英语教师考试教学设计

教资科目三高中英语教学设计一、教学任务及对象1、教学任务本次教学任务是基于高中英语课程标准，针对高中学生进行英语科目教学设计。

教学内容选自高中英语教材，以英语语言知识、语言技能、学习策略和文化意识为主要教学目标。

本教学设计侧重于培养学生的英语听说读写能力，提高学生的英语实际运用水平，使他们在语言学习过程中形成良好的学习习惯，增强跨文化交际意识。

2、教学对象教学对象为高中学生，他们已经具备一定的英语基础，能够运用简单的英语进行日常交流。

在这个阶段，学生们的英语水平参差不齐，个体差异较大。

因此，在教学过程中，教师需要关注每个学生的成长和发展，因材施教，激发学生的学习兴趣，提高他们的英语素养。

在教学过程中，教师要充分考虑到学生的年龄特点和心理需求，运用生动有趣的教学方法，调动学生的学习积极性，使他们乐于参与课堂活动。

同时，注重培养学生的团队合作精神和自主学习能力，帮助他们建立自信，克服英语学习中的困难，为今后的学习和发展奠定坚实基础。

二、教学目标1、知识与技能（1）掌握并运用英语基本的语法知识，如时态、语态、非谓语动词等；（2）掌握一定数量的词汇和短语，并能熟练运用到实际语境中；（3）提高英语听力、口语、阅读和写作能力，达到课程标准要求；（4）学会使用英语词典、参考书和网络资源，辅助英语学习；（5）掌握英语学习策略，如词汇记忆法、阅读技巧等，提高学习效率。

2、过程与方法（1）通过小组合作、讨论、展示等形式，培养学生的合作意识和团队精神；（2）运用任务型、情景式、探究式等教学方法，激发学生的学习兴趣，提高学生的参与度；（3）利用多媒体、网络等教学资源，丰富教学手段，提高教学效果；（4）注重启发式教学，引导学生主动思考、提问、解决问题；（5）鼓励学生进行课外阅读、参加英语角等活动，拓展英语学习渠道。

3、情感，态度与价值观（1）培养学生对英语学习的兴趣和热情，使其树立自信心；（2）培养学生具有良好的学习习惯，如主动预习、复习，积极参与课堂活动等；（3）引导学生树立正确的价值观，尊重不同文化，提高跨文化交际能力；（4）培养学生的责任感、合作精神和团队意识，使其在集体中发挥积极作用；（5）通过英语学习，培养学生的家国情怀，使其关注国家发展，为实现中华民族伟大复兴而努力。

教师资格笔试备考指导：英语阅读课的post-reading环节如何设计？众所周知，在英语教师资格考试笔试考试中，初中，高中学段的学生需要参加科目三的考试，科目三的考试内容是《英语学科知识与教学能力》。

题型题量分布如下：通过上表，大家可以看出来主观题部分的教学设计题所占的分值最多。

教学设计的考试形式如下：III.教学设计教学设计题：根据所提供的信息和语言素材进行教学设计，本题用英文作答。

请根据以下信息和语言素材进行教学设计，本题用英文作答。

设计任务：阅读以下信息和语言素材。

假设你将利用此语言素材提高学生的阅读能力，请根据学生情况设计针对此素材的教学目标，以及实现该目标的课堂活动。

学生概况：本班为中等城市普通学校高中一年级的学生，班级人数为40人。

多数学生已具备一定的英语语言能力。

学生能够积极参与课堂活动，合作意识较强。

教学时间：45分钟。

教学设计需包括：教学目标;教学步骤及设计意图;教学活动方式、具体内容及设计意图;教学时间规划;学习评价。

语言素材：(加粗单词为学生首次接触的词汇)The Road to Modern EnglishAt the end of the 16th century, above five to seven million people spoke English. Nearly all of them lived in England. Later in the next century, peoplefrom England made voyages to conquer other parts of the world and because of that, English began to be spoken in many other countries. Today, more people speak English as their first, second or a foreign language than ever before.Nati ve English speakers can understand each other even if they don’t speak the same kind of English. Look at this example:British Betty: Would you like to see my flat?American Amy: Yes, I’d like to come up to your apartment.根据以上的任务要求“假设你将利用此语言素材提高学生的阅读能力，请根据学生情况设计针对此素材的教学目标，以及实现该目标的课堂活动。

