作为一位杰出的老师，编写教案是必不可少的，教案有助于顺利而有效地开展教学活动。那么我们该如何写一篇较为完美的教案呢？下面是我给大家整理的教案范文，欢迎大家阅读分享借鉴，希望对大家能够有所帮助。

教师资格证英语面试教案篇一

班别： 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

教师资格证英语面试教案篇二

中华考试网 教育培训界的翘楚！

教师资格证面试试讲教案模板是怎么样的呢？很多考生对于教师资格证面试内容及面试教案的编写不是很了解，下面看看中华考试网小编的

总结

教案撰写是面试流程的重要组成部分也是面试的第一块内容。在有些考场上的考官会收上教案，边看教案边听试讲，所以教案还不得不写并且不能写得太差。因为一般来讲教案写得好不会加分，但是写得太差会降低考官的印象，从而降低面试分。下面是教师资格面试中教案撰写策略。

一、教案组成一篇完整的教案一般包括以下几个部分：

教学

二、教案难写部分

一般来讲，一次比较成功的试讲主要是完成了教案中的教学目标、突破了教学重难点，以及教学过程清晰的呈现出来了。那么对于教案中比较难写的这几块内容详细分析一下。首先是教学目标。注意以下几点，一是教学的三维目标不能少写;二是书写规范，一般包括行为主体、行为动词、行为条件、表现程度。行为主体为学生也可以省去，行为动词如“背诵、了解、书写……”，行为条件是指在什么样的条件下。如“学生能在三分钟内对全班同学演说林肯在葛底斯堡演说词全文，语气的停顿和语调的变化应与该演说风格一致。” 这里表达的意识是让学生背诵课文，但是它包含了上面的所有书写要素。在这里提醒考生：四个维度是相对原则，由于备课时间短，所以教学目标不要太多。所以行为主体、行为动词不要省。后两者可以不要太详细。其次是教学重难点，教学重难点可以从以下几个维度进行考虑，一是试讲标题就是试讲的主要知识点可设为重点，二是看试题清单中的要求;教学难点一般是比较抽象的概念或者对于学生目前的知识水平还不容易的理解的知识点，例如提升学生价值观目标就可以定为教学难点。最后是教学过程。教学过程的重要性不言而喻。一是注意教学环节的完整性;二是导入新课注意新颖性，时间不宜太长，一般不超过一分半钟。新授教学内容要注意知识点的层次性，逻辑性不能混乱，在每个知识点讲解完后要注意及时的巩固提高。最后是小结作业部分，这部分要体现新课标理念，切记不要让学生多读多算，要体现开发学生的创新性。

语文教师资格证面试教案模板案例：

想拿高分、教育培训就在中华考试网

中华考试网 教育培训界的翘楚！

《桃心花木》教学设计

一、教学目标>>教师资格证面试考场备课教学目标撰写指导

知识与技能目标：正确读写6个生字新词，有感情地朗读课文，理解课文内容。

过程与方法目标：通过自主合作学习，理解重点句段，联系生活实际，领悟文章蕴含的道理，体会借物喻人的写作方法。

情感态度与价值观目标：能够感悟到作者所表达的育人的道理。

二、教学重难点

教学重点：理解种树人的话和“我”从中感悟到的育人的道理。

教学难点“体会作者介绍种树的经验、道理和方法仅是一个比喻，其目的是为了说明育人之道。

三、

(一)课程导入

1.写课题、读课题，引入：这是一种树的名字，它生长在热带雨林地带。今天，让我们跟着作者一起去看一看。打开课本，放声朗读课文，要求读准生字，读通句子，读错的地方重新读，读完一遍后举手示意。

2.反馈：

(1)新词认读要求：正确、响亮

(2)你想提醒大家注意哪个字的写法?

(3)读到“优雅自在、勃勃生机”这两个词，你眼前仿佛出现了怎样的景象?

(二)整体感知

提问：同学们，课文中的种树人，他种树的方法与你想象中的一样吗?默读4～11自然段，找一找他是怎样种树的?作者看到后的心情又是怎样的?用波浪线划下来。

1.朗读出“奇怪”：

谁来读读第一句?种树人这样种树，你想读出怎样的语气?其他同学仔细听：他有没有读出“奇怪”?是怎么读出“奇怪”的味道的?

想拿高分、教育培训就在中华考试网

中华考试网 教育培训界的翘楚！

带着这样的韵律与感觉，请大家试着把所有的句子连在一起读一读，你注意到作者内心的变化了吗?

2.理解明“奇怪”：“奇怪的是，他来的天数并没有规则，有时三天，有时五天，有时十几天来一次。浇水的量也不一定，有时浇得多，有时浇得少。”作者一次比一次更奇怪，他在奇怪些什么呢?你能用自己的话简练地来说一说吗?

(三)精读课文

1、听了种树人的话，作者想到了什么?

2、质疑：这段话中，也有两个“不确定”。这两个不确定你又是怎么理解的呢?

3、面对大自然的不确定，桃花心木是怎么做的?面对人生的不确定，人又该怎么做?

4、你知道哪些遭遇人生的不确定时，能够经得起考验的人呢?

(四)拓展延伸

除了这些名人，你或者你身边的人，可能会遇到哪些不确定呢?又该怎么做呢?

(五)小结作业

假如你就是如今长成大树的桃花心木中的一棵，你想说些什么?请同学们课后写成一篇读后感，下节课我们一起交流交流。

中华考试网小编，预祝考生们在教师资格面试中取得优异成绩！更多教师资格面试资料，咨询中华考试网校！

想拿高分、教育培训就在中华考试网

教师资格证英语面试教案篇三

教师资格证中学英语面试阅读题真题一 1.试讲题目: 阅读教学试讲

内容: 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)朗读所给段落。(2)配合教学内容适当的板书。(3)针对该段落中的划线部分，设计相应的阅读后教学活动。(4)试讲时间: 约 10 分钟。(5)用英文试讲。

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”(在黑板上板书写上这个单词)，this word means “出租车” 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 “乘飞机”，and “air” is related with “飞机”，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 “飞机场” 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.也就是说，这个男人就是一个飞行员，如果他所呼叫的出租车没有准时到的话，他也就不能准时达到机场，他所开的航班也会延误。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.教师资格证中学英语面试真题二

试讲题目: 阅读教学试讲

内容: 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)朗读所给段落。(2)配合教学内容适当的板书。(3)针对该段落中的划线部分，设计相应的阅读后教学活动。(4)试讲时间: 约 10 分钟。(5)用英文试讲。教师

资格证中学英语面试真题三

写作教学试讲

内容: 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)朗读所给短信。(2)配合教学内容适当的板书。(3)针对该短信的体裁与结构特征，设计相应的书信写作教学活动。(4)试讲时间: 约 10 分钟。(5)用英文试讲。

教师资格证中学英语面试真题四

试讲题目: 词汇讲学试讲

内容: 在初中七年级下学期期末复习时，周老师希望帮助学生巩固以下的词汇;soccer, strawberry,hamburgers, baseball, enjoy, difficult, boring, uncle,practice

基本要求:(1)朗读所给单词。(2)配合教学内容适当的板书。(3)针对所提供的词汇，设计词汇巩固性教学活动。(4)试讲时间: 约 10 分钟。(5)用英文试讲。

2013下半年全国教师资格证考试面试真题（中学英语:高中英语）结构化试题（5分钟）

1.前苏联教育家苏霍姆林斯基曾说过“教师的一言一行对学生都起着榜样作用”，谈谈你对这句话的理解。

2.学生喜欢老师，才会喜欢老师的课。谈谈你对这句话的看法。英文试讲题（语法讲解，10分钟）

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.读一遍短文，并对文中的语法进行讲解。答辩 试讲后英文问答（5分钟）

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

一.词汇

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)（此处挑两个讲即可）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，“丝毫不象”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；转向；翻到„„pay attention to 注意„„ stick to 坚持get down to 开始认真干„„object to 反对point to 指向see to 处理，料理devote„to„ 贡献„„给„

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!

