高中英语教师资格证认定-说课稿
四川省高中英语教师资格证说课稿
Unit 20 Archaeology(Grammar)(考古学)Hello, everyone. Today I very pleased to have an opportunity to talk about some of my teaching ideas. My topic is the grammar part of Senior English for China book2 Unit20, archaeology, and it is made up of six parts.Part 1 My understanding of this lessonThis lesson is a grammar one. It is around grammar to expand. after it students can further grasp the English language.The analysis of the teaching material:The topic of this unit is archaeology, and the whole lesson is spread around this topic. grammar is one of the most important items in English learning. It can train students' English ability. It also plays a very important part in the English teaching of this unit. By studying this Lesson, Students can improve their reading especially writing abilities.Teaching Aims:1.Knowledge aim: use “it” to make sentences.2.ability aim: grasp some new words and improve the ability of defining words in English3.Emotional aim : make students understand English not only by the language sense but also by a more rational thought. Teaching Important Points:Master and use “it” to make sentences.I.Preparatory Subject(形式主语)1.It be+ p.p./ n./ adj. + that clause2.It seems /appears/ happens+ that clause3.It be +n./ adj./ +wh-/how clause4.It be +adj.+ for/ of sb. to do sth5.It’s no use doing---II.Preparatory Object（形式宾语）1. Subject + vt. +it +adj. +to do sth2. Subject + vt. + it + adj. +that clauseIII.The emphatic phrase（强调句型）It be +---+ who/ that----T eaching difficult point:How to get the students to master the use of “it”Part 2 My teaching theories, methods and aidsBefo re dealing with this lesson, I’ll do my best to carry out the following theories: Make the Students the real masters in class while the teacher himself acts as director；Combine the language structures with the language functions; Let the students receive some common sense about body language while they are learning the English language.Teaching Methods:1. task-based leaning method: it’s very practical and operable and also it can stimulate students’initiative in learning and develop their ability in language. Using this method students are the real masters in class while teachers act as the directors.2. group learning method: in the following lesson I will divide the whole class into four groups. Within the group students can talk and discuss freely by using the sentence pattern of it. This method can re-strengthen their knowledge about the use of it. Teaching Aids:1. PPT(多媒体演示文稿)2. some books 2. the blackboardPart3 Analysis of the studentsThe students of Senior Grade 2 have already had some knowledge about English language. And students have certain abilities of self-studying. But in daily life students seldom consider the grammatical points when they use English. but after mastering the grammar, students can understand English further and use it more properly.Part 4 Teaching steps / proceduresI have designed the following steps to train their abilities of speaking, especially listening abilities. The entire steps are: lead-in, presentation, practice and consolidation, homework.Step 1 lead-inStep 2 presentation1.elicit the contents of the grammatical pointslearn the the use of it2.analyze this lesson in detailsnow I will give some examples to analyze the use of itIt made me excited to find the ground was covered with snow.It was interesting that we played with snow together.Summary1. “it” can be used in the subject position to stand for the infinitive(不定式), gerund（['dʒerənd]动名词）, or a clause[klɔ:z]（从句）. It is ...+ to doing/a clauseThen give students some situations for them to practice using “it”.situations:1. go out alone at night2. win the first prize3. China will hold Olympic Games4. maybe Mr. Smith will give a speech here.Now, please look at the two sentences on the screen: It is said that Tom has come back from abroad.People say that Tom has come back from abroad.Summary2“I t”is also used in the subject position to stand for a clause. But it can be changed into “people + vt. + that clause”. That is, It be+ past participle (V.p.p(过去分词))+that clause(such as the following past participle (V.p.p): reported, believed, thought, proven, know, hoped, suggested, hoped… Then let students do the exercises 1 and 2 on page 78. Now let students look at the sentence on the screen and tel l that “it” refers to and it’s function.Henry gave me a tie for my birthday last year.It was last year that Henry gave me a new tie for my birthday.It was Henry who gave me a new tie for my birthday last year .It was for my birthday that Henry gave me a new tie last year.Summary3.from the above sentences we can reach a conclusion that:It is +…that (who)+clause is a emphatic sentence(强调句型)Summary4. Impersonal(无人称的) “it” can be used to talk about something or somebody mentioned above such as time, d ate, weather, distance, season and so on.Step 3 practice and consolidationMore practice in class to enhance the usage of “it”Step 4 homework1.revise the use of “it”2.write ten sentence which can used “it” and explain the function of the word “it”Part 5 Blackboard designJust as I have written on the blackboard.Unit 20 Archaeology(Grammar)Teaching Important Points:Master and use “it” to make sentences.IV.Preparatory Subject(形式主语)1.It be+ p.p./ n./ adj. + that clause2.It seems /appears/ happens+ that clause3.It be +n./ adj./ +wh-/how clause4.It be +adj.