作為一位杰出的老師，編寫(xiě)教案是必不可少的，教案有助于順利而有效地開(kāi)展教學(xué)活動(dòng)。那么我們?cè)撊绾螌?xiě)一篇較為完美的教案呢？下面是我給大家整理的教案范文，歡迎大家閱讀分享借鑒，希望對(duì)大家能夠有所幫助。

教師資格證英語(yǔ)面試教案篇一

班別： 姓名：

junior

unit14 the birth of a festival

ng aims about festival and customs

ce expreing and supporting an opinion uced a festival of china

dge aims words: harvest, honors, ancestor, creatively, generation, purpose, faith, commercial, similar, salute, celebration…..phrases:

hear about, so that, as well as, believe in, get together, play a trick on sb… sentence:

a was born in 1966, when people created a new festival so that african american would be able to celebrate their history and african first-fruit festivals had many things in must do as much as we can to make our community better and more kwanzaa is a time for learning as well as joy, people celebrate it

by lighting a candle each day and discuing one of the seven principles of r hear about=learnt about

hear of sb.=have a knowledge of much/great faith in sb./ little/no faith in sb./ faith with well as+clause

do as much as do have honour to sb.=do honour to sb.(do )

ng key and difficult points:

teaching key: understand the text and using your own words to retell the ult point：how to use phrases: as well as, so that, have … in ng aids:

1)raising question approach 2)discuion approach

3)task-based approach

*teaching means: use the multi-media as an aistant means in teaching.3

ng steps: step 1 lead-in

1）have a free talk about festival in china, and then discu the question in pre-reading on page does your family celebrate the spring festival? do we celebrate the spring festival? festivals help us understand our history and culture? kind of gifts and things do people buy during major festival like christmas and the spring festival? 2）show the student 3 pictures about kwanzaa and then discu what’s the picture about ?

step 2 listening comprehensions

1)present the students the questions before listening to the text.2)get the students to listen to the tape and then answer the following questions.① why did people create kwanzaa? ② many festival around the world are celebrated around the same do we celebrate these festivals at these times?

step 3 fast reading

1)tell the students the task of reading before they read the text.4

2)after reading then summary the main idea of this 4 language points

phrases: hear about, seven-day, celebrating, get together, so that, have…in common, harvest, honour, as well as, as much as we can do, believe in, so that, keep faith with, show honour to sb., in honour ce: a was born in 1966, when people created a new festival so that african american would be able to celebrate their history and african first-fruit festivals had many things in must do as much as we can to make our community better and more kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discuing one of the seven principles of kwanzaa..step 5 intensive reading

1)tell the students the task of reading before they read the paage once again.2)get the students to read the paage more carefully and then discu the following questions in groups.5

① compare kwanzaa with the chinese spring festival and which way are they similar and in which war are they different? ② look at the seven principle of one do you think is the most important? why? are there any other festivals which have one or more of the same principles?

step 6 task—based activity 1)ask the students act as an announcer and introduce mid-autumn festival to the cla.2)show some picture for the students to watch.3)give them some key , traditional, mid-autumn festival, moon cakes, chang e, celebrate, get together, big dinner.4)give the students an example when 7 summary

1)go through the important points and difficult points of this leon with the students once again.2)come to the screen ① to know about the brief history of the kwanzaa.② to get more information about the kwanzaa.③ to master the important words, phrases and sentences.6

④ to retell the 8 homework 1)finish some exercises.2)write a paage about a festival of china.3)preview leon15.7

教師資格證英語(yǔ)面試教案篇二

中華考試網(wǎng) 教育培訓(xùn)界的翹楚！

教師資格證面試試講教案模板是怎么樣的呢？很多考生對(duì)于教師資格證面試內(nèi)容及面試教案的編寫(xiě)不是很了解，下面看看中華考試網(wǎng)小編的

總結(jié)

教案撰寫(xiě)是面試流程的重要組成部分也是面試的第一塊內(nèi)容。在有些考場(chǎng)上的考官會(huì)收上教案，邊看教案邊聽(tīng)試講，所以教案還不得不寫(xiě)并且不能寫(xiě)得太差。因?yàn)橐话銇?lái)講教案寫(xiě)得好不會(huì)加分，但是寫(xiě)得太差會(huì)降低考官的印象，從而降低面試分。下面是教師資格面試中教案撰寫(xiě)策略。

一、教案組成一篇完整的教案一般包括以下幾個(gè)部分：

教學(xué)

二、教案難寫(xiě)部分

一般來(lái)講，一次比較成功的試講主要是完成了教案中的教學(xué)目標(biāo)、突破了教學(xué)重難點(diǎn)，以及教學(xué)過(guò)程清晰的呈現(xiàn)出來(lái)了。那么對(duì)于教案中比較難寫(xiě)的這幾塊內(nèi)容詳細(xì)分析一下。首先是教學(xué)目標(biāo)。注意以下幾點(diǎn)，一是教學(xué)的三維目標(biāo)不能少寫(xiě);二是書(shū)寫(xiě)規(guī)范，一般包括行為主體、行為動(dòng)詞、行為條件、表現(xiàn)程度。行為主體為學(xué)生也可以省去，行為動(dòng)詞如“背誦、了解、書(shū)寫(xiě)……”，行為條件是指在什么樣的條件下。如“學(xué)生能在三分鐘內(nèi)對(duì)全班同學(xué)演說(shuō)林肯在葛底斯堡演說(shuō)詞全文，語(yǔ)氣的停頓和語(yǔ)調(diào)的變化應(yīng)與該演說(shuō)風(fēng)格一致?！?這里表達(dá)的意識(shí)是讓學(xué)生背誦課文，但是它包含了上面的所有書(shū)寫(xiě)要素。在這里提醒考生：四個(gè)維度是相對(duì)原則，由于備課時(shí)間短，所以教學(xué)目標(biāo)不要太多。所以行為主體、行為動(dòng)詞不要省。后兩者可以不要太詳細(xì)。其次是教學(xué)重難點(diǎn)，教學(xué)重難點(diǎn)可以從以下幾個(gè)維度進(jìn)行考慮，一是試講標(biāo)題就是試講的主要知識(shí)點(diǎn)可設(shè)為重點(diǎn)，二是看試題清單中的要求;教學(xué)難點(diǎn)一般是比較抽象的概念或者對(duì)于學(xué)生目前的知識(shí)水平還不容易的理解的知識(shí)點(diǎn)，例如提升學(xué)生價(jià)值觀目標(biāo)就可以定為教學(xué)難點(diǎn)。最后是教學(xué)過(guò)程。教學(xué)過(guò)程的重要性不言而喻。一是注意教學(xué)環(huán)節(jié)的完整性;二是導(dǎo)入新課注意新穎性，時(shí)間不宜太長(zhǎng)，一般不超過(guò)一分半鐘。新授教學(xué)內(nèi)容要注意知識(shí)點(diǎn)的層次性，邏輯性不能混亂，在每個(gè)知識(shí)點(diǎn)講解完后要注意及時(shí)的鞏固提高。最后是小結(jié)作業(yè)部分，這部分要體現(xiàn)新課標(biāo)理念，切記不要讓學(xué)生多讀多算，要體現(xiàn)開(kāi)發(fā)學(xué)生的創(chuàng)新性。

語(yǔ)文教師資格證面試教案模板案例：

想拿高分、教育培訓(xùn)就在中華考試網(wǎng)

中華考試網(wǎng) 教育培訓(xùn)界的翹楚！

《桃心花木》教學(xué)設(shè)計(jì)

一、教學(xué)目標(biāo)>>教師資格證面試考場(chǎng)備課教學(xué)目標(biāo)撰寫(xiě)指導(dǎo)

知識(shí)與技能目標(biāo)：正確讀寫(xiě)6個(gè)生字新詞，有感情地朗讀課文，理解課文內(nèi)容。

過(guò)程與方法目標(biāo)：通過(guò)自主合作學(xué)習(xí)，理解重點(diǎn)句段，聯(lián)系生活實(shí)際，領(lǐng)悟文章蘊(yùn)含的道理，體會(huì)借物喻人的寫(xiě)作方法。

情感態(tài)度與價(jià)值觀目標(biāo)：能夠感悟到作者所表達(dá)的育人的道理。

二、教學(xué)重難點(diǎn)

教學(xué)重點(diǎn)：理解種樹(shù)人的話和“我”從中感悟到的育人的道理。

教學(xué)難點(diǎn)“體會(huì)作者介紹種樹(shù)的經(jīng)驗(yàn)、道理和方法僅是一個(gè)比喻，其目的是為了說(shuō)明育人之道。

三、

(一)課程導(dǎo)入

1.寫(xiě)課題、讀課題，引入：這是一種樹(shù)的名字，它生長(zhǎng)在熱帶雨林地帶。今天，讓我們跟著作者一起去看一看。打開(kāi)課本，放聲朗讀課文，要求讀準(zhǔn)生字，讀通句子，讀錯(cuò)的地方重新讀，讀完一遍后舉手示意。

2.反饋：

(1)新詞認(rèn)讀要求：正確、響亮

(2)你想提醒大家注意哪個(gè)字的寫(xiě)法?

(3)讀到“優(yōu)雅自在、勃勃生機(jī)”這兩個(gè)詞，你眼前仿佛出現(xiàn)了怎樣的景象?

(二)整體感知

提問(wèn)：同學(xué)們，課文中的種樹(shù)人，他種樹(shù)的方法與你想象中的一樣嗎?默讀4～11自然段，找一找他是怎樣種樹(shù)的?作者看到后的心情又是怎樣的?用波浪線劃下來(lái)。

1.朗讀出“奇怪”：

誰(shuí)來(lái)讀讀第一句?種樹(shù)人這樣種樹(shù)，你想讀出怎樣的語(yǔ)氣?其他同學(xué)仔細(xì)聽(tīng)：他有沒(méi)有讀出“奇怪”?是怎么讀出“奇怪”的味道的?

想拿高分、教育培訓(xùn)就在中華考試網(wǎng)

中華考試網(wǎng) 教育培訓(xùn)界的翹楚！

帶著這樣的韻律與感覺(jué)，請(qǐng)大家試著把所有的句子連在一起讀一讀，你注意到作者內(nèi)心的變化了嗎?

2.理解明“奇怪”：“奇怪的是，他來(lái)的天數(shù)并沒(méi)有規(guī)則，有時(shí)三天，有時(shí)五天，有時(shí)十幾天來(lái)一次。澆水的量也不一定，有時(shí)澆得多，有時(shí)澆得少?！弊髡咭淮伪纫淮胃婀郑谄婀中┦裁茨?你能用自己的話簡(jiǎn)練地來(lái)說(shuō)一說(shuō)嗎?

(三)精讀課文

1、聽(tīng)了種樹(shù)人的話，作者想到了什么?

2、質(zhì)疑：這段話中，也有兩個(gè)“不確定”。這兩個(gè)不確定你又是怎么理解的呢?

3、面對(duì)大自然的不確定，桃花心木是怎么做的?面對(duì)人生的不確定，人又該怎么做?

4、你知道哪些遭遇人生的不確定時(shí)，能夠經(jīng)得起考驗(yàn)的人呢?

(四)拓展延伸

除了這些名人，你或者你身邊的人，可能會(huì)遇到哪些不確定呢?又該怎么做呢?

(五)小結(jié)作業(yè)

假如你就是如今長(zhǎng)成大樹(shù)的桃花心木中的一棵，你想說(shuō)些什么?請(qǐng)同學(xué)們課后寫(xiě)成一篇讀后感，下節(jié)課我們一起交流交流。

中華考試網(wǎng)小編，預(yù)?？忌鷤?cè)诮處熧Y格面試中取得優(yōu)異成績(jī)！更多教師資格面試資料，咨詢中華考試網(wǎng)校！

想拿高分、教育培訓(xùn)就在中華考試網(wǎng)

教師資格證英語(yǔ)面試教案篇三

教師資格證中學(xué)英語(yǔ)面試閱讀題真題一 1.試講題目: 閱讀教學(xué)試講

內(nèi)容: one day, a man called the taxi company to get a taxi to go to the airport, but after a very long time, the taxi did not called the girl in the taxi company girl in the taxi company said, “ the taxi has not come, but you need not to worry about it as the airplane is always late.” the man answered, “certainly, the airplane will be late this morning, because i happen to be flying it.”

基本要求:(1)朗讀所給段落。(2)配合教學(xué)內(nèi)容適當(dāng)?shù)陌鍟?shū)。(3)針對(duì)該段落中的劃線部分，設(shè)計(jì)相應(yīng)的閱讀后教學(xué)活動(dòng)。(4)試講時(shí)間: 約 10 分鐘。(5)用英文試講。

teaching plan teaching aims:

dge aim: let students master the useful word and expreions in the reading y aim: let the students learn how to communicate with other persons in a more polite the reading skills of skim and nal aim: let the students to know the importance of respecting other people and communicate with other people in a good ng procedures:

step one: lead-in(5 minutes)show the students some pictures about the vehicles such as bike, taxi, and airplane and let them match the names with the two: new words and phrases(10 minutes)write the new words and expreions from the reading material such as taxi, airport and let the students read after the three: while-reading(20 minutes)ask the students about the main idea about the text through a quick reading about the whole the students do “t” or “f” the students conclude the main idea about each four: consolidation(9 minutes)spanide the whole cla into two a team leader of each the group one act the whole scenario based on the reading material let group two have some adaptations of the scenario based on the reading five: homework(1 minutes)let the students to write a composition about the ending of this morning, cla, in the previous cla, we have learned a reading text about the manner and ways of communication, do you still remember? and in this cla, we are going to learn another text about manner and ways of communication as well as some names of vehicles in the reading of all, i’d like you do the match exercise on the you can see that, on the left part of this blackboard, there are some names of automobiles, and on the right part of the blackboard, there are some you match the names on the left with the pictures on the can have a try? ok, mike, tell me your , your answer is right, this can be matched with this picture, and this name represents the taxi, and this is a picture about a good,cla, you have done a very good ，i will read this text for you, please listen carefully, and try to get the main idea about the reading , after i read this text, i’d show you some new words and expreions in the reading first word is “taxi”(在黑板上板書(shū)寫(xiě)上這個(gè)單詞)，this word means “出租車” in the second word is “airport” , before i tell you the meaning of this word, can you gue the meaning of this word? cla, who can have a try? we can combine what we have learned with what we are going to learn today.i will give you some hints, we say “by air” in english which means “乘飛機(jī)”，and “air” is related with “飛機(jī)”，and “port” is a place where we park a ship or other , cla, after you have understood these, can anyone tell me the chinese meaning of this word? maria, please, yes, very means “飛機(jī)場(chǎng)” in , since you have mastered the new words and expreions in the reading material, i will give you 2 minutes to read this whole text, and then i will check whether you understand it or not, now let’s is up, now, cla, please listen to my statements carefully and judge whether it is true or , the first statement is that “one day, a woman called the taxi company to get a taxi to get him to go to the airport”, who can tell me whether this statement is right or wrong? yes, great, mike did a very good statement is wrong, a man rather than a woman called the taxi company to get a taxi for , i will give my second statement, “ the man called the taxi company three times”, cla, whether this statement is true or false? ok, julia, yes, you are right, this is two have done very , please listen to my final statement, “the man is a pilot”, who can tell me whether this statement is true or , joe, your answer is “?”, i am afraid, you do not understand the whole text ly the man is a pilot in this i draw this conclusion? if you look at the final sentence in this reading material, you will find that “it” in this sentence means “airplane”, so the man is going to call a taxi to drive him to go to the airport, because he is a pilot, if he doesn’t not arrive at this airport on time, he will not be able to fly an airplane.也就是說(shuō)，這個(gè)男人就是一個(gè)飛行員，如果他所呼叫的出租車沒(méi)有準(zhǔn)時(shí)到的話，他也就不能準(zhǔn)時(shí)達(dá)到機(jī)場(chǎng)，他所開(kāi)的航班也會(huì)延誤。now, can you understand the whole text? we must understand this reading material thoroughly, we should pay more attention to each and very fact in this reading material in order to get further understanding about this , in the following part, we will do a role play game.i will spanide the whole cla into two groups, the first group will act the whole scenario based on the plot in this reading material other group will make some adaptation based on this reading material to make the communication between the man and the woman in the text more polite and i will give you three minutes, ready go!time is up, cla, now, i will check your work, can you act you play in front of the cla?....ok, both groups have done a very good , have you noticed that if we communicate with each other in a way the group two did, we will have more understanding and mutual respect in our daily example, in their adaptation, they changed the girl’s girl said,“we will arrange another taxi for you instead of saying that as the airplane will be late.” from this example, we can see that we should pay attention to our behavior in communication with other people, if we want to get respects from other people, we should respect others by doing that, can we communicate with each other more politely and , cla, our cla is going to be over, our homework is to write a story about the end of this will happen to the man and the girl in the story? you can think about it after can have a rest now.教師資格證中學(xué)英語(yǔ)面試真題二