听力listening(板书内容)part 1:lead-in（板书内容）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 熟悉主题

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.（教师说的内容,说完暂停！表示在进行听力，但不要太长，大约数

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.（听力录音材料）

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，示意学生回答)good!go for a picnic.t: the second question, who want to try? tom, please.（pause）(平伸右手，手掌朝上，示意学生回答)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，示意学生回答)yes, perfect.(双手伸出大拇指，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（板书内容）

gue the meaning of the following words（板书内容）猜测词意 扫清障碍 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.（环顾四周）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。这句话的意思是，直到天黑我们才回家，而不是我们没回家直到天黑 i won’t go until you come back.直到你回来我才离去。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巩固提升 复述材料 挑战自我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!（环顾四周）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.语法

part 1: independent reading 名词性从句的用法

t: good morning/afternoon, boys and , we’ll learn a new grammar style名词性从句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.(手势语：平伸右手，手掌朝上，示意学生回答。做边听状，边板书第一个句子，这个要提前备课，就是您早就准备好的句子！)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，写第二个句子！)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，写第三个句子！)the fact is that i earned my paage by doing sth.（课本上的三个句子）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(写完板书，此时，就下去转一下，回来在黑板上写1-2个难句子，就当是学生写的)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.(手势语：平伸右手，手掌朝上，示意学生回答。)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.（此处用汉语解释语法现象，在讲解时可以在原句上画点记号什么的,目的是帮助，不是全部解决）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(写完板书，此时，就下去转一下，回来看练习四，当堂测验)t: well, tom, it’s you again!please!(pause)very good!thank you, sit down please.名词性从句：缺什么补什么，不缺什么用“that”.(简析语法现象)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!(自己写上就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!

写作课：writing cla : healthy eating（健康饮食）teaching objectives（教学目标）：

一、知识技能目标：

总结平衡膳食的定义，并且能提出一些健康建议。

二、情感态度目标：了解有关营养饮食的基本常识和培养健康的饮食习惯。

教学重难点：

1.教学重点:如何区分健康食品以及垃圾食品并且会用英语表达;.2.教学难点: 教会学生如何自如表达自己的意见和建议并且帮助学生总结出平衡膳食的定义。

教学步骤：

part 1 导入（warming up）1.以一句话：“everybody needs foods, so do i”及麦当劳、肯德基的相关饮食引入话题。(1 分钟)t: good afternoon, boys and we’ll talk about “healthy eating(板书的内容)“.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 小组练习（pair works）（3分钟）

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.(下去转转)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 头脑风暴（brain storming）3分钟

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.（展示两张纸，写点对应的内容就行，一会好念，提前备课时就写好）group one win the game!well done!(把学生分成两组竞赛，看哪组的同学收集的食物单词多，然后教师教导朗读(2-3分钟)

part 4 句型练习（sentence structure practicing）（2分钟）

now, i’ll show some of the names of food on the black board,(读其中的一些食物名称)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,板书完成后，此时可下去转转)老师先展示如何使用句型：“i think that(or the food name)is junk/healthy food because„.”来描述什么是健康食品，什么是垃圾食品。然后把学生按4人分成一组进行讨论练习，老师给出了对话该涉及的内容范围：what is the name of the food? / what nutrition（营养物质）does it mainly contain?（2分钟）

part 5: activity task----make a survey活动任务---做调查报告(2分钟)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，可以下去转转)给学生发一张表格，引导学生按照表格询问周围3个左右的同学，了解同学间的饮食习惯，并能提出一些健康建议。调查的表格如下:(可忽略不备)

part6.布置作业（1分钟左右）

t: ok, let’s see the food pyramid map together.（稍微暂停）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!老师在课件上展示食物金字塔图，让学生了解饮食的营养应如何平衡，然后布置作业：让学生自己写一篇健康饮食的作文。

板书设计 healthy eating food vs healthy food ed diet

口语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

阅读reading step 1 lead-in 导入 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自然灾害, 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 台风/ volcanic eruption 火山爆发/thunderstorm 暴风雨 flood 洪水/tsunami 海啸/ drought 干旱/ hurricane(tornado)飓风，龙卷风 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 泛读

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.

教师资格证英语面试教案篇四

本资料为云南教师资格面试试讲科目考试复习资料，仅供大家复习下载，切莫错过说课试讲考试公告和考试时间以及网上报名。

《this is my sister》

—说课试讲考试复习资料

各位评委上午好!

今天我说课的内容是人教版七年级上unit 3 this is my sister.本单元学习的是与学生生活息息相关的家庭成员。我要谈的是本单元第一课时的教学。下面我将从以下几个方面阐述我的说课内容。

一、对教材的分析和理解

从教材编排上说本单元是就第二单元认知物体之后学习用英语认知人，而与学生最为熟悉的人就是家庭成员。is this your eraser? 很自然过度is this your sister? 以前学的what’s this?转变who is this?但本单元生词较多。出现在第一课时的就有十五、六个同时还要认识语法现象复数。本课时任务比较艰巨。

二、教学目标

依据初中英语新课标的要求，并根据素质教育中面向全体培养学生素质的要求，我为这一课确立三项目标：即知识目标、能力目标和德育目标。

1.知识目标 帮助学生四会掌握以下单词：grandfather, grandmother, grandparents, father, mother, parents, son, daughter, sister, brother, aunt, uncle, cousin, friend, these, those。并对复数形式有初步了解。

2.能力目标 通过本节课学习，学生就家庭成员相互之间应该能用英语介绍、询问、交流。并能用英语在脑子里对个家庭成员的关系进行思考。例如，见到father’s mother,他们能反应出是指grandmother。同时基本上能辨别什么时候用单数什么时候用复数。

3.情感目标 通过对家庭成员的学习，学生对自己的家庭成员会有更清晰的印象，从而激发起他们对家人的热爱。

三、教学重点及难点

本课重点：熟练掌握各家庭成员的名称，会读会说会用这些词汇交流。这个单元最主要的就是学习家庭成员英语的表达，而几乎所有的单词都集中在第一课时。所以这课时掌握这些单词应该是重中之中。

难点：复数的认识和正确运用。汉语表达中完全没有复数概念，这是一本书，这是三本书;除了多了个数字其他没有任何变化。而英语必须这样说this is a are books.所有的单词都相应的发生了变化。因此中国学生在学习复数的时候特别难。我们的语言没有这个习惯!