教师资格考试高中英语教学设计语音课TopicTeaching Aims:1.Knowledge aim: The students will be able to know how to pronounce…/what is…2.Ability aim: The students will be able to pronounce ...3.Emotional aim: The students will be able to pronounce ... more confidently. Teaching methods:3-P model (Presentation, Practice, Production)Teaching Aid: blackboard, PowerPoint, some cards, picture of vocal organTeaching Procedures:1.Step 1: Greeting and Lead-in①Daily greeting②Lead-in:2.Step 2: presentationShow some cards to the students and ask them what it is.（Ask student to read three sentences）3.Step 3: PracticeLet students practice the sound, and explain the right way to pronounce the sound.4.Step 4: ProductionSound discrimination and tongue twister5.Step 5: Summary (or consolidation)T: Today, we have learned …, please remember the right way to pronounce... You should practice more after class.6.Step 6: HomeworkPractice the…with your partner and find more example of …Teaching reflection:Blackboard Design:案例：一、音标教案Lessen plan for the pronunciation of /iə/Teaching aims:（1）Knowledge aim: be able to know how to pronounce the diphthong /iə/（2）Ability aim: By the end of the class, students should be able to pronounce the diphthong/i ə/（3）Emotional aim: be able to pronounce the /iə/more confidentlyTeaching methods: 3-P model(Presentation, Practice, Production)Teaching aids: chock, blackboard, some cardsTeaching procedure:1)StepⅠGreeting and Lead-in2)StepⅡPresentationShow some cards to the students. Lead in the diphthong /iə/3)StepⅢPracticeexplain the right way to pronounce the sound and practice the students the sound /iə/.4)StepⅣProductionSound discrimination and tongue twisterStepⅤSummarizeStepⅥHomeworkPractice the diphthong /iə/ with your partner.稿子：Class begins. Good morning/afternoon, boys and girls. Nice to have this English class with you. Today we are going to learn a diphthong in English.T: first，I will show some cards. Do you know, what is this in English?T: yes, very good. This is a deer. Now read after me, deer.T: deerT: OK, very good. Then the second one, what is this in English?T: good. This is a girl. And what is she doing now?T: Yes, she is crying, so in her eyes, there is …T: excellent! There are tears in her eyes. Read after me. TearT: tearT: Ok. Now, another picture, what is this in English?T: you are great. This is a bottle of beer. Now read after me, beerT: beerT: Ok. We have learned these three words: deer, tear and beer. From these words, can you find something in common？T: yes, very good. These words all contain the sound/iə/. Now read after me, /iə/ /T: /iə/T: /iə/T: Now, do you know the right way to pronounce the diphthong /iə/?T: this is a diphthong. It begins with the first sound /i/,( write the /i/ on the blackboard) and glide towards the second sound /ə/,( write the /ə/ on the blackboard) remember?T: Ok, very good. Now who can pronounce the sound? Aslan, you, pleaseT: /iə/, read after me.T: yes, very good. Lily, can you?T: OK Good. Candy, pleaseT: yes, very good.T: Ellen, how about you?T: Good. But you should change the shape of your mouth as you move from one sound to another. Now, look at the position of my lips when I pronounce this sound. /iə/, /iə/, /iə/. Nowread after me, /iə/T: OK, excellent. Now, the whole class read after me. /iə/T: /iə/T: /iə/.T: /iə/.T: very good. Now, I will divide you into two groups. Group 1 read the sound three times, and then group 2. Do I make myself clear?S: Yes.T: /iə/. One two go.T: very good. Now group2T: good. You all have done a good job. Now le t’s do some exercise of sound discrimination. Listen to me carefully and circle the words which contain the sound /iə/ from each of the following pairs. N.1, peer pearT: excellent. N.2, tare tearT: are you sure?T: OK, very good. N.3deer dareT: great! N.4 mere mareT: you are so smart. Now, please look at the blackboard. There is a tongue twister. Who can read it out? Miky, you, please.T: very good. A deer and a mare spare mere one second to drink a bottle of beer without tears. And who would like to try? cuqi, please.T: excellent!T: today, we have learned the sound /iə/; remember the right way to pronounce this sound. It begins with the first sound /i/ and glide towards the second sound /ə/, you should practice more after class. Your homework is to practice the diphthong /iə/ with your partner. OK. That's all for today's class. See you!TopicTeaching Aims:1.Knowledge aim: The students will be able to know how to pronounce…/what is…2.Ability aim: The students will be able to pronounce ...correctly3.Emotional aim: The students will be able to speak English more confidently. Teaching methods:3-P model (Presentation, Practice, Production)Teaching Aid: blackboard, PowerPoint, some cards,Teaching Procedures:1.Step 1: Greeting and Lead-in①Daily greeting②Lead-in: play a video and ask the students to pay attention to the pronunciationof native speakers. Then, ask some question about the video: What are they talking about? Do you notice how they pronounce …? …2.Step 2: presentationRead the text and ask students to underline the parts where the pronunciation phenomenon is similar with the one shown in the video.Ask students to conclude the common point