高中英语教师资格证词汇课教案
教师资格证考试面试高中英语教案模板+逐字稿词汇课
高中英语词汇课一、教学目标1. 知识目标：让学生掌握并运用本节课所学的词汇。
2. 能力目标：培养学生运用英语进行交流的能力。
3. 情感目标：激发学生学习英语的兴趣，提高他们的自信心。
二、教学内容1. 词汇：单词和短语。
2. 句型：用于表达单词和短语的句型。
三、教学重点与难点1. 重点：单词和短语的正确拼写和用法。
2. 难点：词汇在实际语境中的运用。
四、教学方法1. 任务型教学法：通过完成各种任务，让学生在实践中学习和运用词汇。
2. 情境教学法：创设真实的语境，帮助学生理解词汇的意义。
五、教学步骤1. 导入：引导学生回顾上节课所学的词汇，为新课的学习做好铺垫。
2. 新课：介绍本节课的词汇，让学生通过观察、思考、讨论等方式理解词汇的意义。
3. 实践：让学生在小组内运用所学词汇进行交流，巩固记忆。
4. 拓展：引导学生运用所学词汇进行写作或口语表达，提高他们的语言能力。
5. 总结：对本节课所学内容进行归纳总结，强调重点和难点。
6. 作业布置：布置适量作业，让学生课后巩固所学。
教案模板：1. 教学目标2. 教学内容3. 教学重点与难点4. 教学方法5. 教学步骤逐字稿：1. 导入（5分钟）回顾上节课所学的词汇引入本节课的主题2. 新课（15分钟）介绍本节课的词汇讲解词汇的拼写、意义和用法3. 实践（10分钟）学生在小组内运用所学词汇进行交流教师巡回指导，纠正错误4. 拓展（10分钟）引导学生运用所学词汇进行写作或口语表达学生展示，教师评价5. 总结（5分钟）归纳总结本节课所学内容强调重点和难点6. 作业布置（5分钟）布置适量作业，让学生课后巩固所学六、教学评价1. 评价方式：采用课堂表现、作业完成情况和小测验等多种方式进行评价。
2. 评价内容：学生对词汇的掌握程度、运用能力以及课堂参与度。
七、教学反思1. 反思内容：教学过程中的成功与不足之处。
2. 反思方式：通过学生反馈、自我总结和同行交流等方式进行。
八、教学拓展1. 拓展内容：与本节课主题相关的词汇和短语。
高中英语面试词汇课教案模板
教学目标：1. 学生能够掌握本节课的词汇，并能运用到实际语境中。
2. 培养学生运用词汇进行交流的能力。
3. 培养学生的自主学习能力和团队合作精神。
教学重点：1. 本节课的词汇掌握。
2. 词汇的运用。
教学难点：1. 词汇的记忆与运用。
2. 学生在课堂上积极参与。
教学准备：1. 多媒体课件2. 词汇卡片3. 任务卡教学过程：一、导入新课1. 教师用英语进行简短的自我介绍，营造英语氛围。
2. 引导学生回顾上节课所学内容，为新课做铺垫。
二、新课导入1. 教师展示本节课的词汇，让学生观察并猜测词义。
2. 教师用简单的英语解释词汇，让学生加深理解。
三、词汇讲解1. 教师逐个讲解词汇，包括词性、词义、例句等。
2. 学生跟读，加深记忆。
四、词汇练习1. 词汇卡片练习：教师分发词汇卡片，学生根据卡片上的词汇进行拼写、造句等练习。
2. 小组合作：学生分组，进行词汇接龙、词汇抢答等游戏，巩固所学词汇。
五、课堂活动1. 角色扮演：学生分组，根据所学词汇进行角色扮演，模拟实际生活场景。
2. 词汇运用：教师给出一个句子，学生用本节课所学词汇进行替换，提高词汇运用能力。
六、课堂小结1. 教师对本节课所学词汇进行总结，强调重点。
2. 学生分享学习心得，总结所学。
七、作业布置1. 复习本节课所学词汇，并进行记忆。
2. 预习下一节课的内容。
教学反思：本节课通过多种教学方法，让学生在轻松愉快的氛围中掌握词汇。
在教学过程中，要注意以下几点：1. 关注学生的个体差异，因材施教。
2. 注重词汇的运用，提高学生的实际交流能力。
3. 鼓励学生积极参与课堂活动，培养学生的自主学习能力和团队合作精神。
4. 课后及时进行教学反思，不断提高自己的教学水平。
教师资格证考试-面试-高中英语-教案模板+逐字稿-词汇课
教师资格证考试-面试-高中英语-教案模板+逐字稿-词汇课【词汇讲解方法】主要有以下几种方法;①展示实物/图片：对于一些简单的名词，我们通过展示实物或者图片来进行讲解；②观看视频/展示图片：对于一些抽象形容词，我们可以通过观看视频/展示图片来进行讲解；③近义词、反义词法：如：mistake：it has the same meaning with “error” and “fault”；④利用词性：如：chemical：it’s the adjective form of chemistry；chemist：it relates to chemistry, it’s also a noun, but it has sth to do with sb；⑤做动作：对于一些动词，我们可以通过做具体的动作来进行讲解；⑥造句子：对于一些短语，我们可以通过句子来进行讲解；⑦创设情境：我们可以通过在具体情境中使用单词，从而对其进行讲解；⑧构词法word formation；【设计思路】词汇课，我们采用3P模式，即presentation， practice以及production；各个环节可以设计的活动如下：【教案】Teaching PlanTeaching Aims:Knowledge aims:（以下内容选一/二即可）①Students will understand the new words correctly: …（词汇）②Students will master the usage of these words: …（词汇）③Students will be able to explain the new words in English: …（词汇）④Students will master the word formation of these words: …（词汇）Ability aims:(1)Students can correctly use the new words.(2)Students can translate the new words in sentences or passages.Emotional aims: （以下内容选一/二即可）(1)Students can get more interests and confidence in learning English.(2)Students will be willing to apply their English into daily use.(3)Students can get the awareness of cooperation with others.Teaching Key & Difficult Points:Teaching key point:Students can know the new words.Teaching difficult point:How to make students use the new words in their daily use.Teaching Procedures:Step 1 Warming up1.Greetings.2.Lead-in: （以下导入方式选其一即可）①Review the knowledge that we learned before/in the last class with the students: …②Check students’ homework that I assigned in the last class: …③Share a story/saying/experience with students: …④Show students some pictures about … and ask them to think about the following questions:/ Play a short video to the students and ask them to think about the following questions during watching:Q1: …Q2: …⑤Free talk: ask students to discuss the following question and then invite some of them to share their answers:Q: …Step 2 Presentation(1)Deal with the material: （以下方式取其一即可）①Play the tape once or twice, ask students to get the main idea of it or just ask them one or two questions:Q1: …Q2: …（以上是将材料作为听力材料所设计的活动；若文章要求朗读文章，此步骤可设计成教师朗读；若材料比较简单，可只听一遍）②Read the passage once or twice, ask students to get the main idea of it or just ask them one or two questions:Q1: …Q2: …（以上是将材料作为阅读材料所设计的活动；若文章要求朗读文章，此步骤可设计成教师朗读；若材料比较简单，可只读一遍）(2)Words explanation and learning:Teach the word “…” by means of …（词汇讲解方法）Teach the word “…” by means of …（词汇讲解方法）Teach the word “…” by means of …（词汇讲解方法）…Step 3 Practice（以下方式选其二即可）①Filling in blanks: by using the correct form of the new words to fill in the blanks:…（填空题）②Translation: translate the Chinese into English by using the new words:…（中文句子）③Making sentences: make sentences by using the new words.④Brainstorm: ask students to discuss with their group members to collect as many expressions as possible that has the similar or same meaning with the new words.⑤Playing the game of “pass the ball”（击鼓传花）: play a music while letting students passa pen, when the music is over, the one who has the pen needs to make a sentence with the new words.Step 4 Production （以下方式选其一即可）①Ask students to retell the passage according to the key details on the screen in their own words.②Show students some pictures/set a situation/just give a topic, and then ask them to do a group discussion by using the new words.Step 5 Summary and HomeworkSummary: ask a student/lead the students to summarize the content of this lesson.（总结环节可以是老师自己总结，让同学总结，老师和同学一起总结三种方式，一般使用后两种方式比较好）Homework: ask students to do some exercises of “filling in blanks” and “translations”. （此步骤中的练习活动可以避免与practice中的活动重复）Blackboard design:【试讲逐字稿】[自我介绍]:Good morning/afternoon, dear judges, I’m No.X candidate applying for high school English teacher. （有的地方不让说姓名，只能说号码，但有的地方规定要说姓名，进入面试室时，有人会给你看一下注意事项，所以请一定看清，否则说错了会视为作弊，取消资格的）（上面这一句是在敲门得到允许进去后，所做的自我介绍，或者是向考官问好，一般考官会回应说：good morning/afternoon，之后你需要走到讲台上，进行结构化答题，回答结束后，考官会说请开始你的试讲）分割线—下面是真正的试讲逐字稿Today my topic is …, now I’ll start my class.[Greetings]:Class begins, sit down please. Good morning/afternoon, boys and girls, welcome to my class. How are you guys today? Great? Not bad? Glad to hear that. Me? Oh I’m pretty good, thanks for your asking. So are you ready for our class? Ok, good.