第一篇：教資考試面試高中英語(yǔ)試講教案《Breaking the record》

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教資考試高中英語(yǔ)試講教案《Breaking the

record》

第二課時(shí)

教學(xué)目標(biāo)(一)知識(shí)技能

①通過(guò)本課的學(xué)習(xí)使學(xué)生能夠在理解的基礎(chǔ)上復(fù)述課文 ②在閱讀中體會(huì)并初步掌握生詞、詞組、句型的用法 ③體會(huì)作者在寫(xiě)本文時(shí)是如何進(jìn)行內(nèi)容安排的(二)情感態(tài)度

①了解吉尼斯紀(jì)錄的相關(guān)知識(shí)、以及勇于挑戰(zhàn)并打破 紀(jì)錄的杰出人物應(yīng)具備的品質(zhì) ②鼓勵(lì)學(xué)生打破“我不行”的心理暗示讓意念統(tǒng)領(lǐng)身體走出一條完美的道路(三)能力目標(biāo)

①通過(guò)詞族和詞綴的學(xué)習(xí)讓學(xué)生掌握一種記憶單詞的方法 ②通過(guò)三讀法讓學(xué)生掌握速讀、跳讀、精讀的要領(lǐng) 教學(xué)重點(diǎn)難點(diǎn)(1)重點(diǎn)：

1.了解記敘文的文體特點(diǎn)并以此指導(dǎo)閱讀;2.訓(xùn)練skimming, scanning, careful reading等閱讀微技能;3.對(duì)文章深層次的理解及細(xì)節(jié)的欣賞，認(rèn)識(shí)及分析主人公的人物特征及人物性格。(2)難點(diǎn)： 1.閱讀技能的訓(xùn)練;2.對(duì)記敘文的鑒賞能力及人物評(píng)價(jià)。教學(xué)過(guò)程

Leading-in(discussion)更多教師資格考試信息請(qǐng)關(guān)注：http://sx.zgjsks.com//

山西總部地址：山西省太原市長(zhǎng)治路226號(hào)高新區(qū)動(dòng)力港二層

網(wǎng)址：http://sx.zgjsks.com/?wt.mc_id=bk12982

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To show Ss pictures about some famous athletes to let them know something in common about these people--the key of success.Some words may be used in this activity ：

Sports champion athlete winning breaking records challenge exciting confidence physical ability speed strength Something in common： concentration confidence good physical abilities speed strength flexibility athletic skills strong will interest hard training 目的及依據(jù)：本環(huán)節(jié)通過(guò)看圖討論激發(fā)學(xué)生的學(xué)習(xí)興趣激活已有的背景知識(shí)，使學(xué)生能運(yùn)用已有的知識(shí)和經(jīng)驗(yàn)思考本單元的中心話(huà)題。能起到溫故而知新的作用。

Pre-reading Task one to show students some pictures which occur in the text, First, lets them to know the name of the activity and the way to do it, Second, let the students experience one or more of this, such as somersaulting doing jumping jacks, Third, thinking and discussing ① Would you consider each activity to be serious sports? ② Which activity would you like to try? Would you need to be fit to do any of them? ③ Do you think you could do any of them for any length of time?(Indication：Different activity requires different physical fitness psychological personification such as coordination strength balance? concentration strong will devotion)Now class we will read a story about a man called Ashrita Furman who has broken Guinness更多教師資格考試信息請(qǐng)關(guān)注：http://sx.zgjsks.com//

