作為一位杰出的老師，編寫教案是必不可少的，教案有助于順利而有效地開展教學活動。那么我們該如何寫一篇較為完美的教案呢？下面是我給大家整理的教案范文，歡迎大家閱讀分享借鑒，希望對大家能夠有所幫助。

教師資格證英語面試教案篇一

班別： 姓名：

junior

unit14 the birth of a festival

ng aims about festival and customs

ce expreing and supporting an opinion uced a festival of china

dge aims words: harvest, honors, ancestor, creatively, generation, purpose, faith, commercial, similar, salute, celebration…..phrases:

hear about, so that, as well as, believe in, get together, play a trick on sb… sentence:

a was born in 1966, when people created a new festival so that african american would be able to celebrate their history and african first-fruit festivals had many things in must do as much as we can to make our community better and more 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 r hear about=learnt about

hear of sb.=have a knowledge of much/great faith in sb./ little/no faith in sb./ faith with well as+clause

do as much as do have honour to sb.=do honour to sb.(do )

ng key and difficult points:

teaching key: understand the text and using your own words to retell the ult point：how to use phrases: as well as, so that, have … in ng aids:

1)raising question approach 2)discuion approach

3)task-based approach

*teaching means: use the multi-media as an aistant means in teaching.3

ng steps: step 1 lead-in

1）have a free talk about festival in china, and then discu the question in pre-reading on page does your family celebrate the spring festival? do we celebrate the spring festival? festivals help us understand our history and culture? kind of gifts and things do people buy during major festival like christmas and the spring festival? 2）show the student 3 pictures about kwanzaa and then discu what’s the picture about ?

step 2 listening comprehensions

1)present the students the questions before listening to the text.2)get the students to listen to the tape and then answer the following questions.① why did people create kwanzaa? ② many festival around the world are celebrated around the same do we celebrate these festivals at these times?

step 3 fast reading

1)tell the students the task of reading before they read the text.4

2)after reading then summary the main idea of this 4 language points

phrases: hear about, 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 ce: a was born in 1966, when people created a new festival so that african american would be able to celebrate their history and african first-fruit festivals had many things in must do as much as we can to make our community better and more 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..step 5 intensive reading

1)tell the students the task of reading before they read the paage once again.2)get the students to read the paage more carefully and then discu the following questions in groups.5

① compare kwanzaa with the chinese spring festival and which way are they similar and in which war are they different? ② look at the seven principle of one do you think is the most important? why? are there any other festivals which have one or more of the same principles?

step 6 task—based activity 1)ask the students act as an announcer and introduce mid-autumn festival to the cla.2)show some picture for the students to watch.3)give them some key , traditional, mid-autumn festival, moon cakes, chang e, celebrate, get together, big dinner.4)give the students an example when 7 summary

1)go through the important points and difficult points of this leon with the students once again.2)come to the screen ① to know about the brief history of the kwanzaa.② to get more information about the kwanzaa.③ to master the important words, phrases and sentences.6

④ to retell the 8 homework 1)finish some exercises.2)write a paage about a festival of china.3)preview leon15.7

教師資格證英語面試教案篇二

中華考試網 教育培訓界的翹楚！

教師資格證面試試講教案模板是怎么樣的呢？很多考生對于教師資格證面試內容及面試教案的編寫不是很了解，下面看看中華考試網小編的

總結

教案撰寫是面試流程的重要組成部分也是面試的第一塊內容。在有些考場上的考官會收上教案，邊看教案邊聽試講，所以教案還不得不寫并且不能寫得太差。因為一般來講教案寫得好不會加分，但是寫得太差會降低考官的印象，從而降低面試分。下面是教師資格面試中教案撰寫策略。

一、教案組成一篇完整的教案一般包括以下幾個部分：

教學

二、教案難寫部分

一般來講，一次比較成功的試講主要是完成了教案中的教學目標、突破了教學重難點，以及教學過程清晰的呈現出來了。那么對于教案中比較難寫的這幾塊內容詳細分析一下。首先是教學目標。注意以下幾點，一是教學的三維目標不能少寫;二是書寫規范，一般包括行為主體、行為動詞、行為條件、表現程度。行為主體為學生也可以省去，行為動詞如“背誦、了解、書寫……”，行為條件是指在什么樣的條件下。如“學生能在三分鐘內對全班同學演說林肯在葛底斯堡演說詞全文，語氣的停頓和語調的變化應與該演說風格一致。” 這里表達的意識是讓學生背誦課文，但是它包含了上面的所有書寫要素。在這里提醒考生：四個維度是相對原則，由于備課時間短，所以教學目標不要太多。所以行為主體、行為動詞不要省。后兩者可以不要太詳細。其次是教學重難點，教學重難點可以從以下幾個維度進行考慮，一是試講標題就是試講的主要知識點可設為重點，二是看試題清單中的要求;教學難點一般是比較抽象的概念或者對于學生目前的知識水平還不容易的理解的知識點，例如提升學生價值觀目標就可以定為教學難點。最后是教學過程。教學過程的重要性不言而喻。一是注意教學環節的完整性;二是導入新課注意新穎性，時間不宜太長，一般不超過一分半鐘。新授教學內容要注意知識點的層次性，邏輯性不能混亂，在每個知識點講解完后要注意及時的鞏固提高。最后是小結作業部分，這部分要體現新課標理念，切記不要讓學生多讀多算，要體現開發學生的創新性。

語文教師資格證面試教案模板案例：

想拿高分、教育培訓就在中華考試網

中華考試網 教育培訓界的翹楚！

《桃心花木》教學設計

一、教學目標>>教師資格證面試考場備課教學目標撰寫指導

知識與技能目標：正確讀寫6個生字新詞，有感情地朗讀課文，理解課文內容。

過程與方法目標：通過自主合作學習，理解重點句段，聯系生活實際，領悟文章蘊含的道理，體會借物喻人的寫作方法。

情感態度與價值觀目標：能夠感悟到作者所表達的育人的道理。

二、教學重難點

教學重點：理解種樹人的話和“我”從中感悟到的育人的道理。

教學難點“體會作者介紹種樹的經驗、道理和方法僅是一個比喻，其目的是為了說明育人之道。

三、

(一)課程導入

1.寫課題、讀課題，引入：這是一種樹的名字，它生長在熱帶雨林地帶。今天，讓我們跟著作者一起去看一看。打開課本，放聲朗讀課文，要求讀準生字，讀通句子，讀錯的地方重新讀，讀完一遍后舉手示意。

2.反饋：

(1)新詞認讀要求：正確、響亮

(2)你想提醒大家注意哪個字的寫法?

(3)讀到“優雅自在、勃勃生機”這兩個詞，你眼前仿佛出現了怎樣的景象?

(二)整體感知

提問：同學們，課文中的種樹人，他種樹的方法與你想象中的一樣嗎?默讀4～11自然段，找一找他是怎樣種樹的?作者看到后的心情又是怎樣的?用波浪線劃下來。

1.朗讀出“奇怪”：

誰來讀讀第一句?種樹人這樣種樹，你想讀出怎樣的語氣?其他同學仔細聽：他有沒有讀出“奇怪”?是怎么讀出“奇怪”的味道的?

想拿高分、教育培訓就在中華考試網

中華考試網 教育培訓界的翹楚！

帶著這樣的韻律與感覺，請大家試著把所有的句子連在一起讀一讀，你注意到作者內心的變化了嗎?

2.理解明“奇怪”：“奇怪的是，他來的天數并沒有規則，有時三天，有時五天，有時十幾天來一次。澆水的量也不一定，有時澆得多，有時澆得少。”作者一次比一次更奇怪，他在奇怪些什么呢?你能用自己的話簡練地來說一說嗎?

(三)精讀課文

1、聽了種樹人的話，作者想到了什么?

2、質疑：這段話中，也有兩個“不確定”。這兩個不確定你又是怎么理解的呢?

3、面對大自然的不確定，桃花心木是怎么做的?面對人生的不確定，人又該怎么做?

4、你知道哪些遭遇人生的不確定時，能夠經得起考驗的人呢?

(四)拓展延伸

除了這些名人，你或者你身邊的人，可能會遇到哪些不確定呢?又該怎么做呢?

(五)小結作業

假如你就是如今長成大樹的桃花心木中的一棵，你想說些什么?請同學們課后寫成一篇讀后感，下節課我們一起交流交流。

中華考試網小編，預祝考生們在教師資格面試中取得優異成績！更多教師資格面試資料，咨詢中華考試網校！

想拿高分、教育培訓就在中華考試網

教師資格證英語面試教案篇三

教師資格證中學英語面試閱讀題真題一 1.試講題目: 閱讀教學試講

內容: one day, a man called the taxi company to get a taxi to go to the airport, but after a very long time, the taxi did not called the girl in the taxi company girl in the taxi company said, “ the taxi has not come, but you need not to worry about it as the airplane is always late.” the man answered, “certainly, the airplane will be late this morning, because i happen to be flying it.”

基本要求:(1)朗讀所給段落。(2)配合教學內容適當的板書。(3)針對該段落中的劃線部分，設計相應的閱讀后教學活動。(4)試講時間: 約 10 分鐘。(5)用英文試講。

teaching plan teaching aims:

dge aim: let students master the useful word and expreions in the reading y aim: let the students learn how to communicate with other persons in a more polite the reading skills of skim and nal aim: let the students to know the importance of respecting other people and communicate with other people in a good ng procedures:

step one: lead-in(5 minutes)show the students some pictures about the vehicles such as bike, taxi, and airplane and let them match the names with the two: new words and phrases(10 minutes)write the new words and expreions from the reading material such as taxi, airport and let the students read after the three: while-reading(20 minutes)ask the students about the main idea about the text through a quick reading about the whole the students do “t” or “f” the students conclude the main idea about each four: consolidation(9 minutes)spanide the whole cla into two a team leader of each the group one act the whole scenario based on the reading material let group two have some adaptations of the scenario based on the reading five: homework(1 minutes)let the students to write a composition about the ending of this morning, cla, in the previous cla, we have learned a reading text about the manner and ways of communication, do you still remember? and in this cla, we are going to learn another text about manner and ways of communication as well as some names of vehicles in the reading of all, i’d like you do the match exercise on the you can see that, on the left part of this blackboard, there are some names of automobiles, and on the right part of the blackboard, there are some you match the names on the left with the pictures on the can have a try? ok, mike, tell me your , your answer is right, this can be matched with this picture, and this name represents the taxi, and this is a picture about a good,cla, you have done a very good ，i will read this text for you, please listen carefully, and try to get the main idea about the reading , after i read this text, i’d show you some new words and expreions in the reading first word is “taxi”(在黑板上板書寫上這個單詞)，this word means “出租車” in the second word is “airport” , before i tell you the meaning of this word, can you gue the meaning of this word? cla, who can have a try? we can combine what we have learned with what we are going to learn today.i will give you some hints, we say “by air” in english which means “乘飛機”，and “air” is related with “飛機”，and “port” is a place where we park a ship or other , cla, after you have understood these, can anyone tell me the chinese meaning of this word? maria, please, yes, very means “飛機場” in , since you have mastered the new words and expreions in the reading material, i will give you 2 minutes to read this whole text, and then i will check whether you understand it or not, now let’s is up, now, cla, please listen to my statements carefully and judge whether it is true or , the first statement is that “one day, a woman called the taxi company to get a taxi to get him to go to the airport”, who can tell me whether this statement is right or wrong? yes, great, mike did a very good statement is wrong, a man rather than a woman called the taxi company to get a taxi for , i will give my second statement, “ the man called the taxi company three times”, cla, whether this statement is true or false? ok, julia, yes, you are right, this is two have done very , please listen to my final statement, “the man is a pilot”, who can tell me whether this statement is true or , joe, your answer is “?”, i am afraid, you do not understand the whole text ly the man is a pilot in this i draw this conclusion? if you look at the final sentence in this reading material, you will find that “it” in this sentence means “airplane”, so the man is going to call a taxi to drive him to go to the airport, because he is a pilot, if he doesn’t not arrive at this airport on time, he will not be able to fly an airplane.也就是說，這個男人就是一個飛行員，如果他所呼叫的出租車沒有準時到的話，他也就不能準時達到機場，他所開的航班也會延誤。now, can you understand the whole text? we must understand this reading material thoroughly, we should pay more attention to each and very fact in this reading material in order to get further understanding about this , in the following part, we will do a role play game.i will spanide the whole cla into two groups, the first group will act the whole scenario based on the plot in this reading material other group will make some adaptation based on this reading material to make the communication between the man and the woman in the text more polite and i will give you three minutes, ready go!time is up, cla, now, i will check your work, can you act you play in front of the cla?....ok, both groups have done a very good , have you noticed that if we communicate with each other in a way the group two did, we will have more understanding and mutual respect in our daily example, in their adaptation, they changed the girl’s girl said,“we will arrange another taxi for you instead of saying that as the airplane will be late.” from this example, we can see that we should pay attention to our behavior in communication with other people, if we want to get respects from other people, we should respect others by doing that, can we communicate with each other more politely and , cla, our cla is going to be over, our homework is to write a story about the end of this will happen to the man and the girl in the story? you can think about it after can have a rest now.教師資格證中學英語面試真題二

