教师招聘教资考试面试知识点教资面试试讲教案模板范例英语学科.docx

教师招聘教资考试面试知识点教资面试试讲教案模板范例英语学科.docx

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教师招聘教资考试面试知识点教资面试试讲教案模板范例英语学科

教资面试试讲教案模板范例——英语学科

小学

外研版五年级下册Module4Unit1Let’smakeahomelibrary.听说课教案

Teachingaims:

Knowledgeaims:

Studentswillmasterthewords:

put,shelf,library,dictionaryandsoon.

Abilityaims:

Studentsareabletounderstandthelisteningmaterialsthroughteacher’sinstructions.

Emotionalaims:

Studentscanformagoodhabitofclearingupbooksandrooms.Andtheywillbewillingtocooperatewithothersintheclass.

Teachingkeypointsanddifficultpoints:

Keypoints:

Studentswillmasterthenewwordsandcanunderstandtheconversation.

Difficultpoints:

Studentswillusetheknowledgeofthisclasscorrectlyintheirdailylife.

Teachingprocedures:

Step1Lead-in

Greetstudentsandletthemshowpicturesoftheirbookshelves

Askstudentsthewaytofindabookinthelibraryandthenleadinthenewclass.

（Justification:

thistopiccloselyrelatestostudents’dailylifesotheywillbewillingtoshareopinionsinEnglish.）

Step2Pre-listening

Teachstudentswords:

put,shelf,library,anddictionarybyshowingpicturesandactions.

（Justification:

studentscanacquiresomenewwords,anditlaysagoodfoundationforthenextpart.）

Step3While-listening

1.Extensivelistening

Listentothepart2forthefirsttimeandfindoutthemainidea.

（Justification:

students’abilityofgraspingmainideathroughlisteningwillbeimprovedandtheywillhaveabetterunderstandingoftheconversation.）

2.Intensivelistening

Listentothepart2forthesecondtimeandthenanswerthequestionsontheblackboard:

（1）Wherearethebooksaboutart?

（2）Wherearethebooksaboutcomputer?

（Justification:

thesequestionscanhelpstudentsunderstandthisconversationmuchbetter.Thisactivitycanalsodevelopstudents’abilityofgraspingthedetailedinformationbyintensivelistening.）

Step4Post-listening

Performtheconversationingroupof5.5minswillbegiventostudents.Thenonegroupwillbeinvitedtoshareinfrontoftheclass.

（Justification:

thisactivitycanhelpstudentsimprovetheirspeakingability,andrecallsomeusefulexpressionsandnewwordsintheconversation.）

Step5Summaryandhomework

Summary:

Inviteonestudenttosummarizewhatwehavelearnedtoday,andinviteanotherstudentstogivethesupplement.

Homework:

Askstudentstomakealittlehomelibrarywiththehelpoftheirparentsafterclass.

Blackboarddesign:

初中

新目标英语八年级下Unit10It’saniceday,isn’tit教案

TeachingObjectives:

1.Studentscanmasterthefollowingwords,phrasesandthesentencepatterns.

①Words:

rain,umbrella,late,weather,concert,line

②Phrases:

smalltalk,moveslowly,twiceanhour,takethetrain

③Sentencepatterns:

—He’sreallygood,isn’the?

—Hesureis!

2.Studentscanknowhowtomakeasmalltalkandinwhatsituationasmalltalkwillhappen.

3.Studentscanimprovetheirlisteningandspeakingabilityandtraintheirskillsofcommunication.

4.Studentswillknowwhichkindofsmalltalkisappropriateandwhichisnot.

TeachingKeyPoints:

（1）Tounderstandwhatthesmalltalkis.

（2）Tomakeasmalltalkusingthetagquestions

TeachingDifficultPoint:

Tomakeasmalltalkusingthetagquestions

TeachingProcedures:

Step1Warmingup&Leadin

（1）Brainstorming:

Theteacherusessometoystodescribeasituationtothestudents:

T:

Thisisarabbitandthisisadog.Theydon’tknoweachotherbefore.Theyarestrangers.Nowtheyarewaitingforabusatthebusstation.Doyouthinktheywilltalkwitheachother?

Ss:

Yes.

T:

Whatdoyouthinktheywilltalk?

Howdotheystartthetalking?

S1:

Youlookbeautiful.

S2:

Whyhasn’tthebuscomeyet?

S3:

Wheredoyougo?

……

（2）Theteacherexplainstothestudentswhatthesmalltalkisandasksstudentstotrytogoonasmalltalk.

（Justification:

Itwillarousestudents’intereststoleadintheclassusingtheteachingtools.Inthemeantime,it’sofgreatimportanceforthemtounderstandthemeaningofasmalltalk.）

Step2Pre-listening

（1）Groupwork:

①Askstudentsindifferentgroupstosaywhatishappeningineachpictureandwhatpeoplewilltalkinthesepictures.Helpstudentsunderstandthatthepersonsinthepicturedon’tknoweachother.Theyarestrangers.

②Presentation:

ExplainthedifferencesinstartingasmalltalkbetweenChineseandforeigners.

Writethesentencepatternontheblackboard:

—He’sreallygood,isn’the?

—Hesureis!

（2）AskSstocirclethesituationswheretheywouldstartasmalltalkandmakealistofotherplaceswheretheywouldtalktopeopletheydon’tknow.

（3）Discussion:

Asksomestudentstowritedowntheiranswersontheblackboard,andthenhaveadiscussionwithSsabouttheplaceswhereasmalltalkoftentakesplaceandwhereitrarelytakesplace.

