第一篇：2016江苏教师资格面试英语教学设计
2016江苏教师资格面试英语教学设计《Unit10 where did you go on vacation》
英语教学设计《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 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.江苏中公教师考试网
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: 以上就是英语教学设计《Unit10 where did you go on vacation》，希望能对考生有所帮助!
江苏中公教师考试网
第二篇：2016海南教师资格面试备考：英语教学设计《My Friends》
2016海南教师资格面试备考：英语教学设计《My
Friends》
英语教学设计《My Friends》
Teaching Aims:
Knowledge aims: students can master the pronunciation of words nose, note, coke, and so on.Students can master the syllable.Ability aims: student can read words with this syllable correctly in their daily life.students can develop their ability of cooperation through group works.Emotional aim: students can show great interest in syllables and learning the pronunciation of each word Teaching Key and difficult Points:
Students can master the pronunciation of words nose, note, coke, and read them correctly in their daily life.Teaching Methods: task-based same or different, display order, odd one out Teaching Aids: multi-media, pictures Teaching Procedures: Step 1 Warming-up Greeting with the students and show them a picture about Mr Jones.Describe the content of the picture.Mr Jones is a handsome man.He has a big nose.His favorite drink is coke.He takes a note.Let students guess the meaning of these words.Students may know coke, but don’t know the meanings of other words.Step 2 Presentation Draw 2 pictures on the blackboard.One is head of the bear, the other one is about a note.(write them on the blackboard)After students get the meaning of these words, teacher should read these words for the students and ask them to find the similarities between these words and their pronunciation.Similarities:
Each word contains a “o”.The last three words are vowel+ consonant+ vowel Each word utters a syllable of.Step 3 Practice Practice 1 Use ppt to present 4 groups of words.Ask students to tick out the words which utter the syllable when they listen to the tape.1 not note lot 2 hot hope home 3 box dog nose 3 nose rose lost Practice 2 Listen, circle and write.Ask students listen to the tape, then finish this task.o o-e o o-e o o-e o o-e dog nose Jones note practice three listen to the radio and number each word.go no cold nobody home hope town(随便排序即可)Step 4 Production 1 Each student choose only 1 word to make a sentence, then share with the whole class.2 divide the whole class into 10 groups.Each group has a group leader.Each group should think out a word with the utterance//.The next group can’t say the word which has been said by the former group.Or this group fails and is supposed to do interesting actions for the whole class.Step 5 Summary and homework Invite one student as an assistant teacher and summarize what we learn today.Find more words with the syllable Blackboard Design:
第三篇：教师资格面试教学设计题万能
一、教学目标：
根据新课改的要求和学生已有的知识基础和认知能力，我确定的教学目标是：（1）知识与技能目标：通过自主学习___，学生能够___（2）过程与方法目标：通过合作学习___，学生能够___（3）情感、态度、价值观：通过探究学习___，学生能够___
二、教学的重点和难点：
本课的教学重点：通过·····学生能够掌握····· 本课的教学难点：通过·····发展/提高学生·····
三、教学方法
主要采取的教学方法：引导启发法。
在本节课的教学中主要渗透自主探究法、小组讨论法等。
四、教学过程：
（一）导入新课
本课主要采用：故事导入/直接导入/游戏导入/情景导入等等（具体怎么导，需简单阐述）
（二）讲授新课
在讲授新课时，为了突出本节课的第一维知识与技能目标，首先引导学生自主学习，学生对基本的概念和知识初步感知，学习完成后，会对重要生词（语文，其他科目视具体情况而定）进行讲解，具体过程如下：
（讲授第一维目标）
通过这种方法，既体现了新课改中以学生为主体的思想，又调动了学生学习的积极性。这部分讲授完成后，开始讲解本节课的难点，也就是第二维过程与方法目标，引导学生进行探究学习，学生先进行探究学习，能够用自己的话语总结······方法，然后，结合实例，对·····方法进行详细讲解，具体过程如下：
（讲授第二维目标）
通过这种方法，既让学生能够深入理解这种方法，也可以增进学生之间相互帮助的情感。
（三）巩固练习
根据各科目自行设计。
（四）小结
（五）作业布置
布置课后作业，包括必做题和选做题，必做题主要以基础算式为主，选做题会选用一些开放性较高，需要学生进行发散思考的问题，以满足那些学有余力的同学。
五、板书设计：
板书设计采用图文并茂的形式，清晰展示全文整体结构，突出重难点，彰显文章主题。
第四篇：2017江苏幼儿教师资格面试试讲展示前期准备
2017江苏幼儿教师资格面试试讲展示—前期准备
教师资格考试几乎成为了统考模式，众多省份已经加入统考的队伍里，这样使得教师资格考试越来越趋近正式化和严格化，对于幼儿园教师资格面试的老师也是如此，面试形式是统一的结构化、试讲和答辩的形式，试讲部分权重分数较为重要，所以试讲的好坏对于是否通过教师资格面试至关重要。
