第一篇：2012.9.22湖北教師資格考試高中英語試講經(jīng)歷

2012.9.22湖北教師資格考試試講經(jīng)歷

自2010年9月拿到普通話一級乙等證書，10月拿到教育學(xué)心理學(xué)合格證以來，兩年過去了，一直沒有考試講，今天（2012.9.22）終于把試講考完了。跟大家分享一下吧。

我是在湖北參加的高中英語試講，這已經(jīng)是實(shí)行國考的第二年，考點(diǎn)是在武漢市第一商業(yè)學(xué)校。

1.大約12：20門衛(wèi)放行進(jìn)入，準(zhǔn)考證上寫的侯考時間是12：45-13：00。

2.到食堂相應(yīng)的片區(qū)坐好，等候工作人員來給你登記一個號碼（例如中學(xué)英語的坐在一起，工作人員挨座登記號碼，在準(zhǔn)考證上寫下你的入場序號，我因?yàn)樽诳亢蟮奈恢?，所以排的號?0，總共也只有63人，呵呵）。

3.按科目叫考生排隊(duì)到5樓抽題，寫教案（語文，英語大約每次10-15人，其它科目人會少些。老師現(xiàn)場輸入考號，隨機(jī)顯示兩個題目，看一下，然后選擇一個，打印考題。我抽的兩個都是閱讀課，講一小段，其中一篇是之前培訓(xùn)機(jī)構(gòu)給過的訓(xùn)練材料“The Road To Modern English”，所以我選擇了這一篇）。

4.接下來進(jìn)入隔壁教室寫教案（里面的老師超好，讓我們先看材料，而且可以參考自己帶來的紙質(zhì)的資料，聽到老師指令后開始動筆寫教案，時間20分鐘）。

5.然后就排隊(duì)到旁邊的一棟樓，找試講教室（考題紙上最上一排寫的有，*0*）。

6.先問兩個問題：一是你最喜歡的一句教育名言是什么，二是你最欣賞的教育家是誰（中文回答）。

7.開講，時間10分鐘（我講到10分鐘的時候，老師說時間到，所以summary & homework沒來得及講，不知道會不會很大程度影響分?jǐn)?shù)。不過后來老師問我課文讀完一遍了嗎，我說最后兩句“Will Chinese English develop its own identity? Only time will tell.”還沒讀，因?yàn)檫@兩句的讀法比較特別，讀好了能體現(xiàn)語音水平，所以我補(bǔ)充讀了一遍，考官好像還比較滿意。

8.最后兩個英文問題，一個是你確定想當(dāng)老師嗎，另一個是你在做什么工作，老師的薪水可能比現(xiàn)在的工作低。我都是簡單回答一下，不超過三句。

最后，感謝華中師范大學(xué)職業(yè)與繼續(xù)教育學(xué)院提供的優(yōu)質(zhì)培訓(xùn)，特別是第二次課請的那個老師太給力了！不愧是有26年教齡的區(qū)教研員兼Ｎ年的面試考官！（老師講的閱讀課模板非常好，再加上拷給我們的第三、四、五課時的優(yōu)質(zhì)課模板，只要用心看了，自己寫了，演練了，不管抽到哪種課，肯定都沒問題）

以上僅為自己此次試講的一點(diǎn)點(diǎn)經(jīng)歷，文采不好，寫出來給以后參加考試的同學(xué)們參考一下。如果有所幫助也不枉費(fèi)我兩個小時的辛苦啦！

2012.09.22 于洪山丁字橋

第二篇：教師資格考試試講_說課稿

說課稿模板------數(shù)學(xué) 各位評委：

大家好！今天我說課的題目是，所選用的教材為人教版義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書。

根據(jù)新課標(biāo)的理念，對于本節(jié)課，我將以教什么，怎樣教，為什么這樣教為思路，從教材分析，教學(xué)目標(biāo)分析，教學(xué)方法分析，教學(xué)過程分析四個方面加以說明。（或加教學(xué)評價(jià)）。

一、教材分析

1、教材的地位與作用

本節(jié)教材是初中數(shù)學(xué)—年級—第—章第—節(jié)的內(nèi)容，是初中數(shù)學(xué)的重要內(nèi)容之一。一方面，這是在學(xué)習(xí)了—的基礎(chǔ)上，對—的進(jìn)一步深入和拓展；另一方面，又為學(xué)習(xí)—等知識奠定了基礎(chǔ)，是進(jìn)一步研究—的工具性內(nèi)容。鑒于這種認(rèn)識，我認(rèn)為，本節(jié)課不僅有著廣泛的實(shí)際應(yīng)用，而且起著承前啟后的作用。

2、學(xué)情分析

從心里特征來說，初中階段的學(xué)生邏輯思維從經(jīng)驗(yàn)型逐步向理論型發(fā)展，觀察能力，記憶能力，和想象能力也隨著迅速發(fā)展。但同時，這一階段的學(xué)生好動，注意力分散，愛發(fā)表見解，希望得到老師的表揚(yáng)，所以在教學(xué)中應(yīng)抓住這些特點(diǎn)，一方面運(yùn)用直觀生動的形象，引發(fā)學(xué)生的興趣，是他們的注意力始終集中在課堂上；另一方面，要創(chuàng)造條件和機(jī)會，讓學(xué)生發(fā)表見解，發(fā)揮學(xué)生學(xué)習(xí)的主動性。

從認(rèn)知狀況來說，學(xué)生在此之前已經(jīng)學(xué)習(xí)了，對—已經(jīng)有了初步的認(rèn)識，這為順利完成本節(jié)課的教學(xué)任務(wù)打下了基礎(chǔ)，但對于—的理解，（由于其抽象程度較高，）學(xué)生可能會產(chǎn)生一定的困難，所以教學(xué)中應(yīng)予以簡單明白，深入淺出的分析。

3、教學(xué)重難點(diǎn)

根據(jù)以上對教材的地位和作用，以及學(xué)情分析，結(jié)合新課標(biāo)對本節(jié)課的要求，我將本節(jié)課的要求或重點(diǎn)確2

定為—。

二、教學(xué)目標(biāo)分析

新課標(biāo)指出，教學(xué)目標(biāo)應(yīng)包括知識與技能目標(biāo)，過程與方法目標(biāo)，情感與態(tài)度目標(biāo)這三個方面，而這三個目標(biāo)又應(yīng)是緊密聯(lián)系的一個有機(jī)整體，學(xué)生學(xué)會知識與技能的過程同時成為學(xué)會學(xué)習(xí)，形成價(jià)值觀的過程，這告訴我們，在教學(xué)中應(yīng)以知識與技能為主線，滲透情感態(tài)度價(jià)值觀，并把前面兩者充分體現(xiàn)在過程與方法中。借此，我將三個目標(biāo)進(jìn)行整合，確定本節(jié)課的教學(xué)目標(biāo)為：

1、相關(guān)知識。（了解、理解、熟記、初步掌握、會運(yùn)用對進(jìn)行等），2、通過學(xué)習(xí)，培養(yǎng)學(xué)生觀察分析、類比歸納的探究能力，加深對函數(shù)與方程、數(shù)形結(jié)合、從特殊到一般、類比與轉(zhuǎn)化、分類討論等數(shù)學(xué)思想的認(rèn)識。

3、通過主動探究，合作交流，感受探索的樂趣和成功的體驗(yàn)，體會數(shù)3

學(xué)的合理性和嚴(yán)謹(jǐn)性，使學(xué)生養(yǎng)成積極思考，獨(dú)立思考的好習(xí)慣，并且同時培養(yǎng)學(xué)生的團(tuán)隊(duì)合作精神。

三、教學(xué)方法分析

現(xiàn)代教學(xué)理論認(rèn)為，在教學(xué)過程中，學(xué)生是學(xué)習(xí)的主體，教師是學(xué)習(xí)的組織者、言道者，教學(xué)的一切活動都必須以強(qiáng)調(diào)學(xué)生的主動性、積極性為出發(fā)點(diǎn)。根據(jù)這一教學(xué)理念，結(jié)合本節(jié)課的內(nèi)容特點(diǎn)和學(xué)生的年齡特征，本節(jié)課我采用啟發(fā)式、討論式以及講練結(jié)合的教學(xué)方法，以問題的提出，問題的解決為主線，始終在學(xué)生知識的“最近發(fā)展區(qū)”設(shè)置問題，倡導(dǎo)學(xué)生主動參與教學(xué)實(shí)踐活動，以獨(dú)立思考和相互交流的形式，在教師的指導(dǎo)下發(fā)現(xiàn)、分析和解決問題，在引導(dǎo)分析時，給學(xué)生留出足夠的思考時間和空間，讓學(xué)生去聯(lián)想、探索，從真正意義上完成對知識的自我建構(gòu)。