[Lead-in]：以下方式选其一即可（建议在此步骤中，若能与文章标题联系起来的时候，可以书写板书：具体的标题，若文章没有标题，可以找机会一边说：today we’re going to have a reading class, 一边书写板书：reading）①Before our class, boys and girls, let’s have a quick review about what we learned in the last class. Do you still remember it? Great, you all remember it. Yes, we learned about …. Now as for today we are going to learn more about it/we are going to learn another grammar.②Before our class, boys and girls, do you still remember the task that I assigned for you in the last class? Yes, it is … Ok, so how many of you have prepared it? Show me your hands. Ok Anna, please. （此处停顿几秒，假装Anna在回答）Excellent, I can see you did it with your heart. Now as for today, we are going to learn …/we are going to talk more about …③-1.Before our class, boys and girls, I’d like to share a story with you. After the story, you need to tell me …（此处可以出一个问题）So please listen to me carefully. …（讲故事）So who wants to share your answers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-2.Before our class, boys and girls, I have s sentence for you, please listen to me carefully and please try to guess its meaning …（此处讲一个名人名言）So who wants to share youranswers with us? Anna, please. …（Anna的回答）Very good, sit down, please. Now as for today, we are going to learn …/we are going to talk more about …③-3.Before our class, boys and girls, I’d like to share one experience of mine with you …（讲经历）So how about you? Do you have any unforgettable experience? Anna, please share with us. …（Anna的回答）Very good, sit down, please. Now as for today, we are going tolearn …/we are going to talk more about …④Before our class, boys and girls, let’s watch a short video/some pictures, and you need to think about the following questions: Q1: … and Q2: … Are you clear? Ok, great, let’s start here.（观看视频/图片，停顿几秒）Well you have enjoyed the video/the pictures, have you got the answers? Anna, you please. Oh you think … Yes, great, sit down please. How about question 2? Peter, please have a try. You think … I agree with you, sit down please. Now as for today, we are going to learn …/we are going to talk more about …⑤Before our class, boys and girls, I’d like to ask you a question: … Anna, please have a try. Yeah, …（Anna的回答）Wonderful, thank you, sit down please. And? Peter, please. Great, …（Peter的回答）Now as for today, we are going to learn …/we are going to talk more about …[Presentation]:(1)以下方式选其一即可：①Now let’s listen to the tape once/twice. Please listen carefully and try to catch the main idea of it /try to think about the following one/two questions:Q1: …Q2: …Are you clear? Start here.（停顿几秒，若要求教师朗读，则此步骤可设计成教师读一遍）It’s over, so have you got the main idea of it? Good, it’s … Very good.②Now let’s take out our paper and look at the reading passage. Please read it carefully to catch the main idea of it/to think about the following one/two questions:Q1: …Q2: …Are you clear? Start here.（停顿几秒，若要求教师朗读，则此步骤可设计成教师读一遍）It’s over, so have you got the main idea of it? Good, it’s … Very good.(2)Alright, guys, it’s time to learn something new here. Let’s focus on the three bold words/the three words underlying in the context and learn some new words together. The first one, can you read it? Yes, it’s … Do you know what it means? No? that doesn’t matter, I’ll explain. …（讲解词汇） and the second one, … and the last one, …（讲解词汇的方法请从以下方式中选择）①展示实物/图片：如pen: do you know what it means? No? that doesn’t matter, I’ll explain. Now look at my hand, what’s on my hand? Yes, it’s a pen.②展示视频/图片：如beautiful: do you know what it means? No? that doesn’t matter, I’ll explain. Now look at the screen. Yes, it’s Zheng Shuang, and she is very, yes, very beautiful.③近义词、反义词：如mistake: do you know what it means? No? that doesn’t matter, I’ll explain. It has the same/similar meaning with “error” and “fault”.④利用词性：如chemist: do you know what it means? No? that doesn’t matter, I’ll explain. It is related to chemistry and it is also a noun, but it has sth to do with sb. Yes, you got it.⑤做动作：如breathe: do you know what it means? No? that doesn’t matter, I’ll explain. Now look at what I’m doing. Yes, it’s called breathe. Please read it after me, breathe.⑥造句子：如lead sb to do sth: do you know what it means? No? that doesn’t matter, I’ll explain. Now I’ll make a sentence for you and try to guess the meaning. Ok, “what leads you to choose teaching as a career?” So do you get it? Great.⑦创设情境：如concern: do you know what it means? No? that doesn’t matter, I’ll explain. Now I’ll set a situation for you, and try to guess the meaning, ok? Ok, Lily hasn’t come back home yet, and it’s getting darker and darker outside, so her mom concerns about her. Yes, it means worry. Great.⑧万能图片法：do you know what it means? No? that doesn’t matter, I’ll explain. Now let’s look at some pictures on the screen. so do you get the meaning of it? Ok, great.⑨构词法(word formation)：如sandstorm: except that we should know the meaning of it, we also need to know the word formation of it. Actually it is a … yes, compound word. It is combined with sand and storm, so when so much sand meets together, there will be a storm and we will call it sandstorm, clear? Good, and the second word, forecast, can you figure out the word formation by taking the first word as an example? Ok, let’s answer it together. It is combined with … yes, “fore” and “cast”. We call “fore” a prefix, which defines the meaning of this word. Good.（若单词很简单，可以直接说it means …,复杂一点的可以选用以上方法，另外，如果要求用某种构词法，一定要用上；讲解词汇时，没有必要每个单词都将那么细，可以选一个自己会的、熟悉的，着重讲，其他两个单词简单讲即可）[Practice]:Now let’s do some exercises to consolidate the three new words. The first activity: let’sdo some …（给出活动要求，可以从以下活动中选择）. Ok next activity: …（给出活动要求，可以从以下活动中选择）①Filling in blanks: here are some sentences, please complete them with the correct word.I’ll give you 3 minutes to think about them, please start.（停顿几秒）Time’s up, so have you finished. Who wants to share? Lucy, the first one, please. …（Lucy的回答）Good job, sit down, please. And the second one, Peter, you please. …（Peter的回答）Well done, sit down, please.