of those parts.Based on what students say, explain the pronunciation phenomenon3.Step 3: PracticeAsk students to read the text again.Ask students to read the examples on PPT.4.Step 4: ProductionSound discrimination and tongue twisterAsk students to discuss… with their partners.5.Step 5: SummaryBriefly summarize the skill to pronounce …6.Step 6: HomeworkPractice the…with your partner and find more example of …Teaching reflection:Blackboard Design:语音教学试讲真题内容But she began to trust him, she told him how she was overweight and this made her feel unhappy .also she felt her home wasn’t elegant e nough for someone like larry who wanted to improve his social position基本要求针对段落长句设计示范连读重读的教学步骤阅读课Teaching PlanTeaching Aims：1.Knowledge aim: students will be able to understand the main idea and some detailsof the passage.2.Ability aim: students will be able to use reading skills such as skimming andscanning.3.Emotional aim: Students can get more interested in English culture.Teaching Procedures:1.Step one: warming-up lead-in (1 minutes)Greeting.Show the students some pictures or play a song about … and ask them some simple questions: …2.Step two: pre-reading (2 minutes)Common sense on…Ask students to give examples of…Play the video about …. While enjoy the video, students think over the following questions: ….3.Step three: while-reading(4 minutes)Read the text for the students and then ask them to conclude the main idea of the passage.Main idea: …Ask the students to read the passage carefully and decide whether the statements are true or false and explain why:…Ask the students to work in groups and have a discussion on the following questions: …4.Step Four: post-reading(2 minutes)Ask students to retell the passage. Ask students to retell between partners first, then ask two students to retell before class.5.Step Five: Summary and Homework(1 minutes)Briefly review the content learned today.Let the students to write a composition about the ending of this story.T: Good morning, boys and girls. How are you today? Great! Today, we are going to learn a new lesson, but before the class, I want to show you some pictures. Well, what do you see in the pictures? Great! How do you feel about…? Do you have any experience about…?T: Well, …(common sense). Can you name some examples of …? Ok, Peter, please.T: …, yes, great! Ho w about you, Lily?T: … and …. Well done. [Now, I will play a video for you. Please think over ‘…’ while you enjoy the video.]T: Ok, the video is over, who want to share his opinion with us? Aslan, go ahead.T: Thanks for sharing. As we have talked a lot about the …, now open your book and turn to page 51. Let’s move on the learn the text about …. I will read the text for you. While reading,please try to conclude the main idea of the passage. Here we go! （读课文）T: Ok, do you understand the whole passage? Great! So, who volunteer to answer the question: what’s the main idea of the passage? Lily, please.T: Good job! This passage is mainly about … It’s very interesting. Now, please read it carefully and then do the true or false on the PPT.T: Have you finish ed? Good. So is the first statement true or false? Helen, what’s your answer? T: Yes, it’s true. What about the second one? …（句子）true or false? OK, Stacey please. T: Yes! It’s false. But can you explain why?T: Excellent! It’s false because … Now, the last one. Any volunteer? Great, Mike, please.T: Yes, it’s true, too. Now, can you understand the whole text? Great. If we must understand this reading material thoroughly, we should pay more attention to each and very fact in this reading material in order to understanding the text.[ In the following part, we will do some further study. Please work in groups and have a discussion on the questions shown on the ppt: … ten minutes.T: Ok, time is up. Which group wants to share your opinion? Great, please!T: Well done. I can feel that you have thought it thoroughly. Is there any group has different opinions? Well, this group.T: you did a good job too. …（问题答案）]T: Well, we have read the text thoroughly and it seems like all of you have understood it. Now please wo rk in pairs and try to retell the passage. I’ll give you ten minutes and then I’ll ask two students to do the presentation. Let’s start.T: Time is up. Who want to retell the passage first? Come on, don’t be shy! Great, Lily.T: Excellent! Anyone else? Mark, please.T: Very good!T: Ok, so much for today. As we have learned … it’s very interesting. Please write a composition about the ending of the story after class. That’s all, you can have a break now.1. 阅读课的教学方案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）：Step1 Lead-inUse some pictures of ... to lead in the topic.Step 2 Pre-reading1. Play a guess game: ...2. Play another guess game: ...Step 3 Predict（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 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 out the 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:......Read the statements and decide whether it is true or false and give the reason.（设计一些问题或判断对错等）高中英语阅读课(例子) 教学设计Ⅰ.Teaching Contents教学内容Module7Unit4Sharing Reading:A Letter HomeII.Analysis of teaching material教材分析本单元的话题是Sharing，主要涉及帮助弱者、志愿服务、合作分享等。