試講題目: 閱讀教學試講

內容: cla 9 had a great time on the school went to blue water aquarium for the they visited the visitors center and watched about they watched a dolphin that, they went to the outdoor pool and saw a big lunch, they went to the gift shop and bought lots of y, tired but happy, they took the bus back to the end of the day, the science teacher was very happy because the cla monitor cleaned the bus after the trip.基本要求:(1)朗讀所給段落。(2)配合教學內容適當的板書。(3)針對該段落中的劃線部分，設計相應的閱讀后教學活動。(4)試講時間: 約 10 分鐘。(5)用英文試講。教師

資格證中學英語面試真題三

寫作教學試講

內容: dear editor, i am writing to say that i am against building a new zoo in our are terrible places for animals to live.i’ve visited a lot of zoos in my life, and i have never seen one i liked or one that was suitable for animals to live last week, i visited a zoo and couldn’t believe what i animals are kept in tiny cages and can hardly move at they are only given food once a this a good way for animals to live? i don’t think ely, disgusted

3 基本要求:(1)朗讀所給短信。(2)配合教學內容適當的板書。(3)針對該短信的體裁與結構特征，設計相應的書信寫作教學活動。(4)試講時間: 約 10 分鐘。(5)用英文試講。

教師資格證中學英語面試真題四

試講題目: 詞匯講學試講

內容: 在初中七年級下學期期末復習時，周老師希望幫助學生鞏固以下的詞匯;soccer, strawberry,hamburgers, baseball, enjoy, difficult, boring, uncle,practice

基本要求:(1)朗讀所給單詞。(2)配合教學內容適當的板書。(3)針對所提供的詞匯，設計詞匯鞏固性教學活動。(4)試講時間: 約 10 分鐘。(5)用英文試講。

2013下半年全國教師資格證考試面試真題（中學英語:高中英語）結構化試題（5分鐘）

1.前蘇聯教育家蘇霍姆林斯基曾說過“教師的一言一行對學生都起著榜樣作用”，談談你對這句話的理解。

2.學生喜歡老師，才會喜歡老師的課。談談你對這句話的看法。英文試講題（語法講解，10分鐘）

one of the favorite events is the dog-sled race, in which teams of about six husky dogs pull long sleds at great speeds along a snowy person runs behind the sled, shouting to the dogs to encourage sound of the dogs barking, the calls of the drivers and the shouts of the crowd make an exciting northern dogs are beautiful strong animals, with long, thick fur and many with blue eyes.讀一遍短文，并對文中的語法進行講解。答辯 試講后英文問答（5分鐘）

what’s the difference between the 3 words: shouting, barking and exciting? do these 3 words have the same function?

一.詞匯

ng objectives dge objectives(1)help students know the collocation and meanings of the following words and phrases: embarraed, instruction, far from, nothing like, looking forward to etc.(2)help students acquire the use of adjective ending –ing and –ed.(3)help students know the use of present continuous tense y objectives(1)enable students to use these new words correctly in speaking and writing.(2)enable students to use adjective ending –ing and –ed correctly in daily life to describe ant points some phrase, and some new words the use of adjective ending –ing and-ed ult points analyze components of a sentence

ing methods ce, discover, asking and answering, explaining ng aids: text book

ng procedures stepi reading(1 minute)t: good morning, boys and let’s read the new words and new phrases, please turn to page 113 and read the new words from enthusiastic to amazed, go(enthusiastic, amazing, information, website, brilliant, comprehension, instruction , embarraed, description, amazed) good!

step ii lead-in(1 minute)t: everybody, after we have studied this paage(my first day at senior high), we all know that the writer had a wonderful experience of his first day in senior high this cla let’s study some useful words and s(look forward to, far from, nothing like)and words(bored/boring tired/tiring excited/exciting surprising/surprised interesting/interested embarraed /embarraing)

step iii careful analyzing(8 minutes)（此處挑兩個講即可）teaching plan for module 1(sefc book 1) done!now let’s look at some of the difficult points in the text!

the first one: clarooms in li kang’s school are amazing/ some students were embarraed at s we have already learned the adjective ending –ing and –ed in our junior high school, so let’s turn to page 7 and complete the minutes.(then the teacher check the answers), then let us look at grammar 2 the 2nd one choose the correct explanation according to the exercise we have done in page it seems that you have a clear mind of the 2 kinds of endings, so let us find more examples in our text.(2nd paragraph, the clarooms are amazing, the3rd i don’t think i will be bored in ms shen’s cla, the 4th paragraph some students were embarraed at first)the next one.2?and ms shen’s method of teaching is nothing like that of the teachers at my junior high school.（the sentence under the picture）nothing like means，“絲毫不象”in chinese。

eg: math cla is nothing like chinese cla, because the former is focus on logic thinking, the latter is main tell us how to think in a different looking forward to doing it！look forward to sth./doing this structure to is used as a preposition i look forward to hearing from you as early as poible.（do you remember some other this kind of phrases）

there are some other preposition phrases :(ask students the same kind of words they have learned in their junior school：do you remember some other this kind of phrases look forward to 盼望?? turn to 求助于；轉向；翻到??pay attention to 注意?? stick to 堅持get down to 開始認真干??object to 反對point to 指向see to 處理，料理devote?to? 貢獻??給?

pay attention to ____(walk)along this risky is not much time , lets get down to ___(walk)on this rs’whole life is devoted to_____(teach)we should object to ___(tell) v summary(1mins)t: in this cla we have learned some useful phrases and you still remember their meaning ?(nothing like , look forward to)and now are you clear how to use the adjective ending –ed and – vi homework aignment(1 mins)t: after cla, let’s have a revision of the present tense and preview listening and vocabulary, then do the exercises in text much for this cla, bye!

聽力listening(板書內容)part 1:lead-in（板書內容）step 1 talk about the topic give students enough background of the let them familiar with the difficult words, especially new words.了解背景 熟悉主題

t: good afternoon, my boys and e back to my cla.i am so glad to see you you had a good weekend? yeah!then what did you do during the summer holiday? sleep, watch tv, or travel with parents? i of you had a wonderful , today i will introduce a new friend to you;let’s share what she did during the , listen to the tape carefully, and then i’ll ask you some questions.（教師說的內容,說完暫停！表示在進行聽力，但不要太長，大約數

1、2、3秒即可）

hey, i’m your new friend tiffany!last sunday, i went to the park with my friends for a took several bread and some bottles of water with us for course we didnt forget to take some fruits and we even took some tomatoes and took us thirty minutes to get there by it was a sunny day, there were lots of people in the y, we climbed the mountain and went it was the time for lunch, we took out the food and began to prepare our it was not cooked well, we ate we finished the picnic, we picked up the rubbish and threw it into the thought it was our duty to keep the good didn’t go home until it was all enjoyed ourselves.（聽力錄音材料）

t：ok, do you understand the story？yeah!well, i will ask some you some did tiffany and her friends go to the park? 2 what did they take to the park？ 3 what did they do after the picnic? t: the first question, now who can answer the questions in volunteer? oh, lily.（pause）(平伸右手，手掌朝上，示意學生回答)good!go for a picnic.t: the second question, who want to try? tom, please.（pause）(平伸右手，手掌朝上，示意學生回答)very good!(右手伸出大拇指，示意回答得很棒)bread, bottles of water , fruits, tomatoes, good t: the third question, can you find the answer? ok, susan.（pause）(平伸右手，手掌朝上，示意學生回答)yes, perfect.(雙手伸出大拇指，示意回答得很棒)when we finished the picnic, we picked up the rubbish and threw it into the 2 pre –listening（板書內容）

gue the meaning of the following words（板書內容）猜測詞意 掃清障礙 now, you have understood the story ’s look at the details of the text.① phases first of all, let’s look at the phrases in the text.1 go for a food outdoors 2 by bike it’s an important phrase.“by” plus transport is the meaning of taking example by bike/train/bus/ship/airplane/foot, no, it is on foot, not by foot.3 pick up take sth up i picked up the money on the so much for the phrases.②important sentences took us thirty minutes to get there by sentence instruction is ：it takes/took sb some time to do the question sentence of this instruction is: how long does/did it take sb to example: how long does it take you to go home? it usually takes me 20minutes to go can make a sentence？

t: don’t be shy, just have a try.（環顧四周）tom, do you want to have a try?(pause)ok!how long does it take you to go to school? yes, great!it takes me half an hour to go to , sit down please.2the next sentence is: we didn’t go until it was sentence instruction is ： not ’s the meaning of the phrase？

直到...才。這句話的意思是，直到天黑我們才回家，而不是我們沒回家直到天黑 i won’t go until you come back.直到你回來我才離去。who want to try？yeah, bob.i didn’t go to sleep until i finished my , you have mastered the 3: post-listening challenge yourself鞏固提升 復述材料 挑戰自我t: now, who can tell us” what’s the paage mainly about?” please give your answer in a complete sentence with “the paage tells us?????.” t: who will try? don’t be shy!（環顧四周）tom, do you want to have a try?(pause)ok!(pretend to be listening)t: very good!your answer is wonderful!(右手伸出大拇指，示意回答得很棒)t: tom said” the paage tells us______________________________________________”

part 4: homework ok, time is limited, practices more after learning the text, would you like to go for a picnic? yes, then where do you want to go and what do you want to take? make a plan after cla, i’ll ask some students to share their plans next , cla is over.語法

part 1: independent reading 名詞性從句的用法

t: good morning/afternoon, boys and , we’ll learn a new grammar style名詞性從句noun the play, which are mainly about this kind of grammar? try to find the sentences.（pause）t: here!can you say one sentence? now, who want to share your works? ok, tom, please.(手勢語：平伸右手，手掌朝上，示意學生回答。做邊聽狀，邊板書第一個句子，這個要提前備課，就是您早就準備好的句子！)may we ask what you are doing in this country?

t: very good，sit down, , who want to say the next? ok, lily, please.(同上，寫第二個句子！)i didn’t know whether i could survive until morning.t: very good，sit down, , who want to share the last one? ok, kate, please.(同上，寫第三個句子！)the fact is that i earned my paage by doing sth.（課本上的三個句子）t: very good，sit down, please.t: now, we can see the noun clause is a piece of cake, or we can say, it’s just so we right? let’s look at the ex 2 and try to finish the exercise of this you can not solve the problem, first, lists problems of your own, then you can discu in pairs;after discuion, you two can’t solve it, come to the blackboard and write it 2 comprehension 理解(寫完板書，此時，就下去轉一下，回來在黑板上寫1-2個難句子，就當是學生寫的)difficult point 1: what do you think of the bet the brothers have made? difficult point 2: what do you think will happen to henry?