②Translation: let’s do some translations, please translate the sentences on the screen into English. Please try to write all the answers down and then share with us, clear? Ok, start here. （停顿几秒）Time’s up, I saw almost all of you have finished. Who wants to share? Lucy, thefirst one, please. …（Lucy的回答）Good job, sit down, please. And the second one, Peter, you please. …（Peter的回答）Well done, sit down, please.（对于翻译题，学生回答时可设错，并帮助学生改正，如：the sandstorm has became one of the natural disasters. Became? Or become? Great, become. Sit down, please.）③Making sentences: can you try to make new sentences with the new words? Please work with your partners first and then share with us, clear? Ok, start here. （停顿几秒）Time’s up, I saw almost all of you have finished. Who wants to share? Lucy, the first one, please. …（Lucy的回答）Good job, sit down, please. And the second one, Peter, you please. …（Peter的回答）Well done, sit down, please.④Brainstorm: can you try to collect as many words or expressions as possible that have the same or similar meaning with the new words, clear? Please work with your partners first andthen share with us, clear? Ok, start here. （停顿几秒）Time’s up, I saw almost all of you have finished. Who wants to share? Lucy, the first one, please. …（Lucy的回答）Good job, sit down, please. And the second one, Peter, you please. …（Peter的回答）Well done, sit down, please.⑤Playing the game of “pass the ball”（击鼓传花）: I’ll play a music, while you need to pass a pen, and when the music is over, the one who has the pen needs to make a new sentence with the new words, clear? Please work with your partners first and then share with us, clear? Ok, start here. （停顿几秒）Time’s up, I saw almost all of you have finished. Who wants to share? Lucy, the first one, please. …（Lucy的回答）Good job, sit down, please. And the second one, Peter, you please. …（Peter的回答）Well done, sit down, please.[Production]:以下方式选其一即可①Ok, next I’d like you to retell the passage on your own words according to the key details on the screen. you’ll have 10 minutes to think about it, and you can discuss it with your partners first, and then share your answers with us, clear? Ok start here.（停顿几秒）Now who can have a try? Peter, I saw your hands, please come to the front. （不需要真正复述，只需停顿几秒，然后直接点评即可）Good, you have a good memory, thanks for your sharing, please come backto your seat. Anyone else? Anna, you please,. （不需要真正复述，只需停顿几秒，然后直接点评即可）Well down, you can organize the passage in such short time, you must be a good English writer. Thanks and please come back to your seat.②Ok, next let’s do a group discussion. Four students in one group and try to think about the following question: … Please discuss it with your group members first, and then share your ideas with us, you’ll be given 10 minutes. Let’s start here. （停顿几秒）Time’s up. Have you got any ideas? Share with us. Group one, who’s the representative? Ok Elsa, please come to the front and show us your idea. （不需要真正回答，只需停顿几秒，然后直接点评即可）Sounds that your idea are so reasonable. Thanks for your sharing and please come back to your seat. How about group 2? Oh Mike, please. Come on, be brave. （不需要真正回答，只需停顿几秒，然后直接点评即可）Good, I heard so many great ideas. Thanks for your sharing too. And please come back to your seat. Group 3 and group 4, you are all helpers, well done.（三组和四组就不必一一回答了，整体点评即可）[Summary and homework]:How time flies! It’s time to make a summary. Let’s do it together. Today we havelearned … Yes, some new words, very good, and we also learned how to use them. Ok good, we all did a good job in this class.（老师带领大家一起回答时，当说到重点时，要有所停顿，因我们需要做的是引导学生回答，而不是我们自己回答）Well, here are some exercises of “filling in blanks” and “translations” about these new words, please finish them and we’ll check the answers in the next class, are you clear? Ok, great, that’s all for today’s class, goodbye class, see you next time. （此步骤中的练习活动可以避免与practice中的活动重复）[结尾]：That’s all for my presentation, thank you!。
高中教资词汇教案模板电子版
课时：1课时年级：高中教材：《高中英语词汇》教学目标：1. 学生能够掌握本节课所学的10个核心词汇。
2. 学生能够运用所学的词汇进行简单的口头和书面表达。
3. 培养学生的词汇学习兴趣，提高学生的词汇运用能力。
教学重点：1. 词汇的记忆和运用。
2. 词汇的扩展和积累。
教学难点：1. 词汇的记忆方法。
2. 词汇的运用技巧。
教学过程：一、导入1. 老师通过提问的方式，引导学生回顾已学过的词汇，激发学生的学习兴趣。
2. 提问：同学们，我们之前学过哪些词汇？你们是如何记忆这些词汇的呢？二、新课导入1. 老师介绍本节课所学的10个核心词汇。
2. 学生跟读，并尝试拼写。
三、词汇学习1. 老师带领学生分析每个词汇的词性、词义、搭配等。
2. 学生分组讨论，运用所学的词汇进行造句。
四、词汇运用1. 老师给出情景，要求学生运用所学的词汇进行口头表达。
2. 学生分组进行角色扮演，巩固所学词汇。
五、课堂小结1. 老师对本节课所学的词汇进行总结，强调记忆方法和运用技巧。
2. 学生分享自己在学习过程中的心得体会。
六、作业布置1. 请学生课后复习本节课所学的词汇，并尝试用所学的词汇写一篇短文。
2. 请学生收集与所学词汇相关的例句，并进行分析。
教学反思：本节课通过多种教学方法，如导入、词汇学习、词汇运用等，帮助学生掌握所学的10个核心词汇。
在教学过程中，要注意以下几点：1. 注重词汇的记忆方法，引导学生运用多种方法记忆词汇。
2. 鼓励学生在课堂上积极参与，提高学生的词汇运用能力。
3. 注重词汇的扩展和积累，帮助学生建立良好的词汇储备。
4. 课后要及时检查学生的作业，了解学生的学习情况，并及时给予反馈。
电子教案模板：一、教学目标1. 学生能够掌握本节课所学的10个核心词汇。
2. 学生能够运用所学的词汇进行简单的口头和书面表达。
3. 培养学生的词汇学习兴趣，提高学生的词汇运用能力。
二、教学重点1. 词汇的记忆和运用。
2. 词汇的扩展和积累。
教师资格证考试面试高中英语教案模板+逐字稿词汇课
高中英语词汇课教案一、教学目标1. 知识目标：（1）学生能够掌握并正确使用本课所学词汇。
（2）学生能够理解词汇在语境中的运用。
2. 能力目标：（1）学生能够通过构词法拓展词汇。
（2）学生能够运用所学词汇进行口语交流和写作。
3. 情感目标：激发学生学习词汇的兴趣，培养积极的学习态度。
二、教学重难点1. 教学重点：（1）掌握并运用本课所学词汇。
（2）学会通过构词法拓展词汇。
2. 教学难点：（1）词汇在语境中的运用。
（2）利用构词法拓展词汇。
三、教学方法1. 情境教学法：通过设定真实的生活场景，让学生在语境中学习词汇。
2. 构词法教学：引导学生观察、分析词汇的构成，培养学生自主拓展词汇的能力。
3. 任务型教学法：通过完成小组任务，让学生在实践中运用所学词汇。
四、教学步骤1. 导入（5分钟）（1）教师与学生交流，了解学生对词汇学习的认识和需求。
（2）引导学生谈论学习词汇的重要性，激发学生学习兴趣。
2. 新课呈现（15分钟）（1）教师展示本课词汇，引导学生观察词汇的构成。
（2）教师讲解词汇的用法，让学生在语境中理解词汇。
3. 实践环节（15分钟）（1）学生分组，完成小组任务，运用所学词汇进行口语交流。
（2）教师巡回指导，纠正发音，解答学生疑问。
4. 拓展环节（10分钟）（1）教师引导学生运用构词法拓展词汇。
（2）学生分享自己拓展的词汇，互相学习。
5. 总结与作业（5分钟）（1）教师对本课内容进行总结，强调重点词汇。
（2）布置作业：让学生运用所学词汇进行写作。
五、教学反思教师在课后对本节课的教学效果进行反思，分析学生的学习情况，针对存在的问题调整教学策略，以提高教学效果。
六、教学评价1. 课堂参与度：观察学生在课堂上的积极参与情况，包括发言、讨论、小组活动等。
2. 词汇掌握情况：通过课后作业、小测验等方式检查学生对词汇的掌握程度。
3. 口语运用能力：评估学生在口语交流中的词汇使用准确性、流畅性。
4. 写作能力：通过课后作文评价学生对词汇的运用能力和写作水平。
高中英语词汇教资教案模板
一、教学目标1. 知识目标：- 学生能够掌握本节课所学的核心词汇及其基本用法。
- 学生能够理解词汇的搭配和语境中的含义。
2. 能力目标：- 学生能够通过多种方法提高词汇记忆效率。
- 学生能够运用所学词汇进行简单的口头和书面表达。