+ for/ of sb. to do sth5.It’s no use doing---V.Preparatory Object（形式宾语）1. Subject + vt. +it +adj. +to do sth2. Subject + vt. + it + adj. +that clauseVI.The emphatic phrase（强调句型）It be +---+ who/ that----Teaching difficult point:How to get the students to master the use of “it”Patr 5 Teaching assessment(教学评价)For teaching purposes，I stimulate students’interests mainly by teach ers and students interacting way. I believe that this lesson will lay a good foundation for students’further English study.That’s all for my teaching plan about this lesson, thanks!。
教师资格认定考试高中英语说课稿指导
09年教师资格认定考试高中英语说课稿指导一、Introduction（导言）英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。
二、说课的基本原则1. 遵循教学大纲要求，明确说课内容。
把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是“说教案”的误区。
2. 以教师为主导，学生为主体，体现先进的教学理念。
3. 详略得当，重点突出，体现说课的完整性。
4. 与教案相结合，体现其可操作性。
三、说课的基本程序1. 说教材：科学分析教材，明确重点难点、教学目标和要求以及教材在单元中的地位和作用。
2. 说学生：谈谈学生的知识与能力结构，明确说课内容的难易程度。
3. 说教法：谈谈本节课要实施的教学手段、方法以及教具的使用。
4. 说学法：谈谈学习方法的运用以及将要实现的目标。
5. 说教学程序：说为什么要设计该程序？目的、意图何在？结果如何？6. 说板书设计：谈谈板书设计的根据和理由，力求体现说板书设计的程序性、概括性和艺术性。
四、注重说课信息和反馈与总结说课的对象可以是专家、同行甚至是学生。
向说课对象征询意见、获取信息，力求不断改进和提高。
五、附SB 2B U16 Lesson 63说课稿Unit 16 Lesson 63Hello, everyone. Today I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is life in the oceans taken from Lesson 63 of Unit 16 in SEFC（2）. It is made up of four parts.Part 1 My understanding of this lessonThe analysis of the teaching material:This lesson is a reading passage. It plays a very important part in the English teaching of this unit. Lesson 62 and Lesson 63 are a whole unit. By studying Lesson 63, Ss can improve their reading ability, learn more about the sea and the life in the oceans. At the same time, we should get the students to understand some difficult sentences to comprehend the passage better. The Ss should do some listening, speaking and writing, too. Of course, the Ss should receive some moral education. Let the Ss understand the sea better, love the sea and save the sea and the life of the sea. Teaching aims:1. Knowledge aim: Understand the main idea of the text.2. Ability aim: Retell the text in their own words.3. Emotional aim: Make the Ss love the life of the sea and do something to stop it being polluted. Key points / Teaching important points:How to understand the text better.Teaching difficult points:1. Use your own words to retell the text.2. Discuss the pollution of the sea and how to save the sea.Something about the Ss:1. The Ss have known something about the sea and sea life through the Internet and other ways.2. They are lack of vocabulary.3. They don’t often use English to express themselves and communicate with others.4. Some Ss are not active in the class because they are afraid of making mistakes.Part 2 My teaching theories, methods and aidsBefore dealing with this lesson, I’ll do my best to carry out the following theories: Make the Ss the real masters in class while the teacher himself acts as director；Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching method:Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTeaching aids:1. a projector2. a tape recorder3. multimedia4. the blackboardPart 3. Teaching steps / proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.The entire steps are:Greetings, Revision, Lead-in and preparation for reading, Fast reading（scanning）, Listening, Intensive reading, Preparation for details of the text, Consolidation, Discussion, HomeworkStep 1 GreetingsGreet the whole class as usual.Step 2. Revision1. Ask students some questions to revise the last lesson（show them on the screen）.a. How much salt do the oceans contain per thousand parts of water?（35 parts of salt. 3.5% by weight）b. What is coral? Why are corals not found in deep water?c. Why is the Dead Sea called the Dead Sea?2. Check the homework（made a survey about the sea or sea life by surfing the Internet or asking for help from other people）. Through this part we can consolidate what they studied yesterday, communicate with others about their survery results and prepare for the new lesson.Step 3. Lead-in and preparation for readingShow them some pictures and let them talk each other, and then use the pictures about sea and life in the oceans to learn new words, for example, Antarctica, huge whale, sperm whale, squid and so on.Purpose: Arouse the students’ interest of study.Bring in new subject: Life in the oceans.Step 4. Fast readingRead the passage as quickly as they can. I show the questions on the screen and let them get the main idea of each paragraph:1. Why can living things live in such oceans around the Antarctica?2. What does the whale feed on?3. What is the difference between the sperm whale and other whales?Method: Read the text individually, use question—and—answer activity.Purpose: Improve the students’ reading ability.Understand the general idea of each paragraph.Step 5. Listening（book closed）1. Listen to the tape then do an exercise（wb page 90, part 1）2. True or false exercise.