試講題目: 閱讀教學(xué)試講

內(nèi)容: cla 9 had a great time on the school went to blue water aquarium for the they visited the visitors center and watched about they watched a dolphin that, they went to the outdoor pool and saw a big lunch, they went to the gift shop and bought lots of y, tired but happy, they took the bus back to the end of the day, the science teacher was very happy because the cla monitor cleaned the bus after the trip.基本要求:(1)朗讀所給段落。(2)配合教學(xué)內(nèi)容適當(dāng)?shù)陌鍟?shū)。(3)針對(duì)該段落中的劃線部分，設(shè)計(jì)相應(yīng)的閱讀后教學(xué)活動(dòng)。(4)試講時(shí)間: 約 10 分鐘。(5)用英文試講。教師

資格證中學(xué)英語(yǔ)面試真題三

寫(xiě)作教學(xué)試講

內(nèi)容: dear editor, i am writing to say that i am against building a new zoo in our are terrible places for animals to live.i’ve visited a lot of zoos in my life, and i have never seen one i liked or one that was suitable for animals to live last week, i visited a zoo and couldn’t believe what i animals are kept in tiny cages and can hardly move at they are only given food once a this a good way for animals to live? i don’t think ely, disgusted

3 基本要求:(1)朗讀所給短信。(2)配合教學(xué)內(nèi)容適當(dāng)?shù)陌鍟?shū)。(3)針對(duì)該短信的體裁與結(jié)構(gòu)特征，設(shè)計(jì)相應(yīng)的書(shū)信寫(xiě)作教學(xué)活動(dòng)。(4)試講時(shí)間: 約 10 分鐘。(5)用英文試講。

教師資格證中學(xué)英語(yǔ)面試真題四

試講題目: 詞匯講學(xué)試講

內(nèi)容: 在初中七年級(jí)下學(xué)期期末復(fù)習(xí)時(shí)，周老師希望幫助學(xué)生鞏固以下的詞匯;soccer, strawberry,hamburgers, baseball, enjoy, difficult, boring, uncle,practice

基本要求:(1)朗讀所給單詞。(2)配合教學(xué)內(nèi)容適當(dāng)?shù)陌鍟?shū)。(3)針對(duì)所提供的詞匯，設(shè)計(jì)詞匯鞏固性教學(xué)活動(dòng)。(4)試講時(shí)間: 約 10 分鐘。(5)用英文試講。

2013下半年全國(guó)教師資格證考試面試真題（中學(xué)英語(yǔ):高中英語(yǔ)）結(jié)構(gòu)化試題（5分鐘）

1.前蘇聯(lián)教育家蘇霍姆林斯基曾說(shuō)過(guò)“教師的一言一行對(duì)學(xué)生都起著榜樣作用”，談?wù)勀銓?duì)這句話的理解。

2.學(xué)生喜歡老師，才會(huì)喜歡老師的課。談?wù)勀銓?duì)這句話的看法。英文試講題（語(yǔ)法講解，10分鐘）

one of the favorite events is the dog-sled race, in which teams of about six husky dogs pull long sleds at great speeds along a snowy person runs behind the sled, shouting to the dogs to encourage sound of the dogs barking, the calls of the drivers and the shouts of the crowd make an exciting northern dogs are beautiful strong animals, with long, thick fur and many with blue eyes.讀一遍短文，并對(duì)文中的語(yǔ)法進(jìn)行講解。答辯 試講后英文問(wèn)答（5分鐘）

what’s the difference between the 3 words: shouting, barking and exciting? do these 3 words have the same function?

一.詞匯

ng objectives dge objectives(1)help students know the collocation and meanings of the following words and phrases: embarraed, instruction, far from, nothing like, looking forward to etc.(2)help students acquire the use of adjective ending –ing and –ed.(3)help students know the use of present continuous tense y objectives(1)enable students to use these new words correctly in speaking and writing.(2)enable students to use adjective ending –ing and –ed correctly in daily life to describe ant points some phrase, and some new words the use of adjective ending –ing and-ed ult points analyze components of a sentence

ing methods ce, discover, asking and answering, explaining ng aids: text book

ng procedures stepi reading(1 minute)t: good morning, boys and let’s read the new words and new phrases, please turn to page 113 and read the new words from enthusiastic to amazed, go(enthusiastic, amazing, information, website, brilliant, comprehension, instruction , embarraed, description, amazed) good!

step ii lead-in(1 minute)t: everybody, after we have studied this paage(my first day at senior high), we all know that the writer had a wonderful experience of his first day in senior high this cla let’s study some useful words and s(look forward to, far from, nothing like)and words(bored/boring tired/tiring excited/exciting surprising/surprised interesting/interested embarraed /embarraing)

step iii careful analyzing(8 minutes)（此處挑兩個(gè)講即可）teaching plan for module 1(sefc book 1) done!now let’s look at some of the difficult points in the text!

the first one: clarooms in li kang’s school are amazing/ some students were embarraed at s we have already learned the adjective ending –ing and –ed in our junior high school, so let’s turn to page 7 and complete the minutes.(then the teacher check the answers), then let us look at grammar 2 the 2nd one choose the correct explanation according to the exercise we have done in page it seems that you have a clear mind of the 2 kinds of endings, so let us find more examples in our text.(2nd paragraph, the clarooms are amazing, the3rd i don’t think i will be bored in ms shen’s cla, the 4th paragraph some students were embarraed at first)the next one.2?and ms shen’s method of teaching is nothing like that of the teachers at my junior high school.（the sentence under the picture）nothing like means，“絲毫不象”in chinese。

eg: math cla is nothing like chinese cla, because the former is focus on logic thinking, the latter is main tell us how to think in a different looking forward to doing it！look forward to sth./doing this structure to is used as a preposition i look forward to hearing from you as early as poible.（do you remember some other this kind of phrases）

there are some other preposition phrases :(ask students the same kind of words they have learned in their junior school：do you remember some other this kind of phrases look forward to 盼望?? turn to 求助于；轉(zhuǎn)向；翻到??pay attention to 注意?? stick to 堅(jiān)持get down to 開(kāi)始認(rèn)真干??object to 反對(duì)point to 指向see to 處理，料理devote?to? 貢獻(xiàn)??給?

pay attention to ____(walk)along this risky is not much time , lets get down to ___(walk)on this rs’whole life is devoted to_____(teach)we should object to ___(tell) v summary(1mins)t: in this cla we have learned some useful phrases and you still remember their meaning ?(nothing like , look forward to)and now are you clear how to use the adjective ending –ed and – vi homework aignment(1 mins)t: after cla, let’s have a revision of the present tense and preview listening and vocabulary, then do the exercises in text much for this cla, bye!

聽(tīng)力listening(板書(shū)內(nèi)容)part 1:lead-in（板書(shū)內(nèi)容）step 1 talk about the topic give students enough background of the let them familiar with the difficult words, especially new words.了解背景 熟悉主題

t: good afternoon, my boys and e back to my cla.i am so glad to see you you had a good weekend? yeah!then what did you do during the summer holiday? sleep, watch tv, or travel with parents? i of you had a wonderful , today i will introduce a new friend to you;let’s share what she did during the , listen to the tape carefully, and then i’ll ask you some questions.（教師說(shuō)的內(nèi)容,說(shuō)完暫停！表示在進(jìn)行聽(tīng)力，但不要太長(zhǎng)，大約數(shù)

1、2、3秒即可）

hey, i’m your new friend tiffany!last sunday, i went to the park with my friends for a took several bread and some bottles of water with us for course we didnt forget to take some fruits and we even took some tomatoes and took us thirty minutes to get there by it was a sunny day, there were lots of people in the y, we climbed the mountain and went it was the time for lunch, we took out the food and began to prepare our it was not cooked well, we ate we finished the picnic, we picked up the rubbish and threw it into the thought it was our duty to keep the good didn’t go home until it was all enjoyed ourselves.（聽(tīng)力錄音材料）

t：ok, do you understand the story？yeah!well, i will ask some you some did tiffany and her friends go to the park? 2 what did they take to the park？ 3 what did they do after the picnic? t: the first question, now who can answer the questions in volunteer? oh, lily.（pause）(平伸右手，手掌朝上，示意學(xué)生回答)good!go for a picnic.t: the second question, who want to try? tom, please.（pause）(平伸右手，手掌朝上，示意學(xué)生回答)very good!(右手伸出大拇指，示意回答得很棒)bread, bottles of water , fruits, tomatoes, good t: the third question, can you find the answer? ok, susan.（pause）(平伸右手，手掌朝上，示意學(xué)生回答)yes, perfect.(雙手伸出大拇指，示意回答得很棒)when we finished the picnic, we picked up the rubbish and threw it into the 2 pre –listening（板書(shū)內(nèi)容）

gue the meaning of the following words（板書(shū)內(nèi)容）猜測(cè)詞意 掃清障礙 now, you have understood the story ’s look at the details of the text.① phases first of all, let’s look at the phrases in the text.1 go for a food outdoors 2 by bike it’s an important phrase.“by” plus transport is the meaning of taking example by bike/train/bus/ship/airplane/foot, no, it is on foot, not by foot.3 pick up take sth up i picked up the money on the so much for the phrases.②important sentences took us thirty minutes to get there by sentence instruction is ：it takes/took sb some time to do the question sentence of this instruction is: how long does/did it take sb to example: how long does it take you to go home? it usually takes me 20minutes to go can make a sentence？

t: don’t be shy, just have a try.（環(huán)顧四周）tom, do you want to have a try?(pause)ok!how long does it take you to go to school? yes, great!it takes me half an hour to go to , sit down please.2the next sentence is: we didn’t go until it was sentence instruction is ： not ’s the meaning of the phrase？

直到...才。這句話的意思是，直到天黑我們才回家，而不是我們沒(méi)回家直到天黑 i won’t go until you come back.直到你回來(lái)我才離去。who want to try？yeah, bob.i didn’t go to sleep until i finished my , you have mastered the 3: post-listening challenge yourself鞏固提升 復(fù)述材料 挑戰(zhàn)自我t: now, who can tell us” what’s the paage mainly about?” please give your answer in a complete sentence with “the paage tells us?????.” t: who will try? don’t be shy!（環(huán)顧四周）tom, do you want to have a try?(pause)ok!(pretend to be listening)t: very good!your answer is wonderful!(右手伸出大拇指，示意回答得很棒)t: tom said” the paage tells us______________________________________________”

part 4: homework ok, time is limited, practices more after learning the text, would you like to go for a picnic? yes, then where do you want to go and what do you want to take? make a plan after cla, i’ll ask some students to share their plans next , cla is over.語(yǔ)法

part 1: independent reading 名詞性從句的用法

t: good morning/afternoon, boys and , we’ll learn a new grammar style名詞性從句noun the play, which are mainly about this kind of grammar? try to find the sentences.（pause）t: here!can you say one sentence? now, who want to share your works? ok, tom, please.(手勢(shì)語(yǔ)：平伸右手，手掌朝上，示意學(xué)生回答。做邊聽(tīng)狀，邊板書(shū)第一個(gè)句子，這個(gè)要提前備課，就是您早就準(zhǔn)備好的句子！)may we ask what you are doing in this country?

t: very good，sit down, , who want to say the next? ok, lily, please.(同上，寫(xiě)第二個(gè)句子！)i didn’t know whether i could survive until morning.t: very good，sit down, , who want to share the last one? ok, kate, please.(同上，寫(xiě)第三個(gè)句子！)the fact is that i earned my paage by doing sth.（課本上的三個(gè)句子）t: very good，sit down, please.t: now, we can see the noun clause is a piece of cake, or we can say, it’s just so we right? let’s look at the ex 2 and try to finish the exercise of this you can not solve the problem, first, lists problems of your own, then you can discu in pairs;after discuion, you two can’t solve it, come to the blackboard and write it 2 comprehension 理解(寫(xiě)完板書(shū)，此時(shí)，就下去轉(zhuǎn)一下，回來(lái)在黑板上寫(xiě)1-2個(gè)難句子，就當(dāng)是學(xué)生寫(xiě)的)difficult point 1: what do you think of the bet the brothers have made? difficult point 2: what do you think will happen to henry?

research 1: students’ comprehension to the grammar.t: very good, just now two of our students wrote down two sentences, they think the sentences are much harder to we help them to under the two sentences? t: now, who want to try? ok, susan, please.(手勢(shì)語(yǔ)：平伸右手，手掌朝上，示意學(xué)生回答。)which sentence do you want to explain to them?(pause)ok, the first one.(pause)ok, susan’s explanation is very good!i must say that the bet is very down, please.t: now, who can solve the second sentence?(look around)

research 2: with the teacher’s help to understand the grammar.t: nobody? really? ok, let me help can use “i must say that_____________” , can” that” be left out?(pause)right!it can not be left it have any meanings?(pause) has no any meaning.（此處用漢語(yǔ)解釋語(yǔ)法現(xiàn)象，在講解時(shí)可以在原句上畫(huà)點(diǎn)記號(hào)什么的,目的是幫助，不是全部解決）now, who can have a try in volunteer? ok, linda, please!(pause)ok, linda’s explanation is very good!i must say that henry will live a happy down, please.t: now, who can draw a conclusion to the grammar which we learnt in this text in volunteer? nobody? ok, let’s discu in groups!

part 3: the rule of the grammar(寫(xiě)完板書(shū)，此時(shí)，就下去轉(zhuǎn)一下，回來(lái)看練習(xí)四，當(dāng)堂測(cè)驗(yàn))t: well, tom, it’s you again!please!(pause)very good!thank you, sit down please.名詞性從句：缺什么補(bǔ)什么，不缺什么用“that”.(簡(jiǎn)析語(yǔ)法現(xiàn)象)and now let’s finish ex 4, now i’ll ask some of you to finish two of them.1 the reason was ________________________.4 his concern is___________________________.t: who will answer in volunteer? bush and black!ok!come to the black board and finish them!(自己寫(xiě)上就ok了)1 the reason was that he met a strong wind.4 his concern is whether they can offer him a good!quite right!thank you, go back to your seat and sit down 4: homework t: ok, so much for this cla, please finish ex 5 on page ’s all for today, see you!

寫(xiě)作課：writing cla : healthy eating（健康飲食）teaching objectives（教學(xué)目標(biāo)）：

一、知識(shí)技能目標(biāo)：

總結(jié)平衡膳食的定義，并且能提出一些健康建議。

二、情感態(tài)度目標(biāo)：了解有關(guān)營(yíng)養(yǎng)飲食的基本常識(shí)和培養(yǎng)健康的飲食習(xí)慣。

教學(xué)重難點(diǎn)：

1.教學(xué)重點(diǎn):如何區(qū)分健康食品以及垃圾食品并且會(huì)用英語(yǔ)表達(dá);.2.教學(xué)難點(diǎn): 教會(huì)學(xué)生如何自如表達(dá)自己的意見(jiàn)和建議并且?guī)椭鷮W(xué)生總結(jié)出平衡膳食的定義。

教學(xué)步驟：

part 1 導(dǎo)入（warming up）1.以一句話：“everybody needs foods, so do i”及麥當(dāng)勞、肯德基的相關(guān)飲食引入話題。(1 分鐘)t: good afternoon, boys and we’ll talk about “healthy eating(板書(shū)的內(nèi)容)“.we have three meals ody needs foods, so do i.i want to know the following first question: have you had lunch or breakfast in mcdonald’s or kfc? the second question: do you like the food there? the third question: which one do you prefer?”