3. 情感目标：- 学生能够增强学习英语的兴趣和自信心。
- 学生能够体会到英语词汇学习的实用性和趣味性。
二、教学内容1. 词汇：根据教学大纲和教材内容，选择适合本节课的词汇。
2. 语法：与词汇相关的语法点，如时态、语态、非谓语动词等。
3. 语境：词汇在实际语境中的运用。
三、教学重点1. 核心词汇的掌握。
2. 词汇的搭配和用法。
3. 词汇的灵活运用。
四、教学难点1. 词汇的记忆方法。
2. 词汇在不同语境中的含义和用法。
五、教学方法1. 讲授法：教师讲解词汇的基本含义、用法和搭配。
2. 案例分析法：通过具体案例帮助学生理解词汇的用法。
3. 游戏法：通过词汇游戏提高学生的学习兴趣和记忆效率。
4. 小组合作法：让学生在小组中互相学习、讨论和练习。
六、教学步骤1. 导入新课：- 简要回顾上节课的内容。
- 引入本节课的词汇，激发学生的学习兴趣。
2. 词汇讲解：- 详细讲解词汇的基本含义、用法和搭配。
- 通过例句和语境帮助学生理解词汇的含义。
3. 语法讲解：- 结合词汇讲解相关的语法点，如时态、语态、非谓语动词等。
- 通过练习题帮助学生巩固语法知识。
4. 词汇游戏：- 设计有趣的词汇游戏，如猜词游戏、串词联句游戏等。
- 通过游戏提高学生的学习兴趣和记忆效率。
5. 小组合作：- 将学生分成小组，进行词汇学习和练习。
- 学生在小组中互相学习、讨论和练习，提高学习效果。
6. 课堂小结：- 回顾本节课所学内容，总结重点和难点。
- 对学生的表现进行评价，鼓励学生继续努力。
7. 课后作业：- 布置相关的课后作业，如词汇练习、语法练习等。
- 鼓励学生在课后进行自主学习和复习。
七、教学评价1. 课堂表现：观察学生在课堂上的参与程度、学习态度和表现。
高中英语教资词汇课教案模板
一、教学目标1. 知识目标：掌握本节课所学的词汇，理解并运用其正确用法。
2. 能力目标：提高学生的词汇记忆能力，培养学生自主学习和运用词汇的能力。
3. 情感目标：激发学生学习英语的兴趣，培养学生的合作意识和自主学习能力。
二、教学内容1. 教材内容：选取高中英语教材中与本节课主题相关的词汇。
2. 主题词汇：如日常生活、学校生活、自然现象、人物关系等。
三、教学重难点1. 教学重点：词汇的正确读音、拼写和用法。
2. 教学难点：词汇的灵活运用和搭配。
四、教学方法1. 互动式教学：通过小组讨论、角色扮演等方式，提高学生的参与度和积极性。
2. 任务型教学：设计相关任务，让学生在完成任务的过程中学习和运用词汇。
3. 多媒体辅助教学：利用PPT、视频等多媒体资源，丰富教学内容，提高教学效果。
五、教学工具1. 教材2. PPT3. 黑板4. 录音笔5. 字典六、教学过程（一）导入（5分钟）1. 复习上一节课所学内容，检查学生对已学词汇的掌握情况。
2. 通过图片、视频或话题讨论等方式，引入本节课的主题。
（二）新课讲解（20分钟）1. 引导学生阅读课文，找出本节课的生词，并逐个讲解词义、用法和例句。
2. 通过游戏、练习等方式，帮助学生记忆和运用新词汇。
3. 引导学生分析词汇的搭配和用法，提高学生的语言运用能力。
（三）小组活动（15分钟）1. 将学生分成小组，每组分配一个任务，如：用新学的词汇编写对话、故事或小作文。
2. 小组内互相讨论、修改，最后展示成果。
（四）巩固练习（10分钟）1. 设计一些与新课内容相关的练习题，让学生巩固所学词汇。
2. 学生独立完成练习，教师巡视指导。
（五）总结与反思（5分钟）1. 教师对本节课的内容进行总结，强调重点和难点。
2. 学生谈谈对本节课的感受，提出疑问或建议。
七、教学评价1. 课堂表现：观察学生的参与度、合作意识和自主学习能力。
2. 作业完成情况：检查学生对词汇的掌握程度。
3. 小组活动成果：评价学生的团队协作能力和语言运用能力。
高中英语教师资格证词汇课教案
教学内容：词义meanings、用法usage、词汇信息basic information、词汇记忆策略strategies.TopicTeaching Aims:1.Knowledge aim: The students will be able to know the meaning and usage of thefollowing words:…2.Ability aim: The students will be able to use these words correctly in writing andspeaking.3.Emotional aim: The students will be more confident …Teaching Key and Difficult Points:Master the words, especially…Teaching Aid: CAITeaching Procedures:1.Step 1: lead-inShow some pictures to students and ask some questions: ...2.Step 2: task-readingAsk students to read the text after the teacher and select the important words they think.Read the words twice.3.Step 3: presentation and comprehensionGo through those words. Introduce their meanings and usages.4.Step 4: practiceAsk students to do the exercise on Page 51: Fill in the blanks.Let students make up a story using all the words we learn today.5.Step 5: consolidationRead the words again.6.Step 7: HomeworkWrite those words down four times and recite them.Blackboard Design:Unit 6 Lesson 1Words:Good adj. book n. look vt.T: hello, boys and girls, how are you today? I’m fine too, thank you! Before the class, let’s enjoy some pictures. What do you see in the first picture?T: a man. Right! What is he doing? Yes, he is ….T: In our daily life, … is very common, today, we will learn how to describe… in English. Please open the book and turn to page 51. Read the text after me and select the words you think important.T: Everyone well done. Who could share words with us? Peter, please.T: …（假装帮助读了一个单词，并且边读边板书）Great. …(重复一遍单词). Anything to add? Ok, Lily please.T: … （板书）. Well down.T: Now, read after me. （没个词读两遍）T: 解释词语。
关于教师资格证高中英语教案模板
关于教师资格证高中英语教案模板一、教学目标1. 知识目标：让学生掌握高中英语课程标准要求的基本词汇、语法和句型，提高学生的英语听说读写能力。
2. 能力目标：培养学生运用英语进行交流、合作和解决问题的能力。
3. 情感目标：激发学生学习英语的兴趣，培养学生的自信心和自主学习能力。
二、教学内容1. 教材：人教版高中英语教材2. 单元主题：Unit 1 Getting to Know Each Other3. 课时安排：2课时三、教学过程1. 导入：通过图片和问题引入新课，激发学生的学习兴趣。
2. 课堂活动：a) 学生分组进行自我介绍，练习使用目标语言。
b) 教师组织学生进行角色扮演，模拟真实场景。
3. 练习：学生完成课后练习题，巩固所学知识。
4. 总结：教师对课堂内容进行总结，强调重点知识点。
四、教学评价1. 课堂参与度：观察学生在课堂活动中的参与情况，评价学生的积极性。
2. 语言运用能力：评估学生在角色扮演等环节中的语言表达能力。
3. 课后练习：检查学生完成的练习题，评估学生的掌握程度。
五、教学资源1. 教材：人教版高中英语教材2. 图片：与课堂内容相关的图片3. 多媒体课件：用于辅助教学六、教学策略1. 交际式教学法：通过小组活动、角色扮演等形式，让学生在实际语境中运用英语，提高口语交际能力。
2. 任务型教学法：教师设计各种任务，引导学生参与课堂实践，培养学生的综合语言运用能力。
3. 情境教学法：创设真实、生动的情境，让学生在情境中自然地学习和使用英语。
七、教学步骤1. Step 1: 导入新课，展示图片，引导学生谈论相关话题。
2. Step 2: 教师讲解新知识点，如词汇、语法和句型。
3. Step 3: 学生进行小组活动，练习使用新学的语言点。
4. Step 4: 角色扮演：学生分角色表演，运用所学知识。
5. Step 5: 教师组织学生进行听力、阅读和写作训练。
6. Step 6: 课堂总结，布置课后作业。
高中教资面试词汇课教案模板
1. 知识与技能目标：- 学生能够掌握所教授词汇的基本意义、用法和搭配。
- 学生能够通过语境理解和运用所教授词汇进行日常交流。
- 学生能够通过词根词缀法提高词汇记忆效率。
2. 过程与方法目标：- 通过小组讨论、角色扮演等活动，提高学生的合作能力和语言表达能力。
- 通过多媒体辅助教学，提高学生的学习兴趣和参与度。
3. 情感态度与价值观目标：- 培养学生对英语学习的兴趣和自信心。
- 增强学生的跨文化交际意识，尊重不同文化背景。
二、教学重难点1. 教学重点：- 理解和掌握所教授词汇的基本意义和用法。
- 在语境中灵活运用所教授词汇。
2. 教学难点：- 词汇的记忆和运用。
- 在实际交流中正确使用词汇。
三、教学方法- 讲授法：讲解词汇的基本意义、用法和搭配。
- 讨论法：引导学生就词汇进行讨论，提高学生的合作能力和语言表达能力。
- 角色扮演法：通过角色扮演，让学生在模拟情境中运用词汇。
- 多媒体辅助教学法：利用多媒体课件展示词汇的图片、视频等，提高学生的学习兴趣和参与度。
1. 导入（5分钟）- 通过提问、图片、视频等方式导入新词汇，激发学生的学习兴趣。
2. 新课讲授（15分钟）- 讲解词汇的基本意义、用法和搭配，通过例句和语境让学生理解词汇的具体用法。
- 介绍词根词缀法，帮助学生记忆和扩展词汇。
3. 小组活动（10分钟）- 将学生分成小组，进行词汇接龙、造句等游戏活动，巩固所学词汇。
- 学生扮演不同角色，进行角色扮演，运用所学词汇进行对话。
4. 巩固练习（10分钟）- 通过完成练习题，检验学生对词汇的掌握程度。
- 学生相互检查作业，纠正错误。
5. 总结与反馈（5分钟）- 总结本节课所学内容，强调重点和难点。
- 学生反馈学习感受，教师进行点评和指导。
五、板书设计- 词汇：[所教授词汇]- 意义：[词汇的基本意义]- 用法：[词汇的用法和搭配]- 例句：[例句展示]- 词根词缀：[词根词缀讲解]六、教学反思- 教学过程中，关注学生的个体差异，因材施教。
高中英语词汇教案教资