突破：通过真实的情景激发起学生的兴趣，兴趣是最好的老师。

通过反复操练，加深印象。

再循环记忆达到最终目标。

教学手段：多媒体辅助教学，有助于把学生引入到身临其境当中，激发学生兴趣，活跃课堂气氛。同时要求学生提前把自己的家庭照片带来，真实的人物缩小英语与他们生活的距离，从而优化英语教学过程。

学法指导：为学生创设真实的学习情景，让学生以小组形式交流学习，并在课堂上循环训练。

四、教学设计过程

课堂的整体设计遵循循环记忆反复操练思路，运用情景法和交际法，分五个主要步骤进行，即：导入呈现, 巩固操练, 拓展，5分钟检测包括小组比赛和布置作业。

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

1.家人。认知son, father, mother, parents, wife, husband这几个单词，并马上回顾重新呈现我的家人学生说出他们和我的关系。

2.父母。认知grandfather，grandmother，grandparents，并认识复数。

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

4.我哥哥的照片，认知brother，uncle，并再次认识复数。

5.回顾我的家人，并帮助学生罗列出family tree。

第二,巩固操练(20′)

1.小组学习，拿出自己的照片相互询问认识别人的家人(8′)老师在这过程中及时帮助学生学会他们不会的单词。

2.读书上的单词，听录音圈出听到的单词。小组学习认识david的家人。(7′)

3.表演对话，在讲台上指着屏幕认识david的家人。(5 ′)

第三,拓展(8′)小组表演。假设你的朋友来到你家，你来为他介绍认识全家，有爷爷奶奶叔叔姑姑父母及兄弟姐妹堂兄妹等。

第四,5分钟检测：(5′)主要是be动词单复数用法及各家庭成员单词的掌握。小组之间进行比赛，看哪个小组反应最快。

第五,最后作业布置(2 ′)

introduce myself

—说课试讲考试复习资料

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说课教案

—说课试讲考试复习资料

背景

我是第一次接触新目标英语，碰到的困难比我想象的要难。在英语课上学生听的也很认真，大部分学生也能张开口说话。但是他们这样的对话是教师问，学生答。如果让学生编对话或一问一答，这样的情况就不妙。通常是学生会答而不会问。课堂上没有自己想象中的那般热烈，好象是你在唱“独角戏”。

思考的问题

1.如何创设情景让学生将已学的知识转化为能力，改变教师引出问句，学生答，然后由学生问与答。让学生自己“找到”问句。

2.让学生学会观察，会做总结。

案例描述

这节课主要是讲first name and last name以及中西文化在名字上的差异。习惯的做法是先让学生知道，在西方是名在前，姓在后，然后告诉学生，我们是姓在前，名在后。在老教材中，这一节课是在初二课本。但是我现在面对的初一的学生，按部就班的做，学生会理解吗?这节课我是这样设计的，由学生们自己的名字引出first name 和last name,然后通过观察发现中西文化在名字上的差异。

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.(蒋贤)

要求该生写下名字蒋贤，接下来鼓励学生编对话，叫几组(3人一组)学生表演，也要求写下名字。把这些名字贴在黑板上。

t: 温新西, his last name is wen.(这时一边说一边将温与新西剪开，更好的区分first name and last name)孙猛特his first name is sun.李双 her first name is li.多给几个例子，学生就明白last name 的意思。学生自我介绍my last name is---.此时在黑板上写

a: ___________________

b: my last name is sun.鼓励学生说出问句，what’s your last name?必要时，给予提示。(what’s your name? my name is sun mente.让学生发现他们之间的联系))然后操练句型。在学生操练的过程中引出what’s his/her last name?用同样的方法引出first name 和问句what’s your/his/her first name? my/his/her first name is---.随逸叫几组(3人以上)学生起来，练习what’s your/his/her last/first name? my/his/her last/first name is---.10

初三英语unit 17 leon 68说课稿

—说课试讲考试复习资料

一、教材分析：

leon68是第十七单元的第四课时，是一节复习课。unit

17主要围绕着寻找“丢失的项链”这一话题展开，通过学习定语从句，培养学生运用所学语言描述人和物的特征。leon68

所安排的听说读写活动都围绕着侦破案件展开，旨在通过一系列的活动和练习，加深巩固学生对定语从句的理解和运用，并实现准确地描述人物外貌特征，撰写案件报告的教学目的。

二、教学目标及重、难点：

（一）知识目标：

1.复习巩固定语从句的用法。

2.学习掌握单词conversation，robbery，description.

（二）能力目标：培养学生运用所学语言描述人物外貌特征的能力。

（三）技能目标：能根据线索写出案情报告及通缉令。

（四）教学重点：用于描述人物特征的定语从句。

（五）教学难点：学会分析并对现有的信息进行处理，产生正确的判断，并写出案情报告。

三、教学活动设计：

maintask：thestudentsareabletodescribethecharacteristicofa e：warming-up

“gueinggame”展示一幅图画。让学生通过猜测“isthemanwho

„?”判断图中的人物分别是谁。这一活动既是热身，又是一个练习使用定语从句的活动。主要目的是复习定语从句的用法，同时也让学生熟悉如何描述人物特征。（3-4分钟）

steptwo：pre-task “tobea

11 detective”进行一个考眼力的游戏，首先放一张图片，让学生仔细观察，之后放另一张图片，请学生判断两张图的区别，谁是受害者（教victim），谁是小偷。请他们分析理由。这一活动除了复习定语从句以外，也是引出本课的话题：辨认嫌疑犯（5分钟）

stepthree：while-task

“who’stherobber?”进行一个听力练习（sbleon68part 2.听录音，判断四个人物中谁是强盗。（3分钟）

“writeareport”假设你是警察，根据上面听到的这段描述，完成一份案情报告 3.在课内校对答案。（5-8分钟）

stepfour：post-task

先让学生完成一个警察与受害人之间的对话（workbook，ex2）

在此基础上进行“dialoguemaking”。

向学生介绍一个案件，请他们根据所给的信息编写一个警察与受害者之间的对话（可参照课后练习2并选择几组进行对话表演。

假设你是警察，根据案件信息写一个通缉令（也可自己想象一个案件）。并选择几份在课内点评。（8-13分钟）

stepfive：homework

完成练习册中的练习。在课外阅读有关的著名的侦探小说，并挑选一则在班上交流。

四、评估与反馈：

学生能否熟练运用定语从句进行描述或判断人物的外貌特征是判断本节课是否达到教学目的的一个重要标准。

teachingproce：

steponewarming-up

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

em“onenight，thereare

somepaengersonthebus，somearesitti376550: 美丽心灵·美丽人生·美丽中国 ∷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

—说课试讲考试复习资料

作为一节英语教学竞赛用课，我主要从对这节课的定位、任务目标、教学环节设计、独特的创意和对突发事件的应对等几个方面来说一下这一节课。一、对本节课的定位

作为一名从事初中英语教育有近八年的教学实践的青年教师，我认为在“新课程标准”和“新基础教育”的理念的指导下，这节课应该既能够让学生的学习有意义，也能够让教师在扎实、充实、平实、真实的授课过程中真正享受到，“教学作为一个创造过程的全部欢乐和智慧的体验”。同时，本单元是以话“交通”题材为教学主要内容的新目标（go for it）教材典型设计，借助本单元可以给学生在学习方法上以很好的指导，并可以在小空间内进行大规模的扎实、有效的训练。二、任务目标的确定

本单元的教学任务是在“交通(transportation)”这一话题下，让学生学会谈论“交通”（包括不同的交通方式，到某地的距离以及以某种交通方式到某地所花费的时间等），学习一些文化常识，掌握一定的学习方法，并在大量的、有效的训练中提高学生的听说读写等基本能力。三、教学环节的设计思路

