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教師招聘考試英語(yǔ)教學(xué)設(shè)計(jì)模板
篇一：福建教師招聘考試英語(yǔ)教學(xué)設(shè)計(jì)及教案模板
福建教師招聘考試英語(yǔ)教學(xué)設(shè)計(jì)及教案模板
篇目一：《Unit10 where did you go on vacation》
I Teaching Aims:
Knowledge aims:
Students will learn some basic knowledge about the past tense and some words phrases
about the place.
Ability aims:
1.Students can develop their .talking ability through paire work.
2.The ability of creating some simple sentences about their real life can be trained.
Emotional aim:
1. Students can form the spirit about cooperation through group work.
2. Students can solve some real problem in the real life about the site.
II Teaching Key &Difficult Points:
The basic knowledge about the past tense and some words phrases about the place.
III Teaching Methods:
Brainstorming, Group discussion, task-based teaching method, communicative teaching method.
IV Teaching Aids:
A map of the city.
V Teaching Procedures:
Step 1: Warming up(3mins)
Greeting with the sentences: “do you like vacations?”
And give the question about: “what did you go on vacations?”
Then write the title on the blackboard
Step 2: Pre-listening (15mins):
Free-talk
Show out the map and ask the students where did they go on vacation? Then do a group work, show out the key sentences about the passage. Point out the differences between the simple present tense and the simple past tense.
Step 3: While-listening (15mins):
Listen to the tap and finish the practice in the book.
Step 4: Post-listening (10mins):
Write out the key words and the important sentences on the blackboard, and lead the
students to do a group work to role-play the conversation according to the hint on the board.
Step 5: Summary & Homework (5mins)
Summary:
Some students would be invited to sum up the words and the sentences they have learnt today.
Homework:
1.Draw a picture about the places they like most, and make a dialogue with their deskmate.
VII Blackboard design:
VIII Teaching Reflection:
更多教案內(nèi)容，大家可以下載本文檔后按住ctrl 點(diǎn)擊：福建教師考試13個(gè)學(xué)科教案匯總 。如果需要其他備考資料，也可以直接點(diǎn)擊： 福建教師考試備考 進(jìn)入查看。
篇目二：《Unit 3 At the zoo》
Knowledge aims:
Students can learn the four new adjective words thin, fat, short and thin use the new word in sentence It’s… to describe the animals.
Ability aims:
Through activities and games, students can improve their ability of listening and speaking. Emotional aims:
Through working in pairs and groups they will love their classmates and get to love English more than before.
Teaching Key Points:
Words: Tall short fat thin
Sentences: It’s…
Teaching Difficult Points:
Students can master the usage of the new words and sentence and use it naturally in their daily life.
Teaching Procedures:
Step1 Lead in
Greet with the students and then show them some pictures of the animals on the PPT and then ask them the questions:
Question one: What’s this animal?
Question two: What color is it?
Step2 Presentation
Activity one
Show students another picture with a fat monkey and a thin monkey on the PPT and then ask the students to tell the differences between them, and then tell them the two new words fat and thin. Use the same way to teach them another two new words tall and short.
After learning the four new words, play the voice game to help them memorize the new words.
Activity two
Put four pictures of different animals on the blackboard and then ask the students to play a game, students need to do what the teacher asks them to do.
T: Point at the fat monkey.
After playing this game, teacher adds the sentence it’s…in to the sentence and then asks the students to make the similar sentence.
T: Look at that monkey. It’s fat.
S: Look at that giraffe. It’s tall.
Step3 Consolidation
Activity one:
Show them four pictures with a fat monkey, a thin monkey, a short giraffe and a tall giraffe, and write numbers under the animals.
Before playing this game ask them what can be used to describe them and write down the words under the pictures and then play the game.
Firstly, the teacher says number one and the students need to say the right animals, if teacher says the animal, the students need to tell the number.
T: Number one.
S: A fat monkey.
Secondly, they need to play the game with the sentence they’ve just learned.
T: Number one.
S: Look at that monkey. It’s fat.
And then ask them to play this game in pairs and then separate them into two teams and have a competition between team A and team B
Activity two:
Listen to the tape and then play the let’s do it part. Ask the students to do the actions
according to the sentence
T: Be fat, be fat. Be fat, fat, fat! At the same time students use their hand to show a circle from small to big in front of them. They can ask their partners to do the actions according to the orders.