另外，在教學(xué)過程中，我采用多媒體輔助教學(xué)，以直觀呈現(xiàn)教學(xué)教材，4

從而更好地激發(fā)學(xué)生的學(xué)習(xí)興趣，增大教學(xué)容量，提高教學(xué)效率。

四、教學(xué)過程分析

新課標(biāo)指出，數(shù)學(xué)教學(xué)過程是教師引導(dǎo)學(xué)生進(jìn)行學(xué)習(xí)活動的過程，是教師和學(xué)生間互動的過程，是師生共同發(fā)展的過程。為有序、有效地進(jìn)行教學(xué)，本節(jié)課我主要安排一下教學(xué)環(huán)節(jié)：（1）復(fù)習(xí)舊知，溫故知新

設(shè)計(jì)意圖：建構(gòu)主義主張教學(xué)應(yīng)從學(xué)生已有的知識體系出發(fā)，是本節(jié)課深入研究的認(rèn)知基礎(chǔ)，這樣設(shè)計(jì)有利于引導(dǎo)學(xué)生順利地進(jìn)入學(xué)習(xí)情境。（2）創(chuàng)設(shè)情境，提出問題

設(shè)計(jì)意圖：以問題串的形式創(chuàng)設(shè)情境，引起學(xué)生的認(rèn)知沖突，使學(xué)生對就知識產(chǎn)生設(shè)疑，從而激發(fā)學(xué)生的學(xué)習(xí)興趣和求知欲望。

通過情境創(chuàng)設(shè)，學(xué)生已激發(fā)了強(qiáng)烈的求知欲望，產(chǎn)生了強(qiáng)勁的學(xué)習(xí)5

動力，此時我把學(xué)生帶入下一環(huán)節(jié)。（3）發(fā)現(xiàn)問題，探求新知

設(shè)計(jì)意圖：現(xiàn)代數(shù)學(xué)教學(xué)論指出，--的教學(xué)必須在學(xué)生自主探索，經(jīng)驗(yàn)歸納的基礎(chǔ)上獲得，教學(xué)中必須展現(xiàn)思維的過程性，在這里，通過—觀察分析、獨(dú)立思考、小組交流等活動，引導(dǎo)學(xué)生歸納。（4）分析思考，加深理解

設(shè)計(jì)意圖：數(shù)學(xué)教學(xué)論指出，--數(shù)學(xué)概念（定理等）要明確其內(nèi)涵和外延（條件、結(jié)論、應(yīng)用范圍等），通過對—定義的幾個重要方面的闡述，使學(xué)生的認(rèn)知結(jié)構(gòu)得到優(yōu)化，知識體系得到完善，使學(xué)生的數(shù)學(xué)理解又一次突破思維的難點(diǎn)。

通過前面的學(xué)習(xí)，學(xué)生已基本把握了本節(jié)課所要學(xué)習(xí)的內(nèi)容，此時，他們急于尋找一塊用武之地，以展示自我，體驗(yàn)成功，于是我把學(xué)生導(dǎo)入第—環(huán)節(jié)。（5）強(qiáng)化訓(xùn)練，鞏固雙基

設(shè)計(jì)意圖：幾道例題及練習(xí)題由淺入深、由易到難、各有側(cè)重，其中例1??例2??體現(xiàn)新課標(biāo)提出的讓不同的學(xué)生在數(shù)學(xué)上得到不同發(fā)展的教學(xué)理念。這一環(huán)節(jié)總的設(shè)計(jì)意圖是反饋教學(xué)，內(nèi)化知識。（6）小結(jié)歸納，拓展深化

我的理解是，小結(jié)歸納不應(yīng)該僅僅是知識的簡單羅列，而應(yīng)該是優(yōu)化認(rèn)知結(jié)構(gòu)，完善知識體系的一種有效手段，為充分發(fā)揮學(xué)生的主體作用，從學(xué)習(xí)的知識，方法，體驗(yàn)是哪個方面進(jìn)行歸納，我設(shè)計(jì)了這么三個主題：

A、通過本節(jié)課的學(xué)習(xí)，你學(xué)會了哪些知識；

B、通過本節(jié)課的學(xué)習(xí)，你最大的體驗(yàn)是什么；

C、通過本節(jié)課的學(xué)習(xí)，你掌握了哪些學(xué)習(xí)教學(xué)的方法？（7）布置作業(yè)，提高升華

以作業(yè)的鞏固性和發(fā)展性為出發(fā)7

點(diǎn)，我設(shè)計(jì)了必做題和選做題，必做題是對本節(jié)課內(nèi)容的一個反饋，選做題是對本節(jié)課知識的一個延伸?？偟脑O(shè)計(jì)意圖是反饋教學(xué)，鞏固提高。

以上幾個環(huán)節(jié)環(huán)環(huán)相扣，層層深入，并充分體現(xiàn)教師與學(xué)生的交流互動，在教師的整體調(diào)控下，學(xué)生通過動腦思考、層層遞進(jìn)，對知識的理解逐步深入，使課堂效益達(dá)到最佳狀態(tài)。

河南省教師資格認(rèn)定教育教學(xué)技能測試標(biāo)準(zhǔn)及辦法（以中學(xué)為例）

一、測試環(huán)節(jié)

申請人在教育教學(xué)能力測試所要展示的內(nèi)容包括：自我介紹、說課和答辯。

1、自我介紹主要觀察測試對象的儀容、儀表、儀態(tài)，了解測試對象專業(yè)及工作經(jīng)歷等情況，考慮其是否適合做教師工作。

2、說課主要是結(jié)合本人擬說課8

內(nèi)容及撰寫的教案，考察測試對象對教學(xué)內(nèi)容的處理、課堂教學(xué)的組織、教學(xué)手段的應(yīng)用，以及教態(tài)和學(xué)生學(xué)習(xí)興趣調(diào)動的能力等。通過聽取測試對象對擬采用教學(xué)方式、方法及試講內(nèi)容的處理技巧等情況介紹，考察測試對象的思路是否是清晰，是否熟悉教育基本規(guī)律，掌握基本的教學(xué)方法。

3、答辯主要是考察測試對象專業(yè)知識水平及語言表達(dá)能力、思維能力、應(yīng)變能力等綜合素養(yǎng)是否符合教師職業(yè)要求。答辯題目在測試時由測試對象隨即抽取，專家也可在測試現(xiàn)場隨即提問。

二、測試內(nèi)容

中學(xué)教師資格認(rèn)定教育教學(xué)技能測試的內(nèi)容主要分為兩個部分：說課和答辯（包含通過測試全過程對其的評價(jià)）。測試的滿分分值為100分，說課的測試內(nèi)容占70%，答辯的9

測試內(nèi)容占30%。測試成績共分為兩個等次：60分至100分為合格，59分以下為不合格。測試項(xiàng)目具體內(nèi)容及分值規(guī)定如下：為了便于專家評分，說課部分和答辯部分分別按照100分計(jì)分，待兩項(xiàng)分?jǐn)?shù)評出后，說課成績乘以70%+答辯成績乘以30%則為申請人的測試成績。以下說課部分和答辯部分分別按照100分進(jìn)行分配。

1、說課部分：（1）教學(xué)態(tài)度。包括：注重素質(zhì)教育，培養(yǎng)學(xué)生分析和解決問題的能力。教書育人，融思想政治教育和科學(xué)精神、人文精神于教學(xué)中；備課認(rèn)真、教案規(guī)范、內(nèi)容充實(shí)、清晰整潔等。分值15分。（2）教學(xué)目的。包括：教學(xué)目的明確、具體，符合培養(yǎng)目標(biāo)要求，切合學(xué)生學(xué)習(xí)實(shí)際；教學(xué)目的體現(xiàn)知識傳授、技能訓(xùn)練10 11

及能力培養(yǎng)的相互統(tǒng)一等。分值10分。（3）教學(xué)內(nèi)容。包括：根據(jù)課程性質(zhì)及大綱處理教材，結(jié)合學(xué)科發(fā)展注意內(nèi)容更新；重視理論聯(lián)系實(shí)際，突出實(shí)踐性教學(xué)；理科教師能夠正確地使用實(shí)驗(yàn)儀器進(jìn)行實(shí)驗(yàn)活動；容量安排適當(dāng)，信息量適中，教學(xué)方案設(shè)計(jì)合理，條理清楚，重點(diǎn)突出；內(nèi)容準(zhǔn)確，無知識性錯誤等。分值25分。（4）教學(xué)方法。包括：注重激發(fā)學(xué)生學(xué)習(xí)興趣，啟發(fā)學(xué)生思維，鼓勵學(xué)生創(chuàng)新；教學(xué)方法恰當(dāng)，適合教學(xué)內(nèi)容，符合學(xué)生實(shí)際；根據(jù)教學(xué)需要，適時、適度運(yùn)用教具和現(xiàn)代教育技術(shù)手段等。分值20分。（5）教學(xué)技能。包括：教態(tài)自然，使用普通話，語言清晰、準(zhǔn)確、規(guī)范、形象、生動、語速、語