(the purpose of this part is to stimulate ss’ interest and call their attention to the topic.)

part 2 小組練習(xí)（pair works）（3分鐘）

t: now, two students in pairs to ask each other about the above three questions, and then i’ll ask some of you to practice the dialogue in front of all of , let’s begin.(下去轉(zhuǎn)轉(zhuǎn))t: , which pair wants to act this dialogue in volunteer?(pause)tom and kate, !sit down please.t: any other pair?(pause)well, linda and susan, please.(pause，pretend to be listening)good!sit down 3 頭腦風(fēng)暴（brain storming）3分鐘

1、now, i will spanide the whole cla into two parts, the students on the left will be group one, and the students on the right will be group ’s compete between the two student will be theleader to collect the names of the ’s see which group will get more names of the will be the leader? ok!tom and ? go!(pause)ok!now, let’s show the two sheets.（展示兩張紙，寫(xiě)點(diǎn)對(duì)應(yīng)的內(nèi)容就行，一會(huì)好念，提前備課時(shí)就寫(xiě)好）group one win the game!well done!(把學(xué)生分成兩組競(jìng)賽，看哪組的同學(xué)收集的食物單詞多，然后教師教導(dǎo)朗讀(2-3分鐘)

part 4 句型練習(xí)（sentence structure practicing）（2分鐘）

now, i’ll show some of the names of food on the black board,(讀其中的一些食物名稱)let’s discu which are junk food and which are healthy food? you can use the sentence structure” i think that(or the food name)is junk/healthy food because?.” and you can talk about “what is the name of the food? / what nutrition does it mainly contain?” four students in a group, and let’s begin.(pause, junk food vs healthy food,板書(shū)完成后，此時(shí)可下去轉(zhuǎn)轉(zhuǎn))老師先展示如何使用句型：“i think that(or the food name)is junk/healthy food because?.”來(lái)描述什么是健康食品，什么是垃圾食品。然后把學(xué)生按4人分成一組進(jìn)行討論練習(xí)，老師給出了對(duì)話該涉及的內(nèi)容范圍：what is the name of the food? / what nutrition（營(yíng)養(yǎng)物質(zhì)）does it mainly contain?（2分鐘）

part 5: activity task----make a survey活動(dòng)任務(wù)---做調(diào)查報(bào)告(2分鐘)t: now i’ll give you a 3 students around you about their dieting habits, and offer them some can use the sentence structure as” you should take le?, and you should have more?.”(pause，可以下去轉(zhuǎn)轉(zhuǎn))給學(xué)生發(fā)一張表格，引導(dǎo)學(xué)生按照表格詢問(wèn)周圍3個(gè)左右的同學(xué)，了解同學(xué)間的飲食習(xí)慣，并能提出一些健康建議。調(diào)查的表格如下:(可忽略不備)

part6.布置作業(yè)（1分鐘左右）

t: ok, let’s see the food pyramid map together.（稍微暫停）from this picture you may well understand how to keep a balanced diet in our daily cla, write a composition about “healthy eating”.ok, so much for this is over, see you!老師在課件上展示食物金字塔圖，讓學(xué)生了解飲食的營(yíng)養(yǎng)應(yīng)如何平衡，然后布置作業(yè)：讓學(xué)生自己寫(xiě)一篇健康飲食的作文。

板書(shū)設(shè)計(jì) healthy eating food vs healthy food ed diet

口語(yǔ)speaking step 1: leading in: by , boys and are now living in a highly developed world, with advanced culture and highly developed have you ever thought what are the base of all the culture and civilizations? oh, yes, they are based on those which were created by our great, great grandfathers lived a long, long time one exactly knows what they lived on, what were their housing and home decoration conditions, what kind of tools they usually used in their production activities, and what entertainment they had in their spare , we can imagine!so now, let’s spanide into groups of four and, with the help of your imagination, discu what kinds of food the early man ate, what their housing conditions and home decorations were like, what tools they made and what entertainment they had in their spare i’ll ask some of you to report the results to the whole 2: role play t: good, sit turn to page 72, look at the speaking should read it with your partner, then, do the roles play.(teacher writes bb--middle)making suggestions and giving advice: can you suggest? maybe we/you could ?? i ask you for some advice? i suggest(that)?? you help me decide? that’s a good do you have in mind? well, but what about?? have you considered doing??？

t: ok, time is our daily life, we often ask someone for advice when we can’t make a the other hand, we often give other advice if they come to us for can we ask for and give advice in english? let’s look at the are several sentences about giving advice , please read it follow me.t: make sure you can use these sentences when you are making can give us a dialogue? any volunteers? t: x x, you please, you can choose one of the situation in speaking part.t: excellent

step 3: interview t: we are going to have an are a host and your partner is give a chat with helen.i’ll give you several minutes to prepare.t: time is pair would like you have a try? lily, your group please. skills do you think young people need to succeed in life? goals, plan for succe, and believe in this high-tech world, what’s the most important aspect of education? a.a well-rounded education with a broad view of the was the biggest influence in your life? why? parents, sir edmund hillary ’s the toughest part of your job? g time to do all that i you were a teenager, what place in the world did you most want to visit, and have you traveled there yet? was it as wonderful as you thought it would be? why or why not? magnetic north pole was my dream.i am the first woman to walk there alone without support.i wrote a best selling book about my journey with my polar bear dog charlie who saved my life from polar i finally arrived after having survived storms, a tent fire, frozen fingers, broken sea ice and polar bears i had a tremendous feeling of achievement.i didn’t matter that i was mattered that i had a goal, a plan and therefore i stood at the pole.t: very you.i will ask another two volunteers? lily, your group please.?

blackboard design speaking step 1 discuion step 2: role play can you suggest? maybe we/you could?? i ask you for some advice? i suggest(that)?? step 3: interview

閱讀reading step 1 lead-in 導(dǎo)入 brainstorm cla morning, boys and we will learn a new unit let’s get to know the man, who is called is very he is happy, he stays calm and shows us beautiful natural when he gets angry, he becomes a troublemaker and causes many natural you know the meaning of natural disaster? yes, it means自然災(zāi)害, for example, the earthquake happened in ya’an last month, which caused great s earthquake, what other kinds of natural disasters do you know? please brainstorm and try to think of as many natural disasters as you ted answers: typhoon 臺(tái)風(fēng)/ volcanic eruption 火山爆發(fā)/thunderstorm 暴風(fēng)雨 flood 洪水/tsunami 海嘯/ drought 干旱/ hurricane(tornado)颶風(fēng)，龍卷風(fēng) guys, you’ve done a great you experienced any natural disaster we mentioned just now? you ted answers: you have experienced flood in did you see? the flood water covered the whole city and you had to stay at you describe your feelings at that time? you felt frightened and 2 reading 1)skimming/listening yes, i totally agree with most cases, natural disasters can be very we will read a paage about natural take out your handout and listen to the listening, please tell me the main idea of this paage and in what order this paage is only have 2 ? go!time is would like to tell us the main idea? tom, would you please have a try? suggested answers: this paage talks about tangshan earthquake, the largest earthquake of 20th good? can you tell me in what order this paage is developed? in order of do you know that? because the writer first describes strange things in the first part and then tells us the city was destroyed by the , he says the army came after , you are right.2)scanning in the first part, the writer tells us strange things happened before the know that before some natural disaster, there are sometimes warning signs from we have such kind of knowledge, we can reduce the go through the first paragraph quickly and try to figure out what signs did the author mention? you only have one we go!now let’s read for more ’s go through the whole paage and try to find the answers to the following three 2 fast reading 泛讀

read the text quickly and try to finish the following words or phrases burst: break open because of preure from inside at an end: finished nation: all the people in the country steam: gas that hot water gives out in ruins: destroyed extreme: very great in degree usele: of no use shocked: surprised very much rescue: save somebody or something from danger shelter: a place that protects you from the weather or danger ons did the tangshan earthquake happen? suggested answers: the earthquake happened at 3:42 am on july 28, many people were killed or injured in the earthquake? suggested answers: more than 400, 000 people were killed or injured in the all hope lost? how did the army help the people there after the earthquake? suggested answers: no, all hope was not army sent 150,000 soldiers to tangshan to help the rescue army organized teams to dig out those who were trapped and to bury the 3 post-reading on suppose an earthquake happens now, what should we do to keep ourselves safe? please discu natural wonders in groups and your discuion should be based on the two time, the group leader should take down your group members’ ideas and sum them up in your own , we will share your ideas with all of us tand me? time is group would like to share your idea with us? suggested answers: ’t be nervous and keep ’t try to run out of the claroom at t your head by putting your school bag on your under your the claroom after the iew have you noticed that news reporters and interviewers play an important role in keep us informed after ya’an earthquake happened? next, please choose a paragraph and act out an interview between a reporter and survivor from the tangshan a dialogue with your partner.i will give you three minutes and then i will invite some of you to act 4 summary and aiagnment we have done a lot of things y, we have talked about?.then, we , we learned some useful words and comes your aignment: the the internet to find more information about earthquake.

教師資格證英語(yǔ)面試教案篇四

本資料為云南教師資格面試試講科目考試復(fù)習(xí)資料，僅供大家復(fù)習(xí)下載，切莫錯(cuò)過(guò)說(shuō)課試講考試公告和考試時(shí)間以及網(wǎng)上報(bào)名。

《this is my sister》

—說(shuō)課試講考試復(fù)習(xí)資料

各位評(píng)委上午好!

今天我說(shuō)課的內(nèi)容是人教版七年級(jí)上unit 3 this is my sister.本單元學(xué)習(xí)的是與學(xué)生生活息息相關(guān)的家庭成員。我要談的是本單元第一課時(shí)的教學(xué)。下面我將從以下幾個(gè)方面闡述我的說(shuō)課內(nèi)容。

一、對(duì)教材的分析和理解

從教材編排上說(shuō)本單元是就第二單元認(rèn)知物體之后學(xué)習(xí)用英語(yǔ)認(rèn)知人，而與學(xué)生最為熟悉的人就是家庭成員。is this your eraser? 很自然過(guò)度is this your sister? 以前學(xué)的what’s this?轉(zhuǎn)變who is this?但本單元生詞較多。出現(xiàn)在第一課時(shí)的就有十五、六個(gè)同時(shí)還要認(rèn)識(shí)語(yǔ)法現(xiàn)象復(fù)數(shù)。本課時(shí)任務(wù)比較艱巨。

二、教學(xué)目標(biāo)

依據(jù)初中英語(yǔ)新課標(biāo)的要求，并根據(jù)素質(zhì)教育中面向全體培養(yǎng)學(xué)生素質(zhì)的要求，我為這一課確立三項(xiàng)目標(biāo)：即知識(shí)目標(biāo)、能力目標(biāo)和德育目標(biāo)。

1.知識(shí)目標(biāo) 幫助學(xué)生四會(huì)掌握以下單詞：grandfather, grandmother, grandparents, father, mother, parents, son, daughter, sister, brother, aunt, uncle, cousin, friend, these, those。并對(duì)復(fù)數(shù)形式有初步了解。

2.能力目標(biāo) 通過(guò)本節(jié)課學(xué)習(xí)，學(xué)生就家庭成員相互之間應(yīng)該能用英語(yǔ)介紹、詢問(wèn)、交流。并能用英語(yǔ)在腦子里對(duì)個(gè)家庭成員的關(guān)系進(jìn)行思考。例如，見(jiàn)到father’s mother,他們能反應(yīng)出是指grandmother。同時(shí)基本上能辨別什么時(shí)候用單數(shù)什么時(shí)候用復(fù)數(shù)。

3.情感目標(biāo) 通過(guò)對(duì)家庭成員的學(xué)習(xí)，學(xué)生對(duì)自己的家庭成員會(huì)有更清晰的印象，從而激發(fā)起他們對(duì)家人的熱愛(ài)。

三、教學(xué)重點(diǎn)及難點(diǎn)

本課重點(diǎn)：熟練掌握各家庭成員的名稱，會(huì)讀會(huì)說(shuō)會(huì)用這些詞匯交流。這個(gè)單元最主要的就是學(xué)習(xí)家庭成員英語(yǔ)的表達(dá)，而幾乎所有的單詞都集中在第一課時(shí)。所以這課時(shí)掌握這些單詞應(yīng)該是重中之中。

難點(diǎn)：復(fù)數(shù)的認(rèn)識(shí)和正確運(yùn)用。漢語(yǔ)表達(dá)中完全沒(méi)有復(fù)數(shù)概念，這是一本書(shū)，這是三本書(shū);除了多了個(gè)數(shù)字其他沒(méi)有任何變化。而英語(yǔ)必須這樣說(shuō)this is a are books.所有的單詞都相應(yīng)的發(fā)生了變化。因此中國(guó)學(xué)生在學(xué)習(xí)復(fù)數(shù)的時(shí)候特別難。我們的語(yǔ)言沒(méi)有這個(gè)習(xí)慣!

突破：通過(guò)真實(shí)的情景激發(fā)起學(xué)生的興趣，興趣是最好的老師。

通過(guò)反復(fù)操練，加深印象。

再循環(huán)記憶達(dá)到最終目標(biāo)。

教學(xué)手段：多媒體輔助教學(xué)，有助于把學(xué)生引入到身臨其境當(dāng)中，激發(fā)學(xué)生興趣，活躍課堂氣氛。同時(shí)要求學(xué)生提前把自己的家庭照片帶來(lái)，真實(shí)的人物縮小英語(yǔ)與他們生活的距離，從而優(yōu)化英語(yǔ)教學(xué)過(guò)程。

學(xué)法指導(dǎo)：為學(xué)生創(chuàng)設(shè)真實(shí)的學(xué)習(xí)情景，讓學(xué)生以小組形式交流學(xué)習(xí)，并在課堂上循環(huán)訓(xùn)練。

四、教學(xué)設(shè)計(jì)過(guò)程

課堂的整體設(shè)計(jì)遵循循環(huán)記憶反復(fù)操練思路，運(yùn)用情景法和交際法，分五個(gè)主要步驟進(jìn)行，即：導(dǎo)入呈現(xiàn), 鞏固操練, 拓展，5分鐘檢測(cè)包括小組比賽和布置作業(yè)。

第一,引入呈現(xiàn)。(10′)i want to be your you want to know more about me? do you to know about my family?課件展示

1.家人。認(rèn)知son, father, mother, parents, wife, husband這幾個(gè)單詞，并馬上回顧重新呈現(xiàn)我的家人學(xué)生說(shuō)出他們和我的關(guān)系。

2.父母。認(rèn)知grandfather，grandmother，grandparents，并認(rèn)識(shí)復(fù)數(shù)。

3.我姐姐及其家人的照片，認(rèn)知sister，aunt，daughter，cousin。

4.我哥哥的照片，認(rèn)知brother，uncle，并再次認(rèn)識(shí)復(fù)數(shù)。

5.回顧我的家人，并幫助學(xué)生羅列出family tree。

第二,鞏固操練(20′)

1.小組學(xué)習(xí)，拿出自己的照片相互詢問(wèn)認(rèn)識(shí)別人的家人(8′)老師在這過(guò)程中及時(shí)幫助學(xué)生學(xué)會(huì)他們不會(huì)的單詞。

2.讀書(shū)上的單詞，聽(tīng)錄音圈出聽(tīng)到的單詞。小組學(xué)習(xí)認(rèn)識(shí)david的家人。(7′)

3.表演對(duì)話，在講臺(tái)上指著屏幕認(rèn)識(shí)david的家人。(5 ′)

第三,拓展(8′)小組表演。假設(shè)你的朋友來(lái)到你家，你來(lái)為他介紹認(rèn)識(shí)全家，有爺爺奶奶叔叔姑姑父母及兄弟姐妹堂兄妹等。

第四,5分鐘檢測(cè)：(5′)主要是be動(dòng)詞單復(fù)數(shù)用法及各家庭成員單詞的掌握。小組之間進(jìn)行比賽，看哪個(gè)小組反應(yīng)最快。

第五,最后作業(yè)布置(2 ′)

introduce myself

—說(shuō)課試講考試復(fù)習(xí)資料

good afternoon, everyone.i’m zhou yan.i’m an english teacher from experimental school of i’ll say sample a of leon six in book one.i’ll prepare to say the leon from four one analysis of the teaching material(一)status and function is an important leon in book this leon, it starts asking the ss to grasp contents of each attain “four skills” request of listening, speaking, reading and start listing “word bank” and tell the ss to remember the new start asking the ss to write the english sentences ore this leon is in the important position of the teaching leon is the first one of unit if the ss can learn it well, it will be helpful to make the ss learn the rest of this a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken english.(二)analysis of the students the ss has learned english for about one month so can understand some words and some simple ss have taken a great interest in english now.(三)teaching aims and demands

3 the teaching aims basis is established according to junior school english syllabus dge objects(1)to make the ss know how to use the affirmative sentence “this is....” and the negative sentence “this is not?.”everyday expreions for “apologies”“im sorry”“thats all right”.(2)to study the new words “six, hey, sorry, it’s, that’s”, learning the dialogue of this leon.(3)to finish some y objects(1)to develop the ss’ abilities of listening, speaking, reading and writing.(2)to train the ss’ ability of working in pairs.(3)to develop the ss’ abilities of communication by learning the useful objects(1)to enable the ss to be polite and love life.(2)to enable the ss to look after their things well.(四)teaching key and difficult points the teaching key and difficult points’ basis is established according to sample a of leon six in the teaching materials position and points:

(1).to help the ss to communicate with each other.(2).to enable the ss to study in groups and co-operate skillfully.(3).to develop the ss’ interest in ult points:(1)how to make dialogues and act them out.(2)how to write the right whole sentences.(五)teaching aids

4 multi-media computer, tape recorder, software: powerpoint or authorware, school things and so will be needed in this two the teaching methods icative teaching method -visual teaching method -based” teaching method as we all know: the main instructional aims of learning english in the middle school is to cultivate students’ abilities of listening, speaking, reading, writing and their good sense of the english in this leon i’ll mainly use “communicative” teaching method, “audio-visual” teaching method and “task-based” teaching is to say, i’ll let the ss to get a better understanding of the key structure of the dialogue.i’ll give the ss some tasks and arrange five kinds of activities: talking, gueing games, watching cai, acting out sample a and having a ng special features to use these methods are helpful to develop the ss’ three studying ways the ss how to be succeful language the ss pa "observation—imitation—practice " to study the ss how to master dialogues and how to communicate with ng special features:

let the ss communicate with each other and adopt competition methods to develop the ss’ keen interest in four teaching procedure i’ll finish this leon in four i’ll spanide the ss into four groups and bring a competition into the last let’s see which group is the 1 warm-up

