教師資格證考試高中英語教案模板

111.閱讀課的教學(xué)方案1.Teachingaims:1.Trainthestudents’readingability.2.Enablethestudentstorealize...3.Stimulate〔激發(fā)〕thestudents’interestand...2.Teachingmethods:1.Fastreadingtogetgeneralideaofthetext.2.Carefulreadingtounderstandthepassagebetter.3.Teachingprocedures〔程序〕：Step1Lead-inUsesomepicturesof...toleadinthetopic.Step2Pre-reading1.Playaguessgame:...2.Playanotherguessgame:...Step3Predict〔預(yù)測〕1.Askthestudentstopredictwhatthereadingpassagetalksaboutaccordingtothetitleandillustrations〔插圖〕ofpassage.Theteachercangivesomecluesbytalkingabouttheillustrations:......Step4Skimming〔略讀〕1.Letthestudentsskimthewholepassagetogetthemainidea,thenevaluatetheirpredictions.Duringthisactivity,theteachershouldgivesomeguidance〔指導(dǎo)〕onreadingskills.Mainideaofthepassage:...2.Letthestudentsskimthepassageanddivideitintodifferentpartstofindoutthemainideaofeverypartanthetopicsentences.Part1(paragraph1...)......Step5Carefulreading...〔問題〕Askthestudentstoscanthesecondpartandcompletethechart〔圖表〕withinformationfromthepassage.Askthestudentstoreadcarefullyandfinishthefollowingtasks:......〔設(shè)計一些問題或判斷對錯等〕2.聽說課的教學(xué)方案：Knowledgeaims1.Tolistentoandunderstandthelisteningmaterials.2.Studentscanmasterthefollowingexpressions:...〔一些句型〕Abilityaims1.Enablestudentstocatchandunderstandthelisteningmaterials.2.Developstudents’abilitytogetspecialinformationandtakenotewhilelistening.3.Getstudentstolearnandusetheexpressionsof...Emotionalaim1.Enablestudentstoknowmoreabout...2.Developstudents’senseof...TeachingproceduresStep1Lead-inPlayagame...1.Putstudentsintopairs.Givethemeachtwominutestothinkof......〔游戲過程〕Step2Pre-listening1.Tellstudentstheywilllistentoadialogueabout...2.Givestudentssomedirectionsandmakethempredictwhatthelisteningtextisabout.Step3While-listening1.Tellstudentslistentothetapefirsttogetthemainideaanddecidewhethertheirpredictiongistrightornot.2.Askstudentstolistentothetapeagain.Letthemlistenandanswersomequestions.(Showthequestionsontheblackboard)3.Studentsexchangetheinformationandlistentothetapeathirdtimeforchecking.Letthemhavethecorrectanswers.Step4Post-listening1.Give2-3minutestostudentstoaskquestionsiftheyhaveany.2.Showstudentsthelisteningtextandletthemreaditaloud.3.Letstudentsreadaloudthequestionsandexpressionsontheblackboard:...(之前目標里的句型)4.Makesuretheywillunderstandandenabletousethe,ThenlettheminPairsdiscuss...5.Getsomepairstoactouttheirdialogueinfrontoftheclass.Step5Homework1.Makesentenceswiththeexpressionsinthelesson.2.Surftheinternettofindoutmoreinformationabout...3.給一篇文章用來講語法的課堂設(shè)計KnowledgeobjectivesTolearntheuseof...〔語法點〕AbilityobjectivesTouse...〔語法〕correctlyandproperlyaccordingtothecontext.Emotionalobjectives1.Tobecomeinterestedingrammarlearning.2.TodevelopthesenseofgroupcooperationTeachingimportantpointsGetstudentstolearnandmasterthenewgrammaritem:...〔語法〕TeachingdifficultpointsEnablestudentstolearnhowtouse...correctly.TeachingproceduresStep1Revision1.Checkthehomeworkexercises.2.Letstudentsdictatesomenewwordsandexpressions.Step2Discoveringusefulstructures1.Askstudentstoreadthroughthepassage...,pickoutthesentenceswhere...〔語法〕are,andthenunderline...