調(diào)適中；具備教學(xué)各環(huán)節(jié)的基本要求和技能。（如：備課、導(dǎo)入、講授、強(qiáng)化、小結(jié)、作業(yè)布置等），板書層次分明，圖例規(guī)范，布置恰當(dāng)無錯別字和不規(guī)范字；善于組織教學(xué)，有教學(xué)調(diào)控能力，教學(xué)時間分配合理等。分值15分。（6）教學(xué)效果。包括：課堂氛圍活躍，師生精神飽滿，關(guān)系融洽，學(xué)生興趣濃厚；對教學(xué)情況及時反饋和評價(jià)，并進(jìn)行適當(dāng)調(diào)節(jié)和改進(jìn)；完成課堂教學(xué)任務(wù)，實(shí)現(xiàn)教學(xué)目的等。分值15分。

2、答辯部分：（1）儀表儀態(tài)、行為舉止、心理素質(zhì)。包括：儀表端莊、自然，服飾得體、大方、整潔，表現(xiàn)出良好的儀容、氣質(zhì)和修養(yǎng)；舉止穩(wěn)重大方、樸實(shí)自然，表現(xiàn)出良好的師12 13

德風(fēng)范。積極樂觀，精神飽滿，良好的個性品質(zhì)，較強(qiáng)的自我調(diào)控能力，心理健康等。分值15分。（2）語言表達(dá)能力、思維能力。包括：使用普通話，表述準(zhǔn)確、清晰、完整、邏輯性強(qiáng)；根據(jù)提問及時應(yīng)答，回答流暢、正確，有條理性和邏輯性等。分值20分。（3）基礎(chǔ)理論和專業(yè)知識。包括：掌握本學(xué)科的知識體系，具有良好的學(xué)科結(jié)構(gòu)；掌握教育學(xué)、心理學(xué)基本常識，了解現(xiàn)代教育理念；了解主要相關(guān)專業(yè)的有關(guān)知識等。分值30分。（4）教育教學(xué)研究能力。包括：能運(yùn)用正確的研究方法進(jìn)行研究，能夠撰寫教育教學(xué)研究方面的論文等?；揪哂袕氖陆逃虒W(xué)研究的潛能。

分值15分。（測試時，專家可考察申請人的公開發(fā)表的科研論文或者本人的畢業(yè)論文，也可通過答辯過程進(jìn)行考察。）（5）綜合素養(yǎng)。包括：知識面較寬，能夠較好地回答所提問題，具有正確的教育觀、良好的心理素質(zhì)，具備高中教師應(yīng)具備的綜合素養(yǎng)。分值20分。

數(shù)學(xué)說課稿：“反函數(shù)”

一、說教材

1、知識內(nèi)容

本節(jié)主要內(nèi)容有反函數(shù)的概念；互為反函數(shù)的圖像間關(guān)系。

2、地位和重要性

“反函數(shù)”一節(jié)是高中數(shù)學(xué)第一冊（上）的必修內(nèi)容，是高考考察的內(nèi)容范圍；通過對這一節(jié)的學(xué)習(xí)，既可以讓學(xué)生了解反函數(shù)的概念和求反函數(shù)的方法，又可以加深對函數(shù)概念的理解，而且為今14

后反三角函數(shù)的學(xué)習(xí)做了充分的準(zhǔn)備，起到承上啟下的作用。

3、教學(xué)目標(biāo)

根據(jù)“反函數(shù)”一節(jié)的教學(xué)大綱及它在高中數(shù)學(xué)中的地位和作用，我制定了如下教學(xué)目標(biāo)：

（1）使學(xué)生了解反函數(shù)的概念；（2）使學(xué)生了解互為反函數(shù)圖像間的關(guān)系；

（3）使學(xué)生會求一些簡單函數(shù)的反函數(shù)；

（4）培養(yǎng)學(xué)生用辯證的觀點(diǎn)觀察、分析、解決問題的能力。

4、教學(xué)重點(diǎn)與難點(diǎn)

重點(diǎn)：理解反函數(shù)的概念；反函數(shù)一個重要的概念，學(xué)習(xí)上又是一個比較難理解的概念，因此我把它作為這一節(jié)的重點(diǎn)。

難點(diǎn)：求反函數(shù)的方法；根據(jù)對反函數(shù)概念的理解，讓學(xué)生探索歸納得出求反函數(shù)的方法，學(xué)生較難歸納概括而得到，因此我把它作為這一節(jié)的15

難點(diǎn)。

二、說教學(xué)方法

根據(jù)本節(jié)課的內(nèi)容及學(xué)生的實(shí)際水平，我采取師生共同探討和啟發(fā)式的教學(xué)方法以及多媒體教學(xué)方法。這一節(jié)屬于概念比較強(qiáng)的一節(jié)課，因此首先我布置學(xué)生預(yù)習(xí)，對有疑問的地方劃上著重號，在上課開始時給同學(xué)5-10分鐘提問題，然后針對學(xué)生提出的問題指導(dǎo)學(xué)生共同探討這些問題，通過理解概念列舉實(shí)例或范例歸納結(jié)論的思維模式師生之間展開有趣的探索思考，最終對反函數(shù)概念達(dá)到深刻理解。啟發(fā)式的教學(xué)方法，體現(xiàn)了認(rèn)知心理學(xué)，教師采用設(shè)問、反問的點(diǎn)撥方法；啟發(fā)學(xué)生主動思考，動手操作來達(dá)到對知識產(chǎn)生的認(rèn)識，進(jìn)而完成對知識的內(nèi)化，使書本知識轉(zhuǎn)化為自己的能力。課堂不再成為“滿堂灌“，學(xué)生不再成為注入知識的“容器”。多媒體可以加大一堂課的信息容量；使教學(xué)內(nèi)容生動、形象、鮮明地得到展示。

三、說學(xué)習(xí)方法

在教學(xué)過程中，我采用師生共同討論的學(xué)習(xí)方法；運(yùn)用設(shè)問、反問、疑問的教學(xué)語言來吸引學(xué)生的注意力，充分調(diào)動學(xué)生學(xué)習(xí)的興趣，活躍了課堂氛圍；使學(xué)生的思維活動緊跟上老師的教學(xué)思路，學(xué)生才有可能努力找到解決問題的方法。體現(xiàn)了學(xué)生是學(xué)習(xí)的“主體”，老師是學(xué)習(xí)的“主導(dǎo)”。在教學(xué)的過程中學(xué)生思維充分調(diào)動起來對問題產(chǎn)生深刻的思考、探索，在此時教師再稍作一點(diǎn)點(diǎn)啟發(fā)、點(diǎn)撥，使學(xué)生的能力得到充分發(fā)揮，體現(xiàn)了素質(zhì)教育中能力的培養(yǎng)。

四、說教學(xué)過程

在教學(xué)過程中我分三個階段：新課導(dǎo)入、新課講解及結(jié)束階段。在每一階段教學(xué)中，我力求發(fā)揮學(xué)生主動作用，充分調(diào)動他們的學(xué)習(xí)積極性，以啟發(fā)、引導(dǎo)為教師的責(zé)任。

（一）導(dǎo)入階段

我們在物理學(xué)中，認(rèn)識一對“同生死，共存亡”的力，那就是作用力和反作用17

力；在物質(zhì)世界中，科學(xué)家已發(fā)現(xiàn)好多好多的物質(zhì)都存在反物質(zhì)，非常有趣的是：我們數(shù)學(xué)中的有些函數(shù)也存在反函數(shù)。于是寫出本節(jié)課的題“反函數(shù)”。

（二）新課講解階段

1、借助物理問題認(rèn)識反函數(shù)

物體做勻速直線運(yùn)動，速度用（常量）表示，運(yùn)動的位移用—表示，運(yùn)動的時間用—表示則有關(guān)系，即位移是時間的函數(shù)，反過來，也可以用位移和速度來表示時間即時間是位移的函數(shù)，稱函數(shù)是函數(shù)的反函數(shù)。

2、借助數(shù)學(xué)問題認(rèn)識反函數(shù)