（on the screen）Train the Ss’ l istening ability and prepare for later exercises.Step 6. Intensive readingRead the passage carefully again and answer some detailed questions on the screen.1. How much does a whale eat at a time?2. Do all the whales feed on small fish?3. How deep can a sperm whale dive?It is also called depth reading or study reading. It means reading for detailed information. Purpose: Further understand the text （Train further reading ability）to find out some different sentences and details of the text.Step 7. Preparation for details of the text on the screen1. ...its heart slows to half its normal speed.slow-v. to become / make slower.2. ing sound wavePresent participle used as adverbial.3. provide sth. for sb.provide sb. with sth.4. at a time: each time5. grow to a length of...Purpose: Train the Ss’ ability of understanding and using laguage.Step 8. Consolidation1. Find out the topic sentences.2. Retell the passage according to the topic sentences.Purpose: I want to know if my students understand the whole text really and if they master what I mean to tell them in this class. What’s more, I want to let them have the ability of introducing and analyzing expression. At the same time, I will write down the topic sentences on the blackboard according to what the students find, so they can retell it easily.Step 9. DiscussionShow them some pictures about the polluted sea and many living things which are in danger and ask them: What are their opinions about it? In order to let them have free choice, I give them another topic: The sea is being polluted. What should they do?Purpose: I mean to give them emotional education. I give them multi-media pictures to arouse their interest of study and their love for life. I mean to make them realize: The sea is in danger!I teach them to do their best to help it and do something from now on. Everyone should do something to love and protect our home.Step 10. HomeworkWrite an article Saving the sea. I want to improve the ability of their writing. At the same time, train the ability of do-it-yourself and looking up the information by themseleves.Part 4. Blackboard designUnit 16 Lesson 63Topic Sentences:1. Some living things can live in Antarctica.（what）2. The whale feeds on small fish.（what）3. The sperm whale feeds on squid.（difference）Discussion:1. The whales are in danger. What’s your opinion about it?2. The sea is being polluted. What should we do?In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.In this text, the design is not easy to write. I write the topic sentences on the blackboard in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.I want to make the design inductive, instructive and artistic.[说课评课] 英语说课稿范例（英文稿）I Teaching Aims:1. To develop Ss’ basic skills of listening, speaking, reading and writing. Reading is the focus in this lesson. Reading skills for Ss include (predicting, skimming, scanning and digesting.)2. To encourage Ss to practice, participate, and co-operate in the classroom activities.3. To get Ss to know something about … and have a better understanding of the importance of …. As for teaching approaches, I think …II Teaching ApproachesCommunicative approach and Computer-Assisted Instruction are to be used in the course of this lesson. And I will try my best to limit TTT, that is, limit Teacher Talking Time and increase STT (Student Talking Time).So during this lesson, emphases are to be laid on:1. Student-centered teaching2. Task-based learning3. Activity-based teaching (individual work; pair work; group work; class work)III Teaching Aids:1. a projector2. a multi-media computer systemThey are for showing Ss some pictures, some audio files, some visual files, some topics or reading tasks.IV Teaching ProcedureStep 1. Warming-up & lead-inActivity 1 Free talk (class work)I will invite Ss to answer the following Qs.Q1: Who do you think looks coolest in our class?Q2: Do you like him/her?Q3: If so, why? If not, why?…Activity 2 Picture-talking /Music-talking (individual work)Download some pictures/music from the Internet.Guiding Qs may be:Q1: Who’s she/he?Q2: Do you like him/her?Q3: If so, why? If not, why?Q4: Do you think he/she is perfect?…Goal: To lead up to the topic, get Ss to warm up and arouse their interest in the topic.Step 2. Pre-readingActivity1 Look and guess (class work)In this activity, Ss are required to look at the title/subtitle and guess what they will read.Activity2 Brain-storming (class work)In this activity, Ss are encouraged to think of as many words as possible to describe the picture/…Goal:To develop Ss’ reading skill---predicting and present some new words in the passage such as …Step 3. ReadingActivity 1 Skimming (class work)Ss are required to go through the whole passage quickly to get the general idea and pay special attention to the first or last Para of the article (or the first sentence or the last sentence of each Para.)Goal:To develop Ss’ reading skill --- skimming, that is, how can we get the general idea of a passage as quickly as possible.Activity 2 Scanning (group work)Encourage Ss to read the passage again, exchange their understanding of the passage with their group members and work together to fill