本着整体划一，循序渐进，高效有序，并在教学中能不断地深化教学的设计思路来安排本节的每一个环节。（一）整体划一

在本节课中，对于“整齐划一”可以从两点来说明: 首先，本人一直认为作为语言教学，听说读写等能力的训练应该是一个整体，不可分割开来的，因此在教学设计中可以说一个话题，一个训练都蕴含着各种能力的培养；其次，在教学中每一节课都是独立的，但在我的教学设计中每一节课不仅可以独立，更重视它在单元教学整体中的地位与作用。与每一节课内衔接一样，单元教学的整体衔接也很重要。（二）循序渐进，高效有序

本节课从简单的对“how do you get to school in the morning?”的询问入手，引入对重要课文section a 3a 的复习。通过学生复述这段文字，重点巩固由“how, how long，15 how far”引导的谈论交通话题的重要句型，并提炼相关的信息形成新的对话，为下一环节作铺垫。即课文section a 3b 的训练，通过第一、二人称来谈论交通话题的训练，拓展到以第三人称来谈论他人的交通话题，进而让课文section b 2a, 2b, 2c 的学习水到渠成。然后完成对本节课学习的测试，进行归纳总结本节课的要点。最后，作业一中让学生来完成交通方式的图片收集，是对本节内容的进一步深化；作业二中要求学生做一个调查，并形成调查报告，实际上和测试二一起构成了对section b 3a 的有效预习。

总之，本课从课本入手，用课本内容引出一系列的活动，最终又导向课本，环节紧扣，层次清晰。四、独特的创意

本节课的设计中，具有独特创意的地方，可以从以下几个方面来说： 第一、独特的环节设计

首先面向全体学生进行简单的复习，目的在于巩固几个基本句型。然后把课本中阅读的短文用复述和听力的方式引入，别出心裁。其主要目的在于营造较轻松的语言环境，缓解部分学生对于说写等输出环节的畏惧心理。接下来，从大量的听说引入读写，给学生铺垫知识的过程。既练习口头表达，又巩固了读的成效。教学步骤中每一步都将成为下一教学步骤的铺垫，在每一步骤中，教师设计具体任务，让学生参与到课堂互动中，并完成具体的任务。整个课堂设计由浅入深，循序渐进，难度过渡非常自然。第二、独特的课程深化

全面展开训练，重点集中突破，中考真题帮辅，课结影响未尽。首先，在常规的训练之后，又用中考真题来重点训练和巩固所学，不但给学生对本节课的理解有更深一步的认识机会，更为学生的长远学习打下了坚实的伏笔。其次，在对交通的表达方式上的深化，采用了系统归纳，并用同意表达的形式进行训练，有层次，有实效。第三、独特的思维能力训练

着重思维能力的训练，围绕话题进行多方面的扩展性的练习，并充分地利用 listening 和speaking，引发学生积极思维，以groupwork和pairwork等多种形式讨论和操练。最终达到让学生熟练谈论“交通”这一说话能力的目标。并在作业中以预习形式对这一目标进行了延伸。

16 五、掌控好借来的学生

由于是借班上课，学生又是活动的主体，课堂上大部分的时间交给学生，教师的引导是关键。如何导入课程，并一步步地由易至难地引入任务，如何帮助学生学习都是关键所在。同时要非常注意的是，学生活动之前的范例一定要明确清晰，要每个孩子都知道做什么和怎么做，活动才会顺利地开展，学生才能在活动中有所得。六、对突发性事件的预案

在准备中，充分预料到课堂中可能出现的各种问题，做出相对的预案设计，以便作出灵活的应对，这很重要。对本节课我做了如下的准备：第一，关于课程的衔接问题。英语授课于其他科目不同，尤其是新授课，如果所授内容严重超进度，上课效果一定会大打折扣的！所以，根据竞赛所给的教学进度，我准备了两套教学方案。第二，教学任务量也很关键，少则课程易空，多则不易完成。本节的训练任务在课件的设计中充分地给予了关注。在设计训练题的时候，题增加了很多，并在几个主要的课件页上的背景中都设计了动作，一旦训练任务过多就可以通过动作越过，不会影响教学效果。第三，关于学生的问题。学生不是我的，但由于这是讲课，不是作课，我除了和他们的老师了解了一下这个班学生的英语水平，其他就不再多说了，但也作了一定的预计。其他方面的内容我也准备了一些，但可能不会用到。

总而言之，作为一堂教学竞赛课，我的准备应该说较为充分，对课的认识也可以说很深入，但讲好一堂课，所需要的不仅仅是这些，这是我知道的„„

unit5 l18 说课

—说课试讲考试复习资料

一、教材分析：

１.教材的地位及作用：

第二册第五单元第二节课，本单元围绕做“比较”(makingcomparison)这个题材开展多种教学活动，它与上一单元联系紧密，是它的延续。本节课是本单元的重点，表示数量的some，few的比较。通过学习的比较等级，进一步加深对比较等级的语法现象的理解和运用。同时通过some，few比较等级在陈述句与疑问句中的操练，进一步提高学生听、说、读、写综合素质能力。

２.教学目标：（知识目标、能力目标、德育目标）

知识目标：

(１)学习、掌握some，few的比较等级；

(２)学习单词strong。

能力目标：提高学生听、说、读、写及知识自学的综合能力。

德育目标：教育学生热爱劳动。不劳无获(no pains，no gains)。

确立教学目标的依据：

根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。

３.重点与难点：

重点：学习表示数量some，a few的比较等级。

难点：some，a few的比较等级在实际生活中的应用。

确立重点与难点的依据：

根据教学大纲的要求，及本课在教材中所处的地位和作用。

二、教材处理：

根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地把学生带到农场里。同时激发学生学习兴趣，18 使学生在参与农场的一系列活动中，掌握知识。最后通过做游戏对学生所学知识点进行训练，从而达到巩固知识的目的。

三、教学方法：

通过五步教学法，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。

四、教学手段：

主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。

五、教学程序：

１.新课导入

为了激发学生的学习兴趣，引起注意，拉近师生距离，首先告诉学生这节课我将带他们去一个有趣的地方，并请他们依据我的提示猜测要去哪里？当学生猜出去农场时，我们便“上车”，一路欢歌(pickingapples)去农场。随着“嘎”的刹车声，电脑打出农场全景，给学生一种身临其境的感觉，导入正课。

２.新课的讲解

本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的画面，配有汽车声、动物的叫声，栩栩如生。以学生在农场里劳动为主线，通过树上结多少苹果，学生摘多少苹果，卡车运多少苹果筐，以及劳动后学生吃多少苹果的比较，将some，few的比较等级在一系列既关联又相对独立的语境中详细讲解，反复演练，使学生全面掌握。其中多媒体展示的动画部分更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生思想素质、情感素质和英语语言素质。

３.反复操练和巩固应用

为了调动学生的积极性，利用work in threes，in pairs，in row，in group，及boys ask，girls answer等多种不同方式操练巩固。使学生处于积极思维的状态之中，全方位、多角度培养学生运用英语的能力。

４.反馈练习

本课的又一次高潮是将游戏与练习有机结合，融为一体。设计下棋游戏，棋盘为２０个格，每格均为在苹果园里劳动376552,美丽心灵·美丽人生·美丽中国376552

19 的情景，并配有本课的重点－－比较等级的练习题。棋盘的上一男一女分别代表男生和女生两大组，值得一提的是决定男女生在棋盘上走几步的转盘，是用本课重点词汇fewest，fewer，a few，some，more和most组成，使学生在玩中进一步体会数量some，a few的比较等级的运用。学生通过转轮，边做游戏边做练习，寓教于乐，极大地激发学生学习兴趣，同时巩固了学生所学的知识。

