第一篇：2014年教師招聘考試《中學英語》教學設計

給人改變未來的力量

2014年教師招聘考試《中學英語》教學設計

江蘇教師考試群： 237021726

江蘇省教師招聘考試（http://js.zgjsks.com/）筆試內(nèi)容一般包括公共知識和專業(yè)知識，其中公共知識包括基礎教育課程改革理論、教育學、心理學、教育法規(guī)、教師職業(yè)道德、時政及 其它綜合知識。幼兒教育、特殊教育、職業(yè)教育等專業(yè)只考公共知識部分。專業(yè)知識，即語文、數(shù)學、英語、計算機、生物、物理、化學、地理、歷史等。面試采取 說課、講課的方式進行。有的地區(qū)只說課，不用講課;有的地區(qū)以講課為主。具體考試內(nèi)容參照各地的人事考試網(wǎng)。

江蘇公務員考試網(wǎng)會及時發(fā)布中公教育最新研發(fā)成果，歷年江蘇教師招聘考試大綱及真題，及相關復習備考資料，配套練習題等供考生鞏固學習，助力廣大考生在2014年江蘇教師招聘考試中取得事半功倍效果。

教學設計

1、請設計一節(jié)課的教案，達到以下目的：

(1)學生能夠正確搭配否定前綴dis-，im-，un-，non-;(2)培養(yǎng)學生區(qū)分兩種定語從句的能力。

2、請設計一節(jié)課的教案，達到以下目的：

(1)學生通過對例文的學習能夠寫作thank.you letter：(2)培養(yǎng)學生運用英語的能力。

第二篇：福建教師招聘考試英語教學設計及教案

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福建教師招聘考試英語教學設計及教案模板

為幫助廣大考生備戰(zhàn)福建教師招聘考試，福建教師招考信息網(wǎng)（點擊進入）為大家整理了英語學科常見篇目的教學設計及教案模板，大家可以認真揣摩這些教案的撰寫方式和撰寫技巧，然后多加練習。如果需要其他備考資料，也可以直接點擊： 福建教師考試備考 進入查看?，F(xiàn)就常見篇目說明如下：

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

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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 點擊：福建教師考試13個學科教案匯總。如果需要其他備考資料，也可以直接點擊： 福建教師考試備考 進入查看。

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:

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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:

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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:

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Teaching Reflection:

篇幅所限，暫列2篇教案模板，更多教案內(nèi)容，大家可以下載本文檔后按住ctrl 點擊：福建教師考試13個學科教案匯總。如果需要其他備考資料，也可以直接點擊： 福建教師考試備考 進入查看。

第三篇：中學英語教學設計

中學英語教學設計模板

引導語：好的教學設計往往能起到事半功倍的效果，那么有哪些中學英語教學設計模板呢？接下來是小編為你帶來收集整理的文章，歡迎閱讀！

Teaching aims and language points:

1.Learn these words and expressions, and b e able to say, read and write them:

Su nday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, for sure

2.Be able to talk about subjects, schedules and teachers by using

--How's your day?

--It's O K.I like Monday because I have and history.--When do you have ?

--We have on M onday and Friday.--Who's your teacher?

--Mr.Hu.I think history is 's for sure.Teaching aims and language points:

1.Learn these words and expressions, and b e able to say, read and write them:

Su nday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, for sure

2.Be able to talk about subjects, schedules and teachers by using

--How's your day?

--It's O K.I like Monday because I have and history.--When do you have ?

--We have on M onday and Friday.--Who's your teacher?

--Mr.Hu.I think history is 's for sure.教學過程

Teaching steps:

1.Warm-up and revision(課堂熱身和復習)

(1)Daily greeting to the students

(2)Game “ Bingo”.Revise the words of subjects.Write nine of these words in the square below.Then listen and cross out(X)the words you hear.Say “BINGO” when you get a row of Xs.The first person to get a row of Xs in any direction is the winner.you hear.Say “BINGO” when you get a row of Xs.The first person to get a row of Xs in any direction is the winner.2.Presentation.(引入新知識)

(1)Show a picture of calendar.Ask: How many months are there in a year? What are they?

(2)Show a calendar of a month and ask: How many days are there in a week? What are they? Help the Ss to answer.(3)Watch a flash of the song: Days of the week.(4)Put the names of the days in order.(5)Ss learn to sing the song.3.Practice.(操練)

(1)Show a schedule of a week.Get the Ss to ask and answer in pairs.A: When do you have ?