函數(shù)中—是—的函數(shù)，從中解出—是—的函數(shù)，這時就稱函數(shù)—是函數(shù)—的反函數(shù)，通過以上的講解可使函數(shù)表達(dá)式就是原函數(shù)的反函數(shù)，于是給出反函數(shù)的定義，為了更好地把握住反函數(shù)的定義，分散難點(diǎn)，我做如下設(shè)計(jì)，提出下列問題請同學(xué)思考：（1）任何一個函數(shù)都有反函數(shù)嗎？（2）反函數(shù)的定義域和值域與原函數(shù)18 的定義域和值域有什么聯(lián)系？（3）怎樣求出反函數(shù)？

以上這些問題引導(dǎo)學(xué)生積極思考，教師適當(dāng)點(diǎn)撥。最后歸納的得出結(jié)論，其中重點(diǎn)強(qiáng)調(diào)求反函數(shù)的方法及求反函數(shù)時應(yīng)注意的問題。

3、通過例題（教材P67）使學(xué)生鞏固概念，掌握求反函數(shù)的方法。

對例題的處理，采取引導(dǎo)學(xué)生分析題目指導(dǎo)學(xué)生實(shí)際動手求所給函數(shù)的反函數(shù)。通過例題的學(xué)習(xí)，再一次強(qiáng)調(diào)求反函數(shù)的一般步驟是（板書給出）：（內(nèi)容略）

4、互為反函數(shù)的圖像關(guān)系

講解課本的兩個例題，例2及例3，利用多媒體輔助教學(xué)，作出這兩個函數(shù)的圖像及其反函數(shù)的圖像，讓學(xué)生觀察原函數(shù)的圖像和其反函數(shù)的圖像有什么關(guān)系。最后由教師歸納給出性質(zhì)：函數(shù)的圖像和它的反函數(shù)的圖像關(guān)于直線對稱。

（三）結(jié)束階段

1、進(jìn)行課堂學(xué)習(xí)，鞏固概念，強(qiáng)化學(xué)生對這一課的掌握。學(xué)生完成兩道練習(xí)題。

這兩道練習(xí)題就在課本的練習(xí)中挑選出具有代表性、學(xué)生容易出錯并且由這兩道題還要能歸納出本節(jié)課中知識點(diǎn)。教師等學(xué)生完成后，叫成績中等的學(xué)生回答，如果有錯誤，讓其他學(xué)生糾正。

2、課堂小結(jié)。

通過對反函數(shù)概念和求反函數(shù)的方法及互為反函數(shù)的圖像的知識內(nèi)容小結(jié)，使學(xué)生理清這一節(jié)的重難點(diǎn)和應(yīng)掌握的知識點(diǎn)。

3、布置作業(yè)。讓學(xué)生做課本P681（3），（7），（8）2，3.通過作業(yè)反饋對所學(xué)知識掌握的效果，以便課后解決學(xué)生尚有疑難的地方。

總之，在這一節(jié)課的教學(xué)中，我始終抓住學(xué)生是學(xué)習(xí)的“主體”；教師在教學(xué)中是“主導(dǎo)”，引導(dǎo)學(xué)生主動去探索問題，發(fā)現(xiàn)問題，思考問題，解決問題進(jìn)而優(yōu)化整個教學(xué)。

附：板書設(shè)計(jì)： 反函數(shù)

一、反函數(shù)的定義

二、反函數(shù)的求法（口述）

三、例題 歸納求反函數(shù)的方法（板書）：

四、反函數(shù)的圖像之間關(guān)系

五、例題 答辯

答辯是筆試、說課之后對申請教師資格證考試考生的一個測試，主要是考察測試對象專業(yè)知識水平及語言表達(dá)能力、思維能力、應(yīng)變能力等是否符合教師職業(yè)要求。答辯題目有各專業(yè)委員會擬定，專業(yè)組長匯總，形成試題庫。

我們提供一些常見的答辯題目，以供考生復(fù)習(xí)備用。

1、談?wù)撟约簩處熉殬I(yè)的看法？

2、談?wù)勀銓Α耙o學(xué)生一杯水，老師有一桶水”這句話的認(rèn)識。

3、談?wù)撟约簭氖陆處熡惺裁磧?yōu)勢和劣勢。

4、你認(rèn)為你作為一名教師最大的優(yōu)勢是什么？

5、你同意“沒有不合格的學(xué)生，只要不合格的教師”這句話嗎？

6、你最欣賞的班主任是哪一種類型？你會怎么做？

7、你認(rèn)為一堂好課的標(biāo)準(zhǔn)是什么？

8、如何發(fā)現(xiàn)“差生”身上的閃光點(diǎn)？

9、教學(xué)是一門技術(shù)還是一門藝術(shù)，你傾向哪一種看法，若兩者都不同意，請談?wù)勀愕目捶ǎ?/p>

10、你認(rèn)為一個優(yōu)秀的教師應(yīng)該具備哪些素質(zhì)？

11、你的座右銘是什么？

12、如果有學(xué)生在課堂上故意刁難，你應(yīng)該如何應(yīng)對？

13、談?wù)勀阕钚蕾p的一位老師。

14、談?wù)剤F(tuán)隊(duì)合作在教學(xué)工作中的必要性。

15、你對“教學(xué)有法，教無定法、貴在得法”這句話是如何理解的。

16、在農(nóng)村隨著父母外出打工，出現(xiàn)越22

來越多的“留守兒童”。你怎么看待這個現(xiàn)象？

17、你如何看待“擇校熱”這一現(xiàn)象。

18、你正在上課，突然有兩個學(xué)生吵起來，你該怎么辦？

19、新課程改革的理念是什么？ 20、新課程改革的三維目標(biāo)是什么，你在課堂當(dāng)中該如何讓處理好三者之間的關(guān)系。

21、現(xiàn)在常常提的“以學(xué)生為本”或“以學(xué)生為主體”，你怎樣理解？

22、你平常看的教育教學(xué)類的書籍和雜志有哪些？

23、你最尊敬的教育家是誰，為什么？

24、你最贊賞的教學(xué)方法是什么？

25、說課和課有什么區(qū)別，你是怎么看？

26、外國的一個教育家說過“要認(rèn)識學(xué)生，要學(xué)習(xí)學(xué)生”，對這種說法你如何看？

27、你認(rèn)為，當(dāng)好一個班主任需要具備哪些素質(zhì)？

28、有一個住讀生下晚自習(xí)后乘門衛(wèi)不注意，溜出校門上網(wǎng)吧。你得知這一情況后，準(zhǔn)備采取什么措施來處理？

29、有一天，你上課的時候，學(xué)生向你提出了一個你也不知道怎么解答的問題，你準(zhǔn)備怎么辦？

30、學(xué)生李某比較調(diào)皮，經(jīng)常惹是生非。對他的教育，家長也不大配合。最為班主任，你準(zhǔn)備怎么辦？

第三篇：高中英語教師資格證試講面試

教師資格證中學(xué)英語面試閱讀題真題一 1.試講題目: 閱讀教學(xué)試講

內(nèi)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 come.He called the girl in the taxi company again.The 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)朗讀所給段落。(2)配合教學(xué)內(nèi)容適當(dāng)?shù)陌鍟?3)針對該段落中的劃線部分，設(shè)計(jì)相應(yīng)的閱讀后教學(xué)活動。(4)試講時間: 約 10 分鐘。(5)用英文試講。

Teaching Plan Teaching Aims:

1.Knowledge aim: let students master the useful word and expressions in the reading material.2.Ability aim: let the students learn how to communicate with other persons in a more polite way.Learn the reading skills of skim and scan.3.Emotional aim: let the students to know the importance of respecting other people and communicate with other people in a good manner.Teaching 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 pictures.Step two: new words and phrases(10 minutes)Write the new words and expressions from the reading material such as taxi, airport and let the students read after the teachers.Step three: while-reading(20 minutes)Ask the students about the main idea about the text through a quick reading about the whole text.Let the students do “T” or “F” exercise.Let the students conclude the main idea about each paragraph.Step Four: consolidation(9 minutes)Divide the whole class into two groups.Choose a team leader of each group.Let the group one act the whole scenario based on the reading material faithfully.And let group two have some adaptations of the scenario based on the reading material.Step Five: Homework(1 minutes)Let the students to write a composition about the ending of this story.Good morning, class, in the previous class, we have learned a reading text about the manner and ways of communication, do you still remember? And in this class, we are going to learn another text about manner and ways of communication as well as some names of vehicles in the reading material.First of all, I’d like you do the match exercise on the blackboard.As 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 pictures.Can you match the names on the left with the pictures on the right.Who can have a try? OK, Mike, tell me your choice.Great, your answer is right, this can be matched with this picture, and this name represents the taxi, and this is a picture about a plane.Very good,class, you have done a very good job.Then，I will read this text for you, please listen carefully, and try to get the main idea about the reading material.OK, after I read this text, I’d show you some new words and expressions in the reading material.The first word is “taxi”(在黑板上板書寫上這個單詞)，this word means “出租車” in Chinese.And the second word is “airport” , before I tell you the meaning of this word, can you guess the meaning of this word? Class, 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 “乘飛機(jī)”，and “air” is related with “飛機(jī)”，and “port” is a place where we park a ship or other vehicles.So, class, after you have understood these, can anyone tell me the Chinese meaning of this word? Maria, please, Yes, very good.It means “飛機(jī)場” in Chinese.OK, since you have mastered the new words and expressions 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 start.Time is up, now, class, please listen to my statements carefully and judge whether it is true or false.OK, 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 job.This statement is wrong, a man rather than a woman called the taxi company to get a taxi for him.Now, I will give my second statement, “ the man called the taxi company three times”, class, whether this statement is true or false? OK, Julia, yes, you are right, this is false.You two have done very well.Now, please listen to my final statement, “the man is a pilot”, who can tell me whether this statement is true or false.OK, Joe, your answer is “?”, I am afraid, you do not understand the whole text yet.Actually the man is a pilot in this story.Why 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.也就是說，這個男人就是一個飛行員，如果他所呼叫的出租車沒有準(zhǔn)時到的話，他也就不能準(zhǔn)時達(dá)到機(jī)場，他所開的航班也會延誤。Now, can you understand the whole text? Class.If 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 text.OK, in the following part, we will do a role play game.I will divide the whole class into two groups, the first group will act the whole scenario based on the plot in this reading material faithfully.The 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 proper.Now I will give you three minutes, ready go!Time is up, class, now, I will check your work, can you act you play in front of the class?....OK, both groups have done a very good job.Class, 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 life.For example, in their adaptation, they changed the girl’s words.The 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 first.Only by doing that, can we communicate with each other more politely and properly.OK, class, our class is going to be over, our homework is to write a story about the end of this story.What will happen to the man and the girl in the story? You can think about it after class.You can have a rest now.教師資格證中學(xué)英語面試真題二

試講題目: 閱讀教學(xué)試講

內(nèi)容: Class 9 had a great time on the school trip.They went to Blue Water Aquarium for the day.First they visited the visitors center and watched about sharks.Then they watched a dolphin show.After that, they went to the outdoor Pool and saw a big octopus.After lunch, they went to the Gift Shop and bought lots of gifts.Finally, tired but happy, they took the bus back to school.At the end of the day, the science teacher was very happy because the class monitor cleaned the bus after the trip.基本要求:(1)朗讀所給段落。(2)配合教學(xué)內(nèi)容適當(dāng)?shù)陌鍟?3)針對該段落中的劃線部分，設(shè)計(jì)相應(yīng)的閱讀后教學(xué)活動。(4)試講時間: 約 10 分鐘。(5)用英文試講。教師

資格證中學(xué)英語面試真題三

寫作教學(xué)試講

內(nèi)容: Dear Editor, I am writing to say that I am against building a new zoo in our town.Zoos 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 in.Just last week, I visited a zoo and couldn’t believe what I saw.The animals are kept in tiny cages and can hardly move at all.And they are only given food once a day.Is this a good way for animals to live? I don’t think so.Sincerely, Disgusted 基本要求:(1)朗讀所給短信。(2)配合教學(xué)內(nèi)容適當(dāng)?shù)陌鍟?3)針對該短信的體裁與結(jié)構(gòu)特征，設(shè)計(jì)相應(yīng)的書信寫作教學(xué)活動。(4)試講時間: 約 10 分鐘。(5)用英文試講。

教師資格證中學(xué)英語面試真題四

試講題目: 詞匯講學(xué)試講

內(nèi)容: 在初中七年級下學(xué)期期末復(fù)習(xí)時，周老師希望幫助學(xué)生鞏固以下的詞匯;Soccer, strawberry,hamburgers, baseball, enjoy, difficult, boring, uncle,practice

基本要求:(1)朗讀所給單詞。(2)配合教學(xué)內(nèi)容適當(dāng)?shù)陌鍟?3)針對所提供的詞匯，設(shè)計(jì)詞匯鞏固性教學(xué)活動。(4)試講時間: 約 10 分鐘。(5)用英文試講。

2013下半年全國教師資格證考試面試真題（中學(xué)英語:高中英語）結(jié)構(gòu)化試題（5分鐘）

1.前蘇聯(lián)教育家蘇霍姆林斯基曾說過“教師的一言一行對學(xué)生都起著榜樣作用”，談?wù)勀銓@句話的理解。

2.學(xué)生喜歡老師，才會喜歡老師的課。談?wù)勀銓@句話的看法。英文試講題（語法講解，10分鐘）

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 track.One person runs behind the sled, shouting to the dogs to encourage them.The sound of the dogs barking, the calls of the drivers and the shouts of the crowd make an exciting Northern experience.The dogs are beautiful strong animals, with long, thick fur and many with blue eyes.讀一遍短文，并對文中的語法進(jìn)行講解。答辯 試講后英文問答（5分鐘）

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

一.詞匯

I.Teaching Objectives 1.Knowlwdge Objectives(1)Help students know the collocation and meanings of the following words and phrases: embarrassed, 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 2.Ability 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 sth.II.Important Points 1.Master some phrase, and some new words 2.Master the use of adjective ending –ing and-ed III.Difficult Points Analyze components of a sentence

IV.Teaching Methods 1.Practice, discover, Asking and Answering, Explaining 2.Teaching Aids: text book

V.Teaching Procedures stepI Reading(1 minute)T: Good morning, boys and girls.First 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 , embarrassed, description, amazed)OK.Very good!

Step II Lead-in(1 minute)T: Everybody, after we have studied this passage(My first day at senior high), we all know that the writer had a wonderful experience of his first day in senior high school.In this class let’s study some useful words and phrases.Phrases(look forward to, far from, nothing like)and words(bored/boring tired/tiring excited/exciting surprising/surprised interesting/interested embarrassed /embarrassing)

Step III Careful analyzing(8 minutes)（此處挑兩個講即可）Teaching Plan for Module 1(SEFC Book 1)OK.Well done!Now let’s look at some of the difficult points in the text!

The first one: 1.the classrooms in li kang’s school are amazing/ some students were embarrassed at first.Fellows 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 sentences.Two 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 7.ok 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 classrooms are amazing, the3rd I don’t think I will be bored in Ms Shen’s class, the 4th paragraph some students were embarrassed 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，“絲毫不象”in chinese。

Eg: Math class is nothing like Chinese class, because the former is focus on logic thinking, the latter is main tell us how to think in a different way.The third.3.I'm looking forward to doing it！look forward to sth./doing sth.In this structure to is used as a preposition I look forward to hearing from you as early as possible.（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；轉(zhuǎn)向；翻到??pay attention to 注意?? stick to 堅(jiān)持get down to 開始認(rèn)真干??object to 反對point to 指向see to 處理，料理devote?to? 貢獻(xiàn)??給?

Pay attention to ____(walk)along this risky bridge.There is not much time , lets get down to ___(walk)on this research.Teachers’whole life is devoted to_____(teach)We should object to ___(tell)lies.Step V Summary(1mins)T: In this class we have learned some useful phrases and words.do you still remember their meaning ?(nothing like , look forward to)and now are you clear how to use the adjective ending –ed and –ing.Step VI Homework Assignment(1 mins)T: After class, let’s have a revision of the present tense and preview listening and vocabulary, then do the exercises in text book.So much for this class, bye!