山西總部地址：山西省太原市長(zhǎng)治路226號(hào)高新區(qū)動(dòng)力港二層

網(wǎng)址：http://sx.zgjsks.com/?wt.mc_id=bk12982

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records.(過(guò)度)(讀前部分設(shè)計(jì)依據(jù)及目的：本部分根據(jù)學(xué)生的認(rèn)知規(guī)律而設(shè)計(jì)，首先讓學(xué)生借助圖片了解運(yùn)動(dòng)的名稱(chēng)及運(yùn)動(dòng)方式，其次，讓學(xué)生體驗(yàn)其中一項(xiàng)或幾項(xiàng)活動(dòng)，體驗(yàn)后讓學(xué)生思考問(wèn)題 這種方式呦淺入深、由感性認(rèn)識(shí)到理性思考了解文章當(dāng)中提到的運(yùn)動(dòng)項(xiàng)目降低閱讀難度，為下一步閱讀理解做好充分的準(zhǔn)備)While reading Task two Listening(scanning)(close your book 此處把快速閱讀與聽(tīng)力整合在一起正大課堂容量加快課堂節(jié)奏)(提高學(xué)生的聽(tīng)力水平培養(yǎng)快速獲取所需信息的能力)Task two Listen to the tape, after listening tick the topics that the author does not cover physical skills needed for events ② number of records broken ③ his family life ④ kind of records broken ⑤ why he became a sportsman ⑥ countries he likes best⑦ place and date of birth ⑧ his occupation ⑨ his education ⑩ his first Guinness record(目的及依據(jù)，新課程理念要求讓學(xué)生對(duì)語(yǔ)篇整體學(xué)習(xí)，為此首先讓學(xué)生快速把握文章結(jié)構(gòu)要點(diǎn)讓學(xué)生從整體明白文)Task three Skim the text and answer the questions ①Who is Ashrita Furman? ②When and why he entered the Guinness book of world records? ③When did Ashrita become a student Chinmoy? ④When did he first come across the Guiness book of the world records ⑤ What are some of his pgysical difficulties? A walking with a bottle of milk on his head B standing on top of a Swiss ball C somersaulting D doing gymnastically correct lunges ⑥ what happens in an event that prevent Ashrita from giving up? Post reading更多教師資格考試信息請(qǐng)關(guān)注：http://sx.zgjsks.com// 山西總部地址：山西省太原市長(zhǎng)治路226號(hào)高新區(qū)動(dòng)力港二層

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Task five Discussion on Ashrita’s motivation ①Why did Ashrita challenge the Guinness world records instead of taking part in the Olympic games? ②Why does he keep on trying to challenge different Guinness records? ③Why didn’t he take part in a conventional sports instead of un conventional and funny one? ④Why did Ashrita took part in active sports after learned quiet mediation? Task six discussion on Ashrita’s belief.work in group four or five each group may be for it or against it, choose one, and discuss with your group,(divide the class into two parts for-part and against part, then have a class report)Task seven Summary and homework Task one Write an article about the imagination about the outlook of Ashrita Task two work in group to find more information about Ashria through internet as well as books about after class each group should try brief paper about ahsrita.更多教師資格考試信息請(qǐng)關(guān)注：http://sx.zgjsks.com//

山西總部地址：山西省太原市長(zhǎng)治路226號(hào)高新區(qū)動(dòng)力港二層

網(wǎng)址：http://sx.zgjsks.com/?wt.mc_id=bk12982

第二篇：高中英語(yǔ)試講教案

高一英語(yǔ)Unit 3 Going Places（說(shuō)課稿）

教學(xué)內(nèi)容分析:本單元的中心話(huà)題是“旅游”，可以說(shuō)這是一個(gè)世界性的時(shí)尚話(huà)題，隨著經(jīng)濟(jì)發(fā)展、社會(huì)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(lái)越被更多的人們所接受與喜愛(ài)。文中涵蓋了有關(guān)這一話(huà)題的許多內(nèi)容，如：“人們?cè)诼糜沃械慕煌ǚ绞健薄奥糜吸c(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(yǔ)言知識(shí)和語(yǔ)言技能幾乎都是圍饒這一中心話(huà)題而設(shè)計(jì)的。而在上這一單元時(shí)，正趕上“十一”長(zhǎng)假到哪去的話(huà)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(guò)圖例可以看出人們旅游過(guò)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(shí)，引出話(huà)題，為后面幾堂課的討論做好熱身準(zhǔn)備，是本單元的總動(dòng)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(shí)）的導(dǎo)入。

