SEFC BOOK 2A- 5-english poetry高中英语教师资格证说课超详细教案
教师资格考试高级中学英语学科知识与教学能力试题与参考答案(2025年)
2025年教师资格考试高级中学英语学科知识与教学能力模拟试题与参考答案一、单项选择题（本大题有30小题，每小题2分，共60分）1、（）被称为“英语教学法之王”，其代表作有《综合英语教学法》和《口语入门》。
A. D.G”>@ergety Movie-Making in the ClassroomB. A.S. NeillC. D.A. SlijnD. R.C. richards答案：D解析：R.C. richards是美国著名的英语教学专家，被誉为“英语教学法之王”。
其代表作包括《综合英语教学法》和《口语入门》。
2、在进行口语课堂讨论时，以下哪项不是良好的课堂互动技巧？A. 建立积极的学习氛围B. 鼓励所有学生参与讨论C. 避免打断学生发言D. 过度控制话题的引导答案：D解析：在进行口语课堂讨论时，过度控制话题的引导并不是良好的课堂互动技巧。
应该鼓励学生自由发言，同时适时引导话题，以确保课堂讨论的顺利进行。
而选项A、B、C都是良好的课堂互动技巧。
3、The following sentence is written in the passive voice. Which of the following is the correct active voice form of the sentence?A. The book is written by the author.B. The author writes the book.C. The book was written by the author.D. The author was writing the book.Answer: BExplanation: The original sentence in passive voice is “The book is written by the author.” To convert it to the active voice, we need to switch the subject and the verb, making the subject perform the action. Therefore, the correct active voice fo rm is “The author writes the book.”4、Choose the correct word to complete the sentence:The students were asked________the library after the class.A. to goB. goingC. goD. goneAnswer: AExplanation: The correct form to use in this sentence is the infinitive form of the verb, which is “to go.” This is because the sentence is in the passive voice, and the infinitive form is used to indicate the action that was requestedor required. Therefo re, the correct sentence is “The students were asked to go to the library after the class.”5、What is the primary purpose of Continuous Assessment in English subject teaching for senior high school?A) To evaluate students’ knowledge at the end of the termB) To provide ongoing feedback on students’ learning progressC) To grade students based on their final exam performanceD) To identify students who need to repeat the courseAnswer: BExplanation: Continuous assessment in English subject teaching for senior high school is primarily aimed at providing ongoing feedback on students’ learning progress. This method allows teachers to monitor how students are doing throughout the course and provide timely support or intervention if needed.6、Which of the following best exemplifies the use of multimedia resources in English subject teaching for senior high school?A) Having students memorize vocabulary listsB) Utilizing interactive whiteboards to present poetry analysisC) Distributing photocopies of essays for peer reviewD) Organizing a group discussion without any visual aidsAnswer: BExplanation: Utilizing interactive whiteboards to present poetry analysis is the best example of using multimedia resources in English subject teaching forsenior high school. This method combines visual and interactive elements to enhance students’ understanding and engagement with the material.7.The successful implementation of a new curriculum in a school relies heavily on what?A. Teacher’s experienceB. School administratio n’s supportC. Student engagementD. Government policyAnswer: BExplanation: While all the given options could influence the curriculum implementation, B) School administration’s support is crucial because it ensures that the necessary resources and time are allocated for the successful adoption of the new curriculum.8.Which of the following is a key principle when designing a task-based language lesson?A. Students should be given as much freedom as possible.B. The activities should be focused solely on grammar exercises.C. The final assessing of students shouldn’t include any real-life application.D. The lessons should be structured so that students work in small groups.Answer: DExplanation: The answer D) The lessons should be structured so that studentswork in small groups, highlights the importance of task-based language lessons. This allows for better collaboration, peer learning, and real-life application, all of which are essential for language development and effective communication skills.9.The teacher is demonstrating a new vocabulary word to the students. Which of the following activities would be most appropriate to reinforce the word in a meaningful context?A)Reading a passage aloud to the class.B)Writing the word on the board and asking students to repeat it.C)Showing a video related to the word’s meaning.D)Giving a multiple-choice quiz about the word.Answer: C)解析：选项C是最佳选择，因为通过展示与词汇意义相关的视频，学生可以在真实的语境中理解和记忆新词汇，这有助于加深对词汇的理解和应用。
高中英语SEFCBook2AUnit2教案
高中英语SEFCBook2AUnit2教案教学目标：1.学生能够掌握本单元的核心词汇、短语和句型。
2.学生能够运用所学知识，进行听、说、读、写等语言实践活动。
3.学生能够了解并讨论有关友谊、信任和沟通的主题。
教学重点：1.词汇：municate,misunderstand,conflict,resolve,trust等。
2.句型：Howdoyoumunicatewithyourfriends?/Ithinkit'simportantto等。
3.语法：一般现在时和一般过去时。
教学难点：1.词汇的正确运用和搭配。
2.句型的灵活运用。
3.语法时态的准确运用。
教学过程：一、导入1.利用多媒体展示一张关于友谊的图片，让学生观察并发表自己的看法。
2.引导学生用英语谈论友谊，如：Whatisfriendship?/Howdoyoudefinefriendship?二、新课导入1.呈现本单元FRIENDSANDUS2.让学生预测本单元可能涉及的内容。
3.教师简要介绍本单元的主题和目标。
三、词汇教学1.呈现本单元的核心词汇，如：municate,misunderstand,conflict,resolve,trust等。
2.利用图片、实物或情境，让学生猜测词义。
3.学生跟读并模仿发音，教师纠正发音错误。
4.学生进行词汇练习，如：连线、填空等。
四、句型教学1.呈现本单元的核心句型，如：Howdoyoumunicatewithyourfriends?/Ithinkit'simportantto等。
2.教师演示句型的用法，让学生模仿。
3.学生进行句型练习，如：角色扮演、问答等。
五、语法教学1.教师通过例句引导学生观察一般现在时和一般过去时的用法。
2.学生进行语法练习，如：填空、改写句子等。
3.教师总法规则，让学生明确掌握。
六、课文教学1.学生自主阅读课文，理解大意。
2.教师提问，检查学生对课文的理解。
3.学生进行课文讨论，如：分析人物性格、探讨友谊的真谛等。
教师资格证 高中英语
教师资格证高中英语Teaching is a noble profession that plays a crucial role in shaping the minds and futures of young individuals. Among the various educational levels, teaching high school English is particularly challenging yet immensely rewarding. To ensure the quality of high school English instruction, the implementation of a teacher certification process is essential. This essay will delve into the significance of teacher certification for high school English educators and the benefits it brings to both students and the education system as a whole.Firstly, the teacher certification process serves as a crucial gatekeeper to ensure that only qualified and competent individuals are entrusted with the responsibility of educating high school students in the English language. The certification requirements typically include a combination of educational background, subject-specific knowledge, and practical teaching experience. By mandating these standards, the certification process helps to maintain a high level of proficiency among high school English teachers, enabling them to effectively deliver the curriculum and foster a deep understanding ofthe English language within their students.Moreover, the certification process plays a pivotal role in enhancing the professional development of high school English teachers. The rigorous assessment and training involved in obtaining a teaching certificate provide educators with the necessary tools and knowledge to stay up-to-date with the latest pedagogical approaches, educational technologies, and best practices in the field of English language instruction. This ongoing professional development not only benefits the teachers themselves but also translates into improved learning outcomes for their students.In addition to ensuring quality instruction, the teacher certification process also serves to elevate the overall status and recognition of the teaching profession. By establishing clear and consistent standards for high school English teachers, certification programs contribute to the professionalization of the field, granting teachers a sense of legitimacy and respect within the education community and society at large. This, in turn, can attract more talented individuals to the teaching profession, further enhancing the quality of English language education in high schools.Furthermore, the teacher certification process plays a crucial role in promoting equity and accessibility in high school English education. By setting uniform standards and expectations for all aspiring highschool English teachers, the certification process helps to ensure that students, regardless of their socioeconomic background or geographic location, receive a consistent and high-quality education in the English language. This level of consistency and quality assurance is particularly important in ensuring that all students, including those from underserved or disadvantaged communities, have access to the educational resources and support they need to succeed in their English language studies.Another significant benefit of the teacher certification process is its contribution to the accountability and transparency of the education system. By requiring high school English teachers to undergo a rigorous evaluation and certification process, the system holds educators accountable for their performance and the learning outcomes of their students. This accountability, in turn, fosters a culture of continuous improvement, where teachers are motivated to stay abreast of the latest pedagogical techniques and to constantly strive for excellence in their practice.Moreover, the teacher certification process serves as a valuable tool for identifying and addressing the unique challenges and needs of high school English education. By analyzing the performance of certified teachers and the learning outcomes of their students, education policymakers and administrators can gain valuable insights into the specific areas of strength and weakness within thehigh school English curriculum and instructional practices. This information can then be used to inform the development of targeted professional development programs, curriculum revisions, and resource allocation to better support high school English teachers and their students.In conclusion, the implementation of a teacher certification process for high school English educators is a crucial component in ensuring the quality, consistency, and accessibility of English language education at the secondary level. By establishing rigorous standards, promoting professional development, elevating the teaching profession, and fostering accountability, the certification process plays a vital role in shaping the next generation of English-proficient and literate high school graduates. As the demands for effective English language skills continue to grow in our increasingly globalized world, the importance of a well-designed and implemented teacher certification program for high school English educators cannot be overstated.。
高中英语教师资格证教案