research 1: students’ comprehension to the grammar.t: very good, just now two of our students wrote down two sentences, they think the sentences are much harder to we help them to under the two sentences? t: now, who want to try? ok, susan, please.(手勢語：平伸右手，手掌朝上，示意學生回答。)which sentence do you want to explain to them?(pause)ok, the first one.(pause)ok, susan’s explanation is very good!i must say that the bet is very down, please.t: now, who can solve the second sentence?(look around)

research 2: with the teacher’s help to understand the grammar.t: nobody? really? ok, let me help can use “i must say that_____________” , can” that” be left out?(pause)right!it can not be left it have any meanings?(pause) has no any meaning.（此處用漢語解釋語法現象，在講解時可以在原句上畫點記號什么的,目的是幫助，不是全部解決）now, who can have a try in volunteer? ok, linda, please!(pause)ok, linda’s explanation is very good!i must say that henry will live a happy down, please.t: now, who can draw a conclusion to the grammar which we learnt in this text in volunteer? nobody? ok, let’s discu in groups!

part 3: the rule of the grammar(寫完板書，此時，就下去轉一下，回來看練習四，當堂測驗)t: well, tom, it’s you again!please!(pause)very good!thank you, sit down please.名詞性從句：缺什么補什么，不缺什么用“that”.(簡析語法現象)and now let’s finish ex 4, now i’ll ask some of you to finish two of them.1 the reason was ________________________.4 his concern is___________________________.t: who will answer in volunteer? bush and black!ok!come to the black board and finish them!(自己寫上就ok了)1 the reason was that he met a strong wind.4 his concern is whether they can offer him a good!quite right!thank you, go back to your seat and sit down 4: homework t: ok, so much for this cla, please finish ex 5 on page ’s all for today, see you!

寫作課：writing cla : healthy eating（健康飲食）teaching objectives（教學目標）：

一、知識技能目標：

總結平衡膳食的定義，并且能提出一些健康建議。

二、情感態度目標：了解有關營養飲食的基本常識和培養健康的飲食習慣。

教學重難點：

1.教學重點:如何區分健康食品以及垃圾食品并且會用英語表達;.2.教學難點: 教會學生如何自如表達自己的意見和建議并且幫助學生總結出平衡膳食的定義。

教學步驟：

part 1 導入（warming up）1.以一句話：“everybody needs foods, so do i”及麥當勞、肯德基的相關飲食引入話題。(1 分鐘)t: good afternoon, boys and we’ll talk about “healthy eating(板書的內容)“.we have three meals ody needs foods, so do i.i want to know the following first question: have you had lunch or breakfast in mcdonald’s or kfc? the second question: do you like the food there? the third question: which one do you prefer?”

(the purpose of this part is to stimulate ss’ interest and call their attention to the topic.)

part 2 小組練習（pair works）（3分鐘）

t: now, two students in pairs to ask each other about the above three questions, and then i’ll ask some of you to practice the dialogue in front of all of , let’s begin.(下去轉轉)t: , which pair wants to act this dialogue in volunteer?(pause)tom and kate, !sit down please.t: any other pair?(pause)well, linda and susan, please.(pause，pretend to be listening)good!sit down 3 頭腦風暴（brain storming）3分鐘

1、now, i will spanide the whole cla into two parts, the students on the left will be group one, and the students on the right will be group ’s compete between the two student will be theleader to collect the names of the ’s see which group will get more names of the will be the leader? ok!tom and ? go!(pause)ok!now, let’s show the two sheets.（展示兩張紙，寫點對應的內容就行，一會好念，提前備課時就寫好）group one win the game!well done!(把學生分成兩組競賽，看哪組的同學收集的食物單詞多，然后教師教導朗讀(2-3分鐘)

part 4 句型練習（sentence structure practicing）（2分鐘）

now, i’ll show some of the names of food on the black board,(讀其中的一些食物名稱)let’s discu which are junk food and which are healthy food? you can use the sentence structure” i think that(or the food name)is junk/healthy food because?.” and you can talk about “what is the name of the food? / what nutrition does it mainly contain?” four students in a group, and let’s begin.(pause, junk food vs healthy food,板書完成后，此時可下去轉轉)老師先展示如何使用句型：“i think that(or the food name)is junk/healthy food because?.”來描述什么是健康食品，什么是垃圾食品。然后把學生按4人分成一組進行討論練習，老師給出了對話該涉及的內容范圍：what is the name of the food? / what nutrition（營養物質）does it mainly contain?（2分鐘）

part 5: activity task----make a survey活動任務---做調查報告(2分鐘)t: now i’ll give you a 3 students around you about their dieting habits, and offer them some can use the sentence structure as” you should take le?, and you should have more?.”(pause，可以下去轉轉)給學生發一張表格，引導學生按照表格詢問周圍3個左右的同學，了解同學間的飲食習慣，并能提出一些健康建議。調查的表格如下:(可忽略不備)

part6.布置作業（1分鐘左右）

t: ok, let’s see the food pyramid map together.（稍微暫停）from this picture you may well understand how to keep a balanced diet in our daily cla, write a composition about “healthy eating”.ok, so much for this is over, see you!老師在課件上展示食物金字塔圖，讓學生了解飲食的營養應如何平衡，然后布置作業：讓學生自己寫一篇健康飲食的作文。

板書設計 healthy eating food vs healthy food ed diet

口語speaking step 1: leading in: by , boys and are now living in a highly developed world, with advanced culture and highly developed have you ever thought what are the base of all the culture and civilizations? oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare , we can imagine!so now, let’s spanide into groups of four and, with the help of your imagination, discu what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare i’ll ask some of you to report the results to the whole 2: role play t: good, sit turn to page 72, look at the speaking should read it with your partner, then, do the roles play.(teacher writes bb--middle)making suggestions and giving advice: can you suggest? maybe we/you could ?? i ask you for some advice? i suggest(that)?? you help me decide? that’s a good do you have in mind? well, but what about?? have you considered doing??？

t: ok, time is our daily life, we often ask someone for advice when we can’t make a the other hand, we often give other advice if they come to us for can we ask for and give advice in english? let’s look at the are several sentences about giving advice , please read it follow me.t: make sure you can use these sentences when you are making can give us a dialogue? any volunteers? t: x x, you please, you can choose one of the situation in speaking part.t: excellent

step 3: interview t: we are going to have an are a host and your partner is give a chat with helen.i’ll give you several minutes to prepare.t: time is pair would like you have a try? lily, your group please. skills do you think young people need to succeed in life? goals, plan for succe, and believe in this high-tech world, what’s the most important aspect of education? a.a well-rounded education with a broad view of the was the biggest influence in your life? why? parents, sir edmund hillary ’s the toughest part of your job? g time to do all that i you were a teenager, what place in the world did you most want to visit, and have you traveled there yet? was it as wonderful as you thought it would be? why or why not? magnetic north pole was my dream.i am the first woman to walk there alone without support.i wrote a best selling book about my journey with my polar bear dog charlie who saved my life from polar i finally arrived after having survived storms, a tent fire, frozen fingers, broken sea ice and polar bears i had a tremendous feeling of achievement.i didn’t matter that i was mattered that i had a goal, a plan and therefore i stood at the pole.t: very you.i will ask another two volunteers? lily, your group please.?

blackboard design speaking step 1 discuion step 2: role play can you suggest? maybe we/you could?? i ask you for some advice? i suggest(that)?? step 3: interview

閱讀reading step 1 lead-in 導入 brainstorm cla morning, boys and we will learn a new unit let’s get to know the man, who is called is very he is happy, he stays calm and shows us beautiful natural when he gets angry, he becomes a troublemaker and causes many natural you know the meaning of natural disaster? yes, it means自然災害, for example, the earthquake happened in ya’an last month, which caused great s earthquake, what other kinds of natural disasters do you know? please brainstorm and try to think of as many natural disasters as you ted answers: typhoon 臺風/ volcanic eruption 火山爆發/thunderstorm 暴風雨 flood 洪水/tsunami 海嘯/ drought 干旱/ hurricane(tornado)颶風，龍卷風 guys, you’ve done a great you experienced any natural disaster we mentioned just now? you ted answers: you have experienced flood in did you see? the flood water covered the whole city and you had to stay at you describe your feelings at that time? you felt frightened and 2 reading 1)skimming/listening yes, i totally agree with most cases, natural disasters can be very we will read a paage about natural take out your handout and listen to the listening, please tell me the main idea of this paage and in what order this paage is only have 2 ? go!time is would like to tell us the main idea? tom, would you please have a try? suggested answers: this paage talks about tangshan earthquake, the largest earthquake of 20th good? can you tell me in what order this paage is developed? in order of do you know that? because the writer first describes strange things in the first part and then tells us the city was destroyed by the , he says the army came after , you are right.2)scanning in the first part, the writer tells us strange things happened before the know that before some natural disaster, there are sometimes warning signs from we have such kind of knowledge, we can reduce the go through the first paragraph quickly and try to figure out what signs did the author mention? you only have one we go!now let’s read for more ’s go through the whole paage and try to find the answers to the following three 2 fast reading 泛讀

read the text quickly and try to finish the following words or phrases burst: break open because of preure from inside at an end: finished nation: all the people in the country steam: gas that hot water gives out in ruins: destroyed extreme: very great in degree usele: of no use shocked: surprised very much rescue: save somebody or something from danger shelter: a place that protects you from the weather or danger ons did the tangshan earthquake happen? suggested answers: the earthquake happened at 3:42 am on july 28, many people were killed or injured in the earthquake? suggested answers: more than 400, 000 people were killed or injured in the all hope lost? how did the army help the people there after the earthquake? suggested answers: no, all hope was not army sent 150,000 soldiers to tangshan to help the rescue army organized teams to dig out those who were trapped and to bury the 3 post-reading on suppose an earthquake happens now, what should we do to keep ourselves safe? please discu natural wonders in groups and your discuion should be based on the two time, the group leader should take down your group members’ ideas and sum them up in your own , we will share your ideas with all of us tand me? time is group would like to share your idea with us? suggested answers: ’t be nervous and keep ’t try to run out of the claroom at t your head by putting your school bag on your under your the claroom after the iew have you noticed that news reporters and interviewers play an important role in keep us informed after ya’an earthquake happened? next, please choose a paragraph and act out an interview between a reporter and survivor from the tangshan a dialogue with your partner.i will give you three minutes and then i will invite some of you to act 4 summary and aiagnment we have done a lot of things y, we have talked about?.then, we , we learned some useful words and comes your aignment: the the internet to find more information about earthquake.

教師資格證英語面試教案篇四

本資料為云南教師資格面試試講科目考試復習資料，僅供大家復習下載，切莫錯過說課試講考試公告和考試時間以及網上報名。

《this is my sister》

—說課試講考試復習資料

各位評委上午好!