（Justification:

Toprovidebackgroundknowledgetothestudents,includingtheculture,situationandthekeypointstheyaregoingtolearnintheclass.）

Step3While-listening

（1）Readthelisteninginstructiontotheclassandexplaintothemwhattheyaregoingtodo.

（2）Playthetapeforthefirsttime.Ssonlylisten.

（3）PlayitforthesecondtimeandaskSstonumberthepicturesintheorder.

（4）Presentation:

Checktheiranswersandprovidethetapescript.PointoutthetagquestionsandaskSstopayattentiontothem.

（Justification:

Studentswilllearnsomelisteningstrategieswhilelisteningandtheywillunderstandthetagquestionsmoredeeply.）

Step4Post-listening

Practice:

（1）ReadingAloud:

Askstudentstoreadthethreeconversationsafterthetape.Payattentiontothepronunciationandintonation.

（2）Roleplay:

Askstudentstopracticethedialoguesinpairsandtheninvitesomeofthemtostanduptoactoutthedialogues.

Production:

（1）Lookatthepicturesandmakeotherconversationsusingtheexpressionsintheboxinactivity1c.Teachermovesaroundtogivesomesupportifnecessary.

（2）Roleplay:

Inviteafewpairstopracticetheirconversationstotheclass.Theteachergivessomesuggestionsandencouragement.

（3）Encouragethemtomakeasmalltalkaccordingtopicturebinactivity1aandsharetheiranswers.

（Justification:

Studentscanmasterthetargetlanguagethroughpracticeandtheycanalsopracticetheirspeaking.）

Step5Summaryandhomework

Summary:

（1）Toconcludethemeaningofthesmalltalkandthesituationwherethesmalltalkoftentakesplace.

（2）Toexplaintothestudentsitisagoodwaytomakeasmalltalkwithtagquestionsandsumupthetagquestionsthey’velearnedintheclass.

Homework:

Writedowntheconversationsinactivity,andit’sbettertorecitethem.

（Justification:

ToconsolidatewhatSs’velearnedinthelesson.）

高中

高中英语Unit3Understandingeachother-Reading教案

Teachingaim:

Knowledgeaim:

Studentscanmastertheexpressionsaboutculturaldifferences.

Studentswillgetfamiliarwiththetopicofcultureandlearnhowtotalkaboutdifferentculturesandcustoms.

Abilityaims:

Studentscanmasterthereadingstrategytounderstandtheuseofexamples.

Studentswillbeabletogetthemainsubjectoftheconversationthroughfastreadingandthedetailedinformationthroughdetailedreading.

Studentscantalkaboutculturaldifferencesintheirdailylife.

Emotionalaim:

Studentswilllearntorespectdifferentculturesandcustoms.

StudentswillbemoreconfidentinspeakingEnglishinpublic.

Keyanddifficultpoints:

Keypoints:

Studentscangetthedetailedinformationthroughcarefulreading.

Difficultpoints:

Studentscanapplytheexpressionsintodailycommunication.

Studentscanshowrespectfordifferentcultures.

Teachingprocedures

Step1:

Warmingup

Showsomepicturesofdifferentweddingceremoniesindifferentcountriesandaskstudentstoguessthecountry.

Justification:

Attractstudents’attentionandleadstudentsintotheclassnaturally.

Step2：

Pre-reading

Showthetitleofthereadingpassageandaskstudentstopredictwhataspectsofculturaldifferencesthepassageinvolves.Forexample:

T:

Dearstudents,whatisthetitleofourreadingpassage?

S:

...

T:

Yes.Correctly.It’sCulturalDifferences.Whatkindsofculturaldifferencesdoyouknow?

S:

...

T:

Food,marriageandfestivalandsoon.Excellent.Youallhaveabroadknowledge.Ofallthesekindsofculturaldifferenceswhatdoyouthinkthepassagetalksabout?

S:

..

T:

Goodjob.Nowlet’sreadthepassageandfindoutifourpredictionisrightornot.

Justification:

Arousestudents’interestinthislessonbyaskingthemtopredictwhatthepassageismainlyaboutandhelpstudentstohaveabasicunderstandingofthetopicinthereadingtext.

Step3：

While-reading

1.Globalreading

Readtheconversationquicklyandfindouttheculturaldifferencesthepassagetalksabout.Later,asksomevolunteerstosharetheiranswers.

Justification:

Traintheskimmingabilityofstudentsandenablethemtogetthegeneralideaofthepassageasquicklyaspossible.

2.Detailedreading

Readthepassagecarefullywiththefollowingquestions.

Q1:

Inthewest,whenisthepoliterimetoopenapresent?

Why?

Q2:

WhatsurprisedPeterabouttheweddingceremonyinKorea?

Q3:

whatdrinkisnotpermittedinBrunei?

Q4:

WhatkindoffooddoBritseatatBonfireNight?

Justification:

Improvestudents’readingstrategiestofindoutthedetailedinformationandunderstandtheuseofexamples.

Step4：

Post-reading

Dividestudentsintogroupsoffourandaskthemtohaveadiscussionaboutculturaldifferencein7minutes.Andthediscussionshouldberelatedtothefollowingquestions.

Q1:

Whatdoyouknowaboutculturesthataredifferentfromourown?

Q2:

Whydoweneedtofindoutaboutothercultures’traditions?

Justification:

Helpstudentstohaveabetterunderstandingofculturaldifferences