S1: Be tall.
S2: (Doing the action: Stand up.)
Step4 Summary and homework
Summary: Ask the students to close their eyes and then ask them to memorize what they have learned today, and ask them to show out the words.
Homework: Ask them to find some pictures with their family members, and then take it to the next class and introduce them to all the class.
Blackboard Design:
Teaching Reflection:
篇二：浙江教師招聘考試英語(yǔ)教案
Teaching Aims:
Knowledge aims:
Students can master the usage of “in, on, under” and can learn to use the new words in sentence: Where is the?? It’s?the?
Ability aims:
Through activities and games, students’ ability of listening and speaking can be improved.
Emotional aims:
Students will love their classmates and get to love English more than before. Teaching Key Points:
Words: in, on, under
Sentences: Where is the?? It’s?the?
Teaching Difficult Points:
Get students to use the new words and sentences naturally in their daily life. Teaching Procedures
Step 1: Warming up and lead-in
1.Greet the students.
2.Show them a box with a pencil, a pen, a ruler, a rubber and some other things inside the box.
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3.Take the things out from the box, and check who is the first to tell the name and then ask about the colors.
Step 2: Presentation and practice
Activity one:
After reviewing the words they’ve learned, hold a pencil in the hand and put it on the box and then show it to class, guiding them to know the meaning of “on”.
Use the same way to tell them the meaning of “in” and “under”.
After learning the words for the first time, show them the of “l(fā)et’s learn” and then ask them the birds in the picture and students tell the position according to the picture.
T: Look at the blue bird, it means?.?
S: On.
T: Very good!
Activity two
Keep looking at the picture and then ask them about the things in this picture. After telling the names, ask them the sentence and check their answers. And then practice the other things, use the schoolbag and desk to make the sentences.
T: Look, what’s this? (Point at the chair.)
S: It’s a chair.
T:Yes, you are right, it’s a chair, read after me, chair!chair!
T: What’s this? (Point at the ruler.)
S: It’s a ruler.
T: Ok now you need to answer my question, listen! What’s the ruler?
S: It’s under the chair.
T: Very good. Now you can practice the dialogue with your partner by asking about these things. (Point at the desk and book.)
Step 3: Consolidation
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1. Activity one: let’s do.
First ask the students to show their body parts. And then play games with them, students need to do what the teacher asks them to do. After playing this game with the whole class, ask them to play this game with their partners and ask some of the volunteers to come to the front and show it to all the class.
T: Show me your hand!
T: Show me your arm!
T: Ok, now do as I say!
T: Put your hand on the desk!
T: Put your arm in your schoolbag.
T: Now, you can practice this with your partner, and then I will ask some of you to show us your dialogue.
2. Activity two: draw and say
Ask all of them to prepare a paper and then teacher will say some words, students need to draw the things on the paper, first they need to draw a chair and a desk on the paper, and then listen to the teacher carefully and draw the other things according to the sentences the teacher makes.
T: A desk!
T: A chair.
T: Ok, now you need to draw your picture according to my sentences. The book is on the desk. The pencil is under the pencil box, the pencil box is under the chair, the pencil is under the pencil box, ok, now please show me your pictures.
T: Ok, now we can ask and answer according to the pictures.
T: Where is the pencil?
S: it’s under the chair.
T: good, is the pencil under the pencil box?
S: Yes!
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And then check the students’ pictures. After checking the pictures, ask them to act out the dialogue, four students a team, and one asks, the others answer.
3. Activity three:
Show them some pictures on PPT.
Picture one: A monkey on a desk.
Picture two: A pencil in a desk.
First, ask them to make sentences according to the pictures. Teacher asks and students answer.
T: Where is the pencil?
S: It’s in the desk.
T: Where is the monkey?
S: It’s on the desk.
Second, ask students to check whether the sentences the teacher made are true or false.
T: Now, look at the third picture, listen to me carefully, where is the dog? It’s on the chair.
S: True.
Step 4: Summary and homework
Summary: Ask the students to review what they have learned today.
Homework: Show their pictures which they draw in the class to their friends, and tell them in English.