5 talk between t and as: hi, i’m....what’s your name? this is ?.how do you do? who is he/she? how are you? who can count from 1to 5? what’s this in english? etc.2.a game: ask the ss to give t some school example: t: give me your book.(ruler, box, pen, table, knife, etc.)t: this is your is not my ’s your this course i’ll ask them to make a dialogue group by group without out which group will make the most e of my designing: i think it is important to form a better english learning surrounding for the ss by imitating and at the same time it is neceary to provide situations to review learned tation this course is very important.i’ll mainly talk about this step.i’ll use cai to present the whole e some situations to help ss understand sample scene: there is a bag on the floor.b is picking it up and get ready to a is talking with b.a: hi, are you today? b: i’m fine, thank you? a: i’m fine, , this is my bag.b: no, this is not your ’s my bag.a:(look closely)oh, i’m sorry.b: that’s all right.(at the same time, c is running up and hitting a.)c: oh, i’m sorry.6 a: that’s ok.i’ll write the key points on the bb while they are watching, i’ll teach them to read the words and sentences on the sure they can read them e of my designing: to present sample a by cai is much easier for the ss to learn and grasp the can provide a real situation with its sound and picture and it makes the relationships between the ss ce first play the tape the ss listen and imitate the attention to their pronunciation and this step the ss are required to practise the sample in pairs by reading the dialogue step is employed to make the ss grasp the last i’ll ask the ss to think hard and act it out with a partner according to sample find out which group will act it out well.i’ll give them red e of my designing: this step is employed to make the ss get the general idea of the dialogue as a whole the same time let the ss have a chance to practise their listening and spoken tion

in this step i’ll give the ss a free space to show their scene: the ss are having a ’s hot and they take off their coats and put them are singing and dancing, laughing and the picnic, they begin to look for their coats.d and e are talking.f and g are watching, i’ll give the ss some tasks to make similar dialogues without repetition and find out which group will make more e of my designing: “task-based” teaching method is used here to develop the ss’ ability of communication and also their ability of co-operation will be well the ss we should be polite and take good care of our things.7 we should love our life.i think proper competition can arouse the ss’ interest in english the ss can finish this task well, they will benefit a lot in their spoken 1 model 1.i’ll ask four ss of the groups to write these sentences on the bb in the four check their handwriting, correct their out who will write well and whose handing is the the ss’ worke of my designing: to check the knowledge ss have learned in this rk:(1)recite the words as many as poible after cla.(2)make a dialogue according to sample a and write it in the exercise e of my designing: i think homework is so important that the ss should speak english as much as they can in cla or after is neceary for the ss to do some extensive exercises after cla to consolidate the knowledge they oard design leon six sample asix this is my?.hey this is not your....sorry it’s my....picture it’s=it is oh, i’m ’s=that is that’s all right/ok.8

my names gina說(shuō)課教案

—說(shuō)課試講考試復(fù)習(xí)資料

背景

我是第一次接觸新目標(biāo)英語(yǔ)，碰到的困難比我想象的要難。在英語(yǔ)課上學(xué)生聽(tīng)的也很認(rèn)真，大部分學(xué)生也能張開(kāi)口說(shuō)話。但是他們這樣的對(duì)話是教師問(wèn)，學(xué)生答。如果讓學(xué)生編對(duì)話或一問(wèn)一答，這樣的情況就不妙。通常是學(xué)生會(huì)答而不會(huì)問(wèn)。課堂上沒(méi)有自己想象中的那般熱烈，好象是你在唱“獨(dú)角戲”。

思考的問(wèn)題

1.如何創(chuàng)設(shè)情景讓學(xué)生將已學(xué)的知識(shí)轉(zhuǎn)化為能力，改變教師引出問(wèn)句，學(xué)生答，然后由學(xué)生問(wèn)與答。讓學(xué)生自己“找到”問(wèn)句。

2.讓學(xué)生學(xué)會(huì)觀察，會(huì)做總結(jié)。

案例描述

這節(jié)課主要是講first name and last name以及中西文化在名字上的差異。習(xí)慣的做法是先讓學(xué)生知道，在西方是名在前，姓在后，然后告訴學(xué)生，我們是姓在前，名在后。在老教材中，這一節(jié)課是在初二課本。但是我現(xiàn)在面對(duì)的初一的學(xué)生，按部就班的做，學(xué)生會(huì)理解嗎?這節(jié)課我是這樣設(shè)計(jì)的，由學(xué)生們自己的名字引出first name 和last name,然后通過(guò)觀察發(fā)現(xiàn)中西文化在名字上的差異。

procedures

on

t: good morning!

how are you?

spell it, ’s this in english?

what color is it?

and learn

t: hello!i’m ’s your name?

s1: i’m

t: nice to meet you!

s1: nice to meet you ,too!

t: what’s his name?

s1: his name is jiang xian.(蔣賢)

要求該生寫(xiě)下名字蔣賢，接下來(lái)鼓勵(lì)學(xué)生編對(duì)話，叫幾組(3人一組)學(xué)生表演，也要求寫(xiě)下名字。把這些名字貼在黑板上。

t: 溫新西, his last name is wen.(這時(shí)一邊說(shuō)一邊將溫與新西剪開(kāi)，更好的區(qū)分first name and last name)孫猛特his first name is sun.李雙 her first name is li.多給幾個(gè)例子，學(xué)生就明白last name 的意思。學(xué)生自我介紹my last name is---.此時(shí)在黑板上寫(xiě)

a: ___________________

b: my last name is sun.鼓勵(lì)學(xué)生說(shuō)出問(wèn)句，what’s your last name?必要時(shí)，給予提示。(what’s your name? my name is sun mente.讓學(xué)生發(fā)現(xiàn)他們之間的聯(lián)系))然后操練句型。在學(xué)生操練的過(guò)程中引出what’s his/her last name?用同樣的方法引出first name 和問(wèn)句what’s your/his/her first name? my/his/her first name is---.隨逸叫幾組(3人以上)學(xué)生起來(lái)，練習(xí)what’s your/his/her last/first name? my/his/her last/first name is---.10

初三英語(yǔ)unit 17 leon 68說(shuō)課稿

—說(shuō)課試講考試復(fù)習(xí)資料

一、教材分析：

leon68是第十七單元的第四課時(shí)，是一節(jié)復(fù)習(xí)課。unit

17主要圍繞著尋找“丟失的項(xiàng)鏈”這一話題展開(kāi)，通過(guò)學(xué)習(xí)定語(yǔ)從句，培養(yǎng)學(xué)生運(yùn)用所學(xué)語(yǔ)言描述人和物的特征。leon68

所安排的聽(tīng)說(shuō)讀寫(xiě)活動(dòng)都圍繞著偵破案件展開(kāi)，旨在通過(guò)一系列的活動(dòng)和練習(xí)，加深鞏固學(xué)生對(duì)定語(yǔ)從句的理解和運(yùn)用，并實(shí)現(xiàn)準(zhǔn)確地描述人物外貌特征，撰寫(xiě)案件報(bào)告的教學(xué)目的。

二、教學(xué)目標(biāo)及重、難點(diǎn)：

（一）知識(shí)目標(biāo)：

1.復(fù)習(xí)鞏固定語(yǔ)從句的用法。

2.學(xué)習(xí)掌握單詞conversation，robbery，description.

（二）能力目標(biāo)：培養(yǎng)學(xué)生運(yùn)用所學(xué)語(yǔ)言描述人物外貌特征的能力。

（三）技能目標(biāo)：能根據(jù)線索寫(xiě)出案情報(bào)告及通緝令。

（四）教學(xué)重點(diǎn)：用于描述人物特征的定語(yǔ)從句。

（五）教學(xué)難點(diǎn)：學(xué)會(huì)分析并對(duì)現(xiàn)有的信息進(jìn)行處理，產(chǎn)生正確的判斷，并寫(xiě)出案情報(bào)告。

三、教學(xué)活動(dòng)設(shè)計(jì)：

maintask：thestudentsareabletodescribethecharacteristicofa e：warming-up

“gueinggame”展示一幅圖畫(huà)。讓學(xué)生通過(guò)猜測(cè)“isthemanwho

??”判斷圖中的人物分別是誰(shuí)。這一活動(dòng)既是熱身，又是一個(gè)練習(xí)使用定語(yǔ)從句的活動(dòng)。主要目的是復(fù)習(xí)定語(yǔ)從句的用法，同時(shí)也讓學(xué)生熟悉如何描述人物特征。（3-4分鐘）

steptwo：pre-task “tobea

11 detective”進(jìn)行一個(gè)考眼力的游戲，首先放一張圖片，讓學(xué)生仔細(xì)觀察，之后放另一張圖片，請(qǐng)學(xué)生判斷兩張圖的區(qū)別，誰(shuí)是受害者（教victim），誰(shuí)是小偷。請(qǐng)他們分析理由。這一活動(dòng)除了復(fù)習(xí)定語(yǔ)從句以外，也是引出本課的話題：辨認(rèn)嫌疑犯（5分鐘）

stepthree：while-task

“who’stherobber?”進(jìn)行一個(gè)聽(tīng)力練習(xí)（sbleon68part 2.聽(tīng)錄音，判斷四個(gè)人物中誰(shuí)是強(qiáng)盜。（3分鐘）

“writeareport”假設(shè)你是警察，根據(jù)上面聽(tīng)到的這段描述，完成一份案情報(bào)告 3.在課內(nèi)校對(duì)答案。（5-8分鐘）

stepfour：post-task

先讓學(xué)生完成一個(gè)警察與受害人之間的對(duì)話（workbook，ex2）

在此基礎(chǔ)上進(jìn)行“dialoguemaking”。

向?qū)W生介紹一個(gè)案件，請(qǐng)他們根據(jù)所給的信息編寫(xiě)一個(gè)警察與受害者之間的對(duì)話（可參照課后練習(xí)2并選擇幾組進(jìn)行對(duì)話表演。

假設(shè)你是警察，根據(jù)案件信息寫(xiě)一個(gè)通緝令（也可自己想象一個(gè)案件）。并選擇幾份在課內(nèi)點(diǎn)評(píng)。（8-13分鐘）

stepfive：homework

完成練習(xí)冊(cè)中的練習(xí)。在課外閱讀有關(guān)的著名的偵探小說(shuō)，并挑選一則在班上交流。

四、評(píng)估與反饋：

學(xué)生能否熟練運(yùn)用定語(yǔ)從句進(jìn)行描述或判斷人物的外貌特征是判斷本節(jié)課是否達(dá)到教學(xué)目的的一個(gè)重要標(biāo)準(zhǔn)。

teachingproce：

steponewarming-up

gat thepicture，teacherasks“?”students mayanswerlikethis：“ishethemanwhoisfishing?”

em“onenight，thereare

somepaengersonthebus，somearesitti376550: 美麗心靈·美麗人生·美麗中國(guó) ∷376550

12 ngandsleeping，someare

lookcarefully，try torememberwhatthey’rewearing.”suddenlythelightonthebusis ‘katthepicture carefully，canyoufindoutwhosethingshavebeenstolen?whois thevictim?(explaintheword)andwhoisthethief?”

he opresentation

teachersays：“nisthe policehavefoundfour oupleaselistentothetapecarefullyandfindout whoistherobber？”playthetape，hepolicehavecaughttherobber，theyshouldwriteapolice helpthepolicefinishthereport.(students’bookpart5)reepractice

studentstofinishadialoguebetweenapolicemananda estudentomeinformationaboutanotherrobbery，ask eyouarethepolice，andyouwanttocatchtherobberwith mworkin pairsandwriteawanted，theycaneitherusetheinformationofthe aboveone，meoftheworkto urhomework

13 indaninteresting detectivestoryandshareitwiththeclamates.14

how do you get to school

—說(shuō)課試講考試復(fù)習(xí)資料

作為一節(jié)英語(yǔ)教學(xué)競(jìng)賽用課，我主要從對(duì)這節(jié)課的定位、任務(wù)目標(biāo)、教學(xué)環(huán)節(jié)設(shè)計(jì)、獨(dú)特的創(chuàng)意和對(duì)突發(fā)事件的應(yīng)對(duì)等幾個(gè)方面來(lái)說(shuō)一下這一節(jié)課。一、對(duì)本節(jié)課的定位

作為一名從事初中英語(yǔ)教育有近八年的教學(xué)實(shí)踐的青年教師，我認(rèn)為在“新課程標(biāo)準(zhǔn)”和“新基礎(chǔ)教育”的理念的指導(dǎo)下，這節(jié)課應(yīng)該既能夠讓學(xué)生的學(xué)習(xí)有意義，也能夠讓教師在扎實(shí)、充實(shí)、平實(shí)、真實(shí)的授課過(guò)程中真正享受到，“教學(xué)作為一個(gè)創(chuàng)造過(guò)程的全部歡樂(lè)和智慧的體驗(yàn)”。同時(shí)，本單元是以話“交通”題材為教學(xué)主要內(nèi)容的新目標(biāo)（go for it）教材典型設(shè)計(jì)，借助本單元可以給學(xué)生在學(xué)習(xí)方法上以很好的指導(dǎo)，并可以在小空間內(nèi)進(jìn)行大規(guī)模的扎實(shí)、有效的訓(xùn)練。二、任務(wù)目標(biāo)的確定

本單元的教學(xué)任務(wù)是在“交通(transportation)”這一話題下，讓學(xué)生學(xué)會(huì)談?wù)摗敖煌ā保òú煌慕煌ǚ绞?，到某地的距離以及以某種交通方式到某地所花費(fèi)的時(shí)間等），學(xué)習(xí)一些文化常識(shí)，掌握一定的學(xué)習(xí)方法，并在大量的、有效的訓(xùn)練中提高學(xué)生的聽(tīng)說(shuō)讀寫(xiě)等基本能力。三、教學(xué)環(huán)節(jié)的設(shè)計(jì)思路

本著整體劃一，循序漸進(jìn)，高效有序，并在教學(xué)中能不斷地深化教學(xué)的設(shè)計(jì)思路來(lái)安排本節(jié)的每一個(gè)環(huán)節(jié)。（一）整體劃一

在本節(jié)課中，對(duì)于“整齊劃一”可以從兩點(diǎn)來(lái)說(shuō)明: 首先，本人一直認(rèn)為作為語(yǔ)言教學(xué)，聽(tīng)說(shuō)讀寫(xiě)等能力的訓(xùn)練應(yīng)該是一個(gè)整體，不可分割開(kāi)來(lái)的，因此在教學(xué)設(shè)計(jì)中可以說(shuō)一個(gè)話題，一個(gè)訓(xùn)練都蘊(yùn)含著各種能力的培養(yǎng)；其次，在教學(xué)中每一節(jié)課都是獨(dú)立的，但在我的教學(xué)設(shè)計(jì)中每一節(jié)課不僅可以獨(dú)立，更重視它在單元教學(xué)整體中的地位與作用。與每一節(jié)課內(nèi)銜接一樣，單元教學(xué)的整體銜接也很重要。（二）循序漸進(jìn)，高效有序

本節(jié)課從簡(jiǎn)單的對(duì)“how do you get to school in the morning?”的詢問(wèn)入手，引入對(duì)重要課文section a 3a 的復(fù)習(xí)。通過(guò)學(xué)生復(fù)述這段文字，重點(diǎn)鞏固由“how, how long，15 how far”引導(dǎo)的談?wù)摻煌ㄔ掝}的重要句型，并提煉相關(guān)的信息形成新的對(duì)話，為下一環(huán)節(jié)作鋪墊。即課文section a 3b 的訓(xùn)練，通過(guò)第一、二人稱來(lái)談?wù)摻煌ㄔ掝}的訓(xùn)練，拓展到以第三人稱來(lái)談?wù)撍说慕煌ㄔ掝}，進(jìn)而讓課文section b 2a, 2b, 2c 的學(xué)習(xí)水到渠成。然后完成對(duì)本節(jié)課學(xué)習(xí)的測(cè)試，進(jìn)行歸納總結(jié)本節(jié)課的要點(diǎn)。最后，作業(yè)一中讓學(xué)生來(lái)完成交通方式的圖片收集，是對(duì)本節(jié)內(nèi)容的進(jìn)一步深化；作業(yè)二中要求學(xué)生做一個(gè)調(diào)查，并形成調(diào)查報(bào)告，實(shí)際上和測(cè)試二一起構(gòu)成了對(duì)section b 3a 的有效預(yù)習(xí)。

總之，本課從課本入手，用課本內(nèi)容引出一系列的活動(dòng)，最終又導(dǎo)向課本，環(huán)節(jié)緊扣，層次清晰。四、獨(dú)特的創(chuàng)意

本節(jié)課的設(shè)計(jì)中，具有獨(dú)特創(chuàng)意的地方，可以從以下幾個(gè)方面來(lái)說(shuō)： 第一、獨(dú)特的環(huán)節(jié)設(shè)計(jì)

首先面向全體學(xué)生進(jìn)行簡(jiǎn)單的復(fù)習(xí)，目的在于鞏固幾個(gè)基本句型。然后把課本中閱讀的短文用復(fù)述和聽(tīng)力的方式引入，別出心裁。其主要目的在于營(yíng)造較輕松的語(yǔ)言環(huán)境，緩解部分學(xué)生對(duì)于說(shuō)寫(xiě)等輸出環(huán)節(jié)的畏懼心理。接下來(lái)，從大量的聽(tīng)說(shuō)引入讀寫(xiě)，給學(xué)生鋪墊知識(shí)的過(guò)程。既練習(xí)口頭表達(dá)，又鞏固了讀的成效。教學(xué)步驟中每一步都將成為下一教學(xué)步驟的鋪墊，在每一步驟中，教師設(shè)計(jì)具體任務(wù)，讓學(xué)生參與到課堂互動(dòng)中，并完成具體的任務(wù)。整個(gè)課堂設(shè)計(jì)由淺入深，循序漸進(jìn)，難度過(guò)渡非常自然。第二、獨(dú)特的課程深化