聽力Listening(板書內(nèi)容)Part 1:lead-in（板書內(nèi)容）Step 1 Talk about the topic Give students enough background of the topic.Also let them familiar with the difficult words, especially new words.了解背景 熟悉主題

T: Good afternoon, my boys and girls.Welcome back to my class.I am so glad to see you again.Have you had a good weekend? Yeah!Then what did you do during the summer holiday? Sleep, watch TV, or travel with parents? I see.All of you had a wonderful weekend.Well, today I will introduce a new friend to you;let’s share what she did during the holiday.Now, listen to the tape carefully, and then I’ll ask you some questions.（教師說的內(nèi)容,說完暫停！表示在進(jìn)行聽力，但不要太長，大約數(shù)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 picnic.We took several bread and some bottles of water with us for lunch.Of course we didn't forget to take some fruits and we even took some tomatoes and cucumbers.It took us thirty minutes to get there by bike.As it was a sunny day, there were lots of people in the park.Firstly, we climbed the mountain and went boating.Then it was the time for lunch, we took out the food and began to prepare our lunch.Though it was not cooked well, we ate happily.When we finished the picnic, we picked up the rubbish and threw it into the dustbin.We thought it was our duty to keep the good environment.We didn’t go home until it was dark.We all enjoyed ourselves.（聽力錄音材料）

T：Ok, do you understand the story？Yeah!Well, I will ask some you some questions.1.Why 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，示意學(xué)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，示意學(xué)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, cucumbers.Very good T: The third question, Can you find the answer? Ok, Susan.（pause）(平伸右手，手掌朝上，示意學(xué)生回答)yes, perfect.(雙手伸出大拇指，示意回答得很棒)When we finished the picnic, we picked up the rubbish and threw it into the dustbin.Part 2 pre –listening（板書內(nèi)容）

Guess the meaning of the following words（板書內(nèi)容）猜測詞意 掃清障礙 Now, you have understood the story well.Let’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 picnic.Have food outdoors 2 By bike it’s an important phrase.“By” plus transport is the meaning of taking transport.For 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 ground.Ok so much for the phrases.②important sentences 1.It took us thirty minutes to get there by bike.The sentence instruction is ：It takes/took sb some time to do sth.And the question sentence of this instruction is: How long does/did it take sb to sth.For example: How long does it take you to go home? It usually takes me 20minutes to go home.Who can make a sentence？

T: Don’t be shy, just have a try.（環(huán)顧四周）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 school.Great, sit down please.2The next sentence is: We didn’t go until it was dark.The sentence instruction is ： not until.what’s the meaning of the phrase？

直到...才。這句話的意思是，直到天黑我們才回家，而不是我們沒回家直到天黑 I won’t go until you come back.直到你回來我才離去。Who want to try？Yeah, Bob.I didn’t go to sleep until I finished my homework.Great.Sit down.Well, you have mastered the sentences.Part 3: Post-listening Challenge yourself鞏固提升 復(fù)述材料 挑戰(zhàn)自我

T: Now, who can tell us” What’s the passage mainly about?” Please give your answer in a complete sentence with “The passage tells us?????.” T: Who will try? Don’t be shy!（環(huán)顧四周）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 passage tells us______________________________________________”

Part 4: Homework Ok, time is limited, practices more after class.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 class, I’ll ask some students to share their plans next class.Ok, class is over.語法

Part 1: Independent reading 名詞性從句的用法

T: Good morning/afternoon, boys and girls.Today, we’ll learn a new grammar style名詞性從句Noun clauses.1.Read the play, which are mainly about this kind of grammar? Try to find the sentences.（pause）T: Ok.Stop here!Can you say one sentence? Now, who want to share your works? Ok, Tom, please.(手勢語：平伸右手，手掌朝上，示意學(xué)生回答。做邊聽狀，邊板書第一個句子，這個要提前備課，就是您早就準(zhǔn)備好的句子！)May we ask what you are doing in this country?

T: Very good，sit down, please.Now, who want to say the next? Ok, Lily, please.(同上，寫第二個句子！)I didn’t know whether I could survive until morning.T: Very good，sit down, please.Now, who want to share the last one? Ok, Kate, please.(同上，寫第三個句子！)The fact is that I earned my passage by doing sth.（課本上的三個句子）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 so.Are we right? Let’s look at the Ex 2 and try to finish the exercise of this part.If you can not solve the problem, first, lists problems of your own, then you can discuss in pairs;after discussion, you two can’t solve it, come to the blackboard and write it down.Part 2 comprehension 理解(寫完板書，此時，就下去轉(zhuǎn)一下，回來在黑板上寫1-2個難句子，就當(dāng)是學(xué)生寫的)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 understand.Can we help them to under the two sentences? T: Now, who want to try? Ok, Susan, please.(手勢語：平伸右手，手掌朝上，示意學(xué)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 interesting.sit 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 you.You can use “I must say that_____________” Here.Here, can” that” be left out?(Pause)Right!It can not be left out.Does it have any meanings?(Pause)Right.It has no any meaning.（此處用漢語解釋語法現(xiàn)象，在講解時可以在原句上畫點(diǎn)記號什么的,目的是幫助，不是全部解決）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 life.Sit down, please.T: Now, who can draw a conclusion to the grammar which we learnt in this text in volunteer? Nobody? Ok, let’s discuss in groups!

Part 3: The rule of the grammar(寫完板書，此時，就下去轉(zhuǎn)一下，回來看練習(xí)四，當(dāng)堂測驗(yàn))T: Well, Tom, it’s you again!Please!(Pause)Very good!Thank you, sit down please.名詞性從句：缺什么補(bǔ)什么，不缺什么用“that”.(簡析語法現(xiàn)象)And now let’s finish Ex 4, now I’ll ask some of you to finish two of them.1 The reason was ________________________.His concern is___________________________.T: Who will answer in volunteer? Bush and Black!OK!Come to the black board and finish them!(自己寫上就OK了)1 The reason was that he met a strong wind.4 His concern is whether they can offer him a job.Very good!Quite right!Thank you, go back to your seat and sit down please.Part 4: Homework T: Ok, so much for this class.After class, please finish Ex 5 on page 21.That’s all for today, see you!

寫作課：Writing class : Healthy eating（健康飲食）Teaching Objectives（教學(xué)目標(biāo)）：

一、知識技能目標(biāo)：

總結(jié)平衡膳食的定義，并且能提出一些健康建議。

二、情感態(tài)度目標(biāo)：了解有關(guān)營養(yǎng)飲食的基本常識和培養(yǎng)健康的飲食習(xí)慣。

教學(xué)重難點(diǎn)：

1.教學(xué)重點(diǎn):如何區(qū)分健康食品以及垃圾食品并且會用英語表達(dá);.2.教學(xué)難點(diǎn): 教會學(xué)生如何自如表達(dá)自己的意見和建議并且?guī)椭鷮W(xué)生總結(jié)出平衡膳食的定義。

教學(xué)步驟：

Part 1 導(dǎo)入（Warming up）1.以一句話：“Everybody needs foods, so do I”及麥當(dāng)勞、肯德基的相關(guān)飲食引入話題。(1 分鐘)T: Good afternoon, boys and girls.Today we’ll talk about “Healthy eating(板書的內(nèi)容)“.We have three meals everyday.Everybody needs foods, so do I.I want to know the following questions.The 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 小組練習(xí)（Pair works）（3分鐘）

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 us.Now, let’s begin.(下去轉(zhuǎn)轉(zhuǎn))T: Ok.Now, which pair wants to act this dialogue in volunteer?(Pause)Tom and Kate, please.Good!Sit down please.T: Any other pair?(Pause)Well, Linda and Susan, please.(Pause，pretend to be listening)Good!Sit down please.Part 3 頭腦風(fēng)暴（Brain storming）3分鐘

1、Now, I will divide the whole class into two parts, the students on the left will be Group One, and the students on the right will be Group Two.Let’s compete between the two groups.One student will be theleader to collect the names of the food.Let’s see which group will get more names of the food.Who will be the leader? Ok!Tom and Kate.Ready? Go!(Pause)Ok!Now, let’s show the two sheets.（展示兩張紙，寫點(diǎn)對應(yīng)的內(nèi)容就行，一會好念，提前備課時就寫好）Group One win the game!Well done!(把學(xué)生分成兩組競賽，看哪組的同學(xué)收集的食物單詞多，然后教師教導(dǎo)朗讀(2-3分鐘)

Part 4 句型練習(xí)（Sentence structure practicing）（2分鐘）

Now, I’ll show some of the names of food on the black board,(讀其中的一些食物名稱)let’s discuss 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,板書完成后，此時可下去轉(zhuǎn)轉(zhuǎn))老師先展示如何使用句型：“I think that(or the food name)is junk/healthy food because?.”來描述什么是健康食品，什么是垃圾食品。然后把學(xué)生按4人分成一組進(jìn)行討論練習(xí)，老師給出了對話該涉及的內(nèi)容范圍：What is the name of the food? / What nutrition（營養(yǎng)物質(zhì)）does it mainly contain?（2分鐘）

Part 5: Activity task----make a survey活動任務(wù)---做調(diào)查報(bào)告(2分鐘)T: Now I’ll give you a sheet.Ask 3 students around you about their dieting habits, and offer them some advice.You can use the sentence structure as” You should take less?, and you should have more?.”(Pause，可以下去轉(zhuǎn)轉(zhuǎn))給學(xué)生發(fā)一張表格，引導(dǎo)學(xué)生按照表格詢問周圍3個左右的同學(xué)，了解同學(xué)間的飲食習(xí)慣，并能提出一些健康建議。調(diào)查的表格如下:(可忽略不備)

Part6.布置作業(yè)（1分鐘左右）

T: Ok, let’s see the food Pyramid map together.（稍微暫停）From this picture you may well understand how to keep a balanced diet in our daily life.After class, write a composition about “Healthy Eating”.Ok, so much for this class.Class is over, see you!老師在課件上展示食物金字塔圖，讓學(xué)生了解飲食的營養(yǎng)應(yīng)如何平衡，然后布置作業(yè)：讓學(xué)生自己寫一篇健康飲食的作文。