高中英语教师资格证教案篇一：2013高中英语教师资格证考试教案全2013年高中教师资格考试英语课题1、 Unit 1 Lesson 1A Perfect Day ?Texts: A Couch Potato ﹠ A Workaholic2、 Unit 2 Lesson 1Modern HeroesText: National Hero3、 Unit 5 Lesson 3Experiment in FolkText: Kong goes for folk !4、 Unit 6 Lesson 3Chinese Paper ArtText: The Art of Paper5、 Unit 8 Lesson 3 Marco PoloText: Marco Polo and His Travels6、 Unit 9 Lesson 1 On Your BikeText: Return of the white bikes !7、 Unit 10 Lesson 3 Your MoneyText: When less is more8、 Unit 12 Lesson 1 Visiting Britain ( Reading Part )9、 Unit 14 Lesson 4 Job TrendsText: Survival of the Fittest10、 Unit 15 Lesson 3 TeachersTexts: My Teacher ﹠ My Student02Lesson 1 Modern HeroesTeaching aims:To practise extensive reading in order to understand the main idea ofeach paragraph and guess the meaning of new words from the context.To use time linkers, especially adverbs and conjunctionsTo revise the use of Past Simple and Past ContinuousTo practise oral EnglishTeaching difficulties:To use time linkers, especially adverbs and conjunctionsTo revise the use of Past Simple and Past ContinuousTeaching Aids: puter and cassetteTeaching procedures:Ⅰ. Warming upT: who do you think is modern heroes?S:T: what have they done? Why do you think they are heroes?S:T: Who is it ? (picture is Yang Liwei). Have you heard of Yang Liwei?How do you feel about him?S:T: Is he called hero? Why or why not?S:T: show a slide about information Yang Liwei (Born: June 21, 1965, LiaoNing Height:168cm; Weight: 65kg; Training : 1998-2003; Crowned: SpaceHero.How did you feel about China’s first manned space flight?S:Ⅱ ReadingTrue or false1. When the spaceship separated from the rocket, Yang couldn’t feel thehigh gravity.2. Yang Liwei spoke with the ground control when the spaceship wascircling the earth the seven time.3. Shenahou Ⅴcan caught fire because of the earth’s atmosphere.4. When Yang Liwei was doing its seventh circle, he showed the flags ofChina and the UN.5. Yang Liwei felt the ship was shaking when Shenzhou V landed.6. When he came back from space, he felt very tired.Answers: 1.T 2.F 3.F 4.T 5.F 6.FAfter reading the text the teacher ask “Can you say some words aboutspace flight?”Answers: capsule, spacesuit, spaceman (astronaut), spaceship, parachute,rocket, helicopter, launch.Ⅲ Further readingDo the exercise 3and the exercise 4Read the article and you describe the course of ShenzhouⅤDo the exercise 5Read through the questions with the class so that students know whatinformation to look out when reading the text.Students then read the text and answer the questions.Ⅳ Free talk:Why do you think Yang Liwei is a hero? What can we learn from him?Ⅴ vocabularyDo the exercise 5 and 6.Ⅵ GrammarGuide student to study Grammar Summary 3, on page 92Do the exercise excise 8Students look at the sentences and work out the differences( PastContinuous , Past Simple)Do the exercise 9and 10Ⅶ Language in useStudents prepare the questions for the interview in pairs. They may needto go back to the text and get more information. They may also use otherinformation which they can collect from newspapers and the internetStudents roleplay an interview between Yang Liwei and a reporter withthe reporter asking what happened, what Yang Liwei did and how he felt.Ⅷ HomeworkRead the article space heroes on page 32031.Title: M2 Unit5 Lesson3 <Experiment in Folk>General introduction：This lesson is taken from a book of New Senior English forChina by Beijing Normal University. This lesson is about the readingpart. By learning this passage, the studentscan master some language points and reading skills.2.Teaching aims and demands(1).knowledge objects1).Vocabulary: Pianist, musician, key, quit, telent, worldwide, identity, root, rediscover, beauty, appearance, shave, hairstyle, transform.2).Phrase: because of, bring it to , so/such?that, at times, in same ways3).grammar: Adverbial clauses: clause (because, since, as), result(so/such?that) and purpose (so that)(2).Ability objects1).Listening skills ：understand the teacher's saying.2).Reading skills ：general understanding，detail information, judge3).Speaking skills： use the new expressions to discuss about what kind of music do you like and why?4).writing skills：write a short passage about your favourite kind of music(3).emotion objectsLearn about Chinese traditional music, tell the benefits music will bring to us: calm down our temperature, make our heart peaceful, help develop noble personalities, good for our emotion and intelligence. The benefits of developing folk music.3 .Teaching keys and difficultiesgrammar: Adverbial clauses: clause (because, since, as),result(so/such?that) and purpose (so that); because and because of4 .Teaching methods(1).Fast reading(2).Detailed reading(3).explaining(4).Task based discussion5. Teaching aidsComputer, overhead projector, PPT files6. Course numberWe will finish this lesson in 3 classes. This is the reading class.7. Teaching proceduresGeneral introduction: Step1 is for lead-in. Step2,3 is for reading and listening skills objectives; Step4 is for knowledge objectives;Step5 is for speaking skills objectives and emotion objectives; Step6,7 is for consolidation of new knowledge and practice students’ writing skills. Thus we can meet all the teaching demands.Step1 Greetings, Revision and smoothly start the new lesson (2 minutes) Step2 Fast-reading and search for the answer for "T"or"F" questions, general understanding. (8minutes) ”Kong went back to Chinesefolk music because he felt that in some ways he hadlost his identity. T orF” ”Kong’s Dream Tour Concert was a success but he will hold the concert only in china. T or F”Step3 Detailed readingLook for the information needed for the questions. Improve Ss’ ability to get detail information.(9minutes)”Who bought Kong a piano when he was11?” ”What did Kong achieve in 1986?””What kind of music is Kong most famous for?”Step4 Explain difficult sentences and use of new phrases under the help of some teaching equipments.(10minutes)Step5 Task-based language (10minutes)Work in pairs and tell each other what kind of music you listen to and why. Use the words and phrases learned today, Like classic, folk, jazz, because of,so that.Step6 Summary the lesson with related exercises. Mention the emotional objects.(5minutes). Say bye.Step7 Homework（1minute）Say bye.(1).Do exercise 6,7,11in the exercise part of the book. This is used to make the students have a further understanding of new words and new grammars.(2).write a short passage about what is the right thing to do on the topic discussed today.(at least 100 words)8.Blackboard designIn order to make the blackboard design clearly and neatly, I will divide the blackboard into three parts. On the left, I’ll write teaching aims; in the middle of the blackboard, there should be important and difficult language points, and on the right, I will write the summary of this whole04Lesson 3 Chinese Paper ArtTeaching aims:To practise scanning the text to extract specific information To practise using relative clauses.To practise giving definitions of words with the help of relative pronouns篇二：教师资格证英文教案Teaching PlanType: Module LessonMaterial: Three Days to SeeTeaching Aids: Multi-media and blackboardInstructor: Zhu YunClass: Class 12, Senior II, Jianping High SchoolTeaching Objectives:Language Objectives:1. To build up students’ vocabulary by reading and analyzing famous writings;2. To train students to further develop their reading skills.Emotional Objectives:1. To cultivate stud ents’ appreciation of the masterpiece;2. To arouse students’ awareness of the beauty of nature;3. To get students to learn to cherish people and things around.Ability Objectives:1. To develop students’ ability to guess meanings of words through the context;2. To cultivate students’ spirit of cooperation with classmates.Teaching ProceduresI. Presentation: Pre-reading1. Test students’ awareness of the change of things around;2. Give a brief introduction of Helen Keller.II. Practice: While-readingI) Read and understand the first two paragraphs1. Did Helen Keller think it was good or bad if people were stricken blind and deaf for a fewdays at some time during his early adult life?2. How do you know that? (Which word tells you?)3. Why did Helen think it was a good idea for people to lose their ability of sight and hearing?4. Did one of Helen’s friends observe anything when she returned from a long walk in thewoods?5. What did she say in reply to Helen’s question?6. Was her friend also blind (or was she normal)?7. Which word tells you that?8. What did she say about the seeing people?9. How do you understand the sentence “the seeing see little”? Do you agree? Why?10. How did Helen feel when saying “How was it possible”?Then how did Helen feel the beauty of nature?II) Read and appreciate the third paragraph1. Students’ are required to read the third paragraph by themselves。
高中中学教师资格 英文
高中中学教师资格英文To obtain a high school teacher qualification in China, one must meet certain requirements and go through aspecific process.First, one must have a bachelor's degree or above in a related field, such as education, the subject they want to teach, or a closely related field. This degree must be from a recognized and accredited institution.Next, the individual must pass the required teacher qualification exam. This exam assesses the individual's knowledge of educational theory, teaching methods, and subject-specific knowledge.After passing the exam, the individual must complete a period of practical teaching experience. This may involve working as a student teacher, teaching assistant, or substitute teacher under the supervision of a qualified educator.In addition to these requirements, the individual must also meet certain personal and professional standards. This may include a clean criminal record, good physical andmental health, and a commitment to ethical and professional conduct.Finally, the individual must apply for their teacher qualification certificate through the appropriate government agency or education department. This certificate is typically valid for a certain period of time and must be renewed or updated according to the regulations of the issuing authority.获得中国高中教师资格需要满足一定的要求并经过特定的流程。
最新教师资格英语高中考纲
