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辽宁教师资格证英语教案套用模板,不会写教案的直接套!

来源:
辽宁教师资格网
作者:
黄老师
发布时间:
2020-04-15 12:00:01
辽宁教师资格证

  【导读】很多小伙伴不会写教案,今天辽宁教师资格证考试网为大家带来了辽宁教师资格证英语教案套用模板,不会写教案的直接套!

  

辽宁教师资格证
1. Teaching objectives
(1) 小学
①Knowledge objectives:
Students will be able to pronounce the words … correctly;
Students can understand the meaning of the key sentencepattern…;
Students get to know the idea …
 
②Ability objectives:
Students can make use of the sentence pattern… in real-lifesituation;
Students apply different reading strategies (skimming,scanning, intensive reading, making inference);
Students can adopt different learning resources (onlinelearning material, dictionary…)
 
③Emotional objectives:
Students’ interests will be aroused by learning the topicof… in daily English;
Students will be more cooperative through group work;
Students will be aware of (the importance of)…;
Students will learn to respect…better.
 
(2)初中
①Knowledge objectives:
Students will be able to pronounce the words … correctly;
Students can understand the meaning of the key sentence pattern…;
Students get to know the idea of…;
Students understand the grammatical rules of …;
Students can write a passage about…(topic)with…(tense,words, structure, layout…) correctly.
 
②Ability objectives:
Students can make use of the sentence pattern… inreal-life situation;
Students apply different reading strategies (skimming,scanning, intensive reading, making inference);
Students apply different listening strategies (listen forthe gist; listen for detailed information; listen for different attitude… );
Students can adopt different learning resources (onlinelearning material, dictionary…);
Students can (make use of a mind map to) organize theirideas logically.
 
③Emotional objectives:
Students’ interests will be aroused by learning the topicof… in daily English;
Students will be more cooperative through group work.;
Students will be aware of (the importance of)…;
Students will learn to respect…better.
 
(3)高中
①Knowledge objectives:
Students get to know the idea of…;
Students understand the grammatical rules of …;
Students can write a passage about…(topic)with…(tense,words, structure, layout…) correctly.
 
②Ability objectives:
Students can make use of the sentence pattern… inreal-life situation;
Students apply different reading strategies (skimming,scanning, intensive reading, making inference);
Students apply different listening strategies (listen forgist; listen for detailed information; listen for different attitude… );
Students can adopt different learning resources (onlinelearning material, dictionary…) ;
Students can (make use of a mind map to) organize theirideas logically.
 
③Emotional objectives:
Students’ interests will be aroused by learning the topicof… in daily English;
Students will be more cooperative through group work;
Students will be aware of (the importance of)…;
Students will learn to respect…better.
 
2. Teaching key and difficult points
(1)Key points:
Talk about …(topic);
Locate information from listening/reading material;
Understand the meaning of (grammatical rule of…; passage;writing style…).
 
(2)Difficult points
Pronounce … correctly;
Make use of …properly.
 
3. Teaching and learning methods:
Total Physical Response/ Audio-lingual method/ Audio-visualmethod/ Communicative approach/ Task-based language teaching method;
Autonomous learning method/ Cooperative learning method/ Researchedlearning method.
 
4. Teaching Procedures
(1) PPP model(Presentation-Practice-Production多应用于会话课/词汇课/语法课/语音课等课型)
Step 1: Lead in
The teacher presents a picture of…(topic)/ The teacherplays a piece of music of…(topic)/ The teacher plays a video clip of…(topic);
The teacher plays a guessing game of …(topic) withstudents;
The teacher has a free talk with student about … (topic).
 
Step 2: Presentation
1. Students read/listen to… under the guidance of theteacher and then read/listen to the text to answer questions;
2. Key words (sentence patterns)/ Key information/ Keygrammatical rules of the text are presented through interaction between theteacher and students.
 
Step 3: Practice
Students work individually/in pairs/in groups to …(make adialogue with certain words and phrases; imitate the dialogue; read indifferent roles…)
 
Step 4: Production
With a set scene, students work in groups to … (make aposter; do a role-play; have a group PK…)
 
Step 5: Summary
The teacher guides students to conclude what they havelearned in class, and then the teacher makes some supplements when necessary.
 
Step 6: Homework
1. Students make a conversation after class with theirclassmates;
2. Students search the Internet for more information about… (topic) and share with the class next time.
 
(2) PWP model(以下以阅读课为例,该模式主要适用于语言技能类的教学,多应用于听力课、阅读课、写作课等教学设计中。)
Step 1: Lead in
The teacher presents a picture of…(topic)/ The teacherplays a piece of music of…(topic)/ The teacher plays a video clip of…(topic);
The teacher plays a guessing game of …(topic) withstudents;
The teacher has a free talk with student about … (topic).
 
Step 2: Pre-reading
The teacher asks students to guess what the text may talkabout to predict the text.
 
Step 3: While-reading
1. Skimming: Students read the passage and find out themain idea…
2. Scanning: Students read the passage again and find outmore detailed information.
3. Intensive reading: Students read the passage and tryto analyze the difficult language points or appreciate the beautiful language.
 
Step 4: Post-reading
1. Students retell the passage according to the key wordsand phrase;
2. Students discuss the topic of… in groups and then makea report in class.
 
Step 5: Summary
The teacher guides students to conclude what they havelearned in class, and then the teacher makes some supplements when necessary.
 
Step 6: Homework
1. Students finish…after class;
2. Students search the Internet for more informationabout … (topic) and share with the class next time.

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