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1、精品文档 教师资格证面试高中英语教案模板 1. Train the students reading ability. 2. Enable the students to realize . 3. Stimulate 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： Step1Lead-in Use
2、 some pictures of . to lead in the topic. StepPre-reading 1. Play a guess game: . 2. Play another guess game: . StepPredict 1. Ask the students to predict what the reading passage talks about according to the title and illustrations of passage. The teacher can give some clues by talking about the il
3、lustrations: . . StepSkimming 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 on reading skills. Main idea of the passage: . 2. Let the students skim the passage and divide it into different
4、 parts to find out the main idea of every part an the topic sentences. Part 1 . . StepCareful reading . Ask the students to scan the second part and complete the chartwith information from the passage. Ask the students to read carefully and finish the following tasks: . . Knowledge aims 1. To listen
5、 to and understand the listening materials. 2. Students can master the following expressions: . Ability aims 1. 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
6、expressions of . Emotional aim 1. Enable students to know more about . 2. Develop students sense of . Teaching procedures Step 1Lead-in Play a game . 1. Put students into pairs. Give them each two minutes to think of . . StepPre-listening 1. Tell students they will listen to a dialogue about . 2. Gi
7、ve students some directions and make them predict what the listening text is about. StepWhile-listening 1. 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 q
8、uestions. 3. Students exchange the information and listen to the tape a third time for checking. Let them have the correct answers. StepPost-listening 1. Give-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 a
9、loud the questions and expressions on the blackboard: . 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. StepHomework 1. Make sentences with the expressions in the lesson. 2. Surf the internet
10、 to find out more information about . 3. 给一篇文章用来讲语法的课堂设计 Knowledge objectives To learn the use of . Ability objectives To use . correctly and properly according to the context. Emotional objectives 1. To become interested in grammar learning. 2. To develop the sense of group cooperation Teaching imp
11、ortant points Get students to learn and master the new grammar item: . Teaching difficult points Enable students to learn how to use . correctly. Teaching procedures Step 1Revision 1. Check the homework exercises. 2. Let students dictate some new words and expressions. StepDiscovering useful structu
12、res 1. Ask students to read through the passage . , pick out the sentences where . are, and then underline . 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: . StepUnderstanding and summarizi
13、ng 1. Ask students to work in pairs to finish the following exercises on how . are used. . StepUsing structures 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 studen
14、ts to choose the best sentences. StepPlaying the game Get into groups and play the game: StepClosing down by a quiz. Let students finish them within a few minutes, then check the answers with the whole class. Knowledge objectives By the end of this lesson the students: 1. will have a better understa
15、nding of the structure and characteristics of an advertisement. 2. will grasp some useful words and expressions 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 conclusi
16、on. 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 discussing. Teaching important and difficult points Task-based approach, cooperating approach and communicative approach.
17、Teaching procedures Step 1Revision & lead in First check the homework of last class. Then let the students swap the homework with each other and discuss in groups of, take notes, find out and category the impressive sentences into kinds of information: . StepDiscussing 1. Show students pictures of .
18、 2. Ask students to report their work, show them the pictures of . StepPre-writing 1. Show them the sample . 2. Read the . and think over what are the characteristics of . , encourage some students to analyze and tell their opinion. StepWhile-writing 1. Ask students to read the requirements on the t
19、ext. 2. Ask them to write the topic sentence first, and then write at least supporting sentences to . StepPost-writing Let them swap their passage with each other and recommend most successful . StepHomework 1. Polish students writing and write some more aspects of .Their final work will be modified
20、 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 aims 1. 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 inversi
21、on. 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 methods Task-based learning; situational learning; group work learning. The key a
22、nd difficult points 1. To enable the students to get the main idea of the passage, analyze the structure, and get useful information. 2. To train the students of micro-reading skills such as skimming and scanning, and develop their ability of reorganizing and transferring information. Teaching proce