最新教师资格英语高中考纲The Newest English High School Curriculum for Teacher Qualification ExamIntroductionIn recent years, the requirements for English teachers in high schools have become increasingly stringent. To meet these requirements and ensure the quality of English education, a new curriculum for the teacher qualification exam has been introduced. This article will provide an overview of the newest English high school curriculum for the teacher qualification exam, highlighting its key features and the benefits it offers.1. Enhanced Language Proficiency AssessmentThe newest English high school curriculum places great emphasis on language proficiency assessment. A strong command of the English language is crucial for effective teaching. The curriculum incorporates various evaluation methods to assess teachers' language skills, including listening, speaking, reading, and writing. This ensures that only teachers with a high level of English proficiency can pass the exam and be qualified to teach English in high schools.2. In-depth Knowledge of English Linguistics and LiteratureUnderstanding the structure and rules of English linguistics is essential for teaching the language effectively. The new curriculum requires candidates to have a solid foundation in English linguistics and literature. It covers areas such as phonetics, syntax, morphology, and semantics, as wellas the study of different literary genres and periods. This enables teachers to deliver comprehensive and accurate English lessons, enhancing students' language abilities and cultural understanding.3. Integration of Modern Teaching MethodsThe newest curriculum promotes the integration of modern teaching methods and techniques. It emphasizes the use of technology in language teaching, such as interactive multimedia, online resources, and educational software. Teachers are expected to be proficient in utilizing these tools to create a dynamic and engaging learning environment. This integration also facilitates differentiated instruction, allowing teachers to cater to the diverse needs and learning styles of students.4. Focus on Cross-cultural CommunicationIn today's globalized world, cross-cultural communication is of paramount importance. The newest English high school curriculum recognizes the significance of fostering intercultural competence among students. Teachers are required to incorporate cross-cultural activities and materials into their lessons to enhance students' understanding and appreciation of different cultures. The curriculum also emphasizes the development of students' communicative skills, enabling them to effectively interact with people from diverse backgrounds.5. Emphasis on Critical Thinking and Problem-solvingThe newest curriculum encourages the cultivation of critical thinking and problem-solving skills in students. Teachers are expected to design tasks and activities that promote logical reasoning, analysis, and evaluation. Bychallenging students to think critically and solve problems, teachers can foster students' ability to apply English language skills in real-life situations. This equips students with the necessary skills to succeed not only in English language learning but also in their future academic and professional endeavors.ConclusionThe newest English high school curriculum for the teacher qualification exam embodies the evolving demands of English education in high schools. By focusing on language proficiency, English linguistics, modern teaching methods, cross-cultural communication, and critical thinking, the curriculum aims to ensure that qualified teachers provide high-quality English education to students. It is a progressive step towards enhancing the overall effectiveness of English teaching in high schools and preparing students for success in a globalized society.。
高中英语教资名称
高中英语教资名称Teaching English at the high school level is a challenging yet rewarding profession. Obtaining a high school English teaching certification is a crucial step for those aspiring to educate the next generation of students in this vital subject area. The certification process involves demonstrating a deep understanding of the English language, literature, and effective pedagogical strategies to engage and inspire teenage learners.One of the primary requirements for a high school English teaching certification is a solid foundation in the English language itself. Prospective teachers must exhibit exceptional proficiency in grammar, vocabulary, and communication skills, both in written and oral forms. This mastery of the English language is essential, as high school English teachers are responsible for not only imparting knowledge to their students but also serving as exemplary models of proper English usage.In addition to linguistic competence, high school English teaching certification programs typically require a comprehensiveunderstanding of English literature and its historical, cultural, and thematic contexts. Aspiring teachers must be well-versed in a diverse range of literary genres, including novels, short stories, poetry, drama, and non-fiction works. They should be able to analyze and interpret these texts, identify literary devices and techniques, and connect them to broader societal and intellectual trends.Importantly, high school English teaching certification also emphasizes the development of effective instructional strategies and pedagogical skills. Candidates must demonstrate the ability to design engaging lesson plans, implement a variety of teaching methods, and assess student learning in meaningful ways. This includes understanding the unique needs and learning styles of adolescent students, as well as the ability to foster critical thinking, creative expression, and a love of literature in the classroom.One key aspect of high school English teaching certification is the incorporation of technology and digital resources into the curriculum. In the 21st century, effective English instruction often involves the use of multimedia, interactive platforms, and online learning tools to enhance student engagement and facilitate collaborative learning. Aspiring teachers must be adept at integrating technology seamlessly into their lesson plans and creating a technologically-enriched learning environment.Furthermore, high school English teaching certification programs typically require candidates to demonstrate a strong commitment to professional development and lifelong learning. The field of English education is constantly evolving, with new pedagogical approaches, literary works, and technological advancements emerging regularly. Successful high school English teachers must be dedicated to staying current with these changes and continuously refining their instructional practices to better serve their students.Another important component of high school English teaching certification is the ability to foster a inclusive and equitable learning environment. English classrooms should be spaces where students from diverse backgrounds, abilities, and perspectives feel welcomed, respected, and empowered to express themselves. Aspiring teachers must be prepared to address issues of diversity, equity, and social justice in their curriculum and teaching methods, ensuring that all students have the opportunity to succeed.In addition to the academic and pedagogical requirements, high school English teaching certification often involves practical, hands-on experiences in the classroom. This may include student teaching placements, where aspiring teachers work under the guidance of experienced mentors to apply their knowledge and skills in a real-world setting. These field experiences provide valuable opportunities for aspiring teachers to hone their craft, receive feedback, anddevelop the confidence and competence necessary to lead their own classrooms.The process of obtaining a high school English teaching certification can be rigorous and demanding, but the rewards of this profession are immense. High school English teachers have the privilege of shaping the intellectual and personal growth of young people, instilling in them a love of language, literature, and critical thinking. They play a vital role in preparing students for the challenges and opportunities of the 21st century, equipping them with the communication skills, analytical abilities, and cultural awareness necessary to succeed in an increasingly interconnected world.Moreover, high school English teaching can be a deeply fulfilling and rewarding career. The opportunity to witness the transformation of students, to inspire their creativity and curiosity, and to play a meaningful role in their educational journeys is a privilege that few professions can match. High school English teachers have the power to change lives, to open doors, and to leave a lasting impact on their students and their communities.In conclusion, obtaining a high school English teaching certification is a rigorous and multifaceted process that demands a deep commitment to the subject matter, effective pedagogical practices, and a genuine passion for working with adolescent learners. Bymeeting the high standards of this certification, aspiring teachers demonstrate their readiness to take on the challenges and responsibilities of this vital profession, and to make a lasting difference in the lives of their students.。
剑桥英语教师资格证书
剑桥英语教师资格证书The Cambridge English Teaching Qualification (CELTA) is a highly respected and widely recognized teaching certification program that is designed to prepare individuals for a career in teaching English as a foreign or second language. This certification is offered by the University of Cambridge through its Cambridge Assessment English division, which is a leading provider of English language assessments and qualifications worldwide.The CELTA program is aimed at both aspiring and experienced teachers who wish to develop their skills and knowledge in the field of English language teaching. The program covers a wide range of topics, including lesson planning, classroom management, language analysis, and language skills development. The course also provides trainees with the opportunity to gain practical teaching experience through supervised teaching practice.One of the key benefits of the CELTA program is its focus on practical, hands-on training. The course is structured to provide trainees with a balance of theoretical knowledge and practical application, ensuring that they are well-equipped to effectively teach English in a variety of contexts. The program is designed to becompleted over a four-week intensive course or a part-time course that can be completed over a longer period of time.Another important aspect of the CELTA program is its international recognition and acceptance. The certification is highly respected by employers around the world, and is often a requirement for teaching positions in many countries. This makes the CELTA an attractive option for individuals who are interested in pursuing a career in English language teaching, as it provides them with a globally recognized qualification that can open doors to job opportunities in a variety of settings.The CELTA program is also known for its rigorous assessment process. Trainees are required to complete a range of assessments throughout the course, including lesson plans, teaching practice observations, and written assignments. These assessments are designed to ensure that trainees have a strong grasp of the theoretical and practical aspects of English language teaching.One of the unique features of the CELTA program is its emphasis on reflective practice. Trainees are encouraged to regularly reflect on their teaching experiences and to use this reflection to inform their future practice. This approach helps to develop critical thinking and problem-solving skills, which are essential for effective English language teaching.In addition to the CELTA program, the University of Cambridge also offers a range of other English language teaching qualifications, including the Certificate in English Language Teaching to Adults (CELTA), the Diploma in English Language Teaching to Adults (DELTA), and the Teaching Knowledge Test (TKT). These qualifications are designed to meet the needs of teachers at different stages of their careers and to provide them with the knowledge and skills they need to be successful in the field of English language teaching.Overall, the CELTA program is a highly regarded and widely recognized teaching certification that provides individuals with the knowledge and skills they need to become effective English language teachers. Whether you are an aspiring teacher or an experienced professional, the CELTA program can be an excellent investment in your career development and can open up a world of opportunities in the field of English language teaching.。