〔語法〕2.Letstudentsworkinpairstotranslatethesesentencesandtrytounderstandtheuseof...3.Havestudentsobservethesentencesanddrawtheconclusion:...Step3Understandingandsummarizing1.Askstudentstoworkinpairstofinishthefollowingexercisesonhow...areused.(Showthefollowingonthescreen)...Step4Usingstructures(Showthefollowingexercisesonthescreenorgiveoutexercisespapers.)Answerthefollowingquestionsusing......1.Askstudentstoworkingroupoffour.2.Givethemfourminutestofinishtheworkandaskeachgrouptochoosethebestanswers.3.Askstudentstochoosethebestsentences.Step5PlayingthegameGetintogroupsandplaythegame:Step6Closingdownbyaquiz.(Showsomeexercisesonthescreen.)Letstudentsfinishthemwithinafewminutes,thenchecktheanswerswiththewholeclass.4.寫作課的教學(xué)方案KnowledgeobjectivesBytheendofthislessonthestudents:1.willhaveabetterunderstandingofthestructureandcharacteristicsofanadvertisement.2.willgraspsomeusefulwordsandexpressionstodescribeagoodrestaurantsuchas:...Abilityobjectives1.Tograsptheuseofpersuasivesentences.2.Toimprovetheabilityofingathering,analyzing,comparingandmakingconclusion.Moralobjectives1.Toimprovethestudents’learningmotivation.2.Tomakethestudentsbecomeconfident.3.Toimprovetheirabilityofcooperatingwitheachotherthroughdiscussing.TeachingimportantanddifficultpointsTask-basedapproach,cooperatingapproachandcommunicativeapproach.TeachingproceduresStep1Revision&leadinFirstcheckthehomeworkoflastclass.Thenletthestudentsswapthehomeworkwitheachotheranddiscussingroupsof4,takenotes,findoutandcategorytheimpressivesentencesinto5kindsofinformation:...Step2Discussing1.Showstudents4picturesof...2.Ask3studentstoreporttheirwork,showthemthepicturesof...Step3Pre-writing1.Showthemthesample...2.Readthe...andthinkoverwhatarethecharacteristicsof...,encouragesomestudentstoanalyzeandtelltheiropinion.Step4While-writing1.Askstudentstoreadtherequirementsonthetext.2.Askthemtowritethetopicsentencefirst,andthenwriteatleast6supportingsentencesto...Step5Post-writingLetthemswaptheirpassagewitheachotherandrecommend3mostsuccessful...Step6Homework1.Polishstudents’writingandwritesomemoreaspectsof...Theirfinalworkwillbemodifiedandselected,thenthemostsuccessfuloneswillbeputupontheEnglishCorner.2.Reviewthewordsandexpressionsinthisunit.5.閱讀課的教學(xué)方案Teachingaims1.Toknowthemeaningandusageofthefollowingwords:...Tounderstandsomeimportantsentencesinthetextandknowthestructureandusageofinversion.2.Tomasterthemicro-readingskillsthroughskimmingandscanning.3.Toknowtheabilityandknowledge...anddeveloptheabilityofgettinginformationfromthepassageanddealingwiththeinformation.TeachingmethodsTask-basedlearning;situationallearning;groupworklearning.Thekeyanddifficultpoints1.Toenablethestudentstogetthemainideaofthepassage,analyzethestructure,andgetusefulinformation.2.Totrainthestudentsofmicro-readingskillssuchasskimmingandscanning,anddeveloptheirabilityofreorganizingandtransferringinformation.TeachingprocessStep1Pre-readingQuestion:Step2SkimmingQuestions(Toexplainsomewordsandstructures.)Step3DetailedreadingStep4InterviewStep5SummaryStep6Homework1.Readandpracticethedialogueafterclassfluently.2.Findtheusefulwordsandexpressionsinthepassageanddoexercisesonthetextbookfollowingthepassagetoconsolidatethem.

