.dry 的反义词 9. peach的复数 10.cloud 变形容词
II .单词释义(本题共 10分,每小题 1分根据所给单词释义和首字母,写出这个单 词。 1. F______ the second month of the year 2. n______ a piece of paper for everyday news 3. s______ give out bright light 4. d______ very good to eat or smell 5. s______ make or keep safe from danger 6. i______ a piece of land with water all around it 7. r______ move suddenly and quickly 8. g______ big, important 9. h______ to get sounds through the ear 10. q______ a line of people waiting for something. 三.语法测试(本题共 10分,每小题 2分 I .单项选择: ( 1. ---- We’ ll spend the vacation in Hawaii. Don’ t you think it is a wonderful idea? ---- ___ I have waited for it for a whole year. Now my dream has come true. A. I don’think so B. No, it isn ’ t. C. How wonderful! D. Me too . 2. ---- May I take your order now ? ---- We’ d like three black and , A . coffee B . coffees C. cups of coffees D. cup of coffees
2014全国高师学生英语教师职业技能大赛 人教PEP小学六年级下册 Recycle 2 A Farewell Party 主讲人：韩堂堂 2014年12月5日
Good afternoon everyone. How are you ？I’m very glad to present my lesson here today. The lesson plan I’m going to talk about is Farewell Party. I will divide my instruction into six parts. There are Teaching materials analysis, Teaching aims, Teaching key points, and difficulties, Teaching methods, Learning methods and Teaching procedures. Ok，let’ begin our class Ⅰ (The first part is) Teaching material analysis It is the last unit in primary school. So it plays an important role in this term. I take the lesson as a review class. This lesson shows deeply human approach. As I see, we should learn the lesson by review and design. Ⅱ (The second part is) Teaching aims I have three objects. There knowledge objects ability object , and moral object. Knowledge objects: Review the grammar we have learned and teach the students to learn more expressions. Ability object: Know how to communicate with others and
词汇教学 1. 题目：My schoolbag 2. 内容： Schoolbag, maths book, English book, Chinese book, storybook --What’s in your schoolbag? --An English book, a Chinese book, a maths book and three storybooks. 3. 要求： (1) 全英文授课； (2) 重点讲授上述单词； (3) 设计相应的课堂互动环节。 My Schoolbag简案 1. Teaching aims 1) Knowledge aim Students will be able to master the new vocabulary like schoolbag, Chinese book, Maths book, storybook etc. 2) Ability aim Students can express what books they have in their schoolbags. 3) Emotional aim Students can pack their schoolbags for school and organize things
orderly. 2. Important and difficult points 1) Important point Students can describe what books they have in their schoolbags and ask their partners what they have in their schoolbags. 2) Difficult point Students will improve their speaking skill and communicate with each other freely. 3. Teaching and learning methods Situational teaching method; communicative teaching method; task-based teaching method; cooperation study method; independent study method 4. Teaching procedures Step 1: Warming up I will share a story with the students, and lead in the topic “storybooks”. Step 2: Presentation 1) Presenting new words. I will bring with a handbag and let the students touch the bag, and then guess what I have in my bag. In this way, new words like Chinese book, English book, Maths book and storybooks are shown to the students. 2) Listen to a song “My schoolbag”. We will sing together. And then