2015教师资格考试高中英语《Looking good project》教学设计牛津译林版必修1 Unit 3Teaching aims:1 Improve the students’ ability and provide practice.2 Make a booklet about health.3 Master the usage of some useful words and expressions.Teaching important and difficult points:1 Present a report about health to the whole class.2 Make a booklet about health.Teaching methods:Self-study and Task-based exerciseTeaching procedure:Step 1. Revision and check-upPart D2,Page 97Step 2. Language Focus1 words: skip; system; count; concentrate; amount; loss; approximately; skin; use;2 phrases:along with in the long term/runin no time as a matter of factloss of sleep take in 3. Sentences (1) ….they have to tried going on a diet and skipping meals to control their weight.try doing sth / try to do sthtry one’s best to do sth = do one’s best to do sth(2) Walking and riding your bike count, and so do school sports.count vi. 算作；重要vt. 数数拓展：count on = rely on = depend onSo + 助动词+ sb./ sth. 另外一个人或者事也这样So + sb / sth + 助动词表示某人或某物的确如此如果有两种及两种以上的情况或既有肯定又有否定，则用: so it is / was with sb. / sth. 或It is / was the same with sb. / sth.(3) If you take in the correct number of. . . , and feel great.take in “接受, 接待, 容纳, 吸收, 理解, 包括, 轻信, 欺骗, 注视”(4) …. And increase your ability to concentrate when you study.拓展：concentrate one’s attention ( energies ) onStep 3 PracticeStep 4 Homework1. Review the whole text2. Page 105, Part D1。