B: I have on Monday and Friday.(2)Get some pairs to show their conversations.4.Work on 2d.(1)Read the conversations and answer the questions abou t the conversation.(2)Role-play th e conversation in 2d.(3)Follow the example in 2d and make up a conversation to talk about the schedule on the screen.5.Grammar Focus.(1)Read through the sentences.(2)Ask the Ss to focus on the interrogative words and the answers.6.Working on 3a.(1)Fill in the blanks with what, who or why.(2)Check the answers.(3)Answer any questions the Ss raise.7.Work on 3b.(1)Write questions for the answers.(2)Ss check their answers in groups and then report their answers.8.Interview.(采訪)

T: Work on 3c.F ollow the in struction in Section A, 3c.Homework

1.Recite the conversation in Section A, 2d.2.Write a report about your interview in 3c.eg.Li Jingjing's favorite subject is music.She likes it because it's fun.And her music teacher is Ms.Xie

第四篇：中學美術教師招聘考試專業(yè)知識

第五篇：2017海南教師招聘考試：小學英語教學中的熱身活動設計

2017海南教師招聘考試:小學英語教學中的熱身活動

設計

俗話說，良好的開始是成功的一半，對于小學英語教師來說，一堂課成功的開始就是熱身環(huán)節(jié)(wam-up)。熱身環(huán)節(jié)的目的有兩個，一個是讓學生的注意力轉移到英語教學活動;第二個就是通過熱身活動，讓學生自然而然的過渡到新的課文內(nèi)容中。所以，不論是教師資格考試還是教學招聘考試，熱身活動設計的如何，是否能引起考官的關注，直接會影響到考官對你的印象?，F(xiàn)在，中公教育講師就帶大家深入了解熱身活動設計過程中需要注意的事項。

首先，活動設計時要注意適切性。《義務教育英語課程標準》(2011 版)指出：“英語學習在很大程度上是個性化的活動，學習者由于齡、性格、認知方式、生活環(huán)境等方面的差異而具有不同的學習需求和學習特點?！币簿褪钦f，在設計熱身活動時，只有限度地滿足個體需求，才有可能獲得化的整體教學效益。在小學階段，特別在中低年級，學生活潑好動，教師要特別關注活動的趣味性，這樣，才能真正吸引幼小的孩子快速投入課堂學習中。

例如:在教授“數(shù)字”前,筆者利用熱身活動時間設計了一個“火眼金睛”的游戲。利用多媒體給出森林風景的畫面,在畫面中隱藏著一些數(shù)字,如2、3、8等,讓學生尋找。學生在尋找數(shù)字的過程中既復習了以前學過的1到10的數(shù)字,又為下面要學的新數(shù)字作好了鋪墊。又如:牛津版The English club這節(jié)課主要是教授六個國家的名稱、國旗以及所說的語言。

其次，活動設計時要注意連續(xù)性。小學英語課時少，連續(xù)性不如其他一些學科，但是隨著年級的增長，課文內(nèi)容越來越長，學生的知識量越來越多。但是，如果只是讓學生機械的重復課文內(nèi)容或是就課文內(nèi)容進行簡答問答，而缺乏語言理解和交際的過程中個人意義的建構，就無法激發(fā)學生的思考，同時，學校成效也不高。所以，在設計熱身活動設計時，可以適當聯(lián)系前面的內(nèi)容。

例：講授“We’re Having a Party”這節(jié)課時，可以在 Warm Up 環(huán)節(jié)，結合第五模塊的語用功能“講述正在發(fā)生的事”，播放了多首第四冊的歌謠。這些歌謠不但能熱身，吸引學生注意，使他們迅速進入英語學習的狀態(tài)，而且能激活學生已經(jīng)學習過的“V+ing”的知識背景。最后，活動設計時注意學生的思維訓練?！读x務教育英語課程標準》強調，語言既是交流的工具，也是思維的工具。所以，學習和使用語言的過程與發(fā)展思維能力有密切的聯(lián)系。

教師如果能夠抱有終身發(fā)展的理念，就不會讓學生停留于復習歌謠、互問互答的層面上，而是順著學生思維能力的發(fā)展，設計越來越高的“桃子”讓他們跳一跳，摘一摘。如復習課文時，使用了更多的特殊疑問詞來發(fā)問，讓學生回憶課文的主要內(nèi)容，然后示意學生根據(jù)“

腳手架 ”(特殊疑問詞)，引導學生按照一定的邏輯順序復述課文。

例：講授“I want a Chinese pen pal”時，在生生互問互答“Who introduces(介紹)Daming to Laura”“Who is Laura”“What does Laura want”“Who’s Lingling”“Where is Lingling from”“What can she do”“How does Lingling look like”等問題后，可以將這些主要信息設計成表格，讓學生進行口頭填空，深化他們對課文的理解和記憶。

總之，設計熱身活動時，注重以上幾個方面，就可以在熱身活動環(huán)節(jié)取得成功。