高中英语词汇教案教资【篇一：教师资格证考试高中英语教案模板】1. teaching aims:1. train the students’ reading ability.2. enable the students to realize ...3. stimulate（激发）the students’ interest and ...2. teaching methods:1. fast reading to get general idea of the text.2. careful reading to understand the passage better.3. teaching procedures（程序）：step1lead-inuse some pictures of ... to lead in the topic.step 2pre-reading1. play a guess game: ...2. play another guess game: ...step 3predict（预测）1. ask the students to predict what the reading passage talks about according to the title and illustrations（插图） of passage. the teacher can give some clues by talking about the illustrations:......step 4skimming（略读）1. let the students skim the whole passage to get the main idea, then evaluate their predictions. during this activity, the teacher should give some guidance（指导） on reading skills. main idea of the passage:...2. let the students skim the passage and divide it into different parts to find out the main idea of every part an the topic sentences.part 1 (paragraph 1...)......step 5careful reading... （问题）ask the students to scan the second part and complete the chart（图表）with information from the passage.ask the students to read carefully and finish the following tasks:......（设计一些问题或判断对错等）knowledge aims1. to listen to and understand the listening materials.2. students can master the following expressions:...（一些句型）ability aims1. enable students to catch and understand the listening materials.2. develop students’ ability to get special information and take note while listening.3. get students to learn and use the expressions of ...emotional aim1. enable students to know more about ...2. develop students’ sense of ...teaching proceduresstep 1lead-inplay a game ...1. put students into pairs. give them each two minutes to think of ......（游戏过程）step 2pre-listening1. tell students they will listen to a dialogue about ...2. give students some directions and make them predict what the listening text is about.step 3while-listening1. tell students listen to the tape first to get the main idea and decide whether their prediction gist right or not.2. ask students to listen to the tape again. let them listen and answer some questions. (show the questions on the blackboard)3. students exchange the information and listen to the tape a third time for checking. let them have the correct answers.step 4post-listening1. give 2-3 minutes to students to ask questions if they have any.2. show students the listening text and let them read it aloud.3. let students read aloud the questions and expressions on the blackboard: ...(之前目标里的句型)4. make sure they will understand and enable to use the, then let them in pairs discuss ...5. get some pairs to act out their dialogue in front of the class. step 5homework1. make sentences with the expressions in the lesson.2. surf the internet to find out more information about ...3. 给一篇文章用来讲语法的课堂设计knowledge objectivesto learn the use of ... （语法点）ability objectivesto use ... （语法） correctly and properly according to the context.emotional objectives1. to become interested in grammar learning.2. to develop the sense of group cooperationteaching important pointsget students to learn and master the new grammar item: ... （语法）teaching difficult pointsenable students to learn how to use ... correctly.teaching proceduresstep 1revision1. check the homework exercises.2. let students dictate some new words and expressions.step 2discovering useful structures1. ask students to read through the passage ... , pick out the sentences where ...（语法） are, and then underline ... （语法）2. let students work in pairs to translate these sentences and try to understand the use of ...3. have students observe the sentences and draw the conclusion: ...step 3understanding and summarizing1. ask students to work in pairs to finish the following exercises on how ... are used. (show the following on the screen)...step 4using structures(show the following exercises on the screen or give out exercises papers.) answer the following questions using ... ...1. ask students to work in group of four.2. give them four minutes to finish the work and ask each group to choose the best answers.3. ask students to choose the best sentences.step 5playing the gameget into groups and play the game:step 6closing down by a quiz.(show some exercises on the screen.)let students finish them within a few minutes, then check the answers with the whole class.knowledge objectivesby the end of this lesson the students:1. will have a better understanding of the structure and characteristics of an advertisement.2. will grasp some useful words and expressions to describe a good restaurant such as: ...ability objectives1. to grasp the use of persuasive sentences.2. to improve the ability of in gathering, analyzing, comparing and making conclusion.moral objectives1. to improve the students’ learning motivation.2. to make the students become confident.3. to improve their ability of cooperating with each other through discussing. teaching important and difficult pointstask-based approach, cooperating approach and communicative approach. teaching proceduresstep 1revision lead infirst check the homework of last class.then let the students swap the homework with each other and discuss in groups of 4, take notes, find out and category the impressive sentences into 5 kinds of information: ...step 2discussing1. show students 4 pictures of ...2. ask 3 students to report their work, show them the pictures of ...step 3pre-writing1. show them the sample ...2. read the ... and think over what are the characteristics of ... , encourage some students to analyze and tell their opinion.step 4while-writing1. ask students to read the requirements on the text.2. ask them to write the topic sentence first, and then write at least 6 supporting sentences to ...step 5post-writinglet them swap their passage with each other and recommend 3 most successful ... step 6homework1. polish students’ writing and write some more aspectsof ...their final work will be modified and selected, then the most successful ones will be put up on the english corner.2. review the words and expressions in this unit.teaching aims1. to know the meaning and usage of the following words: ...to understand some important sentences in the text and know the structure and usage of inversion.2. to master the micro-reading skills through skimming and scanning.3. to know the ability and knowledge ... and develop the ability of getting information from the passage and dealing with the information.teaching methodstask-based learning; situational learning; group work learning. the key and difficult points1. to enable the students to get the main idea of the passage, analyze the structure, and get useful information.2. to train the students of micro-reading skills such as skimming and scanning, and develop their ability of reorganizing and transferring information.teaching processstep 1pre-readingquestion:step 2skimmingquestions( to explain some words and structures.)step 3detailed readingstep 4interviewstep 5summarystep 6homework1. read and practice the dialogue after class fluently.2. find the useful words and expressions in the passage and do exercises on the textbook following the passage to consolidate them.