５.归纳总结

本课除了板书所呈现的重点内容外，又把本课内容浓缩成韵律诗形式，巧妙地总结本课重点、难点，学生又通过优美的旋律、音韵动力听的节奏。进一步巩固，加强对本课内容的理解和运用。

６.展示板书

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.本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。

由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐教。

初中英语第二册16单元说课稿

—说课试讲考试复习资料

教材分析：

16单元是第二册的第二个单元，也就是说是这个新学期的第二单元。16单元的主题是围绕“问路和指路”展开的，同时教学生，如何用情态动词“can”和“may”来表达许可和可能。在第二册上学期的课本中，学生已经学到了一些关于“问路和指路”的知识，而且他们也知道一部分关于许可的表达，比如“may i come in？”“can i borrow your pen？”“may i speak to ann，please？”等等。所以在这个时候对学生在这方面的知识进行扩展和巩固就显得水到渠成。而且在学生们的现实生活中，培养他们了解地图和区别方向的能力尤其重要。61课就是关于这个知识的扩展。62课是一篇与这个主题紧紧相扣的阅读材料。63课则是关于“may”和“can”的语法点。64课则是对于整个单元的巩固，它包括听、说、读、写四个方面的落实和一篇阅读短文。教学目标： 认知：

1.学生能够使用下列单词：

kind，lady，library，cro，reach，corner，church，café，fix，lab，suddenly，history，key 2.学生能够使用下列表达：

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.学生能够根据所给地图或街道说明一些地点的具体位置。 2.学生可以用不同的方式问路。

3.学生可以用“can”和“may”表达许可和可能。 情感和态度

1、让学生感受到他们学习英语是为了在现实生活中进行交流，而不单纯是为了英语课

21 和应付考试而学习。

2、让学生感受到他们是英语学习活动中的主体和中心，以此来激励他们在英语课上积极参与，追求创新。 学习策略：

1.学生应学会用不同的方式表达同一件事，学会用英语去思考问题，即用想象力表达自己的观点。

2.学生应该在英语学习中学会使用brainstorming 文化知识：

1.教学生真诚待人，助人为乐。 2.教学生如何设身处地为他人看想。关于这个单元有两处难点：

1.如何准确自如地用这么多表达方式来问路和说明。 2.如何用can和may表达可能性。

根据教材和学生因素的特点，我将采用下列教学方法和手段： 1.交际法和情景法教学

为了激励学生在课堂上积极交谈，我将一些设计真实的情景来激发学生的兴趣，这些师生和学习互相之间的交流重心就放在了语言的意义上，与此同时将英语学习与他们的真实生活联系起来以培养他们用英语进行创造性思维的能力。2.以学生为中心和任务型教学。

需要注意的是学生作为独立的学习者，老师作为一个引路者，组织者，领导者，有时候会是一个团体，其中一员决定了我们学习任务类型的选择。关于这个单元我将在我的课堂活动中设计信息差任务、问题的互动解决以及采访和调查。在我们教案设计中，我想提一下任务关联性。也就是说将所有的教学活动组成一个链式的因果关系，在此过程中，前一个活动的成功成为后一个活动顺利进行的前提。教学步骤：

在61课中，首先我用节奏游戏来复习一些公共场所的名称。学生一边拍手一边就工作和工作地点展开问和答，例如：hospital，police station，school，past office，bus station等等。然后我会把写有这些地点名称的厚卡纸放在学生的课桌上，让学生

22 就此谈论每个公共场所的位置：in front of，next to，beside，on the night / left，between„ and„，outside 等等。

我将以这种方式呈现新单词和表达方式：我告诉学生这个星期天我有很多事情要做。下面是清单：

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 让学生回答我要做以上事情将要去的场所。在适当的时候，我会向学生出示咖啡馆，碟屋和教堂的照片。然后将61课的地图出示在屏幕上，问他们如何到这些地方去，教他们使用下列表达“go acro the bridge”，“go up this road to the end”，“go on until you reach the end”，“turn right at the second croing”。让学生参考表格里写出的表达方式练习如何到达以上地点之后，让学生四至六个人一组，讨论出一次性做完以上事情的最佳路径。

接着便是学生将学到的新知识运用到他们的真实生活中去。我会把我们本地的地图挂出来，让学生说明去一些地方（汽车站，图书馆，长城，宾馆和银行）的路径，其他人则猜他/ 她将到哪儿去。

在这一课时，我会设计一个信息差的任务。每对学生中的两个人将会得到两张不同的地图（同学a的是完整的，而同学b则不完整）。让他们通过彼此问答来完成b同学手中的地图。当然前提是不许看对方的地图。

最后一个任务是创造性的。我让学生想象20年以后他们居住的地方，并在纸上绘出一张地图。根据这个地图，其他人就如何去他/她家展开问答。62课是一个短剧，所以我会让学生看影碟模仿而不是单纯听磁带。

在常规阅读步骤之后，为了让学生对于整编文章有一个大致的了解，我会让学生填写下列表格。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，我会设计如下任务帮助学生进行深一步了解： 任务1：角色扮演 学生以五人一组分角色扮演课文内容 任务2：画图 根据警察的说明为老妇人画一张地图。任务3：猜测 猜一猜关于刘梅的信息，用“maybe”和“may” 任务4：复述 老妇人打电话一个电台记者，并且告诉他这个故事。

任务5：采访 电台记者采访了刘梅的同班同学：你是怎样看待刘梅的？为什么？如果你在路上碰到这个老妇人你会怎么办？ 关于63课我会这样展开：

在课文开头，我会用学生聊天的形式来达到复习can和may的目的：“may i come in？”“can i borrow your„”“may i speak to„”等等。

将63课第一部分的图画在屏幕上演示出来（盖上文字），让学生猜他们在哪儿和他们在干什么以及他们可能会说什么，然后让学生打开书边读边思考。

为了给学生练习的机会，我会向学生出示更多的图片，让他们编出相似的对话。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.其它的图片可以是：一个在椅子上擦窗户的女孩，一人用小刀削苹果的小孩，一个正在开煤气灶的妇女，一个横穿马路的男孩等等。让学生学会回答：“be careful！you may lf.”

用一个真实的场景将第二段的短对话呈现出来以后，我为学生准备了一个猜的游戏，让学生猜一猜我的家人会在哪儿以及他们可能在做什么。在这一步里我会教给学生新单词“fix”和“lab”，所以与此同时我就为第三部分埋下了伏笔。

在学生就第三部分进行练习之后，我想现在一个巩固活动会恰到好处。我会让学生去调查朋友在星期天的打算，并且填下列表格，最后让部分同学做汇报： what may your friends do next sunday? who where they may be things they may do

24 64课是本单元最后一课。所以我认为在一个阶段的英语学习之后来一个总结是很必要的。首先我想设计一些活动让学生来复习“问路和指路”的表达方法。在听、说、读、画之后，我想给他一个链式训练作为巩固。

第五部分是一个阅读文章。首先我会出示三张图片：第1张，我正在一个大的购物中心买东西，第2张，我迷路了，第3张，我突然发现了购物中心的出口。我们边谈论，边呈现新的表达方式：be/get lost，go wrong，suddenly，reach.在常规阅读步骤以后，我会设计四个任务让学生进一步理解和思考：