in the following form:TitlePart/Para.Main idea Detailed information1 a. topic sentences/introductionb. examples/supporting ideasc. conclusion2 a.b.c.Goal: To develop Ss’ reading skill---scanning, that is, how to find out the clue of a story and motivate Ss to cooperate with each other.Activity 3 Report (class work)Invite some group members to report their work to the whole class.Goal: To overcome Ss’ shyness and stimulate Ss to speak in public.Activity 4 Further understanding and word study (pair work)Encourage Ss to discuss the following Qs in pairs (A PowerPoint will be used here to present some blank-filling exercises and multiple choices.)Q1: What does the word “this” in the last Para. but 3 refer to?A. sjkdfkjdkB. klklklklC. opieporiwpD. jdlkjflkdQ2: What is the Chinese equivalent for the phrase “investing in loss”?A. B. C. D.Q3: The word “flawless” in Line 5 of Para.2 can be replaced by ___Q4: Which of the following statements is true or not true?…Goal: To help Ss to guess the meaning of certain unknown words and understand the passage exactly.Step 4. Post-readingActivity1 Role-play(pair work)Suppose one student is a … and the other …. Ss are encouraged to put themselves in the situation and make a face-to-face interview.Activity2 Discussion (Group work)Topics may be :Q1: Do u want to be perfect?Q2: Do u think there is anyone in the world that is perfect?Q3: Look at the subtitle/title “Remind yourself”, remind yourself of what?…Activity3 Poster-designing/Cartoon-designing/…(group w ork)Goal: These post-reading activities are intended to develop Ss’ creative thinking and get them to know the importance of …Step 5. HomeworkTask 1 Write a summary of the passage (about 100 words) (Individual work) Goal: To spur Ss to consolidate what they have learned.Task 2 Look up some more information about … (Individual work)Encourage Ss to go to the school library or get on the Internet if possible to consult related English websites on the topic.Goal:To encourage Ss to study English spontaneously and independently after class, arouse Ss’ interest in traditional Chinese culture and develop Ss’ culture awareness and cross-culture communicative skills.As for my blackboard-design, since time is limited, I’d like to give a brief introduction.TitleHere is the form Here are some new words for SsSo much for my presentation. Thank u very much. Bye-bye.高中英语说课稿引言：在英语教学中落实新课程标准，就是贯彻执行国家教育部关于课程改革的决定。
高中英语教师说课稿(共8篇)
篇一：高中英语教师说课稿good morning, interviewerspart one. analysis of teaching materialhere i will analyze this part from 3 points:the first point is “status and functions”this unit is unit__in term_ _taken from new standard english book and my lecture is the reading part of it. by learning this passage, the students can master some language points and reading skills.the second point is “teaching aims”firstly, knowledge aims: the students should understand all the key words and expressionssecondly, ability aim is to improve the students’ ability of getting the main idea and detailed information of this passage.thirdly, emotional aims: to enable the students to develop good manners of learning.the third point is “importance and difficulties. the important points are to master usage of key words and phrases such as__________. the difficult points mainly focus on how to develop the students’ reading ability.part two. analysis of the learnersas senior high school students, most of them are very shy and they seldomparticipate in class activities. so in order to activate my students, i will adopt somepart three. teaching & learning approachespart four. teaching proceduresin order to arrange my teaching procedures systematically and logically, i will divide my teaching procedures into 5 steps.step one is “warming up”at beginning, i will play an english song for my students because it can not only help them relax, but can also bring them into an english atmosphere.step two is “leading-in”i will have a free talk with my students about__________________________________________________, thus leading my students to the topic we’re going to learn.step three is “reading” it will cost 20 minfirst. class workskimming: here i will ask my students to read the passage quickly and loudly, and then give them some t or f questions to see if they have a general understanding of this passage. they will answer it together.second. group workscanning: here my students should read the passage very carefully and silently, and work in groups to discuss the following questions. by doing this, i can check whether my students have a detailed understanding of this passage.third. pair worklearning language points: ask students to work in pairs and pick out the importantsentences, and then introduce to others, of course showing the reasons why your pairs choose. i will do example, such as________________________ (板)because this sentence has a important phrase or sentence structure.fourth individual workconsolidation: here i will show my students a short passage with key words and phrases missing.of course, those words or phrase is taken from this passage we have learnt today. and then ask some students to retell the passage by filling the blanks, finishing them by individual.part five. blackboard designin order to make the blackboard design clearly and neatly, i write the sentence on the left. then i show the sentence structure and example on the right. in the middle, i will use an arrow symbol to connect.in a word, the whole teaching plan is based on tasks and cooperation which are design from easy to difficult. the students is a agent, the teacher just is a organizer.well, that’s all for my presentation, i appreciate your attention very much!篇二：教师资格证认定考试高中英语说课稿指导2009年教师资格证认定考试高中英语说课稿指导一、introduction（导言）英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。