Blackboard design:
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Teaching Reflection:
中公資深講師張喆解析
篇三：英語(yǔ)教師考試教學(xué)設(shè)計(jì)
teaching aims:
knowledge aims:
students can master the usage of “in, on, under” an
d can learn to use the new words in sentence: where is the?? it’s?the?
ability aims:
through activities and games, students’ ability of listening and speaking can be improved.
emotional aims:
students will love their classmates and get to love english more than before. teaching key points:
words: in, on, under
sentences: where is the?? it’s?the?
teaching difficult points:
get students to use the new words and sentences naturally in their daily life. teaching procedures
step 1: warming up and lead-in
1.greet the students.
2.show them a box with a pencil, a pen, a ruler, a rubber and some other things inside the box.
3.take the things out from the box, and check who is the first to tell the name and then ask about the colors.
step 2: presentation and practice
activity one:
after reviewing the words they’ve learned, hold a pencil in the hand and put it on the box and then show it to class, guiding them to know the meaning of “on”.use the same way to tell them the meaning of “in” and “under”.
after learning the words for the first time, show them the of “l(fā)et’s learn” and then ask them the birds in the picture and students tell the position according to the picture.
t: look at the blue bird, it means?.?
s: on.
t: very good!
activity two
keep looking at the picture and then ask them about the things in this picture. after telling the names, ask them the sentence and check their answers. and then practice the other things, use the schoolbag and desk to make the sentences.t: look, what’s this? (point at the chair.)
s: it’s a chair.
t:yes, you are right, it’s a chair, read after me, chair!chair!
t: what’s this? (point at the ruler.)
s: it’s a ruler.
t: ok now you need to answer my question, listen! what’s the ruler?s: it’s under the chair.
t: very good. now you can practice the dialogue with your partner by asking about these things. (point at the desk and book.)
step 3: consolidation
1. activity one: let’s do.
t: show me your hand!
t: show me your arm!
t: ok, now do as i say!
t: put your hand on the desk!
t: put your arm in your schoolbag.
t: now, you can practice this with your partner, and then i will ask some of you to show us your dialogue.
2. activity two: draw and say
ask all of them to prepare a paper and then teacher will say some words, students need to draw the things on the paper, first they need to draw a chair and a desk on the paper, and then listen to the teacher carefully and draw the other things according to the sentences the teacher makes.
t: a desk!
t: a chair.
t: ok, now you need to draw your picture according to my sentences. the book is on the desk. the pencil is under the pencil box, the pencil box is under the chair, the pencil is under the pencil box, ok, now please show me your pictures.t: ok, now we can ask and answer according to the pictures.
t: where is the pencil?
s: it’s under the chair.
t: good, is the pencil under the pencil box?
s: yes!
and then check the students’ pictures. after checking the pictures, ask them to act out the dialogue, four students a team, and one asks, the others answer.
3. activity three:
show them some pictures on ppt.
picture one: a monkey on a desk.
picture two: a pencil in a desk.
first, ask them to make sentences according to the pictures. teacher asks and students answer.
t: where is the pencil?
s: it’s in the desk.
t: where is the monkey?
s: it’s on the desk.
second, ask students to check whether the sentences the teacher made are true or false.
t: now, look at the third picture, listen to me carefully, where is the dog? it’s on the chair.
s: true.
step 4: summary and homework
summary: ask the students to review what they have learned today.
homework: show their pictures which they draw in the class to their friends, and tell them in english.
blackboard design:
teaching reflection:
中公資深講師張喆解析 篇二：英語(yǔ)教師招聘考試教案設(shè)計(jì)
高中教案
healthy eating
【教學(xué)重點(diǎn)】
1．get students to review and consolidate what they have learned in this unit.
2．develop students’ ability to solve problems.
【教學(xué)難點(diǎn)】
get students to turn what they have learned into their ability.
【教學(xué)目標(biāo)】
1．知識(shí)目標(biāo)
? get students to go over the useful new words and expressions in this unit.? have students review the new grammar item: the use of ought to.
2．能力目標(biāo)
? develop students’ ability to use the important language points in this unit.? enable students to learn to use ought to correctly.
3．情感目標(biāo)
? encourage students to learn more about problems with diet, a balanced diet and nutrition.
? stimulate students’ sense to have a balanced diet.
? strengthen students’ sense of group cooperation.
【教學(xué)過(guò)程】
1．step 1-revision
? check the homework exercises.
? dictate some useful new words and expressions in this unit.