【篇二：高中英语词汇复习第24单元教案(普通班)】第47课时教学过程Ⅰ. 检查及校对所布置的作业Ⅱ. 新授（在晨读时让学生把第24单元的单词听两遍，并跟读）1. 根据英文释义选用下列单词填空（做此题前先把下列词的词义通一遍，然后再引导做题） qualification; receipt; quality; rank; quantity; puzzle; rare; random; push; quit1) qualification a skill, personal quality, or type of experience that makes you suitable for a particular job or position2) quality something that people may have as part of their character3) quantity an amount of something that can be counted or measured4) push to encourage or force someone to do something or to work hard5) puzzle something that is difficult to understand or explain6) receipt a piece of paper that you are given which shows that you have paid for something7) quit to leave a job, school etc, especially without finishing it completely8) rare not seen or found very often, or not happening very often9) random happening or chosen without any specific plan, aim, or pattern10) rank the position or level that someone holds in an organization, especially in the police or the army, navy etc 中天教育山东枣庄高考补习学校电子备课高三英语(普通班)教案第 1 页共 6 页2. 单项选择1) it is generally agreed that a person with good ___________ and experience should be given a better job.a. qualitiesb. quantitiesc. questionnairesd. qualifications 【译文】人们普遍认为有好的学历和丰富的经验的人应该给予较好的工作。
教师资格证考试面试高中英语教案模板+逐字稿词汇课
教师资格证考试-面试-高中英语-教案模板+逐字稿-词汇课一、教学目标1. 知识目标：a. 学生能够掌握并正确使用本课引入的词汇。
b. 学生能够通过上下文线索理解和记忆单词。
c. 学生能够运用所学生词进行简单的句子构建。
2. 技能目标：a. 学生能够通过图片、语境等线索猜测词义。
b. 学生能够通过词根词缀等策略扩大词汇量。
c. 学生能够运用英语进行简单的日常交流。
3. 情感目标：a. 学生能够培养对英语学习的兴趣和积极性。
b. 学生能够培养合作意识和团队精神。
二、教学内容1. 教材内容：本课将引入高中英语课程标准规定的词汇学习内容。
2. 教学重难点：学生对单词的正确理解和运用。
三、教学方法1. 交际法：通过情景模拟、角色扮演等方式，让学生在实际语境中运用所学词汇。
2. 情境教学法：利用图片、视频等教学资源，为学生提供丰富的语境，帮助学生理解和记忆单词。
3. 词根词缀法：引导学生通过分析词根词缀来猜测和记忆单词。
四、教学步骤1. 导入：利用图片、视频等资源，引入本课主题，激发学生兴趣。
2. 展示：教师展示本课要学习的词汇，引导学生观察单词的构成和特点。
3. 讲解：教师讲解单词的词义、词性和用法，并通过例句帮助学生理解和记忆。
4. 练习：学生通过填空、翻译等练习，巩固所学词汇。
5. 应用：学生分组进行角色扮演或情景模拟，实际运用所学词汇进行交流。
6. 反馈：教师对学生的学习情况进行总结和评价，及时反馈学生的学习成果。
五、作业布置1. 学生回家后，整理本课学习的词汇，制作单词卡片。
2. 学生结合所学词汇，编写一篇短文，展示对词汇的运用。
六、教学评价1. 课堂参与度：观察学生在课堂活动中的参与情况，是否积极回答问题、参与讨论。
2. 作业完成情况：检查学生作业的完成质量，包括单词卡片的制作和短文的编写。
3. 词汇运用能力：通过角色扮演、短文写作等环节，评估学生对所学词汇的理解和运用能力。
七、教学拓展1. 开展词汇竞赛：组织学生进行词汇竞赛，激发学生的学习兴趣和竞争意识。
高中英语教资面试词汇课教案逐字稿
高中英语教师资格证面试–词汇课型真题–教案–逐字稿–板书1.题目: 词汇教学试讲2.内容The most universal facial expression is, of course, the smile-its function is to show happiness and put people at ease. It does not always mean that we are truly happy, however. Smiles around the world can be false, hiding other feelings like anger, fear or worry. There are unhappy smiles, such as when someone “loses face” and smiles to hide it. However, the general purpose of smiling is to show good feelings.3. 基本要求(1)朗读所给段落(2)配合教学内容适当板书(3)针对所给段落的划线部分, 设计词汇讲解和练习的教学活动(4)用英文试讲(5)试讲时间: 10分钟教案Knowledge ObjectiveStudents will get more information about people’s facial expressionAbility ObjectiveStudents can pronounce the words and phrases correctly (at ease, false, hide)Students can make sentences with the new wordsEmotional ObjectiveStudents get more interested in expressing ideas in EnglishTeaching Key and Difficult Points:Key Point – Students can pronounce the words correctly and understand their meaning Difficult Point – Students are able to make sentences with the new wordsTeaching MethodPPP – Presentation, Practice, ProductionTeaching ProcedureLead-inStudents watch a video clip about a variety of facial expressions and answer the following questions:⚫What facial expressions do you see in the video?⚫When was the last time you cried? Laughed? What happened?Presentation1.The teacher reads the passage and students try to get the main idea of it.2.The teacher writes the new words on the blackboard and students read them after theteacher3.Students read the passage and try to guess the meaning of the words4.The teacher writes the definition of the words on the blackboard and students try tomatch the words with them accordinglyPracticeStudents finish a gap-filling exercise about the new words and the teacher makes comments accordingly.ProductionStudents try to make sentences with the new words and the teacher makes comments accordinglySummaryThe teacher helps students to summarize what they have learned in classHomeworkStudents do an interview with their family members(Greeting)Good morning, boys and girls. How are you doing today? Great? Glad to hear that. If you are ready, let’s begin our class.(Lead-in)First, we are going to watch a video clip today. After that, I would like you to answer one question: What facial expressions do you see in the video? Now, let’s watch the video together.Well, Nick, what facial expressions do you see in this video? (Nick…). Thank you, Nick, fantastic job. You noticed crying, laughing and frowning in the video. Then my next question is – when was the last you cried or laughed? And what happened? I’ll give you 2 minutes to think about it.Time’s up. Lucy, may I know your answer, please? (Lucy…). Thank you for your sharing, Lucy. Lucy cried when she lost her wallet last year.