高中英语老师面试说课稿范文
高中英语老师面试说课稿范文As an experienced high school English teacher, I am excited to have the opportunity to share my approach to teaching and my lesson plan for this interview. In my years of teaching, I have developed a deep passion for helping students develop their English language skills and cultivating their love of literature.At the heart of my teaching philosophy is the belief that learning should be an active, engaging, and student-centered process. I strive to create lessons that challenge students to think critically, express themselves clearly, and make meaningful connections to the content. In my English classes, students don't simply sit passively and absorb information; rather, they are actively involved in discussions, collaborative activities, and hands-on projects that bring the material to life.For this interview lesson, I have prepared a 60-minute plan that focuses on teaching students to analyze and interpret a classic work of literature. The lesson is designed for a 10th grade English class that is currently studying 20th century American literature. Theprimary text we will examine is "The Great Gatsby" by F Scott Fitzgerald.I will begin the lesson by engaging students with a thought-provoking question that connects to the themes and ideas explored in the novel. I might ask something like "What does it mean to achieve the American Dream, and how does Gatsby's pursuit of this dream shape the events of the story?" This question will encourage students to draw on their prior knowledge of the novel and begin to think critically about its key themes.Next, I will provide students with a brief overview of the historical and cultural context of "The Great Gatsby." I will discuss the post-World War I era in which the novel is set, highlighting the dramatic social and economic changes that were taking place in American society at the time. I will also touch on Fitzgerald's own life and experiences, as these often served as inspiration for his writing.With this foundation laid, I will then guide students through a close reading of a pivotal passage from the novel. I will carefully select a passage that exemplifies Fitzgerald's masterful use of language and symbolism, as well as one that illuminates important character development or thematic elements. As we read through the passage together, I will pause at key moments to ask probing questions that encourage students to analyze the author's word choice, narrativetechniques, and underlying messages.For example, I might focus on a passage that describes one of Gatsby's lavish parties, and ask students to consider how the details Fitzgerald includes reflect the excesses and illusions of the Jazz Age. Or I might examine a scene that depicts the stark contrast between Gatsby's ostentatious mansion and the bleak "valley of ashes" where George and Myrtle Wilson live, and have students discuss how this contrast serves to critique the emptiness of the American Dream.Throughout this close reading, I will be sure to model effective annotation strategies, such as underlining key phrases, circling important symbols, and jotting down questions or observations in the margins. I will encourage students to actively engage with the text and follow along, annotating the passage as we proceed.After the close reading, I will transition to a small-group activity that allows students to delve deeper into the novel's themes and their own interpretations. I might have students work in pairs or triads to analyze a different passage from the text, using the same close reading strategies we practiced as a class. Each group will then share their findings with the larger group, sparking a lively discussion.To wrap up the lesson, I will bring students back together for a final reflection. I might ask them to consider how the passage weexamined today connects to the novel as a whole, or to share one key insight they gained about Fitzgerald's artistic vision and its relevance to their own lives. This will reinforce the enduring significance of "The Great Gatsby" and encourage students to continue exploring its themes and complexities.Throughout the lesson, I will employ a variety of instructional strategies to maintain student engagement and accommodate different learning styles. In addition to the whole-class discussions and small-group activities, I may incorporate multimedia elements such as audio recordings of Fitzgerald reading excerpts from the novel, or visual aids that illustrate the lavish world of 1920s Long Island. I will also be sure to differentiate