今天我說課的內容是人教版七年級上unit 3 this is my sister.本單元學習的是與學生生活息息相關的家庭成員。我要談的是本單元第一課時的教學。下面我將從以下幾個方面闡述我的說課內容。

一、對教材的分析和理解

從教材編排上說本單元是就第二單元認知物體之后學習用英語認知人，而與學生最為熟悉的人就是家庭成員。is this your eraser? 很自然過度is this your sister? 以前學的what’s this?轉變who is this?但本單元生詞較多。出現在第一課時的就有十五、六個同時還要認識語法現象復數。本課時任務比較艱巨。

二、教學目標

依據初中英語新課標的要求，并根據素質教育中面向全體培養學生素質的要求，我為這一課確立三項目標：即知識目標、能力目標和德育目標。

1.知識目標 幫助學生四會掌握以下單詞：grandfather, grandmother, grandparents, father, mother, parents, son, daughter, sister, brother, aunt, uncle, cousin, friend, these, those。并對復數形式有初步了解。

2.能力目標 通過本節課學習，學生就家庭成員相互之間應該能用英語介紹、詢問、交流。并能用英語在腦子里對個家庭成員的關系進行思考。例如，見到father’s mother,他們能反應出是指grandmother。同時基本上能辨別什么時候用單數什么時候用復數。

3.情感目標 通過對家庭成員的學習，學生對自己的家庭成員會有更清晰的印象，從而激發起他們對家人的熱愛。

三、教學重點及難點

本課重點：熟練掌握各家庭成員的名稱，會讀會說會用這些詞匯交流。這個單元最主要的就是學習家庭成員英語的表達，而幾乎所有的單詞都集中在第一課時。所以這課時掌握這些單詞應該是重中之中。

難點：復數的認識和正確運用。漢語表達中完全沒有復數概念，這是一本書，這是三本書;除了多了個數字其他沒有任何變化。而英語必須這樣說this is a are books.所有的單詞都相應的發生了變化。因此中國學生在學習復數的時候特別難。我們的語言沒有這個習慣!

突破：通過真實的情景激發起學生的興趣，興趣是最好的老師。

通過反復操練，加深印象。

再循環記憶達到最終目標。

教學手段：多媒體輔助教學，有助于把學生引入到身臨其境當中，激發學生興趣，活躍課堂氣氛。同時要求學生提前把自己的家庭照片帶來，真實的人物縮小英語與他們生活的距離，從而優化英語教學過程。

學法指導：為學生創設真實的學習情景，讓學生以小組形式交流學習，并在課堂上循環訓練。

四、教學設計過程

課堂的整體設計遵循循環記憶反復操練思路，運用情景法和交際法，分五個主要步驟進行，即：導入呈現, 鞏固操練, 拓展，5分鐘檢測包括小組比賽和布置作業。

第一,引入呈現。(10′)i want to be your you want to know more about me? do you to know about my family?課件展示

1.家人。認知son, father, mother, parents, wife, husband這幾個單詞，并馬上回顧重新呈現我的家人學生說出他們和我的關系。

2.父母。認知grandfather，grandmother，grandparents，并認識復數。

3.我姐姐及其家人的照片，認知sister，aunt，daughter，cousin。

4.我哥哥的照片，認知brother，uncle，并再次認識復數。

5.回顧我的家人，并幫助學生羅列出family tree。

第二,鞏固操練(20′)

1.小組學習，拿出自己的照片相互詢問認識別人的家人(8′)老師在這過程中及時幫助學生學會他們不會的單詞。

2.讀書上的單詞，聽錄音圈出聽到的單詞。小組學習認識david的家人。(7′)

3.表演對話，在講臺上指著屏幕認識david的家人。(5 ′)

第三,拓展(8′)小組表演。假設你的朋友來到你家，你來為他介紹認識全家，有爺爺奶奶叔叔姑姑父母及兄弟姐妹堂兄妹等。

第四,5分鐘檢測：(5′)主要是be動詞單復數用法及各家庭成員單詞的掌握。小組之間進行比賽，看哪個小組反應最快。

第五,最后作業布置(2 ′)

introduce myself

—說課試講考試復習資料

good afternoon, everyone.i’m zhou yan.i’m an english teacher from experimental school of i’ll say sample a of leon six in book one.i’ll prepare to say the leon from four one analysis of the teaching material(一)status and function is an important leon in book this leon, it starts asking the ss to grasp contents of each attain “four skills” request of listening, speaking, reading and start listing “word bank” and tell the ss to remember the new start asking the ss to write the english sentences ore this leon is in the important position of the teaching leon is the first one of unit if the ss can learn it well, it will be helpful to make the ss learn the rest of this a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken english.(二)analysis of the students the ss has learned english for about one month so can understand some words and some simple ss have taken a great interest in english now.(三)teaching aims and demands

3 the teaching aims basis is established according to junior school english syllabus dge objects(1)to make the ss know how to use the affirmative sentence “this is....” and the negative sentence “this is not?.”everyday expreions for “apologies”“im sorry”“thats all right”.(2)to study the new words “six, hey, sorry, it’s, that’s”, learning the dialogue of this leon.(3)to finish some y objects(1)to develop the ss’ abilities of listening, speaking, reading and writing.(2)to train the ss’ ability of working in pairs.(3)to develop the ss’ abilities of communication by learning the useful objects(1)to enable the ss to be polite and love life.(2)to enable the ss to look after their things well.(四)teaching key and difficult points the teaching key and difficult points’ basis is established according to sample a of leon six in the teaching materials position and points:

(1).to help the ss to communicate with each other.(2).to enable the ss to study in groups and co-operate skillfully.(3).to develop the ss’ interest in ult points:(1)how to make dialogues and act them out.(2)how to write the right whole sentences.(五)teaching aids

4 multi-media computer, tape recorder, software: powerpoint or authorware, school things and so will be needed in this two the teaching methods icative teaching method -visual teaching method -based” teaching method as we all know: the main instructional aims of learning english in the middle school is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the english in this leon i’ll mainly use “communicative” teaching method, “audio-visual” teaching method and “task-based” teaching is to say, i’ll let the ss to get a better understanding of the key structure of the dialogue.i’ll give the ss some tasks and arrange five kinds of activities: talking, gueing games, watching cai, acting out sample a and having a ng special features to use these methods are helpful to develop the ss’ three studying ways the ss how to be succeful language the ss pa "observation—imitation—practice " to study the ss how to master dialogues and how to communicate with ng special features:

let the ss communicate with each other and adopt competition methods to develop the ss’ keen interest in four teaching procedure i’ll finish this leon in four i’ll spanide the ss into four groups and bring a competition into the last let’s see which group is the 1 warm-up

5 talk between t and as: hi, i’m....what’s your name? this is ?.how do you do? who is he/she? how are you? who can count from 1to 5? what’s this in english? etc.2.a game: ask the ss to give t some school example: t: give me your book.(ruler, box, pen, table, knife, etc.)t: this is your is not my ’s your this course i’ll ask them to make a dialogue group by group without out which group will make the most e of my designing: i think it is important to form a better english learning surrounding for the ss by imitating and at the same time it is neceary to provide situations to review learned tation this course is very important.i’ll mainly talk about this step.i’ll use cai to present the whole e some situations to help ss understand sample scene: there is a bag on the floor.b is picking it up and get ready to a is talking with b.a: hi, are you today? b: i’m fine, thank you? a: i’m fine, , this is my bag.b: no, this is not your ’s my bag.a:(look closely)oh, i’m sorry.b: that’s all right.(at the same time, c is running up and hitting a.)c: oh, i’m sorry.6 a: that’s ok.i’ll write the key points on the bb while they are watching, i’ll teach them to read the words and sentences on the sure they can read them e of my designing: to present sample a by cai is much easier for the ss to learn and grasp the can provide a real situation with its sound and picture and it makes the relationships between the ss ce first play the tape the ss listen and imitate the attention to their pronunciation and this step the ss are required to practise the sample in pairs by reading the dialogue step is employed to make the ss grasp the last i’ll ask the ss to think hard and act it out with a partner according to sample find out which group will act it out well.i’ll give them red e of my designing: this step is employed to make the ss get the general idea of the dialogue as a whole the same time let the ss have a chance to practise their listening and spoken tion

in this step i’ll give the ss a free space to show their scene: the ss are having a ’s hot and they take off their coats and put them are singing and dancing, laughing and the picnic, they begin to look for their coats.d and e are talking.f and g are watching, i’ll give the ss some tasks to make similar dialogues without repetition and find out which group will make more e of my designing: “task-based” teaching method is used here to develop the ss’ ability of communication and also their ability of co-operation will be well the ss we should be polite and take good care of our things.7 we should love our life.i think proper competition can arouse the ss’ interest in english the ss can finish this task well, they will benefit a lot in their spoken 1 model 1.i’ll ask four ss of the groups to write these sentences on the bb in the four check their handwriting, correct their out who will write well and whose handing is the the ss’ worke of my designing: to check the knowledge ss have learned in this rk:(1)recite the words as many as poible after cla.(2)make a dialogue according to sample a and write it in the exercise e of my designing: i think homework is so important that the ss should speak english as much as they can in cla or after is neceary for the ss to do some extensive exercises after cla to consolidate the knowledge they oard design leon six sample asix this is my?.hey this is not your....sorry it’s my....picture it’s=it is oh, i’m ’s=that is that’s all right/ok.8

my names gina說課教案

—說課試講考試復習資料

背景

我是第一次接觸新目標英語，碰到的困難比我想象的要難。在英語課上學生聽的也很認真，大部分學生也能張開口說話。但是他們這樣的對話是教師問，學生答。如果讓學生編對話或一問一答，這樣的情況就不妙。通常是學生會答而不會問。課堂上沒有自己想象中的那般熱烈，好象是你在唱“獨角戲”。

思考的問題

1.如何創設情景讓學生將已學的知識轉化為能力，改變教師引出問句，學生答，然后由學生問與答。讓學生自己“找到”問句。

2.讓學生學會觀察，會做總結。

案例描述

這節課主要是講first name and last name以及中西文化在名字上的差異。習慣的做法是先讓學生知道，在西方是名在前，姓在后，然后告訴學生，我們是姓在前，名在后。在老教材中，這一節課是在初二課本。但是我現在面對的初一的學生，按部就班的做，學生會理解嗎?這節課我是這樣設計的，由學生們自己的名字引出first name 和last name,然后通過觀察發現中西文化在名字上的差異。

procedures

on

t: good morning!

how are you?

spell it, ’s this in english?

what color is it?

and learn

t: hello!i’m ’s your name?

s1: i’m

t: nice to meet you!

s1: nice to meet you ,too!

t: what’s his name?

s1: his name is jiang xian.(蔣賢)

要求該生寫下名字蔣賢，接下來鼓勵學生編對話，叫幾組(3人一組)學生表演，也要求寫下名字。把這些名字貼在黑板上。

t: 溫新西, his last name is wen.(這時一邊說一邊將溫與新西剪開，更好的區分first name and last name)孫猛特his first name is sun.李雙 her first name is li.多給幾個例子，學生就明白last name 的意思。學生自我介紹my last name is---.此時在黑板上寫

a: ___________________

b: my last name is sun.鼓勵學生說出問句，what’s your last name?必要時，給予提示。(what’s your name? my name is sun mente.讓學生發現他們之間的聯系))然后操練句型。在學生操練的過程中引出what’s his/her last name?用同樣的方法引出first name 和問句what’s your/his/her first name? my/his/her first name is---.隨逸叫幾組(3人以上)學生起來，練習what’s your/his/her last/first name? my/his/her last/first name is---.10

初三英語unit 17 leon 68說課稿

—說課試講考試復習資料

一、教材分析：

leon68是第十七單元的第四課時，是一節復習課。unit

17主要圍繞著尋找“丟失的項鏈”這一話題展開，通過學習定語從句，培養學生運用所學語言描述人和物的特征。leon68

所安排的聽說讀寫活動都圍繞著偵破案件展開，旨在通過一系列的活動和練習，加深鞏固學生對定語從句的理解和運用，并實現準確地描述人物外貌特征，撰寫案件報告的教學目的。

二、教學目標及重、難點：

（一）知識目標：

1.復習鞏固定語從句的用法。

2.學習掌握單詞conversation，robbery，description.