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

Speaking 提供的是關(guān)于“時(shí)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(guò)去、未來(lái)的時(shí)間長(zhǎng)河里隨心所欲地暢游，文后設(shè)計(jì)了表格。這是一個(gè)比較開(kāi)放性的話(huà)題，學(xué)生可以展開(kāi)想象，結(jié)合學(xué)過(guò)的歷史、地理知識(shí)暢所欲言，能充分調(diào)動(dòng)他們“說(shuō)”的興趣。整個(gè)活動(dòng)涉及了“聽(tīng)、說(shuō)、寫(xiě)”多個(gè)技能，按要求完成一定的表格，使之“說(shuō)”的時(shí)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(gè)問(wèn)題，啟發(fā)學(xué)生預(yù)測(cè)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(huà)題較新穎；post-reading設(shè)計(jì)了一些幫助學(xué)生檢測(cè)對(duì)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(duì)練習(xí)引導(dǎo)學(xué)生加深對(duì)新詞匯的理解與記憶；語(yǔ)法項(xiàng)目是讓學(xué)生進(jìn)一步學(xué)習(xí)現(xiàn)在進(jìn)行時(shí)表示將來(lái)的用法。同時(shí)要求學(xué)生掌握有關(guān)送行與表達(dá)美好祝愿的話(huà)語(yǔ)。我對(duì)word study的處理，除了聽(tīng)寫(xiě)、默寫(xiě)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(yǔ)與話(huà)題里，讓學(xué)生在語(yǔ)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(shuō)是閱讀部分的延續(xù)，寫(xiě)作部分的前奏。文中提到了“生態(tài)旅游”這一越來(lái)越時(shí)尚的熱門(mén)話(huà)題。以列表形式提供了兩個(gè)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(xiě)，算是一種mini-writing。

Writing本單元的要求是寫(xiě)信。以Sue的口吻給父母寫(xiě)兩封信（分別寫(xiě)于周六、周日），對(duì)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(cè)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(xiě)作前要多作思考，不要急于動(dòng)手。不失為一劑寫(xiě)作良方。

Checkpoint 簡(jiǎn)要地總結(jié)了本單元的語(yǔ)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(tīng)、說(shuō)、讀、寫(xiě)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(yǔ)言基礎(chǔ)知識(shí)，在分別完成四技能的基礎(chǔ)上，形成較好的綜合運(yùn)用語(yǔ)言、解決問(wèn)題的能力的導(dǎo)向，由此

可見(jiàn)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(shí)就會(huì)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(duì)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(chǎng)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(jí)別高了，語(yǔ)言的地道性也有了提升。還有workbook, 簡(jiǎn)直是又一本教材，里面提供了許多關(guān)于聽(tīng)、說(shuō)、讀、寫(xiě)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(kù)，另一方面也許也增加了我們的負(fù)荷。這是我對(duì)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(yǔ)2． 有關(guān)旅游的一些表達(dá)法3． 掌握游記與來(lái)往書(shū)信的寫(xiě)法4． 復(fù)習(xí)動(dòng)詞的用法以及現(xiàn)在進(jìn)行時(shí)用于將來(lái)的表達(dá)法

（二）難點(diǎn)

1． 動(dòng)詞時(shí)態(tài)的綜合運(yùn)用2． 語(yǔ)法操練與語(yǔ)言交際活動(dòng)的有機(jī)結(jié)合 3． 一些開(kāi)放性話(huà)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(yǔ)言知識(shí)與技能1）熟練掌握與話(huà)題相關(guān)的常用詞匯與表達(dá)法 2）培養(yǎng)學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)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(kāi)放性話(huà)題4）培養(yǎng)學(xué)生使用圖書(shū)館、網(wǎng)絡(luò)查閱資料的能力 2． 情感態(tài)度與文化意識(shí)

1）在有趣的話(huà)題激勵(lì)下，誘導(dǎo)學(xué)生積極參與，充分調(diào)動(dòng)他們學(xué)習(xí)的興趣2）在師生互動(dòng)的活動(dòng)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(shì)3）在共同完成一些調(diào)查、采訪(fǎng)、取長(zhǎng)補(bǔ)短等任務(wù)的過(guò)程中，加強(qiáng)團(tuán)體協(xié)作意識(shí)4）帶領(lǐng)學(xué)生領(lǐng)略世界風(fēng)光之美的同時(shí)，增強(qiáng)他們的環(huán)保意識(shí)

3． 學(xué)習(xí)策略

1）興趣教學(xué)策略,其中包括對(duì)話(huà)、討論、表演等2）開(kāi)放式教學(xué)策略，如：brainstorm, role play, given situations 等活動(dòng)3）任務(wù)型活動(dòng)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(gè)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(shí)，Warming-up & Listening(1課時(shí))，Speaking(1課時(shí))，Reading(一)(1課時(shí))，Reading(二)(1課時(shí))，Grammar & Writing(1課時(shí))，Integrating skills(1課時(shí))，以任務(wù)為依托，分別對(duì)聽(tīng)、說(shuō)、讀、寫(xiě)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(yǔ)篇閱讀，逐步提高口頭表達(dá)，筆頭寫(xiě)作能力。