my questioning and provide ample opportunities for students to share their ideas and receive feedback.Ultimately, my goal for this lesson is to inspire students to develop a deep appreciation for "The Great Gatsby" and the art of literary analysis. By guiding them through a close reading of the text, facilitating engaging discussions, and encouraging them to make personal connections to the material, I hope to ignite their curiosity and deepen their understanding of this enduring American classic. Through this process, students will not only hone their critical thinking and communication skills, but also gain valuable insights into the human condition and the pursuit of the American Dream.Thank you for the opportunity to present my approach to teaching English literature. I am confident that my passion for the subject, my commitment to student-centered learning, and my ability to craft dynamic, engaging lessons will make me a valuable addition to your teaching staff. I welcome any questions you may have, and I look forward to further discussing my qualifications and teaching philosophy.。
教师资格证高中英语说课稿
教师资格证高中英语说课稿尊敬的评委老师，各位同仁：大家好！今天，我有幸站在这里，为大家说课一节高中英语课。
本次说课的内容是人教版高中英语必修一的Unit 3 “Travel Journal”。
我将从教材分析、教学目标、教学重点与难点、教学方法、教学过程以及板书设计六个方面进行详细的阐述。
一、教材分析本单元以旅行为主题，通过阅读、写作和口语交际等活动，让学生了解不同文化背景下的旅行经历，培养学生的跨文化交际能力。
同时，通过对旅行日记的学习和写作，提高学生的英语阅读和写作技能。
本单元由两部分组成：第一部分是一篇关于埃及旅行的日记，第二部分是关于如何写旅行日记的指导和练习。
二、教学目标1. 知识与技能目标：- 学生能够理解并掌握本单元的重点词汇和句型。
- 学生能够通过阅读旅行日记，提取关键信息，并理解作者的观点和感受。
- 学生能够撰写一篇简短的旅行日记，表达自己的旅行经历和感受。
2. 过程与方法目标：- 培养学生通过合作学习和自主学习提高英语阅读和写作能力。
- 通过小组讨论和角色扮演等活动，提高学生的口语交际能力。
3. 情感态度与价值观目标：- 激发学生对旅行的兴趣，培养他们对不同文化的尊重和理解。
- 培养学生的环保意识，使他们在旅行中能够做到保护环境。
三、教学重点与难点1. 教学重点：- 重点词汇和句型的学习和运用。
- 旅行日记的写作技巧和结构。
2. 教学难点：- 如何引导学生深入理解旅行日记中的情感表达和文化差异。
- 如何帮助学生克服写作中的困难，提高写作的条理性和逻辑性。
四、教学方法本节课我将采用任务型教学法、合作学习法和多媒体教学法。
通过设计不同的任务，激发学生的学习兴趣和参与度。
同时，利用多媒体教学资源丰富教学内容，提高教学效果。
五、教学过程1. 导入（5分钟）- 通过展示一些旅行图片，激发学生的兴趣，并引导学生谈论他们自己的旅行经历。
2. 阅读（15分钟）- 学生自主阅读课文，理解旅行日记的主要内容。
教师资格证说课标准教案模板优秀2篇
教师资格证说课标准教案模板优秀2篇篇一：高中英语教师资格证说课稿篇一Good morning, everyone, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is New Senior English for China Book3 U1 Festivals Around the World. I’ll be ready to begin this lesson from two parts. The first part is analyzing the teaching material and the second part is teaching procedure. First, let me talk about the teaching material.Part 1 Teaching Material:This is the first teaching period of this unit. At the beginning of the class, the teacher can lead in the topic of the unit by having a free talk with students about their winter holidays and the Spring Festival.The Warming Up is intended to have students start thinking about the variety of events and festivals that are celebrated in China. The teacher can ask the students if they have some idea about the foreign and domestic festivals.The Pre-reading is a continuation of the Warming Up and it moves the discussion to a more personal level. It is intended to help students enter imaginatively into a discussion of festivals and their importance to the society. It also directs their attention to the variety of events and activities those festivals include.The reading passage titled Festivals and Celebrations which is briefly describes the earliest kinds of festivals with the reasons for them, and then four different kinds of festivals that occur in most parts of the world. Encourage students to look at the pictures and the heading of each section to guess what the text might be about. The teacher can first let them work in pairs or in groups to find the answers together, and then check their answers with the whole class. Students should be required to talk about festivals in their own words at the end of the class.Part 2 Teaching Steps:In my opinion, the main instructional aims of learning English in the Middle School is to develop the students’ abilities of listening, speaking, reading, writing and their good sense of the English language. Therefore, the teaching steps are very important and they should be arranged in good orders. Moreover, the teaching methods should be considered in this part, such as pair work activity and Students –Centered-Teaching.Now let me introduce my teaching steps.Step 1 Leading-inI will have a free talk with students. Ask them the following questions: Did you have a good time in your winter holidays? How did you celebrate your Spring Festival?With this topic we will begin the new unit which is talk about the festivals around the world.Step 2 Warming upI will let students talk about other Chinese festivals that they familiar to. （Lantern Festival, Pure Brightness Festival, Dragon Boat Festival, Mid-Autumn Festival, New Year’s Day, Chung Yeung Festival. 。
教师资格证考试高中英语教案模板
【优质】教师资格证考试高中英语教案模板一、教学目标1. 知识目标：（1）学生能够掌握基本的英语语法和词汇。
（2）学生能够听懂、说出一篇关于日常生活的短文。
（3）学生能够通过阅读理解，获取文章的主要信息。
2. 能力目标：（1）学生能够运用所学的英语进行简单的日常交流。
（2）学生能够通过阅读提高自己的阅读理解能力。
3. 情感目标：（1）学生能够激发学习英语的兴趣。
二、教学内容1. 教学文本：一篇关于日常生活的短文。
2. 教学词汇：常用的英语日常用语。
3. 教学语法：一般现在时和一般过去时的区别。
三、教学过程1. 导入：通过与学生的生活相关的日常话题导入新课。
2. 呈现：展示一篇关于日常生活的短文，让学生听读。
3. 讲解：讲解文中出现的词汇和语法点，让学生理解和掌握。
4. 操练：通过小组活动或角色扮演，让学生将所学的词汇和语法运用到实际情景中。
5. 巩固：通过完成练习题，让学生加深对词汇和语法点的理解和运用。
6. 总结：对本节课所学的内容进行总结，帮助学生形成知识体系。
四、作业布置1. 完成课后练习题。
2. 编写一篇关于自己日常生活的短文。