2．step 2-lead-in
tell students:up to now,we have finished unit 2 healthy eating.have you learned and grasped all in this unit?turn to page 16.you can check yourself by filling in the blanks in the part summing up.
3．step 3-summing up
five minutes for students to summarize what they have learned in this unit by themselves. then check and explain something where necessary.
suggested answers:
write down what you have learned about festivals around the world. (students’answer may vary.)we have learned about problems with diet,balanced diet and nutrition.
from this unit you have also learned:
phrasal verbs: ought to, lose weight, get away with, tell a lie, winback, earn one’s living, cut down, put on weight
useful nouns: diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom, peach, lemon, balance, barbecue, mutton, bacon, curiosity, hostess, vinegar, lie, customer, discount, weakness, strength, fibre, digest, carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh useful adjectives: roast, slim, raw, limited other useful expressions: balanced diet, in debt, before long new grammar item: the use of ought to
4．step 4-practice
show the exercises on the screen or give out exercise papers. first let students do the exercises. then the answers are given. the teacher can give them explanations where necessary.
? word spelling:
�、� the child couldn’t keep his bon his new bicycle.
�、� he is full of c.
③ he is not senough to wear these tight trousers.
�、� the restaurant offers a healthy dand is full of cevery day.
�、� the old model worker’s rich experience is not to be d. ⑥ i haven’t the s to lift this table.
⑦ if you don’t understand the definition of a word, you can c______the dictionary.
�、� a five-day weekbmore than individually and economically. ⑨ the two principal political parties have cto form a government.
⑩ my motherlthe amount of food that i eat.
? fill in the blanks with the expressions given below. use each expression only once and make changes where necessary.
ought to get away with earn one’s living cut down before long put on weight in debt win. . . back lose weight tell a lie
�、� ______________ he returned to his homeland.
② in order to ______________, he began to eat more meat.
�、� the doctor advised him to ______________ his consumption of fat. ④ david ______________ by writing articles for newspapers.
�、� he is heavily ______________.
�、� i won’t have you ______________ cheating in the exam.
⑦ they were determined to ______________ the seat ______________ from labour.⑧ he is always ______________.
�、� she ______________ look after her child better.
�、� mary is dieting to ______________.
? translate the following sentences.
�、� 我想沒(méi)有什么比旅行更令人愉快的了。
�、� 我看見(jiàn)他正向口袋里裝東西。
�、� 他昨天一定去游泳了。
�、� 大家都對(duì)他的設(shè)計(jì)感到驚訝。
⑤ 張先生不容許他女兒晚回家。
⑥ 難道你不認(rèn)為瘦一點(diǎn)會(huì)更好嗎？
�、� 王鵬坐在他那空蕩蕩的餐館里，感到很沮喪。
�、� 他們的均衡食譜非常有效，王鵬很快就瘦了，而詠慧卻胖了。
keys for reference:
? ① balance ② curiosity ③ slim ④ diet;customers ⑤
discounted ⑥ strength
? ① before long ② put on weight ③ cut down ④ earns his living ⑤ in debt
�、� getting away with ⑦ win . . . back ⑧ telling lies ⑨ ought to ⑩ lose weight
? ①i think nothing is more pleasant than traveling.
�、� i saw him putting something in his bag.
�、� he must have gone swimming yesterday.
�、� everybody was amazed at his design.
⑤ mr. zhang won’t have his daughter arriving home late.
�、� don’t you think it would be better if you were a bit thinner? ⑦ wang peng sat in his empty restaurant feeling very frustrated. ⑧ their balanced diets became such a success that before long wang peng became slimmer and yong hui put on more weight.
5．step 5-learning tip
ask students to turn to page 16. read through the passage and make sure they understand it. encourage them to do as the passage tells to because if they are doing so they will be teaching themselves a useful way of learning and form a good habit.
6．step 6-assessment
? checking yourself(on page 54 in the workbook)
篇三：福建教師招聘考試英語(yǔ)教學(xué)設(shè)計(jì)及教案模板
篇目一：《unit10 where did you go on vacation》
i teaching aims:
knowledge aims:
students will learn some basic knowledge about the past tense and some words phrases
about the place.
ability aims:
1.students can develop their .talking ability through paire work.
2.the ability of creating some simple sentences about their real life can be trained.
emotional aim:
1. students can form the spirit about cooperation through group work.
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