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。

一、听力教学方案设计：Teaching Contents: This is a listening material /dialogue about …This passage/lesson is mainly about…（以上二选一即可）Teaching Objectives:(1)Knowledge objectives（以下四选一/二即可，若只选一的话，前面的objectives要用单数objective）①Students can learn some new words and expressions, such as…②Students can understand the meaning of the listening material.③Students can get more information about…④Students can know how to…(2)Ability objectives（以下三选一/二即可，若只选一的话，前面的objectives要用单数objective）①Students can improve their listening abilities for general idea and detailed information.②Students can master their skills about how to introduce… in their own words.③Students can express their own opinions about…(3)Emotional objectives（以下五选一/二即可，若只选一的话，前面的objectives要用单数objective）①Students will be willing to apply their English into daily use.②Students can get more interests and confidence in learning English.③Students can get the awareness of cooperation with others.④Students can learn the importance of…⑤Students will know/learn…Teaching Key and Difficult Points:(1)Teaching key pointStudents can understand the listening material.(2)Teaching difficult pointStudents’ listening abilities for general idea and detailed information can be trained.Major steps:Step 1 Warming up (3 minutes)（以下三选一即可）①Show students some pictures about…, and ask them to think about the following questions:Q1:…Q2…②Show students a short video about…, and ask them to think about the following questions:Q1:…Q2…③Share some experience about … with the students, and ask them to share their own experiences about …(Justification: This will prepare the students for the following listening.)Step 2 Pre-listening (5 minutes) （以下二选一即可）①Ask students to predict the content of the listening material according to the title: “…”②Present some words and expressions first, and ask them to discuss and try to predict the content of the listening material.(Justification: By doing so, students will be curious about the listening material, which is good for the class learning.)Step 3 While-listening (6 minutes)(1)Before playing the tape for the first time, remind the students that during listening, they should not pay much attention to the specific words or expressions, but all they need to do is to get the main idea of it. And then invite two students to tell the class what the listening material is about.(2)Ask students to listen the material for the second time with a filling task on the PPT/with the following questions:Filling task/questions:…(Justification: Listening for the first time is to train the students’ listening ability for general idea and the second time is to train their listening ability for detailed information.)Step 4 Post-listening (6 minutes)Ask students to retell the listening material and then invite some students to do this in front of the whole class and give corresponding comments.(Justification: This step will improve the students’ speaking abilities and meanwhile will help them to organize the words and sentences logically.)二、阅读教学方案设计Teaching Contents: This passage/lesson is mainly about…Teaching Objectives:(1)Knowledge objectives（以下四选一/二即可，若只选一的话，前面的objectives要用单数objective）①Students can learn some new words and expressions, such as…②Students are able to get the main idea and some details of the passage.③Students can get more information about…④Students can know how to…(2)Ability objectives（以下三选一/二即可，若只选一的话，前面的objectives要用单数objective）①Students can improve their reading abilities, such as skimming and scanning.②Students can master their skills about how to introduce… in their own words.③Students can express their own opinions about…(3)Emotional objectives（以下五选一/二即可，若只选一的话，前面的objectives要用单数objective）①Students will be willing to apply their English into daily use.②Students can get more interests and confidence in learning English.③Students can get the awareness of cooperation with others.④Students can learn the importance of…⑤Students will know/learn…Teaching Key and Difficult Points:(1)Teaching key pointStudents can get the general idea of the passage and retell it in their own words.(2)Teaching difficult pointStudents can learn to use reading strategies to understand the passage and enhance students’enthusiasm of learning.Major steps:Step 1 Warming up (3 minutes)（以下二选一即可）①Show students some pictures about…, and ask them to think about the following questions:Q1:…Q2…②Show students a short video about…, and ask them to think about the following questions:Q1:…Q2…(Justification: This can arouse the students’ interests in this class.)Step 2 Pre-reading (4 minutes) （以下三选一即可）①Ask students to predict the content of the passage based on the title and pictures on the books.②Present some words and expressions first, and ask them to discuss and try to predict the content of the listening material.③Ask students to think about the following two questions and then ask them to predict the content of the passage according these two questions.Q1:…Q2:…(Justification: By doing so, students will be curious about the passage which is good for the class learning.)Step 3 While-reading (8 minutes)(1)Fast reading: ask students to read the passage as quickly as they can to get the gist of the passage, and invite some students to share their ideas.(2)Careful reading: ask students to read the passage again to fill the following chart/ to answer the following questions/ to tell the following statements true (T) or false (F):Chart/questions/statements:…(Justification: Students can understand more about the passage, and improve their reading abilities, such as skimming and scanning.)Step 4 Post-reading (5 minutes)（以下二选一即可）①Ask students to retell the passage in their own words and then invite some students to do this in front of the whole class and give corresponding comments.②Ask students to discuss the following question in group of four and then share their ideas.(Justification: This step can check the students’ understanding of the whole passage and improve their speaking abilities.)三、写作教学方案设计Teaching Contents: This passage/lesson is mainly about…This lesson is about writing an email/argumentation/narrative/…to introduce…（以上二选一即可）Teaching Objectives:(1)Knowledge objectives（以下四选一/二即可，若只选一的话，前面的objectives要用单数objective）①Students can learn some new words and expressions, such as…②Students can master the basic structure of an email/argumentation/narrative/….③Students can get more information about…④Students can know how to…(2)Ability objectives（以下三选一/二即可，若只选一的话，前面的objectives要用单数objective）①Students can improve their writing skills.②Students can master their skills about how to introduce… in their own words.③Students can express their own opinions about…(3)Emotional objectives（以下五选一/二即可，若只选一的话，前面的objectives要用单数objective）①Students will be willing to apply their English into daily use.②Students can get more interests and confidence in learning English.③Students can get the awareness of cooperation with others.④Students can learn the importance of…⑤Students will know/learn…Teaching Key and Difficult Points:(1)Teaching key pointStudents will know how to write an email/argumentation/narrative/… on the subject of…(2)Teaching difficult pointStudents can express their own opinions about…Major steps:Step 1 Warming up (3 minutes)（以下二选一即可）①Show students some pictures about…, and ask them to think about the following questions (or just ask them to share their ideas about it):Q1:…Q2…②Show students a short video about…, and ask them to think about the following questions (or just ask them to share their ideas about it):Q1:…Q2…(Justification: This can arouse the students’ interests in this class.)Step 2 Pre-writing (8 minutes)(1)Ask students to read the short essay with the following questions:Q1:…Q2:…(2)chose two students to share their answers with the class.(3)Divide students into groups of four, they need to express their ideas about…（写作内容）(4)Invite several groups to share their ideas with the whole class.(5)Lead students to figure out the format of an email/argumentation/narrative/….(Justification: This can prepare the students for the structure as well as the contents of the writing.)Step 3 While-writing (6 minutes)(1)Ask students to write down an email/argumentation/narrative/… under the topic of…(2)While writing, ask students to pay more attention to the spelling, grammar and the logic of sentences.