任务1：计算 计算mrs lee花了多少时间从饭店到碟屋并返回，而实际上她只需要多少时间。

任务2：画图 根据那个“man”的说明帮mrs lee先生画一幅地图。任务3：解决问题 根据地图帮助妇女找到回去饭店的路径。

任务4：讨论 在大的地方容易迷路，我们怎样避免？还有一点就是关于英语教学的评价。我们都知道，教学的目的不仅仅教给学生一些知识，而且也要教给他们用所学知识解决问题的能力和技能。为了检验教学活动的效果，教给他们学习策略，并引导他们成为独立的学习者，我们不仅要进行总结性评价，而且要进行形成性评价

sectiona说课稿

—说课试讲考试复习资料

各位老师：

大家好，今天我要说课的内容是初二英语上册第6单元sectiona的前部分，title（题目）是i`m more outing than my sister.其主要的内容是：“talk about personal traits and how to compare people.”一话题。由于本单元具有两部分：sectiona和sectionb，从教材的整合来说本部分即有形容词用法的延续，又为后面形容词最高级的学习打下基础，具有承上启下的作用；再则，从本单元来说它既是本单元的基本语言内容，又为本单元知识扩展和综合语言运用奠定坚实的基础。因此，上好sectiona的前部分，既可让知识学习具有一定的延续性，又可为下面的教学做好铺垫，对完成本单元和今后的英语教学具有重要的意义。

对于sectiona前部分的教学，我准备把对词汇的掌握和听力的理解作为重点，把结对活动的核心对话（即学生说的能力培养）作为难点。这是因为我校地处农村，学生在英语学习方面没有一个好的语言氛围，有些学生不能拥有自己的一套磁带，更不用说拥有其他的听力辅助材料，因此解决这一重点，能让学生进一步感受英语语言的美，激发他们的学习兴趣，这为突破难点作好铺垫；而难点的确立是由于本套教材的特点是采用任务型语言教学模式，融汇话题、交际功能和语言结构，形成了一套循序渐进的生活化的学习程序并结合我校“新课程与学习方式的转变”课题实践，从而突出学生参与探究活动的主体作用。

基于以上的分析，本节的教学要达到以下几个目标：

在“知识目标”中，通过教学让学生掌握本课的词汇运用；“能力目标”方面：指导学生在自主探究和任务型教学模式中，让学生学会用英语与他人谈论人的个性特征和形容词的比较的话题，以及进一步提高听力能力和英语语言表达能力；“情感、态度、价值观”方面：通过师生在教学的双边活动中主动性和创造性的发挥，激发学生的学习兴趣，体验英语语言的美，体验知识间的相互应用、相互依存、联系，让学生充满自信，体验成就感和合作精神。

为达到以上的教育教学目标，根据英语“课标”中强调课程要从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的26 教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程以及我校学生的实际，我将在教学中采用多媒体辅助教学、任务型教学模式，结合听说法、竞赛法以循序渐进的方式来进行教学。

首先，采用听说法和多媒体辅助教学来导入和呈现本节的基本词汇和句型，目的在于用师生、学生与学生互动的方式，共同观察图片、视屏，激活学生对所学知识的已有体验，使学生对新词语的识记经过一个由形象思维到抽象思维的转化过程，因此记忆效果更好。

其次，采用任务型教学途径，在活动中以循序渐进法、竞赛法来突破重点，培养学生综合语言运用能力，这样不仅激活学生的主体意识，而且激活了英语语言，这样在活学活用知识的过程中，学习的自信感逐步增强，从而体验到成功的喜悦。

教法的选择固然重要，但学法也是必不可少的，我们都知道，学生的学习过程并不是只孤立与课堂教学之中，应遵循学生的身心发展规律和学习规律，指导学生进行个性化的学习，让学生在活动与交流中产生个性化的体验。教师在教学的过程中要倡导学生体验、实践、参与、合作与交流的学习方式，瑞士心理学家让·皮亚杰的“建构主义理论”指出：学习是获取知识的过程，但知识不是通过教师传授得到的，而是学习者在一定的情景即社会文化背景下，借助他人（包括教师和学习伙伴）的帮助，利用必要的学习资料，通过意义建构的方式而获得的，以及结合我校的学情，在本节教学中主要采用小组自由合作学习的方式，全班学生自由组合4-6人一小组（但原则上各小组要有各个层次的学生），因为这样的合作学习方式能突出以人为本的教育思想，符合教育的宗旨，能激发学生求真、向善的潜能，使学生会用心去体验集体的力量，去感悟合作的无穷魅力，在活动中体验合作成功的快乐，体验实现自我价值的幸福。

接下来是教学程序，我主要采用任务型的教学模式，分五个活动进行：

活动一：课堂激趣

在本活动中通过听说法配合多媒体辅助教学导入新课，进行师生互动活动引出本课的话题，用多媒体显示图画，如用姚明来让学生感觉单词tall，并以一个矮个short的人物来形成比较，通过连续几幅夸张的比较图片让学生认识并掌握本课所要学的基本词汇，并引出比较级的句子，如：

27 he is taller than him./sam is wilder than tom.等句式，本环节以学生原有的知识为切入点谈论过去所做的活动，不知不觉地将学生引入教学交往的境地，进入本课的话题，达到润物细无声之效果，使学生形成积极的情感，主动思维，并形成良好的语感。

活动二：激趣后的体验

本人认为要充分挖掘教材的内涵，利用1b来培养学生的听力能力，并结合学生的猜猜他人的游戏（一个学生描述班里一位同学并和自己作比较，其他同学猜所描述的人是谁），如：he/she is ┅than i’m ┅than he/she is.使此活动是在激趣环节上的再一次升华，不仅反馈于第一环节的活动，也为本节的重点突破环节打下基础。

活动三：生生的互动探讨和体验

采用任务型教学途径及学生小组自由合作学习的方式，这个环节分为两个小步骤：1.分小组展开竞赛，由每个小组自选一个同学上来进行比较的描述，其他组的同学来回答。2.利用多媒体制作动画，进行小组抢答的形式，激起学生的求胜心和参与率，同时达到训练学生快速思维的能力。

活动四：听力能力的反馈

采用分层的形式完成听力能力的培养（针对学生的个体差异进行听力训练），在利用2a及2b的多种听力形式材料的同时，又反馈于1a及1b，使学生能更进一步对声音语言进行体会、感受，这就是本课的重点突破环节。

活动五：知识的拓展迁移

此环节是在活动三的基础上，再次通过任务型教学途径，分小组.结合循序渐法进行活动：假设班上要派一名交换生到美国学习，小组讨论谁是合适的人选，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，最后全班汇集候选人，共同讨论谁最合适。在讨论、进行交际互动的过程中，使学生的口语交际能力提高到一个新的高度，激起学生的交际欲望，让学生体验到成就感和合作精神，从而突破本课的难点。

28 《英语课程标准》建议教师把“任务型”教学活动延伸到课堂之外的学习和生活之中。因此，我在家庭作业布置中，分常规性作业和合作探究性作业：

1.常规性作业主要完成workbook的练习。

2.合作探究性作业主要分为两层：

⑴成绩较差的成员让小组同学根据本节课的内容完成问、答操练（由易到难的渐进方式），以次来巩固重、难点。

⑵各小组总结本课形容词比较级的形式，如+er、/chang y into i+er/加more 的形式以及他们的读音规律，进而培养学生的自主探究能力和合作精神。

以上的教学过程注重学生的兴趣，贯穿“快乐教学”为指导思想，寓教于乐，把掌握知识，形成技能，发展能力与培养学生个性健康发展有机结合起来，让学生在集体合作中，发挥每个人的长处，是学生在合作中能互补、启发，形成立体的、交互的思维网络，产生1+1›2的效果。