五、教学反思通过本节课的教学，学生能够掌握基本的英语语法和词汇，并能够运用到实际情景中。
学生的阅读理解能力和日常交流能力也得到了提高。
在教学过程中，教师需要关注学生的学习情况，及时调整教学方法和节奏，以确保教学效果的达成。
六、教学评价1. 形成性评价：通过课堂互动、提问和小组活动，及时了解学生对教学内容的理解和掌握情况。
2. 终结性评价：通过课后作业和练习题的完成情况，评估学生对本节课所学知识的掌握程度。
七、教学拓展1. 开展英语角活动，让学生有机会在日常生活中运用所学的英语。
2. 组织英语演讲比赛，提高学生的英语表达能力和自信心。
八、教学资源1. 英语教材：提供丰富多样的教学内容，帮助学生掌握英语知识。
2. 多媒体教学设备：通过音频、视频等资源，增加课堂的趣味性，提高学生的学习兴趣。
高中英语教师资格证书试讲(说课万能模板)
高中英语教师资格证书试讲（说课万能模板）Good morning,everyone.Today I`m very pleased to have an opportunity to talk about so me of my teaching ideas.The content of my lesson isI`ll be ready to begin this lesson from four parts.They are 1 Analyzing teaching Materia l 2.the teaching methods 3.the studying methods 4.the teaching procedures,and while presenti ng these parts I will do the blackboard design properly.Ok now I am going to start from th e first partPart 1 Analyzing teaching Material:This lesson is about.By studying of this lesson,we`ll enable the students to know the ser ious attitude towards and develop the interest inAt the same time,let the students learn how to give instructions.This lesson plays an im portant part in the English teaching in this unit.As it is the main passage in this unit which outlines the theme of this unit.If the Ss can learn it well,it will be helpful to make Ss lear n the rest of this unit.And as we all know,reading belongs to the input during the process o f language learning.The input has great effect on output,such as speaking and writing.Then a ccording to the new standard curriculum and syllabus(新课程标准和教学大纲,I think the teac hing aims of this lesson are the following:1.Knowledge aim:Understand the main idea of the text.2.Ability aim:Retell the text in their own words.3.Emotional aim:Make the Ss loveThen the Teaching important point is how to understand the text betterAnd the teaching difficult points are:e own words to retell the text2.Discuss thePart 2 Teaching methods:Dealing with this lesson.I`ll do my best to carry out the following theories:Make the Ss the real masters in class while me,myself acts as director;Combine the language structureswith the language functions;Let the Ss receive some moral education while they are learning the English language.To achieve my goal I`ll use the following teaching methods:mucative Approach(交际教学法2.Task based watch and listen activity3.Question and answer activity4.Pair work or individual role play or scene play activityAnd in order to practice my teaching methods well,I need the following teaching aids1.a projector2.a tape recorder3.multimedia4.the blackboardPart 3 Studying Methods:As Ss are poor in cooperative learning skill,many Ss are not active in class,and even so me of them don`t like English.Therefore,I`ll have Ss study in a relaxed atmosphere.The learn ing process of students is from seeing,thinking,saying.So after feeling and understanding the l anguage points,I will let the students get the knowledge actively by cooperative study.In a w ord I will1.Let the Ss pass observation–imitation-practice to study language.2.Teach the Ss how to master dialogues and how to communicate with others.Part 4 Teaching ProcedureI have designed the following steps to train their ability of listening,speaking,reading an d writing.Especially reading ability.Step 1.Lead-inHave a free talk about and then discuss the question in pre-reading on pagePurpose:arouse the Ss`interest of studyStep 2.Listening comprehensions1.Present the students the questions before listening to the textAB2.Get the students to listen to the tape and then answer the questions.Purpose:Train the Ss`listening ability to grasp the general idea of a passage and prepare for the later exercises.Step 3.Fast readingRead the passage as quickly as they can.I will use the question and answer activity to help them get the main idea of each paragraph,then ask them to use their own words to co nclude the main ideas of each paragraph.Purpose:Improve the Ss`fast reading skills like skimming reading and scanning reading.U nderstand the general idea of each paragraph.Step 4 Intensive readingRead the passage carefully again and answer some detailed questions.ABCit is also called depth reading or study reading.It means reading for detailed informatio n.Purpose:Further understand the text to find out some different sentences and details of t he text.Step 5.Retell the passage1.I will list out the general idea of each paragraph which the Ss have concluded in fast reading2.Encouraging Ss to use their own words to retell the passage according to the general ideas.Purpose:I want to check if my students really understand the whole text and if they ma ster what I mean to tell them in this class.What`s more,I want to make the students practice their oral English through retelling.Step nguage pointsI will show the important words phrases and sentences which the Ss need to learn in t his passage on the screen one by one.Then give them the right usages of these new languag e points.What`s more I will ask Ss to make sentences by using these newly learnt words an d phrases.Step 7.Pair work or individual role play or scene play activityPurpose:I mean to give them emotional education.I give them muti-media pictures to aro use their interest of study and their love for Step 8 Summary I will go through the importa nt points and difficult points of this lesson with the students once again.Step 9 Homework Write an article of I want to improve the ability of their writing.At the same time,train the ability of do it yourself and looking up the information by themselves.Above is my teaching plan of this lesson.Thank you for listening.注：关于blackboard(板书设计，在说课前在黑板上表出课题，然后只需在说课过程中根据内容需要（比如课程导入或者课堂活动时）稍许写一下，切忌满篇板书而减少了说课时间，也最好不要把板书设计单独成为一个说可部分。