全面展開(kāi)訓(xùn)練，重點(diǎn)集中突破，中考真題幫輔，課結(jié)影響未盡。首先，在常規(guī)的訓(xùn)練之后，又用中考真題來(lái)重點(diǎn)訓(xùn)練和鞏固所學(xué)，不但給學(xué)生對(duì)本節(jié)課的理解有更深一步的認(rèn)識(shí)機(jī)會(huì)，更為學(xué)生的長(zhǎng)遠(yuǎn)學(xué)習(xí)打下了堅(jiān)實(shí)的伏筆。其次，在對(duì)交通的表達(dá)方式上的深化，采用了系統(tǒng)歸納，并用同意表達(dá)的形式進(jìn)行訓(xùn)練，有層次，有實(shí)效。第三、獨(dú)特的思維能力訓(xùn)練

著重思維能力的訓(xùn)練，圍繞話題進(jìn)行多方面的擴(kuò)展性的練習(xí)，并充分地利用 listening 和speaking，引發(fā)學(xué)生積極思維，以groupwork和pairwork等多種形式討論和操練。最終達(dá)到讓學(xué)生熟練談?wù)摗敖煌ā边@一說(shuō)話能力的目標(biāo)。并在作業(yè)中以預(yù)習(xí)形式對(duì)這一目標(biāo)進(jìn)行了延伸。

16 五、掌控好借來(lái)的學(xué)生

由于是借班上課，學(xué)生又是活動(dòng)的主體，課堂上大部分的時(shí)間交給學(xué)生，教師的引導(dǎo)是關(guān)鍵。如何導(dǎo)入課程，并一步步地由易至難地引入任務(wù)，如何幫助學(xué)生學(xué)習(xí)都是關(guān)鍵所在。同時(shí)要非常注意的是，學(xué)生活動(dòng)之前的范例一定要明確清晰，要每個(gè)孩子都知道做什么和怎么做，活動(dòng)才會(huì)順利地開(kāi)展，學(xué)生才能在活動(dòng)中有所得。六、對(duì)突發(fā)性事件的預(yù)案

在準(zhǔn)備中，充分預(yù)料到課堂中可能出現(xiàn)的各種問(wèn)題，做出相對(duì)的預(yù)案設(shè)計(jì)，以便作出靈活的應(yīng)對(duì)，這很重要。對(duì)本節(jié)課我做了如下的準(zhǔn)備：第一，關(guān)于課程的銜接問(wèn)題。英語(yǔ)授課于其他科目不同，尤其是新授課，如果所授內(nèi)容嚴(yán)重超進(jìn)度，上課效果一定會(huì)大打折扣的！所以，根據(jù)競(jìng)賽所給的教學(xué)進(jìn)度，我準(zhǔn)備了兩套教學(xué)方案。第二，教學(xué)任務(wù)量也很關(guān)鍵，少則課程易空，多則不易完成。本節(jié)的訓(xùn)練任務(wù)在課件的設(shè)計(jì)中充分地給予了關(guān)注。在設(shè)計(jì)訓(xùn)練題的時(shí)候，題增加了很多，并在幾個(gè)主要的課件頁(yè)上的背景中都設(shè)計(jì)了動(dòng)作，一旦訓(xùn)練任務(wù)過(guò)多就可以通過(guò)動(dòng)作越過(guò)，不會(huì)影響教學(xué)效果。第三，關(guān)于學(xué)生的問(wèn)題。學(xué)生不是我的，但由于這是講課，不是作課，我除了和他們的老師了解了一下這個(gè)班學(xué)生的英語(yǔ)水平，其他就不再多說(shuō)了，但也作了一定的預(yù)計(jì)。其他方面的內(nèi)容我也準(zhǔn)備了一些，但可能不會(huì)用到。

總而言之，作為一堂教學(xué)競(jìng)賽課，我的準(zhǔn)備應(yīng)該說(shuō)較為充分，對(duì)課的認(rèn)識(shí)也可以說(shuō)很深入，但講好一堂課，所需要的不僅僅是這些，這是我知道的??

unit5 l18 說(shuō)課

—說(shuō)課試講考試復(fù)習(xí)資料

一、教材分析：

１.教材的地位及作用：

第二冊(cè)第五單元第二節(jié)課，本單元圍繞做“比較”(makingcomparison)這個(gè)題材開(kāi)展多種教學(xué)活動(dòng)，它與上一單元聯(lián)系緊密，是它的延續(xù)。本節(jié)課是本單元的重點(diǎn)，表示數(shù)量的some，few的比較。通過(guò)學(xué)習(xí)的比較等級(jí)，進(jìn)一步加深對(duì)比較等級(jí)的語(yǔ)法現(xiàn)象的理解和運(yùn)用。同時(shí)通過(guò)some，few比較等級(jí)在陳述句與疑問(wèn)句中的操練，進(jìn)一步提高學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)綜合素質(zhì)能力。

２.教學(xué)目標(biāo)：（知識(shí)目標(biāo)、能力目標(biāo)、德育目標(biāo)）

知識(shí)目標(biāo)：

(１)學(xué)習(xí)、掌握some，few的比較等級(jí)；

(２)學(xué)習(xí)單詞strong。

能力目標(biāo)：提高學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)及知識(shí)自學(xué)的綜合能力。

德育目標(biāo)：教育學(xué)生熱愛(ài)勞動(dòng)。不勞無(wú)獲(no pains，no gains)。

確立教學(xué)目標(biāo)的依據(jù)：

根據(jù)英語(yǔ)教學(xué)大綱規(guī)定，通過(guò)聽(tīng)、說(shuō)、讀、寫(xiě)的訓(xùn)練，使學(xué)生獲得英語(yǔ)基礎(chǔ)知識(shí)和為交際初步運(yùn)用英語(yǔ)的能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，為進(jìn)一步學(xué)習(xí)打好初步的基礎(chǔ)。此外，根據(jù)我國(guó)國(guó)情和外語(yǔ)教學(xué)大綱的要求，現(xiàn)階段外語(yǔ)教學(xué)的素質(zhì)教育主要包括思想素質(zhì)教育、目的語(yǔ)素質(zhì)教育、潛在外語(yǔ)能力的培養(yǎng)、非智力因素的培養(yǎng)等四方面。

３.重點(diǎn)與難點(diǎn)：

重點(diǎn)：學(xué)習(xí)表示數(shù)量some，a few的比較等級(jí)。

難點(diǎn)：some，a few的比較等級(jí)在實(shí)際生活中的應(yīng)用。

確立重點(diǎn)與難點(diǎn)的依據(jù)：

根據(jù)教學(xué)大綱的要求，及本課在教材中所處的地位和作用。

二、教材處理：

根據(jù)以上對(duì)教材的分析，同時(shí)針對(duì)中國(guó)學(xué)生學(xué)習(xí)外語(yǔ)存在一定困難的實(shí)際情況。首先給學(xué)生創(chuàng)造外語(yǔ)語(yǔ)言氛圍，身臨其境地把學(xué)生帶到農(nóng)場(chǎng)里。同時(shí)激發(fā)學(xué)生學(xué)習(xí)興趣，18 使學(xué)生在參與農(nóng)場(chǎng)的一系列活動(dòng)中，掌握知識(shí)。最后通過(guò)做游戲?qū)W(xué)生所學(xué)知識(shí)點(diǎn)進(jìn)行訓(xùn)練，從而達(dá)到鞏固知識(shí)的目的。

三、教學(xué)方法：

通過(guò)五步教學(xué)法，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進(jìn)地深化教學(xué)內(nèi)容。展開(kāi)以教師為主導(dǎo)，以學(xué)生為主體的師生雙邊活動(dòng)。

四、教學(xué)手段：

主要以現(xiàn)代化電教手段－－多媒體輔助教學(xué)，貫穿整個(gè)教學(xué)過(guò)程。增加了直觀性和趣味性，加大了課堂密度，提高了教學(xué)效果。

五、教學(xué)程序：

１.新課導(dǎo)入

為了激發(fā)學(xué)生的學(xué)習(xí)興趣，引起注意，拉近師生距離，首先告訴學(xué)生這節(jié)課我將帶他們?nèi)ヒ粋€(gè)有趣的地方，并請(qǐng)他們依據(jù)我的提示猜測(cè)要去哪里？當(dāng)學(xué)生猜出去農(nóng)場(chǎng)時(shí)，我們便“上車”，一路歡歌(pickingapples)去農(nóng)場(chǎng)。隨著“嘎”的剎車聲，電腦打出農(nóng)場(chǎng)全景，給學(xué)生一種身臨其境的感覺(jué)，導(dǎo)入正課。

２.新課的講解

本課利用多媒體教學(xué)手段展示了一幅幅色彩逼真、形象生動(dòng)的畫(huà)面，配有汽車聲、動(dòng)物的叫聲，栩栩如生。以學(xué)生在農(nóng)場(chǎng)里勞動(dòng)為主線，通過(guò)樹(shù)上結(jié)多少蘋(píng)果，學(xué)生摘多少蘋(píng)果，卡車運(yùn)多少蘋(píng)果筐，以及勞動(dòng)后學(xué)生吃多少蘋(píng)果的比較，將some，few的比較等級(jí)在一系列既關(guān)聯(lián)又相對(duì)獨(dú)立的語(yǔ)境中詳細(xì)講解，反復(fù)演練，使學(xué)生全面掌握。其中多媒體展示的動(dòng)畫(huà)部分更具特色，充分地調(diào)動(dòng)了學(xué)生的積極性，吸引了全體學(xué)生的注意力，達(dá)到了教育教學(xué)目的，培養(yǎng)學(xué)生思想素質(zhì)、情感素質(zhì)和英語(yǔ)語(yǔ)言素質(zhì)。

３.反復(fù)操練和鞏固應(yīng)用

為了調(diào)動(dòng)學(xué)生的積極性，利用work in threes，in pairs，in row，in group，及boys ask，girls answer等多種不同方式操練鞏固。使學(xué)生處于積極思維的狀態(tài)之中，全方位、多角度培養(yǎng)學(xué)生運(yùn)用英語(yǔ)的能力。

４.反饋練習(xí)

本課的又一次高潮是將游戲與練習(xí)有機(jī)結(jié)合，融為一體。設(shè)計(jì)下棋游戲，棋盤(pán)為２０個(gè)格，每格均為在蘋(píng)果園里勞動(dòng)376552,美麗心靈·美麗人生·美麗中國(guó)376552

19 的情景，并配有本課的重點(diǎn)－－比較等級(jí)的練習(xí)題。棋盤(pán)的上一男一女分別代表男生和女生兩大組，值得一提的是決定男女生在棋盤(pán)上走幾步的轉(zhuǎn)盤(pán)，是用本課重點(diǎn)詞匯fewest，fewer，a few，some，more和most組成，使學(xué)生在玩中進(jìn)一步體會(huì)數(shù)量some，a few的比較等級(jí)的運(yùn)用。學(xué)生通過(guò)轉(zhuǎn)輪，邊做游戲邊做練習(xí)，寓教于樂(lè)，極大地激發(fā)學(xué)生學(xué)習(xí)興趣，同時(shí)鞏固了學(xué)生所學(xué)的知識(shí)。

５.歸納總結(jié)

本課除了板書(shū)所呈現(xiàn)的重點(diǎn)內(nèi)容外，又把本課內(nèi)容濃縮成韻律詩(shī)形式，巧妙地總結(jié)本課重點(diǎn)、難點(diǎn)，學(xué)生又通過(guò)優(yōu)美的旋律、音韻動(dòng)力聽(tīng)的節(jié)奏。進(jìn)一步鞏固，加強(qiáng)對(duì)本課內(nèi)容的理解和運(yùn)用。

６.展示板書(shū)

unit 5 leon 18 kate some has more apples than the most of first truck a few second one is carrying fewer tham the third one the fewest of all.本課以素質(zhì)教育為目的，結(jié)合教材重點(diǎn)、難點(diǎn)及英語(yǔ)學(xué)科特點(diǎn)，利用多媒體輔助教學(xué)，從視、聽(tīng)、說(shuō)等方面使學(xué)生得到鍛煉，在愉快、輕松的氛圍中溫故而知新，達(dá)到初步運(yùn)用英語(yǔ)交際的能力。

由于缺少經(jīng)驗(yàn)，在教學(xué)過(guò)程中難免會(huì)出現(xiàn)不足，敬請(qǐng)各位老師不吝賜教。

初中英語(yǔ)第二冊(cè)16單元說(shuō)課稿

—說(shuō)課試講考試復(fù)習(xí)資料

教材分析：

16單元是第二冊(cè)的第二個(gè)單元，也就是說(shuō)是這個(gè)新學(xué)期的第二單元。16單元的主題是圍繞“問(wèn)路和指路”展開(kāi)的，同時(shí)教學(xué)生，如何用情態(tài)動(dòng)詞“can”和“may”來(lái)表達(dá)許可和可能。在第二冊(cè)上學(xué)期的課本中，學(xué)生已經(jīng)學(xué)到了一些關(guān)于“問(wèn)路和指路”的知識(shí)，而且他們也知道一部分關(guān)于許可的表達(dá)，比如“may i come in？”“can i borrow your pen？”“may i speak to ann，please？”等等。所以在這個(gè)時(shí)候?qū)W(xué)生在這方面的知識(shí)進(jìn)行擴(kuò)展和鞏固就顯得水到渠成。而且在學(xué)生們的現(xiàn)實(shí)生活中，培養(yǎng)他們了解地圖和區(qū)別方向的能力尤其重要。61課就是關(guān)于這個(gè)知識(shí)的擴(kuò)展。62課是一篇與這個(gè)主題緊緊相扣的閱讀材料。63課則是關(guān)于“may”和“can”的語(yǔ)法點(diǎn)。64課則是對(duì)于整個(gè)單元的鞏固，它包括聽(tīng)、說(shuō)、讀、寫(xiě)四個(gè)方面的落實(shí)和一篇閱讀短文。教學(xué)目標(biāo)： 認(rèn)知：

1.學(xué)生能夠使用下列單詞：

kind，lady，library，cro，reach，corner，church，café，fix，lab，suddenly，history，key 2.學(xué)生能夠使用下列表達(dá)：

turn left日right at the ? on unit you reach? you can’t mi one’s way to, first of all, be /get lost , wait for 能力和技能：

1.學(xué)生能夠根據(jù)所給地圖或街道說(shuō)明一些地點(diǎn)的具體位置。 2.學(xué)生可以用不同的方式問(wèn)路。

3.學(xué)生可以用“can”和“may”表達(dá)許可和可能。 情感和態(tài)度

1、讓學(xué)生感受到他們學(xué)習(xí)英語(yǔ)是為了在現(xiàn)實(shí)生活中進(jìn)行交流，而不單純是為了英語(yǔ)課

21 和應(yīng)付考試而學(xué)習(xí)。

2、讓學(xué)生感受到他們是英語(yǔ)學(xué)習(xí)活動(dòng)中的主體和中心，以此來(lái)激勵(lì)他們?cè)谟⒄Z(yǔ)課上積極參與，追求創(chuàng)新。 學(xué)習(xí)策略：

1.學(xué)生應(yīng)學(xué)會(huì)用不同的方式表達(dá)同一件事，學(xué)會(huì)用英語(yǔ)去思考問(wèn)題，即用想象力表達(dá)自己的觀點(diǎn)。

2.學(xué)生應(yīng)該在英語(yǔ)學(xué)習(xí)中學(xué)會(huì)使用brainstorming 文化知識(shí)：

1.教學(xué)生真誠(chéng)待人，助人為樂(lè)。 2.教學(xué)生如何設(shè)身處地為他人看想。關(guān)于這個(gè)單元有兩處難點(diǎn)：

1.如何準(zhǔn)確自如地用這么多表達(dá)方式來(lái)問(wèn)路和說(shuō)明。 2.如何用can和may表達(dá)可能性。

根據(jù)教材和學(xué)生因素的特點(diǎn)，我將采用下列教學(xué)方法和手段： 1.交際法和情景法教學(xué)

為了激勵(lì)學(xué)生在課堂上積極交談，我將一些設(shè)計(jì)真實(shí)的情景來(lái)激發(fā)學(xué)生的興趣，這些師生和學(xué)習(xí)互相之間的交流重心就放在了語(yǔ)言的意義上，與此同時(shí)將英語(yǔ)學(xué)習(xí)與他們的真實(shí)生活聯(lián)系起來(lái)以培養(yǎng)他們用英語(yǔ)進(jìn)行創(chuàng)造性思維的能力。2.以學(xué)生為中心和任務(wù)型教學(xué)。