任務(wù)型語(yǔ)言教學(xué)的倡導(dǎo)者認(rèn)為，掌握語(yǔ)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(yǔ)進(jìn)行交際的嘗試時(shí)，語(yǔ)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(yǔ)言能力發(fā)揮至極點(diǎn)時(shí)，習(xí)得也擴(kuò)展到最佳狀態(tài)。

第三篇：高中英語(yǔ)試講教案

Module 1

Cultural Corner

The European Union The general idea of this period: in this period, we will learn some knowledge about the European Union, including its’ history and development.Teaching aims: 1.Review the useful words, expressions and sentences in this module.2.Improve the students’ reading ability.3.Learn some cultural knowledge about the European Union.Teaching important points: 1.Have the students master the new words and structure.2.Improve the students’ reading ability.Teaching difficult points: 1.Improve the students’ reading ability.2.Have the students make sense of the whole passage.Teaching methods: 1.Reading, listening and practicing 2.Pair work & group work Teaching Procedures: Step 1 Warm-up: Greeting and Lead-in Step 2 Listen to the tape, underline new words and look up the dictionary.Step 3 Fast-reading and summary the main idea of each paragraph.Step 4 intensive reading and discussion Step 5 extension and discussion Step 6 summary and homework Writing design: Teaching Procedures: Step 1 Warm-up: Greeting and Lead-in T: Good morning, boys and girls.Before the class, I will tell you a story.As we all know, the Second World War is one of the most destructive war in the history which lasted for 6 years.Many European countries involved in this war but they failed.They lost lots of money and manpower.However, there is a biggest winner in this war.Right!The United States.So, after this war, this United States became the greatest country in the world.And he wanted to be the leader of the whole world.But, of course, the European countries can’t agree with him.They were not willing to follow the United States.What can they do? They come up a way to keep the balance with the United States.They decided to set a new organization and get together.The organization is the European Union.This is what we will learn today.Please open your books and turn to page 9.Step 2 Listen to the tape, underline new words and look up the dictionary.T: Now, please listen to the tape.The only thing you need to do is underline the words you don’t know and then look up them in your dictionary.Step 3 Fast-reading and summary the main idea of each paragraph.T: Well, have you finished? And the second time, I need you to read this passage again.And after that, tell me the main idea of each paragraph.T: Well, time’s up.Who want to have a try? Yes, I think it’s very easy for you right? We can see the main idea of paragraph 1 is the European Union is an organization of European countries.And the second paragraph talks about the countries are independent and are governed in different ways.And the last paragraph tell us each of them sends the representatives to the European Parliament which has some control over what happens in each of the member countries.Step 4 intensive reading and answer the question T: This time, please read this passage carefully and answer the questions 1 on page 9.Find the names of three first members and three new members of the European Union.Yes, we can find the answer in paragraph 2, right? The writer list many first members and new members.You can choose three by yourself and write down on your books.Step 5 extension and discussion

T: Now, look at the two pictures on this page.This first one is a building, so beautiful right? It is the EU Headquarters.European Union we can say it EU to make it easier right? And the second picture is the flag of the European Union.Now I will ask you some question, you can discussion with you partners.So listen to me carefully Question 1: Where is the EU headquarters? Question 2: How many star can you see on the flag and what’s meaning? The last question is on you books: In term of the size and population, how big is the European Union compared with China? I will give you 5mins to discuss with your partner and then give me you answer.T: Great!You’re so cleaver.The EU headquarters is in the capital of Belgium——Brussels.And there are 12 stars on the flag.They have a perfect meaning.They are stand for the Virgin Mary.And the last question, compared with the EU, the size of our country is so big and we have much more population than EU.Step 5 summary and homework T: We have learned more about the European Union.And there are some new phrases in this passage.Today’s homework is searching relevant knowledge.