很对同学会认为试讲不就是将教案的流程演示一遍嘛，很容易啊。其实不然，在试讲中需要广大考生有一定的个人设计能力和技能展示能力，考官是在你短短十分钟的试讲里来考察考生是否具备幼儿园教师的潜能，所以也并不是很简单的陈述你的教案就万事大吉。
为了让大家明确教师试讲的模式，今天我们一同来了解试讲的前期准备：
广大考生在教师资格面试前，一定要花时间做试讲的前期练习。如何能将试讲在短短10分钟的时间很好的呈现呢?试讲中要有什么要素呢?试讲内容的要素：
第一：能够有专项设计具体思路，也就是形成一定的专项设计能力模板。例如语言领域故事，考生应该明确这一专项应该如何设计呈现，在导入之后首先要做得就是教师完整呈现故事，其次是分段呈现讲解，再次是引导仿编创编，最后一步是角色扮演结束。当然这样的设计思路并非是固定的模板，这是可以根据考生的设计灵活变动的，但考生要明确自己还应该有一个基本的框架，这样在考试的时候才会有机可施，才能更能够节省设计时间。
第二：试讲中一定要突出技能展示，这是和其他教师考试截然不同之处，幼儿园老师要具备一定的弹唱说画跳的能力，但大家要明确这些技能不是要我们掌握的很深奥，我们只是需要掌握初级的技能，所以并非很有难度，只要在考试前对一些技能加以练习，相信会很好的展示。但如何理解试讲中的技能展示呢?举个示例大家就明确了，比如说你抽到了一首歌曲，那么在试讲的时候第一步就是导入。第二步就是教师边唱边弹将歌曲完整展示出来，这是考官考察你技能的部分。第三步吧才是完整教唱，最后一步是带有动作完整表演演唱。那么整个试讲，最能看到教师技能展示的部分是一定不要省去的，这样就失去了考官的原本意思。除此之后我们也可以在试讲中加入一定的手指谣等，都是在向考官展示你的技能。所以希望大家明确在试讲中融入一定的技能是很有必要的。
以上是考生在教师资格面试试讲部分需要提前准备和练习的内容，相信大家准备充分，定会顺利通过考试。
江苏中公教师考试网
第五篇：2017江苏教师资格笔试-英语教学设计题的基本结构与阅读案例
2017江苏教师资格笔试-英语教学设计题的基本结构与阅读案例 教学设计题的基本结构与阅读案例
(以新目标英语九年级第二单元Reading-He used to cause a lot of trouble.为例)随着教资笔试时间的接近，可能有很多备考的英语考生正在备受骄傲吧，因为大多数考生都对英语笔试中的教学设计题很苦恼，所以，为了能助各位考生一臂之力，在此简单介绍一下英语笔试中的教学设计题的基本结构，并将给出一个例子以作参考。
教学设计题是中小学教师资格考试的特色题型，同时也在教师招考中也是常考的题型。结合往年的英语笔试真题，教学设计题一般都要求设计教案的主要内容或教学活动过程的若干环节，一般不要求进行写详案或完成完整的课时教学方案设计。考生可以根据试题分数权重来完成教学设计的内容与任务。
教学设计题主要是考查考生是否具备教师的基本素养，因此教学设计题是对教师进行教学方案设计活动过程的模拟与简化，这就需要遵循教学设计的一般规律，其基本结构是：情境+教学设计要求与任务。情境主要包括教学具体内容、课程标准内容及相关要求、学生情况、教学时间、教学资源环境等。其中，教学内容一般选自中小学本学科教材，适合进行教学设计，与考生报考的任教课程一致。教学设计要求与任务属于试题设问，是考生应按照规定具体完成的内容。这些内容不同于问答题、简答题、论述题或案例分析题的回答，而是属于教学设计的范畴，是考生进行教学设计所完成的任务。由于教学设计题的综合性，这就要求考生通过分析、归纳、推理、预测、反思等，充分理解试题背景、内容与要求，撰写教学方案。
例如，2015年上半年中小学教师资格考试高中“英语学科知识与教学能力”科目教学设计题，试题情境是：
给出语言素材：
Interviewer: Scott has an interesting job.He works at a radio station.Scott, what time is your radio show? Scott: From 12 o’clock at night to 6 o’clock in the morning.江苏中公教师考试网
Interviewer: What time do you usually get up? Scott: At 8:30 o’clock at night.Then I eat breakfast at nine.Interviewer: What a funny time for breakfast!Scott: yeah.After that, I usually exercise at about 10:20.Interviewer: When do you go to work? Scott: At 11:00 o’clock, so I’m never late for work.教学时间： 45 分钟
学生概况：某城镇普通中学七年级(初中一年级)学生，班级人数 40 人，多数学生已经达到《义务教育英语课程标准(2011 年版)》二级水平，学生课堂参与度与积极性一般。
教学设计要求与任务是：根据语言素材设计一节英语阅读课教学方案，用英文作答。该方案没有固定格式，但须包含下列要点：
teaching objectives teaching contents key and difficult points major steps and time allocation activities and justification 该教学设计题涉及课标、教材、教学目标、师生活动、教学过程、评价与反思等多方面综合内容与任务，考生设计的教学方案，应涵盖试题所要求的关键信息和要点。
通过该题，我们会发现对教学设计题的解答，不是问答式的，而是要求根据具体的试题情境与任务要求，设计有针对性、可行的教学实施方案。同时，还要结合新课改的理念，即以学生为主体的教学模式。
下面，将以“新目标英语九年级第二单元Reading-He used to cause a lot of trouble.”为例。
Class Type: Reading Class Teaching Topic: He used to cause a lot of trouble.Teaching Contents:
江苏中公教师考试网
This passage is a story about a boy who used to cause a lot of trouble became a good boy after he understood his mother’s love.This text is a topic about “used to”, students will master reading skills.It plays an important part for further study.Teaching Objectives: Knowledge objectives: 1.In the reading class, students can learn some new words and important structure of “used to”.2.Students can understand the writer’s feelings about his mother’s love.Ability objectives: 1.Students can retell the story and know how to describe their own experience.2.Students can grasp the reading skills by skimming and scanning the text and be familiar with talking about the past tense.Emotional objectives: 1.Students can understand their parents and appreciate and love them, meanwhile, they can take care of others around them.2.Students can foster the confidence and enthusiasm of learning English.Key and Difficult Points: Key point: Students can understand the whole passage and retell it and know how to describe their experience.Difficult point: How to get the skills of reading and foster students’ enthusiasm of learning.江苏中公教师考试网
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