(Justification: With all the preparation from pre-writing part, students will be able to write down the email/argumentation/narrative/… fast, in this step, students can practice how to organize their words, and they will learn to express their ideas logically.)Step 4 Post-writing (3 minutes)（以下二选一即可）(1)After students finish writing, ask them to modify their drafts by themselves, and then exchange their drafts to do the peer-editing..(2)Ask several students to read their writings in front of the class, and give them some comments.(Justification: Editing can provide a better writing for students, meanwhile the comments will help students learn more from others and improve their writing abilities.)四、读写教学方案设计Teaching Contents: This passage/lesson is mainly about…This lesson is about writing an email/argumentation/narrative…to introduce…（以上二选一即可）Teaching Objectives:(1)Knowledge objectives（以下五选一/二即可，若只选一的话，前面的objectives要用单数objective）①Students can learn some new words and expressions, such as…②Students are able to get the main idea and some details of the passage.③Students can master the basic structure of an email/argumentation/narrative/….④Students can get more information about…⑤Students can know how to…(2)Ability objectives①By reading, students can improve their reading abilities, such as skimming and scanning.②By writing, students can improve their writing skills.(3)Emotional objectives（以下五选一/二即可，若只选一的话，前面的objectives要用单数objective）①Students will be willing to apply their English into daily use.②Students can get more interests and confidence in learning English.③Students can get the awareness of cooperation with others.④Students can learn the importance of…⑤Students will know/learn…Teaching Key and Difficult Points:(1)Teaching key pointStudents can find the main idea of the passage and can learn how to express their own ideas about…(2)Teaching difficult pointStudents can improve their reading abilities and writing skills and then can use this topic in their daily use.Major steps:Step 1 Presentation (9 minutes)(1)Ask students to read the passage quickly and get the gist of it, and then invite two students to share their answers.(2)Ask the students to read the passage again and find the specific information for the following questions:Q1:…Q2…(3)Ask two students to retell the passage on their own words and then give comments.(Justification: This can improve the students’ skimming and scanning skills, and they can understand the passage better..)Step 2 Practice (5 minutes)(1)Divide students into groups of four to discuss…（写作内容）(2)And then invite some students to share their ideas.(Justification: This will prepare the students for the content of writing, and can improve their awareness of cooperation with others.)Step 3 Production (6 minutes)(1)Ask students to put ideas together to write a short composition about… according to the outline of this passage and the above discussion.(2)As students to exchange their compositions with each other to do peer-editing.(Justification: This can train the students’ writing skills and help students to learn more from others.)五、听说教学方案设计（实际上和听力的差不多一样）Teaching Contents: This is a listening material /dialogue about …This passage/lesson is mainly about…（以上二选一即可）Teaching Objectives:(1)Knowledge objectives（以下四选一/二即可，若只选一的话，前面的objectives要用单数objective）①Students can learn some new words and expressions, such as…②Students can understand the meaning of the listening material.③Students can get more information about…④Students can know how to…(2)Ability objectives（以下三选一/二即可，若只选一的话，前面的objectives要用单数objective）①Students can improve their listening abilities for general idea and detailed information.②Students can master their skills about how to introduce… in their own words.③Students can express their own opinions about…(3)Emotional objectives（以下五选一/二即可，若只选一的话，前面的objectives要用单数objective）①Students will be willing to apply their English into daily use.②Students can get more interests and confidence in learning English.③Students can get the awareness of cooperation with others.④Students can learn the importance of…⑤Students will know/learn…Teaching Key and Difficult Points:(1)Teaching key pointStudents can improve their listening abilities for the gist and specific information.(2)Teaching difficult pointStudents can retell and talk about the story of… in their own words.Major steps:Step 1 Pre-listening (6 minutes) （以下二选一即可）①Ask students to predict the content of the listening material according to the title: “…”②Present some words and expressions first, and ask them to discuss and try to predict the content of the listening material.(Justification: By doing so, students will be curious about the listening material, which is good for the class learning.)Step 2 While-listening (8 minutes)(1)Before playing the tape for the first time, remind the students that during listening, they should not pay much attention to the specific words or expressions, but all they need to do is to get the main idea of it. And then invite two students to tell the class what the listening material is about.(2)Ask students to listen the material for the second time with a filling task on the PPT/the following questions:Filling task/questions:…(Justification: Listening for the first time is to train the students’ listening ability for general idea and the second time is to train their listening ability for detailed information.)Step 3 Post-listening (6 minutes)Ask students to retell the listening material and then invite some students to do this in front of the whole class and give corresponding comments.(Justification: This step will improve the students’ speaking abilities and meanwhile will help them to organize the words and sentences logically.)六、语音教学方案设计（如果可以，请尽量再添加些内容）Teaching Contents: This passage/lesson is mainly about…Teaching Objectives:(1)Knowledge objectiveStudents will be able to know how to pronounce “…”.(2)Ability objectiveStudents will be able to pronounce “…” correctly.(3)Emotional objectiveStudents will be able to speak English more confidently.Teaching Key and Difficult Points:(1)Teaching key and difficult pointsEnable students to pronounce “…” correctly and properly.Major steps:Step 1 Lead-in (3 minutes)Present students some words that include the diphthong/monophthong of “…”, and ask them to read them.(Justification: This will prepare students for the following learning.)Step 2 Presentation and practice (9 minutes)(1)Ask students to figure out the same part of pronunciation within the above words.(2)Lead in the diphthong/monophthong of “…”, and explain the right way to pronounce it.(3)Ask several students to pronounce it.(Justification: This will give students a better understanding about how to pronounce “…”correctly.)Step 3 Production (8 minutes)Let students do some exercises of sound discrimination.Exercises:…(Justification: This will help students to consolidate what they just learned.)七、语法教学方案设计（如果可以，请尽量再添加些内容）Teaching Contents: This passage/lesson is mainly about…Teaching Objectives:(1)Knowledge objectiveStudents will know the use of “…”（语法知识）(2)Ability objectiveLet students to use “…” correctly and properly according to the context.(3)Emotional objectiveStudents will be more interested in grammar learning.Teaching Key and Difficult Points:(1)Teaching key pointLet students learn and master the new grammar item “…”.(2)Teaching difficult pointEnable students to learn how to use “…” correctly.Major steps:Step 1 Lead-in (3 minutes)Show students some sentences that include the grammar “…”, and ask them to figure out the same grammar they have.(Justification: This will prepare students for content of the grammar.)Step 2 Presentation and practice (9 minutes)(1)Explain the grammar to students and ask them to pick out the sentences including this grammar in the context.(2)Then ask several students to share their answers.(Justification: This will encourage students to find out the grammar, which will help them to have a better understanding of it.)Step 3 Production (8 minutes)Ask students to do some translations, and they need to use the grammar item they just learned.Translations:…(Justification: This will enable students to use the grammar correctly and properly in other context.)。