第四篇：2014中學(xué)教資面試生物試講——《生物圈》

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2014中學(xué)教資面試生物試講——《生物圈》

同學(xué)好，首先呢，問(wèn)大家你們的家中都有哪些人呢？好，有爸爸媽媽?zhuān)瑺敔斈棠?，兄弟姐妹。我們的爸爸媽媽?zhuān)瑺敔斈棠?，兄弟姐妹們叫家庭成員，而我們的家庭成員及一起居住的房子我們就叫做家。那如果我們將地球上所有的生物都看成是我們的家人，那么一切生物所居住的這個(gè)家是什么呢？它就是生物圈，下面呢我們一起回到生命之初，跟隨老師走進(jìn)一場(chǎng)奇妙的太空之旅。在觀看視頻的同時(shí)，請(qǐng)大家思考一下，與太空中其他星球相比，為什么只有地球才有生命的存在？

視頻看完了，哪位同學(xué)能告訴老師，為什么只有地球才有生命的存在？好，坐在前排的這位女生，你來(lái)說(shuō)一說(shuō)，嗯，你看得很認(rèn)真，請(qǐng)坐，她說(shuō)到了地球上有空氣，陽(yáng)光，那么還有沒(méi)有其他答案呢？班長(zhǎng)來(lái)說(shuō)一下。補(bǔ)充的很好，他說(shuō)到了還有氧氣，水。同學(xué)們說(shuō)的都很對(duì)，因?yàn)橹挥械厍驗(yàn)槲覀兲峁┝诉@些我們生存所必須的條件，而其他星球不具備這些條件，那么今天我們就來(lái)認(rèn)識(shí)一下我們共有的家園——生物圈。

同學(xué)們請(qǐng)看黑板上的這幅圖，大致描繪了一個(gè)自然環(huán)境，在這個(gè)圖中大家都看到了什么？對(duì)，在這幅圖中我們可以看到，海洋、山川、河流、草原平地和沙漠等。

那同學(xué)們你們覺(jué)得這幅畫(huà)有生機(jī)嗎？如果沒(méi)有，它還缺少了什么呢？對(duì)，動(dòng)物、植物這些有生命的東西，那么老師這里準(zhǔn)備了一些動(dòng)植物的紙片，就請(qǐng)同學(xué)們來(lái)給他們找到他們的家，并送他們回到自己的家中。哪位同學(xué)想上來(lái)？同學(xué)們想上臺(tái)的欲望都很強(qiáng)烈，我們先請(qǐng)第三排穿紅顏色衣服的同學(xué)和黃顏色衣服的同學(xué)上來(lái)。

現(xiàn)在我們?cè)賮?lái)看這幅圖是否就充滿(mǎn)了生氣呢？對(duì)，這些生物都回到了自己的家。生物們共同生活的這個(gè)環(huán)境就是我們要說(shuō)的生物圈。從同學(xué)們給這些生物找的家來(lái)看，都沒(méi)有任何一個(gè)生物在放在很深的地底下吧。那我們就都知道了：地球上不是任何的角落都有生物的，比如在地殼內(nèi)部是沒(méi)有生物存在的。地球上適合生物生存的地方，其實(shí)只是它表面的一薄層，科學(xué)家把這一薄層叫做生態(tài)圈。

生物圈的一個(gè)具體范圍是怎樣的？我們一起來(lái)看下面的短片。從短片上我們可以知道什么呢？課代表你來(lái)回答。嗯，回答的非常正確，記錄的也很好，請(qǐng)坐。短片告訴了我們：如果以海平面為標(biāo)準(zhǔn)劃分，生物圈向上約10千米的高度，向下10千米左右的深處，是一個(gè)20千米左右厚度的圈層。生物圈又分成了大氣圈，水圈和巖石圈。下面請(qǐng)同學(xué)們分組分別來(lái)閱讀書(shū)12頁(yè)得第一、二、三段文字，之后我請(qǐng)每小組的代表來(lái)向大家介紹他們小組代表的圈層。

好，每組介紹的都很不錯(cuò)，同學(xué)們對(duì)圈層有了認(rèn)識(shí)，那么我們想一想，各個(gè)圈層是否是獨(dú)立的呢？不是，對(duì)吧，各個(gè)圈層是相互聯(lián)系的。向日葵生長(zhǎng)需要的條件除了陽(yáng)光、水、營(yíng)養(yǎng)物質(zhì)(無(wú)機(jī)鹽)，空氣(二氧化碳和氧氣)還有適宜的溫度和一定的生活空間。對(duì)吧。想一廣西中公教師考試官方微信：gxjsks