需要注意的是學(xué)生作為獨(dú)立的學(xué)習(xí)者，老師作為一個(gè)引路者，組織者，領(lǐng)導(dǎo)者，有時(shí)候會(huì)是一個(gè)團(tuán)體，其中一員決定了我們學(xué)習(xí)任務(wù)類型的選擇。關(guān)于這個(gè)單元我將在我的課堂活動(dòng)中設(shè)計(jì)信息差任務(wù)、問(wèn)題的互動(dòng)解決以及采訪和調(diào)查。在我們教案設(shè)計(jì)中，我想提一下任務(wù)關(guān)聯(lián)性。也就是說(shuō)將所有的教學(xué)活動(dòng)組成一個(gè)鏈?zhǔn)降囊蚬P(guān)系，在此過(guò)程中，前一個(gè)活動(dòng)的成功成為后一個(gè)活動(dòng)順利進(jìn)行的前提。教學(xué)步驟：

在61課中，首先我用節(jié)奏游戲來(lái)復(fù)習(xí)一些公共場(chǎng)所的名稱。學(xué)生一邊拍手一邊就工作和工作地點(diǎn)展開(kāi)問(wèn)和答，例如：hospital，police station，school，past office，bus station等等。然后我會(huì)把寫(xiě)有這些地點(diǎn)名稱的厚卡紙放在學(xué)生的課桌上，讓學(xué)生

22 就此談?wù)撁總€(gè)公共場(chǎng)所的位置：in front of，next to，beside，on the night / left，between? and?，outside 等等。

我將以這種方式呈現(xiàn)新單詞和表達(dá)方式：我告訴學(xué)生這個(gè)星期天我有很多事情要做。下面是清單：

1)send some postcards 2)borrow some books

3)drink coffee with my friends 4)buy some vcds 5)go to my friend’s wedding 讓學(xué)生回答我要做以上事情將要去的場(chǎng)所。在適當(dāng)?shù)臅r(shí)候，我會(huì)向?qū)W生出示咖啡館，碟屋和教堂的照片。然后將61課的地圖出示在屏幕上，問(wèn)他們?nèi)绾蔚竭@些地方去，教他們使用下列表達(dá)“go acro the bridge”，“go up this road to the end”，“go on until you reach the end”，“turn right at the second croing”。讓學(xué)生參考表格里寫(xiě)出的表達(dá)方式練習(xí)如何到達(dá)以上地點(diǎn)之后，讓學(xué)生四至六個(gè)人一組，討論出一次性做完以上事情的最佳路徑。

接著便是學(xué)生將學(xué)到的新知識(shí)運(yùn)用到他們的真實(shí)生活中去。我會(huì)把我們本地的地圖掛出來(lái)，讓學(xué)生說(shuō)明去一些地方（汽車站，圖書(shū)館，長(zhǎng)城，賓館和銀行）的路徑，其他人則猜他/ 她將到哪兒去。

在這一課時(shí)，我會(huì)設(shè)計(jì)一個(gè)信息差的任務(wù)。每對(duì)學(xué)生中的兩個(gè)人將會(huì)得到兩張不同的地圖（同學(xué)a的是完整的，而同學(xué)b則不完整）。讓他們通過(guò)彼此問(wèn)答來(lái)完成b同學(xué)手中的地圖。當(dāng)然前提是不許看對(duì)方的地圖。

最后一個(gè)任務(wù)是創(chuàng)造性的。我讓學(xué)生想象20年以后他們居住的地方，并在紙上繪出一張地圖。根據(jù)這個(gè)地圖，其他人就如何去他/她家展開(kāi)問(wèn)答。62課是一個(gè)短劇，所以我會(huì)讓學(xué)生看影碟模仿而不是單純聽(tīng)磁帶。

在常規(guī)閱讀步驟之后，為了讓學(xué)生對(duì)于整編文章有一個(gè)大致的了解，我會(huì)讓學(xué)生填寫(xiě)下列表格。what did liu mei do to help the woman? what’s wrong with the woman? what did liu mei do?

23 看完影碟以后，我會(huì)設(shè)計(jì)如下任務(wù)幫助學(xué)生進(jìn)行深一步了解： 任務(wù)1：角色扮演 學(xué)生以五人一組分角色扮演課文內(nèi)容 任務(wù)2：畫(huà)圖 根據(jù)警察的說(shuō)明為老婦人畫(huà)一張地圖。任務(wù)3：猜測(cè) 猜一猜關(guān)于劉梅的信息，用“maybe”和“may” 任務(wù)4：復(fù)述 老婦人打電話一個(gè)電臺(tái)記者，并且告訴他這個(gè)故事。

任務(wù)5：采訪 電臺(tái)記者采訪了劉梅的同班同學(xué)：你是怎樣看待劉梅的？為什么？如果你在路上碰到這個(gè)老婦人你會(huì)怎么辦？ 關(guān)于63課我會(huì)這樣展開(kāi)：

在課文開(kāi)頭，我會(huì)用學(xué)生聊天的形式來(lái)達(dá)到復(fù)習(xí)can和may的目的：“may i come in？”“can i borrow your?”“may i speak to?”等等。

將63課第一部分的圖畫(huà)在屏幕上演示出來(lái)（蓋上文字），讓學(xué)生猜他們?cè)谀膬汉退麄冊(cè)诟墒裁匆约八麄兛赡軙?huì)說(shuō)什么，然后讓學(xué)生打開(kāi)書(shū)邊讀邊思考。

為了給學(xué)生練習(xí)的機(jī)會(huì)，我會(huì)向?qū)W生出示更多的圖片，讓他們編出相似的對(duì)話。a：may / can i swim here/ cro the road now/ take photos with the tiger/ watch tv？

b：no，you can’t.i can be dangerous./ it can be bad for your eyes.其它的圖片可以是：一個(gè)在椅子上擦窗戶的女孩，一人用小刀削蘋(píng)果的小孩，一個(gè)正在開(kāi)煤氣灶的婦女，一個(gè)橫穿馬路的男孩等等。讓學(xué)生學(xué)會(huì)回答：“be careful！you may lf.”

用一個(gè)真實(shí)的場(chǎng)景將第二段的短對(duì)話呈現(xiàn)出來(lái)以后，我為學(xué)生準(zhǔn)備了一個(gè)猜的游戲，讓學(xué)生猜一猜我的家人會(huì)在哪兒以及他們可能在做什么。在這一步里我會(huì)教給學(xué)生新單詞“fix”和“l(fā)ab”，所以與此同時(shí)我就為第三部分埋下了伏筆。

在學(xué)生就第三部分進(jìn)行練習(xí)之后，我想現(xiàn)在一個(gè)鞏固活動(dòng)會(huì)恰到好處。我會(huì)讓學(xué)生去調(diào)查朋友在星期天的打算，并且填下列表格，最后讓部分同學(xué)做匯報(bào)： what may your friends do next sunday? who where they may be things they may do

24 64課是本單元最后一課。所以我認(rèn)為在一個(gè)階段的英語(yǔ)學(xué)習(xí)之后來(lái)一個(gè)總結(jié)是很必要的。首先我想設(shè)計(jì)一些活動(dòng)讓學(xué)生來(lái)復(fù)習(xí)“問(wèn)路和指路”的表達(dá)方法。在聽(tīng)、說(shuō)、讀、畫(huà)之后，我想給他一個(gè)鏈?zhǔn)接?xùn)練作為鞏固。

第五部分是一個(gè)閱讀文章。首先我會(huì)出示三張圖片：第1張，我正在一個(gè)大的購(gòu)物中心買(mǎi)東西，第2張，我迷路了，第3張，我突然發(fā)現(xiàn)了購(gòu)物中心的出口。我們邊談?wù)?，邊呈現(xiàn)新的表達(dá)方式：be/get lost，go wrong，suddenly，reach.在常規(guī)閱讀步驟以后，我會(huì)設(shè)計(jì)四個(gè)任務(wù)讓學(xué)生進(jìn)一步理解和思考：

任務(wù)1：計(jì)算 計(jì)算mrs lee花了多少時(shí)間從飯店到碟屋并返回，而實(shí)際上她只需要多少時(shí)間。

任務(wù)2：畫(huà)圖 根據(jù)那個(gè)“man”的說(shuō)明幫mrs lee先生畫(huà)一幅地圖。任務(wù)3：解決問(wèn)題 根據(jù)地圖幫助婦女找到回去飯店的路徑。

任務(wù)4：討論 在大的地方容易迷路，我們?cè)鯓颖苊猓窟€有一點(diǎn)就是關(guān)于英語(yǔ)教學(xué)的評(píng)價(jià)。我們都知道，教學(xué)的目的不僅僅教給學(xué)生一些知識(shí)，而且也要教給他們用所學(xué)知識(shí)解決問(wèn)題的能力和技能。為了檢驗(yàn)教學(xué)活動(dòng)的效果，教給他們學(xué)習(xí)策略，并引導(dǎo)他們成為獨(dú)立的學(xué)習(xí)者，我們不僅要進(jìn)行總結(jié)性評(píng)價(jià)，而且要進(jìn)行形成性評(píng)價(jià)

sectiona說(shuō)課稿

—說(shuō)課試講考試復(fù)習(xí)資料

各位老師：

大家好，今天我要說(shuō)課的內(nèi)容是初二英語(yǔ)上冊(cè)第6單元sectiona的前部分，title（題目）是i`m more outing than my sister.其主要的內(nèi)容是：“talk about personal traits and how to compare people.”一話題。由于本單元具有兩部分：sectiona和sectionb，從教材的整合來(lái)說(shuō)本部分即有形容詞用法的延續(xù)，又為后面形容詞最高級(jí)的學(xué)習(xí)打下基礎(chǔ)，具有承上啟下的作用；再則，從本單元來(lái)說(shuō)它既是本單元的基本語(yǔ)言內(nèi)容，又為本單元知識(shí)擴(kuò)展和綜合語(yǔ)言運(yùn)用奠定堅(jiān)實(shí)的基礎(chǔ)。因此，上好sectiona的前部分，既可讓知識(shí)學(xué)習(xí)具有一定的延續(xù)性，又可為下面的教學(xué)做好鋪墊，對(duì)完成本單元和今后的英語(yǔ)教學(xué)具有重要的意義。

對(duì)于sectiona前部分的教學(xué)，我準(zhǔn)備把對(duì)詞匯的掌握和聽(tīng)力的理解作為重點(diǎn)，把結(jié)對(duì)活動(dòng)的核心對(duì)話（即學(xué)生說(shuō)的能力培養(yǎng)）作為難點(diǎn)。這是因?yàn)槲倚５靥庌r(nóng)村，學(xué)生在英語(yǔ)學(xué)習(xí)方面沒(méi)有一個(gè)好的語(yǔ)言氛圍，有些學(xué)生不能擁有自己的一套磁帶，更不用說(shuō)擁有其他的聽(tīng)力輔助材料，因此解決這一重點(diǎn)，能讓學(xué)生進(jìn)一步感受英語(yǔ)語(yǔ)言的美，激發(fā)他們的學(xué)習(xí)興趣，這為突破難點(diǎn)作好鋪墊；而難點(diǎn)的確立是由于本套教材的特點(diǎn)是采用任務(wù)型語(yǔ)言教學(xué)模式，融匯話題、交際功能和語(yǔ)言結(jié)構(gòu)，形成了一套循序漸進(jìn)的生活化的學(xué)習(xí)程序并結(jié)合我校“新課程與學(xué)習(xí)方式的轉(zhuǎn)變”課題實(shí)踐，從而突出學(xué)生參與探究活動(dòng)的主體作用。

基于以上的分析，本節(jié)的教學(xué)要達(dá)到以下幾個(gè)目標(biāo)：

在“知識(shí)目標(biāo)”中，通過(guò)教學(xué)讓學(xué)生掌握本課的詞匯運(yùn)用；“能力目標(biāo)”方面：指導(dǎo)學(xué)生在自主探究和任務(wù)型教學(xué)模式中，讓學(xué)生學(xué)會(huì)用英語(yǔ)與他人談?wù)撊说膫€(gè)性特征和形容詞的比較的話題，以及進(jìn)一步提高聽(tīng)力能力和英語(yǔ)語(yǔ)言表達(dá)能力；“情感、態(tài)度、價(jià)值觀”方面：通過(guò)師生在教學(xué)的雙邊活動(dòng)中主動(dòng)性和創(chuàng)造性的發(fā)揮，激發(fā)學(xué)生的學(xué)習(xí)興趣，體驗(yàn)英語(yǔ)語(yǔ)言的美，體驗(yàn)知識(shí)間的相互應(yīng)用、相互依存、聯(lián)系，讓學(xué)生充滿自信，體驗(yàn)成就感和合作精神。

為達(dá)到以上的教育教學(xué)目標(biāo)，根據(jù)英語(yǔ)“課標(biāo)”中強(qiáng)調(diào)課程要從學(xué)生的學(xué)習(xí)興趣、生活經(jīng)驗(yàn)和認(rèn)知水平出發(fā)，倡導(dǎo)體驗(yàn)、實(shí)踐、參與、合作與交流的學(xué)習(xí)方式和任務(wù)型的26 教學(xué)途徑，發(fā)展學(xué)生的綜合語(yǔ)言運(yùn)用能力，使語(yǔ)言學(xué)習(xí)的過(guò)程成為學(xué)生形成積極的情感態(tài)度、主動(dòng)思維和大膽實(shí)踐、提高跨文化意識(shí)和形成自主學(xué)習(xí)能力的過(guò)程以及我校學(xué)生的實(shí)際，我將在教學(xué)中采用多媒體輔助教學(xué)、任務(wù)型教學(xué)模式，結(jié)合聽(tīng)說(shuō)法、競(jìng)賽法以循序漸進(jìn)的方式來(lái)進(jìn)行教學(xué)。

首先，采用聽(tīng)說(shuō)法和多媒體輔助教學(xué)來(lái)導(dǎo)入和呈現(xiàn)本節(jié)的基本詞匯和句型，目的在于用師生、學(xué)生與學(xué)生互動(dòng)的方式，共同觀察圖片、視屏，激活學(xué)生對(duì)所學(xué)知識(shí)的已有體驗(yàn)，使學(xué)生對(duì)新詞語(yǔ)的識(shí)記經(jīng)過(guò)一個(gè)由形象思維到抽象思維的轉(zhuǎn)化過(guò)程，因此記憶效果更好。

其次，采用任務(wù)型教學(xué)途徑，在活動(dòng)中以循序漸進(jìn)法、競(jìng)賽法來(lái)突破重點(diǎn)，培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力，這樣不僅激活學(xué)生的主體意識(shí)，而且激活了英語(yǔ)語(yǔ)言，這樣在活學(xué)活用知識(shí)的過(guò)程中，學(xué)習(xí)的自信感逐步增強(qiáng)，從而體驗(yàn)到成功的喜悅。

教法的選擇固然重要，但學(xué)法也是必不可少的，我們都知道，學(xué)生的學(xué)習(xí)過(guò)程并不是只孤立與課堂教學(xué)之中，應(yīng)遵循學(xué)生的身心發(fā)展規(guī)律和學(xué)習(xí)規(guī)律，指導(dǎo)學(xué)生進(jìn)行個(gè)性化的學(xué)習(xí)，讓學(xué)生在活動(dòng)與交流中產(chǎn)生個(gè)性化的體驗(yàn)。教師在教學(xué)的過(guò)程中要倡導(dǎo)學(xué)生體驗(yàn)、實(shí)踐、參與、合作與交流的學(xué)習(xí)方式，瑞士心理學(xué)家讓?皮亞杰的“建構(gòu)主義理論”指出：學(xué)習(xí)是獲取知識(shí)的過(guò)程，但知識(shí)不是通過(guò)教師傳授得到的，而是學(xué)習(xí)者在一定的情景即社會(huì)文化背景下，借助他人（包括教師和學(xué)習(xí)伙伴）的幫助，利用必要的學(xué)習(xí)資料，通過(guò)意義建構(gòu)的方式而獲得的，以及結(jié)合我校的學(xué)情，在本節(jié)教學(xué)中主要采用小組自由合作學(xué)習(xí)的方式，全班學(xué)生自由組合4-6人一小組（但原則上各小組要有各個(gè)層次的學(xué)生），因?yàn)檫@樣的合作學(xué)習(xí)方式能突出以人為本的教育思想，符合教育的宗旨，能激發(fā)學(xué)生求真、向善的潛能，使學(xué)生會(huì)用心去體驗(yàn)集體的力量，去感悟合作的無(wú)窮魅力，在活動(dòng)中體驗(yàn)合作成功的快樂(lè)，體驗(yàn)實(shí)現(xiàn)自我價(jià)值的幸福。

接下來(lái)是教學(xué)程序，我主要采用任務(wù)型的教學(xué)模式，分五個(gè)活動(dòng)進(jìn)行：

活動(dòng)一：課堂激趣

在本活動(dòng)中通過(guò)聽(tīng)說(shuō)法配合多媒體輔助教學(xué)導(dǎo)入新課，進(jìn)行師生互動(dòng)活動(dòng)引出本課的話題，用多媒體顯示圖畫(huà)，如用姚明來(lái)讓學(xué)生感覺(jué)單詞tall，并以一個(gè)矮個(gè)short的人物來(lái)形成比較，通過(guò)連續(xù)幾幅夸張的比較圖片讓學(xué)生認(rèn)識(shí)并掌握本課所要學(xué)的基本詞匯，并引出比較級(jí)的句子，如：