(Presentation)Y ou’ve all done a great job so far. Today we are going to learn some new words. Everyone, please op en your book and turn to page 5. I’ll read the passage for you and then I would like you to tell me what the main idea is of it. Here we go.Well, Billy, could you tell me the main idea of this passage? (Billy…)Thank you, Billy. I couldn’t agree more. This passage is about smiling. Then let’s take a closer look at the underlined words in it and read them together first. Please read after me (at ease … false … hide …)Now, I would like you to read the whole passage by yourselves. Then you can have a discu ssion with your elbow partner and try to guess the meaning of these words. And I’ll write the definition of the words on the blackboard. After the discussion, I would like you to match the definition with the underlined words in the passage. Here we go.T ime’s up. Allan, which definition here would you match with the phrase “at ease”? (Allan…) Well, you choose the first one. May I know your reason? (Allan…) Thank you, Allan, well done. The first definition matches with “at ease”, because when people are happy, they usually feel relaxed. So “at ease” means “feeling relaxed” (以此类推, 视时间解释另外两个词)(Practice)Next, we are going to do a gap-filling exercise. I would like you to fill the gaps in the sentences on the blackboard with the underlined words. I’ll give you 3 minutes to think about it. Let’sT im’s up. Jenny, which word would you choose for the gap the in the first sentence? (Jenny…) Thank you, Jenny, good job there.(Production)N ow, let’s brainstorm some ideas for the following questions:What things put you at ease?What things can be false?When was the last time you hide something? Why?Y ou can have a discussion with your elbow partner about the questions and I’ll give you 5 minutes. Let’s begin.T ime’s up. Well, Sophie, what things put you at ease? (Sophie..) Soothing music. Oh, that makes sense. I listen to soothing music to let my hair down as well. Then what things can be false? Yes Michael! (Michael…)Thank you, Michael. News on the internet can be false. I couldn’t agree more. And when was the last time you hide something? Jane？(Jane…) Thank you for your sharing, Jane. You hid your diary because your parents have always wanted to read it.(Summary)N ow let’s have a quick recap. Nick, could you tell us the definition of “at ease”? (Nick…) Exactly, Thank you. What about “false”, Helen? (Helen…) Definitely, Helen, Thank you. And Michelle, what does hide mean? (Michelle…) Thank you, Michelle, you’re correct.(Homework)Let’s call it a day. As for the homework, you need to ask the same 3 questions to your family members and find out their ideas. You’ll share your findings in the next class. Thank you for your time, boys and girls. Have a good day.板书MatchAt ease feel relaxedFalse put something at a place where it cannot be easily foundHide not completely trueTaking a bath put me _________The information is _____. I don’t believe it.She stole the money and _____ it at a secret place.。
高中教资语法词汇教案模板
教学目标：1. 让学生掌握现在进行时的基本构成和用法。
2. 培养学生运用现在进行时进行口头和书面表达的能力。
3. 提高学生的语法意识和词汇运用能力。
教学重点：1. 现在进行时的构成：主语 + be 动词的现在分词形式 + 其他。
2. 现在进行时的用法：表示正在进行的动作或存在的状态。
教学难点：1. 现在进行时与一般现在时的区别。
2. 现在进行时在句子中的使用场合。
教学准备：1. 多媒体课件2. 练习题3. 学生用书教学过程：一、导入1. 通过图片或视频展示一些正在进行的动作，引导学生思考这些动作的英语表达方式。
2. 提问：这些动作可以用什么时态来表示？二、新课讲授1. 讲解现在进行时的构成：主语 + be 动词的现在分词形式 + 其他。
2. 举例说明现在进行时的用法，如：I am reading a book.（我正在读书。
）3. 讲解现在进行时与一般现在时的区别，通过对比练习让学生加深理解。
4. 介绍现在进行时在句子中的使用场合，如：描述正在进行的活动、表示计划或安排等。
三、课堂练习1. 学生通过完成练习题，巩固现在进行时的构成和用法。
2. 练习题包括填空、改错、翻译等，旨在提高学生的语法意识和词汇运用能力。
四、小组活动1. 学生分成小组，讨论以下话题：描述自己正在做的事情、计划周末的活动等。
2. 每个小组选派一名代表，用现在进行时进行口头表达。
五、课堂总结1. 回顾本节课所学的现在进行时的构成和用法。
2. 强调现在进行时与一般现在时的区别。
3. 提醒学生在日常生活中注意运用现在进行时。
教学反思：1. 通过本节课的学习，学生掌握了现在进行时的基本构成和用法。
2. 学生在课堂练习和小组活动中，提高了语法意识和词汇运用能力。
3. 在今后的教学中，要注重培养学生的口头和书面表达能力，提高他们的英语综合运用能力。
高中英语教资教案模板词汇
课时安排：2课时年级：高中教材：《高中英语》教学目标：1. 让学生掌握词汇的基本意义、用法和搭配。
2. 培养学生词汇学习的能力，提高词汇记忆效率。
3. 培养学生的英语思维，提高英语表达水平。
教学重难点：1. 重点：词汇的基本意义、用法和搭配。
2. 难点：词汇的记忆和应用。
教学准备：1. 教学课件2. 词汇卡片3. 词汇练习题教学过程：第一课时一、导入1. 教师通过图片、视频等方式展示与课文相关的词汇，激发学生的学习兴趣。
2. 学生根据图片或视频内容，猜测词汇的大致意思。
二、新课导入1. 教师引导学生回顾上节课的内容，为新课的学习做好铺垫。
2. 教师介绍本节课的词汇，并讲解词汇的基本意义和用法。
三、词汇学习1. 教师通过讲解、例句、卡片等形式，让学生掌握词汇的基本意义和用法。
2. 学生跟读、模仿，加深对词汇的记忆。
四、词汇练习1. 教师设计词汇练习题，让学生巩固所学词汇。
2. 学生独立完成练习，教师巡视指导。
五、总结1. 教师对本节课的词汇进行总结，强调重点和难点。
2. 学生复述所学词汇，加深记忆。
第二课时一、复习导入1. 教师提问上节课所学词汇，检查学生的掌握情况。
2. 学生复述所学词汇，巩固记忆。
二、新课导入1. 教师引导学生回顾上节课的内容，为新课的学习做好铺垫。
2. 教师介绍本节课的词汇，并讲解词汇的搭配和用法。
三、词汇学习1. 教师通过讲解、例句、卡片等形式，让学生掌握词汇的搭配和用法。
2. 学生跟读、模仿，加深对词汇的记忆。
四、词汇练习1. 教师设计词汇练习题，让学生巩固所学词汇。
2. 学生独立完成练习，教师巡视指导。
五、拓展延伸1. 教师引导学生运用所学词汇进行口语或写作练习。
2. 学生分组进行活动，教师巡视指导。
六、总结1. 教师对本节课的词汇进行总结，强调重点和难点。
2. 学生复述所学词汇，加深记忆。
教学评价：1. 课堂参与度：观察学生在课堂上的学习态度和积极性。
2. 词汇掌握情况：通过提问、练习等方式，检查学生对词汇的掌握程度。
词汇课教案模板英语高中
词汇课教案模板（英语高中）一、教学目标•掌握本课所学的基础词汇。
•能够正确运用所学词汇进行口语和书面表达。
•培养学生的词汇记忆和运用能力。
二、教学重点•让学生掌握并熟练运用课程中的词汇。
三、教学难点•培养学生记忆词汇的能力。
•培养学生灵活运用词汇的能力。
四、教学准备•词汇表格•PPT或黑板•笔记本和笔五、教学步骤步骤一：导入（5分钟）1.老师简要介绍本课的主题，让学生了解本课的学习目标和重点。
步骤二：词汇学习（30分钟）1.老师通过展示词汇表格，向学生介绍本堂课所要学习的词汇。
2.老师逐个解释、讲解每个词汇的意思、词性和用法，并举例让学生理解。
3.学生跟读词汇，并尝试造句来巩固记忆。
注：在词汇讲解环节，老师可以根据实际情况设计一些词汇学习的小游戏或任务，使学生在轻松的氛围中更好地掌握词汇。
步骤三：词汇运用（40分钟）1.老师设计一些针对所学词汇的练习题，包括选择题、填空题和造句题等，让学生主动参与。
2.学生独立完成练习题，并与同桌分享答案，相互学习交流。
步骤四：课堂总结（5分钟）1.老师对本堂课的重点内容进行总结，并强调学生需要在课后进行复习和记忆。
2.学生提问和反馈，及时解答学生的疑问和困惑。
六、课后作业•老师布置一些课后练习题，包括复习词汇、做题目和写作业等。
七、教学反思本节课主要围绕词汇的学习和运用展开。
通过使用词汇表格、词汇讲解和词汇练习等多种教学方法，旨在提高学生的词汇记忆和运用能力。
整节课教学内容设计合理，让学生在积极参与中学习词汇，通过与同学合作、分享答案等方式，增强了学生的学习兴趣和主动性。
值得注意的是，在课堂总结时，老师可以充分了解学生的学习情况和反馈，及时解答疑问。
标签：教案；词汇课；英语；高中；教学目标；教学步骤。
高中英语词汇课教案设计
高中英语词汇课教案设计一、教学任务及对象1、教学任务本节课的教学任务是以高中英语词汇为主题，旨在帮助学生掌握并运用英语词汇的基本技巧，提高他们的英语语言表达能力。
教学内容包括词汇的词义、词性、搭配、同义词、反义词等方面的知识。
通过本节课的学习，学生应能够熟练运用所学词汇进行口头表达和书面写作，同时培养良好的词汇学习习惯。
2、教学对象本节课的教学对象为高中学生，他们已经具备了一定的英语基础，掌握了基本的语法知识，但在词汇方面仍存在一定的不足。
学生在词汇学习过程中，往往容易忽视词汇的实际运用，对词汇的深度理解和灵活运用能力有待提高。
因此，本节课将针对学生的实际情况，采用多种教学策略，帮助他们提高词汇学习效果。
二、教学目标1、知识与技能（1）掌握本节课所学的英语词汇，包括词义、词性、搭配、同义词、反义词等，并能熟练运用到实际语境中；（2）学会使用词典、词汇卡片等工具进行词汇学习，培养自主查找、整理词汇的能力；（3）提高英语听力、口语、阅读和写作能力，特别是在词汇方面的运用能力；（4）通过词汇学习，提升学生的跨文化交际能力，增进对英语国家的了解。
2、过程与方法（1）采用以学生为主体的教学策略，引导学生积极参与课堂活动，培养合作、探究的学习精神；（2）运用多媒体教学手段，如PPT、视频等，辅助教学，丰富课堂形式，提高学生的学习兴趣；（3）通过示例、练习、讨论、总结等环节，让学生在实践中掌握词汇知识，提高词汇运用能力；（4）注重个体差异，因材施教，针对不同学生的学习需求，给予个性化的指导与帮助。
3、情感，态度与价值观（1）培养学生对英语学习的兴趣和热情，激发他们主动学习词汇的动力；（2）培养学生积极向上的学习态度，使他们认识到词汇学习对英语学习的重要性；（3）通过词汇学习，帮助学生拓展国际视野，增强跨文化交际意识，培养包容、尊重多元文化的价值观；（4）引导学生树立正确的词汇学习观念，使他们明白词汇学习并非一蹴而就，需要长期积累和努力；（5）培养学生良好的学习习惯，如自主学习、合作学习、总结反思等，以促进他们的全面发展。
