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　　英语学科面试教案模板

　　1. Teaching objectives

　　(1) 小学

　　Knowledge objectives:

　　Students will be able to pronounce the words …correctly;

　　Students can understand the meaning of the keysentence pattern…;

　　Students get to know the idea …

　　Ability objectives:

　　Students can make use of the sentence pattern… inreal-life situation;

　　Students apply different reading strategies(skimming, scanning, intensive reading, making inference);

　　Students can adopt different learning resources(online learning material, dictionary…)

　　Emotional objectives:

　　Students’ interests will be aroused by learningthe topic of… in daily English;

　　Students will be more cooperative through groupwork;

　　Students will be aware of (the importance of)…;

　　Students will learn to respect…better.

　　（2）初中

　　Knowledge objectives:

　　Students will be able to pronounce the words …correctly;

　　Students can understand the meaning of the keysentence pattern…;

　　Students get to know the idea of…;

　　Students understand the grammatical rules of …;

　　Students can write a passageabout…(topic)with…(tense, words, structure, layout…) correctly.

　　Ability objectives:

　　Students can make use of the sentence pattern… inreal-life situation;

　　Students apply different reading strategies(skimming, scanning, intensive reading, making inference);

　　Students apply different listening strategies(listen for the gist; listen for detailed information; listen for differentattitude… );

　　Students can adopt different learning resources(online learning material, dictionary…);

　　Students can (make use of a mind map to) organizetheir ideas logically.

　　Emotional objectives:

　　Students’ interests will be aroused by learningthe topic of… in daily English;

　　Students will be more cooperative through groupwork.;

　　Students will be aware of (the importance of)…;

　　Students will learn to respect…better.

　　（3）高中

　　Knowledge objectives:

　　Students get to know the idea of…;

　　Students understand the grammatical rules of …;

　　Students can write a passageabout…(topic)with…(tense, words, structure, layout…) correctly.

　　Ability objectives:

　　Students can make use of the sentence pattern… inreal-life situation;

　　Students apply different reading strategies(skimming, scanning, intensive reading, making inference);

　　Students apply different listening strategies(listen for gist; listen for detailed information; listen for differentattitude… );

　　Students can adopt different learning resources(online learning material, dictionary…) ;

　　Students can (make use of a mind map to) organizetheir ideas logically.

　　Emotional objectives:

　　Students’ interests will be aroused by learningthe topic of… in daily English;

　　Students will be more cooperative through groupwork;

　　Students will be aware of (the importance of)…;

　　Students will learn to respect…better.

　　2. Teaching key and difficult points

　　（1）Key points:

　　Talk about …(topic);

　　Locate information from listening/readingmaterial;

　　Understand the meaning of (grammatical rule of…;passage; writing style…).

　　（2）Difficult points

　　Pronounce … correctly;

　　Make use of …properly.

　　3. Teaching and learning methods:

　　Total Physical Response/ Audio-lingual method/Audio-visual method/ Communicative approach/ Task-based language teachingmethod;

　　Autonomous learning method/ Cooperative learningmethod/ Researched learning method.

　　4. Teaching Procedures

　　(1) PPP model（Presentation-Practice-Production多应用于会话课/词汇课/语法课/语音课等课型）

　　Step 1: Lead in

　　The teacher presents a picture of…(topic)/ Theteacher plays a piece of music of…(topic)/ The teacher plays a video clipof…(topic);

　　The teacher plays a guessing game of …(topic) withstudents;

　　The teacher has a free talk with student about … (topic).

　　Step 2: Presentation

　　1. Students read/listen to… under the guidance ofthe teacher and then read/listen to the text to answer questions;

　　2. Key words (sentence patterns)/ Key information/Key grammatical rules of the text are presented through interaction between theteacher and students.

　　Step 3: Practice

　　Students work individually/in pairs/in groups to…(make a dialogue with certain words and phrases; imitate the dialogue; read indifferent roles…)

　　Step 4: Production

　　With a set scene, students work in groups to …(make a poster; do a role-play; have a group PK…)

　　Step 5: Summary

　　The teacher guides students to conclude what theyhave learned in class, and then the teacher makes some supplements whennecessary.

　　Step 6: Homework

　　1. Students make a conversation after class withtheir classmates;

　　2. Students search the Internet for moreinformation about … (topic) and share with the class next time.

　　(2) PWP model（以下以阅读课为例，该模式主要适用于语言技能类的教学，多应用于听力课、阅读课、写作课等教学设计中。）

　　Step 1: Lead in

　　The teacher presents a picture of…(topic)/ Theteacher plays a piece of music of…(topic)/ The teacher plays a video clipof…(topic);

　　The teacher plays a guessing game of …(topic) withstudents;

　　The teacher has a free talk with student about …(topic).

　　Step 2: Pre-reading

　　The teacher asks students to guess what the textmay talk about to predict the text.

　　Step 3: While-reading

　　1. Skimming: Students read the passage and findout the main idea…

　　2. Scanning: Students read the passage again andfind out more detailed information.

　　3. Intensive reading: Students read the passageand try to analyze the difficult language points or appreciate the beautifullanguage.

　　Step 4: Post-reading

　　1. Students retell the passage according to thekey words and phrase;

　　2. Students discuss the topic of… in groups andthen make a report in class.

　　Step 5: Summary

　　The teacher guides students to conclude what theyhave learned in class, and then the teacher makes some supplements whennecessary.

　　Step 6: Homework

　　1. Students finish…after class;

　　2. Students search the Internet for moreinformation about … (topic) and share with the class next time.

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