27 he is taller than him./sam is wilder than tom.等句式，本環(huán)節(jié)以學(xué)生原有的知識(shí)為切入點(diǎn)談?wù)撨^(guò)去所做的活動(dòng)，不知不覺(jué)地將學(xué)生引入教學(xué)交往的境地，進(jìn)入本課的話題，達(dá)到潤(rùn)物細(xì)無(wú)聲之效果，使學(xué)生形成積極的情感，主動(dòng)思維，并形成良好的語(yǔ)感。

活動(dòng)二：激趣后的體驗(yàn)

本人認(rèn)為要充分挖掘教材的內(nèi)涵，利用1b來(lái)培養(yǎng)學(xué)生的聽(tīng)力能力，并結(jié)合學(xué)生的猜猜他人的游戲（一個(gè)學(xué)生描述班里一位同學(xué)并和自己作比較，其他同學(xué)猜所描述的人是誰(shuí)），如：he/she is ┅than i’m ┅than he/she is.使此活動(dòng)是在激趣環(huán)節(jié)上的再一次升華，不僅反饋于第一環(huán)節(jié)的活動(dòng)，也為本節(jié)的重點(diǎn)突破環(huán)節(jié)打下基礎(chǔ)。

活動(dòng)三：生生的互動(dòng)探討和體驗(yàn)

采用任務(wù)型教學(xué)途徑及學(xué)生小組自由合作學(xué)習(xí)的方式，這個(gè)環(huán)節(jié)分為兩個(gè)小步驟：1.分小組展開(kāi)競(jìng)賽，由每個(gè)小組自選一個(gè)同學(xué)上來(lái)進(jìn)行比較的描述，其他組的同學(xué)來(lái)回答。2.利用多媒體制作動(dòng)畫(huà)，進(jìn)行小組搶答的形式，激起學(xué)生的求勝心和參與率，同時(shí)達(dá)到訓(xùn)練學(xué)生快速思維的能力。

活動(dòng)四：聽(tīng)力能力的反饋

采用分層的形式完成聽(tīng)力能力的培養(yǎng)（針對(duì)學(xué)生的個(gè)體差異進(jìn)行聽(tīng)力訓(xùn)練），在利用2a及2b的多種聽(tīng)力形式材料的同時(shí)，又反饋于1a及1b，使學(xué)生能更進(jìn)一步對(duì)聲音語(yǔ)言進(jìn)行體會(huì)、感受，這就是本課的重點(diǎn)突破環(huán)節(jié)。

活動(dòng)五：知識(shí)的拓展遷移

此環(huán)節(jié)是在活動(dòng)三的基礎(chǔ)上，再次通過(guò)任務(wù)型教學(xué)途徑，分小組.結(jié)合循序漸法進(jìn)行活動(dòng)：假設(shè)班上要派一名交換生到美國(guó)學(xué)習(xí)，小組討論誰(shuí)是合適的人選，如描述frank is smarter.i think he should be the exchange

student./frank is smarter, but i think jack is more can take care of himself等等，最后全班匯集候選人，共同討論誰(shuí)最合適。在討論、進(jìn)行交際互動(dòng)的過(guò)程中，使學(xué)生的口語(yǔ)交際能力提高到一個(gè)新的高度，激起學(xué)生的交際欲望，讓學(xué)生體驗(yàn)到成就感和合作精神，從而突破本課的難點(diǎn)。

28 《英語(yǔ)課程標(biāo)準(zhǔn)》建議教師把“任務(wù)型”教學(xué)活動(dòng)延伸到課堂之外的學(xué)習(xí)和生活之中。因此，我在家庭作業(yè)布置中，分常規(guī)性作業(yè)和合作探究性作業(yè)：

1.常規(guī)性作業(yè)主要完成workbook的練習(xí)。

2.合作探究性作業(yè)主要分為兩層：

⑴成績(jī)較差的成員讓小組同學(xué)根據(jù)本節(jié)課的內(nèi)容完成問(wèn)、答操練（由易到難的漸進(jìn)方式），以次來(lái)鞏固重、難點(diǎn)。

⑵各小組總結(jié)本課形容詞比較級(jí)的形式，如+er、/chang y into i+er/加more 的形式以及他們的讀音規(guī)律，進(jìn)而培養(yǎng)學(xué)生的自主探究能力和合作精神。

以上的教學(xué)過(guò)程注重學(xué)生的興趣，貫穿“快樂(lè)教學(xué)”為指導(dǎo)思想，寓教于樂(lè)，把掌握知識(shí)，形成技能，發(fā)展能力與培養(yǎng)學(xué)生個(gè)性健康發(fā)展有機(jī)結(jié)合起來(lái)，讓學(xué)生在集體合作中，發(fā)揮每個(gè)人的長(zhǎng)處，是學(xué)生在合作中能互補(bǔ)、啟發(fā)，形成立體的、交互的思維網(wǎng)絡(luò)，產(chǎn)生1+1?2的效果。

教師資格證英語(yǔ)面試教案篇五

高校教師資格證 試講教案

試講人：

試講教材：《戰(zhàn)略管理》 教材出版社：高等教育出版社 工作單位：

試講時(shí)間：二○一五年六月

各位領(lǐng)導(dǎo)、老師大家好：

我是，今天我所要講的是“企業(yè)的一般競(jìng)爭(zhēng)戰(zhàn)略”，這節(jié)課是選自高等教育出版社《戰(zhàn)略管理》第六章的內(nèi)容。

一、教材內(nèi)容、地位及作用

本節(jié)課的主要內(nèi)容是一般競(jìng)爭(zhēng)戰(zhàn)略的講授，這是在學(xué)習(xí)了企業(yè)戰(zhàn)略管理基本理論之后，開(kāi)始涉及競(jìng)爭(zhēng)戰(zhàn)略的一個(gè)關(guān)鍵步驟，也是企業(yè)在行業(yè)市場(chǎng)上開(kāi)展競(jìng)爭(zhēng)活動(dòng)的綱領(lǐng)，學(xué)好本節(jié)課的內(nèi)容有助于為后續(xù)內(nèi)容打下堅(jiān)實(shí)的基礎(chǔ)，對(duì)學(xué)生日后進(jìn)行各種戰(zhàn)略分析與選擇有積極的指導(dǎo)作用。

二、教學(xué)目標(biāo)

知識(shí)目標(biāo)：理解企業(yè)戰(zhàn)略的具體步驟及掌握三種基本經(jīng)營(yíng)戰(zhàn)略； 能力目標(biāo)：培養(yǎng)學(xué)生運(yùn)用所學(xué)知識(shí)解決實(shí)際問(wèn)題的能力；

情感目標(biāo)：鼓勵(lì)學(xué)生積極參與課堂互動(dòng)，調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性和主動(dòng)性。

三、教學(xué)的重點(diǎn)、難點(diǎn)

根據(jù)教學(xué)大綱的要求，本節(jié)課的重點(diǎn)是一般競(jìng)爭(zhēng)戰(zhàn)略的的定義與形成動(dòng)因，難點(diǎn)是區(qū)分三種基本經(jīng)營(yíng)戰(zhàn)略以及使用情景。如果單從理論來(lái)講的話，可能學(xué)生不容易理解，所以可以通過(guò)引用格蘭仕、如家酒店、吉列剃須刀等案例的分析，來(lái)突出重點(diǎn)和突破難點(diǎn)，鼓勵(lì)學(xué)生積極思考并主動(dòng)回答問(wèn)題。

四、教學(xué)方法

本節(jié)課采用案例法與啟發(fā)式教學(xué)，結(jié)合現(xiàn)實(shí)案例，通過(guò)在授課中不斷設(shè)問(wèn)，指導(dǎo)學(xué)生開(kāi)動(dòng)腦筋，尋找問(wèn)題的答案，在學(xué)生看書(shū)，討論的基礎(chǔ)上，再加以啟發(fā)引導(dǎo)，運(yùn)用問(wèn)答法，課堂討論法等等，增強(qiáng)學(xué)生的參與意識(shí)。

第六章 企業(yè)的一般競(jìng)爭(zhēng)戰(zhàn)略

一般戰(zhàn)略的定義

競(jìng)爭(zhēng)戰(zhàn)略屬于sbu層面的戰(zhàn)略，也稱事業(yè)部戰(zhàn)略（strategic busine units）。對(duì)經(jīng)營(yíng)單一產(chǎn)品的中小企業(yè)而言，其戰(zhàn)略也是競(jìng)爭(zhēng)戰(zhàn)略。競(jìng)爭(zhēng)戰(zhàn)略主要針對(duì)企業(yè)如何在所選定的行業(yè)或事業(yè)領(lǐng)域與競(jìng)爭(zhēng)對(duì)手展開(kāi)有效競(jìng)爭(zhēng)的問(wèn)題。也就是主要解決競(jìng)爭(zhēng)手段問(wèn)題。它是企業(yè)取得競(jìng)爭(zhēng)優(yōu)勢(shì)的“一般競(jìng)爭(zhēng)戰(zhàn)略”。

競(jìng)爭(zhēng)力大師邁克爾·波特說(shuō)過(guò)：“在競(jìng)爭(zhēng)中，企業(yè)為了建立與五種力量抗衡的有利的戰(zhàn)略地位，并超過(guò)其他競(jìng)爭(zhēng)者，有三種‘一般競(jìng)爭(zhēng)戰(zhàn)略’可供選擇：低成本戰(zhàn)略、差異化戰(zhàn)略和集中戰(zhàn)略”。

一般競(jìng)爭(zhēng)戰(zhàn)略，就是無(wú)論在什么行業(yè)或什么企業(yè)都可以采用的競(jìng)爭(zhēng)性戰(zhàn)略。邁克爾﹒波特把競(jìng)爭(zhēng)戰(zhàn)略描述為：采取進(jìn)攻性或防御性行為，在產(chǎn)業(yè)中建立起進(jìn)退有據(jù)的地位，成功地對(duì)付5種基本競(jìng)爭(zhēng)力量，從而為公司贏得超常的投資收益。

2 基本競(jìng)爭(zhēng)戰(zhàn)略有三種：成本領(lǐng)先戰(zhàn)略、差異化戰(zhàn)略、集中化戰(zhàn)略。

企業(yè)必須從這三種戰(zhàn)略中選擇一種，作為其主導(dǎo)戰(zhàn)略。

1、要么把成本控制到比競(jìng)爭(zhēng)者更低的程度；

2、要么在企業(yè)產(chǎn)品和服務(wù)中形成與眾不同的特色，讓顧客感覺(jué)到你提供了比其他競(jìng)爭(zhēng)者更多的價(jià)值；

3、要么企業(yè)致力于服務(wù)于某一特定的市場(chǎng)細(xì)分、某一特定的產(chǎn)品種類或某一特定的地理范圍。

第一節(jié) 成本領(lǐng)先戰(zhàn)略

一、概念描述

成本領(lǐng)先戰(zhàn)略又稱低成本戰(zhàn)略，是指企業(yè)的全部成本水平低于競(jìng)爭(zhēng)對(duì)手，即在追求規(guī)模效益的基礎(chǔ)上降低成本。

20世紀(jì)70年代由于“經(jīng)驗(yàn)曲線”理論的流行，使成本領(lǐng)先戰(zhàn)略得到了普遍應(yīng)用。盡管企業(yè)對(duì)產(chǎn)品質(zhì)量、服務(wù)以及其他方面也不可忽視，但成本領(lǐng)先戰(zhàn)略的主旨是使企業(yè)的成本水平低于競(jìng)爭(zhēng)對(duì)手。

采用成本領(lǐng)先戰(zhàn)略，意味著企業(yè)可以通過(guò)其低成本地位來(lái)獲得持久的競(jìng)爭(zhēng)優(yōu)勢(shì)，從而成為行業(yè)中高水平的經(jīng)營(yíng)企業(yè)。

一、低成本戰(zhàn)略的類型：

根據(jù)企業(yè)獲取成本優(yōu)勢(shì)的方法不同，我們把成本領(lǐng)先戰(zhàn)略概括為以下幾種主要類型：

1、簡(jiǎn)化產(chǎn)品型成本領(lǐng)先戰(zhàn)略；就是使產(chǎn)品簡(jiǎn)單化，即將產(chǎn)品或服務(wù)中添加的花樣全部取消

2、改進(jìn)設(shè)計(jì)型成本領(lǐng)先戰(zhàn)略

3、材料節(jié)約型成本領(lǐng)先戰(zhàn)略

4、人工費(fèi)用降低型成本領(lǐng)先戰(zhàn)略

5、生產(chǎn)創(chuàng)新及自動(dòng)化型成本領(lǐng)先戰(zhàn)略

三、采用低成本戰(zhàn)略的動(dòng)因

1、形成和提高產(chǎn)品的進(jìn)入障礙

2、增加討價(jià)還價(jià)的能力

3、降低替代品的威脅

4、保持領(lǐng)先的競(jìng)爭(zhēng)地位

四、實(shí)現(xiàn)成本領(lǐng)先戰(zhàn)略的條件

1、產(chǎn)品利潤(rùn)空間小，價(jià)格彈性高

2、現(xiàn)有企業(yè)之間的價(jià)格競(jìng)爭(zhēng)非常激烈

3、短期內(nèi)創(chuàng)新難度大

4、現(xiàn)有市場(chǎng)份額大

企業(yè)實(shí)施成本領(lǐng)先戰(zhàn)略，除具備上述外部條件之外，企業(yè)本身還必須具備以下技能和資源：

（1）持續(xù)的資本投資和獲得資本的途徑；（2）生產(chǎn)加工工藝技能；（3）認(rèn)真的勞動(dòng)監(jiān)督；（4）設(shè)計(jì)容易制造的產(chǎn)品；（5）低成本的分銷系統(tǒng)。

五、企業(yè)獲取成本領(lǐng)先的有效途徑

1、擴(kuò)大規(guī)模

2、控制成本驅(qū)動(dòng)因素

4（1）降低企業(yè)的人工成本

（2）降低原材料成本（3）降低企業(yè)固定成本 3.對(duì)價(jià)值鏈進(jìn)行改造

六、成本領(lǐng)先戰(zhàn)略的風(fēng)險(xiǎn)分析

1、新進(jìn)入企業(yè)的沖擊

2、顧客需求的變化

3、外界環(huán)境的變化

4、差異化競(jìng)爭(zhēng)

七、成本領(lǐng)先戰(zhàn)略實(shí)施中的誤區(qū)

1、重視生產(chǎn)成本而忽視其他活動(dòng)

2、因?yàn)榻档统杀径鲆暜a(chǎn)品的質(zhì)量

3、忽視影響成本的所有活動(dòng)之間的聯(lián)系

4、忽視創(chuàng)新

案例1：格蘭仕，總成本領(lǐng)先戰(zhàn)略的成功典范

格蘭仕企業(yè)選擇的是總成本領(lǐng)先的戰(zhàn)略，價(jià)格戰(zhàn)只不過(guò)是表現(xiàn)形式。格蘭仕自進(jìn)入微波爐行業(yè)以來(lái)，咬定青山不放松，從未游離于這一戰(zhàn)略。為了使總成本絕對(duì)領(lǐng)先于競(jìng)爭(zhēng)者，格蘭仕先后賣(mài)掉年贏利上千萬(wàn)元的金牛型產(chǎn)業(yè)——羽絨廠、毛紡廠，把資金全部集中到微波爐項(xiàng)目上。

這也反映了格蘭仕決策者的高瞻遠(yuǎn)矚，因?yàn)橹袊?guó)的微波爐業(yè)起步于90年代初，在格蘭仕進(jìn)入微波爐的93年，整個(gè)中國(guó)的市場(chǎng)容量?jī)H

5 為20多萬(wàn)臺(tái)，此時(shí)的龍頭老大蜆華內(nèi)銷規(guī)模為12萬(wàn)臺(tái)，且大半市場(chǎng)集中在上海，連許多城市的居民也不知微波爐為何物，更不習(xí)慣于用微波爐來(lái)烹飪。即此時(shí)行業(yè)還未充分發(fā)育，主要對(duì)手也很弱，只要全力投入，就很容易在規(guī)模上把對(duì)手遠(yuǎn)遠(yuǎn)甩在后面，單機(jī)成本亦會(huì)隨之遠(yuǎn)低于競(jìng)爭(zhēng)品牌。

這導(dǎo)致了格蘭仕的迅速崛起，93年銷量為1萬(wàn)臺(tái)，94年10萬(wàn)臺(tái)；95年銷量達(dá)25萬(wàn)臺(tái)，市場(chǎng)占有率為25.1%超過(guò)蜆華成為全國(guó)第一（蜆華為24.8%）；96年銷量為60萬(wàn)臺(tái)，市場(chǎng)占有率達(dá)34.7%；97年125萬(wàn)臺(tái)，市場(chǎng)占有率達(dá)49.6%；98年總產(chǎn)量315萬(wàn)臺(tái)，內(nèi)銷213萬(wàn)臺(tái)，市場(chǎng)占有率為61.43%，而原來(lái)的老大蜆華目前年內(nèi)銷規(guī)模已不到15萬(wàn)臺(tái)。