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想他們都屬于哪些圈層呢？好，坐在最后一排角落的同學(xué)來(lái)回答。嗯，回答的很完整，請(qǐng)坐。大家想一想向日葵生活在相對(duì)濕潤(rùn)的環(huán)境中，仙人掌生活在干旱缺水的荒漠，但它們都需要陽(yáng)光、空氣、水、營(yíng)養(yǎng)物質(zhì)等生活條件。綜合來(lái)看我們就不難得，動(dòng)物、植物等所有的生物生存所需要的基本條件是一樣的，它們都需要物質(zhì)、陽(yáng)光、空氣和水，還有適宜的溫度和一定的生存空間。

如果將來(lái)有一天你有機(jī)會(huì)乘坐宇宙飛船遨游太空，那么你必須從生物圈攜帶哪些維持生命的必需物質(zhì)？第二排戴眼鏡的同學(xué)你來(lái)回答。嗯，她說(shuō)到了需要有氧、充足的食物和水。

生物有了營(yíng)養(yǎng)物質(zhì)、陽(yáng)光、空氣、水、適宜的溫度和一定的生存空間，就一定能生存下去嗎？當(dāng)這些條件發(fā)生改變，如空氣污染、水污染、土壤污染等生態(tài)環(huán)境的破壞和惡化時(shí)，對(duì)生物有什么影響？人類(lèi)應(yīng)該怎么做？大家思考一下，嗯，對(duì)，我們的生存就會(huì)受到威脅啊。

所以，請(qǐng)同學(xué)們從現(xiàn)在起向熱愛(ài)自己的小家一樣更加熱愛(ài)我們的生物圈從一點(diǎn)一滴去愛(ài)護(hù)她。各小組在課下利用廢舊材料制作一個(gè)簡(jiǎn)單的生物圈模型，下節(jié)課各小組展示一下自己的作品，好，這節(jié)課我們就上到這里，下課。

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第五篇：初中英語(yǔ)教資面試教案

有關(guān)語(yǔ)法的詞匯：

并列句（Compound Sentence）主語(yǔ)（Subject）賓語(yǔ)（Object）謂語(yǔ)（Predicate）表語(yǔ)（Predicative）謂語(yǔ)動(dòng)詞（Predicate Verb）補(bǔ)語(yǔ)（Complement）狀語(yǔ)（Adverbial）定語(yǔ)（Attribue）

一般現(xiàn)在時(shí)（Simple Present Tense）現(xiàn)在完成時(shí)（Present Perfect Tense）過(guò)去時(shí)（Past Tense）

現(xiàn)在進(jìn)行時(shí)（Present Continuous Tense）將來(lái)時(shí)（Future tense）句型（sentence patterns）

教案模板：

一、寫(xiě)作

Teaching Contents（教學(xué)內(nèi)容）：

Writing a report according to the information collected.Teaching Objectives（教學(xué)目標(biāo)）：(1)Knowledge ~(2)Ability~(3)Emotional~ Teaching Key and Difficult Points： Teaching Procedures（教學(xué)過(guò)程）： ·Step1 Warming up and lead-in(time)·Step2 Pre-writing(time)·Step3 While-writing(time)(1)Drafting起草(2)editing校訂修改

·Step4 Post-writing(選兩個(gè)樣例到屏幕 進(jìn)行講解)(time)·Step5 Summary and homework(time)

二、聽(tīng)說(shuō)

Teaching Contents（教學(xué)內(nèi)容）： These passages are about…..Teaching Objectives（教學(xué)目標(biāo)）：(1)Knowledge ~ Students can learn some new words and expressions….(2)Ability~ Students can improve their listening and speaking skills.(3)Emotional~ Teaching Key and Difficult Points：

How to make students improve their listening and speaking skills.Teaching Procedures（教學(xué)過(guò)程）： ·Step1 Pre-listening(time)Ask students some questions.·Step2 While-listening(time)(1)Listen to the tape and fill in the blank.(2)Listen again and finish some questions.·Step4 Post-listening(time)(1)Show the tape scripts on the PPT.(2)Group discussion:Talk about your friends.·Step5 Summary and homework(time)