高中英语教资笔试教案模板全英文
---Subject: EnglishGrade Level: High SchoolCourse Title: Comprehensive EnglishDuration: One lesson (45 minutes)Teaching Objectives:1. Knowledge Objectives:- Students will be able to understand and use the target vocabulary and grammar points effectively.- Students will improve their reading comprehension skills through the analysis of various text types.2. Ability Objectives:- Students will be able to express their thoughts and ideas in English fluently.- Students will enhance their listening and speaking abilities through interactive activities.3. Emotional and Moral Objectives:- Students will develop a positive attitude towards learning English.- Students will learn to appreciate the diversity of cultures through English learning.Teaching Key Points:1. Vocabulary: Introduce and practice new vocabulary related to the topic.2. Grammar: Focus on the usage of specific grammatical structures.3. Reading Comprehension: Analyze and interpret different types of texts.Teaching Difficulties:1. Understanding and applying complex grammatical structures.2. Expressing thoughts and ideas in a coherent and grammatically correct manner.Teaching Procedures:I. Lead-in (5 minutes)- Activity: Warm-up activity to activate prior knowledge.- Content: Ask students to share their experiences or opinions related to the topic of the lesson.II. Presentation (10 minutes)- Activity: Introduce new vocabulary and grammar points.- Content:- Display the vocabulary list on the board.- Explain the meaning and usage of each word.- Provide examples and practice sentences.- Demonstrate the grammatical structure through examples.III. Practice (15 minutes)- Activity: Engage students in various activities to practice vocabulary and grammar.- Content:- Pair work: Students work in pairs to complete vocabulary matching exercises.- Group work: Students discuss and complete a grammar task related to the lesson.- Role-play: Students act out a short dialogue using the new vocabulary and grammar.IV. Reading Comprehension (10 minutes)- Activity: Read and analyze a passage related to the topic.- Content:- Provide a passage for students to read silently.- Ask comprehension questions to check understanding.- Discuss the main ideas and details of the passage.V. Consolidation (5 minutes)- Activity: Review the lesson and reinforce learning.- Content:- Summarize the main points of the lesson.- Provide a few minutes for students to ask questions or clarify doubts.VI. Homework Assignment (5 minutes)- Content: Assign a reading passage or vocabulary exercises for students to complete at home.Assessment Methods:- Formative Assessment: Observe student participation and performance during class activities.- Summative Assessment: Evaluate students' understanding of the lesson through homework assignments and quizzes.---Note: This template can be adapted to different topics and teaching styles. It is essential to tailor the activities and content to the specific needs and abilities of the students.。
教师资格证高中英语自我介绍
教师资格证高中英语自我介绍As an aspiring high school English teacher, I am excited to share my passion for the subject and my qualifications to contribute to the academic and personal growth of students. With a strong foundation in English literature, language proficiency, and a deep commitment to education, I believe I possess the necessary skills and enthusiasm to excel in this role.My journey towards becoming an English teacher began at a young age when I discovered my love for the written word. The richness of literature, the power of language, and the ability to communicate effectively have always captivated me. Throughout my academic career, I have consistently excelled in English-related subjects, earning top grades and demonstrating a keen understanding of literary analysis, grammar, and composition.After completing my undergraduate degree in English Literature, I further honed my teaching skills by pursuing a Master's in Education. This program has provided me with a comprehensive understanding of educational theories, instructional strategies, and the uniquechallenges and opportunities that come with teaching in a high school setting. I have gained hands-on experience through extensive classroom observations, micro-teaching sessions, and internships, where I have had the privilege of working closely with experienced educators and applying my knowledge in a practical setting.One of the key aspects of my teaching philosophy is the belief that every student has the potential to succeed, and it is the teacher's role to nurture and unlock that potential. I am committed to creating a learning environment that is inclusive, engaging, and tailored to the diverse needs of my students. By incorporating a variety of instructional methods, such as interactive discussions, multimedia presentations, and collaborative projects, I aim to cater to different learning styles and foster a love for the English language.In the high school English classroom, I envision myself as a facilitator of learning, guiding students through the intricacies of literature, grammar, and written expression. I believe in the power of critical thinking and encourage my students to approach texts with an analytical mindset, questioning assumptions, and drawing meaningful connections. By exposing them to a diverse range of literary works, from classic novels to contemporary poetry, I hope to broaden their cultural horizons and inspire them to become lifelong readers and thinkers.Beyond the academic realm, I am passionate about cultivating well-rounded individuals who can effectively communicate, collaborate, and contribute to their communities. To this end, I plan to incorporate engaging activities that foster personal growth, such as creative writing workshops, public speaking exercises, and book clubs. By nurturing these essential life skills, I aim to empower my students to become confident, articulate, and socially responsible citizens.Throughout my educational journey, I have had the privilege of working with diverse groups of learners, each with their unique backgrounds, learning styles, and personal challenges. This experience has instilled in me a deep appreciation for the importance of differentiated instruction and the ability to adapt my teaching approach to meet the needs of individual students. I am committed to staying up-to-date with the latest pedagogical research and incorporating innovative teaching strategies to ensure that my students receive a dynamic and enriching educational experience.Beyond the classroom, I am actively involved in various extracurricular activities and professional development opportunities.I have participated in educational conferences, workshops, and collaborative projects, where I have had the chance to learn from experienced educators, share best practices, and contribute to the ongoing evolution of the teaching profession. This commitment tocontinuous learning and professional growth allows me to bring a fresh and informed perspective to the classroom, ensuring that my students benefit from the most current and effective teaching methods.Throughout my academic and professional journey, I have developed a deep respect for the teaching profession and the profound impact that educators can have on the lives of their students. I am inspired by the transformative power of education and the opportunity to play a pivotal role in shaping the minds and futures of young individuals. As an English teacher, I aspire to be a role model, a mentor, and a source of inspiration for my students, guiding them through the complexities of language, literature, and self-expression.In conclusion, I am confident that my passion for English, my pedagogical expertise, and my unwavering commitment to student success make me an ideal candidate for the high school English teacher position. I am eager to bring my skills and enthusiasm to your institution and contribute to the academic and personal growth of your students. I look forward to the opportunity to discuss my qualifications further and to demonstrate my ability to make a lasting impact in the classroom.。
高中英语教资面试 诗歌