教师资格证英语面试教案篇五

高校教师资格证 试讲教案

试讲人：

试讲教材：《战略管理》 教材出版社：高等教育出版社 工作单位：

试讲时间：二○一五年六月

各位领导、老师大家好：

我是，今天我所要讲的是“企业的一般竞争战略”，这节课是选自高等教育出版社《战略管理》第六章的内容。

一、教材内容、地位及作用

本节课的主要内容是一般竞争战略的讲授，这是在学习了企业战略管理基本理论之后，开始涉及竞争战略的一个关键步骤，也是企业在行业市场上开展竞争活动的纲领，学好本节课的内容有助于为后续内容打下坚实的基础，对学生日后进行各种战略分析与选择有积极的指导作用。

二、教学目标

知识目标：理解企业战略的具体步骤及掌握三种基本经营战略； 能力目标：培养学生运用所学知识解决实际问题的能力；

情感目标：鼓励学生积极参与课堂互动，调动学生学习的积极性和主动性。

三、教学的重点、难点

根据教学大纲的要求，本节课的重点是一般竞争战略的的定义与形成动因，难点是区分三种基本经营战略以及使用情景。如果单从理论来讲的话，可能学生不容易理解，所以可以通过引用格兰仕、如家酒店、吉列剃须刀等案例的分析，来突出重点和突破难点，鼓励学生积极思考并主动回答问题。

四、教学方法

本节课采用案例法与启发式教学，结合现实案例，通过在授课中不断设问，指导学生开动脑筋，寻找问题的答案，在学生看书，讨论的基础上，再加以启发引导，运用问答法，课堂讨论法等等，增强学生的参与意识。

第六章 企业的一般竞争战略

一般战略的定义

竞争战略属于sbu层面的战略，也称事业部战略（strategic busine units）。对经营单一产品的中小企业而言，其战略也是竞争战略。竞争战略主要针对企业如何在所选定的行业或事业领域与竞争对手展开有效竞争的问题。也就是主要解决竞争手段问题。它是企业取得竞争优势的“一般竞争战略”。

竞争力大师迈克尔·波特说过：“在竞争中，企业为了建立与五种力量抗衡的有利的战略地位，并超过其他竞争者，有三种‘一般竞争战略’可供选择：低成本战略、差异化战略和集中战略”。

一般竞争战略，就是无论在什么行业或什么企业都可以采用的竞争性战略。迈克尔﹒波特把竞争战略描述为：采取进攻性或防御性行为，在产业中建立起进退有据的地位，成功地对付5种基本竞争力量，从而为公司赢得超常的投资收益。

2 基本竞争战略有三种：成本领先战略、差异化战略、集中化战略。

企业必须从这三种战略中选择一种，作为其主导战略。

1、要么把成本控制到比竞争者更低的程度；

2、要么在企业产品和服务中形成与众不同的特色，让顾客感觉到你提供了比其他竞争者更多的价值；

3、要么企业致力于服务于某一特定的市场细分、某一特定的产品种类或某一特定的地理范围。

第一节 成本领先战略

一、概念描述

成本领先战略又称低成本战略，是指企业的全部成本水平低于竞争对手，即在追求规模效益的基础上降低成本。

20世纪70年代由于“经验曲线”理论的流行，使成本领先战略得到了普遍应用。尽管企业对产品质量、服务以及其他方面也不可忽视，但成本领先战略的主旨是使企业的成本水平低于竞争对手。

采用成本领先战略，意味着企业可以通过其低成本地位来获得持久的竞争优势，从而成为行业中高水平的经营企业。

一、低成本战略的类型：

根据企业获取成本优势的方法不同，我们把成本领先战略概括为以下几种主要类型：

1、简化产品型成本领先战略；就是使产品简单化，即将产品或服务中添加的花样全部取消

2、改进设计型成本领先战略

3、材料节约型成本领先战略

4、人工费用降低型成本领先战略

5、生产创新及自动化型成本领先战略

三、采用低成本战略的动因

1、形成和提高产品的进入障碍

2、增加讨价还价的能力

3、降低替代品的威胁

4、保持领先的竞争地位

四、实现成本领先战略的条件

1、产品利润空间小，价格弹性高

2、现有企业之间的价格竞争非常激烈

3、短期内创新难度大

4、现有市场份额大

企业实施成本领先战略，除具备上述外部条件之外，企业本身还必须具备以下技能和资源：

（1）持续的资本投资和获得资本的途径；（2）生产加工工艺技能；（3）认真的劳动监督；（4）设计容易制造的产品；（5）低成本的分销系统。

五、企业获取成本领先的有效途径

1、扩大规模

2、控制成本驱动因素

4（1）降低企业的人工成本

（2）降低原材料成本（3）降低企业固定成本 3.对价值链进行改造

六、成本领先战略的风险分析

1、新进入企业的冲击

2、顾客需求的变化

3、外界环境的变化

4、差异化竞争

七、成本领先战略实施中的误区

1、重视生产成本而忽视其他活动

2、因为降低成本而忽视产品的质量

3、忽视影响成本的所有活动之间的联系

4、忽视创新

案例1：格兰仕，总成本领先战略的成功典范

格兰仕企业选择的是总成本领先的战略，价格战只不过是表现形式。格兰仕自进入微波炉行业以来，咬定青山不放松，从未游离于这一战略。为了使总成本绝对领先于竞争者，格兰仕先后卖掉年赢利上千万元的金牛型产业——羽绒厂、毛纺厂，把资金全部集中到微波炉项目上。

这也反映了格兰仕决策者的高瞻远瞩，因为中国的微波炉业起步于90年代初，在格兰仕进入微波炉的93年，整个中国的市场容量仅

5 为20多万台，此时的龙头老大蚬华内销规模为12万台，且大半市场集中在上海，连许多城市的居民也不知微波炉为何物，更不习惯于用微波炉来烹饪。即此时行业还未充分发育，主要对手也很弱，只要全力投入，就很容易在规模上把对手远远甩在后面，单机成本亦会随之远低于竞争品牌。

这导致了格兰仕的迅速崛起，93年销量为1万台，94年10万台；95年销量达25万台，市场占有率为25.1%超过蚬华成为全国第一（蚬华为24.8%）；96年销量为60万台，市场占有率达34.7%；97年125万台，市场占有率达49.6%；98年总产量315万台，内销213万台，市场占有率为61.43%，而原来的老大蚬华目前年内销规模已不到15万台。

格兰仕的价格战也打得比一般企业出色，规模每上一个台阶，就大幅下调价格。格兰仕降价的特点之一是消灭游兵散勇的目标十分明确。当自己的规模达到125万台时，就把出厂价定在规模为80万台的企业的成本价以下。此时，格兰仕还有利润，而规模低于80万台的企业，多生产一台就多亏一台。除非对手能形成显著的品质技术差异，在某一较细小的利基市场获得微薄赢利，但同样的技术来源又连年亏损的对手又怎么搞出差异来。

当规模达到300万台时，格兰仕又把出厂价调到规模为200万台的企业的成本线以下，结果规模低于200万台的且技术无明显差异的企业陷入亏本的泥淖，使对手缺乏追赶上其规模的机会，在家电业创造了市场占有率达到61.43%的创举。堪称把微观经济学、管理会计