（二）能力目標：培養學生運用所學語言描述人物外貌特征的能力。

（三）技能目標：能根據線索寫出案情報告及通緝令。

（四）教學重點：用于描述人物特征的定語從句。

（五）教學難點：學會分析并對現有的信息進行處理，產生正確的判斷，并寫出案情報告。

三、教學活動設計：

maintask：thestudentsareabletodescribethecharacteristicofa e：warming-up

“gueinggame”展示一幅圖畫。讓學生通過猜測“isthemanwho

??”判斷圖中的人物分別是誰。這一活動既是熱身，又是一個練習使用定語從句的活動。主要目的是復習定語從句的用法，同時也讓學生熟悉如何描述人物特征。（3-4分鐘）

steptwo：pre-task “tobea

11 detective”進行一個考眼力的游戲，首先放一張圖片，讓學生仔細觀察，之后放另一張圖片，請學生判斷兩張圖的區別，誰是受害者（教victim），誰是小偷。請他們分析理由。這一活動除了復習定語從句以外，也是引出本課的話題：辨認嫌疑犯（5分鐘）

stepthree：while-task

“who’stherobber?”進行一個聽力練習（sbleon68part 2.聽錄音，判斷四個人物中誰是強盜。（3分鐘）

“writeareport”假設你是警察，根據上面聽到的這段描述，完成一份案情報告 3.在課內校對答案。（5-8分鐘）

stepfour：post-task

先讓學生完成一個警察與受害人之間的對話（workbook，ex2）

在此基礎上進行“dialoguemaking”。

向學生介紹一個案件，請他們根據所給的信息編寫一個警察與受害者之間的對話（可參照課后練習2并選擇幾組進行對話表演。

假設你是警察，根據案件信息寫一個通緝令（也可自己想象一個案件）。并選擇幾份在課內點評。（8-13分鐘）

stepfive：homework

完成練習冊中的練習。在課外閱讀有關的著名的偵探小說，并挑選一則在班上交流。

四、評估與反饋：

學生能否熟練運用定語從句進行描述或判斷人物的外貌特征是判斷本節課是否達到教學目的的一個重要標準。

teachingproce：

steponewarming-up

gat thepicture，teacherasks“?”students mayanswerlikethis：“ishethemanwhoisfishing?”

em“onenight，thereare

somepaengersonthebus，somearesitti376550: 美麗心靈·美麗人生·美麗中國 ∷376550

12 ngandsleeping，someare

lookcarefully，try torememberwhatthey’rewearing.”suddenlythelightonthebusis ‘katthepicture carefully，canyoufindoutwhosethingshavebeenstolen?whois thevictim?(explaintheword)andwhoisthethief?”

he opresentation

teachersays：“nisthe policehavefoundfour oupleaselistentothetapecarefullyandfindout whoistherobber？”playthetape，hepolicehavecaughttherobber，theyshouldwriteapolice helpthepolicefinishthereport.(students’bookpart5)reepractice

studentstofinishadialoguebetweenapolicemananda estudentomeinformationaboutanotherrobbery，ask eyouarethepolice，andyouwanttocatchtherobberwith mworkin pairsandwriteawanted，theycaneitherusetheinformationofthe aboveone，meoftheworkto urhomework

13 indaninteresting detectivestoryandshareitwiththeclamates.14

how do you get to school

—說課試講考試復習資料

作為一節英語教學競賽用課，我主要從對這節課的定位、任務目標、教學環節設計、獨特的創意和對突發事件的應對等幾個方面來說一下這一節課。一、對本節課的定位

作為一名從事初中英語教育有近八年的教學實踐的青年教師，我認為在“新課程標準”和“新基礎教育”的理念的指導下，這節課應該既能夠讓學生的學習有意義，也能夠讓教師在扎實、充實、平實、真實的授課過程中真正享受到，“教學作為一個創造過程的全部歡樂和智慧的體驗”。同時，本單元是以話“交通”題材為教學主要內容的新目標（go for it）教材典型設計，借助本單元可以給學生在學習方法上以很好的指導，并可以在小空間內進行大規模的扎實、有效的訓練。二、任務目標的確定

本單元的教學任務是在“交通(transportation)”這一話題下，讓學生學會談論“交通”（包括不同的交通方式，到某地的距離以及以某種交通方式到某地所花費的時間等），學習一些文化常識，掌握一定的學習方法，并在大量的、有效的訓練中提高學生的聽說讀寫等基本能力。三、教學環節的設計思路

本著整體劃一，循序漸進，高效有序，并在教學中能不斷地深化教學的設計思路來安排本節的每一個環節。（一）整體劃一

在本節課中，對于“整齊劃一”可以從兩點來說明: 首先，本人一直認為作為語言教學，聽說讀寫等能力的訓練應該是一個整體，不可分割開來的，因此在教學設計中可以說一個話題，一個訓練都蘊含著各種能力的培養；其次，在教學中每一節課都是獨立的，但在我的教學設計中每一節課不僅可以獨立，更重視它在單元教學整體中的地位與作用。與每一節課內銜接一樣，單元教學的整體銜接也很重要。（二）循序漸進，高效有序

本節課從簡單的對“how do you get to school in the morning?”的詢問入手，引入對重要課文section a 3a 的復習。通過學生復述這段文字，重點鞏固由“how, how long，15 how far”引導的談論交通話題的重要句型，并提煉相關的信息形成新的對話，為下一環節作鋪墊。即課文section a 3b 的訓練，通過第一、二人稱來談論交通話題的訓練，拓展到以第三人稱來談論他人的交通話題，進而讓課文section b 2a, 2b, 2c 的學習水到渠成。然后完成對本節課學習的測試，進行歸納總結本節課的要點。最后，作業一中讓學生來完成交通方式的圖片收集，是對本節內容的進一步深化；作業二中要求學生做一個調查，并形成調查報告，實際上和測試二一起構成了對section b 3a 的有效預習。

總之，本課從課本入手，用課本內容引出一系列的活動，最終又導向課本，環節緊扣，層次清晰。四、獨特的創意

本節課的設計中，具有獨特創意的地方，可以從以下幾個方面來說： 第一、獨特的環節設計

首先面向全體學生進行簡單的復習，目的在于鞏固幾個基本句型。然后把課本中閱讀的短文用復述和聽力的方式引入，別出心裁。其主要目的在于營造較輕松的語言環境，緩解部分學生對于說寫等輸出環節的畏懼心理。接下來，從大量的聽說引入讀寫，給學生鋪墊知識的過程。既練習口頭表達，又鞏固了讀的成效。教學步驟中每一步都將成為下一教學步驟的鋪墊，在每一步驟中，教師設計具體任務，讓學生參與到課堂互動中，并完成具體的任務。整個課堂設計由淺入深，循序漸進，難度過渡非常自然。第二、獨特的課程深化

全面展開訓練，重點集中突破，中考真題幫輔，課結影響未盡。首先，在常規的訓練之后，又用中考真題來重點訓練和鞏固所學，不但給學生對本節課的理解有更深一步的認識機會，更為學生的長遠學習打下了堅實的伏筆。其次，在對交通的表達方式上的深化，采用了系統歸納，并用同意表達的形式進行訓練，有層次，有實效。第三、獨特的思維能力訓練

著重思維能力的訓練，圍繞話題進行多方面的擴展性的練習，并充分地利用 listening 和speaking，引發學生積極思維，以groupwork和pairwork等多種形式討論和操練。最終達到讓學生熟練談論“交通”這一說話能力的目標。并在作業中以預習形式對這一目標進行了延伸。

16 五、掌控好借來的學生

由于是借班上課，學生又是活動的主體，課堂上大部分的時間交給學生，教師的引導是關鍵。如何導入課程，并一步步地由易至難地引入任務，如何幫助學生學習都是關鍵所在。同時要非常注意的是，學生活動之前的范例一定要明確清晰，要每個孩子都知道做什么和怎么做，活動才會順利地開展，學生才能在活動中有所得。六、對突發性事件的預案

在準備中，充分預料到課堂中可能出現的各種問題，做出相對的預案設計，以便作出靈活的應對，這很重要。對本節課我做了如下的準備：第一，關于課程的銜接問題。英語授課于其他科目不同，尤其是新授課，如果所授內容嚴重超進度，上課效果一定會大打折扣的！所以，根據競賽所給的教學進度，我準備了兩套教學方案。第二，教學任務量也很關鍵，少則課程易空，多則不易完成。本節的訓練任務在課件的設計中充分地給予了關注。在設計訓練題的時候，題增加了很多，并在幾個主要的課件頁上的背景中都設計了動作，一旦訓練任務過多就可以通過動作越過，不會影響教學效果。第三，關于學生的問題。學生不是我的，但由于這是講課，不是作課，我除了和他們的老師了解了一下這個班學生的英語水平，其他就不再多說了，但也作了一定的預計。其他方面的內容我也準備了一些，但可能不會用到。

總而言之，作為一堂教學競賽課，我的準備應該說較為充分，對課的認識也可以說很深入，但講好一堂課，所需要的不僅僅是這些，這是我知道的??

unit5 l18 說課

—說課試講考試復習資料

一、教材分析：

１.教材的地位及作用：

第二冊第五單元第二節課，本單元圍繞做“比較”(makingcomparison)這個題材開展多種教學活動，它與上一單元聯系緊密，是它的延續。本節課是本單元的重點，表示數量的some，few的比較。通過學習的比較等級，進一步加深對比較等級的語法現象的理解和運用。同時通過some，few比較等級在陳述句與疑問句中的操練，進一步提高學生聽、說、讀、寫綜合素質能力。

２.教學目標：（知識目標、能力目標、德育目標）

知識目標：

(１)學習、掌握some，few的比較等級；

(２)學習單詞strong。

能力目標：提高學生聽、說、讀、寫及知識自學的綜合能力。

德育目標：教育學生熱愛勞動。不勞無獲(no pains，no gains)。

確立教學目標的依據：

根據英語教學大綱規定，通過聽、說、讀、寫的訓練，使學生獲得英語基礎知識和為交際初步運用英語的能力，激發學生的學習興趣，為進一步學習打好初步的基礎。此外，根據我國國情和外語教學大綱的要求，現階段外語教學的素質教育主要包括思想素質教育、目的語素質教育、潛在外語能力的培養、非智力因素的培養等四方面。

３.重點與難點：

重點：學習表示數量some，a few的比較等級。

難點：some，a few的比較等級在實際生活中的應用。

確立重點與難點的依據：

根據教學大綱的要求，及本課在教材中所處的地位和作用。

二、教材處理：

根據以上對教材的分析，同時針對中國學生學習外語存在一定困難的實際情況。首先給學生創造外語語言氛圍，身臨其境地把學生帶到農場里。同時激發學生學習興趣，18 使學生在參與農場的一系列活動中，掌握知識。最后通過做游戲對學生所學知識點進行訓練，從而達到鞏固知識的目的。

三、教學方法：

通過五步教學法，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進地深化教學內容。展開以教師為主導，以學生為主體的師生雙邊活動。

四、教學手段：

主要以現代化電教手段－－多媒體輔助教學，貫穿整個教學過程。增加了直觀性和趣味性，加大了課堂密度，提高了教學效果。

五、教學程序：

１.新課導入

為了激發學生的學習興趣，引起注意，拉近師生距離，首先告訴學生這節課我將帶他們去一個有趣的地方，并請他們依據我的提示猜測要去哪里？當學生猜出去農場時，我們便“上車”，一路歡歌(pickingapples)去農場。隨著“嘎”的剎車聲，電腦打出農場全景，給學生一種身臨其境的感覺，導入正課。

２.新課的講解

本課利用多媒體教學手段展示了一幅幅色彩逼真、形象生動的畫面，配有汽車聲、動物的叫聲，栩栩如生。以學生在農場里勞動為主線，通過樹上結多少蘋果，學生摘多少蘋果，卡車運多少蘋果筐，以及勞動后學生吃多少蘋果的比較，將some，few的比較等級在一系列既關聯又相對獨立的語境中詳細講解，反復演練，使學生全面掌握。其中多媒體展示的動畫部分更具特色，充分地調動了學生的積極性，吸引了全體學生的注意力，達到了教育教學目的，培養學生思想素質、情感素質和英語語言素質。