高中英语教资面试诗歌High School English Teacher Qualification Interview - PoetryIntroductionDuring the qualification interview for a high school English teacher position, candidates might be asked to discuss their teaching philosophy, methods, and approaches to teaching various types of literature, including poetry. In this document, we will explore the importance of teaching poetry in high school English classes, the benefits for students, and effective strategies for teaching and analyzing poems.Importance of Teaching PoetryPoetry offers a unique opportunity for students to engage with language in a creative and expressive way. By studying poetry, students can improve their reading comprehension skills, expand their vocabulary, and develop a deeper understanding of literary devices and techniques. Additionally, poetry encourages critical thinking and interpretation, as students must analyze and interpret the meaning behind the author's words.Benefits for StudentsTeaching poetry in high school English classes has numerous benefits for students. It can help improve their writing skills by exposing them to different forms of language and expression. Poetry also allows students to explore complex themes and emotions in a concise and focused manner. By studying poetry, students can develop empathy, as they connect with the experiences and feelings of the poets they read. Furthermore, poetry can foster creativity and self-expression, helping students to find their own voice and style in their writing.Strategies for Teaching and Analyzing PoemsWhen teaching poetry, it is essential to introduce students to a variety of poems from different time periods, cultures, and styles. Encourage students to read poems aloud, paying attention to the rhythm, meter, and tone of the text. Teach students about different poetic forms, such as sonnets, haikus, and free verse, and challenge them to experiment with writing their own poems. When analyzing poems, encourage students to look for literary devices, such as similes, metaphors, and personification, and discuss how these devices contribute to the overall meaning of the poem.ConclusionIn conclusion, teaching poetry in high school English classes is a valuable and rewarding experience for both teachers and students. By incorporating poetry into the curriculum, teachers can help students improve their reading, writing, and critical thinking skills while fostering a love of literature and language. By implementing effective teaching strategies and encouraging students to explore and analyze the beauty and complexity of poems, teachers can help students develop a deeper appreciation for the power of words and the art of poetry.。
2024教资高中英语学科知识
2024教资高中英语学科知识Teaching high school English in 2024 presents both challenges and opportunities for educators. As the educational landscape evolves, so do the expectations placed upon both teachers and students. In this article, we will explore the key knowledge areas essential for high school English teachers in 2024.First and foremost, a comprehensive understanding of English literature is crucial. High school English teachers must be well-versed in both classic and contemporary literature, spanning various genres and cultures. This knowledge serves as the foundation for engaging and thought-provoking classroom discussions, as well as for guiding students in literary analysis and interpretation.Additionally, proficiency in language skills is essential. High school English teachers should possess a deep understanding of grammar, syntax, and vocabulary. They must be able to effectively teach these concepts in a way that is engaging and accessible to students of all proficiency levels. Furthermore, teachers should foster a love for language learning and encourage students to explore the nuances of expression through writing and speaking activities.Incorporating technology into the classroom is another critical skill for high school English teachers in 2024. With the increasing prevalence of digital resources and online learning platforms, teachers must be adept at integrating technology into their lessons. This includes utilizing multimedia tools, online research resources, and virtual collaboration platforms to enhance the learning experience and cater to diverse learning styles.Cultivating critical thinking and analytical skills is a fundamental aspect of teaching high school English. Teachers should design activities and assignments that encourage students to think critically about texts, question assumptions, and formulate well-supported arguments. By fostering a culture of inquiry and intellectual curiosity, teachers empower students to become independent learners and engaged citizens.Furthermore, effective communication and collaboration are essential skills for high school English teachers. Teachers must be able to communicate clearly and empathetically with students, parents, and colleagues. They should also collaborate with other educators to develop interdisciplinary lessons and support student success across subject areas.In addition to academic knowledge, high school English teachers must also be aware of the social and emotional needs of their students. Creating a supportive and inclusive classroom environment is paramount for fostering a positive learning experience. Teachers should be attuned to the diverse backgrounds and experiences of their students and strive to create opportunities for empathy, understanding, and mutual respect.Finally, ongoing professional development is crucial for high school English teachers to stay abreast of the latest pedagogical trends and educational research. Teachers should actively seek out opportunities for professional growth, whether through workshops, conferences, or graduate coursework. By continuously honing their craft, teachers can ensure that they are providing the best possible education for their students.In conclusion, teaching high school English in 2024 requires a combination of subject knowledge, pedagogical skill, and a commitment to ongoing learning and growth. By staying abreast of the latest developments in education and embracing innovative teaching strategies, educators can inspire and empower the next generation of learners to succeed in an ever-changing world.。
高中英语教资备考指南
高中英语教资备考指南Studying for the high school English teaching qualification exam can be a daunting task, but with the right preparation and guidance, you can successfully navigate this challenge. In this comprehensive guide, I will provide you with valuable tips and strategies to help you prepare effectively for the exam.First and foremost, it is important to familiarize yourself with the format of the exam. Make sure you understand the types of questions that will be asked, as well as the time constraints for each section. This will allow you to plan your study schedule accordingly and allocate the appropriate amount of time to each subject area.One key strategy for success is to practice regularly. Set aside time each day to review your notes, complete practice questions, and work on sample essays. This willnot only help you reinforce your understanding of the material, but also improve your test-taking skills andbuild your confidence.Additionally, consider seeking out additional resources to supplement your studying. This could include study guides, online tutorials, or tutoring services. The more varied sources of information you have access to, thebetter prepared you will be for the exam.When studying for the English teaching qualification exam, it is important to focus on all aspects of the language, including grammar, vocabulary, reading comprehension, writing, and speaking. Make sure to review each of these areas thoroughly and practice using them in context.In addition to studying the content of the exam, it is also important to develop effective test-taking strategies. This could include techniques for managing your time,eliminating answer choices, and approaching different types of questions. By familiarizing yourself with these strategies, you will be better equipped to tackle the exam on test day.Remember, preparation is key when it comes to successfully passing the high school English teaching qualification exam. By following the tips and strategies outlined in this guide, you can approach the exam with confidence and maximize your chances of success. Good luck!。
高中英语教资报名条件
高中英语教资报名条件Here is an essay on the topic of "Requirements for Applying for High School English Teacher Certification" with a word count of over 1000 words, written entirely in English without any additional punctuation marks in the main body of the text.Pursuing a career as a high school English teacher requires meeting specific educational and professional requirements. These requirements vary by state and jurisdiction, but generally, they encompass a combination of academic qualifications, teaching experience, and passing standardized examinations. In this essay, we will delve into the typical requirements for applying for high school English teacher certification.Academic QualificationsThe foundational requirement for becoming a high school English teacher is a bachelor's degree. Aspiring teachers must hold a bachelor's degree, typically in English, English literature, or a related field. The degree program should provide a comprehensive understanding of the English language, literature, composition, and grammar. Many states also require a minimum GPA, often 2.5 or higher, to be eligible for teacher certification.In addition to the bachelor's degree, some states may require a master's degree in education or a specific subject area, such as English education. This advanced degree not only demonstrates a deeper level of content knowledge but also provides specialized training in teaching methodologies, curriculum development, and educational psychology.Teaching ExperienceHands-on teaching experience is another crucial component of the certification process. Most states require prospective teachers to complete a student teaching internship or practicum, which involves supervised teaching in a real classroom setting. This experience allows aspiring teachers to apply their knowledge and skills in a practical environment, develop classroom management techniques, and gain valuable feedback from experienced educators.The duration of the student teaching requirement varies, but it typically ranges from one semester to a full academic year. During this time, the aspiring teacher works closely with a mentor teacher, who provides guidance, feedback, and support throughout the teaching process.Examinations and AssessmentsIn addition to academic qualifications and teaching experience, moststates require prospective teachers to pass one or more standardized examinations. These assessments are designed to evaluate the candidate's knowledge of the subject matter, pedagogical skills, and overall readiness for the teaching profession.The most common examination is the Praxis II Subject Assessment, which focuses on the specific content area the candidate wishes to teach, in this case, English. The Praxis II exam covers a wide range of topics, including literary analysis, language and linguistics, composition and rhetoric, and teaching methodologies. Candidates must achieve a minimum passing score set by the state to be eligible for certification.Some states may also require aspiring teachers to pass a general teaching skills assessment, such as the Praxis Core Academic Skills