格蘭仕的價(jià)格戰(zhàn)也打得比一般企業(yè)出色，規(guī)模每上一個(gè)臺(tái)階，就大幅下調(diào)價(jià)格。格蘭仕降價(jià)的特點(diǎn)之一是消滅游兵散勇的目標(biāo)十分明確。當(dāng)自己的規(guī)模達(dá)到125萬(wàn)臺(tái)時(shí)，就把出廠價(jià)定在規(guī)模為80萬(wàn)臺(tái)的企業(yè)的成本價(jià)以下。此時(shí)，格蘭仕還有利潤(rùn)，而規(guī)模低于80萬(wàn)臺(tái)的企業(yè)，多生產(chǎn)一臺(tái)就多虧一臺(tái)。除非對(duì)手能形成顯著的品質(zhì)技術(shù)差異，在某一較細(xì)小的利基市場(chǎng)獲得微薄贏利，但同樣的技術(shù)來(lái)源又連年虧損的對(duì)手又怎么搞出差異來(lái)。

當(dāng)規(guī)模達(dá)到300萬(wàn)臺(tái)時(shí)，格蘭仕又把出廠價(jià)調(diào)到規(guī)模為200萬(wàn)臺(tái)的企業(yè)的成本線以下，結(jié)果規(guī)模低于200萬(wàn)臺(tái)的且技術(shù)無(wú)明顯差異的企業(yè)陷入虧本的泥淖，使對(duì)手缺乏追趕上其規(guī)模的機(jī)會(huì)，在家電業(yè)創(chuàng)造了市場(chǎng)占有率達(dá)到61.43%的創(chuàng)舉。堪稱把微觀經(jīng)濟(jì)學(xué)、管理會(huì)計(jì)

6 中的量本利分析與營(yíng)銷學(xué)科學(xué)結(jié)合的典范，難怪連海爾的張瑞敏都直呼“預(yù)想不到”。

格蘭仕降價(jià)的特點(diǎn)之二是狠，價(jià)格不低則已，要低就要比別人低30%以上。營(yíng)銷學(xué)鼻祖菲利浦·科特勒在其營(yíng)銷寶典《營(yíng)銷管理》中談到價(jià)格策略時(shí)，第一句話便是“沒(méi)有降價(jià)二分錢(qián)不能抵消的品牌忠誠(chéng)”，再說(shuō)中國(guó)市場(chǎng)上比格蘭仕更優(yōu)秀的微波爐品牌少之又少，消費(fèi)者也沒(méi)別的品牌可忠誠(chéng)的。格蘭仕的絕對(duì)低價(jià)不僅令消費(fèi)者趨之若鶩，同時(shí)又對(duì)競(jìng)爭(zhēng)對(duì)手有足夠的威懾力。競(jìng)爭(zhēng)對(duì)手如果敢降，他會(huì)比你降得更狠。

格蘭仕發(fā)動(dòng)的價(jià)格戰(zhàn)于國(guó)于民都十分有利。于國(guó)，格蘭仕把微波爐行業(yè)的利潤(rùn)率降到很低點(diǎn)，提高了行業(yè)進(jìn)入門(mén)檻，使許多想進(jìn)入微波爐行業(yè)的資本失去興趣，不戰(zhàn)而屈人之兵，避免了重復(fù)建設(shè)和大量社會(huì)資源的浪費(fèi)。至少微波爐業(yè)未出現(xiàn)過(guò)彩電、冰箱那樣的巨額重復(fù)投資；于民，格蘭仕使微波爐平均零售價(jià)近3000元降到600多元，最便宜的僅為380多元，連一個(gè)剛工作的年輕人都能輕松買(mǎi)一臺(tái)微波爐來(lái)享受享受。國(guó)內(nèi)市場(chǎng)容量從93年的20多萬(wàn)臺(tái)上升到98年的350多萬(wàn)臺(tái)，微波爐以幾何級(jí)遞增速度進(jìn)入千家萬(wàn)戶

格蘭仕不僅選對(duì)了戰(zhàn)略，可貴的是始終未曾偏離這一戰(zhàn)略，多年來(lái)幾乎不做電視廣告以確?？偝杀绢I(lǐng)先并讓利于消費(fèi)者，終于獲得消費(fèi)者的至誠(chéng)回報(bào)。格蘭仕今年的產(chǎn)銷計(jì)劃是500萬(wàn)臺(tái)，明年六期工程完工后將達(dá)到1200萬(wàn)臺(tái)，居全球第一，其地位又豈是國(guó)內(nèi)年產(chǎn)才50萬(wàn)的二號(hào)選手所能撼動(dòng)。這充分印證了競(jìng)爭(zhēng)戰(zhàn)略大師邁克爾·波特的7 觀點(diǎn)“只有在較長(zhǎng)的時(shí)間內(nèi)堅(jiān)持一種戰(zhàn)略而不輕易發(fā)生游離的企業(yè)才能贏得最終的勝利”！

案例2：福特公司成本領(lǐng)先的成與敗

20 世紀(jì)初，一輛汽車在美國(guó)的售價(jià)大約是4700美元。這相當(dāng)于一個(gè)普通人好幾年的收入。在這種價(jià)格下，汽車僅僅是少數(shù)有錢(qián)人的奢侈品，是社會(huì)高級(jí)地位的象征。這時(shí)，汽車市場(chǎng)自然只能是一個(gè)很小的市場(chǎng)。亨利·福特認(rèn)為，要想把汽車市場(chǎng)變成 一個(gè)能夠創(chuàng)造巨大利潤(rùn)的市場(chǎng)，就必須把汽車變成普通人也買(mǎi)得起的消費(fèi)品，而要想做到這一點(diǎn)，大幅降低價(jià)格是關(guān)鍵。也就是說(shuō)，福特公司要想獲得大的發(fā)展，必須設(shè)法生產(chǎn)出價(jià)格低得多的汽車。

1908年t型車誕生，定價(jià)只有850美元，相當(dāng)于當(dāng)時(shí)一個(gè)中學(xué)教師一年的收入。這背后的生產(chǎn)效率差異是，同時(shí)期其他公司裝配出一輛汽車需要728個(gè)小時(shí)，福特僅僅需要12.5個(gè)小時(shí)，而且，隨著流水線的不斷改進(jìn)，十幾年后，這一速度提高到了驚人的每10秒鐘就可以生產(chǎn)出一輛汽車。與此同時(shí)，福特汽車的市場(chǎng)價(jià)格不斷下降，1910年降為780美元，1911年下降到690美元，1914年則大幅降到了360美元。最終降到了260美元。福特公司先進(jìn)的生產(chǎn)方式為它帶來(lái)了極大的市場(chǎng)優(yōu)勢(shì)。第一年，t型車的產(chǎn)量達(dá)到10660輛，創(chuàng)下了汽車行業(yè)的紀(jì)錄。到了1921年，t型車的產(chǎn)量已占世界汽車總產(chǎn)量的56.6%。t型車的最終產(chǎn)量超過(guò)了1500萬(wàn)輛。福特公司也成為了美國(guó)最大的汽車公司?？梢哉f(shuō)，福特創(chuàng)造出了現(xiàn)代工業(yè)史上的奇跡。

20世紀(jì)20年代，福特公司通過(guò)限制車型及種類、采用高度自動(dòng)

8 化的設(shè)備、積極實(shí)行后向一體化，以及通過(guò)嚴(yán)格推行低成本化措施等取得了所向無(wú)敵的成本領(lǐng)先地位。

然而，當(dāng)許多收入高、同時(shí)已購(gòu)置了一輛車的買(mǎi)主考慮再買(mǎi)第二輛車時(shí)，市場(chǎng)開(kāi)始更偏愛(ài)具有風(fēng)格的、車型有變化的、舒適的和封閉的汽車而非敞篷型的t型車。通用汽車公司看到了這種趨勢(shì)，因而對(duì)開(kāi)發(fā)一套完整的車型進(jìn)行資本投資有所準(zhǔn)備。而福特公司由于把被淘汰車型的生產(chǎn)成本降至最低而付出了巨額投資，這些投資成了一種頑固障礙，使福特公司的戰(zhàn)略調(diào)整面臨極大代價(jià)。

第二節(jié) 差異化戰(zhàn)略

一、概念描述

差異化戰(zhàn)略，是指將企業(yè)提供的產(chǎn)品或服務(wù)實(shí)現(xiàn)特色化，使企業(yè)的產(chǎn)品和企業(yè)提供的服務(wù)與競(jìng)爭(zhēng)對(duì)手有明顯區(qū)別，形成與眾不同的特點(diǎn)的一種戰(zhàn)略。

二、采用差異化戰(zhàn)略的動(dòng)因

1、形成進(jìn)入障礙

2、給企業(yè)帶來(lái)超額收益

3、降低顧客的價(jià)格敏感程度

4、防止替代品的威脅

三、差異的分類

1、思維差異——企業(yè)不隨流俗，進(jìn)行逆向思維，找準(zhǔn)市場(chǎng)的“空白點(diǎn)”，并及時(shí)去填補(bǔ)，贏得消費(fèi)者的青睞。

2、功能差異——功能效用是滿足消費(fèi)者潛在需求或顯在需求的9 載體。企業(yè)應(yīng)以產(chǎn)品的功能差異去滿足消費(fèi)者的需求差異，在兩者的結(jié)合中形成、發(fā)展自己的目標(biāo)顧客群。

3、質(zhì)量差異——質(zhì)量是產(chǎn)品的生命，“零缺陷”的產(chǎn)品質(zhì)量無(wú)疑是消費(fèi)者所追求的。產(chǎn)品質(zhì)量又是具體而實(shí)在的。許多情況下，需要以質(zhì)量的差異來(lái)滿足顧客群的需求差異。

4、品牌差異——品牌的基本功能是辨識(shí)賣(mài)者的產(chǎn)品或勞務(wù)，以便同競(jìng)爭(zhēng)者及其產(chǎn)品相區(qū)別。品牌是一種知識(shí)產(chǎn)權(quán)，更是企業(yè)寶貴的無(wú)形資產(chǎn)。

四、差異化戰(zhàn)略的風(fēng)險(xiǎn)分析

1、在競(jìng)爭(zhēng)對(duì)手的模仿和進(jìn)攻下，企業(yè)不能保持差異化

2、外部環(huán)境變化的影響

3、企業(yè)形成差異化成本過(guò)高

4、差異化無(wú)法長(zhǎng)時(shí)間地持續(xù) 案例1：農(nóng)夫山泉：演繹差別化戰(zhàn)略

第三節(jié) 集中戰(zhàn)略

一、概念描述

重點(diǎn)集中戰(zhàn)略也稱為聚焦戰(zhàn)略，是指企業(yè)把經(jīng)營(yíng)戰(zhàn)略的重點(diǎn)放在一個(gè)特定的目標(biāo)市場(chǎng)上，并為這個(gè)特定的目標(biāo)市場(chǎng)提供特定的產(chǎn)品或服務(wù)的一種戰(zhàn)略。

二、采用集中戰(zhàn)略的動(dòng)因

集中的企業(yè)由于其市場(chǎng)面小，可以更好地了解市場(chǎng)和顧客，提供更好的產(chǎn)品與服務(wù)。

集中戰(zhàn)略可以防御行業(yè)中各種競(jìng)爭(zhēng)力量，使企業(yè)在本行業(yè)中獲得高于一般水平的收益。

采用集中戰(zhàn)略的邏輯依據(jù)是：企業(yè)比競(jìng)爭(zhēng)對(duì)手更有效地為較窄范圍的目標(biāo)顧客群服務(wù)。從總體市場(chǎng)上看，也許集中戰(zhàn)略并未取得成本領(lǐng)先或差異化優(yōu)勢(shì)，但是，它卻能在較窄的市場(chǎng)范圍內(nèi)，取得成本方面或差異化方面的競(jìng)爭(zhēng)優(yōu)勢(shì)。

兩種表現(xiàn)形式：

成本集中戰(zhàn)略，即企業(yè)在所處的目標(biāo)市場(chǎng)中尋求低成本的優(yōu)勢(shì)； 差異化集中戰(zhàn)略，即尋求企業(yè)在目標(biāo)市場(chǎng)中的獨(dú)特的差異化。

三、重點(diǎn)集中戰(zhàn)略的實(shí)施條件

1、購(gòu)買(mǎi)者群體之間在需求上存在顯著差異，或習(xí)慣以不同方式使用產(chǎn)品

2、這一特定的顧客群或地區(qū)市場(chǎng)不是競(jìng)爭(zhēng)者取得成功的關(guān)鍵因

11 素

3、目標(biāo)市場(chǎng)在市場(chǎng)容量、成長(zhǎng)速度、獲利能力、競(jìng)爭(zhēng)強(qiáng)度等方面都具有相對(duì)吸引力

4、企業(yè)缺乏足夠的資源用于廣泛的、較寬的市場(chǎng)面

5、行業(yè)內(nèi)存在許多不同的細(xì)分市場(chǎng)

四、集中戰(zhàn)略的風(fēng)險(xiǎn)

1、競(jìng)爭(zhēng)對(duì)手采取同樣的戰(zhàn)略

2、失去了重點(diǎn)集中戰(zhàn)略的基礎(chǔ)

3、企業(yè)失去競(jìng)爭(zhēng)優(yōu)勢(shì) 案例：吉列的故事

吉列刮胡刀公司數(shù)十年來(lái)都是一家經(jīng)營(yíng)單一產(chǎn)品的公司。1901年創(chuàng)辦該公司的金．c．吉利，想把全世界組織成一家龐大的公司，每一位公民都是股東。經(jīng)過(guò)6年的敲敲打打之后，他發(fā)明了刮胡刀片，很快就將之投入生產(chǎn)。1904年，該公司取得專利權(quán)。

吉利成功建立在以下因素上：創(chuàng)意、專利權(quán)、行銷方法、制造刮胡刀片的機(jī)械方法，專利權(quán)的保障。吉列安全刮胡刀確實(shí)變成了一個(gè)具有非常競(jìng)爭(zhēng)實(shí)力的公司體。到1920年，該公司的觸角已經(jīng)伸到全球，大約2000萬(wàn)人都在使用“吉列”的刮胡刀和刀片。盡管后來(lái)吉列公司也走上了多元化經(jīng)營(yíng)之路，但是它的經(jīng)營(yíng)中心還是聚集在男性剃須品上，這種戰(zhàn)略無(wú)疑是極為成功的。

教師資格證英語(yǔ)面試教案篇六

junior

unit14 the birth of a festival

ng aims

about festival and customs

ce expreing and supporting an opinion uced a festival of china

dge aims words: harvest, honors, ancestor, creatively, generation, purpose, faith, commercial, similar, salute, celebration…..phrases:

hear about, so that, as well as, believe in, get together, play a trick on sb… sentence:

a was born in 1966, when people created a new festival so that african american would be able to celebrate their history and african first-fruit festivals had many things in must do as much as we can to make our community better and more kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discuing one of the seven principles of kwanzaa.1

grammar hear about=learnt about

hear of sb.=have a knowledge of much/great faith in sb./ little/no faith in sb./ faith with well as+clause

do as much as do have honour to sb.=do honour to sb.(do )

ng key and difficult points:

teaching key: understand the text and using your own words to retell the ult point：how to use phrases: as well as, so that, have … in ng aids:

1)raising question approach 2)discuion approach

3)task-based approach

*teaching means: use the multi-media as an aistant means in ng steps: step 1 lead-in

1）have a free talk about festival in china, and then discu the question in pre-reading on page does your family celebrate the spring festival? do we celebrate the spring festival? festivals help us understand our history and culture? kind of gifts and things do people buy during major festival like christmas and the spring festival? 2）show the student 3 pictures about kwanzaa and then discu what’s the picture about ?

step 2 listening comprehensions

1)present the students the questions before listening to the text.2)get the students to listen to the tape and then answer the following questions.① why did people create kwanzaa? ② many festival around the world are celebrated around the same do we celebrate these festivals at these times?

step 3 fast reading

1)tell the students the task of reading before they read the text.2)after reading then summary the main idea of this text.3

step 4 language points

phrases: hear about, seven-day, celebrating, get together, so that, have…in common, harvest, honour, as well as, as much as we can do, believe in, so that, keep faith with, show honour to sb., in honour ce: a was born in 1966, when people created a new festival so that african american would be able to celebrate their history and african first-fruit festivals had many things in must do as much as we can to make our community better and more kwanzaa is a time for learning as well as joy, people celebrate it by lighting a candle each day and discuing one of the seven principles of kwanzaa..step 5 intensive reading

1)tell the students the task of reading before they read the paage once again.2)get the students to read the paage more carefully and then discu the following questions in groups.① compare kwanzaa with the chinese spring festival and which way are they similar and in which war are they different?

② look at the seven principle of one do you think is the most important? why? are there any other festivals which have one or more of the same principles?

step 6 task—based activity 1)ask the students act as an announcer and introduce mid-autumn festival to the cla.2)show some picture for the students to watch.3)give them some key , traditional, mid-autumn festival, moon cakes, chang e, celebrate, get together, big dinner.4)give the students an example when 7 summary

1)go through the important points and difficult points of this leon with the students once again.2)come to the screen ① to know about the brief history of the kwanzaa.② to get more information about the kwanzaa.③ to master the important words, phrases and sentences.④ to retell the text.5