３.反復操練和鞏固應用

為了調動學生的積極性，利用work in threes，in pairs，in row，in group，及boys ask，girls answer等多種不同方式操練鞏固。使學生處于積極思維的狀態之中，全方位、多角度培養學生運用英語的能力。

４.反饋練習

本課的又一次高潮是將游戲與練習有機結合，融為一體。設計下棋游戲，棋盤為２０個格，每格均為在蘋果園里勞動376552,美麗心靈·美麗人生·美麗中國376552

19 的情景，并配有本課的重點－－比較等級的練習題。棋盤的上一男一女分別代表男生和女生兩大組，值得一提的是決定男女生在棋盤上走幾步的轉盤，是用本課重點詞匯fewest，fewer，a few，some，more和most組成，使學生在玩中進一步體會數量some，a few的比較等級的運用。學生通過轉輪，邊做游戲邊做練習，寓教于樂，極大地激發學生學習興趣，同時鞏固了學生所學的知識。

５.歸納總結

本課除了板書所呈現的重點內容外，又把本課內容濃縮成韻律詩形式，巧妙地總結本課重點、難點，學生又通過優美的旋律、音韻動力聽的節奏。進一步鞏固，加強對本課內容的理解和運用。

６.展示板書

unit 5 leon 18 kate some has more apples than the most of first truck a few second one is carrying fewer tham the third one the fewest of all.本課以素質教育為目的，結合教材重點、難點及英語學科特點，利用多媒體輔助教學，從視、聽、說等方面使學生得到鍛煉，在愉快、輕松的氛圍中溫故而知新，達到初步運用英語交際的能力。

由于缺少經驗，在教學過程中難免會出現不足，敬請各位老師不吝賜教。

初中英語第二冊16單元說課稿

—說課試講考試復習資料

教材分析：

16單元是第二冊的第二個單元，也就是說是這個新學期的第二單元。16單元的主題是圍繞“問路和指路”展開的，同時教學生，如何用情態動詞“can”和“may”來表達許可和可能。在第二冊上學期的課本中，學生已經學到了一些關于“問路和指路”的知識，而且他們也知道一部分關于許可的表達，比如“may i come in？”“can i borrow your pen？”“may i speak to ann，please？”等等。所以在這個時候對學生在這方面的知識進行擴展和鞏固就顯得水到渠成。而且在學生們的現實生活中，培養他們了解地圖和區別方向的能力尤其重要。61課就是關于這個知識的擴展。62課是一篇與這個主題緊緊相扣的閱讀材料。63課則是關于“may”和“can”的語法點。64課則是對于整個單元的鞏固，它包括聽、說、讀、寫四個方面的落實和一篇閱讀短文。教學目標： 認知：

1.學生能夠使用下列單詞：

kind，lady，library，cro，reach，corner，church，café，fix，lab，suddenly，history，key 2.學生能夠使用下列表達：

turn left日right at the ? on unit you reach? you can’t mi one’s way to, first of all, be /get lost , wait for 能力和技能：

1.學生能夠根據所給地圖或街道說明一些地點的具體位置。 2.學生可以用不同的方式問路。

3.學生可以用“can”和“may”表達許可和可能。 情感和態度

1、讓學生感受到他們學習英語是為了在現實生活中進行交流，而不單純是為了英語課

21 和應付考試而學習。

2、讓學生感受到他們是英語學習活動中的主體和中心，以此來激勵他們在英語課上積極參與，追求創新。 學習策略：

1.學生應學會用不同的方式表達同一件事，學會用英語去思考問題，即用想象力表達自己的觀點。

2.學生應該在英語學習中學會使用brainstorming 文化知識：

1.教學生真誠待人，助人為樂。 2.教學生如何設身處地為他人看想。關于這個單元有兩處難點：

1.如何準確自如地用這么多表達方式來問路和說明。 2.如何用can和may表達可能性。

根據教材和學生因素的特點，我將采用下列教學方法和手段： 1.交際法和情景法教學

為了激勵學生在課堂上積極交談，我將一些設計真實的情景來激發學生的興趣，這些師生和學習互相之間的交流重心就放在了語言的意義上，與此同時將英語學習與他們的真實生活聯系起來以培養他們用英語進行創造性思維的能力。2.以學生為中心和任務型教學。

需要注意的是學生作為獨立的學習者，老師作為一個引路者，組織者，領導者，有時候會是一個團體，其中一員決定了我們學習任務類型的選擇。關于這個單元我將在我的課堂活動中設計信息差任務、問題的互動解決以及采訪和調查。在我們教案設計中，我想提一下任務關聯性。也就是說將所有的教學活動組成一個鏈式的因果關系，在此過程中，前一個活動的成功成為后一個活動順利進行的前提。教學步驟：

在61課中，首先我用節奏游戲來復習一些公共場所的名稱。學生一邊拍手一邊就工作和工作地點展開問和答，例如：hospital，police station，school，past office，bus station等等。然后我會把寫有這些地點名稱的厚卡紙放在學生的課桌上，讓學生

22 就此談論每個公共場所的位置：in front of，next to，beside，on the night / left，between? and?，outside 等等。

我將以這種方式呈現新單詞和表達方式：我告訴學生這個星期天我有很多事情要做。下面是清單：

1)send some postcards 2)borrow some books

3)drink coffee with my friends 4)buy some vcds 5)go to my friend’s wedding 讓學生回答我要做以上事情將要去的場所。在適當的時候，我會向學生出示咖啡館，碟屋和教堂的照片。然后將61課的地圖出示在屏幕上，問他們如何到這些地方去，教他們使用下列表達“go acro the bridge”，“go up this road to the end”，“go on until you reach the end”，“turn right at the second croing”。讓學生參考表格里寫出的表達方式練習如何到達以上地點之后，讓學生四至六個人一組，討論出一次性做完以上事情的最佳路徑。

接著便是學生將學到的新知識運用到他們的真實生活中去。我會把我們本地的地圖掛出來，讓學生說明去一些地方（汽車站，圖書館，長城，賓館和銀行）的路徑，其他人則猜他/ 她將到哪兒去。

在這一課時，我會設計一個信息差的任務。每對學生中的兩個人將會得到兩張不同的地圖（同學a的是完整的，而同學b則不完整）。讓他們通過彼此問答來完成b同學手中的地圖。當然前提是不許看對方的地圖。

最后一個任務是創造性的。我讓學生想象20年以后他們居住的地方，并在紙上繪出一張地圖。根據這個地圖，其他人就如何去他/她家展開問答。62課是一個短劇，所以我會讓學生看影碟模仿而不是單純聽磁帶。

在常規閱讀步驟之后，為了讓學生對于整編文章有一個大致的了解，我會讓學生填寫下列表格。what did liu mei do to help the woman? what’s wrong with the woman? what did liu mei do?

23 看完影碟以后，我會設計如下任務幫助學生進行深一步了解： 任務1：角色扮演 學生以五人一組分角色扮演課文內容 任務2：畫圖 根據警察的說明為老婦人畫一張地圖。任務3：猜測 猜一猜關于劉梅的信息，用“maybe”和“may” 任務4：復述 老婦人打電話一個電臺記者，并且告訴他這個故事。

任務5：采訪 電臺記者采訪了劉梅的同班同學：你是怎樣看待劉梅的？為什么？如果你在路上碰到這個老婦人你會怎么辦？ 關于63課我會這樣展開：

在課文開頭，我會用學生聊天的形式來達到復習can和may的目的：“may i come in？”“can i borrow your?”“may i speak to?”等等。

將63課第一部分的圖畫在屏幕上演示出來（蓋上文字），讓學生猜他們在哪兒和他們在干什么以及他們可能會說什么，然后讓學生打開書邊讀邊思考。

為了給學生練習的機會，我會向學生出示更多的圖片，讓他們編出相似的對話。a：may / can i swim here/ cro the road now/ take photos with the tiger/ watch tv？

b：no，you can’t.i can be dangerous./ it can be bad for your eyes.其它的圖片可以是：一個在椅子上擦窗戶的女孩，一人用小刀削蘋果的小孩，一個正在開煤氣灶的婦女，一個橫穿馬路的男孩等等。讓學生學會回答：“be careful！you may lf.”

用一個真實的場景將第二段的短對話呈現出來以后，我為學生準備了一個猜的游戲，讓學生猜一猜我的家人會在哪兒以及他們可能在做什么。在這一步里我會教給學生新單詞“fix”和“lab”，所以與此同時我就為第三部分埋下了伏筆。

在學生就第三部分進行練習之后，我想現在一個鞏固活動會恰到好處。我會讓學生去調查朋友在星期天的打算，并且填下列表格，最后讓部分同學做匯報： what may your friends do next sunday? who where they may be things they may do

24 64課是本單元最后一課。所以我認為在一個階段的英語學習之后來一個總結是很必要的。首先我想設計一些活動讓學生來復習“問路和指路”的表達方法。在聽、說、讀、畫之后，我想給他一個鏈式訓練作為鞏固。

第五部分是一個閱讀文章。首先我會出示三張圖片：第1張，我正在一個大的購物中心買東西，第2張，我迷路了，第3張，我突然發現了購物中心的出口。我們邊談論，邊呈現新的表達方式：be/get lost，go wrong，suddenly，reach.在常規閱讀步驟以后，我會設計四個任務讓學生進一步理解和思考：

任務1：計算 計算mrs lee花了多少時間從飯店到碟屋并返回，而實際上她只需要多少時間。

任務2：畫圖 根據那個“man”的說明幫mrs lee先生畫一幅地圖。任務3：解決問題 根據地圖幫助婦女找到回去飯店的路徑。

任務4：討論 在大的地方容易迷路，我們怎樣避免？還有一點就是關于英語教學的評價。我們都知道，教學的目的不僅僅教給學生一些知識，而且也要教給他們用所學知識解決問題的能力和技能。為了檢驗教學活動的效果，教給他們學習策略，并引導他們成為獨立的學習者，我們不僅要進行總結性評價，而且要進行形成性評價

sectiona說課稿

—說課試講考試復習資料

各位老師：

大家好，今天我要說課的內容是初二英語上冊第6單元sectiona的前部分，title（題目）是i`m more outing than my sister.其主要的內容是：“talk about personal traits and how to compare people.”一話題。由于本單元具有兩部分：sectiona和sectionb，從教材的整合來說本部分即有形容詞用法的延續，又為后面形容詞最高級的學習打下基礎，具有承上啟下的作用；再則，從本單元來說它既是本單元的基本語言內容，又為本單元知識擴展和綜合語言運用奠定堅實的基礎。因此，上好sectiona的前部分，既可讓知識學習具有一定的延續性，又可為下面的教學做好鋪墊，對完成本單元和今后的英語教學具有重要的意義。

對于sectiona前部分的教學，我準備把對詞匯的掌握和聽力的理解作為重點，把結對活動的核心對話（即學生說的能力培養）作為難點。這是因為我校地處農村，學生在英語學習方面沒有一個好的語言氛圍，有些學生不能擁有自己的一套磁帶，更不用說擁有其他的聽力輔助材料，因此解決這一重點，能讓學生進一步感受英語語言的美，激發他們的學習興趣，這為突破難點作好鋪墊；而難點的確立是由于本套教材的特點是采用任務型語言教學模式，融匯話題、交際功能和語言結構，形成了一套循序漸進的生活化的學習程序并結合我校“新課程與學習方式的轉變”課題實踐，從而突出學生參與探究活動的主體作用。

基于以上的分析，本節的教學要達到以下幾個目標：

在“知識目標”中，通過教學讓學生掌握本課的詞匯運用；“能力目標”方面：指導學生在自主探究和任務型教學模式中，讓學生學會用英語與他人談論人的個性特征和形容詞的比較的話題，以及進一步提高聽力能力和英語語言表達能力；“情感、態度、價值觀”方面：通過師生在教學的雙邊活動中主動性和創造性的發揮，激發學生的學習興趣，體驗英語語言的美，體驗知識間的相互應用、相互依存、聯系，讓學生充滿自信，體驗成就感和合作精神。