for Educators or the National Evaluation Series (NES) Essential Academic Skills test. These exams assess the candidate's proficiency in areas like reading, writing, mathematics, and critical thinking, which are essential for effective teaching.Furthermore, some states may require additional assessments, such as a performance-based evaluation or a teaching portfolio, to demonstrate the candidate's ability to plan and deliver effective lessons, assess student learning, and reflect on their teaching practice.Continuing Education and Professional DevelopmentObtaining a high school English teacher certification is not the end of the journey but rather the beginning. Effective teachers understand the importance of ongoing learning and professional development to stay current with best practices, educational trends, and advancements in the field.Most states require teachers to maintain their certification through the completion of continuing education credits or professional development activities. This may involve attending workshops, conferences, or taking graduate-level courses to enhance their subject matter knowledge, pedagogical skills, and understanding of educational policies and regulations.By engaging in continuous learning, high school English teachers can adapt to the evolving needs of their students, incorporate new technologies and teaching strategies, and contribute to the overall improvement of the education system.ConclusionBecoming a high school English teacher requires a multifaceted approach that combines academic qualifications, teaching experience, and successful completion of various assessments. The certification process aims to ensure that aspiring teachers possessthe necessary content knowledge, pedagogical skills, and professional dispositions to provide high-quality education to their students.As the demands on educators continue to evolve, the requirements for high school English teacher certification may also undergo periodic updates and revisions. It is crucial for aspiring teachers to stay informed about the specific requirements in their state or jurisdiction and to continuously seek opportunities for professional growth and development throughout their careers.By meeting the rigorous standards set forth for high school English teacher certification, educators can contribute to the academic and personal growth of their students, fostering a love for language, literature, and effective communication skills that will serve them well beyond the confines of the classroom.。
高中英语教师教师资格证考核说课稿汇总(英文版)
本文是高中英语教师教师资格证考核是说课需要使用的稿子，全部在这里了。
每年都是这几个题目，大家好好分享吧，祝你们每个人考过！1. SEFC Book1A Unit4 Reading “The Rescue” P24 2．SEFC Book1A Unit12 Speaking P79 3．SEFC Book1B Unit21 Listening P57 4．SEFC Book1B Unit20 Grammar P54 5．SEFC Book1B Unit16 P27 6．SEFC Book2A Unit4 Reading: “English Poetry”7．SEFC Book2A Unit9 Integrating skills“Voices of the Earch Summit” P71 8．SEFC Book2B Unit20 Grammar P78Unit4 Reading "The Rescue"ReadingThe RescueFlora heard somebody shouting. She looked around and saw Jeff running. Bef ore she could move she heard a laud noise which grew to a terrible roar. She lo oked at Jeff who was waving his arms. She looked around behind her. There she saw a wall of water that was quickly advancing towards her. She was so surpris ed that she couldn’t move. She wanted to watch it. However, before she could th ink twice the water was upon her.“Run” Jeff shouted .Seizing her arm.The next moment, the first wave swept her down, swallowing the garden. Jef f dragged her towards the house. Everything went so fast she couldn’t think. Befo re they reached the house, a new great wave came. Sweeping down trees and sw eeping them down too. They both went down under water.Then Jeff pulled her up. He was standing, holding onto a tree that grew agai nst the wall. Flora’s head was above the water, but she couldn’t stand up. She st ruggled and struggled but could not get on her feet. Only his hand was holding h er hand. She fought for her life and finally pulled herself up. Now, the water, wh ich was cold as ice and flowed fast than a river was above her knees. Jeff and F lora looked into e ach other’s face with a look of fright.“Get to the steps” Jeff shouted.It was only just around the corner, four big steps. She looked at him but she could not move. When the water seemed to go down a little, they ran. As they got to the steps they heard another great roar and wall of the house shook. The water flowed around the legs again but Jeff had opened the hall door. Flora quic kly began climbing the stairs. Boom! Another wave struck the house and the stra nge cracking noise began. The water moved up like a sea. Flora ran up the stairs. There she stopped, listening to the strange sounds, while the whole house moved. Flora, whose beautiful hair and dress were all cold and wet, started crying.“The house is falling down” shouted Jeff “where is the chi mney, which room the chimney will stand?”Jeff looked out of the window. Below, the water swept past the house like a wild river. Tree after tree went down, cut down by the water which must have been three meter’s deep. The garden that was once so beautif ul was completely destroyed, swept away by the wild water.A terrible noise went through the house. A part of the house had gone down and the floor moved up and down under their feet. For some moments both wer e silent.“This will stand. This here will stan d. See. That chimney! Like a tower. Yes! All right! All right! ”SEFC Book1A U nit4 Reading “The Rescue”Aims:1.let the students understand the whole passage fully.2.Learn some knowledge about how to rescue themselves if natural disasters happened.Aids: multi－mediaStep1: Pre-reading (lead―in)Greet the class. Talk about unforgettable experiences.List some natural disastersNatural disasters: fire; flood; draught; earthquake; typhoon; tornad o….Then show the students a video. Then ask :1.Which disaster is it ?2.What can you see in the video?water; waves; many people are swept down by the waves, strugglin g in the water;.They are tying to rescue themselves.3.If you were in a flood, what should you do？The students can give different answers.4.Do you want to know more information about how to rescue your self in a flood?Today we will learn a new lesson ”The rescue”Open your books, and turn to P24.Step2: While-readingFast- reading1.Rread fast and do the exercises “true or false”1. When the flood came, Flora was in the house. F2. After the second wave came, Jeff held onto a tree which grew against the wall. T3. Flora’ s beautiful hair and dress were all wet and cold, but she still felt very happy. F4. In the end, they didn’t find the chimn ey. F2.Read again and divide the passage into three parts.Part 1(prar1 to prar2) in the gardenPart 2(prar3 to prar6) on the way to the housePart 3(prar7 to prar11) inside the houseCareful readingRead the passage carefully and find out what they did in each part. Part one look around; run; wave; hear; see; shout; seizePart two drag; sweep; pull up; hold onto; struggle; fight for;Look into; run; get to the steps; open the doorPart three climb; run up; stop ; listen to; start crying; look out of; shout; rescue;Step3. Post-readingTask 1:Suppose you are Flora or Jeff. A reporter will interview you abouthow you rescued yourself from the flood.First: saw; running; waving; looked around; saw a wall of water…. Next: swept…down; struggled…forThen: tried to get to the house; climbed the stairs…End: chimney; rescued…Task2 : Discussion:What should you do if a fire happened in the classroom?Show some useful words and expressions to help the students.After discussing,. show them some pictures to summarize what should be done if a fire broke out.Step4. HomeworkWrite an article about one of your unforgettable experiences.SEFC Book2A Unit4 Reading: “English Poetry”一、Teaching Goals:1. the key goals:(1) To learn about poets and poems of different countries.(2) To improve the student's reading ability.(3) To teacher the past participle: used as Adverbial.2. the key demands:(1) To make a better understanding of the similarities and differences between the Chinese and English poets and poems.(2) To learn about the advantages of reading poems.(3) To master the grammar.二．teaching key points and difficult points1. Teaching key points:key words, phrases and sentences:grammar, glory , absence , district , atmosphere, introduction , translate, translation play with , call up, stand out, light up, come into being , send forgrammar: the past participle used as the Adverbial3. Teaching difficult points:(1) How to lead the students to understand the English poetry, to enjoy the beauty of poetry, and to analyze the structure of the English poetry .gradually.(2) Summarize the use of the participles.(3) Help the students to develop the feeling about beauty.三、textbook: Senior English for China Student's Book 2Ateaching aids: a computer, a projectorteaching approaches: task-based method, communicative method, interactive method六、Teaching procedures:Step1 Greeting & Warming-up(Before the beginning of the class, show the students a clip of video from the movie Dead Poets Society.T: Just now, we saw a video clip from the movie Dead Poets Society. (Show the poster on the screen) Have you found what is the boy doing?SA: He is creating a poem.T: Yeah, quiet right! He is using his imagination to create a poem. We know poetry is a special form of literature. If you want to write a good poem, you need to put yourself in the dream world of the poem. (Show the words on the screen one by one) Step 2 Lead-inT: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world's greatest poets. Can you name some famous poets?SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei……T: Good job! Thanks. (Show the portraits of Li Bai & Du Fu on the screen) Chinese poets, such as Li Bai & Du Fu use their genius to make the dream world of poetry more colorful. Here is a poem written by Li Bai, I think you are familiar with it.( Show the poem望庐山瀑布on the screen)T: Okay, let's read it aloud together.Great poet Li Bai use his endless imagination to describe the wonderful scenery of the Lu Shan Mountain Waterfall, we can feel the power & magic of the waterfall through the words that Li Bai use. Can you recite any other poems that written by Chinese poets?