教案模板：教师资格证面试高中英语万能教案模板2篇
教案模板：教师资格证面试高中英语万能教案模板教案模板：教师资格证面试高中英语万能教案模板精选2篇（一）教案模板课程名称：高中英语教材版本：根据实际教材选择课时数：1课时教学目标：1. 学生能够听懂、理解并运用课文中的重要词汇和句型。
2. 学生能够通过课文内容，运用相关语法和句型进行口头表达。
3. 学生能够在课堂上通过讨论和交流，提高英语口语表达能力。
教学重点：1. 重点教学课文中的重要词汇和句型。
2. 重点培养学生的口头表达能力。
教学难点：1. 如何引导学生充分参与课堂讨论和交流。
2. 如何提高学生的英语口语表达能力。
教学准备：1. 教师准备好课文教材和相关教具。
2. 教师准备好相关课件和讲义。
教学过程：Step 1: Warm-up (5分钟)教师通过图片、视频等方式引导学生回顾和热身，激发学生的学习兴趣。
Step 2: Pre-reading (10分钟)教师提出一个或者几个与课文主题相关的问题，引导学生思考并讨论。
教师可以使用思维导图等方式，帮助学生整理出自己的思路。
Step 3: While-reading (30分钟)教师引导学生按照课文的结构和内容进行默读，理解课文的大意和细节。
教师可以使用问题导读的方式，帮助学生更好地理解课文。
Step 4: Post-reading (10分钟)教师引导学生根据课文内容进行讨论和交流，鼓励学生发表自己的观点和看法。
教师可以使用角色扮演、小组讨论等形式，提高学生的口头表达能力。
Step 5: Consolidation (5分钟)教师通过巩固练习，帮助学生巩固课文中的重要词汇和句型。
教师可以使用填空、选择题等形式，加深学生对课文的理解。
Step 6: Homework (5分钟)教师布置相关作业，要求学生通过阅读和写作等方式，进一步巩固所学知识。
教学反思：本节课主要以阅读为主线，通过问题导读和讨论等方式提高学生的阅读能力和口头表达能力。
教师在教学中注重培养学生的思考能力和合作能力，并鼓励学生在课堂上积极发言和表达。
高中词汇课教案设计模板
课程名称：高中英语词汇课课时：1课时教学目标：1. 知识目标：帮助学生掌握本节课的词汇，理解其含义和用法，并能运用到实际语境中。
2. 能力目标：提高学生的词汇记忆能力、理解和运用能力，培养良好的词汇学习习惯。
3. 情感目标：激发学生对英语学习的兴趣，增强自信心，培养学生积极向上的学习态度。
教学重点：1. 词汇的记忆和理解。
2. 词汇的运用和拓展。
教学难点：1. 词汇的记忆和记忆策略的应用。
2. 词汇在语境中的运用。
教学准备：1. 教师准备：课件、词汇卡片、单词卡片游戏、练习题等。
2. 学生准备：预习本节课的词汇，准备相关例句。
教学过程：一、导入（5分钟）1. 利用多媒体展示与新课词汇相关的图片或视频，激发学生的学习兴趣。
2. 提问：同学们，你们知道这些图片或视频中出现了哪些词汇吗？二、新课呈现（20分钟）1. 教师带领学生朗读新课词汇，并解释其含义。
2. 学生跟读，加深对词汇的记忆。
3. 通过例句，让学生理解词汇的用法。
4. 分组讨论，让学生运用新课词汇进行造句。
三、词汇记忆策略（10分钟）1. 教师介绍几种有效的词汇记忆方法，如联想记忆、词根词缀记忆等。
2. 学生根据教师介绍的方法，尝试记忆新课词汇。
四、词汇拓展（10分钟）1. 教师展示与新课词汇相关的同义词、反义词或派生词。
2. 学生通过对比、分析，加深对词汇的理解。
五、课堂练习（10分钟）1. 学生完成教师提供的练习题，巩固新课词汇。
2. 教师批改练习题，讲解错误原因。
六、总结与作业布置（5分钟）1. 教师对本节课所学词汇进行总结，强调重点和难点。
2. 布置作业：要求学生课后复习本节课的词汇，并运用到实际语境中。
教学反思：1. 教师在课堂上要注意激发学生的学习兴趣，采用多种教学方法，提高学生的学习积极性。
2. 教师要关注学生的学习效果，及时调整教学策略，帮助学生克服学习难点。
3. 教师要注重培养学生的自主学习能力，引导学生学会利用多种资源进行词汇学习。
教师资格证高中英语教案
教师资格证高中英语教案教案主题：高中英语词汇教学教学目标：1. 能够理解和正确发音并运用一些高频单词；2. 能够根据语境理解并正确运用句子；3. 能够积累并灵活运用词汇。
教学重点：1. 单词的运用；2. 句子的理解和运用。
教学准备：1. 单词卡片；2. 词汇表。
教学过程：Step 1：词汇介绍（10分钟）1. 教师出示单词卡片，教学生跟读；2. 通过示意图、图片等方式来介绍单词的意思；3. 教师读出单词的音标，让学生来读。
Step 2：词汇拼写（10分钟）1. 将单词写在黑板上，让学生看一眼；2. 教师擦掉单词，让学生根据记忆来拼写单词。
Step 3：词汇分类（15分钟）1. 将一些近义词或反义词写在黑板上，让学生来区分；2. 教师给出两个单词，让学生说出它们之间的关系。
Step 4：词汇复习（10分钟）1. 教师给出一个句子，句子中有一个单词是之前学过的；2. 学生根据句子的意思来猜测这个单词是什么。
Step 5：词汇练习（15分钟）1. 教师出示一张词汇表，让学生来快速认识并说出单词；2. 学生们在课下背诵这些单词。
Step 6：词汇运用（15分钟）1. 教师给学生两分钟的时间，让他们根据词汇表中的单词来口头造句；2. 学生上台以展示他们的句子。
Step 7：词汇游戏（15分钟）1. 教师出示一个词汇表，让学生来回答这些单词是什么意思；2. 学生通过举例子、描述或者造句等方式来回答。
Step 8：作业布置（5分钟）教师根据课堂内容布置相关的课后作业。
教学反思：通过这次课，学生们能够更好地理解、记忆和运用一些单词，并且通过课堂游戏的形式来巩固和复习词汇。
同时，这也提高了学生的思维能力和口头表达能力。
在以后的教学中，可以加强学生对词汇的积累和灵活运用。
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教学内容：词义meanings、用法usage、词汇信息basic information、词汇记忆策略strategies.
Topic
Teaching Aims:
1.Knowledge aim: The students will be able to know the meaning and usage of the
following words:…
2.Ability aim: The students will be able to use these words correctly in writing and
speaking.
3.Emotional aim: The students will be more confident …
Teaching Key and Difficult Points:
Master the words, especially…
Teaching Aid: CAI
Teaching Procedures:
1.Step 1: lead-in
Show some pictures to students and ask some questions: ...
2.Step 2: task-reading
Ask students to read the text after the teacher and select the important words they think.
Read the words twice.
3.Step 3: presentation and comprehension
Go through those words. Introduce their meanings and usages.
4.Step 4: practice
Ask students to do the exercise on Page 51: Fill in the blanks.
Let students make up a story using all the words we learn today.
5.Step 5: consolidation
Read the words again.
6.Step 7: Homework
Write those words down four times and recite them.
Blackboard Design:
Unit 6 Lesson 1
Words:
Good adj. book n. look vt.
T: hello, boys and girls, how are you today? I’m fine too, thank you! Before the class, let’s enjoy some pictures. What do you see in the first picture?
T: a man. Right! What is he doing? Yes, he is ….
T: In our daily life, … is very common, today, we will learn how to describe… in English. Please open the book and turn to page 51. Read the text after me and select the words you think important.
T: Everyone well done. Who could share words with us? Peter, please.
T: …（假装帮助读了一个单词，并且边读边板书）Great. …(重复一遍单词). Anything to add? Ok, Lily please.
T: … （板书）. Well down.
T: Now, read after me. （没个词读两遍）
T: 解释词语。
（方法：make sentences; show picture; act it out 练习：读两遍；造句
用语：Can you guess its meaning? Can you use this word to make a sentence for us? What this picture shows is the …）
T: Have you all understood the meaning and usage of these words? Great! Let’s do some practice to consolidate the knowledge. Please open your book and turn to page 51. I will give you five minutes to do the exercise one, fill in the blank. Ok, go ahead. T: Who can tell us which words should be used in the first blank? OK, Susan please. T: …, Great!（指黑板上相应的词）
T: The second blank? Peter, please.
T: Right! … Pay attention to the number of the noun. It should be plural here. Aslan, you next.
T: Well down. ... The last one. Any volunteer? Good, Bob.
T: …, nice! But pay attention to the tense of the verb. In this sentence, the adverbial clause suggests that it happened in the past, so the … should be in simple past tense. T: You all did a good job! Now, please work in pairs and make up a story using all the words on the blackboard. I’ll give you ten minutes to prepare and then I’ll ask some of you to share your story. Ok, let’s start!
T: Time is up! Who volunteer to share with us first? Great, Mike.
T: What an interesting story! Well done. Is there anyone want to share the story with us too？Come on, Don’t be shy! How about you, Lily?
T: A great story too. Well, so much for today. Let’s read these words again before the break …（读一遍单词）
T: good job! Please write these words down in your exercise book. Four times and then recite them. We’ll have a word dictation next class. That’s all, See you!。