6 中的量本利分析与营销学科学结合的典范，难怪连海尔的张瑞敏都直呼“预想不到”。

格兰仕降价的特点之二是狠，价格不低则已，要低就要比别人低30%以上。营销学鼻祖菲利浦·科特勒在其营销宝典《营销管理》中谈到价格策略时，第一句话便是“没有降价二分钱不能抵消的品牌忠诚”，再说中国市场上比格兰仕更优秀的微波炉品牌少之又少，消费者也没别的品牌可忠诚的。格兰仕的绝对低价不仅令消费者趋之若鹜，同时又对竞争对手有足够的威慑力。竞争对手如果敢降，他会比你降得更狠。

格兰仕发动的价格战于国于民都十分有利。于国，格兰仕把微波炉行业的利润率降到很低点，提高了行业进入门槛，使许多想进入微波炉行业的资本失去兴趣，不战而屈人之兵，避免了重复建设和大量社会资源的浪费。至少微波炉业未出现过彩电、冰箱那样的巨额重复投资；于民，格兰仕使微波炉平均零售价近3000元降到600多元，最便宜的仅为380多元，连一个刚工作的年轻人都能轻松买一台微波炉来享受享受。国内市场容量从93年的20多万台上升到98年的350多万台，微波炉以几何级递增速度进入千家万户

格兰仕不仅选对了战略，可贵的是始终未曾偏离这一战略，多年来几乎不做电视广告以确保总成本领先并让利于消费者，终于获得消费者的至诚回报。格兰仕今年的产销计划是500万台，明年六期工程完工后将达到1200万台，居全球第一，其地位又岂是国内年产才50万的二号选手所能撼动。这充分印证了竞争战略大师迈克尔·波特的7 观点“只有在较长的时间内坚持一种战略而不轻易发生游离的企业才能赢得最终的胜利”！

案例2：福特公司成本领先的成与败

20 世纪初，一辆汽车在美国的售价大约是4700美元。这相当于一个普通人好几年的收入。在这种价格下，汽车仅仅是少数有钱人的奢侈品，是社会高级地位的象征。这时，汽车市场自然只能是一个很小的市场。亨利·福特认为，要想把汽车市场变成 一个能够创造巨大利润的市场，就必须把汽车变成普通人也买得起的消费品，而要想做到这一点，大幅降低价格是关键。也就是说，福特公司要想获得大的发展，必须设法生产出价格低得多的汽车。

1908年t型车诞生，定价只有850美元，相当于当时一个中学教师一年的收入。这背后的生产效率差异是，同时期其他公司装配出一辆汽车需要728个小时，福特仅仅需要12.5个小时，而且，随着流水线的不断改进，十几年后，这一速度提高到了惊人的每10秒钟就可以生产出一辆汽车。与此同时，福特汽车的市场价格不断下降，1910年降为780美元，1911年下降到690美元，1914年则大幅降到了360美元。最终降到了260美元。福特公司先进的生产方式为它带来了极大的市场优势。第一年，t型车的产量达到10660辆，创下了汽车行业的纪录。到了1921年，t型车的产量已占世界汽车总产量的56.6%。t型车的最终产量超过了1500万辆。福特公司也成为了美国最大的汽车公司。可以说，福特创造出了现代工业史上的奇迹。

20世纪20年代，福特公司通过限制车型及种类、采用高度自动

8 化的设备、积极实行后向一体化，以及通过严格推行低成本化措施等取得了所向无敌的成本领先地位。

然而，当许多收入高、同时已购置了一辆车的买主考虑再买第二辆车时，市场开始更偏爱具有风格的、车型有变化的、舒适的和封闭的汽车而非敞篷型的t型车。通用汽车公司看到了这种趋势，因而对开发一套完整的车型进行资本投资有所准备。而福特公司由于把被淘汰车型的生产成本降至最低而付出了巨额投资，这些投资成了一种顽固障碍，使福特公司的战略调整面临极大代价。

第二节 差异化战略

一、概念描述

差异化战略，是指将企业提供的产品或服务实现特色化，使企业的产品和企业提供的服务与竞争对手有明显区别，形成与众不同的特点的一种战略。

二、采用差异化战略的动因

1、形成进入障碍

2、给企业带来超额收益

3、降低顾客的价格敏感程度

4、防止替代品的威胁

三、差异的分类

1、思维差异——企业不随流俗，进行逆向思维，找准市场的“空白点”，并及时去填补，赢得消费者的青睐。

2、功能差异——功能效用是满足消费者潜在需求或显在需求的9 载体。企业应以产品的功能差异去满足消费者的需求差异，在两者的结合中形成、发展自己的目标顾客群。

3、质量差异——质量是产品的生命，“零缺陷”的产品质量无疑是消费者所追求的。产品质量又是具体而实在的。许多情况下，需要以质量的差异来满足顾客群的需求差异。

4、品牌差异——品牌的基本功能是辨识卖者的产品或劳务，以便同竞争者及其产品相区别。品牌是一种知识产权，更是企业宝贵的无形资产。

四、差异化战略的风险分析

1、在竞争对手的模仿和进攻下，企业不能保持差异化

2、外部环境变化的影响

3、企业形成差异化成本过高

4、差异化无法长时间地持续 案例1：农夫山泉：演绎差别化战略

第三节 集中战略

一、概念描述

重点集中战略也称为聚焦战略，是指企业把经营战略的重点放在一个特定的目标市场上，并为这个特定的目标市场提供特定的产品或服务的一种战略。

二、采用集中战略的动因

集中的企业由于其市场面小，可以更好地了解市场和顾客，提供更好的产品与服务。

集中战略可以防御行业中各种竞争力量，使企业在本行业中获得高于一般水平的收益。

采用集中战略的逻辑依据是：企业比竞争对手更有效地为较窄范围的目标顾客群服务。从总体市场上看，也许集中战略并未取得成本领先或差异化优势，但是，它却能在较窄的市场范围内，取得成本方面或差异化方面的竞争优势。

两种表现形式：

成本集中战略，即企业在所处的目标市场中寻求低成本的优势； 差异化集中战略，即寻求企业在目标市场中的独特的差异化。

三、重点集中战略的实施条件

1、购买者群体之间在需求上存在显著差异，或习惯以不同方式使用产品

2、这一特定的顾客群或地区市场不是竞争者取得成功的关键因

11 素

3、目标市场在市场容量、成长速度、获利能力、竞争强度等方面都具有相对吸引力

4、企业缺乏足够的资源用于广泛的、较宽的市场面

5、行业内存在许多不同的细分市场

四、集中战略的风险

1、竞争对手采取同样的战略

2、失去了重点集中战略的基础

3、企业失去竞争优势 案例：吉列的故事

吉列刮胡刀公司数十年来都是一家经营单一产品的公司。1901年创办该公司的金．c．吉利，想把全世界组织成一家庞大的公司，每一位公民都是股东。经过6年的敲敲打打之后，他发明了刮胡刀片，很快就将之投入生产。1904年，该公司取得专利权。

吉利成功建立在以下因素上：创意、专利权、行销方法、制造刮胡刀片的机械方法，专利权的保障。吉列安全刮胡刀确实变成了一个具有非常竞争实力的公司体。到1920年，该公司的触角已经伸到全球，大约2000万人都在使用“吉列”的刮胡刀和刀片。尽管后来吉列公司也走上了多元化经营之路，但是它的经营中心还是聚集在男性剃须品上，这种战略无疑是极为成功的。

教师资格证英语面试教案篇六

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