23、ss Step 1Pre-reading Question: StepSkimming Questions StepDetailed reading StepInterview StepSummary StepHomework 1. Read and practice the dialogue after class fluently. 2. Find the useful words and expressions in the passage and do exercises on the textbook following the passage to consolidate them
24、. Book, Selective English Course, Senior High School Unit Travelling Abroad . Teaching aims 1. Students get to know some knowledge about studying abroad. 2. Students are able to make use of some words, expressions and grammar applied in this unit. . Knowledge aims Words: motherland, visa, queue, caf
25、eteria, lecture, qualification, shopkeeper, idiom, academic, essay, tutor, revise, revision, draft, numb, autonomous, preparation, recommend, comfort, substitute, requirement, acknowledge, contradict, occupy Phrases: apply for, take up, feel at home, say goodbye to sb., deserve to do sth., adjust to
26、, keep it up, fit in, as far as one is concerned, be occupied with Sentences: 1. she had ever left her motherland. 2. Its not just study thats difficult. 3. Besides, is/was concerned, what从句主语) 4. I have been so occupied with work that I havent had time for social activities. Grammar: Non-restrictiv
27、e attributive clauses e.g.: Xie Lei, who is1 years old, has come to our university to study for a business qualification. . Teaching key and difficult points: Teaching key: to understand the text and use your own words to retell the text Difficult point: how to use phrases and grammar: adjust to, ke
28、ep it up, fit in, as far as one is concerned, be occupied with; non restrictive attributive clauses . Teaching aids: 1) Raising question approach 2) Discussion approach *Teaching means: to use multi-media as an assistant means in teaching . Teaching steps: Step 1 Lead-in 1. To raise the following qu
29、estions to students: 1) If you could go anywhere in the world, which country would like to visit and why? 2) Do you have any friends or relatives who are studying abroad? Do you know what they need to prepare for studying abroad before their departure? 2. To ask the question as a cut-in of our text：
30、How is life for students who study abroad? Step Listening comprehensions 1. Present students with the following question before listening to the tape: What does Xie Lei find difficult when studying in England? 2. Get students to listen to the tape and then answer the above question. Step Fast readin
31、g 1) To tell students the task of summarizing the main idea of this text before they start reading. 2) To have students to work in pairs and summarize the main idea of this text. Step Intensive reading 1. To get students to read the text more carefully paragraph by paragraph and then discuss the fol
32、lowing questions in groups. Language points will be analyzed paragraph by paragraph to go with intensive reading. Paragraph 1: 1) How long has Xie Lei been in England? 2) How did Xie Lei feel when she got her visa? Paragraph: 1) Why is Xie Lei doing a preparation course first? Paragraph: 1) What kin
33、ds of difficulties does Xie Lei come across during her study in London? 2) Why did Xie Lei feel like a child when she first arrived in England? Paragraph: 1) What does Xie lei gain by living with a host family? Paragraph: 1) What helps Xie Lei to get used to the academic requirements of a western un
34、iversity? 2) What kind of learner is Xie Lei now? Paragraph: 1) How does Xie Lei feel in England now? 2) Why has Xie Lei decided to join a few clubs? 2. To analyze and learn important phrases, sentences and grammatical points with students during the process of intensive reading Step Language points
35、 Phrases: Apply for, take up, feel at home, say goodbye to sb., deserve to do sth., adjust to, keep it up, fit in, as far as one is concerned, be occupied with Sentences: 5. she had ever left her motherland. 6. Its not just study thats difficult. 7. Besides, is/was concerned, what从句主语) 8. I have bee
36、n so occupied with work that I havent had time for social activities. 本人刚参加完2015年下半年的教师资格证高中生物的面试考试，想为以后参加此类考试的同学提供一些经验，并提供自己总结的教案模板一份以供参考。 先从笔试说起吧，关于笔试报名的流程什么的网上随便一搜就能看见，再此不赘述了，我就从笔试准备讲起。我是笔试考试前半个月左右开始准备考试的，资料就是中公的3本辅导书，分别为综合素质、教育知识与能力、学科知识与教育能力3门。本人认为根本没有报考辅导班的必要，只要你找些考试相关的资料认真复习半个月，肯定能过的，我就是踏踏实实的
37、认真复习之后，非常自信的通过了自己的笔试。 查看了自己的笔试成绩之后，就是面试的报名了，流程什么的也不赘述了，不明白的网上百度。报名成功后，我就将面试先抛到一边了，因为这中间有一个月的准备时间，而我高中生物学的挺扎实的，所以准备在面试前一周左右再复习。到了面试前5天左右的时间时我收起其他的心思，准备专心复习高中所学的知识。由于考试没有指定教材，这就增加了面试的难度，我们得对高中所学的所以知识加以复习。我从百度文库中下载了高一、高二、高三生物的教案，电子课本及一些知识点的总结什么的，然后对这些资料进行仔细的复习。由于面试时会要求写教案，所以我就认真的研究了一下下载的 教案的模式，然后写了一个比较
38、全面的、合适的教案模板。有了这个模板，在20min的备课时间里，我心里就比较有底，知道该怎样合理的利用这二十分钟写出比较优秀的教案。 我的准考证上写的进入备考室时间是上午9点45到10点，我提前了一点过去，然后看到前面有很多人在排队。原来我们是先在外面按照报考科目进行排队，然后按照工作人员的安排4个人一组进去，先签到，然后一起去抽题，题目打印出来后被交给带队的工作人员，我们都看不到自己的题目，然后又被带上楼进入备课室，按照自己的编号入座，每个座位上都有一张白纸，这张白纸就是用来写教案的，如果需要草稿纸可以向工作人员要求。我觉得再要一张草稿纸很有必要，你可以在这张草稿纸上写上你试讲的思路什么的，
39、因为最后你的教案跟你抽的题目都得交给面试官，自己试讲的时候手里拿点提醒自己思路的东西总是必要的。20分钟备课结束后，我们就被分到不同的房间准备面试。我被分配到的是203房间，幸运的是我前面还排着一个待考的女生，这样我准备的时间就更充分了。我就利用这段时间理了下自己试讲的思路，开始怎么讲、怎么导入、讲课的重点是什么、怎么提问、组织小组讨论、布置课外作业、小结等。轮到我的时候估计老师都有些着急了，就问了我1个规定问题，而原本应该是2个规定问题的。然后我就开始讲课，先对上节课的内容进行了回顾，并提问，然后引入新课，先组织小组讨论，然后总结，布置课外作业等。结束后面试官对我的试讲做了评价，然后就结束了。 下面是我总结的教案模板 高中生物教案 一、 题目 ：减数第二次分裂 二、 教学目标 知识目标： 技能目标： 情感目标： 三、 教学重难点 重点 难点 四、 教学用具 幻灯片、XXX挂图 五、 教学过程 教学内容教师活动学生活动 复习巩固引导复习上节课内容回忆、思考、回答问题 小结 课外作业2016全新精品资料-全新公文范文-全程指导写作 独家原创 20 / 20