最新教师资格证高中英语面试教案框架模板

大体框架整理如下：阅读课：导入（图片，问答），读前讨论预测或者听力训练，读中寻读精读标记语法点找主旨句，读后讲解语法点，小组活动TeachingTopic：TeachingAims:1.Learnsomenewwords.2.Improvestudents’readingabilityandself-studyability.3.Enablestudentstovalue/love/awaretheimportanceof...TeachingAids:Pictures,ataperecorderandppt.TeachingImportantPoints:1.Improvestudents’readingability.2.Masterthefollowingwords.TeachingDifficultPoints:1.Howtomakethemtounderstandthereadingtextbetter.2.Improvetheirreadingstrategy.TeachingProcedure:Step1:Lead-inShowstudents’picturesonthescreenandaskthemwhattheywilldoiftheyareinthosesituations,LetthemdiscussinpairsandthenasksomeSsanswerthequestionafter3minutes.Step2:Pre-readingTeacherasktheSstolistentotherecordtotrytograspthegeneralideaofthepassage,trytoanswer2questions.吧Step3:While-readingUsingtask-basedmethodtohelptheSsimprovetheirreadingskillsinthisstep.Task1.Scanning:ScanningthetextandFindtheanswerof2questions.Lookingfortheinformationquicklywithoutreadingthewholetext.Task2.DetailreadingReadthepassagecarefullyanddotrueorfalseexercisesonthescreen.letSsgetfurtherunderstandingofthearticleandchecktheirreadingresults.Step4:LanguageLearningFindoutthenewwordsandphrases.Letthemguessfromthecontext.Newwords:Newphrases:Step5:SummarySssummarizewhatwehavelearntandkeypoints.Makeanassessmentoneachgroup.Step6:HomeworkWriteadiarywithsimplepasttense.Blackboarddesign：Title:Questions:Newwords:文章线索（便于复述）口语课教学过程：看图，问答练习，重点句呈现讲解，小组练习，展示成果TeachingObjectives:1.Beabletomasterthefollowingwordsandsentencepattern.Andlearntheexpressionofgivingadvice.2.Beabletotalkaboutone’shealthproblemsandgiveadvicefluently3.Improvethecooperativespiritandcaremoreaboutyourselfandyourfamilymembers’health.TeachingAids:Pictures,ataperecorderandppt.TheteachingFocus:1.Masterthefollowingwordsandsentencepattern.2.MastertheexpressionsofgivingadviceTheTeachingDifficulties:1.Studentsmayfinditdifficulttorememberallthetargetnewwordsintheclass;2.Studentsmayfinditdifficulttogiveappropriateadvicetothecertaindiseasebecauseoftheirlimitedlifeexperience.Teachingprocedure:Step1：WarmingupGreetSsbyaskingthem:Howareyoutoday?ThenI’lltellSsthatI’mnotfeelingwelltoday(WritethesentenceontheblackboardandguideSstoreadit.)andgetSstoguessthereasonfreely.IfSscan’tgettheanswer,I’lltellthemthatIdidn’thaveagoodsleeplastnight.SoIhaveaheadache.(Isaythisbydoingagesture)Step2:Presentationofwordsandsentencepatterns1.Letonestudentimitatehehasakindofdiseaseandasktheclassguesswhat‘sthematterwithhim.Usethefollowingsentence:”what’sthematterwithhim?”“Ihaveastomache.”2.ShowSspicturesofdiseases.(Writethewordsontheblackboard.)Step3:PairworkAskSstoworkinpairsandtalkabouthealthproblemsbyusingthebandagegivenandusingthetargetlanguage:What’sthematter?I’mnotfeelingwell.Ihavea…Step4:PresentationofexpressionsofgivingadviceTellSsthatIhaveacold/cough,askthem:WhatshouldIdo?Ssmaygivedifferentanswers,collecttheiranswersandhelpthemtouse:Youshould/shouldn’tdo…Duringthisactivity,somephraseswillbelearned:...Step5:Roleplay1.ShowthesampledialogueandaskSstocompleteitaccordingtothepictureorally.AskStudentstomakeafour-peoplegroup,oneofthemisadoctor,theotherthreearepatients.AsktheSstoroleplayadialogue.A:What’sthematterwithyou?B:I’mnotfeelingwell.Ihavea_______.A:Whendiditstart?B:About______ago.A:Oh,that’stoobad./I’msorrytohearthat.Youshould/shouldn’t________andyoushould/shouldn’t________...B:Yes,Ithinkso.A:_________________.B:Thankyou,doctor.Step5:SummarySssummarizewhatwehavelearnt.Makeanassessmentoneachgroup.Step6:HomeworkTrytomakeastoryaccordingtothedialogue.Blackboarddesign：Title:Newwordsandphrases:Sentencepattern:语法课：复习导入，查找标记相关句子，总结规律，练习（造句，讨论）Teachingobjectives:1.EnabletheSstoknowtheusesofadjectivesendingin-ing/-edandthedifferencesbetweenthem.2.Masterthefollowingwordsandsentencepattern.MainwordandExpression:amazed,amazing,interested,interesting,bored,boring.Mainstructure:Theclassroomwasamazing.Iwascompletelyamazedbytheclassroom.Teachingaids:Pictures,ataperecorderandppt.Teachingimportantpoints:GettheSstoknowthedifferencesbetweentheadjectivesendingin-ingand-edandlearntheusesoftheminthesentences.Teachingdifficultpoints:Understandthedifferencesbetweentheadjectivesendingin–ingand–edandapplytheminthesentences.Teachingprocedure:Step1LeadinGreetthestudentsandsaysomewordswhichincludesthelanguagepoints.Thentellthemwhatwearegoingtolearnisthedifferencesandusesoftheadjectivesendingin–ingand–ed.Askstudentstothinkaboutthequestionbelowandtrytofigureouttherightanswer.---Canyoumakeadistinguishbetweenthetwosentences?Iambored.Iamboring.Step2discoveringandexplaining.Askthestudentstoreadthetextandtrytofindoutthesentenceswhichhavetheadjectivesendingin-INGand–ED.Trytofindthedifferencesandunderstandthemeaningoftheseadjectives.Step3GroupworkLetstudentsworkingroupsandhaveadiscussion.Trytofindthedifferencesoftheseadjectivesandexplainthemeaningofthesesentencesaccordingtothecontext.Step4ConclusionandexerciseInvitestudentstomakeareportabouttheirgroupdiscussionandteacherwillmakeaconclusionaccordingtotheirreport.Findthegrammarrules:1:The–ingformdescribesthepeopleorthingsthatcausethefeeling;（令