(Call several of them to recite)T: Well done! We have taken a look on the art of poetry and Chinese poetry. Next, we'll take a journey to English poetry (show the theme page on the screen). English poetry is as interesting and attractive as Chinese. I'll be the guide to show you around.Are you ready?Ss: Yes!Step 3 Fast-readingT: So here we go! Open your books and turn to P27, look at the Reading part, English Poetry. First, I want you to go through the text quickly and find the answers tothe following 2 questions:Questions:1. What are the differences between poetry and other forms of literature?2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?(Give them 2 minutes to find the answers)T: Well, let's deal with the 2 questions.Step 4 Careful-readingTask 1:. The main idea of each paragraphT: Good job! How many paragraphs in the text? (7) Ok, now listen to the tape & read the text carefully. Then I want you to summarize each paragraph's main idea.Para. 1 The characters of poetry.Para. 2 A look on Chinese poetry.Para. 3 The first period of Modern English poetry.Para. 4 Modern English poetry in the 19th century.Para. 5 Why modern poets have special attraction?Para. 6 The introduction of English poetry to China.Para. 7 ①The translation of English poetry.②The role that poems act as.Task 2 A timelineT: Excellent! Here is a task for you. Please focus on paragraph 3-5 and finish the timeline (show it on the screen), which will help you to get a more clear impression of some great poets in English history. Now do it!Step 4 Post-readingTask 1T: Let's turn to next step. Look at P28, Ex.1, make sure to get the right choices.(After 2 minutes, check the answers)Keys: 1. A 2. C 3.B 4. D 5. CTask 2T: In several paragraphs, there are some words in bold; can you tell what do they refer to?Para.1: That makes poetry difficult to write, but very interesting to read.------Poetry plays with sounds,words and grammar.Para.3 : Despite its short history,there is a lot of good poetry around.------English poetry'sPara.4: The style and atmosphere in their poems has often…------William Wordsworth,Byron,John KeatsPara.5: Finally, modern poets have their special …in the language and images they use.------modern poetsPara. 7 They can help us to understand each other better,…------poems and literatureStep 5 Further-understandingT: This lesson, we've learnt much of English poetry, it's an exciting experience. Here is a question for you: the writer talks about the translation of poems in the last paragraph. Think this question;Task 1Q: If a poem is translated into another language, is it still the same poem? What are some differences?A: Something of the spirit of the original works is lost (including rhythm, rhyme, figures of speech of the poem, etc.).七步诗.)Task 2T: The poet Mu Dan wrote a short poem, "Quietly, we embrace In a world lit up by words.".Q: Can you use your own words to explain it?A: When people from one country read the poems from another, they will be struck by what is inside the poem, so they will understand each other and become good friends.Step 6 EnjoymentT: You have understood the magic that poetry brings, that's great! There, we can use a image to describe the special role that poems and literature act as, "Poems and literature can be bridges." Can you give other images to express the same idea? Who'd like to have a try?A: 1.Poems and literature can be ties that bring the East and the West together.2. Poems and literature can be fine wine enjoyed by the East and the West.T: We say, Poems can be fine wine enjoyed by the East and the West. That means not matter you are a English or Chinese, you can find amusement in poem. But how to enjoy a English poem? We need to know several simple principle, do you want to know what principles they are? (Yes!) Well, let's see a clip of video.(After the end of the video, show the next slide)T: When enjoy an English poem, you should: 1. Use your heart and emotion.2. Imagine you are exactly in the dream world of that poem.Then I saw the Congo creeping through the black,Cutting through the forest with a golden track.Step 7 DiscussionT: It's really amusing! At the end of this lesson, let's have a discussion.Are poems good for our life? What can we get from poems?1. Poems bring passion (激情) to our life.2. Poems help us to understand life, virtues, beauty and romance…3. Poems make us know, we are here,we can make our life and the world more colorful!Step 8 Homework1. Read the text again to get a better understanding.2. Read and translate several good English poems.3. Get some information about famous poets on internet if possible.四、Teaching reflectionsThe questions about the text should be designed more properly. And give the students enough time to explore the answers by themselves. Teach the students to enjoythe pleasure of studying English. And also, the use of a computer should not dominate the class. It should be a helpful part for teaching and learning.Unit 9 V oices of the Earth summit (integrating skills)Hello, everyone. Today I very pleased to have an opportunity to talk about some of my teaching ideas. My topic is voice of earth summit taken from Unit 9, and it is made up ofthree parts.Part 1 My understanding of this lessonThe analysis of the teaching material:This lesson is integrating skills, and it plays a very important part in the English teaching of this unit. By studying this Lesson, Ss can improve their listening and speaking ability and learn more about environment protection. The Ss should do some listening, speaking and writing, too. Of course, let the students know the importance of protecting our earth.Teaching Aims:1. Learn and master the following words: defend, incorrect, affect, advise.2. Train the students listening and speaking abilities.3. Learn to write an evaluation paragraph.Teaching Important Points:1. Master the useful words and phrases appearing in this period./p-47275263.html#Teaching plan for Unit 16 book1Good afternoon, everyone, It’s my great pleasure to be here sharin g my lesson withyou.The content of my lesson is Senior English for China Book1B Unit 16 Scientists at work. I’ll be ready to begin this lesson from five parts. Analysis of the teaching material, the teaching methods, the studying methods, the teaching procedure,and Blackboard design.First, let me talk about the teaching material.Part 1 Teaching Material:This unit is about science and scientists. By studying of this unit, we’ll Enable the students to know the serious attitude towards science and develop the interest in science. At the same time ,Let the students learn how to give instructions. this lesson plays an important part in the English teaching in this unit.This is an important lesson in Book One. From this lesson, it starts asking the Ss to grasp contents of each passage. Therefore, this lesson is in the important position of the teaching material. If the Ss can learn it well, it will be helpful to make the Ss learn the rest of this unit.As we all know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing . According to the new standard curriculum and the syllabus (新课程标准和教学大纲), after studying the teaching material and analyzing the rule of children’s growing of mind,I thinkthe teaching aims are the followings:1.Knowledge objects:a)The Ss can hear, read, and use the main sentence patternsb)The Ss can understand the content of the lesson.c)The Ss can use the patterns to express their thoughts in the proper situation.2.Ability 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 Improve the student’s reading ability, especially their skimming and scanning ability.3.Emotion or moral objects:a)By completing the task,the Ss increase their interest and set up self-confidence in science;b)Teach the Ss what is “science”, put the moral education in the language study.now,let’s come to the Important points and the Difficult points.Well, how to achieve the teaching objects better, how to stress the important points and break through the difficult points? As is known to us all,The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects. According to the analys is of the teaching material and the students’learning background ,I will use the following methods .Part 2 Teaching Methods:In my opinion,the main instructional aims of learning English in the Middle School is to develop the students’ abilities of list ening, speaking, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicativ e”Approach(交际教学法), “Whole languageteaching”(整体语言教学法)and “Task-based”language teaching (任务教学法). That is to say, I’ll let the Ss to get a better understanding of the key structure of the dialogue. According to the modern social communication teaching theories(现代社会交际教学理论), I adopt the TSA method(情景教学) and TBLT method (语言任务教学)in my teaching, namely Total Situational Action and Task-based Language Teaching.The former is a “scene —activity”teaching method .It establishes a real scene and the interaction between the teacher and the Ss . The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, I’ll make use of the modern electricity teaching equipments and all kinds of teaching means, it can develop the Ss creativity in learning English.Part 3 Studying Methods:Our students are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign countries.As senior students ,they have a certain ability to read . And the beautiful places are most attractive and easily arouse students learning emotion.As for the learning methods, they are poor in cooperative learning skills.Some students are not active in the class ,and some students don’t like English.therefore, I ’ll have Ss study in a relaxed atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, thinking etc. And make preparation for completing the new study task.After feeling and understanding the language points, let Ss get the knowledge actively by probe study and cooperative study. In a word,we’ll1.Teach the Ss how to be successful language learners.2.Let the Ss pass "Observation—Imitation—Practice "（观察—模仿—实践三步教学法）to study language.3.Teach the Ss how to master dialogues and how to communicate with others.Part 4 Teaching Procedure:Step 1 Lead-in.As we all know ,Benjamin Franklin is a famous politician and writer．But today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite．1). Group competitionIn the 18th and 19th century, scientists all over the world made many important discoveries and inventions in different fields of physics, chemistry, medicine, biology and so on. Divide the whole class into four groups to name some of them.2). Group workA match competition. Match ColumnB with Column A correctly.give more examples to make Ss get information.Purpose of my design:To get to know something about the story of famous scientists.To have a better understanding about the importance of experiments in science.It is really difficult for the scientists to achieve their goal , and only after tens of thousands of attempts, experiments, thinking and failure can they be successful in their research. Today, we are going to learn one example of them: Franklin’s famous kite experiment.Step 2 Reading1). Individual workSkimming: Read the material fast to find out the right picture about Franklin’s experiment.2). Individual workScanning: Listen to the tape part by part to find out the topic for each one.Para 1-3 the description of the experimentPara 4 the equipment of the experimentPara 5-6 the steps of the experimentPurpose of my design:Enable students to understand the given material better using different reading skills . To present Sample A by CAI （电脑辅助教学）is much easier for the Ss to learn and grasp the meanings. CAI can provide a real situation with its sound and picture and it makes the relationships between the Ss better. In this course, Ss can understand the main contents of this dialogue and get the key points by following the example.Step 3 Practice1). Class workWith all the equipment ready ( a handkerchief made of silk, two pieces of light wood, strings, a sharp piece of metal, a key, a silk ribbon ), one student acts as the host to conduct two students how to make a kite as the one made by Franklin.2). Individual workAfter that, all the students try to tell how to make such a kite in their own words with the help of the pictures on the screen.Step4 Further understanding1). Pair workRead through the passage to fill in the blanks in the form in pairs.2). Class workListen to some sentences to judge whether they are true or false.Purpose of my design: “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained. Tell the Ss we should be polite and take good care of our things. We should love our life. I think proper competition can arouse the Ss’ interest in English learning. If the Ss can finish this task well, they will benefit a lot in their spoken English. By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.Step 5 Post-reading1). Pair workFranklin was doing the experiment with his little son, and he was a bit curious about what his father was doing. On the other hand, many people were watching Franklin doing the experiment. Divide the class into two groups to make a dialogue in pairs, one is between Franklin and his son ,the other Franklin and a person watching the experiment.2). Group worklet Ss read the passage carefully and answer the question: Discuss the following questions in groups: Students make a conclusion of de process of Franklin’s experiment and retell the tips of doing the experiment。
教师资格全国统考《英语学科知识与教学能力》(高级中学)
教师资格全国统考《英语学科知识与教学能力》（高级中学）一、考试目标1．英语学科知识与能力具有扎实的英语语言基础知识和语言能力；具备从事高中英语教学所需要的英语语言能力；能理解有关英语国家的语言、历史和文化等相关知识。
2．英语学科教学知识与能力掌握外语教学基本理论、英语教学专业知识与国家英语课程标准内容等学科教学知识，并能用以指导高中英语教学。
3．英语学科教学设计能力能够根据英语学科特点，针对高中学生的认知特点、语言水平和学习需要选择并设计合理的教学内容，形成完整合理的教学方案。
4．英语学科教学实施能力理解高中英语课堂教学实施的基本原则和方法，具备实施语言课堂教学的基本能力；能够根据教学设计，结合教学实际情况，采用恰当的教学手段，引导学生进行有效学习。
5．英语学科教学评价知识与能力了解高中英语课堂教学评价的基本知识和方法，能够对学生的语言学习进行恰当的评价；了解教学反思的基本方法和策略，能够对自己的课堂教学实践进行反思，提出改进的思路。
二、考试模块内容与要求（一）语言知识与能力1．掌握英语语言的基础知识，了解语言学研究中与语言教学相关的基本概念和知识，并能在课堂教学中加以运用。
2．具有良好的英语语言运用能力，包括用英语进行书面表达、获取教学资源和信息、表达思想情感和与学生良好沟通的能力；能够筛选并改编适合高中学生英语水平的语言材料。
3．能在语篇中理解英语国家的语言、历史和文学等相关的社会文化知识。
（二）语言教学知识与能力1．了解外语教学基本理论，理解语言观、语言学习观、语言教学观等对高中英语教学的指导作用。
2．理解国家颁布的英语学科课程标准的目标内容（语言技能、语言知识、情感态度、学习策略和文化意识），以及课程标准的其他相关知识，并能在教学设计与实施中运用。
3．掌握英语语言知识（语音、词汇、语法、语篇等）的教学基本原则、讲解和练习方法。
4．掌握英语语言技能（听、说、读、写）教学的基本原则和训练方法。
高二英语教案：《UNIT4 ENGLISH POETRY》
高二英语教案：《UNIT4 ENGLISHPOETRY》最爱的诗人，最爱的集子。
摘一些喜欢的句子，致生命之真挚真诚。
ENGLISH POETRY》。
Teaching Aims:1. Train the students’ reading ability2. Learn more about English poetry through the passageTeaching important and difficult point:How to help the students improve their reading ability and understand the text better.Teaching methods:1. Discussion2.Fast reading3. Careful readingTeaching Procedures:StepI Greetings and Duty reportStepII Lead—in1. Play a Chinese poem for students and then ask students to think about the Chinese poets who the students have known.2. Use five minutes to discuss them with students together.StepIII Read the new words of this unitStep IV Reading1. Play the Mp3 of the text and ask students to read the text quickly .Then find out how many English poets are mentioned in the passage Who are they2. Read the passage again carefully and then do the exercises on the screen.3. Ask some students to give their answers.Step V SummeryStep VI Homework1. Ask the students to the text as much as possible and then pay attention to the new words in the text.2. Find out the answers what do the words in bold refer to in the passage.。
高中英语SEFC BookA Unit 2 教案
高中英语SEFCBookAUnit2教案一、教学目标1.知识目标：（1）掌握本单元的词汇、短语和句型；（2）理解并运用交际用语，如：询问个人信息、谈论家庭成员、表达喜好等；（3）阅读课文，了解文章大意，分析文章结构，提高阅读理解能力。
2.能力目标：（1）培养学生用英语进行简单交流的能力；（2）提高学生的听说读写能力，特别是口语表达和听力理解能力；（3）培养学生的合作精神和团队意识。
3.情感目标：（1）培养学生热爱家庭、关爱亲人的情感；（2）提高学生对英语学习的兴趣和自信心。
二、教学重难点1.重点：（1）词汇：family,brother,sister,father,mother,friend等；（2）短语：Thisis…,Thatis…,He/Sheis…等；（3）句型：What’shisname?Howoldishe?等。
2.难点：（1）交际用语的实际运用；（2）阅读课文的理解与分析。
三、教学步骤Step1:Lead-in1.利用图片或视频引入本单元主题——家庭成员；2.学生自由讨论，分享自己的家庭成员及特点。
Step2:Vocabularyteaching1.教师展示词汇卡片，学生跟读并模仿发音；2.学生分组，进行词汇接龙游戏；3.教师选取部分词汇，让学生用英语解释其含义。
Step3:Sentencepatternpractice1.教师展示句型卡片，学生跟读并模仿发音；2.学生两人一组，练习使用句型介绍家庭成员；3.教师选取部分学生展示，给予评价和指导。
Step4:Listeningpractice1.学生听课文录音，了解文章大意；2.学生再次听录音，完成练习题；3.教师讲解答案，学生跟读并模仿发音。
Step5:Readingprehension1.学生阅读课文，了解文章结构；2.学生分组，讨论课文内容，完成练习题；3.教师讲解答案，学生跟读并模仿发音。
Step6:Speakingpractice1.学生分组，模拟介绍自己的家庭成员；2.教师选取部分学生展示，给予评价和指导；3.学生自由练习，提高口语表达能力。
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English PoetryⅠ. T eaching Material: Reading part taken from Unit 4 A Garden of Poems in Senior English For China Book2AⅡ. T eaching Objectives:1. To make a better understanding of the similarities and differences between the Chinese and English poets and poems.2. To learn about the advantages of reading poems.ⅢT eaching Important and difficult Points:1.Teaching Important Point:⑴key words, phrases and sentences: grammar, glory , absence , district , atmosphere,introduction , translate, play with , call up, stand out, light up, come into being ,send for;⑵Grammar: the past participle used as the Adverbial.2. Teaching difficult Point:(1) How to lead the students to understand the English poetry, to enjoy the beauty ofpoetry, and to analyze the structure of the English poetry gradually.(2) Summarize the use of the participles.ⅣT eaching Aids: a computer, a projector, tape recorderⅤT eaching Method: task-based language teaching, communicative and interactive teaching. ⅥT eaching Procedure:Step1 Greeting & Warming-up(5’)(Before the beginning of the class, show the students a clip of video from the movie Dead Poets Society.)T: Just now, we saw a video clip from the movie Dead Poets Society. (Show the poster on the screen) Have you found what is the boy doing?SA: He is creating a poem.T: Y eah, quiet right! He is using his imagination to create a poem. We know poetry is a special form of literature. If you want to write a good poem, you need to put yourself in the dream world of the poem. (Show the words on the screen one by one)Step 2 Lead-in(10’)T: We know China has long history and splendid culture. Of course, in the field of poetry, we have many of the world's greatest poets. Can you name some famous poets?SB&SC: Li Bai, Du Fu, Bai Juyi, Wang Wei……T: Good job! Thanks. (Show the portraits of Li Bai & Du Fu on the screen) Chinese poets, such as Li Bai & Du Fu use their genius to make the dream world of poetry more colorful. Here is a poem written by Li Bai, I think you are familiar with it.( Show the poem望庐山瀑布on the screen)T: Okay, let's read it aloud together.Great poet Li Bai use his endless imagination to describe the wonderful scenery of the Lu Shan Mountain Waterfall, we can feel the power & magic of the waterfall through the words that Li Bai use. Can you recite any other poems that written by Chinese poets?(Call several of them to recite)T: Well done! We have taken a look on the art of poetry and Chinese poetry. Next, we'll take ajourney to English poetry (show the theme page on the screen). English poetry is as interesting and attractive as Chinese. I'll be the guide to show you around. Are you ready?Ss: Y es!Step 3 Fast-reading(10’)T: So here we go! Open your books and turn to P27, look at the Reading part, English Poetry. First, I want you to go through the text quickly and find the answers to the following 2 questions: Questions:1. What are the differences between poetry and other forms of literature?2. Whose poetry reminds Chinese readers of Du Fu or Li Bai? Whose of Su Dongpo?(Give them 2 minutes to find the answers)T: Well, let's deal with the 2 questions.Step 4 Intensive reading(20’)T ask 1: The main idea of each paragraphT: Good job! How many paragraphs in the text? (7) Ok, now listen to the tape & read the text carefully. Then I want you to summarize each paragraph's main idea.Para. 1 The characters of poetry.Para. 2 A look on Chinese poetry.Para. 3 The first period of Modern English poetry.Para. 4 Modern English poetry in the 19th century.Para. 5 Why modern poets have special attraction?Para. 6 The introduction of English poetry to China.Para. 7 ①The translation of English poetry. ②The role that poems act as.T ask 2 A timelineT: Excellent! Here is a task for you. Please focus on paragraph 3-5 and finish the timeline (show it on the screen), which will help you to get a more clear impression of some great poets in English history. Now do it!Step 4 Post-reading(15’)T ask 1 T: Let's turn to next step. Look at P28, Ex.1, make sure to get the right choices.(After 2 minutes, check the answers)Keys: 1. A 2. C 3.B 4. D 5. CT ask 2T: In several paragraphs, there are some words in bold; can you tell what do they refer to?Para.1: That makes poetry difficult to write, but very interesting to read.------Poetry plays with sounds, words and grammar.Para.3 : Despite its short history, there is a lot of good poetry around.------English poetry'sPara.4: The style and atmosphere in their poems has often…------William Wordsworth,Byron,John KeatsPara.5: Finally, modern poets have their special …in the language and images they use.------modern poetsPara. 7 They can help us to understand each other better,…------poems and literatureT ask 3 Reflective thinkingCompare a Chinese poem with its English versionStep 5 Homework(2’)1. Surf the Internet and read some introduction of your favorite poet(s) and one of their best poems.2. Read the passage again and pick out 10 words that you like best or you think they are the most useful in the passage and learn them by heart.ⅦBlackboard Design:English PoetryMain idea: Timeline(para.3-5):Para 1:Para2Para3Para4Para5Para6Para7。