《教师资格证英语学科教案万能模板.docx》由会员分享，可在线阅读，更多相关《教师资格证英语学科教案万能模板.docx（8页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、教师资格证英语学科教案万能模板第1篇：教师资格证英语学科教学设计 Teaching Aims In this unit students learn to Teaching Key and Difficult Points 1.Vocabulary .2.Target language (grammar sentences.) Teaching Method Audio-lingual methods. Teaching Aids A tape recorder Teaching Procedures Step1 Revision Task1: Dictation(听写) Task2:Ask
2、and answer Questions about T: do something to revise the key knowledge. Step2 Presentation This activity introduces the key vocabularysay a sentence or two about each kind of weather.E.g.: .Step3 Listening Play the recording the first time.Play the recording a second time Step4 Pair work This activi
3、ty provides guided oral practice using the target language.(point out the example conversation.Ask two Ss to read the dialogue to the cla.Ask several pairs to present their conversations to the cla).(ask the students to look at the problems in activity 1a and make conversations). Step5 Grammar focus
4、 Review the grammar box.Ask Ss to say the questions and answers. Step6 Homework Recite and copy the new words Copy the sentences in grammar focus.(1.make up your own conversations.) (2.Make ten sentences with key words.) 第2篇：教师资格证英语学科知识考试重点 教师资格证考试网（http:/）教师资格证英语学科知识考试重点英语考试五大重点难点想要在资格证笔试中取得好的成绩，必须
5、突破一下常考难点。As引导的让步状语从句中的倒装是单选题中的常考点，也是考生比较纠结的点。阅读的教学模式、形成性评价和教师角色在国考资格证笔试试卷中呈现的题型可以是单选题、简答题，也可以在教学情景分析题和教学设计题中隐性考查！一、在教授英语阅读课时，教师常用的阅读教学模式有哪几种?英语阅读教学常用教学模式有三种：自上而下的模式、自下而上的模式和交互补偿模式。(1)自上而下的模式(thetop-downmodel)是在对语言层次的词语进行解码时，同样也运用自己的知识对文章的下文进行预测，阅读检验自己的预测、修订自己的预测、进行新的预测。教师可以向学生介绍一些背景知识，预测文章内容，验证预测内容，
6、从而到最后的理解文意。(2)自下而上的模式(thebottom-upmodel)是从字母到单词，到句子，逐个进行解码从而理解全文。该模式在阅读教学中比较看重词汇教学，包括读前讲授单词和阅读过程中词语用法的分析。(3)交互补偿模式(theinteractivemodel)是以上两种模式的结合，是比较科学的模式。它既强调背景知识、上下文预测的重要性.又不忽视单词、短语的解码能力.迅速捕捉关键信息以理解阅读材料的重要性，反映了阅读过程的本质。二、什么是形成性评价?形成性评价是指教师在英语教学过程中，通过问卷法、问答法、观察记录法、学生作品分析法以及测验等方法，对学生学习过程中表现出的兴趣、态度、参与
7、活动程度和他们的语言发展状态做出判断，对他们的学习尝试做出肯定，以促进学生的学习积极性，帮助教师改进教学。形成性评价还包括学生相互评价和学生自我评价等方式，它伴随着整个英语教学过程，对英语教学起着十分重要的促进作用。三、为什么在英语教学过程中应以形成性评价为主?在英语教学中实施形成性评价有利于激发和培养学生学习英语的兴趣，增强学生学习动机； 教师资格证考试网（http:/）调动全体学生的积极性，使每一个学生都能参与到教学的各个环节中来；创造一种紧张而又活跃的课堂气氛；让每一个学生都能发现自己的优点，看到自己的进步，使每一个学生的价值在英语课堂得以体现，从而帮助学生树立自信心；培养学生良好的学习
8、习惯和形成有效的学习策略；培养学生自我管理的意识和能力；帮助发展学生自主学习的能力和合作精神，从而不断提高教育教学水平，提高英语教学质量。四、教师的角色教师是课堂教学的调控者(controller)、促进者(prompter)、参与者(participant)、组织者(organizer)、评估者(aeor)、资源提供者(resourceprovider)。例子：1.Whiledoingawritingtaskeitherindividuallyoringroups,thestudentsneedtouseaparticularwordtheydontknow.Sotheyasktheteac
9、her.Heretheteacherisplayingtheroleofa(an)_.A.aeorB.resource-providerC.participantD.controller答案：选B。【解析】考查教师在课堂中的角色。教师是课堂教学的调控者(controller)，促进者(prompter)，参与者(participant)，组织者(organizer)，评估者(aeor)，提供资源者(resourceprovider)。此处体现的是教师为学生提供资源的作用因此正确答案为B。五、as引导的让步状语从句中的倒装谓语动词的倒装：Tryashemight,hedidntpatheexam
10、.Hatehimaswemay,wemustadmithisgreatne.Searchastheywould,theycouldfindnothingintheroom. 教师资格证考试网（http:/）状语的倒装：（这时不可在状语之前加very,much等修饰语）MuchasIadmirehimasawriter,Idonotlikehimasaman.HardasIstudied,Icouldnotcatchupwiththem.表语的倒装：（这时不可在状语之前加very,much等修饰语）Childasheis,heknowsalot. 资料来源:http:/ 第3篇：上海教师资格证面
11、试：英语学科面试写作课教案 2022上海教师资格证面试：英语学科面试写作课教案范例 新目标七年级上册 Unit 4 Wheres my school bag? Section B 3b Teaching objectives: Knowledge objectives Students will master the usage of some words “tidy, bookcase, sofa, on under” and so on.Ability objectives: Students will be able to use new words to describe the th
12、ings in their room.Emotional objectives: Students will have the awarene of communicating with others.Teaching Key Points: Students can use the sentence structure correctly in their article, and show their idea clearly.Teaching Difficult Points: Students would like to share their ideas actively.Teach
13、ing Methods: Communicative approach, task-based teaching method, group work.Teaching ads: Multi-media Teaching procedures: Step 1 warming up (3mins) Greeting and describe what they have seen in the picture.(Justification: students can arouse their interests in learning and motivate relative words.)
14、Step 2 pre-writing (12mins) Task 1 Read the text.Work in pairs to complete the chart about the things Kate and Gina have and where they are. Task 2 Make a group discuion: What do you have? Where are they? (Justification: make a good preparation for writing, meanwhile, their speaking ability can be b
15、etter improved.) Step 3 While-writing (20mins) Write an article about where the things are in your room.(Justification: to train students writing ability.) Step 4 Post-writing (8mins) Task 1 evaluation in pairs: check mistakes in article with desk mates and try to revise.Task 2 evaluation in groups:
16、 chose one of the best writing in groups to show with others.(Justification: to make students work in cooperation.In the meantime, students will have more confidence in writing.) Step 5 summary and homework (2mins) Teacher gives the evaluation.Ask students to do a survey on what your friends have; w
17、here they are.(Justification: consolidate what they have learnt and encourage them to communicate with their friends in daily life.) Cla Reflection: Blackboard Design: 来源：上海教育人才网 教师资格证小学英语万能教案模板 教师资格英语教案万能模板 教师资格证小学美术万能教案模板 小学英语教师资格证英语教案模板 教师资格证科目三英语教案模板 本文来源：网络收集与整理，如有侵权，请联系作者删除，谢谢！第8页 共8页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页第 8 页 共 8 页