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This lesson is on how to write examples appropriately in task-based writing. The teaching material includes four examples selected from four different task-based writing samples. The Teaching Object is class 9 or class 11 in grade 3 of Tian Jiabing Senior High School. Students’ writing abilities from the two classes are in the middle level. There are two teaching Objectives in this lesson. The Teaching Important Point is that Students can be familiar with three excellent examples. That students can apply what they learn in the first three excellent examples to what they should write is the teaching difficult point. Task-based Teaching, Learner-centered Teaching and Communicative Language Teaching are the main teaching approaches of this lesson. The Teaching Aids are the multimedia and a blackboard. As for Teaching Procedures, there are five steps in this lesson. Today I only focus on the interpretation of step 1 and step 3. The teacher and students should spend five minutes in dealing with step 1 Warming-up. The objective of this step is t o activate students’ interest in knowing more about the task of this lesson. The methods adopted by the teacher are class and individual work. There are three procedures for Step 1 Warming-up. The first procedure is that Students watch a short video of the film called Juno with the two questions. The two questions are what happened to the teenage girl called Juno? and how did Juno get out of trouble?. The objective of this procedure is to activate students’ interest in this le sson. Now let’s appreciate the short videotogether. The second procedure is that the teacher and students discuss the answers to the two questions on the video together. The key to the second question -------S he got out of trouble with her friends’ and parents’ help. The phrase “with her friends’ and parents’ help” can draw students’ attention to the subject of this lesson----------help. The third procedure is that the teacher shows students the task of this lesson. There are two tasks for this lesson. The objective is to let students understand what they should do in this lesson. There are two tasks in this lesson. The first is that students can be familiar with the three excellent examples on help in task-based writing. The second is students can write an example about their friends’ help. Learning on step 3 -------writing example 2: My father’s help to the stranger needs eight minutes. The objective is to make students impressed by this example and help students accumulate important words and phrases and the method is group work. There are five procedures for this lesson. The first procedure is students read the incomplete example and try to add a perfect ending to it. Meanwhile, students are divided into nine groups and discuss their endings. The objective of this procedure is to arouse students’ interest in this example and activate students’ creativity. The second procedure is that the teacher invites two or three students to speak out their endings and lets others comment on theirs. During this procedure, the teacher chooses students in the three lucky groups to speak out their endings and comment on theirs.At the end of the discussion, the teacher announces Group 2, 5 and 8 are the lucky groups. The first student and sixth student speak out their own endings and other members in group 2 should try their best to help them. The same applies to the fourth student in group 5 and other members in group 5. The second and fifth student in group 8 should comment on their endings. Finally the teacher gives a comment. The objective of this procedure is t o activate students’ awareness of competition and assessment. The third procedure is the teacher gives the original ending. The objective is to let students compare the original ending with theirs. The fourth procedure is the top student selected by the teacher asks others to read out the underlined words and phrases. The objective is to stimulate the top student’ and other students’ enthusiasm on English learning. The fifth procedure is students see if there is any word or phrases that they still don’t understand and the teacher asks some students to explain them. During this procedure, students or the teacher can explain words and phrases in Chinese or paraphrase them. The objective of this procedure is to help students understand the difficult words and phrases, especially the relevant ones in step 5 Discussing and writing: The third sentence structure in the step 5 is a good example: He/ she talked with me ____________, which convinced me that I _____ figure out why __________________________________.。