板書設(shè)計(jì) Healthy Eating 1.Junk food VS Healthy food 2.Balanced diet

口語Speaking Step 1: Leading in: by discussion.Hi, boys and girls.We are now living in a highly developed world, with advanced culture and highly developed civilizations.But 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 ago.No 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 time.Anyway, we can imagine!So now, let’s divide into groups of four and, with the help of your imagination, discuss 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 time.Then I’ll ask some of you to report the results to the whole class.Step 2: role play T: Good, sit down.Please turn to page 72, look at the SPEAKING part.You should read it with your partner, then, do the roles play.(Teacher writes bb--middle)Making suggestions and giving advice: 1.What can you suggest? Maybe we/you could ?? 2.Can I ask you for some advice? I suggest(that)?? 3.Can you help me decide? That’s a good idea.4.What do you have in mind? Well, but what about?? Have you considered doing??？

T: OK, time is up.In our daily life, we often ask someone for advice when we can’t make a decision.On the other hand, we often give other advice if they come to us for help.How can we ask for and give advice in English? Let’s look at the blackboard.There are several sentences about giving advice , please read it follow me.T: Make sure you can use these sentences when you are making suggestion.Who 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 interview.You are a host and your partner is Helen.Now give a chat with Helen.I’ll give you several minutes to prepare.T: Time is up.Which pair would like you have a try? Lily, your group please.Q.What skills do you think young people need to succeed in life? A.Set Goals, plan for success, and believe in themselves.Q.In this high-tech world, what’s the most important aspect of education? A.A well-rounded education with a broad view of the world.Q.Who was the biggest influence in your life? Why? A.My parents, Sir Edmund Hillary Q.What’s the toughest part of your job? A.Finding time to do all that I want.Q.When 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? A.The 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 bears.When 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 first.It mattered that I had a goal, a plan and therefore I stood at the Pole.T: Very good.Thank you.I will ask another two students.Any volunteers? Lily, your group please.?

Blackboard design Speaking Step 1 Discussion Step 2: Role play 1.What can you suggest? Maybe we/you could?? 2.Can I ask you for some advice? I suggest(that)?? Step 3: Interview

閱讀reading Step 1 Lead-in 導(dǎo)入 Brainstorm Class begins.Good morning, boys and girls.Today we will learn a new unit together.First let’s get to know the man, who is called Mr.Nature.He is very emotional.When he is happy, he stays calm and shows us beautiful natural scenery.But when he gets angry, he becomes a troublemaker and causes many natural disasters.Do you know the meaning of natural disaster? Yes, it means自然災(zāi)害, for example, the earthquake happened in Ya’an last month, which caused great damage.Besides earthquake, what other kinds of natural disasters do you know? Please brainstorm and try to think of as many natural disasters as you can.Suggested answers: typhoon 臺風(fēng)/ volcanic eruption 火山爆發(fā)/thunderstorm 暴風(fēng)雨 Flood 洪水/tsunami 海嘯/ drought 干旱/ hurricane(tornado)颶風(fēng)，龍卷風(fēng) Guys, you’ve done a great job.Have you experienced any natural disaster we mentioned just now? You please.Suggested answers: You have experienced flood in summer.What did you see? The flood water covered the whole city and you had to stay at home.Can you describe your feelings at that time? You felt frightened and nervous.Step 2 Reading 1)Skimming/Listening Yes, I totally agree with you.In most cases, natural disasters can be very frightening.Today we will read a passage about natural disasters.Please take out your handout and listen to the tape.After listening, please tell me the main idea of this passage and in what order this passage is organized.You only have 2 minutes.Ready? Go!Time is up.Who would like to tell us the main idea? Tom, would you please have a try? Suggested answers: This passage talks about Tangshan earthquake, the largest earthquake of 20th century.Very good? Can you tell me in what order this passage is developed? In order of time.How 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 earthquake.Lastly, he says the army came after earthquake.Yes, you are right.2)Scanning In the first part, the writer tells us strange things happened before the earthquake.We know that before some natural disaster, there are sometimes warning signs from nature.If we have such kind of knowledge, we can reduce the damage.Please go through the first paragraph quickly and try to figure out what signs did the author mention? You only have one minute.Here we go!Now let’s read for more details.Let’s go through the whole passage and try to find the answers to the following three questions.Step 2 Fast reading 泛讀

Read the text quickly and try to finish the following exercises.A.New words or phrases burst: break open because of pressure 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 useless: 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 B.Questions 1.When did the Tangshan earthquake happen? Suggested answers: The earthquake happened at 3:42 am on July 28, 1976.2.How many people were killed or injured in the earthquake? Suggested answers: More than 400, 000 people were killed or injured in the earthquake.3.Was all hope lost? How did the army help the people there after the earthquake? Suggested answers: No, all hope was not lost.The army sent 150,000 soldiers to Tangshan to help the rescue workers.The army organized teams to dig out those who were trapped and to bury the dead.Step 3 post-Reading 1.Discussion Suppose an earthquake happens now, what should we do to keep ourselves safe? Please discuss natural wonders in groups and your discussion should be based on the two questions.This time, the group leader should take down your group members’ ideas and sum them up in your own words.Later, we will share your ideas with all of us here.Understand me? Time is up.Any group would like to share your idea with us? Suggested answers: 1.Don’t be nervous and keep calm.2.Don’t try to run out of the classroom at once.3.Protect your head by putting your school bag on your head.4.Squat under your desk.5.Leave the classroom after the earthquake.2.Interview 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 earthquake.Make a dialogue with your partner.I will give you three minutes and then I will invite some of you to act itout.Step 4 Summary and assiagnment We have done a lot of things today.Firstly, we have talked about?.Then, we discussed.Next, we learned some useful words and expressions.Here comes your assignment: 1.Retell the passage.2.Search the Internet to find more information about earthquake.

第四篇：教師資格證高中英語試講教案

單位：

班別： 姓名：

Junior

Unit14 The birth of a festival

Ⅰ.Teaching aims 1.Talk about festival and customs

2.Practice expressing and supporting an opinion 3.Introduced a festival of China

Ⅱ.Knowledge 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:

1.Kwanzaa was born in 1966, when people created a new festival so that African American would be able to celebrate their history and culture.2.The African first-fruit festivals had many things in common.3.We must do as much as we can to make our community better and more beautiful.4.Since Kwanzaa is a time for learning as well as joy, people celebrate it

by lighting a candle each day and discussing one of the seven principles of Kwanzaa.Grammar hear about=learnt about

hear of sb.=have a knowledge of sb.have much/great faith in sb./sth.have little/no faith in sb./sth.keep faith with sb.as well as+clause

do as much as sb.can do have honour to sb.=do honour to sb.(do sb.honour)

Ⅲ.Teaching key and difficult points:

Teaching key: understand the text and using your own words to retell the text.Difficult point：how to use phrases: as well as, so that, have … in common.IV.Teaching aids:

1)Raising question approach 2)Discussion approach

3)task-based approach

*Teaching means: use the multi-media as an assistant means in teaching.Ⅳ.Teaching steps: Step 1 Lead-in

1）Have a free talk about festival in China, and then discuss the question in Pre-reading on page 10.1.How does your family celebrate the Spring Festival? 2.Why do we celebrate the Spring Festival? 3.Do festivals help us understand our history and culture? 4.What 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 discuss 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 time.Why 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.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 of.Sentence: 1.Kwanzaa was born in 1966, when people created a new festival so that African American would be able to celebrate their history and culture.2.The African first-fruit festivals had many things in common.3.We must do as much as we can to make our community better and more beautiful.4.Since Kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discussing one of the seven principles of Kwanzaa..Step 5 Intensive reading

1)Tell the students the task of reading before they read the passage once again.2)Get the students to read the passage more carefully and then discuss the following questions in groups.① Compare Kwanzaa with the Chinese Spring festival and Christmas.In which way are they similar and in which war are they different? ② Look at the seven principle of Kwanzaa.Which 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 class.2)Show some picture for the students to watch.3)Give them some key words.August, traditional, Mid-autumn festival, moon cakes, Chang E, celebrate, get together, big dinner.4)Give the students an example when necessary.Step7 Summary

1)Go through the important points and difficult points of this lesson 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.Step 8 Homework 1)Finish some exercises.2)Write a passage about a festival of China.3)Preview Lesson15.