為達到以上的教育教學目標，根據英語“課標”中強調課程要從學生的學習興趣、生活經驗和認知水平出發，倡導體驗、實踐、參與、合作與交流的學習方式和任務型的26 教學途徑，發展學生的綜合語言運用能力，使語言學習的過程成為學生形成積極的情感態度、主動思維和大膽實踐、提高跨文化意識和形成自主學習能力的過程以及我校學生的實際，我將在教學中采用多媒體輔助教學、任務型教學模式，結合聽說法、競賽法以循序漸進的方式來進行教學。

首先，采用聽說法和多媒體輔助教學來導入和呈現本節的基本詞匯和句型，目的在于用師生、學生與學生互動的方式，共同觀察圖片、視屏，激活學生對所學知識的已有體驗，使學生對新詞語的識記經過一個由形象思維到抽象思維的轉化過程，因此記憶效果更好。

其次，采用任務型教學途徑，在活動中以循序漸進法、競賽法來突破重點，培養學生綜合語言運用能力，這樣不僅激活學生的主體意識，而且激活了英語語言，這樣在活學活用知識的過程中，學習的自信感逐步增強，從而體驗到成功的喜悅。

教法的選擇固然重要，但學法也是必不可少的，我們都知道，學生的學習過程并不是只孤立與課堂教學之中，應遵循學生的身心發展規律和學習規律，指導學生進行個性化的學習，讓學生在活動與交流中產生個性化的體驗。教師在教學的過程中要倡導學生體驗、實踐、參與、合作與交流的學習方式，瑞士心理學家讓?皮亞杰的“建構主義理論”指出：學習是獲取知識的過程，但知識不是通過教師傳授得到的，而是學習者在一定的情景即社會文化背景下，借助他人（包括教師和學習伙伴）的幫助，利用必要的學習資料，通過意義建構的方式而獲得的，以及結合我校的學情，在本節教學中主要采用小組自由合作學習的方式，全班學生自由組合4-6人一小組（但原則上各小組要有各個層次的學生），因為這樣的合作學習方式能突出以人為本的教育思想，符合教育的宗旨，能激發學生求真、向善的潛能，使學生會用心去體驗集體的力量，去感悟合作的無窮魅力，在活動中體驗合作成功的快樂，體驗實現自我價值的幸福。

接下來是教學程序，我主要采用任務型的教學模式，分五個活動進行：

活動一：課堂激趣

在本活動中通過聽說法配合多媒體輔助教學導入新課，進行師生互動活動引出本課的話題，用多媒體顯示圖畫，如用姚明來讓學生感覺單詞tall，并以一個矮個short的人物來形成比較，通過連續幾幅夸張的比較圖片讓學生認識并掌握本課所要學的基本詞匯，并引出比較級的句子，如：

27 he is taller than him./sam is wilder than tom.等句式，本環節以學生原有的知識為切入點談論過去所做的活動，不知不覺地將學生引入教學交往的境地，進入本課的話題，達到潤物細無聲之效果，使學生形成積極的情感，主動思維，并形成良好的語感。

活動二：激趣后的體驗

本人認為要充分挖掘教材的內涵，利用1b來培養學生的聽力能力，并結合學生的猜猜他人的游戲（一個學生描述班里一位同學并和自己作比較，其他同學猜所描述的人是誰），如：he/she is ┅than i’m ┅than he/she is.使此活動是在激趣環節上的再一次升華，不僅反饋于第一環節的活動，也為本節的重點突破環節打下基礎。

活動三：生生的互動探討和體驗

采用任務型教學途徑及學生小組自由合作學習的方式，這個環節分為兩個小步驟：1.分小組展開競賽，由每個小組自選一個同學上來進行比較的描述，其他組的同學來回答。2.利用多媒體制作動畫，進行小組搶答的形式，激起學生的求勝心和參與率，同時達到訓練學生快速思維的能力。

活動四：聽力能力的反饋

采用分層的形式完成聽力能力的培養（針對學生的個體差異進行聽力訓練），在利用2a及2b的多種聽力形式材料的同時，又反饋于1a及1b，使學生能更進一步對聲音語言進行體會、感受，這就是本課的重點突破環節。

活動五：知識的拓展遷移

此環節是在活動三的基礎上，再次通過任務型教學途徑，分小組.結合循序漸法進行活動：假設班上要派一名交換生到美國學習，小組討論誰是合適的人選，如描述frank is smarter.i think he should be the exchange

student./frank is smarter, but i think jack is more can take care of himself等等，最后全班匯集候選人，共同討論誰最合適。在討論、進行交際互動的過程中，使學生的口語交際能力提高到一個新的高度，激起學生的交際欲望，讓學生體驗到成就感和合作精神，從而突破本課的難點。

28 《英語課程標準》建議教師把“任務型”教學活動延伸到課堂之外的學習和生活之中。因此，我在家庭作業布置中，分常規性作業和合作探究性作業：

1.常規性作業主要完成workbook的練習。

2.合作探究性作業主要分為兩層：

⑴成績較差的成員讓小組同學根據本節課的內容完成問、答操練（由易到難的漸進方式），以次來鞏固重、難點。

⑵各小組總結本課形容詞比較級的形式，如+er、/chang y into i+er/加more 的形式以及他們的讀音規律，進而培養學生的自主探究能力和合作精神。

以上的教學過程注重學生的興趣，貫穿“快樂教學”為指導思想，寓教于樂，把掌握知識，形成技能，發展能力與培養學生個性健康發展有機結合起來，讓學生在集體合作中，發揮每個人的長處，是學生在合作中能互補、啟發，形成立體的、交互的思維網絡，產生1+1?2的效果。

教師資格證英語面試教案篇五

高校教師資格證 試講教案

試講人：

試講教材：《戰略管理》 教材出版社：高等教育出版社 工作單位：

試講時間：二○一五年六月

各位領導、老師大家好：

我是，今天我所要講的是“企業的一般競爭戰略”，這節課是選自高等教育出版社《戰略管理》第六章的內容。

一、教材內容、地位及作用

本節課的主要內容是一般競爭戰略的講授，這是在學習了企業戰略管理基本理論之后，開始涉及競爭戰略的一個關鍵步驟，也是企業在行業市場上開展競爭活動的綱領，學好本節課的內容有助于為后續內容打下堅實的基礎，對學生日后進行各種戰略分析與選擇有積極的指導作用。

二、教學目標

知識目標：理解企業戰略的具體步驟及掌握三種基本經營戰略； 能力目標：培養學生運用所學知識解決實際問題的能力；

情感目標：鼓勵學生積極參與課堂互動，調動學生學習的積極性和主動性。

三、教學的重點、難點

根據教學大綱的要求，本節課的重點是一般競爭戰略的的定義與形成動因，難點是區分三種基本經營戰略以及使用情景。如果單從理論來講的話，可能學生不容易理解，所以可以通過引用格蘭仕、如家酒店、吉列剃須刀等案例的分析，來突出重點和突破難點，鼓勵學生積極思考并主動回答問題。

四、教學方法

本節課采用案例法與啟發式教學，結合現實案例，通過在授課中不斷設問，指導學生開動腦筋，尋找問題的答案，在學生看書，討論的基礎上，再加以啟發引導，運用問答法，課堂討論法等等，增強學生的參與意識。

第六章 企業的一般競爭戰略

一般戰略的定義

競爭戰略屬于sbu層面的戰略，也稱事業部戰略（strategic busine units）。對經營單一產品的中小企業而言，其戰略也是競爭戰略。競爭戰略主要針對企業如何在所選定的行業或事業領域與競爭對手展開有效競爭的問題。也就是主要解決競爭手段問題。它是企業取得競爭優勢的“一般競爭戰略”。

競爭力大師邁克爾·波特說過：“在競爭中，企業為了建立與五種力量抗衡的有利的戰略地位，并超過其他競爭者，有三種‘一般競爭戰略’可供選擇：低成本戰略、差異化戰略和集中戰略”。

一般競爭戰略，就是無論在什么行業或什么企業都可以采用的競爭性戰略。邁克爾﹒波特把競爭戰略描述為：采取進攻性或防御性行為，在產業中建立起進退有據的地位，成功地對付5種基本競爭力量，從而為公司贏得超常的投資收益。

2 基本競爭戰略有三種：成本領先戰略、差異化戰略、集中化戰略。

企業必須從這三種戰略中選擇一種，作為其主導戰略。

1、要么把成本控制到比競爭者更低的程度；

2、要么在企業產品和服務中形成與眾不同的特色，讓顧客感覺到你提供了比其他競爭者更多的價值；

3、要么企業致力于服務于某一特定的市場細分、某一特定的產品種類或某一特定的地理范圍。

第一節 成本領先戰略

一、概念描述

成本領先戰略又稱低成本戰略，是指企業的全部成本水平低于競爭對手，即在追求規模效益的基礎上降低成本。

20世紀70年代由于“經驗曲線”理論的流行，使成本領先戰略得到了普遍應用。盡管企業對產品質量、服務以及其他方面也不可忽視，但成本領先戰略的主旨是使企業的成本水平低于競爭對手。

采用成本領先戰略，意味著企業可以通過其低成本地位來獲得持久的競爭優勢，從而成為行業中高水平的經營企業。

一、低成本戰略的類型：

根據企業獲取成本優勢的方法不同，我們把成本領先戰略概括為以下幾種主要類型：

1、簡化產品型成本領先戰略；就是使產品簡單化，即將產品或服務中添加的花樣全部取消

2、改進設計型成本領先戰略

3、材料節約型成本領先戰略

4、人工費用降低型成本領先戰略

5、生產創新及自動化型成本領先戰略

三、采用低成本戰略的動因

1、形成和提高產品的進入障礙

2、增加討價還價的能力

3、降低替代品的威脅

4、保持領先的競爭地位

四、實現成本領先戰略的條件

1、產品利潤空間小，價格彈性高

2、現有企業之間的價格競爭非常激烈

3、短期內創新難度大

4、現有市場份額大

企業實施成本領先戰略，除具備上述外部條件之外，企業本身還必須具備以下技能和資源：

（1）持續的資本投資和獲得資本的途徑；（2）生產加工工藝技能；（3）認真的勞動監督；（4）設計容易制造的產品；（5）低成本的分銷系統。

五、企業獲取成本領先的有效途徑

1、擴大規模

2、控制成本驅動因素

4（1）降低企業的人工成本

（2）降低原材料成本（3）降低企業固定成本 3.對價值鏈進行改造

六、成本領先戰略的風險分析

1、新進入企業的沖擊

2、顧客需求的變化

3、外界環境的變化

4、差異化競爭

七、成本領先戰略實施中的誤區

1、重視生產成本而忽視其他活動

2、因為降低成本而忽視產品的質量

3、忽視影響成本的所有活動之間的聯系

4、忽視創新

案例1：格蘭仕，總成本領先戰略的成功典范

格蘭仕企業選擇的是總成本領先的戰略，價格戰只不過是表現形式。格蘭仕自進入微波爐行業以來，咬定青山不放松，從未游離于這一戰略。為了使總成本絕對領先于競爭者，格蘭仕先后賣掉年贏利上千萬元的金牛型產業——羽絨廠、毛紡廠，把資金全部集中到微波爐項目上。

這也反映了格蘭仕決策者的高瞻遠矚，因為中國的微波爐業起步于90年代初，在格蘭仕進入微波爐的93年，整個中國的市場容量僅

5 為20多萬臺，此時的龍頭老大蜆華內銷規模為12萬臺，且大半市場集中在上海，連許多城市的居民也不知微波爐為何物，更不習慣于用微波爐來烹飪。即此時行業還未充分發育，主要對手也很弱，只要全力投入，就很容易在規模上把對手遠遠甩在后面，單機成本亦會隨之遠低于競爭品牌。