《教师资格证英语写作教案模板（共9篇）》摘要：seven-day, celebrating, get together, so that, have…in common, harvest, honour, as well as, as much as we can do, believe in, so that, keep faith with, show honour to sb., in honour of.Sentence: 1.Kwanzaa was born in 1966, when people created a new festival so that African American would be able to celebrate their history and culture.2.The African first-fruit festivals had many things in common. 3.We must do as much as we can to make our community better and more beautiful.4.Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discuing one of the seven principles of Kwanzaa.，diphthong（记着此处换词）.It begins with the first sound /i/,( write the /i/ on the blackboard) and glide towards the second sound/ə/,( write the /ə/ on the blackboard) remember, when you pronounce the Zhaozhao .You, please.diphthong（记着此处换词）________, you should change the shape of your mouth as you move from one sound to another.Now, / look at the position of my lips when I pronounce this sound.________, ________, ________.Now read after me,________ S: ________. T: ________. S: ________. T: ________. S: ________，By the end of this leon the students: 1.will have a better understanding of the structure and characteristics of an advertisement.2.will grasp some useful words and expreions to describe a good restaurant such as: ...Ability objectives 1.To grasp the use of persuasive sentences.2.To improve the ability of in gathering, analyzing, comparing and making conclusion.Moral objectives 1.To improve the students’ learning motivation.2.To make the students become confident.3.To improve their ability of cooperating with each other through discuing.Teaching important and difficult points Task-based approach, cooperating approach and communicative approach. Teaching procedures Step 1Teaching material:必修。