第五篇：高中英語試講教案

高一英語Unit 3 Going Places（說課稿）

教學(xué)內(nèi)容分析:本單元的中心話題是“旅游”，可以說這是一個世界性的時尚話題，隨著經(jīng)濟(jì)發(fā)展、社會進(jìn)步、人們生活水平的提高，旅游作為現(xiàn)代人的一種生活方式，越來越被更多的人們所接受與喜愛。文中涵蓋了有關(guān)這一話題的許多內(nèi)容，如：“人們在旅游中的交通方式”“旅游點(diǎn)的選擇”，還有新興的旅游方式----“探險(xiǎn)旅游”、“生態(tài)旅游”等等。而所有的語言知識和語言技能幾乎都是圍饒這一中心話題而設(shè)計(jì)的。而在上這一單元時，正趕上“十一”長假到哪去的話題，學(xué)生應(yīng)該比較感興趣。

Warming-up 由三部分組成：第一部分通過圖例可以看出人們旅游過程中發(fā)生的不文明行為；第二、三部分要求討論有哪些交通方式。主要目的在于激活學(xué)生已有的相關(guān)背景知識，引出話題，為后面幾堂課的討論做好熱身準(zhǔn)備，是本單元的總動員。比如：第一部分的圖例內(nèi)容與eco-travel聯(lián)系比較緊密，我就把它作為這一課（第六課時）的導(dǎo)入。

Listening提供了兩部分聽力資料。前面為三則飛機(jī)起飛前的廣播通知；后面是寫在五張明信片上的旅游者的自敘。目的在于通過輸入語言，掌握一些旅游中會碰到的常用表達(dá)法。

Speaking 提供的是關(guān)于“時光機(jī)器”的資料，幻想人們可以借助于這一神奇的交通工具，在過去、未來的時間長河里隨心所欲地暢游，文后設(shè)計(jì)了表格。這是一個比較開放性的話題，學(xué)生可以展開想象，結(jié)合學(xué)過的歷史、地理知識暢所欲言，能充分調(diào)動他們“說”的興趣。整個活動涉及了“聽、說、寫”多個技能，按要求完成一定的表格，使之“說”的時候更言之有物。

Reading 分為三部分：pre-reading, reading, post-reading.pre-reading提供了與閱讀材料相關(guān)的三個問題，啟發(fā)學(xué)生預(yù)測課文內(nèi)容；reading 是一篇關(guān)于探險(xiǎn)旅游的材料，其中介紹了hiking 與rafting，話題較新穎；post-reading設(shè)計(jì)了一些幫助學(xué)生檢測對課文作淺層、深層理解的鞏固練習(xí)。

Language study 分word study和Grammar兩部分。詞匯配對練習(xí)引導(dǎo)學(xué)生加深對新詞匯的理解與記憶；語法項(xiàng)目是讓學(xué)生進(jìn)一步學(xué)習(xí)現(xiàn)在進(jìn)行時表示將來的用法。同時要求學(xué)生掌握有關(guān)送行與表達(dá)美好祝愿的話語。我對word study的處理，除了聽寫、默寫等機(jī)械性記憶外，更多的是有意地把他們分散在每堂課的指令用語與話題里，讓學(xué)生在語境中學(xué)，在運(yùn)用中學(xué)。而Grammar則滲透在reading與 writing里學(xué)，道理也同上。

Integrating skills 部分可以說是閱讀部分的延續(xù)，寫作部分的前奏。文中提到了“生態(tài)旅游”這一越來越時尚的熱門話題。以列表形式提供了兩個生態(tài)旅游區(qū)的資料，讓學(xué)生稍作了解這一新名詞的內(nèi)涵后，完成文中的表格填寫，算是一種mini-writing。

Writing本單元的要求是寫信。以Sue的口吻給父母寫兩封信（分別寫于周六、周日），對旅游中已做的，正在做的，將要做的事情進(jìn)行如實(shí)描述?？紤]到學(xué)完第三單元，已經(jīng)完成了本冊教學(xué)任務(wù)的四分之一，我在此安排了一大一小兩作文。

Tips 告訴學(xué)生寫作前要多作思考，不要急于動手。不失為一劑寫作良方。

Checkpoint 簡要地總結(jié)了本單元的語法重點(diǎn)，并提供了一些例句。

從內(nèi)容的編排上可以看出，編者打破了原有教材每單元分課而設(shè)的框框，代之以聽、說、讀、寫四技能為側(cè)重點(diǎn)的幾大板塊。因此新教材旨在讓學(xué)生掌握一定的語言基礎(chǔ)知識，在分別完成四技能的基礎(chǔ)上，形成較好的綜合運(yùn)用語言、解決問題的能力的導(dǎo)向，由此

可見一斑。

我們教師明確了這一意圖后，在引導(dǎo)學(xué)生進(jìn)行四技能操練時就會有的放矢，做到內(nèi)容、形式、技巧三者的有機(jī)結(jié)合。當(dāng)然新教材對我們教師的自身素質(zhì)、備課深廣度的挖掘以及學(xué)生想象力的激發(fā)都是一場不小的挑戰(zhàn)。還有詞匯，如本單元新增了hiking, rafting, eco-travel等新詞，相應(yīng)地詞匯要求的級別高了，語言的地道性也有了提升。還有workbook, 簡直是又一本教材，里面提供了許多關(guān)于聽、說、讀、寫的材料與練習(xí)，一方面為我們提供了豐富翔實(shí)的資料庫，另一方面也許也增加了我們的負(fù)荷。這是我對新教材與本單元的一點(diǎn)理解。教學(xué)重點(diǎn)難點(diǎn)：

（一）重點(diǎn)

1． 本單元的生詞、短語2． 有關(guān)旅游的一些表達(dá)法3． 掌握游記與來往書信的寫法4． 復(fù)習(xí)動詞的用法以及現(xiàn)在進(jìn)行時用于將來的表達(dá)法

（二）難點(diǎn)

1． 動詞時態(tài)的綜合運(yùn)用2． 語法操練與語言交際活動的有機(jī)結(jié)合 3． 一些開放性話題的實(shí)現(xiàn)4． 課外查閱資料的能力培養(yǎng) 教學(xué)目標(biāo)

1． 語言知識與技能1）熟練掌握與話題相關(guān)的常用詞匯與表達(dá)法 2）培養(yǎng)學(xué)生聽、說、讀、寫四技能的綜合運(yùn)用能力3）使學(xué)生能就given topics較好地完成一些開放性話題4）培養(yǎng)學(xué)生使用圖書館、網(wǎng)絡(luò)查閱資料的能力 2． 情感態(tài)度與文化意識

1）在有趣的話題激勵下，誘導(dǎo)學(xué)生積極參與，充分調(diào)動他們學(xué)習(xí)的興趣2）在師生互動的活動中，加強(qiáng)教師的親和力，增進(jìn)彼此的了解與溝通，充分發(fā)揮情感教學(xué)的優(yōu)勢3）在共同完成一些調(diào)查、采訪、取長補(bǔ)短等任務(wù)的過程中，加強(qiáng)團(tuán)體協(xié)作意識4）帶領(lǐng)學(xué)生領(lǐng)略世界風(fēng)光之美的同時，增強(qiáng)他們的環(huán)保意識

3． 學(xué)習(xí)策略

1）興趣教學(xué)策略,其中包括對話、討論、表演等2）開放式教學(xué)策略，如：brainstorm, role play, given situations 等活動3）任務(wù)型活動策略，在做中學(xué)，在交際中進(jìn)行真實(shí)運(yùn)用

為了有效地達(dá)到以上教學(xué)目的，我設(shè)計(jì)了以下六個任務(wù)： 1）The students are to discuss the means of transportation 2）The students are to describe a place they know 3）The students are expected to know what an adventure travel is like 4）The students are supposed to take a virtual travel 5）The students are to write a travel diary/letter 6）The students are to finish a proposal letter/make a survey report

我把本單元計(jì)劃為六課時，Warming-up & Listening(1課時)，Speaking(1課時)，Reading(一)(1課時)，Reading(二)(1課時)，Grammar & Writing(1課時)，Integrating skills(1課時)，以任務(wù)為依托，分別對聽、說、讀、寫四技能進(jìn)行訓(xùn)練，各有側(cè)重，但又互相結(jié)合。注重指導(dǎo)語篇閱讀，逐步提高口頭表達(dá)，筆頭寫作能力。

任務(wù)型語言教學(xué)的倡導(dǎo)者認(rèn)為，掌握語言的最佳途徑是讓學(xué)生做事情，即完成各種任務(wù)。當(dāng)學(xué)習(xí)者積極地參與用目的語進(jìn)行交際的嘗試時，語言也被掌握了。當(dāng)學(xué)習(xí)者所進(jìn)行的任務(wù)使他們當(dāng)前的語言能力發(fā)揮至極點(diǎn)時，習(xí)得也擴(kuò)展到最佳狀態(tài)。