這導致了格蘭仕的迅速崛起，93年銷量為1萬臺，94年10萬臺；95年銷量達25萬臺，市場占有率為25.1%超過蜆華成為全國第一（蜆華為24.8%）；96年銷量為60萬臺，市場占有率達34.7%；97年125萬臺，市場占有率達49.6%；98年總產量315萬臺，內銷213萬臺，市場占有率為61.43%，而原來的老大蜆華目前年內銷規模已不到15萬臺。

格蘭仕的價格戰也打得比一般企業出色，規模每上一個臺階，就大幅下調價格。格蘭仕降價的特點之一是消滅游兵散勇的目標十分明確。當自己的規模達到125萬臺時，就把出廠價定在規模為80萬臺的企業的成本價以下。此時，格蘭仕還有利潤，而規模低于80萬臺的企業，多生產一臺就多虧一臺。除非對手能形成顯著的品質技術差異，在某一較細小的利基市場獲得微薄贏利，但同樣的技術來源又連年虧損的對手又怎么搞出差異來。

當規模達到300萬臺時，格蘭仕又把出廠價調到規模為200萬臺的企業的成本線以下，結果規模低于200萬臺的且技術無明顯差異的企業陷入虧本的泥淖，使對手缺乏追趕上其規模的機會，在家電業創造了市場占有率達到61.43%的創舉。堪稱把微觀經濟學、管理會計

6 中的量本利分析與營銷學科學結合的典范，難怪連海爾的張瑞敏都直呼“預想不到”。

格蘭仕降價的特點之二是狠，價格不低則已，要低就要比別人低30%以上。營銷學鼻祖菲利浦·科特勒在其營銷寶典《營銷管理》中談到價格策略時，第一句話便是“沒有降價二分錢不能抵消的品牌忠誠”，再說中國市場上比格蘭仕更優秀的微波爐品牌少之又少，消費者也沒別的品牌可忠誠的。格蘭仕的絕對低價不僅令消費者趨之若鶩，同時又對競爭對手有足夠的威懾力。競爭對手如果敢降，他會比你降得更狠。

格蘭仕發動的價格戰于國于民都十分有利。于國，格蘭仕把微波爐行業的利潤率降到很低點，提高了行業進入門檻，使許多想進入微波爐行業的資本失去興趣，不戰而屈人之兵，避免了重復建設和大量社會資源的浪費。至少微波爐業未出現過彩電、冰箱那樣的巨額重復投資；于民，格蘭仕使微波爐平均零售價近3000元降到600多元，最便宜的僅為380多元，連一個剛工作的年輕人都能輕松買一臺微波爐來享受享受。國內市場容量從93年的20多萬臺上升到98年的350多萬臺，微波爐以幾何級遞增速度進入千家萬戶

格蘭仕不僅選對了戰略，可貴的是始終未曾偏離這一戰略，多年來幾乎不做電視廣告以確保總成本領先并讓利于消費者，終于獲得消費者的至誠回報。格蘭仕今年的產銷計劃是500萬臺，明年六期工程完工后將達到1200萬臺，居全球第一，其地位又豈是國內年產才50萬的二號選手所能撼動。這充分印證了競爭戰略大師邁克爾·波特的7 觀點“只有在較長的時間內堅持一種戰略而不輕易發生游離的企業才能贏得最終的勝利”！

案例2：福特公司成本領先的成與敗

20 世紀初，一輛汽車在美國的售價大約是4700美元。這相當于一個普通人好幾年的收入。在這種價格下，汽車僅僅是少數有錢人的奢侈品，是社會高級地位的象征。這時，汽車市場自然只能是一個很小的市場。亨利·福特認為，要想把汽車市場變成 一個能夠創造巨大利潤的市場，就必須把汽車變成普通人也買得起的消費品，而要想做到這一點，大幅降低價格是關鍵。也就是說，福特公司要想獲得大的發展，必須設法生產出價格低得多的汽車。

1908年t型車誕生，定價只有850美元，相當于當時一個中學教師一年的收入。這背后的生產效率差異是，同時期其他公司裝配出一輛汽車需要728個小時，福特僅僅需要12.5個小時，而且，隨著流水線的不斷改進，十幾年后，這一速度提高到了驚人的每10秒鐘就可以生產出一輛汽車。與此同時，福特汽車的市場價格不斷下降，1910年降為780美元，1911年下降到690美元，1914年則大幅降到了360美元。最終降到了260美元。福特公司先進的生產方式為它帶來了極大的市場優勢。第一年，t型車的產量達到10660輛，創下了汽車行業的紀錄。到了1921年，t型車的產量已占世界汽車總產量的56.6%。t型車的最終產量超過了1500萬輛。福特公司也成為了美國最大的汽車公司。可以說，福特創造出了現代工業史上的奇跡。

20世紀20年代，福特公司通過限制車型及種類、采用高度自動

8 化的設備、積極實行后向一體化，以及通過嚴格推行低成本化措施等取得了所向無敵的成本領先地位。

然而，當許多收入高、同時已購置了一輛車的買主考慮再買第二輛車時，市場開始更偏愛具有風格的、車型有變化的、舒適的和封閉的汽車而非敞篷型的t型車。通用汽車公司看到了這種趨勢，因而對開發一套完整的車型進行資本投資有所準備。而福特公司由于把被淘汰車型的生產成本降至最低而付出了巨額投資，這些投資成了一種頑固障礙，使福特公司的戰略調整面臨極大代價。

第二節 差異化戰略

一、概念描述

差異化戰略，是指將企業提供的產品或服務實現特色化，使企業的產品和企業提供的服務與競爭對手有明顯區別，形成與眾不同的特點的一種戰略。

二、采用差異化戰略的動因

1、形成進入障礙

2、給企業帶來超額收益

3、降低顧客的價格敏感程度

4、防止替代品的威脅

三、差異的分類

1、思維差異——企業不隨流俗，進行逆向思維，找準市場的“空白點”，并及時去填補，贏得消費者的青睞。

2、功能差異——功能效用是滿足消費者潛在需求或顯在需求的9 載體。企業應以產品的功能差異去滿足消費者的需求差異，在兩者的結合中形成、發展自己的目標顧客群。

3、質量差異——質量是產品的生命，“零缺陷”的產品質量無疑是消費者所追求的。產品質量又是具體而實在的。許多情況下，需要以質量的差異來滿足顧客群的需求差異。

4、品牌差異——品牌的基本功能是辨識賣者的產品或勞務，以便同競爭者及其產品相區別。品牌是一種知識產權，更是企業寶貴的無形資產。

四、差異化戰略的風險分析

1、在競爭對手的模仿和進攻下，企業不能保持差異化

2、外部環境變化的影響

3、企業形成差異化成本過高

4、差異化無法長時間地持續 案例1：農夫山泉：演繹差別化戰略

第三節 集中戰略

一、概念描述

重點集中戰略也稱為聚焦戰略，是指企業把經營戰略的重點放在一個特定的目標市場上，并為這個特定的目標市場提供特定的產品或服務的一種戰略。

二、采用集中戰略的動因

集中的企業由于其市場面小，可以更好地了解市場和顧客，提供更好的產品與服務。

集中戰略可以防御行業中各種競爭力量，使企業在本行業中獲得高于一般水平的收益。

采用集中戰略的邏輯依據是：企業比競爭對手更有效地為較窄范圍的目標顧客群服務。從總體市場上看，也許集中戰略并未取得成本領先或差異化優勢，但是，它卻能在較窄的市場范圍內，取得成本方面或差異化方面的競爭優勢。

兩種表現形式：

成本集中戰略，即企業在所處的目標市場中尋求低成本的優勢； 差異化集中戰略，即尋求企業在目標市場中的獨特的差異化。

三、重點集中戰略的實施條件

1、購買者群體之間在需求上存在顯著差異，或習慣以不同方式使用產品

2、這一特定的顧客群或地區市場不是競爭者取得成功的關鍵因

11 素

3、目標市場在市場容量、成長速度、獲利能力、競爭強度等方面都具有相對吸引力

4、企業缺乏足夠的資源用于廣泛的、較寬的市場面

5、行業內存在許多不同的細分市場

四、集中戰略的風險

1、競爭對手采取同樣的戰略

2、失去了重點集中戰略的基礎

3、企業失去競爭優勢 案例：吉列的故事

吉列刮胡刀公司數十年來都是一家經營單一產品的公司。1901年創辦該公司的金．c．吉利，想把全世界組織成一家龐大的公司，每一位公民都是股東。經過6年的敲敲打打之后，他發明了刮胡刀片，很快就將之投入生產。1904年，該公司取得專利權。

吉利成功建立在以下因素上：創意、專利權、行銷方法、制造刮胡刀片的機械方法，專利權的保障。吉列安全刮胡刀確實變成了一個具有非常競爭實力的公司體。到1920年，該公司的觸角已經伸到全球，大約2000萬人都在使用“吉列”的刮胡刀和刀片。盡管后來吉列公司也走上了多元化經營之路，但是它的經營中心還是聚集在男性剃須品上，這種戰略無疑是極為成功的。

教師資格證英語面試教案篇六

junior

unit14 the birth of a festival

ng aims

about festival and customs

ce expreing and supporting an opinion uced a festival of china

dge aims words: harvest, honors, ancestor, creatively, generation, purpose, faith, commercial, similar, salute, celebration…..phrases:

hear about, so that, as well as, believe in, get together, play a trick on sb… sentence:

a was born in 1966, when people created a new festival so that african american would be able to celebrate their history and african first-fruit festivals had many things in must do as much as we can to make our community better and more 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.1

grammar hear about=learnt about

hear of sb.=have a knowledge of much/great faith in sb./ little/no faith in sb./ faith with well as+clause

do as much as do have honour to sb.=do honour to sb.(do )

ng key and difficult points:

teaching key: understand the text and using your own words to retell the ult point：how to use phrases: as well as, so that, have … in ng aids:

1)raising question approach 2)discuion approach

3)task-based approach

*teaching means: use the multi-media as an aistant means in ng steps: step 1 lead-in

1）have a free talk about festival in china, and then discu the question in pre-reading on page does your family celebrate the spring festival? do we celebrate the spring festival? festivals help us understand our history and culture? kind of gifts and things do people buy during major festival like christmas and the spring festival? 2）show the student 3 pictures about kwanzaa and then discu what’s the picture about ?

step 2 listening comprehensions

1)present the students the questions before listening to the text.2)get the students to listen to the tape and then answer the following questions.① why did people create kwanzaa? ② many festival around the world are celebrated around the same do we celebrate these festivals at these times?

step 3 fast reading

1)tell the students the task of reading before they read the text.2)after reading then summary the main idea of this text.3

step 4 language points

phrases: hear about, 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 ce: a was born in 1966, when people created a new festival so that african american would be able to celebrate their history and african first-fruit festivals had many things in must do as much as we can to make our community better and more 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..step 5 intensive reading

1)tell the students the task of reading before they read the paage once again.2)get the students to read the paage more carefully and then discu the following questions in groups.① compare kwanzaa with the chinese spring festival and which way are they similar and in which war are they different?

② look at the seven principle of one do you think is the most important? why? are there any other festivals which have one or more of the same principles?

step 6 task—based activity 1)ask the students act as an announcer and introduce mid-autumn festival to the cla.2)show some picture for the students to watch.3)give them some key , traditional, mid-autumn festival, moon cakes, chang e, celebrate, get together, big dinner.4)give the students an example when 7 summary

1)go through the important points and difficult points of this leon with the students once again.2)come to the screen ① to know about the brief history of the kwanzaa.② to get more information about the kwanzaa.③ to master the important words, phrases and sentences.④ to retell the text.5