自考英语2 教学设计教学设计：自考英语2教学目标：1. 提高学生听力、词汇、语法和阅读能力；2. 培养学生的写作技巧和逻辑思维能力；3. 培养学生独立思考和解决问题的能力；4. 培养学生对英语文化的了解和兴趣。

教学内容：1. 听力：学生将听到一段英语对话，根据所听内容选择正确答案。

2. 词汇：学生将学习一些常用词汇和短语，如时间、日期、数字等。

3. 语法：学生将学习一些基本语法知识，如时态、语态、从句等。

4. 阅读：学生将阅读一篇短文，根据所读内容回答问题。

5. 写作：学生将参与写作训练，如写一篇简短的留言、书信等。

6. 文化：学生将了解一些英语国家的文化和风俗习惯，如节日、饮食等。

教学过程：第一课时：1. 首先，进行课堂导入。

教师可以通过播放一段英语歌曲或者展示一些英文图片，引起学生的兴趣和注意力。

2. 然后，进行听力训练。

教师播放一段英语对话，学生根据所听内容选择正确答案。

教师可以提前准备一些简单的对话内容，如购物、问路等，以帮助学生掌握最基本的交际用语。

3. 接下来，教师进行词汇训练。

教师可以展示一些常用词汇和短语，并让学生进行记忆和拼写练习。

教师可以通过使用课件或者卡片的形式，让学生更加直观地学习词汇。

4. 最后，进行语法训练。

教师可以讲解一些基本的语法知识，如时态、语态、从句等，然后通过一些练习题和例句让学生进行巩固和运用。

第二课时：1. 首先，进行阅读训练。

教师给学生发放一篇短文，学生阅读并回答一些相关问题。

教师可以根据学生的实际情况调整难度和长度。

2. 然后，进行写作训练。

教师给学生一个写作题目，如写一篇关于自己的介绍或者假期计划的短文。

学生根据题目要求完成写作，可以在课堂上进行互相交流和修改。

3. 接下来，进行文化学习。

教师给学生展示一些英语国家的文化和风俗习惯，并让学生进行讨论和分享。

教师可以提前准备一些图片和视频资料，让学生更加直观地了解英语文化。

4. 最后，进行课堂总结和复习。

高中英语教师招聘教学设计模板上好一堂课难，但是要备好一堂课更难。

在备课之前，对教材资料做到心中有数，并参考相关资料，认真钻研教材，确定重难点.下面是小编整理的高中英语教师招聘教学设计5篇，欢迎大家阅读分享借鉴，希望大家喜欢，也希望对大家有所帮助。

高中英语教师招聘教学设计1教学准备教学目标教学目标 (这部分谢3点，按照USE的目标写)(1)学习建议信的结构、语言。

(2)讨论学校建筑物设计中行走不便的学生的需求。

(3)给校长写一封建议信。

(4)继续培养对残疾人的尊重和关爱意识。

教学重难点教学目标 (这部分谢3点，按照USE的目标写)(1)学习建议信的结构、语言。

(2)讨论学校建筑物设计中行走不便的学生的需求。

(3)给校长写一封建议信。

(4)继续培养对残疾人的尊重和关爱意识。

教学过程Step 1Warming-up and lead-in (5 mins)(1)导入用本单元的阅读文Marty’s story来导入，引出残疾人的话题。

T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?(He has a raremuscle disease.)Yes, he’sdisabled.But is Martyleading a miserable life due to his disability?(No.)He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.(2)揭题教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。

小学英语教师资格考试教学设计题目
１.人教版四年级上册（供三年级起始用）Unit2 My Schoolbag PartA
2. 人教版四年级上册（供三年级起始用）Unit4 My Home PartA
3. 人教版四年级上册（供三年级起始用）Unit5 What Would You Like? PartＢ
4. 人教版四年级下册（供三年级起始用）Unit1 Our School PartA
5. 人教版四年级下册（供三年级起始用）Unit6 At A Farm PartA
6. 人教版五年级上册（供三年级起始用）Unit1 My New Teachers PartA
7. 人教版五年级上册（供三年级起始用）Unit4What Can You Do? PartB
8. 人教版五年级上册（供三年级起始用）Unit5 My New Room PartA
9. 人教版五年级下册（供三年级起始用）Unit2 My Favourite Season PartA
10. 人教版五年级下册（供三年级起始用）Unit4 What Are You Doing? PartB。