論大學(xué)生寫作能力寫作能力是對自己所積累的信息進行選擇、提取、加工、改造并將之形成為書面文字的能力。積累是寫作的基礎(chǔ)，積累越厚實，寫作就越有基礎(chǔ)，文章就能根深葉茂開奇葩。沒有積累，胸?zé)o點墨，怎么也不會寫出作文來的。寫作能力是每個大學(xué)生必須具備的能力。從目前高校整體情況上看，大學(xué)生的寫作能力較為欠缺。一、大學(xué)生應(yīng)用文寫作能力的定義那么，大學(xué)生的寫作能力究竟是指什么呢？葉圣陶先生曾經(jīng)說過，“大學(xué)畢業(yè)生不一定能寫小說詩歌，但是一定要寫工作和生活中實用的文章，而且非寫得既通順又扎實不可?！睂τ诖髮W(xué)生的寫作能力應(yīng)包含什么，可能有多種理解，但從葉圣陶先生的談話中，我認為：大學(xué)生寫作能力應(yīng)包括應(yīng)用寫作能力和文學(xué)寫作能力，而前者是必須的，后者是“不一定”要具備，能具備則更好。眾所周知，對于大學(xué)生來說，是要寫畢業(yè)論文的，我認為寫作論文的能力可以包含在應(yīng)用寫作能力之中。大學(xué)生寫作能力的體現(xiàn)，也往往是在撰寫畢業(yè)論文中集中體現(xiàn)出來的。本科畢業(yè)論文無論是對于學(xué)生個人還是對于院系和學(xué)校來說，都是十分重要的。如何提高本科畢業(yè)論文的質(zhì)量和水平，就成為教育行政部門和高校都很重視的一個重要課題。如何提高大學(xué)生的寫作能力的問題必須得到社會的廣泛關(guān)注，并且提出對策去實施解決。二、造成大學(xué)生應(yīng)用文寫作困境的原因：（一）大學(xué)寫作課開設(shè)結(jié)構(gòu)不合理。就目前中國多數(shù)高校的學(xué)科設(shè)置來看，除了中文專業(yè)會系統(tǒng)開設(shè)寫作的系列課程外，其他專業(yè)的學(xué)生都只開設(shè)了普及性的《大學(xué)語文》課。學(xué)生寫作能力的提高是一項艱巨復(fù)雜的任務(wù)，而我們的課程設(shè)置僅把這一任務(wù)交給了大學(xué)語文教師，可大學(xué)語文教師既要在有限課時時間內(nèi)普及相關(guān)經(jīng)典名著知識，又要適度提高學(xué)生的鑒賞能力，且要教會學(xué)生寫作規(guī)律并提高寫作能力，任務(wù)之重實難完成。（二）對實用寫作的普遍性不重視。“大學(xué)語文”教育已經(jīng)被嚴重地“邊緣化”。目前對中國語文的態(tài)度淡漠，而是呈現(xiàn)出全民學(xué)英語的大好勢頭。中小學(xué)如此，大學(xué)更是如此。對我們的母語中國語文，在大學(xué)反而被漠視，沒有相關(guān)的課程的設(shè)置，沒有系統(tǒng)的學(xué)習(xí)實踐訓(xùn)練。這其實是國人的一種偏見。應(yīng)用寫作有它自身的規(guī)律和方法。一個人學(xué)問很大，會寫小說、詩歌、戲劇等，但如果不曉得應(yīng)用文寫作的特點和方法，他就寫不好應(yīng)用文。（三）部分大學(xué)生學(xué)習(xí)態(tài)度不端正。很多非中文專業(yè)的大學(xué)生對寫作的學(xué)習(xí)和訓(xùn)練都只是集中在《大學(xué)語文》這一門課上，大部分學(xué)生只愿意被動地接受大學(xué)語文老師所講授的文學(xué)經(jīng)典故事，而對于需要學(xué)生動手動腦去寫的作文，卻是盡可能應(yīng)付差事，這樣勢必不能讓大學(xué)生的寫作水平有所提高。（四）教師的實踐性教學(xué)不強。學(xué)生寫作能力的提高是一項艱巨復(fù)雜的任務(wù)，但在教學(xué)中有不少教師過多注重理論知識，實踐性教學(xué)環(huán)節(jié)卻往往被忽視。理論講了一大堆，但是實踐卻幾乎沒有，訓(xùn)練也少得可憐。閱讀與寫作都需要很強的實踐操作，學(xué)習(xí)理論固然必不可少，但是閱讀方法和寫作技巧的掌握才是最重要的。由于以上的原因，我們的大學(xué)生的寫作水平著實令人堪憂，那么如何走出這一困境，筆者提出一些建議，希望能對大學(xué)生寫作水平的提高有所幫助。三、提高大學(xué)生應(yīng)用寫作能力的對策（一）把《應(yīng)用寫作》課設(shè)置為大學(xué)生的必修課。在中國的每一所大學(xué)，《應(yīng)用寫作》應(yīng)該成為大學(xué)生的必修課。因為在這個被某些人形容為實用主義、功利主義甚囂塵上的時代，也是個人生存競爭最激烈的時代，人們比任何時代都更需要學(xué)會寫作實用性的文章，比如職場競爭中的求職信，