三、讀寫(xiě)

Teaching Contents（教學(xué)內(nèi)容）： A passage about ….Teaching Objectives（教學(xué)目標(biāo)）：(1)Knowledge ~ Students can understand the main ideal and master the skills to describe…(2)Ability~ Students can write their own ideals about…and their ability of reading a passage will be well developed.(3)Emotional~ Students can share their … experience with others.Teaching Key and Difficult Points：

Students can write down their owm methods of… in detail.Teaching Procedures（教學(xué)過(guò)程）： ·Step1 Warming up and lead-in(time)Greeting.Talk sth about the passage.·Step2 Reading and listening(time)Read and answer some questions.Then listen to the tape to check the answers.·Step3 Pre-writing(time)Ask stufents to: think—select the useful information—write down ·Step4 While-writing(time)Ask stufents to write down the outline—provide some expressions—give time students to write the passage on paper.·Step5 Post-writing(選兩個(gè)樣例到屏幕 進(jìn)行講解)(time)·Step6 Summary and homework(time)Summary:Ask students to retell what they’ve learnt in this class.Homework: Ask students to write a composition about….四、聽(tīng)力

Teaching Contents（教學(xué)內(nèi)容）： This lesson is a dialogue about… Teaching Objectives（教學(xué)目標(biāo)）：(1)Knowledge ~ Students can recognize the new words”…”and understand the meaning of the sentence patterns(句型)”…”.(2)Ability~ Students will improve the skills of listening.(3)Emotional~ Teaching Key and Difficult Points：

Students can use the new words and sentence patterns to ask about… Teaching Procedures（教學(xué)過(guò)程）： ·Step1 Pre-listening(time)Use PPT to teach new words and explain them.·Step2 While-listening(time)Firstly:Play the tape,then ask 2 students to summarize the main ideal of the conversation.Secondly:Listen again and fill in the blank.Thirdly:Listen and ask students to repeat each sentence in turn.·Step3 Post-listening(time)Role play:The teacher ask students to do a role play in groups.They should act out the dialogue clearly and correctly.·Step4 Summary and homework(time)Finish the listening practice on text book after class.五、閱讀

Teaching Contents（教學(xué)內(nèi)容）： It’s a story(passage)that…

Teaching Objectives（教學(xué)目標(biāo)）：(1)Knowledge ~ Students can learn some important new words and expressions such as… Students can understand the passage in detail.(2)Ability~ Students can use some important new words and expressions correctly.Students can find out the main ideal and the specific information of this passage quickly.(3)Emotional~ Teaching Key and Difficult Points：

Students learn to use reading strategies(策略方法)such as skimming and scanning.Teaching Procedures（教學(xué)過(guò)程）： ·Step1 Pre-reading(time)Show some relevant pictures and teach some new words.·Step2 While-reading(time)(1)Fast reading and find out the main ideal.(2)Scanning for specific information.(3)Careful reading and judge the following sentences true or false:… ·Step3 Post-reading(time)Ask students to talk about…in groups and choose some to share with the class.·Step4 Summary and homework(time)Share a passage you read after class next time.六、語(yǔ)法

Teaching Contents（教學(xué)內(nèi)容）： The usage of…

Teaching Objectives（教學(xué)目標(biāo)）：(1)Knowledge ~ Students will master(考點(diǎn))and master the sentense structure(例句中句子結(jié)構(gòu)).(2)Ability~ Students can apply the sentence structure to improve speaking ability for communication.(3)Emotional~ Students will improve their awareness of communication through group work.Teaching Key and Difficult Points：

The usage of…and how to use the sentence structure in daily life.Teaching Procedures（教學(xué)過(guò)程）： ·Step1 Presentation(time)(1)Show an example(寫(xiě))and ask students to make sentenses and write on the blackboard.(2)Ask students try to transfer it.(3)According to the sentences,invite students to summarize the structure of…(4)Explain the rules to students.·Step2 Practice(time)(1)Ask students to work in pairs using the 語(yǔ)法點(diǎn) to make dialogues.(2)讓同學(xué)研究相關(guān)語(yǔ)法變型?！tep3 Production(time)Ask students to talk about… using the語(yǔ)法點(diǎn).Then invite several groups to show their dialogue and give evaluations.·Step4 Summary and homework(time)